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1
Inglês
Carlos Augusto
1ª AULA
TOP TEN SUBJECT MATTERS - OS DEZ ASSUNTOS MAIS QUENTES
I. FUNCTION WORDS & CONTENT WORDS - Palavras Funcionais e de Conteúdo
II. REGULAR & IRREGULAR VERBS - Verbos Regulares e Irregulares
III. TRUE & FALSE COGNATES - Verdadeiros e Falsos Cognatos
IV. DISCOURSE MARKERS - Palavras Marcadoras do Discurso
V. VERB TENSES - Tempos Verbais
VI. MODAL VERBS - Verbos Modais
VII. VOCABULARY BUILD-UP TECHNIQUES - Técnicas para construção do vocabulário
VIII. PHRASAL VERBS - Verbos + partículas adverbiais
IX. AFFIXES - Afixos (Prefixos & sufixos)
X. COLLOCATION / IDIOMS - Collocation & Expressões Idiomáticas
2
Basic English Course Prof. Carlos Augusto
UNIT 1
MINI TEXT 1
How to do well in Exams
Start studying for your exam as early on as possible, but don’t try to learn everything in a short
period of time, please. Make sure you make organized notes. Study in a place with little distraction.
Revision is very important. But don’t try to review many topics on the day of your exam. Exercise a
little, but don’t do too much. Sleep well the night before the exam.
Arrive to your exam in good time, if possible 30 minutes before the scheduled time. Don’t forget to 5
bring your ID card.
In the exam room, sit down, close your eyes, breathe deeply, and try to relax. Relaxation is
extremely important.
Look at the test paper, spend some time reading all the directions carefully and follow them
according to your plan. Ask the examiner a question, if you have one. 10
Budget your time judiciously Plan your timing for each question. Remember to write clearly. Leave
enough time to check your answers before the end of the exam.
After finishing the exam, don’t wait around. Don’t waste your time, please. Go away and have a
rest. Begin preparing for your next exam.
3
ANALYSIS OF MINI TEXT ONE
Task: Como você traduz o título deste mini text?
________________________________________________________
FUNCTION WORDS & CONTENT WORDS
Esta é a principal distinção que você deve fazer desde já para que seus estudos de inglês
sejam proveitosos.
A - Function words (palavras funcionais, ou palavras- função), como o nome está indicando
são aquelas que exercem uma função na frase, seja de sujeito, de complemento verbal, de
conectivo, etc.
For example: your (L-1), with (L-3), don’t (*) (L-5, 7, 17), if (L-7 & 13), some (L-11), each (L-
14), before (L-16), around (L-17)
Nesta primeira unidade, tendo em vista que o tempo verbal enfatizado é o imperative, ficará
claro, o que significa don’t (*), forma contraída de do + not, usada como auxiliar na formação
do imperativo negativo. Neste caso, o auxiliar do não tem tradução no nosso português.
As palavras funcionais devem merecer sua especial atenção. Analisando algumas das
function words extraídas do texto:
From text 1:
if you have one (L-13)
se você tiver uma
4
Os pronomes pessoais, tanto subjetivos quanto objetivos, enquadram-se na categoria de
function words indispensáveis.
Pronoun Forms
Subject Object
I me
You you
He him
She her
It it
We us
You you
They them
From text 1:
Start studying for your exam (L-1)
Comece a estudar para o seu exame.
5
Possessive Forms
Adjectives Pronouns
My mine
Your yours
His his
Her hers
Its -x-
Our ours
Your yours
Their theirs
B - Content words - palavras de conteúdo
As content words são aquelas palavras de que nos valemos para designar ações, descrever
objetos, expressar emoções, etc. Obviamente formam um grupo muito mais numeroso do que
aquele das palavras funcionais.
No text 1 ‘How to do well in Exams’ (Como se sair bem nos exames), naturalmente a palavra
de conteúdo mais importante neste texto é exam (exame, prova), forma abreviada do
substantivo examination.
Alguns Outros exemplos somente do primeiro parágrafo do texto 1:
studying, early, possible, learn, everything, short period, time, make, sure, make, organized,
notes, place, little, distraction.
6
MARKED AND UNMARKED INFINITIVES
a) Marked Infinitive
The marked infinitive is the infinitive with the particle ‘to’
O infinitivo marcado é o infinitivo com a partícula ‘to’.
to speak falar
to work trabalhar
to love amar
to teach ensinar
b) Unmarked Infinitive
The unmarked infinitive, is the infinitive without the particle ‘to’.
O infinitivo não marcado é o infinitivo sem a partícula ‘to’.
write escrever
read ler
listen ouvir
walk caminhar
7
THE IMPERATIVE
Quem não se lembra do filme ET, The Extra Terrestrial. Se o ET aprendeu rapidinho a dizer:
“Be good” (Seja boazinha), quando falou com a menininha, tenho certeza de que você não
terá a menor dificuldade em aprender este verb tense também.
The infinitive without the particle ‘to’ is used to form the imperative in English.
O infinitivo sem a partícula ‘to’ é usado para formar o imperativo dos verbos em inglês.
Study the following examples.
Estude os seguintes exemplos
Speak slowly.
Fale devagar.
Listen to me now.
Ouçam-me agora.
Open your books to page 10.
Abram seus livros na página 10.
Use ‘don’t’ before the unmarked infinitive to form the imperative negative.
Use ‘don’t’ antes do infinitivo sem a partícula ‘to’ para formar o imperativo negativo.
Study the following examples:
Estude os seguintes exemplos
8
Don’t speak fast.
Não fale rápido.
Don’t read the text.
Não leia o texto.
Don’t memorize the list.
Não decore a lista.
MORE USES OF THE IMPERATIVE
A) Podemos suavizar uma recomendação, um conselho, uma instrução, etc com a utilização
da palavra please.
Study the following examples:
Estude os seguintes exemplos
Sit down, please.
Sentem-se, por favor.
Don’t stand up, please.
Não se levanteme, por favor.
Repeat this exercise, please.
Repita este exercício, por favor.
9
Don’t leave so soon, please.
Não se vá tão cedo por favor.
B) O imperativo, como vimos, é usado com frequência em inglês; para expressar
recomendações, instruções, ordens, etc.
Se você tiver a oportunidade de visitar o website da União Européia, um ambiente precioso
para alunos e professores brasileiros, você encontrará:
Visit the EU institutions
Visite os organismos da UE
Connect with EU on social networks
Conecte-se com a UE nas redes sociais
Have your say on EU policies
Tenha voz ativa nas políticas da EU
Help us improve
Ajude-nos a melhorar
Make a formal complaint
Faça uma reclamação formal
10
Join an online debate
Junte-se a nós num debate na rede
Print this report
Imprima este relatório
Take part in public consultations
Participe de consultas públicas
Comment on blogs and video clips
Faça comentários sobre blogs & vídeos
Search the Commissions archives
Pesquise nos arquivos das comissões
Browse and find EU-funded research projects
Pesquise e encontre projetos de pesquisa patrocinados pela UE
USEFUL TIPS
Therefore (= portanto), diante de tão belos exemplos, não há dúvida que o site da EU não
pode deixar de ser visitado por você. É uma verdadeira mão na roda. O único stumbling block,
se é que é obstáculo, é que o português apresentado lá, é o português de Portugal. Agora, com
um simples click você muda para o idioma inglês (British English) e tem diante de você um
mundo para suas leituras e pesquisas. It’s really worth it!, ou seja, realmente, vale a pena!
Visit: http://Europa.eu/take-part/index_en.htm
11
EXERCISES
I. PRACTICING WITH THE IMPERATIVE - Veja se consegue traduzir as seguintes frases:
1. If you drink, don’t drive.
_____________________________________________________
2. Come in. The door is open.
_____________________________________________________
3. Don’t smoke in the classroom.
_____________________________________________________
4. Answer the phone, please.
_____________________________________________________
5. Study these notes.
_____________________________________________________
12
II. PERSONAL PRONOUNS - Substitua as expressões em negrito por um pronome pessoal.
1. Listen to your father, please.
_____________________________________________________
2. Talk to your mother, please.
_____________________________________________________
3. Listen to the music now.
_____________________________________________________
4. Talk to your brother and me, Patricia.
_____________________________________________________
5. Follow all the directions according to your plan.
_____________________________________________________
6. Give your students some extra time.
_____________________________________________________
13
III. MORE PRACTICE WITH THE IMPERATIVE – (exemplos de aplicação do modo imperativo de
variadas fontes)
1. Click here to see this video.
_____________________________________________________
2. Share your experience with your colleagues.
_____________________________________________________
3. Have a good weekend.
_____________________________________________________
4. Write a short report.
_____________________________________________________
5. Send me another e-mail.
_____________________________________________________
6. Don’t be late for work.
_____________________________________________________
7. Don’t leave so soon.
_____________________________________________________
8. Read that poem aloud.
_____________________________________________________
14
8. Drive carefully.
_____________________________________________________
9. Don’t drink alcoholic beverages.
_____________________________________________________
10. Don’t call me at home.
_____________________________________________________
IV. PRACTICE WITH CONTENT WORDS – Traduza os seguintes fragmentos do mini text 1.
1. Start studying for your exam as early on as possible
_____________________________________________________
2. … but don’t try to learn everything in a short period of time, please.
_____________________________________________________
3. Make sure you make organized notes.
_____________________________________________________
4. Study in a place with little distraction.
_____________________________________________________
5. Exercise a little, but don’t do too much.
15
6. Sleep well the night before the exam.
_____________________________________________________
7. Arrive to your exam in good time, if possible 30 minutes before the scheduled time.
_____________________________________________________
8. Don’t forget to bring your ID card.
_____________________________________________________
9. In the exam room, sit down, close your eyes, breathe deeply, and try to relax.
_____________________________________________________
10. Look at the test paper, …
_____________________________________________________
11. … spend some time reading all the directions carefully and.
_____________________________________________________
12. Ask the examiner a question, if you have one.
_____________________________________________________
13. Budget your time judiciously.
_____________________________________________________
16
14. Plan your timing for each question.
_____________________________________________________
15. Remember to write clearly.
_____________________________________________________
16. Leave enough time to check your answers before the end of the exam.
_____________________________________________________
17. After finishing the exam, don’t wait around.
_____________________________________________________
18. Don’t waste your time, please.
_____________________________________________________
19. Go away and have a rest.
_____________________________________________________
20. Begin preparing for your next exam.
_____________________________________________________
17
2ª AULA
UNIT 2
TEXT 1: NEW YEAR’S DAY
In the United States, people begin celebrating the new year on December 31, New Year's
Eve. Many people have parties, and sometimes masquerade balls, where guests dress up in
costume and cover their faces with masks to hide their identity. According to an old tradition,
guests unmask, or remove their masks, at midnight.
Many people enjoy the tradition of watching the New Year's festivities in Times Square in the
heart of New York City. This celebration is telecast live on news channels across the nation.
Traditionally, at one minute before midnight, a lighted ball begins to drop slowly from the top
of a pole that is attached to a building. As the ball drops, all the people in Times Square—and
many television viewers as well—count down the final minute of the year. At the stroke of
midnight, the ball reaches the bottom of the pole, and a huge "Happy New Year" sign lights up.
Then Times Square is filled with cheers and noisemakers. Confetti is dropped from windows
above, and revelers hug, kiss, and wish each other a "Happy New Year!"
Visit: http://exchanges.state.gov/media/oelp/pdfs/newyearsday.pdf
Vocabulary Study (Vocabulário de Apoio)
1. masquerade balls
bailes de máscaras
2. hide their identity
esconder suas identidades
18
3. watching the New Year's festivities
assistir às festividades do Ano Novo
4. in the heart of New York City
no coração da cidade de NY
5. This celebration is telecast live
este festa é televisionada ao vivo
6. on news channels across the nation
em canais de notícias por todo o país
7. from the top of a pole
do topo de um mastro, de um poste
8. many television viewers as well
muitos telespectadores também
9. At the stroke of midnight
na badalada da meia-noite
10. filled with cheers and noisemakers
repleta de aplausos e barulhos
19
Reminder
Lembrete
Usarei – ao longo de nosso curso - o verbo regular to walk (= caminhar, andar) e o verbo
irregular to give (gave, given) [= dar] como modelo para conjugação dos principais tempos
verbais a seguir.
PRESENT SIMPLE
AFFIRMATIVE STATEMENTS
I / You / We / They walk / give
He / She / It walks / gives
NEGATIVE STATEMENTS
I / You / We / They do not walk / give
He / She / It does not walk / give
Note: do not = don’t // does not = doesn’t
20
QUESTIONS
Do I / You / We / They walk / give?
Does He / She / It walk / give?
READING COMPREHENSION QUESTIONS
Indispensable question words:
What…? O que...? What kind…? Que tipo...?
Who…? Quem...? How…? Como...?
Where…? Onde....? How many…? Quantos/ Quantas...?
When…? Quando...? How often…? Quantas vezes...?
PRESENT SIMPLE PRACTICE
I. Answer the following questions, preferably using complete sentences, just to practice using
present simple constructions:
1. When do people begin celebrating the new year in the USA?
People begin celebrating the new year on Dec. 31, New Year's Eve.
2. What do people have on this occasion?
People have parties, and sometimes masquerade balls.
21
3. How do guests dress up for the parties?
Guests dress up in costume.
4. Why do they cover their face with masks?
They cover their faces to hide their identity.
5. What time do they remove their masks?
They unmask at midnight.
6. Where do many people watch the New Year's festivities?
They watch them in Times Square.
7. What do news channels do across the nation?
News channels across the nation telecast this celebration.
8. When does a lighted ball drop slowly from the top of a pole?
It begins to drop at one minute before midnight.
9. Where do they attach the pole?
They attach it to a building.
10. What do people do as the lighted ball drops?
People count down the final minute of the year.
22
11. When does the ball reach the bottom of the pole?
It reaches the bottom of the pole at the stroke of midnight.
12. What happens next?
A huge "Happy New Year" sign lights up.
13. What comes next in Times Square?
Then cheers and noisemakers fill Times Square.
14. Where does confetti come from?
Confetti comes from windows above.
15. How do revelers behave then?
Revelers hug, kiss, and wish each other a "Happy New Year”!
DISCOURSE MARKERS
From text 1:
“As the ball drops, all the people in Times Square—and many television viewers as well—count
down the final minute of the year” (L-10/12)
Quando a bola desce, todas as pessoas em Times Square – e muitos telespectadores também –
fazem a contagem regressiva do último minuto do ano.
“Then Times Square is filled with cheers and noisemakers.” (L-13/14)
Então Times Square se enche de aplausos e barulhos.
23
Estudaremos as palavras marcadoras do discurso – discourse markers - durante todo o nosso
curso. São elas que ajudam o autor a transferir seus pensamentos de um páragrafo para outro,
ou de uma frase para outra. São essas palavras que vão servir de link para conectá-los. Imagine
um autor que deseje expressar uma idéia adicional e se valha da conjunção and, all the time.
Seria no mínimo very boring.
Discourse markers indicando adição ou acréscimo:
AND, furthermore, besides, as well, in addition (to), also, likewise, moreover
_____________________________________________________________
Discourse markers indicando passagem do tempo
THEN, after a short (long) time, lately, temporarily, while, after a while, presently, as,
afterward, recently, thereafter, at last, since, eventually …
ADVERBS OF FREQUENCY
From text 1:
“Many people have parties, and sometimes masquerade balls.” (L-2/3)
Muitas pessoas dão festas e algumas vezes dão bailes de máscaras.
Quando se estuda o present simple é fundamental conhecer os frequency adverbs. Os
principais são: always (sempre), frequently, often (freqüentemente), sometimes, occasionally
(algumas vezes), usually (geralmente), rarely, seldom, hardly ever (raramente), never (nunca).
Observe que estes advérbios normalmente vêm antes dos verbos principais e depois dos
auxiliares.
24
Study the following examples:
Estude os seguintes exemplos:
All the guests always remove their masks at midnight.
Todos os convidados sempre retiram suas máscaras à meia noite.
Luisa hardly ever wears a costume at Carnival.
Luisa raramente usa uma fantasia no carnaval.
Lots of American families frequently watch the New Year's festivities in Times Square.
Muitas famílias nos EUA frequentemente assistem às festividades do Ano Novo na Times
Square.
My wife and I never travel abroad to celebrate New Year’s Day. We always stay home with our
relatives.
Minha mulher e eu nunca viajamos para o exterior para celebrar o Ano Novo. Sempre ficamos
em casa com nossos parentes.
Our daughter, who lives abroad, occasionally visits us at Christmas.
Nossa filha, que vive no exterior, nos visita no Natal de vez em quando.
25
WORD FORMATION
PREFIXES & SUFFIXES
Por que estudar os principais prefixes & suffixes do inglês?
Simplesmente porque é uma das formas mais poderosas que conheço de fortalecer o seu
vocabulário.
Para exemplificar, estudaremos nesta aula o prefixo UN- e o sufixo –ER. Observe os seguintes
fragmentos:
A) THE PREFIX UN-
From text 1:
“guests unmask, or remove their masks” (L-5)
os convidados se desmascaram, ou removem suas máscaras
Este é um dos prefixos ingleses, que acrescentado a verbs & adjectives, forma palavras com
sentido oposto.
VERB NOUN TRADUÇÃO
tie untie desatar, desamarrar
do undo desfazer
wrap unwrap desembrulhar
dress undress despir-se
fasten unfasten desamarrar, soltar
26
ADJECTIVE ADJECTIVE TRADUÇÃO
popular unpopular impopular
expected unexpected inesperado
happy unhappy infeliz
fortunate unfortunate infeliz
important unimportant sem importância
B) THE SUFFIX -ER
From text 1:
“and many television viewers as well” (L-11)
bem como muitos telespectadores
“and revelers hug, kiss, and wish each other a "Happy New Year!" (L-15/16)
e os foliões se abraçam, se beijam e se desejam um Feliz Ano Novo
O sufixo –ER é um dos mais frequentes da língua inglesa. Geralmente é acrescentado a
verbos para formar nouns (substantivos). Indica aquele que executa a ação. No exemplo acima
TV viewers, são aqueles que assistem a TV; assim, os telespectadores. Observe estas outras
formações:
VERB NOUN TRADUÇÃO
teach teacher professor
sing singer cantor / a
set setter levantador (no vôlei)
play player jogador /a
interpret interpreter intérprete
27
N.B: Você encontrará também os sufixos –OR & -AR cumprindo o mesmo papel que o sufixo
acima. Observe os seguintes exemplos:
I. THE SUFFIX -OR
VERB NOUN TRADUÇÃO
visit visitor visitante
survive survivor sobrevivente
connect connector conector
survey surveyor pesquisador, inspetor
II. THE SUFFIX -AR
VERB NOUN TRADUÇÃO
lie liar mentiroso
beg beggar mendigo, pedinte
GRAMMAR & USAGE TIPS
A FEW OTHER ESSENTIAL POINTS
Em todas as nossas aulas vamos procurar chamar sua atenção para alguns tópicos de
gramática e uso da língua inglesa; mainly, aqueles que ajudem você a melhorar a sua
capacidade de recognition das estruturas do inglês.
A. –ING & INFINITIVE AFTER VERBS
28
From text 1:
“In the United States, people begin celebrating the new year on Dec. 31, New Year's Eve.” (L-
1/2)
Nos Estados Unidos as pessoas começam a celebrar o Ano Novo em 31 de dezembro, a
véspera do novo ano.
No caso do verbo to begin ele tanto pode ser seguido da forma –ING ou do infinitivo do
verbo sem alteração do significado. For example:
Children begin playing football in Brazil very early in life.
Or
Children begin to play football in Brazil very early in life.
Ambas as frases correspondem a: As crianças começam a jogar futebol no Brasil muito cedo.
Em outros casos, é preciso atenção pois há alteração do sentido quando se tem a foram –ING
ou o infinitivo. Por exemplo com o verbo to stop:
Dr. Sellers wants my cousin to stop smoking immediately.
O Dr. Sellers quer que minha prima pare de fumar imediatamente.
Compare com:
On her way to work, my cousin stopped to smoke another cigarette.
A caminho do banco, minha prima parou para fumar outro cigarro.
29
Como você observa após a forma stopped, passado do verbo to stop, que estudaremos na
próxima aula, você encontra o infinitivo to smoke, alterando completamente o sentido da
frase em comparação com o exemplo anterior. Fique atento para outros exemplos de verbos
com formação semelhante.
B. PHRASAL VERBS
Diferentemente de um curso regular, onde há um controle rígido da sequência dos tópicos
principais a serem apresentados, é possível se falar desde logo nos phrasal verbs - verbos
seguidos de preposições ou partículas adverbiais - num curso cuja ênfase, como já dissemos, é
recognition das estruturas do inglês com vistas a facilitar a leitura fluente. Veja estes exemplos
extraídos do text 1:
“Guests dress up in costume.” (L-4)
Os convidados vestem-se (elegantemente) com fantasias.
“People count down the final minute of the year.” (L-12)
As pessoas fazem contagem regressiva do último minuto do ano.
A huge "Happy New Year" sign lights up.” (L-14)
Um enorme letreiro onde se lê Feliz Ano Novo se acende.
Nos três casos citados, não há uma radical alteração do sentido mais comum dos verbos: to
dress (vestir-se); to count (contar) & to light (iluminar acender)
On the other hand, com verbos como to call (chamar), ocorrem significativas alterações de
sentido quando são acrescentadas as diversas preposições ou partículas. For example:
30
This year, the mayor decided to call off the new year’s festivities.
Este ano, o prefeito decidiu cancelar as festividades de final de ano.
Why don’t you call her up tonight?
Por que você não telefona para ela hoje à noite?
Johnny’s instructor often calls him down in front of the other kids.
O instrutor do Johnny frequentemente o repreende na frente das outras crianças.
This difficult situation calls for the expertise of a system analyst.
Esta situação difícil requer a perícia de um analista de sistemas.
Next month we plan to call on our parents in São Paulo.
No mês que vem planejamos ir visitar nossos pais em SP.
C. A MIX
From text 1:
“This celebration is telecast live on news channels across the nation.” (L-7/8)
Esta festividade é televisionada ao vivo nos canais de notícias pelo país inteiro.
Não é difícil neste trecho inteiro do text 1 buscar alguma coisinha importante to highlight:
C. 1) celebration
31
A palavra celebration é um noun (substantivo), derivado do regular verb to celebrate
(celebrar, festejar) formado pela adição do sufixo -(A)TION; que, geralmente, corresponde a
uma palavra em português terminada em –ÇÃO; as in: education (educação); regulation
(regulamentação), creation (criação), dissertation (dissertação, tese), organization
(organização), collaboration (colaboração) etc
C. 2) telecast live
Certamente você conhece o verbo regular to live (viver, morar); mas, no exemplo acima,
trata-se do adjetivo live, que rima com five. Quando você vir: live broadcasts, você já sabe que
são transmissões ao vivo; em oposição a recorded broadcasts (transmissões gravadas).
Naturalmente você conhece o substantivo life, as in life insurance (seguro de vida); que tal,
então, saber o significado de alive, as in: Wanted: Dead or Alive (Procura-se: Vivo ou Morto). O
que significa alive and kicking? Nem pense em traduzir por: vivo e chutando!?!? Significa que
alguém está alive and well; em português: vivinho da silva!
C. 3) on news channels
In English, there are two words for ‘canal’: channel & canal.
a) Canal – para designer uma via navegável artificial, man-made waterway, ou seja feita pelo
homem. For example: The Suez Canal (O Canal de Suez), The Panama Canal (O Canal do
Panamá),
b) Channel - The English Channel (O Canal da Mancha), the Discovery Channel, TV Channels
(canais de TV)
C. 4) across the nation
It means: throughout the entire nation (pelo país inteiro). In other words, News channels
across the nation & news channels that broadcast nationwide are synonymous.
32
D. At the stroke of midnight
Como vimos, a locução At the stroke of midnight (L-12), corresponde a: (Na badalada da meia
noite), onde stroke – é um substantivo. Agora, qual é o verbo que pertence a esta word
family? Tem-se o irregular verb to strike (struck, struck) – bater, atingir; como no boliche
quando se faz um strike, derrubando-se todos os pinos.
Atenção! A palavra stroke, no jargão médico, significa ‘derrame’.
Lembre-se: tudo é importante, se você achar que é. Suas notas de grammar & vocabulary
devem ser personalizadas. Vincule-as sempre a um texto. It works!
E. Confetti
From text 1:
“Confetti is dropped from windows above” (L-14/15)
Confete é jogado do alto das janelas
Como eu costumo aconselhar meus alunos a consultarem o dicionário à procura de
significados diversos para palavras aparentemente transparentes, óbvias até, I looked up the
meaning of confetti.
Confetti – plural of the Italian word confetto, small streamers (*) of colored paper that are
thrown around on festive occasions.
De quebra, descobri que streamers são as serpentinas.
Ah, descobri também, que nossos irmãos de Portugal chamam confete de papelinhos. Ora,
pois!
33
PRESENT SIMPLE PRACTICE
See if you can translate these fragments:
a) people begin celebrating the new year
__________________________________
b) Many people have parties
__________________________________
c) guests dress up in costume
__________________________________
d) cover their faces with masks
__________________________________
e) guests unmask, or remove their masks
__________________________________
f) Many people enjoy the tradition
__________________________________
g) a lighted ball begins to drop slowly
__________________________________
h) As the ball drops
_________________
34
i) people count down the final minute of the year
_________________________________________
j) the ball reaches the bottom of the pole
__________________________________
k) a huge "Happy New Year" sign lights up
_________________________________________
l) revelers hug, kiss, and wish each other a "Happy New Year!"
_________________________________________________
A LOOK AT PAST EXAMS
How to Live a Better Life
Get regular fresh air. Sunshine is cheering, rain refreshing. Best of all, fresh air gets you out of
the office. Most offices are unhealthy.
Get out of your car and onto public transport. You will reduce noise, get finer and have more
time to read, think and look.
Don't travel long distances to work. Find a job near home. Move out of the city.
Go home from work earlier. Long hours don't make you more efficient. If there’s too much
work for you to do, say so.
Learn to enjoy yourself. Relax, play sport or music, take up a hobby. Please yourself more -
make/find time to do it.
Exercise regularly, eat sensibly, don't smoke or drink alcohol, cut down on caffeine drinks. Try
water or herbal teas.
(From: Getting Ahead, Sarah Jones - Macziola & Greg White, Cambridge University Press, 1996)
[ACAFE 1998] - [about 120 words]
35
1) Select the CORRECT alternative, according to the text:
a) You are more efficient when there is a lot to do.
b) It is important to work long hours.
c) In general, offices are not healthy places.
d) It is easier to find a job in the city.
e) If you exercise regularly, you can smoke.
2) According to the text, what can you do to have a better life?
1. Get fresh air.
2. Live in the city.
3. Start a hobby.
4. Drink alcohol.
5. Eat the correct food.
The CORRECT sequence from the top to the bottom is:
a) 1 – 2 – 4
b) 2 – 4 – 5
c) 2 -- 3 – 4
d) 1 – 2 – 3
e) 1 – 3 – 5
36
3) According to the text, if you use public transport, you will
a) help reduce noise.
b) arrive earlier at work.
c) get more fresh air.
d) have more time to work.
e) find time to please yourself.
4) Select the CORRECT answer for the following question, according to the text: What can you
do to enjoy yourself?
a) Work more efficiently.
b) Drink caffeine drinks.
c) Smoke.
d) Play a sport.
e) Try herbal teas.
5) Complete the following sentence, according to the text: To have a job near your house is
good because …
a) there isn't so much noise.
b) you don't have to travel a long way to work.
c) you don't need to use public transport.
d) you can have more time to read.
e) if there's too much work, you can take it home.
37
3ª AULA
Basic English Course Prof. Carlos Augusto
UNIT 3
TEXT 1: MARTIN LUTHER KING DAY
Martin Luther King Day honors the life and legacy of one of the visionary leaders of the Civil
Rights Movement and recipient of the 1964 Nobel Prize for Peace.
At a young age Martin Luther King, Jr. showed strong promise, skipping the 9th and 12th
grades and entering Morehouse College at the age of 15. His beliefs in equality and brotherly
love developed early as he listened to the sermons of his father and grandfather, both
ministers.
In late 1955, Martin Luther King, Jr. received his doctorate degree in theology, and moved to
Montgomery, Alabama, with his wife, Coretta Scott King, to preach at a Baptist church.
There, as in many southern states, he witnessed the indignities suffered by African
Americans as a result of racism, discrimination, and unjust laws. One law required all black
passengers to ride in the back of public buses and to give up their seats to white passengers
when the front of the bus was full. Dr. King knew that this law violated the rights of every
African-American.
On December 1, 1955, a courageous black passenger, Rosa Parks, was arrested and jailed for
refusing to give up her seat to a white man. In response to the arrest, black leaders organized a
boycott of the public buses in the city of Montgomery. Dr. King was asked to lead the protest,
Thousands of people, black and white, refused to ride the bus; instead they formed carpools
and they walked. Dr. King urged people to demonstrate peacefully and not resort to violence.
38
Vocabulary Study (Vocabulário de Apoio)
1. honors the life and legacy
homenageia a vida e o legado
2. recipient of the Nobel Prize for Peace
recebedor do Prêmio Nobel da Paz
3. skipping the 9th and 12th grades
pulando a 9ª e 12ª séries no colégio
4. His beliefs in equality and brotherly love
Suas crenças na igualdade e no amor fraterno
5. to preach at a Baptist church
para pregar numa igreja Batista
6. There, as in many southern states
Ali, assim como em muitos estados do sul
7. to ride in the back of public buses
viajar na parte de trás dos ônibus
8. give up their seats to white passengers
ceder seus lugares para passageiros brancos
9. a courageous black passenger
uma passageira negra corajosa
10. arrested and jailed for refusing
presa e encarcerada por se recusar
11. In response to the arrest
Em reação a essa prisão
12. instead they formed carpools
ao invés disso, revezaram-se no transporte solidário
39
13. not resort to violence
não recorrer à violência
PAST SIMPLE
AFFIRMATIVE STATEMENTS
I / You / He / She / It/ We / They walked / gave
NEGATIVE STATEMENTS
I / You / He / She / It / We / They did not walk/ give
Note: Did not = didn’t
QUESTIONS
Did I / You / He / She / It / We / They walk/ give?
USES OF THE PAST SIMPLE
É usado para expressar uma ação que aconteceu num tempo definido no passado. Freqüentemente, advérbios ou expressões como yesterday (ontem), last week, last month, last year (semana passada, mês passado, ano passado) two hours ago (duas horas atrás), etc estão presentes. At times há uma oração inteira (a time clause, for example) indicando o tempo perfeitamente definido no passado:
I met her two years ago.
Eu a encontrei há dois anos.
40
My brother didn’t get a job last month.
Meu irmão não conseguiu um emprego no mês passado.
Did you see Spielberg’s latest film last Sunday?
Você viu o filme mais recente do Spielberg no sábado passado?
Jack arrived ten minutes late today.
O Jack chegou dez minutos atrasado hoje.
Milton worked at KNY for thirty five years. He retired last year.
Milton trabalhou na KNY por 35 anos. Aposentou-se no ano passado.
My family lived in the suburb when I was a child.
Minha família morava no subúrbio quando eu era criança.
READING COMPREHENSION QUESTIONS
Indispensable question words:
What…? O que...? What kind…? Que tipo...?
Who…? Quem...? How…? Como...?
Where…? Onde....? How many…? Quantos/ Quantas...?
When…? Quando...? How often…? Quantas vezes...?
41
PAST SIMPLE PRACTICE
I. Practice using the past simple constructions:
1. When did Dr. King receive the Nobel Prize for Peace?
He received it in 1964.
2. Why did Dr. King show strong promise at a young age?
Because he skipped the 9th and 12th grades and entered Morehouse College at the age of
15.
3. Which traits of character did Dr. King develop very early?
He developed his beliefs in equality and brotherly love.
4. Who had a great influence on Dr. King?
His father and his grandfather, both ministers, had a great influence on him.
5. What did Dr. King do after he received his doctorate degree in theology?
He moved to Montgomery, Alabama, to preach at a Baptist church
6. Who accompanied him then?
His wife, Coretta Scott King, accompanied him.
7. What did Dr. King witness there in Montgomery?
He witnessed the indignities suffered by African Americans.
8. What kind of indignities did he witness?
Those that were a result of racism, discrimination, and unjust laws.
9. Why did black passengers have to ride in the back of public buses?
Because one law required it.
10. What did Dr. King think of this law?
Dr. King knew that this law violated the rights of every African-American.
42
11. Why did they arrest Rosa Parks?
Because she refused to give up her seat to a white man.
12. What kind of protest did the black leaders organize?
Black leaders organized a boycott of the public buses in Montgomery.
13. Who led the protest?
Dr. King did.
14. How did the black community act in protest?
They refused to ride the buses. They formed carpools or they walked.
15. What did Dr. King urge the people to do?
Dr. King urged people to demonstrate peacefully.
16. What did Dr. King urge the people not to do?
He urged them not to resort to violence.
REGULAR VERBS
A) THE SUFFIX –ED
A terminação –ED está presente na formação do passado simples e do particípio passado dos
verbos regulares.
INFINITVE PAST TENSE PAST PARTICIPLE
work worked worked
43
Atenção para os particípios passados que funcionam como adjetivos e são usados com
substantivos para formar combinations / collocations:
interested students (alunos/ as interessados /as)
an excited audience (uma platéia empolgada)
developed countries (países desenvolvidos)
organized crime (crime organizado)
IRREGULAR VERBS
Você precisa descobrir de que maneira vai fazer seu approach com relação aos irregular
verbs – no máximo uns 100 – se só nos preocuparmos com os mais famosos.
Da simples análise estatística, pura e simples, podemos nos tranqüilizar com o fato de que a
esmagadora maioria dos verbos ingleses é regular. Melhor ainda, aqueles verbos novos que
vem sendo criados, por quaisquer tipos de imposições, são regulares.
Veja o caso de e-mail. Já é usado como verbo, regular naturalmente, to e-mail (e-mailed, e-
mailed)
I e-mailed you yesterday. Why didn’t you send me your reply?
Enviei um e-mail para você ontem. Por que não me respondeu?
Quando o fax se popularizou, passou-se a usar como verbo regular também:
They faxed us last week.
Eles nos enviaram um fax na semana passada.
44
Até mesmo o OK virou verbo regular:
The manager okayed my check before I could cash it.
O gerente deu o OK pro meu cheque antes que eu pudesse descontá-lo.
Dá para ficar tranqüilo na grande maioria dos casos. Porém, não há como escapar do estudo
dos verbos irregulares por uma razão muito simples: eles pipocam nos textos a toda hora.
Essas formas verbais têm que se tornar music to your years.
IRREGULAR VERBS FROM TEXT 1
infinitive past tense past participle tradução
be was, were been ser, estar
have had had ter, possuir
lead led led liderar, conduzir
know knew known saber, conhecer
45
DISCOURSE MARKERS
From text 1:
“instead they formed carpools and they walked.” (L-20/21)
ao invés disso, organizaram transporte solidário ou caminharam.
Como dissemos, discourse markers ajudam o autor a transferir seus pensamentos de um
páragrafo para outro ou de uma frase para outra. Vamos estudar, aqui, as palavras que
indicam contraste ou oposição.
Discourse markers indicando contraste ou oposição
BUT, after all, in spite of, on the other hand, nevertheless, whereas, while, however, on the
contrary, yet, despite, notwithstanding, still, in contrast …
WORD FORMATION – PREFIXES & SUFFIXES
From text 1:
“Dr. King urged people to demonstrate peacefully.” (L-22/23)
O Dr. king insistiu para as pessoas protestassem pacificamente
“His beliefs in equality and brotherly love developed early” (L-6)
Sua crença na igualdade e no amor fraternal se desenvolveu cedo
46
Os dois exemplos acima me permitem falar sobre o sufixo –LY que pode formar advérbios -
geralmente correspondendo a palavras no nosso português terminadas em –MENTE, como
peacefully (pacificamente); e adjetivos, como brotherly (fraternal) no outro exemplo acima.
a) THE SUFFIX –LY
a) to form adverbs – study the following examples:
ADJECTIVE ADVERB TRADUÇÃO
final finally finalmente
happy happily felizmente
beautiful beautifully lindamente
skilful skillfully habilidosamente
b) to form adjectives - study the following examples:
NOUN ADJECTIVE TRADUÇÃO
mother motherly maternal
love lovely adorável
live lively animado / a
dead deadly mortal
Seu conhecimento de gramática vai lhe ajudar nesta distinção. Os adjetivos terminados em –
LY, of course, precederão o substantivo como é usual em inglês. Assim:
Lovely children (crianças adoráveis)
Lively parties (festas animadas)
A deadly weapon (uma arma mortal)
A Lonely girl (garota solitária)
47
b) THE PREFIX UN–
From text 1:
“as a result of racism, discrimination, and unjust laws” (L-12/13)
em consequência do racismo, da discriminação e de lei injustas
O prefixo UN-, geralmente acrescentado a adjetivos, forma outros adjetivos com sentido
oposto.
ADJECTIVE ADJECTIVE TRADUÇÃO
fair unfair injusto / a
popular unpopular impopular
equal unequal desigual
stable unstable instável
c) THE PREFIX IN–
From text 1:
“he witnessed the indignities suffered by African Americans” (L-11/12)
ele testemunhou as indignidades sofridas por Afro-americanos
O prefixo IN-, quando acrescentado a adjetivos e substantivos, também pode formar outros
adjetivos e substantivos com sentido oposto.
ADJECTIVE ADJECTIVE TRADUÇÃO
Sane insane insano /a
decent indecent indigno /a, indecente
definite indefinite indefinido /a
complete incomplete incompleto / a
48
NOUN NOUN TRADUÇÃO
equality inequality desigualdade
sincerity insincerity falsidade
coherence incoherence incoerência
Justice Injustice injustiça
N.B: Há diversos outros prefixos que funcionam de maneira semelhante; isto é, que
transformam em substantivos ou adjetivos com sentido oposto as palavras as quais são
acrescentados. Estudaremos os principais em nossas próximas aulas.
FUNCTION WORDS - KEY WORD: AS
From text 1:
“There, as in many southern states, he witnessed the indignities suffered by African Americans
as a result of racism, discrimination, and unjust laws” (L-11/13)
Ali, assim como em muitos estados do sul, ele testemunhou as indignidades sofridas por
cidadãos afro-americanos em consequência do racismo, da discriminação e de leis injustas.
“as he listened to the sermons of his father and grandfather, both ministers” (L-6/7) quando
ele ouvia os sermões de seu pai e de seu avô, ambos clérigos
Dentre as várias function words do texto 1, escolhi a palavrinha ‘as’ para lhe mostrar porque
você deve estudar estas verdadeiras ‘gems’. A key word AS pode ser usada como:
a) conjunção significando when (= quando)
As I was taking a shower, the telephone rang.
Quando eu estava tomando um banho, o telefone tocou.
Turn off the light as you leave.
Apague a luz quando estiver saindo.
49
b) conjunção significando because (=porque)
As Mr. Cheng only spoke Chinese, we needed an interpreter.
Como o Sr Cheng só falava Chinês, precisávamos de um intérprete.
c) conjunção significando in the same way (= da mesma maneira, como)
Do as I say, not as I do. (common popular saying).
Faça como eu digo, não faça como eu faço.
d) preposição significando in the role of (= na qualidade de, como)
My wife works as a dentist.
Minha esposa trabalha como dentista.
I have worked as a teacher for many years.
Trabalho como professor há anos.
Encontra-se a palavra ‘as’ também em várias expressões:
I - As if ... (= como se ...)
It looked as if it was going to rain.
Parecia que ia chover.
II - As + adj. + as (formação do comparativo de igualdade)
Chris is as tall as Rita.
Chris é tão alta quanto a Rita.
50
Benjamin is not so fast as Brian.
Benjamin não é tão rápido quanto Brian.
This topic is as important as that one. You should study both.
Este tópico é tão importante quanto aquele. Você devia estudar ambos.
My friends are not so motivated as they were last year.
Meus amigos não estão tão motivados quanto estavam no ano passado.
III –As usual (como de costume, pra variar ...)
Natalie is late, as usual.
Natalie está atrasada, pra variar.
There comes Nora, crazy as usual.
Lá vem a Nora, maluquinha como sempre.
IV –such as (tal como, tais como quando se quer exemplificar)
At that time nobody had many comforts in life, such as freezers, computers, air conditioners…
Naquela época ninguém possuía muitas comodidades na vida, tais como congeladores,
computadores, aparelhos de ar condicionado ...
V – the same as (o mesmo que)
Helen’s dress looks the same as her sister’s.
51
O vestido da Helen parece com o da sua irmã.
George studied in the same school as I did.
George estudou na mesma escola que eu.
JUST FOR FUN
You’re not a machine! Você não pode esquecer jamais disto. So, de vez em quando, dê um
tempo no seu estudo pesado. Faça alguma coisa light, não esqueça do seu lazer. For example,
start with the the picture test below. A ilustração é do meu amigo Adail, cujo traço é
inconfundível. Na gravura abaixo o nome dele não aparece, mas jamais pensem que eu
desenho com essa maestria.
Come on, try it. It’s fifty-fifty, Você tem sempre 50% de chances de acertar!
PICTURE TEST
Mr. Nuts kept [a) making / b) doing] passes at his pretty secretary.
IRREGULAR VERBS PRACTICE
I. Complete the sentences with the PAST FORM of the verbs in brackets.
1. Dr. King ________ the 1964 Nobel Prize for Peace. [RECEIVE]
________________________________________________________
52
2. At a young age Martin Luther King _______ strong promise. [SHOW]
________________________________________________________
3. His beliefs in equality and brotherly love ________ early. [DEVELOP]
________________________________________________________
4. In late 1955, Martin Luther King ________ to Montgomery, Alabama.
[MOVE]
________________________________________________________
5/6. Dr. King _______ [KNOW] that this law ________ [VIOLATE] the rights of every African-
American.
________________________________________________________
7. Black passengers always __________ [GIVE] up their seats to white men.
________________________________________________________
8. Black leaders __________ [ORGANIZE] a boycott of the public buses in the city of
Montgomery.
________________________________________________________
9. Dr. King _________ [LEAD] the peaceful protest.
10. Thousands of people, black and white, __________ [REFUSE] to ride the bus.
________________________________________________________
KEY WORD: AS
53
II. Traduza somente as expressões em negrito a seguir onde aparece a palavra ‘as’; consulte
um dicionário se precisar.
1. As the judge entered the courtroom, everybody rose.
________________________________________________________
2. I left by the back door so as not to meet Jenny’s brother.
________________________________________________________
3. That yard is not so long as ours.
________________________________________________________
4. As long as you promise to return my book soon, you can borrow it.
________________________________________________________
5. As yet they haven’t chosen the new president.
________________________________________________________
6. Nobody knows English well in my group. I might as well do the translation myself.
________________________________________________________
7. You’re wrong! Bill’s father works as an engineer for ICF.
________________________________________________________
8. I know you like strawberries, but the other kids love them as well.
54
________________________________________________________
9. As a rule Ruth wakes up early to go to work.
________________________________________________________
10. Henry looked pale, as though he had seen a ghost.
________________________________________________________
11. We will start the review for the final test as of next week.
________________________________________________________
12. My old Dad does not walk round the square as he used to.
________________________________________________________
55
4ª AULA
UNIT 4
Text 1: Young Saudis to attend forum in Brazil
A group of 20 youths from Saudi Arabia, comprising men and women, will come to Brazil
next month to meet with Brazilian students. The Forum of Young Saudis and Brazilians will be
held from June 26th to July 5th when participants will travel to São Paulo, Manaus and Rio de
Janeiro to discuss three main topics: environment and fighting poverty; clean energy; and
organization of major events.
Saudi Arabia has a much broader experience in large events,” said Ibrahim Aleisa the vice
ambassador of the Arab country to Brasília during a visit to the headquarters of the Arab
Brazilian Chamber of Commerce last week in São Paulo. “Brazil will host the 2016 Olympics and
it will cause a large concentration of people at once. In Saudi Arabia, there is the Haji, which is
the pilgrimage to Mecca, which last three days and concentrates over 3 million people in one
place. There is the entire logistical aspect of food, healthcare and security," says Aleisa,
explaining that the experience of the Hajj may help Brazil organize the sports event.
Aleisa explains that the young Saudis will spend ten days with Brazilian university students
aged 20 to 25 to discuss the topics mentioned. At the end of the meeting, three letters will be
written containing the conclusions of the debates. One of the letters, to be written by the
Brazilian group, will be delivered to king Abdullah, of Saudi Arabia; another letter will be
written by the Arab group to be handed to the Brazilian president Dilma Rousseff; and a third
document, to be jointly elaborated by the two groups, will be sent to the secretary general of
the United Nations, Ban Ki-moon. [22.05.11]
(By Áurea Santos) - * á[email protected]
*Translated by Gabriel Pomerancblum
Visit: http://www2.anba.com.br/noticia_servicos.kmf?cod=11925330
Vocabulary Study (Vocabulário de Apoio)
56
1. comprising men and women
consistindo de homens e mulheres
2. environment and fighting poverty
meio ambiente e luta contra a pobreza
3. clean energy
energia limpa
4. organization of major events
organização de grandes eventos
5. has a much broader experience
tem experiência muito mais ampla
6. the pilgrimage to Mecca
a peregrinação a Meca
7. There is the entire logistical aspect
há todo o aspecto logístico
8. of food, healthcare and security
de alimentação, assistência médica e segurança
9. to be written by the Brazilian group
a ser escrita pelo grupo brasileiro
57
10. to be handed to the Brazilian president
para ser entregue à Presidente do Brasil
11. to be jointly elaborated
a ser elaborado em conjunto
FUTURE SIMPLE
No text 1 encontramos um grande número de estruturas com o modal verb will, auxiliar
formador do future simple:
AFFIRMATIVE STATEMENTS
I / You / He / She / It/ We / They will walk / give
NEGATIVE STATEMENTS
I / You / He / She / It / We / They will not walk/ give
Note: will not = won’t
QUESTIONS
Will I / You / He / She / It / We / They walk/ give?
58
USES OF THE FUTURE SIMPLE
a) The future simple with will
a.1) To express simple futurity or determination.
Para expressar ação futura simples ou determinação.
I will be on vacation next month.
Estarei de férias no mês que vem.
The president will go to China next year.
O presidente irá à China no ano que vem.
a.2) To express promises, offers or predictions.
Para expressar promessas, ofertas e previsões.
Can I borrow your dictionary? I will bring it back tomorrow. (promise)
Pode me emprestar seu dicionário? Eu o devolverei a você amanhã. (Promessa)
It will be hard to control inflation. (So I predict)
Será difícil controlar a inflação. (Assim prevejo)
Joe will help you with those heavy boxes. (offer)
Joe ajudará você com essas caixas pesadas. (oferta)
59
b) O future simple pode ser também expresso por meio de: verb in the present simple (quando
se tratar de uma ação já programada, por exemplo)
My plane leaves at 8 o’clock tomorrow morning.
Meu avião parte (partirá) às 8h amanhã de manhã.
READING COMPREHENSION QUESTIONS
Indispensable question words:
What…? O que...? What kind…? Que tipo...?
Who…? Quem...? How…? Como...?
Where…? Onde....? How many…? Quantos/ Quantas...?
When…? Quando...? How often…? Quantas vezes...?
FUTURE SIMPLE PRACTICE
I. Practice using the future simple constructions:
1. What will the young Saudis do in Brazil?
They will attend a forum in our country.
2. According to the text, when will they come to Brazil?
They will come to Brazil next month.
60
3. Why will this group of 20 youths from Saudi Arabia come to Brazil?
They will come to meet with Brazilian students.
4. When will the Forum of Young Saudis and Brazilians occur?
The Forum will be held from June 26th to July 5th
5. Where will the participants travel to?
They will travel to São Paulo, Manaus and Rio.
6. How many topics will they discuss?
They will discuss three main topics.
7. Why will there be a large concentration of people in Brazil soon?
Because Brazil will host the 2016 Olympics.
8. How long will the young Saudis stay in Brazil?
They will spend ten days with Brazilian university students.
9. How many letters will both groups write?
The groups will write 3 letters.
10. Who will receive the third letter?
The secretary general of the United Nations will receive it.
61
DISCOURSE MARKERS
Observe este trecho do text 1:
“At the end of the meeting, three letters will be written containing the conclusions of the
debates. One of the letters, to be written by the Brazilian group, will be delivered to king
Abdullah, of Saudi Arabia; another letter will be written by the Arab group to be handed to the
Brazilian president Dilma Rousseff; and a third document, to be jointly elaborated by the two
groups, will be sent to the secretary general of the United Nations, Ban Ki-moon.”
No text 1, (L-18/23), ao se referir às três cartas a serem redigidas pelo jovens brasileiros e
sauditas, o autor bem poderia ter usado: first or first of all (primeiro, primeiramente), antes de
one of the letters; second or secondly (em segundo lugar) antes de another letter, e third or
thirdly (em terceiro lugar) antes de a third document.
Indicando seqüência ou enumeração
FIRST, first of all, second, secondly, third, thirdly, in the 1st place, in the 2nd place, then, finally,
next, last …
WORD FORMATION – PREFIXES & SUFFIXES
From text 1:
The Forum of Young Saudis and Brazilians” (L-2/3)
O Fórum dos jovens sauditas e brasileiros
THE SUFFIX -(I)AN
62
Esse sufixo é muito comum na formação de substantivo e adjetivos designativos de um
determinado povo. Study the following examples:
COUNTRY ADJECTIVE /NOUN TRADUÇÃO
Mexico Mexican mexicano
Canada Canadian canadense
Peru Peruvian peruano
Bolivia Bolivian boliviano
Os nativos ou habitantes da Saudi Arabia (Arábia Saudita) são os Saudis (sauditas). Similarly,
você tem: Pakistani (paquistanês);
TRUE & FALSE COGNATES
Através da análise atenta do título do text 1: “Young Saudis to attend forum in Brazil”,
observamos que é preciso cuidado com o verbo regular to attend que deve ser traduzido por
assistir ao fórum de debates, estar presente. Outro exemplo:
How many Brazilian students will attend the Forum?
Quantos estudantes brasileiros assistirão ao fórum de debates?
Portanto, a melhor tradução para o título do texto é: Jovens Sauditas Assistirão ao Fórum de
debates no Brasil.
On the other hand, tomando o 1° parágrafo do texto como exemplo, encontramos diversas
transparent words, or true cognates, que correspondem em nosso português ao que
aparentam mesmo; é o caso de: group, students, participants, discuss, topics, energy,
organization, events.
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COLLOCATIONS & IDIOMATIC EXPRESSIONS
From text 1:
“ it will cause a large concentration of people at once.” (L-10/11)
provocará uma grande concentração de gente imediatamente
“The Forum of Young Saudis and Brazilians will be held”
O Fórum dos jovens Sauditas e Brasileiros será realizado
ONCE
a) Nem ouso dizer que tem aquela música: You’re once, twice, three times a lady...;pois corro
o risco de ser chamado de jurássico. Se, por acaso você lembrar do início de muitas fairy tales
(contos de fada): Once upon a time (Era uma vez), tudo bem, é válido.
However (entretanto), é preciso ter em mente que existem várias expressões onde a palavra
once aparece:
a.1) once in a while (de vez em quando)
I still go to Engenhão once in a while to watch a good soccer game.
Ainda vou, de vez em quando, ao Engenhão assistir a um bom jogo de futebol.
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a.2) once and for all ( de uma vez por todas)
I will tell you this once and for all: I’m not going out with you.
Vou-lhe dizer de uma vez por todas: não vou sair com você.
HOLD
b) Se você vem seguindo os meus conselhos, você deve ter anotado: hold (held, held) –
segurar; as in: hold my hand (segure minha mão), e, por isso, já merece meus parabéns.
Porém, você encontra a palavra hold, tanto como verbo quanto como substantivo em várias
expressões:
b.1) hold (be valid)
The clauses of this contract still hold.
As cláusulas deste contrato ainda valem.
b.2) have a good hold on math
That candidate has a very good hold on math.
Aquele candidato tem um conhecimento de matemática muito bom.
For the time being, that’s enough; ou seja, por enquanto é só.
JUST FOR FUN
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Translate the following:
The Four Stages of Life
You believe in Santa Claus.
You don't believe in Santa Claus.
You are Santa Claus.
You look like Santa Claus.
___________________________
___________________________
___________________________
___________________________
___________________________
Text 2: Petrobrás rules out investing in Bolivia
PETROBRAS decided that it will not invest any more money in the project to expand Bolivian
gas production, informed the director of the company's International Area, Nestor Cerveró.
The project would add 15 million cubic meters to the current daily production level of 40
million cubic meters.
According to Cerveró, the decree signed by Bolivian president Evo Morales at the beginning
of the month, nationalizing his country’s petroleum reserves and the assets of the petroleum
companies that operate in Bolivia puts new investments out of the question. "Raising royalty
fees from the 50% they used to charge to 82% makes investments unfeasible, not only in
Bolivia but anywhere in the world."
66
He said that the joint commissions established to conduct the negotiations between
PETROBRAS and the Bolivian government will basically discuss three main points: the
nationalization of reserves and assets, the price of gas exported to Brazil, and the increase in
the rate of royalty fees.
Cerveró pointed out that Bolivia currently produces a daily maximum of 40 million cubic
meters and that, of this total, "we will stand pat at the 30 million cubic meters we currently
import, as stipulated in the contract we signed with them." He went on to say: "Any addition
to this volume would imply new production, new investments, and new pipelines - and we
have cancelled all of that."
(From Agência Brasil, by Nielmar de Oliveira, Translation: David Silberstein) // Access:
17/05/2006
VOCABULARY PRE TEST
Sem consultar nenhum dicionário procure correlacionar as colunas A & B:
A B
1. daily production level a. ( ) representaria novos dutos
2. the assets of the companies b. ( ) torna inviáveis investimentos
3. raising royalty fees c. ( ) os ativos das empresas
4. they used to charge d. ( ) nível de produção diária
5. makes investments unfeasible e. ( ) que costumavam cobrar
6. would imply new pipelines f. ( ) elevando taxas de patentes
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ANALYSIS OF TEXT 2
1. Traduza o título do texto sem consultar nenhum dicionário.
_______________________________________________________
2. Escreva abaixo duas construções verbais no future simple:
_______________________________________________________
3. Quantas construções no past simple você destacaria do texto?
_______________________________________________________
4. Quantas construções no past simple você extrai do texto?
_______________________________________________________
5. No título deste pequeno texto há um belo exemplo de phrasal verb: to rule out, como vimos
no quesito 1. Você consegue dizer o que significam os seguintes phrasal verbs?
a) pointed out (L-17) - _________________________________
b) went on (L-20) - ___________________________________
6. Tente encontrar um equivalente em português para a expressão we will stand pat (L-17)
sem utilizar nenhum dicionário.
_______________________________________________________
7. No fragmento a seguir, você consegue explicar porque o autor se utilizou de uma construção
no present perfect simple: “and we have cancelled all of that”? (L-21/22)
_______________________________________________________
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8. Basicamente quais três pontos a Petrobrás e o governo boliviano irão discutir? Escreva-os
em português:
_______________________________________________________
_______________________________________________________
_______________________________________________________
IRREGULAR VERB FORMS
Verifique se você já sabe bem as formas de past tense & past participle dos seguintes verbos
que apareceram no text 1:
Infinitive Past Tense Past Participle Translation
come .................... .................... ....................
meet .................... .................... ....................
hold .................... .................... ....................
have .................... .................... ....................
say .................... .................... ....................
spend .................... .................... ....................
write .................... .................... ....................
send .................... .................... ....................
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LAST BUT NOT LEAST
Só para ninguém dizer que não falei de nenhuma song nesta aula, aqui vai:
My Heart will Go On
(Love theme from “Titanic”)
Sung by Celine Dion
70
5ª AULA
UNIT 5
Text 1: The Information Society
In brief: Practically non-existent 20 years ago mobile phones are everywhere. The internet
provides endless streams of online information. We are offered a bewildering array of
programmes* and services as high-capacity digital systems bring together two formerly
separate worlds of broadcasting and telecommunications. This revolution in information
technology is creating the information society - at home, at school and at work. The European
Union and its policies and actions have guided and supported the revolution since the
beginning.
The communications revolution is driven by technology and market forces. The European
Union has been at the heart of this process, setting the pace for opening markets, maintaining
equal opportunities for all participants, creating a dynamic regulatory structure, defending
consumer interests and even setting technical standards. The old publicly-owned telephone
monopolies that once ran protected national markets have been transfigured. Aggressive and
innovative newcomers have moved in, offering imaginative new services, attractively
packaged. Competition has forced prices down and quality up.
The result for individuals and businesses is cheaper and better service of a higher quality and
reliability. Consumer choice has widened both in terms of suppliers and of services on offer.
Demand for mobile telephones and internet access exploded. Now 90% of schools and
businesses in the EU are online, while more than half the population are regular internet users.
The information and communications sector must be among the most dynamic in the
European Union and globally.
(Excerpt from Overviews of the European Union activities)
visit: http://europa.eu.int/pol/infso/overview_em.htm
THE KEY WORD ‘OF’- Segundo os lingüistas a incidência da palavra chave ‘of’ nos textos é
impressionante (vem em segundo lugar só perde para a palavra ‘the’); é muito superior à
importância que a ela se dá.
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Faça a correlação de ‘A’ com B’ no quadro abaixo.
A B
1. streams of online information a. ( ) uma série de programas
2. array of programmes b. ( ) no coração deste processo
3. service of higher quality c. ( ) serviço de maior qualidade
4. worlds of broadcasting d. ( ) condições dos fornecedores
5. at the heart of this process e. ( ) correntes de ‘info’ na rede
6. terms of suppliers f. ( ) mundos das transmissões
PRESENT PERFECT SIMPLE
AFFIRMATIVE STATEMENTS
I / You / We / They have walked / given
He / She / It has walked / given
NEGATIVE STATEMENTS
I / You / We / They have not walked / given
He / She / It has not walked / given
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Note: has not = hasn’t / have not = haven’t
QUESTIONS
Have I / You / We / They walked / given?
Has He / She / It walked / given?
USES OF THE PRESENT PERFECT SIMPLE
The present perfect simple is mainly used:
O tempo presente perfeito é usado principalmente para:
a) to say that an action has just taken place or has repeatedly happened already but the
definite time is not specified.
Para dizer que uma ação acaba de acontecer – ou aconteceu repetidas vezes sem que um
tempo definido seja especificado.
Mr. Philips has gone back home already.
O Sr. Philips já voltou para casa.
Sorry, Miss Phelps has just left.
Lamento, a Senhorita Phelps acabou de sair.
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b) To express actions which begin in the past and are connected with the present and are likely
to go on in the future. ‘For’ and ‘since’ are commonly used.
Para expressar ações que começaram no passado, têm conexão com o presente e
possivelmente continuarão no futuro. As preposições ‘for’ e ‘since’ são comumente usadas.
My wife has been a dentist for 31 years. (She began 31 years ago and is still working as dentist)
Minha mulher trabalha como dentista há 31 anos. (Ou seja: Começou há 31 anos e ainda
exerce a odontologia)
My daughter has studied English since her childhood. (She keeps on studying the language till
now)
Minha filha estuda inglês desde a sua infância. [continua a estudar até hoje]
c) assim como ocorre com outros tempos verbais há advérbios e locuções que são usadas
comumente com o present perfect. É o caso lately (ultimamente) recently (recentemente), as
yet (até agora), so far (até agora) never (nunca), ever (alguma vez na vida). For example:
Lately we haven’t seen Grace very often. I wonder where she may be.
Ultimamente não temos visto muito a Grace. Imagino onde ela possa estar.
So far we haven’t had any mechanical problem with our new car.
Até agora não tivemos nenhum problema mecânico com nosso carro novo.
Bill and Mel have taken a trip to Japan. As yet I haven’t heard from them.
Bill e Mel viajaram para Grécia. Até agora não tivemos notícias deles.
Recently there have been many terrorist attacks in that region of the globe.
Recentemente têm ocorrido muitos ataques terroristas naquela área do globo.
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I had to learn my French the hard way because I’ve never lived in France.
Tive que aprender meu francês a duras penas porque nunca vivi na França.
d) Brazilian students should pay close attention to the use of the present perfect after the
expression “It’s the first time (that) ...
Os alunos brasileiros devem prestar atenção ao uso do presente perfeito após a expressão ‘É a
primeira vez (que)
It’s the first time Silvia has tasted açaí. (She had never tasted it before)
É a primeira vez que a Silvia prova açaí. (não tinha provado antes)
Is it the first time you’ve been to Rio, Glenda?
É a primeira vez que visita o Rio, Glenda?
(Ou seja: Nunca tinha vindo antes)
REMINDER
Lembrete
Muitos alunos já me disseram que abandonaram seus cursos tradicionais quando o /a
professor/ a começou com esse negócio de Have you ever been, I have gone here or there,
Have you been to ... etc. me enrolei todo/ a, dizem.
Na minha opinião não há nenhum motivo justificável para tal atitude. Minha sugestão:
estude o present perfect simple como qualquer outro tempo verbal. Aceite, no entanto,
minhas dicas quanto à tradução mais fácil das estruturas com estes tempos verbais. Good luck!
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SPELLING DIFFERENCES
Há algumas diferenças ortográficas entre o inglês do United Kingdom (Reino Unido) e o inglês
do USA.
From text 1:
programmes (n.) (UK)
programs (n.) (US)
Cabe observar que a forma do verbo regular é igual tanto nos EUA quando no Reino Unido:
to program (= programar).
FALSE COGNATES
From text 1:
“The European Union and its policies and actions have guided and supported the revolution
since the beginning…” (L-6-7)
A União Européia, suas políticas e ações guiaram e apoiaram a revolução desde o início.
Ao invés de longas listagens, com um bando de false cognates, você se restrinja àqueles
realmente problemáticos, capazes de distorcer o seu entendimento da frase. Quanto ao text 1:
a) No trecho acima a palavra policies – plural de policy - deve ser entendida como ‘políticas’.
Also, você encontra ‘insurance policy’ (= apólice de seguro).
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Polices é o plural de polícia. Não confundir também com politics (= política) praticada pelos
politicians (= políticos)
b) A melhor tradução para a forma verbal ‘supported’ no trecho acima é ‘apoiado’. Se você
quiser dizer ‘eu não suporto isso’ diga:
‘I can’t bear / stand this / I can’t tolerate it / I can’t put up with this’.
Procure estudar apenas aqueles false friends realmente perigosos, no seu entender.
Por exemplo: o verbo to pretend não significa pretender e, sim, fingir. Para dizer pretender
em inglês diga to intend, ou to have the intention of. A meu ver, este verbo deveria fazer parte
da sua lista.
Agora, com sinceridade você acha que dever listar um vocábulo como bond (titulo do
governo), que está todo dia nos jornais brasileiros, por ser parecido com bonde, o meio de
transporte? Give me a break! Portanto, eu não listaria esta palavra.
DISCOURSE MARKERS
No text 1, a locução In brief (L-1), equivalente a ‘em resumo’, do text 1 é usada pelo autor
exatamente para indicar sua intenção de resumir, de sumarizar.
Eis alguns dos outros discourse markers que você deve saber reconhecer.
Indicando conclusão ou para resumir
IN SUM, in summary, to summarize, in brief, in short, to conclude, in conclusion, on the whole
…
77
WORD FORMATION
PREFIXES & SUFFIXES
From text 1:
“Practically non-existent 20 years ago mobile phones are everywhere.” (L-1)
Praticamente não existentes há 20 anos os celulares estão em todo lugar.
A. THE PREFIX NON-
O prefixo NON – é um dos formadores de antônimos. É colocado diante de substantivos ou
adjetivos. O hífen nem sempre é usado, mas é mantido quando a outra palavra começa por
letra maiúscula.
Estude os exemplos a seguir.
I’d like to reserve a table for two. Non-smoking section, please.
Queria reservar uma mesa para dois. Seção de não fumantes, por favor.
This is not a nonstop flight, madam.
Este não é um vôo sem escalas, senhora.
Helga took part in the non-violent demonstration.
A Helga participou da manifestação pacífica.
My grandfather was a non-smoker all his life.
Meu avô foi um não fumante durante toda sua vida.
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That’s just nonsense! You can’t go there alone at this late hour.
Isto é um absurdo! Você não pode sair só a esta hora.
What kind of books do you prefer: science fiction or nonfiction?
Que tipo de livros você prefere - ficção científica ou não ficção?
B) THE SUFFIX –(I)TY
From text 1:
“The result for individuals and businesses is cheaper and better service of a higher quality and
reliability.” (L-16/17)
O resultado para indivíduos e empresas é serviço melhor e mais barato, com qualidade e
confiabilidade mais altas.
Este sufixo, muito freqüente em inglês, forma substantivos cuja terminação em português é
normalmente ‘-dade’. Ocorrem algumas pequenas alterações ortográficas às vezes. No
exemplo acima, do adjetivo reliable (confiável) chega-se ao substantivo reliability
(confiabilidade).
Estude os exemplos a seguir.
Joe is so irresponsible. I’m tired of his irresponsibility.
O Joe é tão irresponsável. Estou cansado de sua irresponsabilidade.
Actually, I see no reason for this feeling of inferiority.
Na verdade, não vejo razão para este sentimento de inferioridade.
The president’s popularity has declined lately.
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A popularidade do presidente tem caído ultimamente.
Às vezes apenas –TY é acrescentado ao adjetivo:
We were amazed by the cruelty shown by the bandits.
Ficamos estarrecidos com a crueldade demonstrada pelos bandidos.
This is a privilege only for the members of royalty.
Este é um privilégio só para os membros da realeza.
COLLOCATION & IDIOMS
Acho simplesmente fascinante o estudo das collocations & idioms.
Mas o que são collocations?
Entenda Collocations como blocos de palavras usados na fala ou na escrita, consagrados por
native speakers. Da mesma forma que um estrangeiro não pode alterar nossas expressões e
regionalismos, nós não podemos criar verbos, adjetivos e substantivos unidos a outros
vocábulos ingleses ao nosso bel prazer. Um caso ilustrativo é o da expressão ‘cutucar a onça
com vara curta’ que um estrangeiro não deve mudar para ‘cutucar a onça com vara breve’ !?!?
por mais que curta e breve possam ser usadas indiferentemente em outro contexto como: A
palestra do Prof. Silva foi breve, ou curta.
COLLOCATION & IDIOMS
No texto The Information Society, logo no início, você encontra a locução in brief (em
resumo). Ninguèm pode cismar que a sua expressão é at brief, on brief, etc porque elas
simplesmente não fazem o menor sentido para os nativos da lingua inglesa. Portanto, minha
80
mensagem: habitue-se a estudar palavras em blocos, ou seja não deixe de estudar
collocations.
Observe alguns maravilhosos exemplos de collocartions extraídos do texto inicial: mobile
phones (telefones celulares); offered a bewildering array of programmes (ofereceram uma
quantidade de programas de causar perplexidade); digital systems (sistemas digitais); at home
(em casa), at school (na escola, no colégio); at work (no trabalho); at the heart of this process
(no coração deste processo); setting the pace for opening markets (estabelecendo o ritmo
para abertura de mercados); maintaining equal opportunities for all participants (mantendo
oportunidade iguais para todos os participantes); creating a dynamic regulatory structure
(criando uma estrutura regulatória dinâmica); defending consumer interests (defendendo os
interesses dos consumidores); setting technical standards (estabelecendo padrões técnicos);
Aggressive and innovative newcomers (recém-chegados dinâmicos e inovadores); attractively
packaged (embalados, empacotados atraentemente); service of a higher quality and reliability
(serviço de qualidade e confiabilidade mais altas).
MODAL VERBS
From text 1:
“The information and communications sector must be among the most dynamic in the
European Union and globally.” (L-14/15)
O setor de comunicação e informação deve, com certeza, estar entre os mais dinâmicos na EU
e no mundo.
Só há este exemplo de modal verb no text 1. Porém eu lhes asseguro: isso é exceção.
Normalmente, encontramos vários modal verbs, such as: can, could, may, might, shall, should,
will, would, must, have to, ought to. São verbos auxiliares colocados diante do verbo principal
para emprestar nuances de sentido. Podem indicar permissão, possibilidade, necessidade,
obrigação, etc. Vamos estudar os principais Modal verbs nas próximas aulas com atenção.
81
JUST FOR FUN
Uma coisa que nenhum candidato ou candidata pode esquecer é: de vez em quando, take it
easy, relax. Do something just for fun.
A PICTURE IS WORTH 1000 WORDS
Woman’s mouse
QUIZ
Leia novamente o texto ‘The Information Society’ e tente responder certo (C) ou errado (E):
1. Mobile phones have been everywhere for 20 years. ( )
_______________________________________________________
2. The current revolution in information technology is creating the information society. ( )
_______________________________________________________
3. The European Union has given support to this revolution since the beginning. ( )
_______________________________________________________
4. Market forces have no influence whatsoever in this revolution. ( )
_______________________________________________________
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5. There has been the transfiguration of old publicly-owned telephone monopolies. ( )
_______________________________________________________
6. 90 % of the EU population are regular Internet users. ( )
_______________________________________________________
7. The word ‘while’ (L-22), as a discourse marker, is indicating passage of time. ( )
_______________________________________________________
8. The word ‘among’ (L-23) could be replaced with ‘between’ without changing the meaning
intended by the author. ( )
_______________________________________________________
9. O modal verb must (L-23) está indicando obrigação. ( )
_______________________________________________________
10. Os adjetivos em negrito no fragmento a seguir se encontram no grau comparativo:
“cheaper and better service of a higher quality”. ( )
_______________________________________________________
EXERCISES
I. Complete the sentence with the correct PAST FORM of the irregular verbs in parentheses:
1. Digital systems ______ (BRING) together 2 formerly separate worlds.
________________________________________________________
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2. Technology and market forces ________ (DRIVE) the communications revolution.
________________________________________________________
3. The European Union ________ (SET) the pace for opening markets.
________________________________________________________
4. 90 % of schools and businesses in the EU _______ (BE) online then.
________________________________________________________
5. The old publicly-owned telephone monopolies that once ________ (RUN) protected national
markets have been transfigured.
________________________________________________________
6. Aggressive and innovative newcomers ________ (HAVE) imaginative new services,
attractively packaged, to offer.
________________________________________________________
7. This revolution in information technology ________ (MAKE) it possible for the information
society to be created.
________________________________________________________
8. Demand for mobile telephones and internet access _______ (RISE) sharply.
________________________________________________________
9. The author ________ (WRITE) this text a few years ago.
________________________________________________________
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10. The author _______ (SEEK) to present a few facts about the revolution in information
technology which occurred in the world.
________________________________________________________
II. THE PRESENT PERFECT SIMPLE - Traduza para o português as formas verbais em negrito.
a) The EU has supported the communications revolution since the beginning.
__________________________________________________________
b) Aggressive and innovative newcomers have moved in...
__________________________________________________________
c) national markets have been transfigured
__________________________________________________________
d) Competition has forced prices down
__________________________________________________________
e) Consumer choice has widened
__________________________________________________________
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III. Complete the text ‘Information Technology enhances productivity’ with each of the words
from the box:
delegates seize prosperity shared advanced
"Information and communication technology (ICT) is a key to the future __________ (1) of all
nations," said John H. Marburger, science advisor to the president and director of the Office of
Science and Technology Policy (OSTP). He delivered a keynote speech to the meeting where
___________ (2) from 176 nations and hundreds of other agencies and non-governmental
organizations have convened to examine how to allow all the world's people to enjoy the
benefits that are created by ___________ (3) information and communication technologies.
"An estimated 40 percent of U.S. productivity growth between 1995 and 2002 has been
attributed to information technology," Marburger said. “Our ability to __________ (4) the
opportunities afforded by information and communication technology depends upon a
philosophy of __________ (5) optimism about the power of individual creativity and
entrepreneurship as the ultimate source of economic strength."
(By Charlene Porter, Washington File Staff writer)
Visit: http://america.gov/
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6ª AULA
UNIT 6
Text 1: Freeing the Fishing Children of-Ghana
I first saw the boys who work the boats on the waters of Lake Volta in April 2002. Hard work
under punishing conditions had robbed them of the joy and vitality that lights the faces of
healthy, happy children. The faces of these trafficked children in the fishing villages were
lifeless; their bodies were stunted in growth from malnourishment and neglect.
I think their minds and spirits suffer another kind of hunger. Working in conditions of forced
labor lacking any familial affection or nurturing, they are traumatized and dispirited. I found
that they couldn’t communicate as a normal healthy child might. I would ask them, “Do you
want to go home to your family?" I had to ask several times before they would answer, as if
they had been told what to do so often, they’d lost the ability to speak for themselves and
express their own wishes.
After the question became clear to them, they did say, “yes.” “They want to go home even
though it may be to the same families who unwittingly allowed these children to become
indentured laborers. The parents likely didn’t know their sons would be awakened before
dawn each day to go to the boats. They didn’t know the children would work until last nigh
pulling the nets from the water. They were probably told that their boys would be cared for
and educated while working at a skill that might bring them a better future.
(By Dr. Ernest Taylor, IOM Project Director Accra, Ghana)
Visit: <http://usinfo.state.gov/journals/itgic/0603/ijge/gj05.htm>
Vocabulary Study (Vocabulário de Apoio)
1. I first saw the boys who work the boats on the waters of
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Eu vi, pela 1ª vez, os meninos que operam os barcos nas águas do
2. Hard work under punishing conditions
trabalho árduo sob condições escravizantes
3. the joy and vitality that lights the faces
a alegria e a vitalidade que iluminam os rostos
4. their bodies were stunted in growth
seus corpos haviam parado de se desenvolver
5. from malnourishment and neglect
devido à desnutrição e aos maus tratos
6. lacking any familial affection or nurturing
carentes de qualquer afeição familiar ou orientação
7. the ability to speak for themselves
a capacidade de falar por eles mesmos
8. express their own wishes
expressar seus próprios desejos
9. the same families who unwittingly allowed these children
as mesmas famílias que inadvertidamente permitiram que essas crianças
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10. to become indentured laborers
se tornassem trabalhadores forçados
11. their sons would be awakened before dawn
seus filhos seriam acordados antes do amanhecer
12. would be educated while working at a skill
seriam educados enquanto trabalhavam numa especialização
PAST PERFECT SIMPLE
AFFIRMATIVE STATEMENTS
I / You / He / She / It /We / They had walked / given
NEGATIVE STATEMENTS
I/ You / He / She / It / We / They had not walked / given
note: had not = hadn’t
QUESTIONS
Had I / You / He / She / It / We / They walked / given?
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USES OF THE PAST PERFECT SIMPLE
A) Procuro fazer um verdadeiro bombardeio com relação ao entendimento do past perfect
com meus alunos. Primeiro martelando a idéia de que é um past before past e, segundo,
porque sua tradução para o português, na esmagadora maioria dos casos, é tranqüila e
corresponde ao nosso tempo composto mesmo. Study these examples:
Before Luiz Inácio Lula da Silva became the president of Brazil he had lost two presidential
elections.
Antes de Luiz Inácio Lula da Silva se tornar o presidente do Brasil ele havia perdido duas
eleições presidenciais.
Olivia had already studied Spanish before she entered college.
A Olívia já havia estudado francês antes de entrar para a universidade.
Before Mr. Chaves worked here, he had worked at the Stock Exchange.
Antes de o Sr Chaves trabalhar aqui, ele havia trabalhado na Bolsa de Valores.
Dr. Lambert had not visited Rio de Janeiro before.
O Dr. Lambert não havia visitado o Rio antes.
Had you called me this afternoon?
Você tinha me ligado esta tarde?
When I got to the airport, Tina had already left.
Quando cheguei ao aeroporto, a Tina já havia partido.
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B) In indirect speech, when the past simple was used in direct speech, the past perfect is used
to report somebody’s words..
Em discurso indireto quando o passado simples foi usado no discurso direto, o past perfect
será usado para relatar as palavras de alguém.
‘The witness didn’t talk to the criminal.’ the inspector said.
- A testemunha não falou com o criminoso - declarou o inspetor.
The inspector said that the witness hadn’t talked to the criminal.
O inspetor disse que a testemunha não havia falado com o criminoso.
WORD FORMATION
PREFIXES & SUFFIXES
From text 1:
“their bodies were stunted in growth from malnourishment and neglect” (L-5/6)
seus corpos haviam parado no seu crescimento devido à desnutrição e aos maus tratos
A) THE PREFIX MAL-
Não apresenta grande dificuldade para o estudante brasileiro o prefixo MAL-. For example:
Malformation (má formação, formação imperfeita)
Maltreatment (maus tratos)
Malpractice (prática indevida, negligência profissional)
Malfunction (mau funcionamento)
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B) THE SUFFIX -TH
No exemplo acima a terminação –TH foi acrescentada ao verbo irregular to grow (grew,
grown) para formar o noun growth (crescimento). Com pequenas alterações ortográficas, ou
não, forma substantivos:
Deep (profundo) // depth (profundeza)
Long (longo, comprido) // length (comprimento)
Wide (largo / a) // width (largura)
Strong (forte) // strength (força)
Dead (morto /a) // death (morte)
N.B. Note que na formação dos ordinais em inglês, com exceção de first, second and third,
você encontrará esta terminação –TH característica: fourth, fifth, seventh, eighth, ninth,
tenth....
MODAL VERBS
From text 1:
“I found that they couldn’t communicate as a normal healthy child might (communicate)” (L-
8/9)
Percebi que não conseguiam se comunicar como uma criança saudável, normal poderia (se
comunicar)
“They want to go home even though it may be to the same families” (L-13/14)
Elas querem ir para casa muito embora seja para as mesmas famílias
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“The parents likely didn’t know their sons would be awakened before “dawn” (L-15/16)
Os pais provavelmente não soubessem que seus filhos seriam acordados antes do amanhecer
Modal verbs são verbos especiais. Não têm um significado próprio. Emprestam nuances de
significado ao verbo principal na frase. For example: ‘You should hard’, não passa de um
fragmento sem sentido. Agora, ‘You should study hard’ faz todo sentido. A locução ‘should
study’ expressa uma idéia do que é aconselhável fazer, em outras palavras, ‘é bom você
estudar’. By the way ( A propósito), modal verbs é um grammar topic que você não deve deixar
de estudar.
Modal auxiliaries têm as seguintes características especiais:
a) não se acrescenta nem ‘s’ nem ‘es’ a 3a pessoa do singular:
It may be right.
Pode estar certo. É possível que esteja certo.
He can walk for a while.
Ele pode caminhar um instante.
The boss should be here anytime now.
O chefe deve chegar a qualquer momento.
She must phone him.
Ela tem de ligar para ele.
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b) modal verbs não são seguidos da partícula ‘to’ do infinitivo (com exceção de ‘ought to’)
We should read that magazine.
Devíamos ler aquela revista.
They might record the show.
Eles devem gravar o show. (É possível que gravem o show)
But: She ought to study more.
Ela deveria estudar mais.
c) para formar frase negativas basta colocar ‘not’ após os modal verbs.
We cannot stay here any more.
Não podemos ficar mais aqui.
Would you come to my party?
Você viria a minha festa?
You must not do that.
Você não deve fazer aquilo.
May I leave?
Posso sair?
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d) os chamados ‘perfect modals’ são assim formados: modal verb + have (nunca has or had) +
past participle of the main verb.
Sheila kept me waiting. She should have called me up much earlier.
A Sheila me deixou esperando. Devia ter me telefonado antes.
I might have gone there if you had invited me.
Eu poderia ter ido lá se você me tivesse convidado.
They may have survived the shipwreck.
Eles podem ter sobrevivido ao naufrágio.
We ought to have studied harder for the College Entrance Examination.
Deveríamos ter estudado mais arduamente para o exame Vestibular.
Text 2: Albert Einstein
Although Princeton, New Jersey, is the location of a world famous university, it is still a small,
conservative town of tree-shaded streets. It is not a place where anyone would particularly
expect to see strange characters on the street. That is why one woman will never forget the
day in 1940 when, as a child, she suddenly saw a funny-looking man coming toward her. “I
remember,” she tells her children now, how wild his white hair looked as if it had been
electrified. He was short. His clothes seemed baggy. He had a big nose, a bristly moustache,
and deep-set eyes. When he came near, he accidentally noticed me and gave me a very
pleasant smile. But then he walked on and went on thinking. I noticed he had on bedroom
slippers. He had forgotten to put on his shoes. I thought I had imagined him, that somehow he
had stepped out of my book of fairy tales. That night at dinner when I told my family about the
strange, funny man I had seen my father put down his knife and fork and looked at me and
said the most unbelievable thing, “My child, remember this. Today you saw the greatest man
in the world!”
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The man I had seen was Albert Einstein. How and why he had come to Princeton New Jersey,
is a story of struggle, success and sadness. (From American Men of Science and Invention,
Albert Einstein, p.99, USIA)
TEXT 2 VOCABULARY STUDY ROUND THE ALPHABET
a) where anyone would particularly expect
_______________________________________________________
b) That is why one woman will never forget the day
_______________________________________________________
c) she suddenly saw a funny-looking man coming toward her
_______________________________________________________
d) she tells her children now
_______________________________________________________
e) how wild his white hair looked
_______________________________________________________
f) as if it had been electrified
_______________________________________________________
g) He was short. His clothes seemed baggy
_______________________________________________________
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h) He had a big nose, a bristly moustache, and deep-set eyes.
_______________________________________________________
i) When he came near
_______________________________________________________
j) he accidentally noticed me
_______________________________________________________
k) and gave me a very pleasant smile
_______________________________________________________
l) But then he walked on and went on thinking
_______________________________________________________
m) I noticed he had on bedroom slippers
_______________________________________________________
n) He had forgotten to put on his shoes
_______________________________________________________
o) I thought I had imagined him
_______________________________________________________
p) that somehow he had stepped out of my book of fairy tales
_______________________________________________________
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q) That night at dinner when I told my family about
_______________________________________________________
r) the strange, funny man I had seen
_______________________________________________________
s) my father put down his knife and fork and looked at me
_______________________________________________________
t) and said the most unbelievable thing
_______________________________________________________
u) Today you saw the greatest man in the world
_______________________________________________________
v) The man I had seen was Albert Einstein
_______________________________________________________
w) How and why he had come to Princeton New Jersey
_______________________________________________________
x) is a story of struggle, success and sadness
_______________________________________________________
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JUST FOR FUN
PICTURE TEST
Come on, try another picture test. As usual, it’s fifty-fifty.
The man has just [a) snored / b) sneezed]!
EXERCISES
I. Retorne ao text 1 e busque:
A) 5 construções verbais no present simple:
_______________________________________________________
_______________________________________________________
B) 5 construções verbais no past simple:
_______________________________________________________
_______________________________________________________
II. PAST PERFECT SIMPLE PRACTICE – Complete com as formas de past simple e dde past
perfect simple dos verbos entre parênteses:
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1. Guess what! Last night I _______ something I _____ never _______ in my whole life:
Bolivian salteñas. [EAT]
Adivinhe! Ontem à noite comi algo que nunca havia comido na minha vida: salteñas bolivianas.
2. Yesterday I _______ something on TV that I _____ not _____ in my entire life. A hockey
game! [SEE]
Ontem eu vi na TV um programa que eu nunca tinha visto na minha vida inteira: Um jogo de
hóquei.
3. Troy is an experienced pilot, but he confessed that he _____ not yet _______ such a big jet
plane as the one he ________ yesterday. [FLY]
O Troy é um piloto experiente, porém confessou que jamais havia pilotado um jato tão grande
como o que pilotou ontem.
4. My son told me he _______ tequila at the party; a drink he ________ not yet ________ in
his life. [DRINK]
Meu filho contou-me que bebeu tequila na festa, uma bebida que nunca havia bebido antes na
vida.
5. Mr. Hart visited us last week. He said that he _______ at a luxurious hotel where he ______
never ________ before during his business trips. [STAY]
O Sr. Hart nos visitou na semana passada. Disse que se hospedou num hotel de luxo onde
jamais havia se hospedado antes em suas viagens de negócios.
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7ª AULA
UNIT 7
Text 1: Bringing the Internet to Schools Effectively
Installation of computers and Internet access in schools must be preceded by careful
consideration of how to best use and support the technology.
Internet access is spreading rapidly in primary and secondary schools around the world.
Virtually 100% of schools are connected to the Internet in countries such as the United States,
Australia, Finland, Canada, and Great Britain. The Internet is also fast becoming widely
available in schools from Scandinavia to Israel to Korea.
Almost daily, countries are making decisions with major educational and financial
consequences about whether to connect schools to the Internet, what kind of connections to
use, and to whom to permit access. Unfortunately, education officials do not always give
sufficient thought to the adoption of Internet and other computer-based technologies in
schools. Sometimes computer technology is acquired as a symbol of modernity rather than for
carefully planned educational purposes.
Furthermore, since the Internet is generally seen as a desirable resource, pressures mount on
schools to broaden access in classrooms before plans have been formulated for its effective
use there.
(By Janet Ward Schofield, Professor of Psychology and Senior Scientist, Learning Research &
Development Center, University of Pittsburgh)
Visit: http://www.state.gov/
Vocabulary Study (Vocabulário de Apoio)
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1. Internet access is spreading rapidly
O acesso à Internet está se disseminando rapidamente
2. widely available in schools
amplamente disponíveis nas escolas
3. to whom to permit access
a quem permitir o acesso
4. give sufficient thought to the adoption of Internet
considerar a adoção da Internet criteriosamente
5. rather than for carefully planned educational purposes
ao invés de [se considerarem] os fins educacionais cuidadosamente planejados
6. is generally seen as a desirable resource
é normalmente vista como um recurso desejável
7. pressures mount on schools
as pressões se avolumam nas escolas
8. to broaden access in classrooms
para expandir o acesso [à Internet] nas salas de aula
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PRESENT CONTINUOUS
AFFIRMATIVE STATEMENTS
I am walking / giving
He / She / It is walking / giving
You / We / They are walking / giving
NEGATIVE STATEMENTS
I am not walking / giving
He / She / It is not walking / giving
You / We / They are not walking / giving
Note: is not = isn’t // are not = aren’t
QUESTIONS
Am I walking / giving?
Is He / She / It walking / giving?
Are You / We / They walking / giving?
103
USES OF THE PRESENT CONTINUOUS
a) Used mainly to describe an action happening at the moment of speaking.
Usado para descrever ações acontecendo no momento em que se fala.
It is raining heavily today.
Está chovendo torrencialmente hoje.
Is George working upstairs now?
O George está trabalhando lá em cima agora?
We are not living in Ipanema any more.
Não estamos morando mais em Ipanema.
b) The present continuous can be used to refer to future actions, too.
Também o presente contínuo pode ser usado com ações futuras.
Dr. Valdez is leaving on vacation next week.
O Dr. Valdez está saindo de férias na semana que vem.
We’re meeting Jane for lunch tomorrow. Why don’t you join us?
Iremos almoçar com a Jane amanhã. Por que não se junta a nós?
A LITTLE BIT MORE ABOUT –ING FORMS
As –ING forms dos verbos ingleses são muito frequentes e nunca é demais detalhar seu
estudo:
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a) no caso do present continuous, como já dissemos, tem-se o auxiliar to be + present
participle. Por exemplo:
We are studying verb tenses in English at present.
Estamos estudando os tempos verbais em inglês atualmente.
b) após preposições devemos usar –ing forms. Para efeito de tradução para o português
corresponderão ao infinitivo.
After working I usually take the subway.
Após trabalhar eu geralmente pego o metrô.
They are accusing the maid of stealing the jewels.
Eles estão acusando a empregada de roubar as jóias.
c) em adj + noun collocations ou simples combinações formando substantivos compostos com
a –ING form funcionando como adjetivo.
There’s a growing demand for our products in that country.
Há uma demanda crescente por nossos produtos naquele país.
We don’t have a swimming pool in our building.
Não temos uma piscina no nosso prédio.
d) –ING forms podem funcionar também como gerund, equivalendo na frase a um substantivo.
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I don’t find fault with my wife’s driving. In fact, I think she drives very well.
Não critico a direção de minha mulher. De fato, acho que ela dirige muito bem.
Reading books in moving vehicles is bad for your eyes.
A leitura de livros em veículos em movimento é prejudicial à visão.
Doctors say smoking is harmful to people’s health.
Os médicos afirmam que o fumo faz mal à saúde das pessoas.
e) Há alguns verbos que exigem que a –ING form seja usada depois deles. Por exemplo:
My wife and I enjoy watching movies on TV.
Minha mulher e eu gostamos de ver filmes na TV.
My boss told us he will consider giving us a raise.
Meu chefe disse-nos que vai pensar em nos dar um aumento.
f) apesar de não estarmos estudando passive voice ainda, vale a pena mencionar um caso
especial com –ING forms:
Look at the door of your garage. It needs painting.
Olhe a porta da sua garagem. Precisa de pintura. (ser pintada)
My hair is too long. It needs cutting.
Meu cabelo está comprido demais. Precisa de corte. (ser cortado)
106
VERB TENSES PRACTICE
1. What must be considered before the installation of computers and Internet access in
schools?
It must be preceded by careful consideration of how to best use and support the technology.
2. How is Internet access spreading around the world?
Internet access is spreading fast in primary and secondary schools around the world.
3. How many schools are connected to the Internet in some countries?
Virtually 100% of schools are connected to the Internet.
4. What is happening in schools in Scandinavia, Israel and Korea, for example?
The Internet is fast becoming widely available in schools there, too.
5. What king of decisions are some countries making almost every day?
Countries are making decisions with major educational and financial consequences daily.
6. What are these decisions about?
These decisions are about whether to connect schools to the Internet, what kind of
connections to use, and to whom to permit access.
7. Do education officials give enough thought to the adoption of Internet?
Unfortunately, education officials do not always give sufficient thought to the adoption of
Internet and other related factors.
8. What happens to the acquisition of computer technology at times?
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Sometimes computer technology is acquired as a symbol of modernity rather than for
carefully planned educational purposes.
9. How is the Internet generally seen by most officials?
The Internet is generally seen as a desirable resource
10. Why do pressures mount on schools to broaden access to the web in classrooms?
Because education officials want to broaden access to the web in classrooms before plans
have been formulated for its effective use there.
MODAL VERBS
From text 1:
“Installation of computers and Internet access in schools must be preceded” (L-1)
A instalação de computadores e do acesso à Internet tem de ser precedida
O modal verb must, que não apresenta outra flexão, e é substituído por uma forma da
locução have to, geralmente é usado para indicar:
a) usados para expressar algo que é indispensável que se faça
I must study today.
Tenho que estudar hoje.
Must you leave us so soon?
Você tem que partir tão cedo?
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Do you have to go now?
Você tem que ir agora?
b) Must / have to in negative statements, não podem ser usados indiferentemente um pelo
outro
You must not enter the meeting room.
(must not indicates prohibition)
Você não pode entrar na sala de reuniões.
(must not aqui indica proibição)
You don’t have to go with us if you don’t want to.
(Here ‘don’t have to’ indicates lack of necessity)
Você não precisa ir conosco se não quiser.
(Aqui ‘don’t have to’ indica que não há necessidade)
c) must também pode ser usado para tirar conclusões lógicas.
Look! The lights in Gina’s room are on. So, she must be awake.
Veja! As luzes no quarto da Gina estão acesas. Logo, ela deve estar acordada.
d) ‘must have’ + past participle of main verb - para expressar probabilidade no passado
Look how tanned Linda is! She must have stayed a long time in the sun.
Veja com a Linda está bronzeada! Ela deve ter ficado no sol um tempão.
109
WORD FORMS
Observe a grande quantidade de exemplos de palavras com o sufixo –LY, formador de
advérbios e que normalmente correspondem a palavras em português com a terminação;-
MENTE: rapidly (rapidamente), virtually (virtualmente, praticamente), widely (largamente,
amplamente), daily (diariamente), Unfortunately (infelizmente), carefully (cuidadosamente),
generally (geralmente).
However, decidi concentrar-me em dois sufixos –FUL & -LESS.
From text 1:
by careful consideration of how to best use and support the technology
pela cuidadosa ponderação sobre o melhor uso e apoio à tecnologia
A) THE SUFFIX -FUL
O sufixo –FUL é acrescentado a substantivos para formar adjetivos. Veja estes exemplos
NOUN ADJECTIVE TRANSLATION
beauty beautiful belo / a
power powerful poderoso / a
use useful útil
faith faithful fiel, leal
youth youthful juvenil, moço
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B) THE SUFFIX -LESS
Vamos falar logo do sufixo -LESS com sentido oposto, também usado na formação de
adjetivos.
NOUN ADJECTIVE TRANSLATION
care careless descuidado /a
power powerless impotente
use useless inútil
age ageless eterno, imutável
time timeless eterno, infinito
voice voiceless mudo, sem voz
DISCOURSE MARKERS
From text 1:
100% of schools are connected to the Internet in countries such as the United States, Australia,
Finland, Canada, and Great Britain…” (L-4/5)
100% das escolas estão conectadas à Internet em países tais como Estados Unidos, Austrália,
Finlândia, Canadá e Grã Bretanha
Neste fragmento o autor precisava citar exemplos de países cuja totalidade das escolas está
conectada à Internet, para isso usou such as (tal como, tais como). Todas as palavras ou
locuções abaixo podem sinalizar uma exemplificação. Refer to them as frequently as possible.
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Indicando exemplificação
FOR EXAMPLE, for instance, incidentally, indeed, in fact, in other words, in particular, namely,
particularly, specifically, such as, that is …
JUST FOR FUN
Look at this illustration by my friend Adail. Illustrations offer marvelous opportunities to
practice present continuous constructions. In this picture test we deal with the best answer to:
What are the men doing?
PICTURE TEST
The two men are looking at a [a) snake / b) snail].
VERB TENSES PRACTICE
Pre-testing Vocabulary: Associe as colunas A e B:
A B
1. reshaping the lives of people a. ( ) cumprir plenamente a promessa
2. meet these challenges b. ( ) seu cotidiano, seu dia-a-dia
3. has brought into being c. ( ) mudando a vida da gente
4. achieve its full promise d. ( ) fez nascer
5. their everyday lives e. ( ) enfrentar tais desafios
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Mini text 1: The Evolving Internet
Each day brings new examples of how information and communication technology (ICT) is
reshaping the lives of people around the world. To one degree or another, the digital
revolution has arrived in just about every corner of the globe…
On the Internet and the World Wide Web, people are governing, learning, communicating,
debating, “politicking,” shopping, and experimenting - conducting all kinds of interactions in
ways only made possible by ICT. The Internet has brought into being a virtual world that, like
the universe itself, is expanding every moment, full of promise, hope, and a little mystery. But
challenges remain if it is to achieve its full promise. The United States, in partnership with
other governments, international organizations, and citizens of many countries, is committed
to assisting people around the globe to meet these challenges so that this virtual world
becomes a helpful and productive part of their everyday lives.
Visit: http://exchanges.state.gov/
ANALYSIS OF MINI TEXT 1
1. Translate the title of this mini text:
______________________________________________________
2. Write 3 present continuous constructions below:
_______________________________________________________
3. Sabendo-se que partner significa sócio, parceiro, o que você acha que a palavra partnership
(L-10) significa?
_______________________________________________________
4. Como você traduz o seguinte fragmento: “is committed to assisting people”
_______________________________________________________
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EXERCISES
I. Make up questions for the statements below:
1. It is raining now.
_____________________________________?
2. Dot is studying French at present.
What _________________________________?
3. The Millers are traveling to Europe by plane.
How __________________________________?
4. Dr. Lambert is writing a treatise on Macroeconomics.
What kind of ________________________________?
5. I am living in Tijuca now.
Where _________________________________?
II. Complete com uma palavra que forme um PHRASAL VERB com LEAVE. Um significado
equivalente é dado entre parênteses:
OFF FOR ASIDE OUT BEHIND
1. Make sure you’re not leaving my name _________. (= omitting)
114
2. My parents are leaving _________ Canada (= departing)
3. It’s still raining. There is no sign this rain will leave _________. (= stop)
4. Let’s leave other factors ________, the point is: can we afford a new car? (= not consider)
5. I was in the parking lot already when I realized that I had left my car keys ________ (=
forgotten)
III. A few Picture tests more!
-A-
What’s the policeman doing?
He’s [a) greeting / b) saluting] the lady.
-B-
The shoeshine boy must be s wondering why everybody is wearing [a) stickers / b) sneakers]
-C-
Could you tell me why this man is [a) holding / b) acting] so strangely?
-D-
The angry customer is [a) yelling / b) yielding] at the receptionist.
115
VERBOS IRREGULARES
Esta é uma das muitas formas de você fixar os principais irregular verbs. Use esta primeira
listagem com alguns dos principais verbos irregulares para praticar oralmente. Não escreva
nada nas lacunas. Logo em seguida você tem a listagem completa com todas as formas dos
verbos para consultas.
Round the alphabet: A thru C
INFINITIVE PAST TENSE PAST PARTICIPLE
1. beat beat ____________
2. begin __________ begun
3. bind bound ____________
4. bite ___________ bitten
5. blow blew ____________
6. break ___________ broken
7. bring brought ____________
8. build ___________ built
9. buy bought ____________
10. catch ___________ caught
11. choose chose ____________
12. come ___________ come
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Round the alphabet: D thru F
INFINITIVE PAST TENSE PAST PARTICIPLE
1. do ____________ done
2. draw drew ____________
3. drink ____________ drunk
4. drive drove ____________
5. eat ____________ eaten
6. fall fell ____________
7. feed ____________ fed
8. feel felt ____________
9. fight ____________ fought
10. find found ____________
11. fly ____________ flown
12. freeze froze ____________
117
Round the alphabet: G thru K
INFINITIVE PAST TENSE PAST PARTICIPLE
1. get got ____________
2. give ___________ given
3. go went ____________
4. grind ____________ ground
5. grow grew ____________
6. hang ____________ hung
7. have had ____________
8. hear ____________ heard
9. hide hid ____________
10. hold ____________ held
11. keep kept ____________
12. know ____________ known
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Round the alphabet: L thru Q
INFINITIVE PAST TENSE PAST PARTICIPLE
1. lay laid ____________
2. lead ____________ led
3. leave left ____________
4. lend ____________ lent
5. lie lay ____________
6. lose ____________ lost
7. make made ____________
8. mean ____________ meant
9. meet met ____________
10. pay ____________ paid
11. put put ____________
12. quit ____________ quit
Round the alphabet: R
INFINITIVE PAST TENSE PAST PARTICIPLE
1. read read ____________
2. ride ___________ ridden
3. ring rang ____________
4. rise ___________ risen
5. run ran ___________
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Round the alphabet: S
INFINITIVE PAST TENSE PAST PARTICIPLE
1. say said ____________
2. see ____________ seen
3. sell sold ____________
4. send ____________ sent
5. shoot shot ____________
6. sing ____________ sung
7. sit sat ____________
8. sleep ____________ slept
9. speak spoke ____________
10. spend ____________ spent
11. stand stood ____________
12. steal ____________ stolen
13. strive strove ____________
14. swear ____________ sworn
15. swim swam ____________
120
Round the alphabet: T thru W
INFINITIVE PAST TENSE PAST PARTICIPLE
1. take took ____________
2. teach ____________ taught
3. tear tore ____________
4. tell ____________ told
5. think thought ____________
6. throw ____________ thrown
7. understand understood ____________
8. wear ____________ worn
9. weep wept ____________
10. win ____________ won
11. wind wound ____________
12. write ____________ written
LISTA COMPLETA DOS PRINCIPAIS VERBOS IRREGULARES
Infinitive Past Tense Past Participle Translation
beat beat beaten bater
begin began begun começar
bind bound bound atar
bite bit bitten morder
blow blew blown soprar
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break broke broken quebrar
bring brought brought trazer
build built built construir
buy bought bought comprar
catch caught caught agarrar, pegar
choose chose chosen escolher
come came come vir
do did done fazer
drink drank drunk beber
drive drove driven dirigir
eat ate eaten comer
fall fell fallen cair
feel felt felt sentir
find found found achar, encontrar
fly flew flown voar
forget forgot forgotten esquecer
get got gotten conseguir (*)
give gave given dar
go went gone ir
have had had ter
hear heard heard ouvir
hide hid hidden esconder
keep kept kept manter, guardaar
know knew known saber, conecer
lead led led conduzir, liderar
leave left left deixar, partir
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Infinitive Past Tense Past Participle Translation
lose lost lost perder
make made made fazer
meet met met encontrar, reunir-se
pay paid paid pagar
ride rode ridden andar (a cavalo)
ring rang rung tocar, fazer soar
rise rose risen elevar, levantar
run ran run correr
say said said dizer
see saw seen ver
sell sold sold vender
send sent sent enviar
sing sang sung cantar
sink sank sunk afundar
sit sat sat sentar
speak spoke spoke falar
spend spent spent gastar
stand stood stood ficar de pé, suportar
steal stole stolen furtar
strive strove strive esforçar-se
swim swam swum nadar
take took taken tomar, pegar (*)
teach taught taught ensinar
tear tore torn rasgar
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tell told told contar
think thought thought pensar
throw threw throw jogar, arremeçar
understand understood understood entender
wear wore worn vestir
weep wept wept chorar
win won won vencer
wind wound wound enrolar, serpentear
N.B: Procurei usar a tradução mais comum desses verbos marcados com (*), porém muitos
deles têm outros significados. É preciso prestar atenção ao contexto!
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8ª AULA
UNIT 8
Text 1: The Boston Tea Party
By the middle of the 1700s, the 13 colonies that made up part of England's empire in the
New World were finding it difficult to be ruled by a king 3,000 miles across the Atlantic Ocean.
They were tired of the taxes imposed upon them. But independence was a gradual and painful
process. The colonists could not forget that they were British citizens and that they owed
allegiance to King George III.
A "tea party” and a “Massacre" were two events that hurried destiny. Along with general
unrest these events united the colonists. In 1767 a tea company in India, owned by England,
was losing money. To save the company, England levied a tax on tea sold in the colonies in
1773. Partly as a joke, Samuel Adams and other Bostonians dressed up as Indians and dumped
a cargo of the India Company Tea into the Massachusetts Bay. King George III did not think it
was funny, nor did he lift the tax on tea. In the Boston harbor, British soldiers were jeered and
stoned by colonists who thought the soldiers had been sent to watch them. The soldiers fired
into the crowd and killed a few citizens. The colonists exaggerated the number killed and
called it a massacre.
(Excerpt from Independence Day, in Celebrate! Holidays in the USA)
Visit: http://www.usemb.se/Holidays/celebrate/independ.html
Vocabulary Study (Vocabulário de Apoio)
1. that made up the empire
que compunham o império
2. ruled by a king
governados por um rei
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3. painful process
processo penoso
4. owed allegiance
deviam lealdade
5. hurried destiny
apressaram o destino
6. general unrest
inquietação generalizada
7. dumped a cargo
jogaram a carga
8. lift the tax
suspender o imposto
PAST CONTINUOUS
AFFIRMATIVE STATEMENTS
I /He / She / It was walking / giving
You / We / They were walking / giving
126
NEGATIVE STATEMENTS
I / He / She / It was not walking / giving
You / We / They were not walking / giving
Note: was not = wasn’t / were not = weren’t
QUESTIONS
Was I / He / She / It walking / giving?
Were You / We / They walking / giving?
USES OF THE PAST CONTINUOUS TENSE
a) To describe a past action in progress connected to another past action.
Expressa uma ação contínua no passado, ligada a outra ação passada.
The phone was ringing when Mrs. Dawson arrived home.
O telefone estava tocando quando a Sra Dawson chegou em casa.
Were you studying last night when I called you up?
Você estava estudando ontem à noite quando eu telefonei para você?
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She wasn’t playing tennis this afternoon. She was dancing.
Ela não estava jogando tênis esta tarde. Estava dançando.
b) It may also be used to describe an action that was happening at the same time another
action was in progress.
Pode ser também usado para descrever uma ação passada que estava em progressão ao
mesmo tempo em que outra acontecia.
While his wife was doing the housework, Bill was writing letters.
Enquanto sua esposa estava fazendo suas tarefas, o Bill estava escrevendo cartas.
All the time the movie star was bathing at the beach, her security agents were keeping an eye
on anyone who came close to her.
O todo o tempo que a estrela estava se banhando no mar, seus agentes de segurança estavam
vigiando qualquer um que dela se aproximasse.
READING COMPREHENSION QUESTIONS
Indispensable question words:
What…? O que...? Which…? Quais ...?
Who…? Quem...? How…? Como...?
Where…? Onde....? Why ... ? Por que ...?
When…? Quando...? How many…? Quantos / as...?
128
Answer the following questions using complete sentences.
1. Why were the 13 colonies finding it difficult to be ruled by a king in the 1700s?
________________________________________________________
2. Who did the citizens owe allegiance to?
________________________________________________________
3. Which two events hurried destiny?
________________________________________________________
4. What was happening to a tea company in India, owned by England, in l767?
________________________________________________________
5. What did England do to save the company?
________________________________________________________
6. How did a number of Bostonians react?
________________________________________________________
7. Why were the British soldiers jeered and stoned by colonists?
________________________________________________________
8. Who fired into the crowd?
________________________________________________________
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9. How many citizens were killed?
________________________________________________________
10. How did the colonists call this incident?
________________________________________________________
MODAL VERBS
From text 1:
“The colonists could not forget that they were British citizens and that they owed allegiance to
King George III.” (L-5/6)
Os colonos não podiam esquecer que eram cidadãos britânicos e que deviam lealdade ao Rei
George III
O lema da campanha política do presidente Obama, ‘Yes, we can’ (Sim, nós podemos) ficou
famoso e nos ajuda no estudo deste modal verb. É claro que ali estava implícito: Yes, we can
change. (Sim, nós podemos mudar).
Vamos focalizar o modal verb CAN e suas formas COULD & COULD HAVE + PAST PARTICIPLE
nesta unidade. Vamos chamar sua atenção também para a locução BE ABLE TO.
Study the following cases:
a) ‘CAN’ or ‘COULD’
(usado para pedir e conceder permissão, uso mais informal que ‘may’)
Can I go home a little earlier today?
130
Posso ir para casa um pouco mais cedo hoje?
(May I go can be used, too - but it’s more formal)
You can go upstairs now.
Você pode subir agora.
Could I use your motorcycle tomorrow?
Poderia usar sua moto amanhã?
b) ‘CAN’ or ‘COULD’
(para expressar habilidade)
My granddaughter can swim very well.
Minha neta sabe nadar muito bem.
Can you play soccer?
(Do you know how to play soccer?)
Você sabe jogar futebol?
I could play chess quite well when I was in College.
Eu sabia jogar xadrez bastante bem quando estava na faculdade.
c) COULD em solicitações, pedidos educados.
Could you please open the window? It’s hot here.
Poderia por favor abri a janela. Está quente aqui.
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d) CAN or one form of BE ABLE TO
(para expressar ações futuras)
I don’t speak Italian fluently but I will be able to soon.
Eu não falo italiano fluentemente, mas em breve falarei
(serei capaz de falar)
e) indicando possibilidade lógica ou uma impossibilidade na negativa.
It couldn’t be John at the airport. I know that he’s dead.
Não podia ser o John no aeroporto; eu sei que ele está morto.
f) no discurso indireto (reported speech)
‘You can go to the beach tomorrow’, Pat’s father said.
Pat’s father said that she could go to the beach on the following day.
- Você pode ir à praia amanha, disse o pai da Dot.
O pai da Dot disse que ela podia ir à praia no dia seguinte.
g) CAN HAVE / COULD HAVE
(usado para expressar possibilidade no passado)
If you had phoned me, I could have visited you.
Se você tivesse me telefonado, eu poderia ter visitado você.
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I was wondering what can/could have happened to my tapes.
Estava imaginando o que pode/ poderia ter acontecido com minhas fitas.
WORD FORMS
THE SUFFIXES –ENCE / -ANCE
From text 1:
“But independence was a gradual and painful process…” (L- 4)
Porém a independência foi um processo gradual e doloroso...
Você tem outro exemplo de aplicação do suffix –FUL formador de adjetivos que já
estudamos. Acrescentado ao substantivo pain (dor), obtemos painful (doloroso, dolorosa). But,
let’s focus on the suffixes: –ENCE & -ANCE.
THE SUFFIX -ANCE
VERB NOUN TRADUÇÃO
attend attendance frequência, assistência
assure assurance garantia
appear appearance aparecimento
tolerate tolerance tolerância
perform performance atuação
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THE SUFFIX –ENCE
VERB NOUN TRADUÇÃO
Presente presence presença
insist insistence insistência
exist existence existência
consist consistence consistência, firmeza
coincide coincidence coincidência
Passe a fazer anotações de outros exemplos com esses sufixos, cuja incidência nos textos
ingleses é expressiva.
KEY WORDS - CONFUSABLE WORDS
From text 1:
“The soldiers fired into the crowd and killed a few citizens.” (L-15)
Os soldados atiraram na multidão e mataram alguns cidadãos.
A) A FEW X A LITTLE - FEW X LITTLE
Estas palavras tradicionalmente estudadas nos livros textos nos remetem ao conceito de
count-nouns e non-count nouns. Veja estes exemplos:
A.1) FEW- usado diante de count nouns.
The exam was so difficult that few students passed.
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A prova foi tão difícil que pouquíssimos alunos passaram.
A.2) A FEW também usado diante count nouns.
Even though the exam was hard a few students passed.
Muito embora o exame tenha sido difícil alguns alunos passaram.
NB: Cuidado com a locução que engana bastante: quite a few (= muitos, um bocado)
Quite a few people attended Prof. Hartley’s lecture.
Muita gente assistiu à conferência do Prof. Hartley.
B.1) LITTLE (= pouco /a) usado diante de non-count nouns
When he came to Brazil Mr. Tanaka spoke very little Portuguese.
Quando o Sr. Tanaka veio para o Brasil ele falava português muito pouco.
B.2) A LITTLE (= um pouco) usado diante de non-count nouns.
I would like a little more sugar in my coffee.
Gostaria de um pouco mais de açúcar no meu café.
135
PHRASAL VERBS
From text 1:
“By the middle of the 1700s, the 13 colonies that made up part of England's empire in the New
World …” (L-1/2)
Por volta de meados do século XVIII as colônias que compunham parte do império britânico no
novo mundo...
Como já dissemos, os phrasal verbs se enquadram perfeitamente no conceito de
collocations. No passado sempre foram estudados sob várias denominações, two-word verbs,
sometimes three-word verbs, idioms, etc mas o certo é que não podemos negar sua
importância.
Nos exemplos do texto, você já sabe que o verbo make corresponde a ‘fazer’ geralmente.
Porém se você reparar bastou acrescentar a partícula ‘up’ e temos: compor, representar nesse
contexto. E há vários outros significados para make up. Veja alguns exemplos:
Lílian made herself up for the party.
Lilian maquiou-se para a festa.
Bill and Alice broke up last month. Now they’ve made up again.
O Bill e a Alice brigaram no mês passado. Agora já se reconciliaram de novo.
Did you believe her story? I think she made it up.
Você acreditou na história dela? Acho que ela a inventou.
SEPARABLE & INSEPARABLE PHRASAL VERBS
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O conceito de separable & inseparable phrasal verbs está ligado ao fato de se poder colocar
um pronome, como ‘it’ por exemplo, entre o verbo e a partícula adverbial.
The phrasal verb make up above is separable.
Todavia há alguns phrasal verbs que são inseparable.
Every weekend we used to call on our parents.
Todo fim de semana nós costumávamos visitar nossos pais.
JUST FOR FUN
PICTURE TEST
Give it a try! You always have a 50% chance o getting it right.
I just couldn’t believe it, the butler was carrying
the dog’s [a) lamp post / b) lamp shade].
EXERCISES
I. Past simple practice. Do this exercise in writing or just orally:
Model:
A: “Did you see ‘Titanic’ on TV last night?”
B: “No, I didn’t. Last night I saw a documentary on Discovery Channel.”
137
1. A: “Did you go to the Zoo last Sunday?”
B: “No, we didn’t. We ________ to the park.”
2. A: “Did you spend your last vacation in Rio?”
B: “No, I didn’t. I ________ it abroad.”
3. A: “Did you study your English lesson yesterday?”
B: “No, I didn’t. I ________ Chemistry.”
4. A: “Did Glenda leave the office late yesterday?”
B: “No, she didn’t. She ________ quite early.”
5. A: “Did Sandra send you an e-mail last week?”
B: “No, she didn’t. She _______ a postcard.”
6. A: “Did Phil visit you in Amsterdam?”
B: “No, he didn’t. He _______ me in Paris.”
7. A: “Did Anna draw out R$ 100,00 from the ATM?”
B: “No, she didn’t. She _______ out R$ 70,00.”
8. A: “Did Helen get the first prize?”
B: “No, she didn’t. She _______ the 2nd prize.”
9. A: “Did I tell you to study the whole chapter?”
B: “No, you didn’t. You _______ us to study part of it.”
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10. A: “Did the director come to talk to you?”
B: “No, he didn’t. His assistant _______ to talk to us.”
II. Based on the three pictures below, make up a little story. Use present simple, past simple
and past continuous constructions preferably.
VOCABULARY HELP
1. The girl’s name is Sally; the boy’s name is Ken.
2. Sally loves ice cream. She is licking at an ice-cream cone now.
3. Ken loves reading. He’s reading a comic book at the moment.
4. They bump into each other and fall down on the ground.
5. Ken’s glasses end up on Sally’s head.
6. Sally’s ice cream cone ends up on Ken’s head.
7. Sally looks furious.
8. Ken looks embarrassed.
139
9ª AULA
UNIT 9
The President in India
The trip produced a number of significant new milestones that show how the United States
and India are working together to advance global peace, security and development and
illustrate why President Obama believes our relations with India constitute an "indispensable
partnership" for the 21st century. As President Obama said in his November 8 speech to the
Indian Parliament, "For the first time ever, our governments are working together across the
whole range of common challenges we face, Now, let me say it as clearly as I can: The United
States not only welcomes India as a rising power, we fervently support it, and we have worked
to help make it a reality."
The big headline-maker was, of course, the President’s endorsement of a reformed United
Nations that includes India as a permanent member. The endorsement of an Indian seat on a
reformed U.N. Security Council, as a permanent member, reflects our confidence that it is a
country with which we will be working ever more closely to advance global security and
prosperity. (From India: The Rise of an Economic Power)
Visit: http://www.state.gov/p/sca/rls/rmks/2011/155318.htm
Vocabulary Study (Vocabulário de Apoio)
1. The trip produced a number of significant new milestones
A viagem produziu um número significativo de acontecimentos marcantes
2. to advance global peace, security and development
para incrementar o desenvolvimento, a segurança e a paz mundial
140
3. the whole range of common challenges we face
toda a gama de desafios comuns que enfrentamos
4. not only welcomes India as a rising power
não só dá as boas vindas à Índia como uma potência emergente
5. we fervently support it
nós fervorosamente a apoiamos
6. we have worked to help make it a reality
trabalhamos para ajudar a torná-la uma realidade
7. the President’s endorsement of a reformed United Nations
o apoio do presidente a uma Organização das Nações Unidas reformulada
FUTURE CONTINUOUS
AFFIRMATIVE STATEMENTS
I / You / He / She / It/ We / They will be walking / giving
NEGATIVE STATEMENTS
I / You / He / She / It / We / They will not be walking / giving
Note: will not = won’t
141
QUESTIONS
Will I / You / He / She / It / We / They be walking / giving?
USES OF THE FUTURE CONTINUOUS
It is used to say that you will be carrying out an action at a certain time in the future.
É usado para expressar uma ação determinada que você estará realizando num tempo futuro.
Don’t worry. I won’t be sleeping. You can call me back later. I will be watching the news.
Não se preocupe. Não estarei dormindo. Pode ligar mais tarde. Estarei vendo as notícias na TV.
It will be easy to recognize me. I’ll be wearing a tuxedo.
Será fácil me reconhecer. Estarei usando um ‘smoking’.
Will you and your wife be watching the news on TV tonight?
Você e sua mulher estarão assistindo ao noticiário na TV hoje à noite?
Linda will not be waiting for you at the station.
Linda não estará esperando por você na estação.
READING COMPREHENSION QUESTIONS
Indispensable question words:
142
What…? O que...? Why…? Por que...?
Who…? Quem...? How…? Como...?
Where…? Onde....? How many…? Quantos...?
When…? Quando...? How often…? Quantas vezes...?
Answer the following questions in complete sentences to practice various constructions with
different verb tenses:
1. What did Pres. Obama’s recent visit to India produce?
_______________________________________________________
2. Why are the United States and India working together at present?
_______________________________________________________
3. How does President Obama regard the USA’s relations with India?
_______________________________________________________
4. Who delivered a speech to the Indian Parliament on Nov. 8?
_______________________________________________________
5. What did the President emphasize in his speech?
_______________________________________________________
6. What should happen to the U.N. Security Council according to Pres. Obama?
_______________________________________________________
7. How will the USA and India be working in the future?
_______________________________________________________
143
WORD FORMS
A) THE SUFFIX -MENT
From text 1:
“The big headline-maker was, of course, the President’s endorsement of a reformed United
Nations” (L-11/12)
obviamente, o assunto que povoou as manchetes foi o apoio dado pelo presidente a uma ONU
reformulada
Não é difícil reconhecer os substantivos formados pelo acréscimo do sufixo –MENT. No
fragmento acima partimos do verbo regular to endorse (endossar, apoiar) e chegamos ao
noun: endorsement (apoio, endosso). Study these other examples:
VERB NOUN TRADUÇÃO
establish establishment estabelecimento
develop development desenvolvimento
govern government governo
achieve achievement realização, feito
replace replacement substituição
Há inúmeros outros exemplos. Passe a observar isso nas suas leituras from now on.
B) THE SUFFIXES –ABLE & -IBLE
From text 1:
“constitute an "indispensable partnership "for the 21st century.” (L-11/12)
144
constituem-se numa ‘parceria indispensável’ para o século XXI.
Os adjetivos formados pelo acréscimo destes sufixos comuníssimos, geralmente, serão
traduzidos pelas terminações –AVEL, -EVEL.–IVEL. Poderão ocorrer pequenas alterações
ortográficas (as in: live / livable ocorre a queda do ‘e’ final). Study these examples:
We will work hard to change this hut into a livable place.
Trabalharemos duro para transformar esta cabana num local habitável.
Stop being so irresponsible, or else you will lose your job.
Deixe de ser tão irresponsável ou perderá seu emprego.
Nobody will believe your story. It’s incredible.
Ninguém acreditará em sua história. É incrível.
C) THE SUFFIX -SHIP
From text 1:
“constitute an "indispensable partnership" for the 21st century.” (L-11/12)
constituem-se numa ‘parceria indispensável’ para o século XXI.
145
Neste mesmo fragmento do texto, let’s focus on the suffix –SHIP formador de substantivos:
NOUN NOUN TRADUÇÃO
friend friendship amizade
member membership condição de associado
entrepreneur entrepreneurship empreendedorismo
relation relationship relacionamento
citizen citizenship cidadania
DISCOURSE MARKERS
From text 1:
“The big headline-maker was, of course, the President’s endorsement of a reformed United
Nations” (L-11/12)
Obviamente, o assunto que povoou as manchetes foi o apoio dado pelo presidente a uma ONU
reformulada
Numa prova o examinador poderá se valer de outros discourse markers semelhantes such as:
Indicando certeza ou para assegurar algo
OF COURSE, for sure, undoubtedly, without any doubt, obviously, naturally, it goes without
saying, needless to say, definitely
GRAMMAR TIPS
A) COMPARATIVE OF EQUALITY
146
From text 1:
“Now, let me say it as clearly as I can…” (L-8)
Agora, deixe-me dizer isto tão claramente quanto eu puder
A.1) AS + ADV. + AS
Neste caso, você tem o comparativo de igualdade com um advérbio, bastante conhecido:
clearly (claramente).
Translate the following examples:
1. Let me tell you this as frankly as I can.
________________________________
2. Talk to me as sincerely as you can.
________________________________
A.2) AS + ADJ. + AS
Likewise (do mesmo modo) forma-se o comparativo de igualdade com adjetivos:
147
Translate the following examples:
1. Dennis is as Frank as his brother.
________________________________
2. Helen is as sincere as her mother.
________________________________
Em uma próxima unidade apresentaremos o grau comparativo e superlativo dos adjetivos e
advérbios com mais detalhes.
VOCABULARY BUILD UP
Complete the text with the words below.
meeting emerging fishing forecasting seeking
Mini text 1: India: The Rise of an Economic Power
Our experts have developed enhanced monsoon ___________ (1) that will begin to transmit
detailed forecasts to farmers, beginning with the 2011 monsoon season.
India also is an ___________ (2) leader in earth observation, with the second highest number
of earth observation satellites in orbit. American ___________ (3) fleets could increase their
catch thanks to the collection of tidal data as part of this initiative.
We are ___________ (4) additional ways to collaborate on future lunar missions, the
international space station, human space flight, and data sharing. I hope that our private
sectors will now have the opportunity to develop new avenues of cooperation in the space
realm and build on our achievements to further improve the livelihoods of our populations. In
fact, Commerce Secretary Locke will be traveling to India next month, and plans a
148
___________ (5) at ISRO to explore what more our two governments can do to encourage
greater commercial cooperation in the space area.
Visit: http://www.state.gov/p/sca/rls/rmks/2011/155318.htm
ANALYSIS OF MINI TEXT 1
1. Translate the title of this mini text: India: The Rise of an Economic Power -
_________________________________________________
2. Write one future continuous construction from the mini text above:
_______________________________________________________
3. O adjetivo highest (L-5) se encontra no grau comparativo. True or False? -
__________________________________________________
4. Translate the following fragments:
a) collection of tidal data - _________________________________
b) in the space realm - _____________________________________
c) build on our achievements - ______________________________
d) further improve the livelihoods - __________________________
5. The modal verb could (L-6) is used to indicate permission. True or False?
________________________________________________________
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6. In fact (L-13) could be replaced by the adverb actually without changing the meaning
intended by the author. True or False?
________________________________________________________
7. The modal verb can (L-15) could be replaced by may without changing the meaning
intended by the author. True or False?
________________________________________________________
JUST FOR FUN
PICTURE TEST
What kind of hat is the man wearing?
A [a) long / b) top] hat?
EXERCISES
I. Practice using the past forms of the verbs in parentheses:
1. Lucas _________ well the night before his exam. (SLEEP]
________________________________________________________
2. In the exam room, he _______ down [SIT], _______ [CLOSE] his eyes and ________ [TRY] to
relax.
________________________________________________________
3. Lucas _________ [SPEND] some time reading all the directions carefully.
________________________________________________________
150
4. As he ________ [HAVE] a question, he _______ [ASK] the examiner to explain the
instruction to him as clearly as possible.
________________________________________________________
5. Lucas _______ [WRITE] his answers clearly.
________________________________________________________
6. He __________ [LEAVE] enough time to check his answers before the end of the exam.
________________________________________________________
7. After the exam, Lucas didn’t waste his time. He _______ [GO] home and ________ [HAVE] a
rest.
________________________________________________________
8. Immediately, he ________ [BEGIN] preparing for his next exam.
________________________________________________________
II. Flashback! See if you can fill in the missing words from Lennon and McCartney’s Yesterday:
………………
Suddenly I’m not half the man I ________ to be
There’s a shadow __________ over me
Oh, yesterday ________ suddenly
Why she _______ to go I don’t know
She ________ say
I _________ something wrong
Now I ______ for yesterday
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III. Choose the better alternative in parentheses that completes the text both in terms of
grammar and logical meaning.
Patents and intellectual property are unquestionably essential factors in current commercial
activities but according to British Scientist Sir John Sulston, when the discussion reaches the [-
1-a) rally / b) realm] of science, commercial value should not be the only consideration.
“I am not against patents, I’m against patent abuse,” emphasized the researcher during the
event. “Science cannot be held [-2-a) hostage / b) hasty] to the economic interests of big
pharmaceutical companies. Profit leads to some cures, but certainly not to all of them.” A
consequence of this [-3-a) pursuit / b) procurement] of profit is that medical research &
development is mainly restricted to diseases of the developed world where people can [4-a)
afford / b) attest] to pay for treatment while neglecting those that affect developing countries.
This means that 90% of the world’s disease [5-a) burden / b) cargo] receives 10% of research
funds. (From Britain Brasil magazine, p.42, July / August 2004)
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10ª AULA
UNIT 10
Text 1: Police investigate biggest bank robbery in Brazilian history
Three months ago a house was rented for commercial use in Fortaleza, capital of the state of
Ceará. The house was located some 80 meters away from the local Central Bank of Brazil (BC)
building on a street that ran parallel to the street where the BC was located. A landscaping
firm, called Synthetic Grass, opened for business in the house.
For the past three months the occupants of the house have been doing some unusual
landscaping. It was all underground. They dug a tunnel exactly 78 meters long, with interior
lighting and air conditioning. The tunnel was dug 4 meters below the surface. It was 70
centimeters high, 70 centimeters wide and lined with canvas and wood.
When the diggers reached their destination, the vault of the BC, they had to cut through 1.10
meters of solid steel-reinforced concrete before they could get to the money. That is what
they did this weekend. The bank vault closed on Friday and when it was opened Monday
morning a lot of money had disappeared and the robbery was discovered.
The amount of money missing, in used, untraceable bills, totalled* US$65 million (R$150
million), making it the biggest bank robbery in Brazilian history, and the second biggest ever
(behind only a US$72 million robbery in England in 1987).
The police say they have descriptions of the men involved and have begun a manhunt. The
BC president, Henrique Meirelles, has ordered the bank to make its own investigation and
report back to him. Meirelles is curious about how that much money, weighing an estimated
3.5 tons, could have been moved around without anyone seeing anything. There is also the
problem of an alarm system inside the vault that did not work.
(From Agência Brasil, translator: Allen Bennett 09/08/2005)
Vocabulary Study (Vocabulário de Apoio)
153
1. Three months ago a house was rented for commercial use
Há 3 meses uma casa foi alugada para uso comercial
2. on a street that ran parallel
numa rua paralela
3. A landscaping firm
uma firma de paisagismo
4. It was all underground
todo o trabalho era subterrâneo
5. They dug a tunnel
Eles cavaram um túnel
6. interior lighting and air conditioning
iluminação interna e ar condicionado
7. lined with canvas and wood
com paredes laterais de lona e madeira
8. when the diggers reached their destination
quando os escavadores atingiram seu destino
9. the vault of the BC
a caixa-forte do BACEN
154
10. the amount of money missing
o montante em dinheiro que faltava
11. in used, untraceable bills
em notas usadas e não rastreáveis
12. the police have begun a manhunt
a polícia iniciou uma caçada humana
BRITISH & AMERICAN ENGLISH
Spelling differences:
Observe que em British English escreve-se ‘totalled’, enquanto que os norte-americanos
escrevem ‘totaled’, sem o duplo ‘l’
USAGE NOTES
A) Besides ‘bank robbery’ you may find ‘bank heist’, a more informal phrase characteristic of
American English. You may also find the word ‘holdup’, when it is robbery at gunpoint.
B) “Police investigate biggest bank robbery…” (Title)
The police say they have descriptions of the men” (L-20)
Não pense que ocorreu algum erro de concordância no título e no fragmento acima, pois a
palavra police, em inglês, exige que o verbo seguinte esteja no plural.
155
PRESENT PERFECT CONTINUOUS
AFFIRMATIVE STATEMENTS
I / You / We / They have been walking / giving
He / She / It has been walking / giving
NEGATIVE STATEMENTS
I / You / We / They have not been walking / giving
He / She / It has not been walking / giving
Note: has not = hasn’t / have not = haven’t
QUESTIONS
Have I / You / We / They been walking? / giving?
Has He / She / It been walking? / giving?
156
USES OF THE PRESENT PERFECT CONTINUOUS
Já mencionamos en passant que o present perfect simple e o present perfect continuous são
usados indiferentemente como no exemplo abaixo.
I have worked for this company since last year. (OR)
I have been working for this company since last year.
Trabalho (tenho trabalhado) para esta companhia desde o ano passado.
Basicamente o present perfect continuous será usado para indicar que a ação que começou
no passado vem se desenrolando até agora e poderá continuar no futuro. Contrasta com o
present perfect simple quando este é usado para ações completas num tempo não definido.
Compare:
Wilson has been writing his new play. He’s working hard.
Wilson está escrevendo sua nova peça teatral. Está trabalhando arduamente.
Wilson has written many plays in his life.
Wilson escreveu muitas peças na sua vida.
My youngest brother has been working at Banco do Brasil since 1986.
Meu irmão mais novo está trabalhando no Banco do Brasil desde 1986.
Mrs. Hill has not been living in Brazil since last year.
A Srª Hill não está morando no Brasil desde o ano passado.
Have Mrs. Hill’s kids been writing to her regularly?
157
Os filhos da Srª Hill têm escrito para ele regularmente?
Tanto ‘for’ para indicar tempo decorrido e ‘since’ para marcar a origem da ação serão often
usados com o present perfect continuous.
My former teacher Mr. Patrick Finn left England many years ago and has been living in Brazil
ever since.
Meu ex-professor Mr. Patrick Finn deixou a Inglaterra há muitos anos e está vivendo no Brasil
desde então.
READING COMPREHENSION QUESTIONS
Read text 1 again and answer the following questions in English:
1. How much time did it take the robbers to carry out their plan?
_______________________________________________________
2. How long was the tunnel dug by the thieves?
_______________________________________________________
3. How could you describe the tunnel made by the thieves?
_______________________________________________________
4. Which was the biggest robbery ever?
_______________________________________________________
158
5. How much money was missing from the BC vault after the robbery?
_______________________________________________________
6. What have the police immediately begun?
_______________________________________________________
7. What was the president of the Central Bank curious about?
_______________________________________________________
GRAMMAR TIPS
A) A WORD ABOUT PASSIVE VOICE
From text 1:
“a house was rented for commercial use” (L-1)
uma casa foi alugada para uso comercial
“when the vault was opened Monday morning” (L-14)
quando a caixa-forte foi aberta na segunda de manhã
“and the robbery was discovered” (L-15)
e o roubo foi descoberto
Seria ridículo achar que candidatos e candidatas a concurso público no Brasil desconhecem a
formação da voz passiva no nosso português. Therefore, com pequenas alterações, aplique os
mesmos conhecimentos para formação da passive voice in English. Eis a voz ativa dos
exemplos extraídos do texto:
159
They (the robbers) rented a house for commercial use.
Os ladrões alugaram uma casa para uso comercial.
When they (BC employees) opened the vault on Monday morning …
Quando funcionários do BC abriram a caixa-forte na segunda de manhã ...
People discovered the robbery.
As pessoas descobriram o roubo.
Qual é a conclusão que você tira destes exemplos?
Pois bem, rented, opened, discovered, todos esses verbos regulares se encontram no past
simple. Consequently na passive voice o verbo to be também aparece no passado simples
seguido do particípio passado do verbo principal. Esta regra de ouro se aplica à grande maioria
dos casos de formação da voz passiva em inglês.
B) MODAL VERBS ONE MORE TIME
From text 1:
“is curious about how that much money, …, could have been moved around” (L-22/24)
Translate the fragment above:
________________________________________________________
160
VOCABULARY BUILD UP
Mini Text 1: Chinese New Year
Gung Hay Fat Choy! This is the Chinese greeting for the New Year celebrated in the
beginning of the year. From ancient times to the present, Chinese people have been
welcoming in the New Year and chasing away the evil spirits by setting off firecrackers. Large
crowds gather in the narrow streets of Chinatown in New York, San Francisco and other cities
where Chinese have settled. A huge cloth dragon sways back and forth around the street
corners, chasing a red sunball or a white pearl-ball. Following the dragon are people playing
drums and gongs, and lion dancers with paper lion heads on sticks. As they dance, store and
business owners come outside to give them money.
In China, New Year is the most important holiday, and it is observed by Chinese all over the
world.
The holiday has added significance because every Chinese celebrates his / her birthday on
New Year, regardless of the month in which he or she was actually born. (From Celebrate!
Holidays in the USA)
Visit: http://www.usemb.se/Holidays/celebrate/labor.html
VOCABULARY PRE TEST
Sem consultar nenhum dicionário procure correlacionar as colunas A & B:
A B
1. chasing away the evil spirits a. ( ) tenham nascido realmente
2. setting off firecrackers b. ( ) ginga de um lado para outro
3. sways back and forth c. ( ) grandes multidões se reúne
4. large crowds gather d. ( ) afastando os maus espíritos
5. people playing drums e. ( ) soltando fogos de artifício
6. was actually born f. ( ) gente tocando tambores
161
ANALYSIS OF TEXT 1
1. Destaque um exemplo de verbo no present perfect continuous.
_______________________________________________________
2. Responda se as formas have settled (L-5) & has added (L-12) poderiam ser colocadas no
present perfect continuous sem prejuízo da gramática e do sentido do texto 1:
_______________________________________________________
3. Escreva 3 três exemplos de verbos do texto no present simple:
_______________________________________________________
WORD FORMS
A) THE SUFFIX -ESE
From mini text 1:
“This is the Chinese greeting for the New Year” (L-1)
Esta é a saudação chinesa para o Ano Novo.
Vale a pena observar alguns adjetivos referentes a nacionalidades e línguas dos povos. Do
text 1 tem-se: people born in China are Chinese and they speak Chinese. Outros exemplos:
Country Nationality Language
Portugal Portuguese Portuguese
Japan Japanese Japanese
Vietnam Vietnamese Vietnamese
162
B) THE SUFFIX -ISH
b.1) Sem dúvida alguma quando falamos de países e nacionalidades o sufixo mais comum é –
(I)AN a começar pelo nosso Brasil, em inglês Brazil – Brazilian; e também Canadá – Canadian,
Bolívia - Bolivian, Germany – German, Colombia - Colombians e muitos, muitos outros. Porém,
é bom observar os casos com o final –ISH. Veja os seguintes exemplos:
Country Adjective Translation
Sweden Swedish Sueco / a
Britain British Britânico / a
Turkey Turkish Turco /a
Denmark Danish Dinamarquês / esa
Poland Polish Polonês /esa
b.2) the suffix –ISH - usado para formar adjetivos do tipo:
Noun Adjective Translation
child childish infantil
green greenish esverdeado
yellow yellowish amarelado
JUST FOR FUN
PICTURE TEST
You call this thief a
[a) wallet picker / b) pickpocket]
163
TASK
Agora que você sabe como se diz batedor de carteira em inglês procure associar a coluna A
com a coluna B a seguir:
A B
1. smuggler a. ( ) vigarista
2. burglar b. ( ) escroque, quem desfalca
3. embezzler c. ( ) falsário
4. shoplifter d. ( ) contrabandista
5. counterfeiter e. ( ) arrombador
6. con artist f. ( ) ladrão de loja
EXERCISES
I. Say when you have to use only the present perfect simple or when both the simple and
continuous forms can be used:
1. Melinda has lived in Ipanema for decades.
_______________________________________________________
2. I have read ‘The Da Vinci Code’ twice.
_______________________________________________________
3. Tess has waited for you the whole afternoon, Mr. Lampard.
_______________________________________________________
164
4. We have made the shopping list already.
_______________________________________________________
5. Rogério has played for São Paulo for more than twenty years.
_______________________________________________________
II. The other way round – Write the infinitive forms of the verbs in bold type.
1. The robbers built a tunnel 78 m long.
________________
2. The occupants of the house have done some unusual landscaping.
________________
3. They dug a long tunnel.
________________
4. The robbers cut through 1.10m of solid steel reinforced concrete.
________________
5. The police have begun a manhunt.
________________
165
III. Phrasal Verbs with SET:
From mini text 1:
“Chinese people have been welcoming in the New Year and chasing away the evil spirits by
setting off firecrackers” (L-3/4)
Os chineses dão as boas vindas no ano novo e espantam os maus espíritos soltando fogos de
artifício
Complete the sentences with each of the words below:
up back out off aside down
1. Joanne tries to set ______ 20% of her earnings every month. (save)
_______________________________________________________
2. Beginning the manhunt, the police have set _______ roadblocks in order to capture the
bank robbers. (build)
_______________________________________________________
3. As they didn’t know the region well they set _____ the directions carefully. (write)
_______________________________________________________
4. A big traffic jam was setting us _______. (slow down)
_______________________________________________________
5. The chief inspector succeeds in whatever he sets _____ to investigate. (begin)
_______________________________________________________
166
6. The police can’t explain how the robbers did not set the alarm _____. (start)
_______________________________________________________
IV. Modal Verbs - Analise as frases, traduza-as e explique o sentido dos modais em negrito:
1. You can do it. ________________ _______________
2. You should do it. ________________ _______________
3. You must do it. ________________ _______________
4. You might do it. ________________ _______________
5. You have to do it. ________________ _______________
6. You would do it. ________________ _______________
7. You could do it. ________________ _______________
8. You will do it. ________________ _______________
9. You don’t have to do it. ________________ _______________
10. You mustn’t do it. ________________ _______________
167
11ª AULA
UNIT 11
Text 1: Official inflation index was 0.21% in April
The Broad Consumer Price Index (IPCA) rose 0.21% in April, a slackening down from March's
0.43% pace. Over the first four months of the year, the cumulative increase in the index
totalled 1.65%, substantially lower than the 2.68% registered during the same period last year.
In April, 2005, the IPCA, which the government uses to fix its inflation targets, was 0.87%.
These data were released today by the Brazilian Institute of Geography and Statistics.
According to the IBGE, the deceleration in April was mainly the result of a more abundant
supply of agricultural goods and a settling down of fuel alcohol prices.
Commercialization of the sugarcane harvest led to a 0.11% drop in fuel alcohol prices, which
had been climbing since July of last year, to the extent that in March of this year consumers
were paying 27.41% more than in December, 2005.
Following the trend in alcohol prices, gasoline prices also decreased. In March, gasoline,
which had been increasing in price in function of both the rise in alcohol prices and the
temporary hike in the gasoline content of the gasoline-alcohol mixture sold at the pumps, was
the item that most contributed to the rise in inflation. Gasoline cost consumers 4.50% more in
March than in December, 2005.
(From Agência Brasil, by Cristiane Ribeiro, Translation: David Silberstein)
168
Vocabulary Study (Vocabulário de Apoio)
1. broad consumer price index
índice geral de preços ao consumidor
2. a slackening down from
afrouxamento em relação a
3. fix its inflation targets
fixação das metas de inflação
4. settling down of prices
estabilização dos preços
5. Commercialization of the sugarcane harvest
a comercialização da safra de cana de açúcar
6. Following the trend in alcohol prices
seguindo a tendência dos preços do álcool
7. temporary hike in the gasoline content
aumento temporário no volume de gasolina
8. mixture sold at the pumps
mistura vendida nas bombas
169
PAST PERFECT CONTINUOUS
AFFIRMATIVE STATEMENTS
I / You / He / She / It / We / They had been walking / giving
NEGATIVE STATEMENTS
I/ You / He / She / It/ We / They had not been walking / giving
Note: had not = hadn’t
QUESTIONS
Had I/ You / He / She / It/ We / They been walking / giving?
USES OF THE PAST PERFECT CONTINUOUS
Este tempo verbal indica que a ação em progressão num tempo passado é anterior a outra
também no tempo passado. Basta você usar algo como ‘vinha ou estava acontecendo’ antes
da outra ação no passado para ter, a meu ver, uma tradução bem clara desta construção
verbal. Study these examples:
Philip had been working as a system analyst for some years when he changed course and
decided to set up his own business.
O Felipe estava trabalhando como analista de sistemas há alguns anos quando mudou de rumo
e decidiu abrir o seu próprio negócio.
170
Prof. Silva had not been giving a lecture before coming to school.
O Prof. Silva não estivera palestrando antes de vir para o colégio.
When the new manager took over, he changed some practices that had been going on in our
firm for ages.
Quando o novo gerente assumiu. ele mudou certas práticas que vinham acontecendo na nossa
empresa há muito tempo.
I had been waiting for Dr. Sheldon for quite some time when she finally arrived at her office.
Estava esperando pela Dra. Sheldon há bastante tempo quando ela finalmente chegou no seu
consultório.
Had you been trying to contact me?
Você estava tentando entrar em contato comigo?
TASK
É muito improvável que o past perfect continuous, seja o tempo verbal de maior incidência
num texto em inglês. Therefore,
Escreva 5 exemplos pelo menos do texto de verbos extraídos do text 1 no past simple.
_______________________________________________________
USAGE NOTES
A) hike (n.) (= aumento) [uso informal]
171
From text 1:
“… in function of both the rise in alcohol prices and the temporary hike in the gasoline content
of the gasoline-alcohol mixture sold at the pumps,… (L-16/18)
… em função tanto do aumento dos preços do álcool e do aumento temporário do volume de
gasolina nas misturas do álcool com gasolina vendidas nas bombas ...
Há seguramente uma dezena de outros verbos indicando aumentos e diminuições, altas e
quedas, enfim para descrever os ups and downs dos índices, dos preços, lucros, cotações, etc.
B) Goods (n.) – (mercadorias, bens) – substantivo plural, as in durable goods – bens duráveis.
From text 1:
“the result of a more abundant supply of agricultural goods” (L-10)
o resultado de uma oferta mais abundante de produtos agrícolas
KEY WORDS
From text 1:
“The Broad Consumer Price Index (IPCA) rose 0.21% in April…” (L-1)
O Indice Geral de Preços ao Consumidor (IPCA) subiu 0,21% em abril
A) RISE OR RAISE?
Muitos alunos se confundem com relação aos verbos rise e raise.
a.1) rise (rose, risen)– verbo intransitivo, daí nada de passive voice.
172
Unemployment is rising all over the world.
O desemprego está aumentando no mundo todo.
Inflation was rising at such alarming rates that a devaluation of our currency was inevitable.
A inflação estava crescendo a taxas tão alarmantes que a desvalorização de nossa moeda era
inevitável.
a.2) raise (r.v.) –verbo transitivo, pode aparecer na passive voice.
Raise your hand if you have any question.
Levante a mão se você tiver uma pergunta.
“Taxes will not be raised in my administration’, said the president.
Impostos não serão elevados no meu governo, declarou o presidente.
B) USED TO & BE USED TO
b.1) used to – (followed by infinitive) = costumava fazer algo
I used to play chess a lot when I was in College.
Eu costumava jogar xadrez bastante quando estava na faculdade.
My wife used to smoke a few cigarettes a week. Then she got pregnant and quit smoking for
good.
Minha esposa costumava fumar alguns cigarros por semana. Aí ficou grávida e parou de fumar
de vez.
173
b.2) be used to – (followed by the -ing form) = estar acostumado a fazer algo.
It took me a long time to get used to cold showers, but now I’m used to taking them even in
the winter.
Levei um bom tempo para me acostumar aos banhos frios, mas hoje estou acostumado a
tomá-los até no inverno.
Dr. Dawson is used to sleeping just a few hours at night.
A Dra. Dawson está acostumada a dormir umas poucas horas à noite.
WORD FORMS
THE SUFFIXES DIS- & DE-
From text 1:
“According to the IBGE, the deceleration in April was mainly the result of a more abundant
supply of agricultural goods…” (L-8/10)
De acordo com o IBGE a desaceleração em abril foi principalmente resultado de uma oferta
abundante de produtos agrícolas...
Deceleration (n) é da mesma família de decelerate (r.v). Observe que o prefixo DE- é usado (e
não DIS-). Aos substantivos em geral acrescenta-se o sufixo -ATION):
VERB/ NOUN VERB TRANSLATION
value devalue desvalorizar
form deform deformar
grade degrade degradar
moralize demoralize desmoralizar
inflate deflate esvaziar
174
Muitas vezes é comum se acrescentar o prefixo DIS- ao verbo para formar outro verbo com
sentido oposto.
VERB VERB TRANSLATION
like dislike desgostar
cover discover descobrir
place displace deslocar
charge discharge descarregar
organize disorganize desorganizar
Como você vê não é para sair colocando DIS- diante de tudo quanto é verbo porque
simplesmente não existem palavras como dismoralize*, disinflate*, etc.
VOCABULARY BUILD UP
Mini text 1: Emerging nations to redefine world economy (I)
The board of directors of the World Bank has listed Brazil, alongside five other emerging
economies, as the ones responsible for redefining the global economic framework in the near
future. According to a report issued this Tuesday (17th) in Washington, by 2025, the
economies of Brazil, China, India, Russia, Indonesia and South Korea will account for over half
the global growth.
"As economic power shifts, these successful economies will help drive growth in lower
income countries through crossborder commercial and financial transactions," the document
states.
Although they will remain important to the global economy, advanced countries should only
grow by 2.3% on average during the same period. "The fast rise of emerging economies has
driven a shift whereby the centres of economic growth are distributed across developed and
developing economies," said the World Bank's chief economist and vice president for
Development Economies, Justin Yifu Lin. "It's a truly multipolar world." [Access 21.05.11] -
Agência Brasil*- *Translated by Gabriel Pomerancblum
Visit: http://www2.anba.com.br/noticia_financas.kmf?cod=11907952
175
ANALYSIS OF MINI TEXT 1
1. Account for in “will account for over half the global growth” (L-5/6) means -
__________________________________________________
2. The modal verb should in “advanced countries should only grow” (L-10/11) is expressing
recommendation. True or False? - ________
3. In “whereby the centres of economic growth” (L-12/13), the word whereby could be
replaced by in accordance with which. True or False? -
__________________________________________________
4. Translate the following fragments:
a) global economic framework - _______________________________
b) As economic power shifts - _________________________________
c) will help drive growth - _____________________________________
d) in lower income countries - _________________________________
e) through crossborder transactions - ___________________________
f) by 2.3% on average - ______________________________________
g) has driven a shift - ________________________________________
h) It's a truly multipolar world - ________________________________
USAGE NOTES – CONFUSABLE WORDS
A) ECONOMIC / ECONOMICAL
176
From Mini text 1:
“as the ones responsible for redefining the global economic framework in the near future” (L-
2/3)
como aqueles responsáveis por redefinir o quadro econômico global num futuro próximo
A.1.) Economic (adj) – econômico, relativo à ciência econômica.
According to the Finance Minister there are some economic implications that some
economists haven’t considered.
De acordo com o Ministro da Fazenda há certas implicações econômicas que alguns
economistas deixaram de levar em consideração.
A.2.) Economical – econômico/ a, que poupa mais
My wife is more economical than her sister.
Minha mulher é mais econômica do que a irmã dela.
USAGE NOTES – BRITISH & AMERICAN SPELLING
From Mini text 1:
“the centres of economic growth are distributed across developed and developing economies”
(L-12/14)
os centros de crescimento econômico estão distribuídos através das economias em
desenvolvimento e as desenvolvidas
Observe que os britânicos escrevem centre, theatre, ...; enquanto que os norte-americanos
grafam center, theater, ....
Acredito que tal diferença ortográfica não deva ser um grande obstáculo a sua leitura.
177
Mini text 2: Emerging nations to redefine world economy (II)
In order to become established as a growth pole, however, Brazil must face challenges, such
as improving access to education. "Human capital and ensuring access to education is a
concern in some potential growth poles, particularly Brazil, India, and Indonesia," the report
claims. "Minimizing educational gaps and ensuring access to education is crucial," claims the
World Bank.
To the World Bank, eventual measures adopted in Brazil should encourage domestic
technological adaptation, innovation capacity and knowledge generation. According to the
report, the shifts in economic and financial power balance will be reflected in sectors such as
the investment market, mergers and acquisitions.
"Emerging market multinationals are becoming a force in reshaping global industry, with
rapidly expanding South-South investment and FDI inflows," said Lin. "International financial
institutions need to adapt fast to keep up." [Access 21.05.11] - Agência Brasil*- *Translated by
Gabriel Pomerancblum
Visit: http://www2.anba.com.br/noticia_financas.kmf?cod=11907952
ANALYSIS OF MINI TEXT 2
1. The discourse marker, however (L-1), is indicating _____________.
2. In: “Brazil must face challenges” (L-1/2), the modal verb must conveys the idea of
_________________________________________
3. A locução such as (L-2) introduz ideia de _____________________
4. In: “Brazil should encourage” (L-7/8), the modal verb should conveys the idea of
__________________________________________
178
5. Com que sentido é usado o phrasal verb keep up (L-15)?
_______________________________________________________
6. Translate the following fragments:
a) as a growth pole - ________________________________________
b) eventual measures adopted - _______________________________
c) shifts in economic power balance - ___________________________
d) the investment market - ___________________________________
e) mergers and acquisitions -__________________________________
f) reshaping global industry - __________________________________
MODAL VERBS
a) MUST / HAVE TO
From mini text 2:
“Brazil must face challenges” (L-1/2)
O Brasil tem de enfrentar desafios
O modal verb must (or have to) pode ser usado para indicar algo qué obrigaório ou
indispensável que faça. Study these examples:
You must study modal verbs if you want to read English texts more fluently.
Vocês têm de estudar os verbos modais se desejarem ler textos em inglês com mais fluência.
179
Must you play your electric guitar so loudly?
Você tem de tocar sua guitarra elétrica tão alto?
They must be more punctual from now on.
Eles têm de ser mais pontuais de agora em diante.
B) SHOULD / OUGHT TO
From mini text 2:
“Brazil should encourage domestic technological adaptation” (L-7/8)
O Brasil deve encorajar adaptações tecnológicas internas
O modal verb should (or ought to) pode ser usado para indicar o que aconselhável que se
faça. Study these examples:
You should review all our units before taking an exam.
Vocês devem revisar nossas unidades antes de fazer uma prova.
You shouldn’t sleep so late if you want to do your job well tomorrow.
Você não deveria dormir tão tarde se quiser fazer um bom trabalho amanhã.
Should your supervisor be so demanding?
O seu supervisor deveria ser tão exigente.
180
JUST FOR FUN
PICTURE TEST
Our bus was overcrowded this morning. We were [a) packed / b) wrapped] like sardines.
FLASHBACK!
Dialogue Practice – Complete with the missing verb forms:
S1: Did you wear a suit and tie at the office yesterday?
S2: No, I didn’t. Yesterday I ______ sth I had never ______ in my life.
S1: Oh, really! What did you ______?
S2: I ______ a tux.
EXERCISES
I. Use the appropriate words to complete the sentences.
1. Paulo comes from Brazil. He’s _____________.
2. Hans is from Germany. He’s _______________.
3. Conchita is from Spain. She’s ________________.
4. Giuseppe comes from Italy. He’s _______________.
5. Cheng is from China. He’s __________________.
6. Julio comes from Peru. He’s ______________.
7. Margot comes from France. She’s ______________.
181
8. Consuelo comes from Mexico. She’s ______________.
9. Larson comes from Sweden. He’s ______________.
10. Jean Claude comes from Belgium. He’s _____________.
II. Fill in the blanks with the past tense of the IRREGULAR VERBS in parentheses.
1. My wife and I ________ to Recife last year. (FLY)
_________________________________________________________
2. We ________ back all the way from Pernambuco to Rio. (DRIVE)
_________________________________________________________
3. I ______ the subway to work this morning. (TAKE)
_________________________________________________________
4. The child _________ his glass of milk. (DRINK)
_________________________________________________________
5. They _____ about 5 min at the bank and then got in the car. (SPEND)
_________________________________________________________
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III. Use three of the words in the box to complete the sentences.
A. CONSUMER / CONSUMPTION / CONSUMERISM / CONSUMED
a) The ___________ of genetically modified products is increasing.
_______________________________________________________
b) After the approval of the ___________ statute, we feel more protected when we buy
something.
_______________________________________________________
c) In our modern society, where _________ is widespread, we need to discipline ourselves in
order not to buy superfluous goods.
_______________________________________________________
B. ECONOMICAL / ECONOMIC / ECONOMICS / ECONOMY
a) Her new car is more __________ than the one she had last year.
_______________________________________________________
b) I studied ____________ when was at college.
_______________________________________________________
c) The Finance Minister will address the nation. In his speech he will talk about our current
______________ problems.
_______________________________________________________
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IV. Choose the better alternative in brackets:
Mini text: Half an hour could save your sight
Many thousands of people in the UK today have an eye disease they don’t know they have.
You [1. a) could / b) must] be one of them. By the time you notice that your vision is affected,
it [2. a) ought to / b) may] be too late to save your sight. Just a thirty-minute eye test [3. a)
must / b) could] save your sight.
Eye tests can [4. a) pick up / b) take up] certain eye diseases before you notice the effect on
your sight. Early treatment can often prevent your sight from getting worse. Not all eye
diseases are treatable, but some of the most common are.
You [5. a) should / b) ought] treat an eye test like a regular check-up with your doctor or
dentist. An eye test isn’t just about getting glasses - it is a vital health check for your eyes.
(Excerpt from a leaflet, also available in Braille, tape, disk and in Welsh. Other languages are
also available) - Please call us for details. Royal National Institute for the Blind, 224 Great
Portland Street, London Wi N 6AA
184
12ª AULA
UNIT 12
Text 1: No to price control
The failure of the wheat crop in Northern Europe, the United States and a few other
countries, the stagnation of maize production worldwide and the rising consumption brought
about by the recovery of the world economy have lowered global inventories of these
products, and caused a hike in the prices of commodities, which should remain high
throughout the year. Soy is selling for U$ 12.5 to 13.5/bushel, maize, from 5.5 to 6.5, and
wheat, from 6.5 to 7-5/bushel.
To Eugênio Stefanelo, a Rural Economy professor at the Federal University of the State of
Paraná, it was exactly this situation that has caused a fact seldom seen in Brazil. Despite the
weather phenomenon known as La Nina, the crop was large and prices are high, generating
significant profit to soy and maize growers. The same does not hold true of wheat, because the
mills are importing due to the low exchange rate and the low-interest financing.
This scenario of high prices should remain for most of the year, and will depend on how the
second maize crop in Brazil and the soy and maize crops in the US will fare. In case the outputs
are normal, then prices should drop somewhat as soon as the United States crop enters the
market, but growers should still profit. "If the crop fails, then all hell will break loose, because
prices may climb even further," Stefanelo warns.
(By Joel dos Santos Guimarães - Translated by Gabriel Pomerancblum)
Visit: http://www2.anba.com.br/noticia_imprimir.kmf?cod=11776849
Vocabulary Study (Vocabulário de Apoio)
1. The failure of the wheat crop in Northern Europe
O fracasso da colheita de trigo no norte da Europa
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2. the stagnation of maize production worldwide
a estagnação da produção de milho no mundo todo
3. the rising consumption
o consumo crescente
4. have lowered global inventories of these products
reduziram os estoques globais desses produtos
5. which (prices) should remain high throughout the year
os quais devem permanecer altos ao longo do ano
6. significant profit to soy and maize growers
lucro significativo para plantadores de soja e milho
7. The same does not hold true of wheat
o mesmo não é verdadeiro quanto ao trigo
8. the mills are importing due to the low exchange rate
os moinhos estão importando devido à baixa taxa de câmbio
9. and the low-interest financing
e os baixos juros para financiamento
10. In case the outputs are normal
caso as produções sejam normais
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ANALYSIS OF TEXT 1
1. Neste pequeno trecho há belos exemplos de discourse markers. Diga o que cada um deles
está indicando:
a) Despite (L-10) - _________________________________________
b) because (L-13) - ________________________________________
c) In case (L-17) - _________________________________________
d) If (L-19) - _________________________________________
e) as soon as (L-18) - ______________________________________
f) then (L-19) - _______________________________________
2. In: “caused a hike in the prices of commodities” (L-4/5) a melhor tradução para commodities
é comodidades. True or False? _______
3. For sure, você já desenvolveu um sexto sentido para as function words fundamentais. In the
fragment: “this situation that has caused a fact seldom seen in Brazil” (L-9/10), seldom means
______________
4. In the fragment “This scenario of high prices” (L-15) the word scenario must be translated by
‘situação’. True or False? _________
5. Certamente você já sabe o significado da palavra some (alguns, algumas). Now, in the
fragment: “prices should drop somewhat” (L-18) what does somewhat mean?
_________________________________
6. In the fragment “but growers should still profit” (L-19), the word still (ainda) could be
replaced with yet, without changing the meaning intended by the author. True or False?
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7. In the fragment “because prices may climb even further” (L-20) - (porque os preços podem
subir ainda mais), o modal verb may poderia ser substituído por might. True or False?
____________________
GRAMMAR TIPS - IF CLAUSES
From text 1:
"If the crop fails, then all hell will break loose” (L-18/19)
Se a colheita fracassar, então uma confusão infernal se instalará
There are three main patterns of if-clauses in English
Há três formas principais de orações condicionais em inglês:
IF CLAUSES – 1st PATTERN
What will you do if sby does this or that? [Verb tense in main clause: future / Verb tense in if-
clause: Present simple]
If you decide to buy that car, it will cost you a fortune.
Se você decidir comprar aquele carro vai-lhe custar uma fortuna.
TASK
I. Complete with the right form of the verbs in parentheses:
1. If you go to the movies with us, you ____________ (enjoy) the film.
T: _______________________________________________________
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2. We will pass our exams if we __________ (study) hard.
T: _______________________________________________________
3. If the guys do not come back soon, they ____________ (watch – neg.) the soccer game on
TV.
T: _______________________________________________________
4. If Gina does not hurry up, she ___________ (miss) her flight.
T: _______________________________________________________
5. If Ron _____________ (earn) a lot of money, he won’t be able to pay for the trip.
T: _______________________________________________________
IF CLAUSES – 2ND PATTERN
What would you do if sby did this or that? [Verb tense in main clause: conditional / Verb tense
in if-clause: past simple]
If you bought that car, you would pay a fortune.
Se você comprasse aquele carro pagaria uma fortuna.
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TASK
II. Complete with the right form of the verbs in parentheses:
1. I would help you with your math problem if I _________ (know) how.
T: _______________________________________________________
2. If he were at home he __________ (come) down to talk to you.
T: _______________________________________________________
3. If John ____________ (study) harder, he might pass his exam.
T: _______________________________________________________
4. If a burglar tried to break in I __________ (call) the police.
T: _______________________________________________________
5. If I __________ (be) you I would buy that beach house.
T: _______________________________________________________
IF CLAUSES – 3RD PATTERN
What would you have done if sby. had done this or that? [Verb tense in main clause:
conditional perfect / verb in if-clause: past perfect]
If you had bought that car, it would have cost you a fortune.
Se você tivesse comprado aquele carro, teria custado uma fortuna.
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Atenção! Algumas vezes pode ocorrer a omissão da conjunção ‘if’:
Had you invited me to the party, I would have been there to see you.
Tivesse você me convidado para a festa e eu teria ido vê-la.
TASK
III. Complete with the right form of the verbs in parentheses:
1. Paul ________________ (pass) the test if he had studied a little harder.
T: _______________________________________________________
2. If you had asked me to paint the garage wall, I _______________ (help) you out.
T: _______________________________________________________
3. Had Jill told me about her party, I _______________ (drop) by.
T: _______________________________________________________
4. You would have watched a good movie if you ______________ (go) with us.
T: _______________________________________________________
5. If she _______________ (call / neg.) me up, I would have missed my English class.
T: _______________________________________________________
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IF CLAUSES – OTHER PATTERNS
I. Use of Unless (if ... not)
Unless he had been informed, how could he have discovered the plan?
Se não tivesse sido informado, como poderia ter descoberto o plano?
I won’t go to that nightclub unless Gilda goes with us.
Não irei à boate a não ser que a Gilda vá.
II. Verb tense in if–clause: present simple / verb tense in main clause: imperative
If you happen to buy that car, drive carefully.
Se acontecer de você comprar aquele carro dirija com cuidado.
Don’t eat so much chocolate if you want to lose weight.
Não coma chocolate demais se quiser perder peso.
III. Should in if–clause/imperative in main clause
If you should need help, give me a call.
Se precisar de ajuda ligue para mim.
NB: ‘If’ is often omitted in this case:
Should you need help, give me a call.
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IV. Present simple in both if–clause and main clause.
If you heat water, it boils.
Se você esquentar a água ela ferve.
If I need any medicine, I call the nearest drugstore and they deliver it right away.
Se eu preciso de algum remédio, eu telefone para a farmácia mais próxima e eles entregam
imediatamente.
IF CLAUSES – IF EQUIVALENTS
Há palavras e expressões que funcionam como If “equivalents”
Supposing you had five minutes to spare, would you talk to me?
(i.e. If you had ....)
Supondo que você tenha cinco minutos livres, você falaria comigo?
(Se você tivesse ...)
Provided (= On condition that) you follow my instructions, you may pass the test. (i.e. If you
follow ...)
Com a condição que você siga as minhas instruções você poderá passar na prova. (Se você
seguir ...)
So long as we have Barbara baby-sitting for our son, we can go to the theater. (i.e. If we have
....)
Desde que tenhamos a Bárbara tomando conta do nosso filho, podemos ir teatro. (Se
tivermos...)
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TASK
Rewrite the sentences using the ‘if equivalents’ in bold:
1. If you need my help, you should see me at my office tomorrow.
Supposing ____________________________________________
T: _______________________________________________________
2. If you had asked for Rose’s DVD, she might have lent it to you.
Providing that ________________________________________
T: _______________________________________________________
3. If you hand in your term papers in time you may start phase II of our literature course.
So long as ___________________________________________
T: _______________________________________________________
4. If Lisa does not go to the dance, I won’t go either.
Unless ________________________________________________
T: _______________________________________________________
5. If she invites you to the baby shower, will you go?
On the assumption that _________________________________
T: _______________________________________________________
194
VOCABULARY BUILD UP
Mini text 1: No to price control
Complete the mini text with each the words below:
scarce barriers highlighting hampering wealthy
Much more effective than enforcing price control on commodities would be for the world to
reduce trade __________ (1) on agricultural products, which would greatly stimulate an
increase in production and price stabilisation. So says Stefanelo.
__________ (2) that agriculture depends on the weather, the professor claims that countries
could keep regulatory inventories, built during times of strong production, to place on the
market in years of __________ (3) crops. "That would stabilise prices to growers and
consumers alike," says Stefanelo.
Instead, according to Stefanelo, the governments of __________ (4) nations are signalling
with intentions to control commodities prices, in keeping with the "short-range vision" that
will only benefit themselves. "Why don't they suggest controlling the services that they sell us,
often subsidized in the country of origin, to stimulate local production and its export, biasing
the international market and __________ (5) the development of agricultural production in
other countries, such as Brazil and Argentina?"
(By Joel dos Santos Guimarães - Translated by Gabriel Pomerancblum)
Visit: http://www2.anba.com.br/noticia_imprimir.kmf?cod=11776849
195
BRIEF ANALYSIS OF MINI TEXT 1
1. In the fragment “Much more effective than enforcing price control on commodities” (L-1),
what does enforcing mean? - ________________
2. In “agriculture depends on the weather” (L-5) the author could have used upon instead of
on. True or False? - ___________________
3. As a discourse marker the word instead (L-10) could have been replaced with in contrast.
True or False? - ___________________
4. A locução “in keeping with” (L-11/12) pode ser substituída por ‘in accordance with’. True or
False? - ________________________
5. How can you translate the phrase “short-range vision” (L-12)?
_______________________________________________________
Mini text 2: Ever alert
Choose the better alternative in brackets:
"To top it off, there are crop insurance [1. a) policies / b) politics], which developed countries
have, whereas in Brazil the issue moves forward in slow and trouble-ridden fashion," says
Stefanelo, who believes Brazil must remain alert to some [2. a) wealth /b) wealthy] countries'
intentions of creating mechanisms that will [3. a) endanger / b) enable] control over
commodities' prices.
The thesis of commodity price control was presented by France, which backed down after
contrary reactions from Brazil and Argentina.
In fact, last week the French minister of Agriculture, Food, Fishery, Rural Affairs and Regional
Development, Bruno Le Maire, [4. a) which / b) who] came to Brazil and met with the minister
196
of Agriculture, Livestock and Supply, Wagner Rossi, guaranteed that France does not stand for
and will not issue a proposal of price control for commodities at the [5. a) upcoming / b)
upgrading] meeting of the agricultural G20, due June 22nd and 2srd, in Paris, which will have
food security as its main theme.
(By Joel dos Santos Guimarães - Translated by Gabriel Pomerancblum)
Visit: http://www2.anba.com.br/noticia_imprimir.kmf?cod=11776849
BRIEF ANALYSIS OF MINI TEXT 2
1. In which sense is the expression to top it off (L-1) used by the author?
___________________________________________________
2. As a discourse marker what is the word whereas (L-2) indicating?
________________________________________________________
3. How can you translate the expression in bold: “the issue moves forward in slow and trouble-
ridden fashion” (L-2/3)?
________________________________________________________
4. What does the phrasal verb back down (L-8) mean?
________________________________________________________
5. A locução In fact (L-9) pode ser substituída pelo advérbio actually, sem prejuízo do sentido
do texto. True or False? - ______________
6. In the fragment “will not issue a proposal of price control for commodities” (L-13), what
does the word issue mean? _____________
197
JUST FOR FUN
Um pouco de humor não faz mal a ninguém. Traduza as frases abaixo:
As I said in one of my books: Flying is not my cup of tea.
Naturalmente a melhor tradução não é ‘voar não é minha xícara de chá’; e, sim: Voar não é a
minha praia. Therefore, pequenas frases sobre ‘Medo de Voar’ vêm bem a calhar.
FEAR OF FLYING
Flight truths
1. Every take-off is optional. Every landing is mandatory.
________________________________________________________
2. The only time you have too much fuel is when you're on fire.
________________________________________________________
3. You start with a bag full of luck and an empty bag of experience. The trick is to fill the bag of
experience before you empty the bag of luck.
________________________________________________________
________________________________________________________
4. A "good" landing is one from which you can walk away. A "great" landing is one after which
they can use the plane again.
________________________________________________________
198
________________________________________________________
(Taken from CIO (December 1, 2000, p.46)
EXERCISES
I. Fill the correct past form of the irregular verbs in brackets.
1. Health authorities feared that the disease might have ________ to other continents.
[SPREAD]
________________________________________________________
2. I really can’t open that window. It’s ____________. [STICK]
________________________________________________________
3. She died at the age of 102. And everyone can say that she always _______ to be happy in
life. [STRIVE]
________________________________________________________
4. I haven’t ________ a present for my wife yet. I had better hurry up because her birthday is
drawing near. [BUY]
________________________________________________________
5. I have _________ a few books in my life, but I still intend to write others. [WRITE]
________________________________________________________
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II. Translate the following sentences paying attention to the FALSE FRIENDS in bold.
1. By pretending that you’re studying hard, you won’t succeed.
________________________________________________________
2. Lucas had failed to pass his driving test twice before. He eventually succeeded.
________________________________________________________
3. Your help has been most invaluable. We wouldn’t have accomplished our task without you.
________________________________________________________
4. Many investors worldwide are worried about the volatile prices of commodities.
________________________________________________________
5. Prof. Sato’s lectures are usually boring and long.
________________________________________________________
III. Complete the sentences with one of the words below in order to form a phrasal verb with
BRING.
From text 1:
“the rising consumption brought about by the recovery of the world economy” (L-3/4)
o consumo crescente provocado pela recuperação da economia mundial
FORWARD OUT ROUND BACK UP
200
1. I always tell my students that I was born in Pará, but brought _____ in Rio de Janeiro.
(reared, educated)
________________________________________________________
2. “Does the defense have any other piece of evidence to bring _______?”, the judge wanted
to know. (produce, present)
________________________________________________________
3. Many of the Beatles’ songs bring ______ pleasant teenage memories.
________________________________________________________
4. My editor promised me that my new book will be brought ________ next year. (published)
________________________________________________________
5. Marjorie fainted, and we had a hard time trying to bring her _______. (help her regain
consciousness)
________________________________________________________
201
13ª AULA
UNIT 13
Text 1: Search for Brazilian literature
The Conexões - Mapeamento da Literatura Brasileira No Exterior (Connections - Mapping
Brazilian Literature Abroad) project includes details on professionals who answered an
extensive questionnaire regarding what authors they work with, what other areas of Brazilian
culture they are interested in, the kind of work they develop regarding national literature and
whether they are connected to research institutes, among other topics.
"I believe that Lebanon is the country that presents the greatest chance (of having these
professionals) as immigration from there to Brazil was very strong," said Claudiney Ferreira,
the manager of the Audiovisual and Literature Nucleus at Itaú Cultural, who is also the
idealizer of Conexões. "I believe it is the Arab nation in which we may have most people
working with Brazilian literature," he pointed out. For the time being, professionals have
already been found in Algeria, Morocco and in Lebanon itself, though operating outside their
countries of origin.
(By Áurea Santos - Translated by Mark Ament) – [07.08.11]
Visit: http://www2.anba.com.br/noticia_imprimir.kmf?cod=12219992
Vocabulary Study (Vocabulário de Apoio)
1. project includes details on professionals
o projeto inclui detalhes sobre profissionais
2. who answered an extensive questionnaire
que responderam um longo questionário
202
3. regarding what authors they work with
relativamente aos autores com os quais trabalham
4. whether they are connected to research institutes
se estão ligados a institutos de pesquisa
5. as immigration from there to Brazil was very strong
visto que a imigração daquele país para o Brasil foi muito intensa
6. who is also the idealizer of Conexões
que é também o idealizador do projeto Conexões
7. For the time being
Por enquanto
8. though operating outside their countries of origin
embora atuando for a de seus países de origem
GRAMMAR TIPS: PASSIVE VOICE
From text 1:
“professionals have already been found in Algeria” (L-13/14)
profissionais já foram encontrados na Argélia
Neste exemplo, in the active voice (AV), o autor teria escrito:
(AV): We have already found professionals in Algeria.
203
Na formação da passive voice há uma regra de ouro – a golden rule - para a maioria dos
casos: o verbo to be no mesmo tempo do verbo principal na voz ativa plus particípio passado
do verbo principal.
Depois de fazer uma review of the main verb tenses, é lógico que o estudo da formação da
passive voice se impõe. Não deixe de fazer os exercícios que proponho no final desta unidade.
Main verb in bold in the Present Simple
AV: They speak English in that store.
Falam inglês naquela loja.
PV: English is spoken in that store.
O inglês é falado naquela loja.
Main verb inbold in the Present Continuous
AV: They are building a new bridge in my hometown.
Estão construindo uma nova ponte na minha cidade natal.
PV: A new bridge is being built in my hometown.
Uma nova ponte está sendo construída na minha cidade natal.
Main verb in bold in the Past Simple
AV: The hurricane destroyed the whole town.
O furacão destruiu a cidade inteira.
PV: The whole town was destroyed by the hurricane.
A cidade inteira foi destruída pelo furacão.
204
Main verb in the Past Continuous
AV: Thieves were robbing the central bank.
Ladrões estavam roubando o banco central.
PV: The central bank was being robbed by thieves.
O banco central estava sendo roubado.
Main verb in bold in the Future Simple
AV: We will send you the receipt by mail.
Enviaremos o recibo para você por correspondência.
PV: You will be sent the receipt by mail.
O recibo será enviado para você por correspondência.
Main verb in bold in the Future Perfect Simple
AV: We will have sent you the info by tomorrow.
Teremos enviado as informações para você amanhã.
PV: You will have been sent the info by tomorrow.
As informações já terão sido enviadas para você amanhã.
Main verb in bold in the Present Perfect Simple
AV: I have done my reading already.
Já fiz a minha leitura.
PV: My reading has been done already.
Meu trabalho já foi feito.
205
Main verb in bold in the Past Perfect Simple
AV: She had written the report already when I met her.
Ela já havia escrito o relatório quando a encontrei.
PV: The report had been written already when I met her.
O relatório já havia sido escrito quando a encontrei.
Modal verb + infinitive of main verb
AV: You must clean your room immediately.
Você tem de limpar seu quarto imediatamente.
PV: Your room must be cleaned immediately.
Seu quarto tem de ser limpo imediatamente.
WORD FORMS
From text 1:
“who answered an extensive questionnaire regarding what authors they work with” (L-3/4)
que responderam a um extensor questionário com relação a quais autores com quem
trabalham
“who is also the idealizer of Conexões.” (L-11)
que é também o idealizador do projeto ‘Conexões’
Tivesse o nosso curso 30 unidades, e eu, for sure, continuaria falando deste ou daquele
prefixo ou sufixo da língua inglesa. Quer me parecer que já ficou mais do que evidenciado
como os main affixes do inglês ajudam na sua vocabulary build up.
206
As I said before, você deve estudar certas palavras in families. Nos exemplos acima, in
boldface, você tem authors (autores) e idealizer (idealizador). What about the corresponding
verbs forms? Ou seja, como se diz autorizar & idealizar em inglês? Em ambos os casos, será
usado o sufixo –IZE um dos principais na formação de verbos ingleses.
Study the following examples:
A) THE SUFFIX -IZE
NOUN VERB TRANSLATION
Apology apologize pedir desculpas
capital capitalize capitalizar, escrever c/ maiúsculas
memory memorize memorizar
emphasis emphasize enfatizar
summary summarize resumir, sumarizar
B) THE SUFFIX -ATE
Aproveitando o embalo, vamos falar sobre os outros sufixoS formadores de verbos do inglês.
Perhaps the most frequent seja o sufixo –ATE, que é uma verdadeira fonte de inspiração para
criativos alunos e alunas brasileiros inventarem vocábulos do tipo embromate, occupate,
esnobate, etc. Procure anotar exemplos válidos com este sufixo:
207
NOUN VERB TRANSLATION
education educate educar
calculus calculate calcular
fascination fascinate fascinar
regulation regulate regular, ajustar
origin originate originar
C) THE SUFFIX -EN
Outro sufixo formador de muitos verbos inglese é –EN. Passe a anotar alguns exemplos com
essa terminação.
ADJECTIVE VERB TRANSLATION
fat fatten engordar
dark darken escurecer
hard harden endurecer
wide widen alargar, ampliar
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D) THE SUFFIX –(I)FY
Finalmente, vamos falar do sufixo –FY que também merece sua atenção. Study these
examples:
NOUN VERB TRANSLATION
identity identify identificar
beauty beautify embelezar, enfeitar
just justify justificar
unit unify unificar
peace pacify pacificar
Obviously, não será possível estudar todos os prefixes & suffixes do inglês, porém, na
próxima unidade apresentarei um resumo dos main affixes que, acredito, será de grande valia
para você. Just wait!
GRAMMAR TIPS: SUPERLATIVES
From text 1:
“… Lebanon is the country that presents the greatest chance” (L-8)
O Líbano é o país que apresenta a maior chance
209
Study these cases:
1.1. O sufixo ‘est’ é usado para formar o superlativo de adjetivos ‘curtos’
easy (the) easiest o / a+ fácil
clean (the) cleanest o / a+ limpo/a
hot (the) hottest o / a+ quente
old (the ) oldest o / a+ velho/a
1.2. Com adjetivos ‘longos’ usa-se the most / the least + adj. para formar o superlativo.
the most / least difficult o / a mais (menos) difícil
the most / least complicated o / a mais (menos) complicado
the most / least economical o /a mais (menos) econômico
1.3. Some irregular superlatives (Alguns superlativos irregulares)
good the best o /a melhor
bad the worst o/ a pior
little the least o/ a menos
much(many) the most o/a mais
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JUST FOR FUN
1. A child's greatest period of growth is the month after you've purchased new school
uniforms.
_______________________________________________________
2. Ladies first, pretty ladies sooner.
_______________________________________________________
3. You're getting old when you enjoy remembering things more than doing them.
_______________________________________________________
4. Saving is the best thing; especially when your parents have done it for you.
_______________________________________________________
5. What are the three fastest ways of communication? Telephone, Television, & Tell-a-woman.
_______________________________________________________
VOCABULARY BUILD UP
Mini text 1: Search for Brazilian literature (II)
According to Ferreira, one of the main difficulties in finding these professionals in the Arab
world is language. "We have noticed that some translators and researchers know Brazilian
literature through the English version," he pointed out. Problems in internet connections have
also been hindering the contact with these people. However, the project has also received
support to find these professionals of national literature among the Arabs, including
promotion by the Brazil-Lebanon Cultural Centre, an institute inaugurated in April this year, in
the city of Beirut.
The project has a blog, providing much of the information collected in the research.
Published exclusively in Portuguese, Ferreira said he is already considering translating the site
into English and Spanish. With the figures obtained in the questionnaire, Conexões established
a network that puts foreign professionals in contact with each other and with Brazilian
authors.
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(By Áurea Santos - Translated by Mark Ament) – [07.08.11]
Visit: http://www2.anba.com.br/noticia_imprimir.kmf?cod=12219992
ANALYSIS OF MINI TEXT 1
1. In the fragment: “one of the main difficulties in finding these professionals” (L-1/2) the
adjective main could have been replaced with principal. True or false? -
________________________________
2. O phrasal verb pointed out (L-4) significa ____________________
3. In the fragment “have also been hindering the contact with these people” (L-4/5) o verbo
hinder significa incentivar. True or false?
4. A palavra However (L-5), as a discourse marker, poderia ser substituída por likewise. True or
false?
5. Ao invés da a palavra much (L-9) o autor poderia ter usado many sem prejuízo do sentido.
True or false?
Mini text 2: Search for Brazilian literature (III)
Ever since the beginning of the project, there have already been meetings between both
groups in São Paulo, Rio de Janeiro, Ouro Preto and Chicago, in the United States. In October,
there should be another event, this time in Spain. For 2012, meetings are scheduled in France
and Germany. The events, always promoted in Portuguese, include partnerships with local
institutions and are open to the public.
Ferreira said that many of the foreigners researched became interested in Brazilian literature
as a way to know the country. "There are also older people who started with personal or
political relations [with Brazil] and became interested in culture and literature," he revealed.
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Among the difficulties found by these professionals is the fact that bilingual Portuguese
dictionaries are, most of the times, edited using Portuguese from Portugal. "This may distort
translation. It would be important for the translator to have dictionaries from Brazilian
Portuguese to their language," pointed out Ferreira.
Apart from the blog, the search for foreigners connected to Brazilian literature is also
through social networks like Facebook and Twitter, as well as sending messages to people
recommended by the writers or translators themselves.
(By Áurea Santos - Translated by Mark Ament) – [07.08.11]
Visit: http://www2.anba.com.br/noticia_imprimir.kmf?cod=12219992
ANALYSIS OF MINI TEXT 1
1. In the fragment: “Ever since the beginning of the project” (L-1), the word ‘ever’ poderia ter
sido omitida sem alteração do sentido pretendido pwelo autor do texto. True or False?
________________
2. In the fragment: “In October, there should be another event” (L-3/4), the modal verb should
expressa recomendação. True or False?
______________________________________________________
3. In the fragment: "This may distort translation”, (L-13)what does the modal verb may
indicate?
______________________________________________________
4. In the fragment: “is also through social networks like …” (L-17), the word in bold could have
been replaced by ‘throughout’ without changing the meaning intended by the author. True or
False? ______________
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GRAMMAR TIPS: COMPARATIVES
From mini text 2:
"There are also older people who started with personal or political relations
Há também pessoas mais velhas que começaram com relações pessoais ou políticas
Vamos estudar as diversas formas de comparatives dos adjetivos e advérbios em inglês.
a) You use as + adj. / adv. + as to form the comparative of equality. In negative statements not
as (so) + adj./ adv. + as is used.
as easy as (tão fácil quanto)
as happy as (tão feliz quanto)
as beautiful as (tão belo /a quanto)
as easily as (tão facilmente quanto)
as happily as (tão felizmente quanto)
as beautifully as (tão belamente quanto)
b) you use the suffix ...er to form the comparative of superiority of “short” adjectives and
adverbs. Thus, ...
easier (than) (mais fácil que)
cleaner (than) (mais limpo que)
hotter (than) (mais quente que)
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c) With ‘long’ adjectives and adverbs you use more + adj. + than to form the comparative of
superiority and less + adj. + than to form the comparative of inferiority:
more (less ) difficult than
more ( less ) complicated than
more ( less ) economical than
more(less) easily than
more(less) didactically than
more(less) seriously than
d) A few adjectives may form the comparative in both ways:
common commoner (than) or more(less) common (than)
simple simpler (than) or more (less) simple (than)
e) Irregular comparatives: Both farther and further function as comparatives of the adjective
or adverb far.
You should use farther to refer to distance.
Uncle Jason’s farm is farther south.
A fazenda do Tio Jason é mais ao sul.
Further may be used to refer to distance as well, but unlike farther it may mean ‘more’,
‘additional’.
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For further information please contact Mr. Denver.
Para maiores informações entre em contato com o Sr. Denver.
Other irregular comparatives:
good (well) / better (than)
bad (badly) / worse (than)
little / less (than)
much (many) / more (than)
f) The definite article is used before adjectives and adverbs in all double comparative
constructions.
The harder I work, the greater my task seems to be.
Quanto mais duro eu trabalho, maior parece ser a minha tarefa.
The sooner she leaves, the earlier she’ll get to the beach house.
Quanto mais cedo ela partir mais cedo chegará à casa de praia.
g) repeated adjective and adverb forms:
It’s getting harder and harder (or more and more difficult) to pass College Entrance Exams.
Está ficando cada vez mais difícil passar nos exames Vestibulares.
h) Last but not least, pay special attention to adjectives which are not qualified by more (than);
in some dictionaries you’ll find the indication ‘no comparison’: Ideal, foreign, superior, illegal,
main, original,
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EXERCISES
I. Translate these sentences to practice with whatever, however, whoever, wherever,
whichever, whenever.
1. Whoever wants to go camping must give his name at the office.
_______________________________________________________
2. Let me read whichever magazine in English you have.
_______________________________________________________
3. Whatever you say now it’s too late to convince her to go out with you.
_______________________________________________________
4. They can answer the questions however they want.
_______________________________________________________
5. That stupid dog follows me wherever I go.
_______________________________________________________
6. Whenever my brother’s wife comes to visit me we have a heated argument about
something.
_______________________________________________________
7. However interesting this game may be you have to go to bed now.
_______________________________________________________
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8. Whoever smashed the neighbor’s window pane must tell me now.
_______________________________________________________
9. Whichever way you choose, you won’t get there in time for the wedding.
_______________________________________________________
10. Whenever she smiles at me the world becomes paradise.
_______________________________________________________
II. COMARATIVES & SUPERLATIVES - Choose the best option:
1. Julia is beautiful, I agree. But Denise is ________.
A) more beautiful.
B) most beautiful.
C) beautifully.
D) much beautidul.
2. Of all the dresses I've seen so far, this one is ________.
A) the nice.
B) nicest.
C) the nicest.
D) most nice.
3. Don was __________ taller than his brother.
A) more.
B) like.
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C) as.
D) much.
4. This sandwich is bad, but that one is _______.
A) worst.
B) wurst.
C) worse.
D) badder.
5. Kaká was the _______ soccer player that year.
A) better.
B) best.
C) most good.
D) goodestr.
6. Silvia isn’t so short. She’s _______ tall as her cousin.
A) that.
B) even.
C) as.
D) more.
7. Teresopolis is far from Rio. But Poços de Caldas is even __________.
A) further.
B) farther.
C) more far.
D) farthest.
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8. Neither of those three dictionaries is expensive. But that one is ________.
A) the cheapest.
B) the cheaper.
C) much expensive.
D) cheaper.
9. Those three bags are not heavy. But this one is ____________.
A) light.
B) the lighter.
C) the lightest.
D) more lighter.
10. The more I study English, _________ it becomes to learn it.
A) easier.
B) the easier.
C) the easiest.
D) much easy.
III. Change to Passive Voice
1. “I won’t raise taxes during my administration”, the president said.
...._______________________________________________________
2. They edit most bilingual Portuguese dictionaries using Portuguese from Portugal.
...._______________________________________________________
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3. The organizers send messages to people recommended by the writers.
...._______________________________________________________
4. They also contact many people to join the project.
...._______________________________________________________
5. These professionals found all sorts of difficulties to take part in the event.
...._______________________________________________________
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14ª AULA
UNIT 14
Text 1: Global population estimates reduced because of HIV/AIDS
U.N. projections for 2050 lowered by 278 million due to epidemic
Deaths caused by the HIV/AIDS epidemic will reduce the world's population by 278 million
below what it would have otherwise been in 2050, according to new projections from the U.N.
Population Division. In the 2002 revision of the official U.N. population estimates released Feb
26, HIV/AIDS and a reduced number of projected births are cited as dual factors in a total
decline in the revised estimate of 400 million.
The increasing diversity of population dynamics among the countries and regions of the
world is evident in the results of the 2002 Revision. Whereas today the population of the more
developed regions of the world is rising at an annual rate of 0.25%, that of the less developed
regions is increasing nearly six times as fast, at 1.46%, and the subset of the 49 least developed
countries is experiencing even more rapid population growth (2.4% per year). Such
differences, although somewhat dampened, will persist until 2050. By that time, the
population of the more developed regions will have been declining for 20 years, whereas the
population of the less developed regions will still be rising at an annual rate of 0.4%. More
importantly, the population of the least developed countries will likely be rising at a robust
annual rate of over 1.2% in 2045-2050.
(Distributed by the Office of International Information Programs, U.S. Department of State). -
Visit: http://state.gov/
Vocabulary Study (Vocabulário de Apoio)
1. number of projected births
nº de nascimentos projetados
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2. lower fertility levels
níveis de fertilidade + baixos
3. arrest the current spread
sustar a atual disseminação
4. somewhat slower reduction
uma redução um tanto mais lenta
5. such dampened differences
tais diferenças amenizadas
6. robust annual rate
uma forte taxa anual
READING COMPREHENSION QUESTIONS
Remember our WH- words and the other interrogative pronouns? Here’s another exercise
for you to practice them.
1. Why will the world’s population have been reduced by 278 million by 2050?
It will have been reduced because of the deaths caused by the HIV/AIDS epidemic.
2. Which are the two factors cited in the U.N population estimates in a total decline of 400
million people?
The dual factors cited in the revision are: HIV/AIDS and a reduced number of projected
births.
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3. What is happening to the population of the more developed regions of the world
nowadays?
Today it is rising at an annual rate of 0.25%.
4. How fast is the population increasing in the less developed regions of the globe?
In the less developed regions it is increasing nearly six times as fast, at 1.46%.
5. How long will these differences persist?
Although somewhat dampened, these differences will persist until 2050.
6. By 2050 what will have been happening to the population in the more developed regions of
the world?
By that time, the population of the more developed regions will have been declining for 20
years.
7. What will be happening to the population of the less developed regions then?
According to projections, the population of the less developed regions will still be rising at an
annual rate of 0.4%.
8. What about the population of the least developed countries in 2045-2050?
It will likely be rising at a robust annual rate of over 1.2% by then.
PERFECT MODALS ALL TOGETHER
A) WILL + HAVE + PAST PARTICIPLE OF MAIN VERB
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Actually, this is the future perfect simple, which tells us about an action that will be finished
by a certain future date.
Na verdade, este é o futuro perfeito simples, que nos fala de uma ação que estará terminada
numa data futura.
By the end of this year Mr. Hill will have lived in Brazil for 35 years.
No final deste ano o Sr. Hill terá vivido no Brasil por 35 anos.
A forma: will + have been + -ing form of main verb – future perfect continuous - também
poderia ter sido usada.
Mr. Hill will have been living in Brazil for 40 years by December.
O Sr. Hill terá vivido no Brasil por 40 anos no fim deste ano.
B) CAN HAVE / COULD HAVE + PAST PARTICIPLE OF MAIN VERB
(usado para expressar possibilidade no passado)
If you had phoned me, I could have dropped by to help you out.
Se você tivesse me telefonado eu poderia ter ido aí para ajudá-lo.
What can/could have happened to my highlighter pens?
O que pode / poderia ter acontecido com minhas canetas marca-texto?
C) MUST HAVE + PAST PARTICIPLE OF MAIN VERB
(usado para expressar probabilidade no passado)
Look how tanned Linda is! She must have stayed a long time in the sun.
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Veja como a Linda está bronzeada! Deve ter ficado no sol um tempão.
NB: In the neg. can’t have + past part. of main verb should be used.
Bob’s car is still in the garage. He can’t have left for work yet.
D) MAY / MIGHT HAVE + PAST PARTICIPLE OF MAIN VERB
(usado para expressar possibilidade no passado)
The police believe Derrick may have killed his wife.
A polícia acredita que Derrick pode ter assassinado a esposa dele.
If you had invited Jean to the party, she might have shown up.
Se você tivesse convidado a Jean para a festa ela podia ter vindo.
Joshua might not have left if you had been more polite to him.
Joshua poderia não ter partido se você tivesse sido mais gentil com ele.
E) SHOULD HAVE AND OUGHT TO HAVE
(usados para expressar ações que se esperava acontecessem no passado mas que não
aconteceram)
My secretary is late for work today. She should have (or ought to have) gotten here half an
hour ago.
Minha secretária está atrasada pro trabalho hoje; ela já deveria ter chegado há meia hora.
Shouldn’t they have finished their lessons by now?
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Eles já não deveriam ter terminado suas lições?
F) WOULD HAVE +PAST PARTICIPLE OF MAIN VERB
In if-clauses (past unreal situations)
We would have visited you but we didn’t know where you lived.
Nos teríamos visitado você, mas não sabíamos onde você morava.
I would have invited you to the party if I had known you were in town.
Teria convidado você para a festa se tivesse sabido que você estava na cidade.
You would have met Alice if you had gone to the show.
Você teria encontrado a Alice se tivesse ido ao show.
ANALYSIS OF TEXT 1
1. Traduza o título do text 1 sem consultar nenhum dicionário, depois compare com a minha
versão.
_______________________________________________________
2. How can you translate the fragment in bold: “below what it would have otherwise been in
2050,” (L-2/3)?
_______________________________________________________
3. Escreva o único exemplo de future perfect continuous construction do text 1.
_______________________________________________________
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4. Quantos exemplos de estruturas no future simple você consegue encontrar no text 1?
_______________________________________________________
5. Quantos exemplos de estruturas no future continuous você consegue encontrar no text 1?
_______________________________________________________
6. Quantos exemplos de estruturas no present continuous você consegue encontrar no text 1?
_______________________________________________________
7. In the fragment: “Such differences, although somewhat dampened, will persist until 2050”
(L-12/13), the word in bold is indicating addition. True or False?
_______________________________________________________
8. O que a palavra whereas (L-15), as a discourse marker, está indicando?
_______________________________________________________
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PRACTICING PERFECT MODALS
Estude os mini-diálogos a seguir e escreva o que estão indicando os perfect modal auxiliaries in
bold:
(S1 = stands for speaker one / S2 = stands for speaker two)
- I -
S1: “I painted the door of my garage all by myself.”
S2: “I could have helped you.”
___________________________________
-II-
S1: “Jill failed to pass her exam.”
S2: “She should have studied harder.”
___________________________________
-III-
S1: “Debby’s room lights are out.”
S2: “She must have gone to sleep already.”
___________________________________
-IV-
S1: “Have you seen ‘Diamonds are Forever”?”
S2: “If it’s a 007 movie, I must have seen it.”
___________________________________
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-V-
S1: “Did it rain last night?”
S2: “It may have rained.”
___________________________________
-VI-
S1: “Has Janet called yet?”
S2: “Not yet. I’m afraid we will have left for Canada when she does.
___________________________________
-VII-
S1: “Would you have helped me with my studies if I’d asked you?”
S2: “I certainly might have helped you gladly.”
___________________________________
VOCABULARY BUILD UP
Complete the mini text with the words below:
Mini text 1: Global population estimates reduced … HIV/AIDS (II)
increase conclusions ensuring average subject
The 2002 Revision confirms key __________ (1) from previous revisions. Despite the lower
fertility levels projected and the increased mortality risks to which some populations will be
__________ (2), the population of the world is expected to increase by 2.6 billion during the
next 47 years, from 6.3 billion today to 8.9 billion in 2050. However, the realization of these
230
projections is contingent on __________ (3) that couples have access to family planning and
that efforts to arrest the current spread of the HIV/AIDS epidemic are successful in reducing its
growth momentum. The potential for considerable population ________ (4) remains high.
According to the results of the 2002 Revision, if fertility were to remain constant in all
countries at current levels, the total population of the globe could more than double by 2050,
reaching 12.8 billion. Even a somewhat slower reduction of fertility than that projected in the
medium variant would result in additional billions of people. Thus, if women were to have, on
_________ (5), about half a child more than according to the medium variant, world
population might rise to 10.6 billion in 2050 as projected in the high variant.
Visit: http://state.gov/
BRIEF ANALYSIS OF MINI TEXT 1
1. As discourse markers, these words are indicating:
a) despite ( L-2) - _________________________________________
b) However (L-5) - ________________________________________
c) if (L-11) - ______________________________________________
d) Thus (L-15) - ___________________________________________
2. What are these modal verbs indicating?
a) could ( L-12) - _________________________________________
b) might ( L-16) - _________________________________________
3. Translate the following fragments:
a) the realization of these projections is contingent on (L-6)
_______________________________________________________
b) efforts to arrest the current spread of the HIV/AIDS epidemic (L-7/8)
_______________________________________________________
231
c) Even a somewhat slower reduction of fertility (L-13)
_______________________________________________________
DISCOURSE MARKERS
Indicando adição, acréscimo
AND, again, besides, in addition, also, further, furthermore, moreover …
Indicando oposição / contraste
BUT, after all, despite, in spite of, on the other hand, nevertheless, whereas, while, however,
on the contrary, yet, notwithstanding, although, still, instead, in contrast …
Indicando resultado / conseqüência
SO, accordingly, as a result, because of this, consequently, naturally, on this account, hence,
for this reason, therefore, thus …
Indicando passagem do tempo
THEN, after a short (long) time, lately, temporarily, while, after a while, presently, afterward,
recently, thereafter, at last, since, eventually …
Indicando seqüência ou enumeração
FIRST, first of all, second, secondly, third, thirdly, in the 1st place, in the 2nd place, then, finally,
next, last …
Indicando exemplificação
FOR EXAMPLE, for instance, incidentally, indeed, in fact, in other words, in particular, namely,
particularly, specifically, such as, that is …
232
Indicando comparação ou semelhanças
LIKEWISE, in a like manner, in the same way, similarly …
Indicando condição ou hipótese
IF, unless, on condition that, provided that, supposing that, whether …
Indicando ênfase
INDEED, in fact, as a matter of fact, actually …
Indicando conclusão ou para resumir
IN SUM, in summary, to summarize, in brief, in short, to conclude, in conclusion, on the whole
…
Indicando certeza ou para assegurar algo
OF COURSE, for sure, undoubtedly, without any doubt, obviously, naturally, it goes without
saying, needless to say, definitely
Because I believe that practice makes perfect, do this exercise in order to practice this
essential topic one more time:
Choose the best option:
1. __________ the heavy rain, the boys continued playing soccer.
A) Instead B) Despite
C) However D) Regardless
___________________________________________________________
233
2. It was a shiny race car; _______ it was too heavy to reach competitive speeds.
a) meanwhile b) therefore
c) however d) in short
___________________________________________________________
3. Bob’s the best applicant and he has lots of experience; _________ she has good contacts in
this area.
a) furthermore b) whereas
c) as well as d) on the other hand
___________________________________________________________
4. __________ he had a headache, he decided not to go out with us.
a) Because b) Due to
c) Hence d) As a result
___________________________________________________________
5. My wife needed some cash, __________ she went to the bank.
a) so b) next
c) then d) likewise
___________________________________________________________
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6. Yes, I know where the CCBB is; __________, I was there the other day.
a) likewise b) meanwhile
c) in fact d) that is
___________________________________________________________
7. My wife and I will buy the apartment ___________ we can get financing at decent interest
rates.
a) unless b) provided
c) nevertheless d) thus
___________________________________________________________
8. There is one factor that outweighs all the others; __________, it’s near my office.
a) namely b) e.g.
c) accordingly d) even though
___________________________________________________________
9. The witness appeared calm, ______________ there was something in his speech that made
us suspicious.
a) moreover b) therefore
c) despite d) yet
___________________________________________________________
235
10. I was taking a quick shower; __________, my wife was doing her nails in the living room.
a) in the end b) meanwhile
c) though d) that is
___________________________________________________________
AFFIXES – A SUMMARY
From text 1:
“will reduce the world's population by” (L-1/2)
reduzirá a população do mundo em
“according to new projections from the U.N. Population Division” (L-3)
de acordo com as novas projeções da Divisão de Populações da ONU
“a reduced number of projected births are cited” (L-5)
um número reduzido de nascimentos projetados é citado
“a total decline in the revised estimate of 400 million” (L-6)
um declínio total na estimativa revisada de 400 milhões
Quanto mais familiarizado você estiver com os vários affixes (prefixes /suffixes) mais
facilidade terá em decoding novos significados, e mais fluentemente você conseguirá ler e
estará aumentando o seu vocabulary power. Aqui estão alguns dos principais affixes do inglês
para você consultar sempre que houver necessidade.
236
1) PREFIXES
Anti as in: anti-war manifestação contra a guerra
Auto as in: autobiography autobiografia
Dis as in: disconnect desconectar
En as in: enlarge ampliar
Il as in: illegal ilegal
Im as in impatient impaciente
In as in: indecent indecente, indigno
Inter as in interdependent interdependente
Ir as in irrelevant irelevante
Mid as in: mid-way a meio caminho
Mis as in misinterpret interpretar mal
Multi as in multinational multinacional
Non as in nonsmoking não fumante
Out as in outlive viver mais que
Over as in overweight obeso, acima do peso
Pre as in: pre-test pré teste
Pro as in: pro-abortion posição em favor do aborto
Semi as in: semicircle semicírculo
Un as in unwrap desembrulhar
Under as in: undernourished subnutrido
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2) SUFFIXES
Formadores de verbos
-ate as in: estimate estimar
-en as in: blacken escurecer
-fy as in: certify certificar
-ize as in: liberalize liberar
Formadores de advérbios
-ly as in sincerely sinceramente
-ward(s) as in: toward(s) em direção a
-wise as in: clockwise no sentido horário
Formadores de substantivos
-age as in: marriage casamento
-ance as in attendance presença
-ence as in independence independência
-er as in hunter caçador
-hood as in: childhood infância
-ician as in: statistician estatístico
-ics as in: statistics estatística
-ish as in: childish infantil
-ism as in: fanaticism fanatismo
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-ist as in: physicist físico
-ity as in: brutality brutalidade
-ment as in: improvement melhoria
-ness as in: happiness felicidade
-or as in: survivor sobrevivente
-ship as in: friendship amizade
-sis as in: synthesis síntese
-tion as in: attention atenção
Formadores de adjetivos
-able as in: reliable confiável
-al as in: cultural cultural
-an as in American americano
-ation as in: explanation explicação
-ed* as in experienced experiente
-ee as in trainee estagíário/a, treinando
-ful as in: grateful grato/a, agradecido/a
-ible as in: responsible responbsável
-ic as in: classic clássico
-ive as in: responsive responsivo/a
-less as in: careless descuidado
-ly as in: friendly amigável
-ous as in: ambitious ambicioso/a
-y as in: rainy chuvoso
239
JUST FOR FUN
A Joke
A man was telling his neighbour, "I just bought a new hearing aid. It cost me $4,000, but it's
state of the art."
"What kind is it?"
"Twelve thirty."
PRACTICING PHRASAL VERBS
In the following substitution drill you will find a question in “A” where one fragment in bold
type has been underlined; in “B”, you have a blank space to be completed with a separable
two-word verb. Follow the model:
Model
A. Why did they cancel the show?
B. They called it off because of the storm.
1. A. Were the major’s orders to explode the bridge?
B. Yes, they were to _______ it _______.”
2. A. Has your doctor told you to stop smoking?
B. Yes, she’s ordered me to ______ it _______.
3. A. Did the surgeon amputate Ted’s arm?
B. No, he didn’t have to _____ it ______.
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4. A. Did you understand what she wrote?
B. No, I just couldn’t ______ it ______.
5. A. Did the firefighters extinguish the blaze?
B. Yes, they managed to _____ it ______.
6. A. Has Lys discovered the solution to the riddle?
B. Yes, she has ________ it ____.
7. A. Did the judge reject the prisoner’s appeal?
B. Yes, he _______ it ______.
8. A. Did Brian select the red ties?
B. Yes, he _______ them ______.
9. A. Has Rick tested the new racing car?
B. Yes, he has ________ it _____ already.
10. A. Did the C.B.F. postpone the soccer game?
B. Yes, C.B F. ________ it _____ till Monday.
11. A. Did you extinguish the lights before leaving?
B. Of course, I ______ them ____.
12. A. Have you disposed of those old baskets?
B. Yes, I’ve ______ them ______.
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13. A. Is the scientist doing the experiment?
B. Yes, he’s _______ it _____.
14. A. Did you remove your hat when you entered the temple?
B. Yes, I remembered to ______ it _____.
15. A. Was the book returned in due time?
B. Yes, I _____ it _____ last week.
16. A. Have they reduced the local police force?
B. Yes, they have ______ it _______.
17. A. Do you think Linus invented the story?
B. I’m sure he _______ it ________.
18. A. Shouldn’t you consider it more carefully before you buy it?
B. Yes, I should ________ it _____ very carefully.
19. A. Did you phone your parents last Sunday?
B. Yes, I ______ them ____.
20. A. Should I continue studying phrasal verbs?
B. Absolutely. I think you should ______ it ____.
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ANSWERS: PHRASAL VERBS
Model:
A. Why did they cancel the show?
B. They called it off because of the storm.
1. A. Were the major’s orders to explode the bridge?
B. Yes, they were to blow it up.
2. A. Has your doctor told you to stop smoking?
B. Yes, she’s ordered me to give it up.
3. A. Did the surgeon amputate Ted’s arm?
B. No, he didn’t have to cut it off.
4. A. Did you understand what she wrote?
B. No, I just couldn’t make it out.
5. A. Did the firefighters extinguish the blaze?
B. Yes, they managed to put it out.
6. A. Has Lys discovered the solution to the riddle?
B. Yes, she has found it out.
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7. A. Did the judge reject the prisoner’s appeal?
B. Yes, he turned it down.
8. A. Did Brian select the red ties?
B. Yes, he picked them out.
9. A. Has Rick tested the new racing car?
B. Yes, he has tried it out already.
10. A. Did the C.B.F. postpone the soccer game?
B. Yes, C.B F. put it off till Monday.
11. A. Did you extinguish the lights before leaving?
B. Of course, I turned them off.
12. A. Have you disposed of those old baskets?
B. Yes, I’ve thrown them away.
13. A. Is the scientist doing the experiment?
B. Yes, he’s carrying it out.
14. A. Did you remove your hat when you entered the temple?
B. Yes, I remembered to take it off.
15. A. Was the book returned in due time?
B. Yes, I gave it back last week.
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16. A. Have they reduced the local police force?
B. Yes, they have cut it down.
17. A. Do you think Linus invented the story?
B. I’m sure he made it up.
18. A. Shouldn’t you consider it more carefully before you buy it?
B. Yes, I should think it over very carefully.
19. A. Did you phone your parents last Sunday?
B. Yes, I called them up.
20. A. Should I continue studying phrasal verbs?
B. Absolutely. I think you should keep it up.
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15ª AULA
UNIT 15
FINAL QUIZ
Part I - Choose the better alternative in brackets:
1. [a) Besides / b) Beside] English, my secretary speaks Spanish.
________________________________________________________
2. We are going to buy that beach house [a) unless / b) if] we can get good financing rates.
________________________________________________________
3. Perhaps as a result of globalization, unemployment in the world has been [a) raising / b)
rising].
________________________________________________________
4. S1: “How [a) long / b) much] will it take till we get to our hotel?”
S2: “About 2 hours.”
________________________________________________________
5. I’m sorry, boss. I’m a little late because I [a) overslept / b) non-slept] today.
________________________________________________________
6. How [a) often / b) frequent] do you have your hair cut?
________________________________________________________
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7. S1: “How many times have you been there?”
S2: “A [a) little / b) few]] times.”
________________________________________________________
8. We don’t go to the theater every Sunday any more, but we [a) used to / b) had been using
to].
________________________________________________________
9. The police [a) is / b) are] still investigating the Central Bank robbery.
________________________________________________________
10. On the day of your exam you’re supposed to choose the correct answer [a) between / b)
among] five options.
________________________________________________________
11. [a) Eventually / b) Lately] he managed to pass his driving test, after he’d failed it 3 times.
________________________________________________________
12. Joan can’t [a) make / b) do] the cake without the recipe.
________________________________________________________
13. Everybody at the office is working [a) hardly / b) hard] right now.
________________________________________________________
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14. If you don’t feel well you [a) should / b) ought] to see your doctor.
________________________________________________________
15. Brandon is an accountant on [a) who / b) whom] we can depend.
________________________________________________________
16. [a) However / b) Although] Milton is a talented musician I think he needs more practice.
________________________________________________________
17. Gordon went to the bank in order to [a) do / b) make] a deposit.
________________________________________________________
18. On Dec. 31, New Year's Eve, guests dress up in [(a) costume / b) custom] for the parties?
________________________________________________________
19. If you decide to go the Festival, [a) giving / b) give] me a call.
________________________________________________________
20. [a) Nowadays / b) For now] more and more people are subscribing to cable TV.
________________________________________________________
21. Luisa hardly [a) even / b) ever] wears a costume at Carnival.
________________________________________________________
22. [a) By the way / b) In the way] have you read Jo’s latest book?
________________________________________________________
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23. I met Celia [a) on / b) in] my way to the bank.
________________________________________________________
24. On second thought, I believe we [a) had / b) would] better enroll for the Basic English
Course.
________________________________________________________
25. Jake has a modern sports car, but he wants [a) other/b) another].
________________________________________________________
26. Practically non-existent 20 years ago, mobile phones are [a) anywhere / b) everywhere].
________________________________________________________
27. The freckle-faced girl and the absent-minded boy [a) boosted / b) bumped] into each other
and fell down on the ground.
________________________________________________________
28. [a) Although / b) In spite of] her efforts, she did not succeed in passing the exam.
________________________________________________________
29. This celebration is telecast live on news [a) canals / b) channels] across the nation.
________________________________________________________
30. Mr. Park has promised to [a) raise / b) rise] our salaries.
________________________________________________________
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31. S1; “Do you really have to go now?”
S2:”Yes, I [a) must / b) may].
________________________________________________________
32. [a) In / On] the other hand, they might accept my application and hire me.
________________________________________________________
33. You [a) ought / b) should] be more careful after this.
________________________________________________________
34. Dr. Salk wouldn’t have [a) discovered / b) invented] the vaccine, otherwise.
________________________________________________________
35. Columbus [a) discovered / b) invented] America in 1492.
________________________________________________________
36. That judge has a solid reputation of being extremely [a) impartial/ b) non-partial].
________________________________________________________
37. Scientists fear that in the near future the disease may have [a) spreading / b) spread] to
other continents.
________________________________________________________
38. Joanne speaks English [a) better / b) best] than her sister.
________________________________________________________
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39. The exam was not so difficult this time. If I had studied harder, I [a) would / b) will] have
passed.
________________________________________________________
40. Listen! Somebody [a) plays / b) is playing] the violin now.
________________________________________________________
41. She has been living in Ipanema for years; [a) however / b) therefore] she should know
where that street is.
________________________________________________________
42. Are you sure you’re making a [a) sensitive / b) sensible] decision. I mean, is it clearly the
best solution for you?
________________________________________________________
43. You haven’t pronounced my name correctly. You’ve [a) mis- / b) dis-] pronounced it.
________________________________________________________
44. It’s not that I have to work such long hours; actually, I [a) must not / b) don’t have to], but I
just enjoy it.
_________________________________________________________
45. [a) Can / b) May] you read Chinese? I don’t understand a word.
_________________________________________________________
46. Fred [a) grew up /b) brought up] to be a six-foot tall basketball player.
_________________________________________________________
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47. [a) Should / b) If] my niece call again, tell her I’m gone.
_________________________________________________________
48. Mr. Reeve is in a meeting. He [a) may not have been / b) should not be] disturbed now.
_________________________________________________________
49. “What do you think I should do, Marian?”
“If I [a) were / b) was] you, I’d call Harry up.”
_________________________________________________________
50. [a) Despite / b) In spite] the rumors about the politician’s involvement in the scandal no
official statement was released.
_________________________________________________________
51. I [a) might visit / b) might have visited] your brother in the hospital yesterday if you had
told me about his operation.
_________________________________________________________
52. You’ve made a big mistake. You should not [a) have / b) had] woken up the dog. Now he’s
going to bark all night.
_________________________________________________________
53. When I was a teenager I [a) used to / b) was to] collect stamps, but now I collect coins.
_________________________________________________________
54. This classroom is [a) more wider / b) narrower] than the other one.
_________________________________________________________
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55. Shirley has had splitting headaches for weeks. [Therefore / b) Moreover] she should see a
doctor.
_________________________________________________________
56. How many people [a) attended / b) assisted] the mass on Sunday?
_________________________________________________________
57. His wallet was [a) robbed / b) stolen] during his visit to the Museum of Modern Art.
_________________________________________________________
58. The president was forced to take some [a) impopular / b) unpopular] decisions.
_________________________________________________________
59. An estimated 40% of U.S. productivity growth between 1995 / 2002 has been [a)
contributed / b) attributed] to information technology.
_________________________________________________________
60. As yet I [a) hadn't been / b) haven't been] to the movies this month, so let's go tomorrow.
_________________________________________________________
Part II - Read the following mini texts and then choose the better alternative in brackets:
I. Ireland is easily the [61. a) poorest / b) poorer] country in rich north-west Europe. [62.a)
Their / b) Its] gross domestic product is a mere 64% of the European Community average. [63.
a) Thus / b) Yet] in the mid-1970s it [64. a) set / b) brought] out to build a welfare state as
generous [65. a) than / b) as] Britain's. (Source: The Economist - ICMS (SP) / 1997)
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II. What makes this sort of motor so popular? One reason is its efficiency. Figures show that it
is [66. a) too / b) much] more efficient than steam engines, or petrol engines. It is simple to
work; it does not [67. a) shake / b) shaken] it is fairly silent: it has few moving parts, and [68. a)
instead / b) therefore] gets little wear and tear, It [69. a) must / b) can] be easily started1
speeded up, slowed down and stopped. In fact for [70. a) very / b) most] purposes it is ideal.
[Electric Motors - FUNDAÇÃO JOÃO GOULART /CET /RIO / 2002]
III. Globalization is [71. a) among / b) between] the most hotly debated issues on political
agendas today. The discussion, [72. a) although / b) however], tends to be fragmented, with
views often polarized along political or geographic lines. Some blame globalization for
exacerbating [73. a) unemployment / b) non-employment] and poverty; [74. a) another / b)
others] see it as a way of solving such problems. Attention and research concentrate on
markets and perceived economic gains or losses [75. a) rather / b) instead] than on the impact
of globalization on the life and work of people, their families and their societies.
This [76. a) fault / b) lack] of consensus makes it harder to develop [77. a) policies / b)
politics] at national and international levels. The [78. a) inadequate / b) inadequacy] focus on
the human side of globalization creates a [79. a) gain / b) gap] in understanding the forces of
change and how people react to them. Such knowledge is necessary [80. a) unless / b) if]
appropriate policy responses are to be developed. [Globalization, Work and Changes]- (ESAF /
AFMT / 2003)