SIMON & SCHUSTER S THE PIMSLEUR GUIDE. how the program works. Travel the world with Pimsleur!

THE PIMSLEUR GUIDE

PIMSLEUR

how the program works

Travel the world with Pimsleur!

PIMSLEUR^® LANGUAGE PROGRAMS

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Perhaps you waited until later in life and tried adult education classes, language schools, or home training programs. There too you may have found the information hard to retain, the lessons tedious, and your progress slow. Many language students give up early in these programs, convinced they lack the natural ability to understand and use what they read and hear.

The truth is that anyone can acquire a foreign language—

with the right teaching system. With the Pimsleur^® Method, you will benefit from the years of research and development that have helped create the world’s most effective method for teaching foreign languages. The Pimsleur^® Language Programs, developed by Dr. Paul Pimsleur, fill an urgent need for self- instructional materials in many languages.

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HOW TO USE THE PROGRAM

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The length of each lesson, just under 30 minutes, is that recommended by teaching specialists for a concentrated learning task. Once you’ve started the program, simply follow the tutor’s instructions. The most important instruction is to respond aloud when the tutor tells you to do so. There will be a pause after this instruction, giving you time to reply. It is essential to your progress that you speak out in a normal conversational voice when asked to respond. Your active participation in thinking and speaking is required for your success in mastering this course.

The simple test for mastery is whether you are able to respond quickly and accurately when your tutor asks a question. If you are responding correctly about eighty percent of the time, then you’re ready to proceed to the next lesson. It is important to keep moving forward, and also not to set unreasonable standards of perfection that will keep you from progressing, which is why we recommend using the eighty percent figure as a guide.

You will notice that each lesson contains both new and familiar material, and just when you may be worrying about forgetting something, you will conveniently be reminded of it.

Another helpful feature of the Pimsleur® Language Program is its rate of “saturation.” You will be responding many times in the half-hour. This saturation enables you to make substantial progress within a short period of time.

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GUIDELINES FOR SUCCESS

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Listen carefully to each lesson unit. Always follow the directions of the instructor.

Speak out loud when directed by the tutor and answer questions within the pauses provided. It is not enough to just silently “think” of the answer to the question asked. You need to speak the answer out loud to set up a “circuit” of the language you are learning to speak so that it is heard and identified through your ears, to help to establish the “sounds” of the target language.

Do this prior to hearing the confirmation, which is provided as reinforcement, as well as additional speech training.

Do all required activities according to the instructions, without reference to any outside persons, book, or course.

Do not have a paper and pen nearby during the lessons, and do not refer to dictionaries or other books. The Pimsleur^® Method works with the language-learning portion of your brain, requiring language to be processed in its spoken form. Not only will you interrupt the learning process if you attempt to write the words that you hear, but you will also begin to speak the target language with an American accent. This is because the “sounds”

represented by the American letters are different from the same- looking letters from the foreign language.

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DR. PAUL PIMSLEUR AND HIS UNIQUE METHOD

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Dr. Pimsleur was a member of the American Association of Teachers of French (AATF), American Educational Research Association (AERA), Modern Language Association (MLA), and a founding member of the American Council on the Teaching of Foreign Languages (ACTFL).

His many books and articles revolutionized theories of language learning and teaching. After years of experience and research, Dr. Pimsleur developed a new method (The Pimsleur Method) that is based on two key principles: the “Principle of Anticipation” and a scientific principle of memory training that he called “Graduated Interval Recall.” This Method has been applied to the many levels and languages of the Pimsleur Programs.

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GRADUATED INTERVAL RECALL

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Pimsleur, no one had explored more effective ways for building language memory.

In his research, Dr. Pimsleur discovered how long students remembered new information and at what intervals they needed to be reminded of it. If reminded too soon or too late, they failed to retain the information. This discovery enabled him to create a schedule of exactly when and how the information should be reintroduced.

Suppose you have learned a new word. You tell yourself to remember it. However, after five minutes you’re unable to recall it. If you’d been reminded of it after five seconds, you probably would have remembered it for maybe a minute, at which time you would have needed another reminder. Each time you are reminded, you remember the word longer than you did the time before. The intervals between reminders become longer and longer, until you eventually remember the word without being reminded at all.

This program is carefully designed to remind you of new information at the exact intervals where maximum retention takes place. Each time your memory begins to fade, you will be asked to recall the word.

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PRINCIPLE OF ANTICIPATION

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A possible scenario:

Speaker’s cue: “Are you going to the movies today?”

(PAUSE)

Drawing on information given previously, you respond (in the target language):

“No, I’m going tomorrow.”

The instructor will then confirm your answer:

“No, I’m going tomorrow.”

The Narrator then may cue:

“Is your sister going to Europe this year?” (PAUSE) Response: “No, she went last year.”

Before Dr. Pimsleur created his teaching method, language courses were based on the principle of “mindless-repetition.”

Teachers drummed words into the students’ minds over and over, as if there were grooves in the mind that could be worn deeper with repetition.

Neurophysiologists tell us however, that on the contrary, simple and unchallenging repetition has a hypnotic, even dulling effect on the learning process. Eventually, the words being repeated will lose their meaning. Dr. Pimsleur discovered that learning accelerates when there is an “input/output” system of interaction, in which students receive information and then are asked to retrieve and use it.

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CORE VOCABULARY

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One involves vocabulary. We have all been intimidated, when approaching a new language, by the sheer immensity of the number of new words we must learn. But extensive research has shown that we actually need a comparatively limited number of words to be able to communicate effectively in any language.

Language can be divided into two distinct categories:

grammatical structures (function words) and concrete vocabulary (content words). By focusing on the former category and enabling the student to comprehend and employ the structure of the new language, Dr. Pimsleur found that language learners were able to more readily put new knowledge to use. There are few content words that must be known and used every day. The essential

“core” of a language involves function words, which tend to relate to human activities.

This course is designed to teach you to understand and to speak the essential elements of your new language in a relatively short time. During each half-hour lesson, you will actually converse with two native speakers, using the level of language spoken by educated citizens in their everyday business and social life. The program’s unique method of presenting dialogue in- situation relieves you of the most common learning problem, the problem of meaning.

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ORGANIC LEARNING

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There are several thousand languages in the world. Because fewer than five hundred of these languages have developed formal systems of writing, linguistic specialists accept that language is primarily speech. For this reason, it is also accepted that the human brain acquires language as speech. Therefore, when Dr.

Pimsleur created his language programs, he began teaching with recorded materials, which enabled the learners to acquire the sounds, the rhythm, and the intonation of the target language.

The learners did this more rapidly, more accurately, and with great enthusiasm because they found themselves capable of almost instant beginning communication skills.

Dr. Pimsleur called this “organic learning” because it involves learning on several fronts at the same time. His system enables the learner to acquire grammatical usage, vocabulary, and the

“sounds” of the language in an integrated, exciting way. In short, the learner gains the language as a living, expressive form of human culture.

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COURSE CONTENT

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You’ll be able to ask directions and to navigate your own way around the cities and countryside.

The language skills you learn will enable you to participate in casual conversations, express facts, give instructions, and describe current, past, and future activities. You will be able to deal with everyday survival topics and courtesy requirements.

You will be intelligible to native speakers of the language—even to those who are not used to dealing with foreigners. What is equally important, you will know how to ask the kinds of questions that will further expand your knowledge of and facility with the language, because you will have been trained by the Pimsleur^® open-ended questioning technique.

The Pimsleur^® Method becomes a springboard for further learning and growth to take place—the ultimate purpose of any real educational system. This desire to learn will be apparent to the people with whom you speak. It will indicate sincere interest in and respect for their culture.

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A NOTE ON REGIONAL LANGUAGE DIFFERENCES

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Native speakers of a language can often tell where someone is from by listening to him or her speak. In addition to regional differences, there are social differences. Pimsleur^® Language Programs use a standard “educated” speech, which will generally carry you throughout the country without difficulty.

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READING IN A PIMSLEUR PROGRAM

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After an initial introduction to the spoken language, reading is then integrated into the program and the new alphabet is systematically introduced, associating each letter with the sounds of the new language. Initially, you are sounding out words, mastering the different sounds associated with the new alphabet. You are not, at first, reading for meaning, but rather for sound/symbol correlation. Eventually, when the sound system is mastered, you will be able to look at known vocabulary and

“read for meaning.” By the end of the first 30 lessons, you will be reading at the same level as you are speaking.

• Arabic

• Chinese (Cantonese)

• Chinese (Mandarin)

• French

• German

• Haitian

• Hindi

• Albanian

• Arabic (Eastern)

• Arabic (Egyptian)

• Arabic (Modern Standard)

• Armenian (Eastern)

• Armenian (Western)

• Chinese (Cantonese)

• Chinese (Mandarin)

• Croatian

• Czech

• Danish

• Dari (Persian)

• Dutch

• Farsi (Persian)

• Finnish

• French

• German

• Greek (Modern)

• Haitian Creole

• Hebrew (Modern)

• Hindi

• Hungarian

• Indonesian

• Irish

• Italian

• Japanese

• Korean

• Lithuanian

• Norwegian

• Ojibwe

• Pashto

• Polish

• Portuguese (Brazilian)

• Portuguese (European)

• Punjabi

• Romanian

• Russian

• Castilian Spanish

• Latin American Spanish

• Swahili

• Swedish

• Swiss German

• Tagalog

• Thai

• Turkish

• Twi

• Ukrainian

• Urdu

• Vietnamese

Pimsleur covers the world of languages. You can choose from over 60 language programs, many with multiple levels, ranging from the most popular to the exotic. Become a Pimsleur learner and travel the world!

• Italian

• Korean

• Persian

• Portuguese

• Russian

• Spanish

• Vietnamese ESL (English as a Second Language):

Programs available for these languages:

© 1997 Simon & Schuster, Inc.

Pimsleur® is an imprint of Simon & Schuster Audio, a division of Simon & Schuster, Inc. Mfg. in USA. All rights reserved.

Pimsleur® is a registered trademark of Beverly Pimsleur, used by Simon & Schuster under exclusive license.

Pimsleur^® Language Programs are available in all of the commonly spoken languages.

Many other languages are also available.

For more information, call 1-800-831-5497 or visit us at www.Pimsleur.com

PIMSLEUR

BRAZILIAN

PORTUGUESE I

READING BOOKLET

PIMSLEUR

®

Graphic Design: Maia Kennedy Brazilian Portuguese I, Third Edition

© and ‰ Recorded Program 2014 Simon & Schuster, Inc.

© Reading Booklet 2014 Simon & Schuster, Inc.

Pimsleur® is an imprint of Simon & Schuster Audio, a division of Simon & Schuster, Inc. Mfg. in USA.

All rights reserved.

Travelers should always check with their nations’ State Department for current advisories on local conditions before traveling abroad.

iii

BRAZILIAN PORTUGUESE I ACKNOWLEDGMENTS

Voices

English-Speaking Instructor. . . Ray Brown Portuguese-Speaking Instructor . . . Andre Kuhn Female Portuguese Speaker . . . Rebeca Kuhn Male Portuguese Speaker. . . Renan Leahy

course Writers

Elisabeth B. Weir  Dr. Patricia I. Sobral editors

Beverly D. Heinle ^ Mary E. Green reVieWer

Fernando Santos Producer & director

Sarah H. McInnis r^ecording e^ngineer

Peter S. Turpin

Simon & Schuster Studios, Concord, MA

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BRAZILIAN PORTUGUESE I

Introduction . . . 1

Unit Eleven. . . 7

Unit Twelve . . . 8

Unit Thirteen . . . 9

Unit Fourteen . . . 10

Unit Fifteen . . . 11

Unit Sixteen . . . 12

Unit Seventeen . . . 13

Unit Eighteen . . . 14

Unit Nineteen . . . 15

Unit Twenty . . . 16

Unit Twenty-One . . . 17

Unit Twenty-Two . . . 18

Unit Twenty-Three . . . 19

Unit Twenty-Four. . . 20

Unit Twenty-Five . . . 21

Unit Twenty-Six . . . 22

Unit Twenty-Seven. . . 23

Unit Twenty-Eight . . . 24

Unit Twenty-Nine . . . 25

Unit Thirty . . . 26

BRAZILIAN PORTUGUESE I

Portuguese is an Ibero-Romance language that evolved from colloquial Latin on the Iberian Peninsula around the 12th century. Currently, Portu- guese is spoken on four continents and is the official language of seven countries. It is the mother tongue of about 200 million speakers in Brazil. It is also spoken in Portugal (10.5 million), the Portuguese islands in the Atlantic, and in Portugal’s former overseas provinces in Africa and Asia. With over 230 million speakers world-wide, Portuguese has been listed as the sixth or seventh most-widely- spoken language in the world. It is also an official language of the European Union and Mercosal.

Brazilian Portuguese is spoken by virtually all of the inhabitants of Brazil and by Brazilian emigrants world-wide. Brazilian Portuguese developed after the Portuguese colonization of the Americas and has been influenced by the other languages with which it came into contact, including the Amerindian languages of the original inhabitants, various African languages, and, lately, European and Asian languages as well.

You may recognize many Brazilian words which have entered into English: samba, bossa nova, jaguar, piranha, cashew (caju), coconut (coco), açaí, etc. The word “Brazil” comes from brazilwood, a Introduction

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BRAZILIAN PORTUGUESE I

tree that once grew plentifully along the Brazilian coast.

The indigenous population of Brazil comprised numerous tribal nations prior to the landing in 1500 of explorer Pedro Álvares Cabral, who claimed the land for the Portuguese Empire. Brazil remained a Portuguese colony until 1808, when French forces, led by Emperor Napoleon Bonaparte, invaded Portugal and the Portuguese court relocated to Brazil. The capital of the Portuguese empire was then transferred from Lisbon to Rio de Janeiro. Over the years, Brazil has had many forms of leadership:

a kingdom, an empire, and a presidential republic.

A military dictatorship led the nation from 1964 until 1985. Since 1988, Brazil has been a federal republic, as defined by its constitution.

The difference between the Portuguese spoken in Brazil and the Portuguese spoken in Portugal is mainly in terms of pronunciation. There are slight grammatical differences, such as word order, forms of address, and accents. These two main variants of Portuguese, however, are mutually intelligible:

the difference between them is comparable to that between British English and American English.

Introduction (continued)

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BRAZILIAN PORTUGUESE I

Pimsleur’s Brazilian Portuguese I teaches the São Paulo metropolitan accent. Even though there are various regional accents in Brazil, regardless of the accent, any Brazilian Portuguese speaker can understand another without any effort or confusion.

In other words, Pimsleur’s Brazilian Portuguese will enable you to understand Portuguese and be under- stood in Portuguese throughout the country.

In this course, you will learn several ways to address people when you’re speaking to them directly. Whereas English has only one word for

“you,” Portuguese has several. The first pair of words you’ll learn is the most formal. These are a senhora, literally, “the lady,” and o senhor, “the gentleman.”

For example, you’ll say A senhora fala inglês to ask a woman, “Do you speak English?” and O senhor é americano? to ask a man, “Are you American?”

These two forms of “you” show respect. You should use them when you are first introduced to someone, and also when you’re addressing someone either older than you or in a higher professional position.

When you get to know someone better, you can switch to the more informal você, which is used for both a man and a woman. For now, take your cue from the Brazilian person with whom you’re conversing as to when to say você as opposed to a senhora or o

Introduction (continued)

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BRAZILIAN PORTUGUESE I

senhor. Alternatively, instead of você you can just use the person’s first name.

Portuguese also has an even more familiar word for “you,” tu. In certain regions of Brazil it’s used with friends, family members, and children. Young people, such as students, also use it among themselves, as do some co-workers. Tu is not taught in this course, but if you are in certain regions in Brazil, you are likely to hear it.

Instead of formally addressing someone as described above, you can use the person’s name and title. In Brazil, in certain settings, work for example, correct use of a title is important. However, you should never refer to yourself using a title. For example, when you introduce yourself, just say your full name: “I’m Nina Jones,” or “I’m Charles Smith.”

Your Brazilian counterpart will probably do the same, although in a very informal situation, a woman might use her first name only.

When you formally address someone by name, however, you should also use that person’s title.

For a woman, you will use her title plus her first name, for example: “Miss / Mrs. Cristina.” For a man, you’ll use senhor plus his last name: Senhor Ferreira. While this may seem politically incorrect to Americans, it is common practice in Brazil.

Introduction (continued)

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BRAZILIAN PORTUGUESE I

Portuguese Alphabet

The Portuguese alphabet has twenty-six letters — the same letters as the English alphabet — since the Portuguese Orthographic Language Agreement went into effect in 2009.

Unlike English, Brazilian Portuguese pronunci- ation of the letters and letter combinations is fairly consistent. Once you know the basic guidelines, you will be able to read Portuguese easily.

Reading Lessons

After an introduction to the spoken language, reading is integrated into the program starting in Unit Eleven. In these Reading Lessons you will learn to sound out the Brazilian Portuguese alphabet, starting with short words, and then progressing to longer words, word combinations, and short phrases, increasingly building in length until you will be reading complete sentences in context. The Portuguese alphabet is systematically introduced and you will learn to associate each letter with the sounds of Brazilian Portuguese. You will not, at first, be reading for meaning, but rather for sound/

symbol correlation. Eventually, when the sound system is mastered, you will be able to look at known

Introduction (continued)

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BRAZILIAN PORTUGUESE I

vocabulary and read for meaning. By the end of the course, you will be reading at the same level as you are speaking.

The items in the Reading Lessons have been selected especially to give you practice in the unique Brazilian Portuguese sounds and sound combinations. Your vocabulary acquisition will begin after you’ve learned the new, different sound system.

You should read aloud, as directed. The process of saying the words out-loud will reinforce and enhance your language acquisition and will help lodge the sounds of Brazilian Portuguese in your memory. In these Reading Lessons, you will learn to look at the Brazilian alphabet with Brazilian eyes.

There are twenty Brazilian Portuguese Reading Lessons, which start at the end of Unit Eleven. These lessons are also combined and provided at the end of the course. You may choose to do the Readings along with their respective units, or you may wait until you have completed the course and do them all together.

Repeat the Reading Lessons as often as you wish.

Instructions on how to proceed with the Readings are contained in the audio.

Introduction (continued)

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BRAZILIAN PORTUGUESE I

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Unit Eleven comigo amigo comida fica nada acaba chamo chova chamamos falamos marcha Marcos fomos fora perda minutos acho por livro charuto

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BRAZILIAN PORTUGUESE I

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Unit Twelve chave chama cama moreno americano temos todos tacho papel babel andar hora hotel o hotel lista nossa saber cartel bebida martelo

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BRAZILIAN PORTUGUESE I

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Unit Thirteen carta ligar

holograma lá

há

O hotel fica lá.

virá para está escola só

só / como nó

dólares eles horário atrás ermo má estava

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BRAZILIAN PORTUGUESE I

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Unit Fourteen vá

pó

escritório tem som com homem senhor senhora tenho chave chame fale bebe conhece tamanho castanho

minha sobrinha

minha vizinha caminha O senhor chega na hora.

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BRAZILIAN PORTUGUESE I

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Unit Fifteen por favor pinha comem comam não mão mãe irmã tarde entende

O senhor entende?

A senhora pode?

conde De onde?

De onde o senhor é?

A senhora é americana.

O vinho é bom.

Ele é de onde?

O senhor caminha de tarde?

Minha mãe entende espanhol.

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BRAZILIAN PORTUGUESE I

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Unit Sixteen pé chão de manhã Ele é conde.

vinte sente dentista artista câmbio

câmbio / coma tâmara

diferente ditado

cartão de crédito divertida

da tarde De nada.

O senhor é diplomata.

O espanhol é esperto.

Ele parte de Belo Horizonte.

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BRAZILIAN PORTUGUESE I

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Unit Seventeen bastante diverso câmera restaurante Roberto

o Restaurante Roberto real

teatro reais canais mais

Como vai?

rato rápido

É tempo demais.

bananais O pão é bom.

Eles perderam a pá.

A rã é rápida.

O senhor recomenda o hotel?

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BRAZILIAN PORTUGUESE I

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Unit Eighteen retrato meado tais eu

eu tenho amigos seus

A senhora tem reais?

Sim, eu tenho reais.

açúcar crianças licença

Com licença, senhora.

É a hora do almoço.

Eu não gosto.

É um bom almoço.

O senhor é bom de dança.

Eu conheço mais o Brasil.

Meu irmão vem à tarde.

Cecília é minha amiga.

Meu sobrinho gosta de caçar.

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BRAZILIAN PORTUGUESE I

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Unit Nineteen meu pai É caro.

É cedo.

Eles foram dançar.

você francês

Eu falo francês.

A senhora fala inglês?

avô

mola / metrô Alô!

muito muito bem cuido intuito

Eu fui convidada.

Vocês foram andar na praça?

O senhor a vê?

Eu fico bem só.

Ele gosta de estudar línguas.

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BRAZILIAN PORTUGUESE I

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Unit Twenty

Eu sinto muito.

Aonde você vai?

São três horas.

água gelada noite

a grande noite verdade

dia

Bom dia, senhora.

Boa noite.

outra

Eu sou americano.

coisa

alguma coisa casa

precisa

Ele casou ontem.

O senhor vai casar amanhã?

Minha sobrinha mora na casa dos pais.

Eu dou o anel de presente.

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BRAZILIAN PORTUGUESE I

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Unit Twenty-One minha casa

Onde fica sua casa?

açoite pouco duas

duas cervejas junho

meu projeto o jornal de hoje Eu jogo tênis.

quanto quantos quatro quarto

Quanto custa uma cerveja?

Uma não custa muito.

Duas cervejas custam — dois reais.

Quanto custam cinco cervejas?

Cinco cervejas? É demais!

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BRAZILIAN PORTUGUESE I

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Unit Twenty-Two O jato é rápido.

Quantos quartos o hotel tem?

A viagem foi bem.

Você o estaciona atrás?

leite

em janeiro

Não há dinheiro.

Eu sou brasileiro.

pague chegue português

O senhor fala português?

perto daqui

Roberto está aqui.

se você quiser no dia seguinte

O senhor é um bom guia.

Às quinze para as oito.

O rei tem sangue azul.

O mercado financeiro está complicado.

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BRAZILIAN PORTUGUESE I

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Unit Twenty-Three Eu não sei.

Eu espero que ele chegue.

Eu cantei a música.

feixe peixe baixo baixa exame êxito exercício máximo próximo extra explicar táxi falha palha telha

a filha da minha irmã O melhor trabalho é meu.

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BRAZILIAN PORTUGUESE I

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Unit Twenty-Four

O que o senhor quer fazer?

Eu não sei — o que eu vou fazer.

Mas eu quero —

comprar alguma coisa.

Porque eu tenho dólares — e reais também.

Quanto custa? Quatrocentos?

Eu não tenho bastante dinheiro — para comprá-la.

Bom dia, José.

Que horas são?

É meio-dia.

Eu não entendo muito bem.

Onde está a sua esposa?

A minha esposa está no Recife.

O que você vai beber?

Eu vou beber um café.

Eu posso bebê-lo, mas não posso pagá-lo.

Hoje eu não tenho dinheiro.

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BRAZILIAN PORTUGUESE I

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Unit Twenty-Five

Que noite mais bonita!

Na semana que vem — eu vou chegar a Los Angeles.

A porta está aberta.

nós queremos Ela fica lá.

Não há nada de novo.

O tempo está ruim hoje.

Diga em seguida.

O que o senhor quiser.

Não, não são os nossos amigos.

Nós vamos a São Paulo?

Eu não sei, talvez.

Meus amigos estão prontos.

Roberto, onde você está?

Feche a porta.

Carlos, onde está o carro?

A chuva esperada chegou.

Amanhã eu vou ao Recife.

Tem uma pessoa na sala da casa.

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Unit Twenty-Six

Nós estamos prontos, não é?

O senhor Machado é do Brasil.

O filme é exagerado demais!

No zoológico tem dezoito zebras.

Quem tem dinheiro?

Todos podem.

Sete pessoas passam por aqui.

Vamos comer pão amanhã.

Esta pessoa fala depressa demais.

Este homem fala devagar demais?

Você se chama João.

Você tem dezesseis reais?

Eu tenho só um real.

Eu quero comprar as coisas — mas eu não posso.

Hoje, eu pago.

Hoje eu quero pagar.

Amanhã você pode pagar.

Está bem, eu pago amanhã.

Vamos agora.

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Unit Twenty-Seven

Dê-me um copo de leite.

Com muito prazer.

O que quer dizer essa palavra?

Quer dizer “obrigada.”

Onde fica o hotel Copacabana Palace?

Siga em frente, o hotel fica à esquerda.

Qual é o endereço do seu amigo?

Eu te disse. Você não se lembra?

Desculpe-me, eu não me lembrei.

Não faz mal.

Venha comigo à minha casa.

Você me entendeu?

Não, eu não te entendi.

Eu já o disse duas vezes.

Mas eu vou dizê-lo mais uma vez.

Agora eu entendo.

Vamos à sua casa.

Eu espero que chova.

Amanhã eu tenho muito trabalho.

Eu viajei pela Bahia durante o mês inteiro.

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Unit Twenty-Eight

O meu pai é professor.

Ele mora em Salvador.

A cidade de Salvador fica no Brasil, — perto do Oceano Atlântico.

Nós não pudemos falar com eles.

Você sabe o endereço dela?

Eu vou tomar o avião — para ir ao Rio de Janeiro.

O meu amigo me disse — que o Rio é muito bonito.

Sim, é uma cidade maravilhosa.

Dê-me a sua mão.

Obrigada. Eu não quero — escorregar no gelo.

A sua sobrinha casou?

Sim, ela casou o mês passado.

Como se chama o marido dela?

Ele se chama Ronaldo.

Ele é muito charmoso.

Ronaldo canta, dança e é muito trabalhador.

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Unit Twenty-Nine

Ele vem do México, não é?

Sim, ele é mexicano —

mas mora no Brasil há muitos anos.

Você conhece a família dele?

Não, os pais são idosos e não viajam.

Eu não quero ir ao cinema.

Você prefere ir — para um restaurante?

Não, preciso ficar em casa.

Esta tarde eu tenho — que ficar no meu quarto —

porque eu estou com dor de cabeça.

Eu quero papel.

Quantas folhas você precisa?

Umas vinte e cinco folhas.

São muitas! Eu só tenho vinte.

O exame foi um desastre!

O que aconteceu?

Eu só respondi oito perguntas.

Nossa! Eu também não acabei uma parte.

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Unit Thirty

A Glória mora no Rio de Janeiro.

Ela gosta muito de ir aos museus e de ir ao cinema.

Ela adora planejar viagens e também gosta de ir a praia.

A Glória tem muitas amigas.

O seu marido, o Paulo, é professor e ele gosta de ficar em casa.

O Paulo tem poucos amigos.

O Paulo gosta de ver o mundo no computador.

Ele está sempre na internet.

O Paulo só gosta de ir a restaurantes uma vez por mês.

Ele gosta muito do seu computador e de estar na internet.

Quando eles viajam para Nova York, A Glória vai a todos os museus.

Ela come em restaurantes e escreve para a sua família no Brasil.

Ela também compra muitos presentes para a família.

O Paulo fica no hotel e descansa muito e só come no hotel.

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Ele sempre diz que pode visitar o mundo no computador.

Ela escreve muitos emails e ele escreve poucos.

Mas eles fazem uma coisa juntos todas as noites:

Eles tomam um cafezinho juntos e conversam.

Eles são muito diferentes, mas eles se adoram muito.

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