SUMÁRIO DA DISCIPLINA - Castelo Brancoucbweb.castelobranco.br/webcaf/nucleo_integrador/pdf/abril-2007/8... · Skimming – leitura rápida para ter-se uma idéia central do texto

3SUMÁRIO DA DISCIPLINA

Plano da Disciplina .............................................................................................................................................

UNIDADE IUNIDADE IUNIDADE IUNIDADE IUNIDADE I

Texto 1: Comparing different types of texts ...................................................................................................

Texto 2: Dicas Tipográficas ..............................................................................................................................

Texto 3: Pronomes Pessoais e Possessivos ....................................................................................................

Texto 4: Marcadores de Substantivo ................................................................................................................

Texto 5: Formação de Palavras (afixos) ............................................................................................................

UNIDADE IIUNIDADE IIUNIDADE IIUNIDADE IIUNIDADE II

Texto 6: Verbos I – To Be, Presente Contínuo, Passado Contínuo, Imperativo, Presente ........................

Texto 7: Cinco usos do ING ...............................................................................................................................

Texto 8: Verbos II – Presente Perfeito, Passado Simples, Passado Perfeito ...............................................

Texto 9: Verbos III – Futuro e Condicional ......................................................................................................

UNIDADE IIIUNIDADE IIIUNIDADE IIIUNIDADE IIIUNIDADE III - Exercícios

Extra Readings ...................................................................................................................................................

258

261

263

264

266

267

269

273

274

277

279

282

Texto 10: Verbos IV – Modais/Grupo Nominal ..............................................................................................

Referências Bibliográficas ................................................................................................................................301

4

Relevância da Disciplina

Vários são os fatores que justificam a introdução do ensino da Língua Inglesa: a formação do cidadão que,através da aprendizagem de diferentes idiomas, torna-se mais capaz de compreender não só a própria cultura,mas a pluralidade do patrimônio sociocultural de outras nações; o desenvolvimento da capacidade de interaçãodo cidadão com o mundo globalizado; o desenvolvimento de um outro olhar sobre a língua materna, bem comoa possibilidade de acesso a diferentes fontes de informação e recursos tecnológicos fundamentais para ainserção no mundo acadêmico.

Objetivos da Disciplina

Desenvolver a habilidade de leitura sem deixar de nos preocupar com o processo de aprendizado, pois estamosinteressados em como nossos alunos adquirem as competências necessárias para lerem e interpretarem textosadequadamente.

UNIDADE I: Conscientização

Tempo estimado de auto-estudo nesta unidade: 6h/atividades

Objetivos: Conscientizar o leitor das estratégias de leitura que ele inconscientemente já utiliza na leitura deum texto: conhecimento anterior, dedução, associação, etc.; comparar diferentes tipos de textos observando olayout, a fonte, etc.; compreender textos de instruções e classificados de jornais; compreender e utilizar palavrasque indicam seqüência; praticar estratégias de leitura: skimming, scanning, prediction, etc.; reconhecer sufixose prefixos.

INTRODUÇÃO À LÍNGUA INGLESA

PLANO DA DISCIPLINA

Carga Horária Total: 30h/atividades

Créditos: 02

Orientação

Para cursar esta disciplina, além deste material instrucional, você precisará adquirir o seguinte livro:GUANDALINI, Eiter Otávio. Técnicas de leitura em inglês: estágio 1. São Paulo: Texto Novo, 2002.

A referida obra reúne todos os textos e exercícios indicados e também servirá de base para as avaliações.

5Assuntos Onde encontrar Atividades complementares

Quadro-resumo da unidade

Texto1: Comparing

different types of texts

Texto 2: Dicas tipográficas

Texto 3: Pronomes pessoaise possessivos

Texto 4: Marcadores desubstantivo

Texto 5: Formação depalavras (afixos)

Página 259

Página 261

Página 262

Página 264

Página 265

Filmes Indicados:

1. Shakespeare in Love

Shakespeare (Joseph Fiennes)sofre um bloqueio que oimpede de escrever sua maisnova peça, uma história deamor com fim trágico. Tudomuda quando ele se apaixonapor Lady Viola (GwynethPaltrow) e passa a utilizar suastentativas de seduzi-la comoinspiração.

2. Braveheart

No século XIII, soldadosingleses matam mulher doescocês William Wallace (MelGibson), bem na sua noite denúpcias. Ele resolve entãoliderar seu povo numavingança pessoal que acabadeflagrando violenta luta pelaliberdade.

Sites Indicados:

www.speakup.com.br

www.cambridge.org.br

www.intratext.com

www.literature.org

www.britishcouncil.

org.br/elt

www.rj.senac.br/

idiomas

UNIDADE II: Aspectos Lingüísticos


Objetivos: Identificar o sujeito, verbo e objeto na frase; reconhecer os tempos verbais; reconhecer noungroups; compreender textos descritivos.

6Assuntos Onde encontrar Atividades complementares

Quadro-resumo da unidade

Página 267

Página 271

Página 272

Página 275

Página 277

Filmes Indicados:

1. Sense and Sensibility

Em virtude da morte do marido, uma viúva e as trêsfilhas passam a enfrentar dificuldades financeiras, poispraticamente toda a herança foi para um filho do primeirocasamento, que ignora a promessa feita no leito de mortede seu pai que ampararia as meias-irmãs. Neste contexto,enquanto uma irmã é prática (Emma Thompson), usandoa razão como principal forma de conduzir as situações, aoutra (Kate Winslet) se mostra emotiva, sem se reprimirnunca com uma sensibilidade à flor da pele.

2. The Age of Innocence

Nova York, 1870. Um advogado (Daniel Day-Lewis) estáde casamento marcado com uma jovem (Winona Ryder)da aristocracia local, quando uma condessa (MichellePfeiffer), prima de sua noiva, volta da Europa apósseparar-se do marido. As idéias dela chocam a tradicionalsociedade americana e, ao tentar defendê-la, o advogadose apaixona por ela e é correspondido.

Texto 6: Verbos I: Tobe, Presente Contínuo,Passado Contínuo,Imperativo, Presente

Texto 7: Cinco usosdo ING

Texto 8: Verbos II:Presente Perfeito,Passado Simples,Passado Perfeito

Texto 9: Verbos III:Futuro e Condicional

Texto 10: Verbos IV:Modais/Grupo Nominal

Dúvidas?

Entre em contato com seu monitor.

UNIDADE III: Exercícios


7

Repeated words – se uma palavra aparece várias vezesno texto, isto significa que ela é importante para acompreensão do mesmo.

Typographical evidences – são símbolos, letrasmaiúsculas, negrito, itálico, etc., que são dicas úteissobre o texto.

Dictionary – o dicionário deve ser utilizado comoúltimo recurso para se descobrir o significado de umapalavra ou expressão desconhecida.

Skimming – leitura rápida para ter-se uma idéiacentral do texto.

Scanning – leitura com o objetivo de encontraralgumas informações específicas no texto.

Selectivity – leitura seletiva, isto é, selecionar ostrechos onde se quer encontrar uma determinadainformação (parágrafos, por exemplo).

A professora Rosangela Ramos nos apresenta este material de forma integrada. Cada unidade tem um textopara ser lido, desfrutado, estudado e analisado sob várias perspectivas.

Primeiramente, cada texto traz um tema atual e universal que leva ao desenvolvimento do pensamento críticopor meio de exercícios que trabalham os três níveis de compreensão do leitor: nível literal, nível inferencial enível apreciativo.

Segundo, pode-se notar que o vocabulário é trabalhado por intermédio de glossários e contextos que facilitama compreensão e aquisição dos mesmos.

Em terceiro lugar, este material não deixa de lado a gramática, trabalhando-a dentro dos paradigmas lingüísticosestruturalista e pragmático. As atividades sugeridas pretendem desenvolver a consciência metalingüísticamediante exercícios que levam ao aprendizado de estruturas em contextos oracionais e textuais. Agregam-se aisso as informações referentes às categorias gramaticais estudadas em cada unidade.

UNIDADE I

ConscientizaçãoConscientizaçãoConscientizaçãoConscientizaçãoConscientização

Prediction – significa inferir o conteúdo de um textoatravés de seu conhecimento prévio sobre o tema(background); através do contexto semântico (palavrasde um mesmo grupo, por exemplo: hospital, nurse,doctor, ambulance); contexto lingüístico (pistasgramaticais); contexto não-lingüístico (gravuras,gráficos, tabelas, números, etc.); conhecimento sobrea estrutura do texto (layout, título, subtítulo, divisãode parágrafos, etc).

Cognates – são palavras de origem grega ou latinabem parecidas com as do português. Ex.: different/diferente, infection/infecção.

Obs.: Atenção com os falsos cognatos. Ex: "pretend"não significa pretender, mas sim "fingir"; é importanteobservar se a palavra se encaixa no contexto.

Ler é um ato intelectual complexo. Essa complexidade aumenta ainda mais quando estamos lendo num idiomadiferente do nosso. Para facilitar o trabalho nesta unidade, solicito bastante atenção às estratégias de leituraque indicamos a seguir:

TEXTO 1: Comparing different types of textsTEXTO 1: Comparing different types of textsTEXTO 1: Comparing different types of textsTEXTO 1: Comparing different types of textsTEXTO 1: Comparing different types of texts

Estratégias de Leitura

8 Palavras–Chave

Inferência:

ação ou efeito de inferir;indução, conclusão

Indicação

Leitura dos textos

880 milhões de analfabetos (página 14) , The Organized Phone (página 15)

Fonte: GUANDALINI, Eiter Otávio. Técnicas de leitura em inglês: ESP – English for Specific Purposes –estágio 1. São Paulo: Texto Novo, 2002.

9TEXTO 2: Dicas TipográficasTEXTO 2: Dicas TipográficasTEXTO 2: Dicas TipográficasTEXTO 2: Dicas TipográficasTEXTO 2: Dicas Tipográficas

Palavras–Chave

Tipografia - Arte deimprimir com tipos;estabelecimentotipográficoSun - sol

Earth - Terra

Surface - superfície

Fire - fogo

On average - na medidaque

Shine - brilhar

Text: Energy from the sun

Almost all our energy originally came from the sun.At the Sun's centre, nuclear reactions give enormousamounts of energy which radiate from the surface asheat and light. There is enough nuclear energy left inthe Sun to keep it shinning for another 5,000 millionyears. On average, each square metre of Earth's surfacereceives the same energy from the Sun as it would dofrom a one-bar electric fire.

Reading Strategies

1. Circule as palavras cognatas no texto:

2. Utilizando a estratégia "skimming",responda:

a) Qual é o tema do texto?

3. Utilizando a estratégia "scanning", responda:

a) Qual é a causa do calor e da luz que recebemos naterra?

Indicação

As marcas tipográficas são elementos que, no texto, transmitem informações nem sempre representadas porpalavras. O aspecto visual, as ilustrações, o tipo de letra usado, as aspas, os números, etc. ajudam-nos adescobrir muito sobre o conteúdo do texto.

Leitura dos textos

Antibacterial Soft Scrub (página 18)

Stress Relief (página 19)

Introducing the first multivitamin that gets to theheart of good health (páginas 20 e 21)

Fonte: GUANDALINI, Eiter Otávio.Técnicas de leitura em inglês: ESP – English forSpecific Purposes – estágio 1. São Paulo: TextoNovo, 2002.

10

Personal Pronouns Possessive Reflexive

Subjective Objective Adjectives PronounsI Me (me) M y Mine (meu, minha) Myself

You You (te, ti) Your Yours (seu, sua) Yourself

He Him (lhe, o) His His (dele) Himeself

She Her (lhe, a) Her Hers (dela) Herself

It It (lhe, o, a) Its Its (dele, dela) Itself

We Us (nós) Our Ours (nosso(s), nossa(s)) Ouselves

You You (vós) Your Yours (seus, suas) Yourselves

They Them (lhes, os, as) Their Theirs (deles, delas) Themselves

Examples

Personal Pronouns

This magazine is on computing. It is on computing.

-This is Mrs. Brown. I know her.

Peter and I are here. You can talk to us.

Possessive Adjectives

(precede o substantivo)

Paper tape has its disadvantages.

Possessive Pronouns

(substitui o substantivo)

This is your address. It's yours.

Reflexive Pronouns

The system itself is very complex. (função enfática)

I hurt myself with a sharp blade. (função reflexiva)

My children go to school by themselves. (função

idiomática)

TEXTO 3: Pronomes Pessoais e PossessivosTEXTO 3: Pronomes Pessoais e PossessivosTEXTO 3: Pronomes Pessoais e PossessivosTEXTO 3: Pronomes Pessoais e PossessivosTEXTO 3: Pronomes Pessoais e Possessivos

Em inglês, todo verbo pede um sujeito expresso. Não se admite sujeito oculto, salvo em raríssimas exceçõese em linguagem muito informal.

Leia com bastante atenção o material indicado e, em caso de dúvidas, consulte o seu monitor.

Exercises

1. Substitute the words in bold type. Use PERSONALPRONOUNS.

a) The analyst is talking to the operator.

b) The boys are sending the reports.

c) Sheila and I are secretaries.

d) This is my document. Give it to Mr . Green.

2. Choose the correct alternative:

a) Among the four of (we – us) candidates, only onewill be selected.

b) Punctuality is practiced by Phil and (I – me).

c) Edmund and (I – me) are operators.

3. Use POSSESSIVE ADJECTIVES.

a) Jim can send _____ curriculum vitae.

b) I have _____ duties here in ____ office.

c) Lana and I are teachers; ____ students are doing____ tests.

d) Paper tape has ____ disadvantages.

114. Fill the spaces with POSSESSIVES:

a) He's a programmer. _____ job is to determineobjectives of the project.

b) This machine calculates Mrs. Smith's wages. Itcalculates ____ wages. I calculate _____.

5. Fill in the blanks with reflexive, empha-sizing oridiomatic pronouns:

a) The system _________ is very complex.

b) I hurt _______ with a knife.

c) My children go to school by ___________.

d) The manager __________ answers the phone.

e) We always enjoy __________ at parties.

Ver explicação nas páginas 23 e 24.

Fonte: GUANDALINI, Eiter Otávio. Técnicas deleitura em inglês: ESP – English for SpecificPurposes: estágio 1. São Paulo: Texto Novo, 2002.

Indicação

Dúvidas?


12TEXTO 4: Marcadores de SubstantivoTEXTO 4: Marcadores de SubstantivoTEXTO 4: Marcadores de SubstantivoTEXTO 4: Marcadores de SubstantivoTEXTO 4: Marcadores de Substantivo

Substantivo é a palavra que designa pessoa, lugar, objeto, evento, substância ou qualidade. Os marcadores de substantivo podem ser: artigos, pronomes possessivos, adjetivos, números cardinais,

pronomes demonstrativos, quantidades.

1. Use this, that, these or those:

a)________ is a computer. (este)

b) ________ are computers. (estes)

c) ________ is a printer. (aquele)

d) ________ are printers. (aquelas)

2. Insert a or an:

a) ___ envelope

b) ___ car

c)___ telephone

d)___ umbrella

e)___ secretary

3. Use the definite article where's necessary:

a) ____ book on the table is mine.

b) I need ____ book.

c) The teacher has some reports on ____ North Pole.

d) I need ___ pen.

Leia com atenção as explicações nas páginas 29 e 30.


Demonstrative Pronouns

Singular

This (este, esta, isto)

That (aquele, aquela, aquilo)

Plural

These (estes, estas)

Those (aqueles, aquelas)

Indefinite Article (A, An)

A – usamos antes de som consonantal.

computer

printer

A high-level language

user

European device

An – usamos antes de som vogal.

hour

analog computer

An environment

eraser

apple

Definite Article THE (o, a, os, as)

This is a book and a dictionary; the book is oncomputing.

I study computer languages but the COBOLlanguage is not easy.

Indicação

Exercises

13TEXTO 5: Formação de Palavras (afixos)TEXTO 5: Formação de Palavras (afixos)TEXTO 5: Formação de Palavras (afixos)TEXTO 5: Formação de Palavras (afixos)TEXTO 5: Formação de Palavras (afixos)

Prefixação

O prefixo muda o significado da palavra primitiva

mas não muda a classe gramatical.

a (sem) amoral

anti (contra) anti-nuclear

dis (oposto) disagree

il, ir, im, in, (não) illegal

mis (errado) misunderstand

non (não) nonsense

un (não) uncommon

over (excesso, além) overdone

pre (antes) prefix

Sufixação

O sufixo pode mudar a classe gramatical da palavra

sem mudar-lhe o sentido primitivo.

Formação dos verbos

-en freshen-ify simplify-ize centralize

Disagree - discordar

Misunderstand - entender errado

Nonsense - sem sentido

Uncommon - não comum

Overdone - exceder

Freshmen - calouro

Downward - para baixo

Development - desenvolvimento

Desirable - desejável

Childhood - infância

Carefully - cuidadosamente

Palavras–Chave Formação de advérbios

-ly (-mente) carefully

-ward (em direção) downward

Formação de substantivos

ance/-ence tolerance preference

-er / -or trainer actor

-ee trainee

-ist scientist

-ion education

-ment development

-ity sincerity

-ism modernism

-ness happiness

-dom freedom

-hood childhood

-ship friendship

Formação de adjetivos

-able, -ible desirable admirable

-an, -ian American Sagittarian

-ful powerful

-y healthy

-ic poetic

-ical/-al sociological magical

-less homeless

Ver lista de prefixos e sufixos mais comuns na línguainglesa nas páginas 37, 38 e 39.

Ler o texto "An Equal-Opportunity Tragedy" e fazeros exercícios, dando ênfase a quando usar essestempos verbais.

Indicação

Algumas palavras que aparecem nos textos demandam um pouco mais de atenção para inferi-las e reconhecê-las durante a leitura. São as chamadas palavras derivadas, ou seja, palavras que apresentam componentesdenominados genericamente de afixos, que podem ser prefixos ou sufixos. O conhecimento da formação daspalavras é muito útil, sem dúvida, para sua compreensão. Isto significa que é necessário reconhecer os afixos,mais comumente usados na língua que se quer aprender e, naturalmente, seu significado.

14Auto-Avaliação

Ler o texto

"We plan to use our spare time..." (páginas 46, 47 e48).

Fonte: GUANDALINI, Eiter Otávio. Técnicas deleitura em inglês: ESP – English for Specific Purposes:estágio 1. São Paulo: Texto Novo, 2002.

Who can get AIDS?

AIDS is an equal opportunity disease. It is causedby HIV (Human Immunodeficiency Virus). AIDS caninfect anyone who has vaginal, anal, or oral sex withoutusing a condom. It can infect anyone who shares anHIV drug needle. Whoever you are, whatever yourage, race, or sex – if you have sex without condoms, orshare needles, you can get aids.

1. Utilizando a estratégia "scanning", encontre notexto as seguintes informações:

a) Por que a AIDS é considerada uma doença deoportunidades iguais.

b) A única maneira 100% segura de não adquirir AIDS.

Exercise

15UNIDADE II

Aspectos LingüísticosAspectos LingüísticosAspectos LingüísticosAspectos LingüísticosAspectos Lingüísticos

Nesta unidade, estudaremos o verbo To Be, Presente Contínuo, Passado Contínuo, Imperativo e Presente,dando ênfase a quando usar esses tempos verbais.

TEXTTEXTTEXTTEXTTEXTO 6: VO 6: VO 6: VO 6: VO 6: Verbos I – Terbos I – Terbos I – Terbos I – Terbos I – To Be, Presente Contínuo,o Be, Presente Contínuo,o Be, Presente Contínuo,o Be, Presente Contínuo,o Be, Presente Contínuo,Passado Contínuo, Imperativo, PresentePassado Contínuo, Imperativo, PresentePassado Contínuo, Imperativo, PresentePassado Contínuo, Imperativo, PresentePassado Contínuo, Imperativo, Presente

Verbo to be (present tense) - ser ou estar

Abbreviation

1ª pessoa do singular I am I'm (eu sou, eu estou)

2ª pessoa do singular You are You're (você é, você está)

He is He's (ele é, ele está)

3ª pessoa do singular She is She's (ela é, ela está)

*It is It's (ele/ela é, ele/ela está)

1ª pessoa do plural We are We're (nós somos, nós estamos)

2ª pessoa do plural You are You're (vocês são, vocês estão)

3ª pessoa do plural They are They're (eles/elas são, eles/elas estão)

* Usamos o pronome it quando nos referimos a coisas ou animais.

Negative form

I am not I'm not

You are not You're not You aren't

He is not He's not He isn't

She is not She's not She isn't

It is not It's not It isn't

We are not We're not We aren't

You are not You're not You aren't

They are not They're not They aren't

Interrogative form

Am I?

Are you?

Is he?

Is she?

Is it?

Are we?

Are you?

Are they?

Dúvidas?


16Verb to be (past tense)

I was (eu era, eu estava)

You were (você era, você estava)

He was (ele era, ele estava)

She was (ela era, ela estava)

It was (ele/ela era, ele/ela estava)

We were (nós erámos, nós estávamos)

You were (vocês eram, vocês estavam)

They were (eles/elas eram, eles/elas estavam)

Negative form

I was not I wasn't

You were not You weren't

He was not He wasn't

She was not She wasn't

It was not It wasn't

We were not We weren't

You were not You weren't

They were not They weren't

Simple Present Tense

Formação: verbo no infinitivo sem to. Na 3ª pessoado singular recebe s ou es:

I walk

You walk

He walks

She walks

It walks

We walk

You walk

They walk

O Simple Present Tense é usado para expressarações habituais. É geralmente empregado comadvérbios de tempo: always, often, usually, frequently,sometimes, never, every day, on Mondays, etc.

Example: He works every day.

I usually walk to school.

Para formar a 3ª pessoa do singular de alguns verbosacrescenta-se -s:

Example: walk – walks

Se o verbo terminar em -ss, -sh, -ch, -x, -z ou o,acrescenta-se -es:

Example: kiss – kisses

Fix – fixes

Se o verbo terminar em -y precedido de consoante,troca-se o -y por -i e acrescenta-se -es:

Example: try – tries

hurry – hurries

Se o verbo terminar em -y precedido de vogal, segue-se a regra geral:

Example: play – plays

Exceção: verb to have (verbo ter)

I have

You have

He has

She has

It has

We have

You have

They have

Affirmative form: You study English.

Negative form: You don't study English.

Interrogative form: Do you study English?

Affirmative form: She plays tennis.

Negative form: She doesn't play tennis.

Interrogative form: Does she play tennis?

Nota: Usamos o auxiliar DOES na 3ª pessoa dosingular.

Present Continuous Tense

Formação: presente do verbo to be + o particípiopresente do verbo principal (verbo + -ing):

I am studying now.

17O present continuous tense é usado para

expressar ações que estão acontecendo. É geralmenteempregado com advérbios de tempo: now, at thismoment, etc.

O present continuous pode expressar tambémações futuras:

I am working next Saturday.

She is leaving tomorrow.

Affirmative form: The user is working.

Negative form: The user isn't working.

Interrogative form: Is the user working?

Notas:

Se o verbo terminar em -e, ele perde o -e aoreceber -ing:

She is writing a letter now.

Se o verbo terminar em CVC (consoante-vogal-consoante), dobra-se a última consoante e acrescenta-se -ing:

He is swimming now.

Past Continuous Tense

Formação: passado do verbo to be (was/were)+ particípio presente do verbo principal (verbo + -ing).

Example:

He was studying one hour ago.

Negative form: He wasn't studying one hour ago.

Interrogative form. Was he studying one hour ago?

Imperative

Como se forma: verbo no infinitivo sem to.

Example: Come! Go! Speak! Help!

Affirmative: Go home!

Negative: Don't go home!

O imperativo é usado para expressar umaordem ou um pedido.

Example: Clean your room!

Please, help me!

A forma imperativa let's + verbo é usada paraexpressar uma proposta ou convite.

Affirmative: Let's visit Nancy.

Negative: Let's not visit Nancy today.

Exercises

1. Complete the sentences with the Simple Present ofthe verb to be:

a) A minicomputer _____ much smaller than themainframe.

b) An automatic pilot ______ able to keep an airplaneflying.

c) Today, computers ______ used extensively inmany activities.

d) The hardware and the software ______ parts ofthe D.P.C.

e) A computer without software _______ like a carwithout gasoline.

f) Computers _______ machines designed toprocess information.

g) Microcomputer ______ smaller, simpler and lessflexible than minicomputers.

h)Compilers ______ indispensable to a computersystem.

i) The processor _____ the central component of acomputer system.

j) A disk _____ faster than a cassete tape.

2. Change the sentences to the negative andinterrogative forms:

a)The users are late.

b) It is an analog computer.

c) File is a collection of records.

d) They are users.

e) I am an analyst

3. Complete the sentences with the Simple PresentTense of the verbs in parentheses:

a) The user ___________ the computer. (fix)

18b) The secretary _________ the letters. (type)

c) They always ____________ the bus. (miss)

d) The children __________ in the park. (play)

e) He _____________ for the exam. (study)

4. Supply the Present Continuous Tense of the verbsin parentheses:

a) The children ________________ (swim) in thelake.

b) I ________________________(cut) apples to

make a pie.

c) He ____________________(take) a walk.

d) We ____________________(leave) for school.

e) The baby ___________________(sleep).

5. Supply the Past Continuous Tense of the verbs inparentheses:

a) The children __________ (cry) 5 minutes ago.

b) The boys _____________(do) their Japanese

lesson.

c) Roy ________________(wear) the brown shirt.

d) We _______________(read) the newspaper onehour ago.

e) Jane _______________(prepare) dinner.

6. Change these sentences from the affirmative tothe negative form:

a) Go outside.

b) Give this to him.

c) Put your books on the table.

d) Buy that newspaper.

e) Turn off the radio.

f) Let's go.

g) Call me in the morning.

h) Tell me about Mary.

7. Change these sentences from the negative to theaffirmative form:

a) Don't open the door.

b) Don't close the window.

c) Let's not visit her.

d) Don't come early.

e) Don't help him.

Indicação

Ver Verbos I nas páginas 49, 50 e 51. Texto: Wherethe books are (páginas 52 e 53)


19TEXTO 7: Cinco usos do INGTEXTO 7: Cinco usos do INGTEXTO 7: Cinco usos do INGTEXTO 7: Cinco usos do INGTEXTO 7: Cinco usos do ING

Nesta unidade veremos os cinco possíveis usos do ING em inglês.

1 - Gerúndio: geralmente com o verbo "to be"antecedendo-o. Ex.: He is reading a very nice book.

2 - Adjetivo : sempre acompanhando um substantivo.Ex.: "Reading Strategies".

3 - Após preposição: nesse caso a tradução é noinfinitivo. Ex.: He always reads it after reading thenewspaper.

Exemplos de preposição: in, on, at, of, for, up,down, with, without, after, before, away, back, off,by, from, beyond, etc.

Exceção: to

4 - Após certos verbos: há verbos que exigem o usode ING após seus usos. Nesse caso a tradução, comono item anterior, também é no infinitivo. Ex.: He startedreading that book one week ago. Exemplos de verbostart, begin, keep, continue, quit, enjoy, suggest, avoid,feel, like, look forward to, etc.

5 - Substantivo: é possível traduzir analisando ocontexto ou se houver algum marcador de substantivo.Ex.: The reading of that book is recommended to alllanguages teachers.

Exercise

1. Dê a função das seguintes palavras com ING eseus significados no contexto:

a) Kill bacteria without killing your tub.

b) Walking causes your brain to produce...

c) ...help prevent you from becoming depressed...

d) We were waiting for them for an hour.

Indicação

Veja as explicações quanto aos cinco possíveisusos do ING nas páginas 55 e 56 do seu livro.

Ler os textos:

"When it comes to healthy vision, it may be smartto keep an eye on Lutein" (páginas 57, 58 e 59)

"Smoking" (páginas 59 e 60)


Dúvidas?


20TEXTTEXTTEXTTEXTTEXTO 8: VO 8: VO 8: VO 8: VO 8: Verbos II – Presente Perbos II – Presente Perbos II – Presente Perbos II – Presente Perbos II – Presente Perfeito,erfeito,erfeito,erfeito,erfeito,

Passado Simples, Passado PerfeitoPassado Simples, Passado PerfeitoPassado Simples, Passado PerfeitoPassado Simples, Passado PerfeitoPassado Simples, Passado Perfeito

Nesta unidade, estudaremos os verbos no Presente Perfeito, Passado Simples, Passado Perfeito, dandoênfase a quando usar esses tempos verbais.

Simple Past Tense (Regular Verbs)

De modo geral, acrescenta-se -ed ao infinitivo dosverbos:

I walked

You walked

He walked

She walked

It walked

We walked

You walked

They walked

O passado simples é usado para expressar açõesacabadas em um tempo definido. É geralmenteempregado com advérbios de tempo: yesterday, ago,last..., etc.

Example: I walked to school yesterday.

Notas: Se o verbo terminar em y precedido deconsoante, troca-se o -y por -ied:

Carry – carried

Study – studied

Se o verbo terminar em -y precedido de vogal, segue-se a regra geral:

Play – played

Se o verbo terminar em sílaba forte formada porCVC, dobra-se a última consoante e acrescenta-se -ed:

Stop – stopped

Occur – occurred

Drop – dropped

Permit – permitted

Affirmative form: We danced a lot last night.

Negative form: We didn't dance a lot last night.

Interrogative form: Did we dance a lot last night?

Exercises

1. Complete the sentences with the Simple Past Tenseof the verbs in parentheses:

a) I __________ (study) for the test.

b) ______ you ________ your grandmother lastweek? (visit)

c) Jane _______________ to play tennis yesterday.(not, like)

d) The students _______________ (copy) thelesson.

e) He ______________ (wash) his car last night.

2. Change the sentences from exercises 1 to negativeand interrogative forms:

Simple Past Tense (Irregular Verbs)

Os verbos irregulares não seguem regras para aformação do passado.

No passado os verbos têm a mesma forma paratodas as pessoas.

Example:

I

YOU

21HE

SHE SPOKE ENGLISH

IT

WE

YOU

THEY

Negative form: I didn't speak English.

Interrogative form: Did I speak English?

Exercises

1. Complete the sentences with the Simple Past Tenseof the verbs in parentheses:

a) He _____________ a letter to Mary. (write)

b) They ___________ a book last night. (read)

c) Carol ________________ her car to the gasstation. (drive)

d) I _____________ my finger with a knife. (cut)

e) We ____________ late yesterday. (weak up)

2. Change the sentences from exercise 1 to negativeand interrogative forms:

Present Perfect Tense

Como se forma: presente do verbo to have + particípiopassado do verbo principal.

I have studied

You have studied

He has studied

She has studied

It has studied

We have studied

You have studied

They have studied

Afirmativa: They have studied.

Negativa: They have not studied.

Interrogativa: Have they studied?

Formas abreviadas: haven't (have not), hasn't (has

not).

O particípio passado dos verbos irregulares

é igual ao passado simples.

Play – played

Study – studied

O particípio passado dos verbos irregulares não

segue regras (ver a lista de verbos irregulares no finalda apostila).

O presente perfeito é usado para expressar:

a) ações que começaram no passado e continuam

até o presente.

Ex.: I have lived here since 1990.

b) ações que aconteceram num tempo indefinido nopassado.

Ex: I have studied English. (tempo indefinido)

c) ações que aconteceram várias vezes no passado.

Ex.: We have seen that film many times.

O presente perfeito é usado com as seguintespalavras:

a) Since (desde): I have stidied English since April.

b) For (durante): I have studied English for two years.

c) Just (acabar): They have just arrived fromLondon.

d)Already (já): They have already arrived.

Have they already arrived?

e) Yet (já, ainda): They haven't arrived yet.

Have they arrived yet?

22Passado Perfeito

Had + Verbo no Particípio Passado

I had done the exercises when he arrived.

Usamos o past perfect para expressar um fato queaconteceu no passado antes de outro que aconteceuno passado (passado anterior a outro passado).Convém salientar que o past perfect, que expressa oprimeiro fato, estará sempre em correlação a um simplepast, que expressa o fato posterior.

Exercises

1. Choose the correct alternative:

a) Paul (wrote, has written) his name in my book.

b) I (visited, have visited) Miami many times.

c) He (went, has gone) to Miami last week.

d) She (lived, has lived) here all her life.

e) We (started, have started) studying Germany lastyear.

2. Supply the Present Perfect Tense of the verbs inparentheses:

a) Karl _________ just ________. (arrive)

b) I _______________ (wait) for you for two hours.

c) _________ they ___________ (buy) their house?

d) We __________________(be) to the zoo twice.

e) It _____________________(snow) sinceyesterday morning.

3. Supply since or for:

a) We have lived there ______two years.

b) We have lived there _______ last year.

c) The bell has rung _______ half an hour.

d) It has rained ______ three o'clock.

4. Supply yet or already:

a) I've __________ done my exercises.

b) She hasn't answered the question _________.

c) They've ________ talked to me.

d) Has she left ________?

5. Na seguinte historieta (fato verídico) tirada daReader's Digest (Sep.1997), você terá a oportunidadede colocar no tempo adequado os verbos dados entreparênteses no infinitivo, sem to. Com exceção deapenas um, todos devem ficar ou no simple past ou nopast perfect.

My sister's home .... (just be) ... (burglarize). Whenthe crook ... (arrest) and the police ... (discover) thathe ... (be) a frequent "visitor" in the area, they... (take)him on a drive through the neighborhood for him topoint out the houses he...(hit)

Anne, who... (work) for the state's criminal justicedepartment, later... (find out) that the burglar... (have)no problem remembering her house. "That's the one",he ...(say), "with the nice little dog that... (follow) mefrom room to room".

Glossário:

To burglarize – arrombar para furtar

Crook – patife

Neighborhood – vizinhança

Burglar – ladrão

Leia com atenção observando os detalhes naspáginas 61 e 62.

Texto: Drugs, politics and big

money (páginas 63, 64)

Texto: A once-in-a-life opportunity (páginas 65 e 66)


IndicaçãoIndicaçãoIndicaçãoIndicaçãoIndicação

23TEXTTEXTTEXTTEXTTEXTO 9: VO 9: VO 9: VO 9: VO 9: Verbos III – Futuro e Condicionalerbos III – Futuro e Condicionalerbos III – Futuro e Condicionalerbos III – Futuro e Condicionalerbos III – Futuro e Condicional

Nesta unidade, estudaremos os verbos no Futuro e na Condicional, dando ênfase a quando usar esses temposverbais.

m) Sally ______________ (make) a cake.

n) They ________________ (help) us tomorrow.

Conditional Sentences

A oração condicional expressa uma condição esempre aparece ligada a uma oração principal.

As orações condicionais podem expressar:

a) condição provável, usando o presente simples e ofuturo simples.

Ex.: If she has money, she will go to the movies.

b) condição improvável, usando o passado simplese o condicional simples.

Ex.: If she had money, she would go to the movies.

c)condição impossível, usando o passado perfeito eo condicional perfeito.

Ex.: If she had had money, she would have gone tothe movies.

Exercises1. Supply the correct form of the verbs in

parentheses:

a) If he ______________ (call), I will speak withhim.

b) If you _________________(study) hard, you willpass your examination.

Tempos verbais

Futuro

Condicional

Palavras–Chave

Simple Future Tense

Como se forma: will + verbo principal

I will study the lesson.

I'll study the lesson.

Negative form: I won't study thelesson.

Interrogative form: Will I study thelesson?

O futuro simples é usado para expressar umaação futura:

They will arrive tomorrow.

Exercises

1. Supply the Future Tense:

a) I ____________ (arrive) at 10 o'clock.

b) We _____________(be) ready in ten minutes.

c) ______ it __________ (cost) much money?

d) She ____________ (finish) the work tomorrow.

e) He ______________ (not, be) there after dinner.

f)They ______________(eat) in that restaurant.

g) The girls ____________(not, talk) to you.

h) It _____________(rain) tomorrow.

i) _______you_______(help) me?

j) We ____________ (see) you in the morning.

k) You _____________ (learn) mathematics.

l) I _____________ (pay) the bill.

24

2. Supply the correct form of the verbs inparentheses:

a) I would buy a car if I ________________ (know)how to drive.

b) We ___________________ (go) to the beach ifwe hadn't so much work to do.

c) If I ________(have) money, I would travel abroad.

d) If we met her, we ______________(give) her yourmessage.

3. Supply the correct form of the verbs inparentheses:

a) If it had rained, you __________________ (have)a bad time at the beach.

b) If he __________________(arrive), he wouldhave looked for you.

IndicaçãoIndicaçãoIndicaçãoIndicaçãoIndicação

Veja os Verbos III na página 69.

Texto: Anti-foreign-word legislation in Brazi andteachers of English (páginas 70, 71, 72 e 73).

The Civil War (páginas 74 e 75).


Dúvidas?


c) If I find your money, I ________________

d)If we had time, we ________________ (visit) her.

e) If you arrive on time, we _________________(have) lunch together.

25TEXTTEXTTEXTTEXTTEXTO 10: VO 10: VO 10: VO 10: VO 10: Verbos IV – Modais/Grupo Nominalerbos IV – Modais/Grupo Nominalerbos IV – Modais/Grupo Nominalerbos IV – Modais/Grupo Nominalerbos IV – Modais/Grupo Nominal

Nesta unidade estudaremos os verbos modais e os marcadores de substantivo.

Verb can (poder)

Example: I can play football.

Expressa:

a) Capacidade: She can swim.

b) Permissão / possibilidade: You can leave now.

Negative form: I can't /can not /cannot play football

Interrogative form: Can I play football?

Exercises

1. Change the sentences to negative andinterrogative forms:

a) He can speak English.

b) She can play the piano.

c) They can drive a car.

d) Bob can spell his name.

Anomalous Verbs

May (poder)

Expressa:

a) Permissão: May I come in?

b) Possibilidade: It may rain tonight.

Might (podia)

a) Permissão mais formal: Might I come in?

b) Possibilidade mais remota: It might rain tonight.

Can (poder)

a) Capacidade: She can swim.

b) Permissão / possibilidade: You can leave now.

Could (podia)

a) Capacidade: She could swim years ago.

b) Permissão/possibilidade: You could leave fiveminutes ago.

Must (dever)

a) Obrigação. Everybody must pay his bills.

b) Dedução: You are pale. You must be sick.

c) Proibição. You mustn't smoke here.

d) Conselho: You must be see that play.

Ought to (dever)

a) Conselho: You ought to visit your grandmother.

b) Dever: You ought to do your homework.

Should (deveria)

a) Conselho: You should visit your grandmother.

b) Dever: You should do your homework.

Used to (costumava)

a) Hábito passado: He is used to swimming in themorning.

Exercises

1. Write the appropriate ANOMALOUS VERBS.

a) They _________________ (podem) write

programs to handle invoicing.

b) The programmers _____________(devem) write

programs that work and leave them fully documented.

c) Your program_______________(pode) be easily

taken over by another programmer.

26d) The test for the last card ___________ (deve)

come immediately after you've read each card.

2. Supply with the required ANOMALOUS VERBS:

a) The sequence of instructions_________________ be obeyed to achieve a givenresult. (obligation)

b) Electronic sensing devices _____________ readmagnetic ink printed on checks. (capability)

c) Variations of the input/output instructions______________ be devised to apply to differentperipherals. (possibility)

d) Libraries on banking store _____________ holdall types of utility routines. (capability)

e) A computer program _______________ work outMr. Jones' pay for the week. (possibility)

Grupo Nominal

Formação:

Modificador(es) + substantivo

Tipos de modificadores

a) Adjetivo:

Small firm.

Clever wife.

b) Substantivo:

Job hunting.

Pay increase.

c) ING:

Joking remark.

Living quarters.

d) 3ª forma dos verbos:

combined incomes.

lost money.

e) Advérbios (acompanha outros modificadores):

A well done work is always remarkable.

A very difficult research was made by them.

f) Preposicionado (usado após o substantivo):

A girl with long hair came to see you.

Men in black.

Exercise

1. Localize os grupos nominais nas seguintessentenças e classifique os modificadores:

a) The effort produces some of our most memorablestories.

b) The leading cause of acquired blindness.

Indicação

Ver: Verbos IV (páginas 77, 78, 79, 80 e 81)

Grupo Nominal (página 82)

Texto: Stem Cells relieve Parkinson's in rats (páginas83, 84 e 85)

27Auto-Avaliação

Ler o texto: "Grove-based information processing in healthcare" (páginas 87, 88, 89, 90 e 91)

THE MOUSETRAP

Mrs. Williams is very proud of her clean and tidy house. One day, when she saw a little mouse run across herdinning room, she felt terribly ashamed. She called her daughter and said to her: "A terrible thing has happened!I saw a mouse in our dining room a few minutes ago. Let's catch it at once! Go to the village shop and buy amousetrap – but don't tell anybody what it is for.

1) Traduza o texto acima:

Rosângela Ferreira Ramos é Mestre emEducação.

Ernesto Assumpção é Especialista em LínguaInglesa pela PUC/RJ; e Proficience Universityof Michigan.

28UNIDADE III

Extra ReadingsExtra ReadingsExtra ReadingsExtra ReadingsExtra ReadingsNesta unidade, você poderá por em prática tudo que aprendeu.

BOBOBOBOBOTTTTTANICAL GARDENSANICAL GARDENSANICAL GARDENSANICAL GARDENSANICAL GARDENS

The Prince Regent, Dom João VI, shortly after arriving in Brazil, required a Royal Gardens, later designated theBotanical Gardens. Much remains today from that period, particularly the central fountain of molded bronze, thefirst two statues cast in Rio by Master Valentim and most importantly the road beginning at the main entrancelined with palm trees. The “Palma Mater”, planted by Dom João VI, was destroyed by lightning in 1973. The 340acres contain trees and plants from around the world and Brazil. If you are lucky, your visit will coincide with theblooming of the largest water lily in the world, vitória-régia, from the Amazon region. Its immense rose-whiteflower is surrounded by leaves large enough to hold a child. When you get to the center of the gardens, lookup. You can see Corcovado. The Botanical Gardens open daily from 8 a .m. until 5 p.m.; main entrance, withparking lot, is located at 1008 Rua Jardim Botânico. Within the gardens is the Kuhlmann Botanical Museum withan excellent exhibition of dried plants. Tel: 274 – 8246.

This month – January – 1994

1) Responda em inglês de acordo com o texto:

a) Who planted the “Palma Mater”?

b) How many acres are there in the Botanical Gardens?

c) If you look up when you get to the center of the gardens, what can you see?

2) Escreva (V) para verdadeiro e (F) para falso:

a) The Botanical Gardens open at the weekend from 8 a .m. until 6 p.m. ( )

b) Kuhlmann Botanical Museum has an excellent exhibition of dried plants. ( )

c) The “Palma Mater” was planted by Dom João VI. ( )

d) The Botanical Gardens contains trees and plants from around the world and Brazil. ( )

3) Escreva certo ou errado de acordo com o texto:

a) The Prince Regent, Dom Pedro II, shortly after arriving in Brazil, required a Royal Gardens, laterdesignated the Botanical Gardens.

b) If you are lucky, your visit will coincide with the blooming of the largest water lily in the world, “vitória-régia”, from the Amazon region.

29COLD FEETCOLD FEETCOLD FEETCOLD FEETCOLD FEET

One day a beautiful young lady went to a famous artist and said, "I want you to paint a picture of me. Howmuch will it cost?"

"Five hundred pounds", said the artist.

"Oh? ", said the lady. "That's a lot of money. " Then she thought that, as she had a very beautiful body, theartist might be happy to paint her picture more cheaply if she wore no clothes while he was painting it. So shesaid, "And how much will it cost if you paint me without clothes on?" The artist thought for a moment. "Onethousand pounds", he then said. "But I shall have to keep my socks on, because my feet get cold: and I shallhave to wear something to put my brushes in."

1) Marque a resposta correta:

1. A young lady wanted a famous _____________ to paint a picture of her.

a) lawyer b) doctor c) teacher d) painter

2. He wanted to keep his ___________ on because his _____________ would get cold.

a) glasses; nose b) coat; wagon c) clothes; brushes d) socks; feet

3. A thousand ___________ should be _________ money.

a) neighbors; happy b) clothes; cheap c)pounds; a lot of d) bodies; without

4. ___________ does this picture ____________?

a) Why; cost b) Where ; wear c) What; think d) How much; cost


1. The artist misunderstood the lady's suggestion. ( )

2. The artist wanted to wear his socks to put his brushes in. ( )

3. The young lady thought the artist could paint her picture more cheaply than five hundred pounds. ( )

4. The artist thought that he himself should wear no clothes while painting the picture. ( )

30THE COMPUTERTHE COMPUTERTHE COMPUTERTHE COMPUTERTHE COMPUTER

Computers are electronic machines that process information. They are capable of communicating with theuser, of doing five kinds of arithmetic operations, and of making three kinds of decisions. However, they areincapable of thinking. They accept data and instructions as input, and after processing the information, theyoutput the results.

When talking about computers, both hardware and software need to be considered. The first refers to theactual machinery whereas the second refers to the programs that control and coordinate the activities of thehardware.

The first computer was built in 1930 but since then computer technology has evolved a great deal. There arethree different kinds of computers in use today: the mainframe, the minicomputer and the microcomputer.However, the dividing line between these has become blurred; a modern micro is often powerful as a mainframewas tem years ago. All three have one thing in common – they operate quickly and accurately in solvingproblems.

Machine – máquina

User – usuário

Data – dados

Input – entrada de dados

Output - saída dos resultados

Hardware – partes eletrônicas e mecânicas de umsistema de computador

Software – programas associados com a operaçãode um computador

Whereas – enquanto

The first – o primeiro

The second – o segundo

Has evolved – tem se desenvolvido

Mainframe – computador de grande porte

Minicomputer – computador multiusuário projetadopara atender às necessidades de uma pequenacompanhia ou departamento.

Microcomputer – qualquer computador que tenhaa unidade aritmética e lógica (ALU) e a unidade decontrole em um único circuito integrado denominadomicroprocessador.Blurred – obscurecer(-se)

Quickly – rapidamente

Accurately – precisamente

To solve – solucionar

Exercises:

1) Responda em inglês:

1. O que é um computador?

2. O que os computadores são capazes de fazer?

3. O que eles são incapazes de fazer?

4. O que o computador aceita como input?

5. O que significa output?

6. O que significa hardware?

7. O que significa software?

8. Quais os computadores que existem atualmente?

9. O que os computadores têm em comum?

VOCABULARY

31THEY LIVED IN PEACETHEY LIVED IN PEACETHEY LIVED IN PEACETHEY LIVED IN PEACETHEY LIVED IN PEACE

North American Indians lived in the "New World" a long time before Europeans arrived there. Many centuriesbefore Columbus, Indians hunted, fished and planted corn in America. They killed the buffalo for food. Theyfished for salmon in the rivers of Canada and they farmed the land in Arizona. Before the white men arrived, theIndians lived in peace. They were the masters of the North American continent.

Exercise:

1) Indique o corresponde em inglês destas palavras ou expressões:

1. muito tempo antes: a) a long time before b) a long time after

2. chegaram a) lived b) arrived

3. muitos séculos a) many years b) many centuries

4. caçavam a) hunted b) fished

5. pescavam a) fished b) planted

6. milho a) corn b) popcorn

7. matavam a) died b) killed

8. para (servir de) alimento, para comer a) for food b) for bread

9. rios a) ships b) rivers

10. cultivam a terra a) planted corn b) farmed the land

11. paz a) war b) peace

12. senhores, donos a) masters b) centuries


1. Where did North American Indians live?

2. Did the Europeans arrive there the Indians?

3. What did Indians do in America before Columbus?

4. What did they kill for food?

5. What did Indians do in the rivers of Canada?

6. Where did they farm the land?

7. When did Columbus arrive in the "New World"?

8. Who were the masters of America then?

9. How did the Indians live?

32SHOCKING NEWSSHOCKING NEWSSHOCKING NEWSSHOCKING NEWSSHOCKING NEWS

Grandma was ninety-two years old when she won two million dollars on the lottery. Our family was extremelyworried about her heart and nobody wanted to tell her the news. We thought that it might come as a shock toher.

"We mustn't forget that she has a weak heart. I think we should call in Dr. Jones to tell her the news,"suggestedmy father.

The doctor soon arrived and we explained the situation to him.

"You don't have to worry about anything,"said the doctor. "I can tell her the news gently. Everything will beall right if you leave it to me."

The doctor went in to see the old lady and gradually brought the conversation around to money.

"Tell me", said the doctor, "what would you do if you won a fortune on the lottery - say, two million dollars?"

"I would give half of it to you, naturally,"answered Grandma.

The doctor fell down dead with shock.


1. How much did Grandma win on the lottery?

2. How old was Grandma then?

3. What was the family worried about?

4. Did anybody want to tell her the news?

5. What did they might happen?

6. What did Father say they should do?

7. Did the doctor accept the responsibility?

8. What questions did the doctor ask the old lady about the lottery?

9. What was Grandma's answer?

10. What happened then?

33NOTHING SERIOUSNOTHING SERIOUSNOTHING SERIOUSNOTHING SERIOUSNOTHING SERIOUS

A boy was sick and the doctor had come to examine him. After a short time, the doctor came out of the boy'sroom and asked someone to get him a screwdriver. The boy's father did this, and the doctor went back to the sickboy's room.

A few minutes later, the doctor came out again and asked the father for a hammer. After the father had broughtthe hammer and given it to him, the doctor returned to the boy's room.

A few minutes later, he came out again and asked for an ax.

It was impossible for the boy's father to resist. "My God!" said the father, "what's the matter with my poorson?"

I have no idea, "answered the doctor, "I simply can't open my new medicine bag."

VOCABULARYScrewdriver = chave de fenda

Hammer = martelo

Ax = machado

Medicine bag = mala de remédios

1) Responda em português:

1. Quantas vezes o médico saiu do quarto do doente e por quê?

2. Em que ocasião o pai perguntou ao médico sobre a doença do filho?

3. Para que o médico queria as ferramentas que pediu?

4. Como deveriam estar o pai do garoto e demais familiares até o médico explicar o que estava acontecendo?

34A BIG FOOA BIG FOOA BIG FOOA BIG FOOA BIG FOOTBALL MATBALL MATBALL MATBALL MATBALL MATTTTTCHCHCHCHCH

Bill likes football very much, and he often goes to matches in our town on Saturdays. He does not go to thebest seats, because they are very expensive and he does not see his friends there.

There was a big football match in our town last Saturday. First it was very cold and cloudy, but then the sunshone, and it was very hot.

There were a lot of people on benches round Bill at the match. Bill was on one bench, and there was a fat manon a bench behind him. First the fat man was cold, but then he was very hot. He took his coat off and put it infront of him, but it fell on Bill’s head. Bill was not angry. He took the coat off his head, looked at it and thensmiled and said, ‘Thank you – but where are the trousers?’

Exercises:


1. Bill plays in football matches in our town. ( )

2. He sits in the cheaper seats. ( )

3. Last Saturday the weather was very hot, and then it was very cold and cloudy. ( )

4. The benches round Bill were almost empty. ( )

5. A fat man’s coat fell on Bill’s head. ( )

2) Responda em inglês:

1. Where does Bill go on Saturdays?

2. Why does he not sit in the best seats?

35THE LION AND THE MOUSETHE LION AND THE MOUSETHE LION AND THE MOUSETHE LION AND THE MOUSETHE LION AND THE MOUSE

One morning a lion almost stepped on a mouse in the forest. ‘Please, Mister Lion’, said the mouse. ‘Don’t eatme, I’m so small.’ ‘You’re right,’ said the lion, and he carefully stepped around the tiny creature.

Later that same day, the mouse found the lion trapped in a net prepared to capture wild animals. With his sharpteeth, the mouse soon gnawed the threads of the net, and the lion was free.

‘Thanks a lot, little friend. Now how can I repay you?’ the lion asked . ‘Never mind,’ the mouse said. ‘After all,you let me go free earlier today, and one good turn deserves another.

Little kindnesses often have big results.

Adapted from “Listen to Aesop”, in Forum, v.XX, n.4, Oct. 1984.

1) Responda em português:

1. Em que circunstâncias ocorreu o segundo encontro entre o rato e o leão?

2. O rato libertou o leão?

2) Marque a tradução correta das expressões em itálico:

1. One morning a lion almost stepped on a mouse in the forest.

a) pisou em um rato

b) escorregou em um rato

c) matou um rato

2. The mouse found the lion trapped in a net.

a) dormindo numa rede

b) enroscado numa rede

c) rasgando uma rede

3. The mouse gnawed the threads of the net.

a) enrolou-se nos fios da rede

b) comeu os fios da rede

c) roeu os fios da rede

4. The lion carefully stepped around the tiny creature.

a) desviou da criatura enorme

b) desviou da minúscula criatura

c) desviou da criatura grande

365. With his sharp teeth, the mouse gnawed the threads of the net.

a) com seus dentes delicados

b) com seus dentes grandes

c) com seus dentes afiadas

6. The lion was free when the mouse gnawed the threads of the net.

a) preso

b) livre

c) amarrado

7. The net was prepared to capture wild animals.

a) animais grandes

b) animais selvagens

c) animais domésticos

8. ‘You let me go free earlier today,’ the lion said.

a) você me deixou livre

b) você me torturou

c) você me aprisionou

3) Complete as frases com as palavras corretas:

wild – tiny – sharp - free

a) A _____________ insect was in my soup.

b) Lions are considered _____________ animals.

c) Alan cut the bread with a _____________ knife this morning.

d) The prison door opened, and he was a ______________ man.


1. ( ) One afternoon a lion almost stepped on a mouse in the forest.

2. ( ) With his sharp teeth, the mouse gnawed the threads of the net.

3. ( ) The following day the mouse found the mouse trapped in a net.

4. ( ) The mouse found the lion trapped in a hole.

5) Escreva M para mouse e L para lion de acordo com o texto:

1. ( ) ‘Don’t eat me, I’m so small.’

2. ( ) ‘You’re right.’

3. ( ) ‘How can I repay you?’

4. ( ) ‘Never mind’

37HOWLLELUJAH!HOWLLELUJAH!HOWLLELUJAH!HOWLLELUJAH!HOWLLELUJAH!

Introducing new Advantage, the revolutionary flea control product that works on contact. You use Advantageonce a month. Just a few drops on the back of the neck of your cat or dog, and fleas start dying. Within 24 hours,your pet is flea free! Advantage works all month long. It keeps killing adult fleas, before they can lay eggs,breaking the flea cycle. It’s odorless, too. Get new Advantage from your veterinarian. Just ask for it by name. Formore information right now, contact us at our home page at www.nofleas.com. Or call 1-800-NO-FLEAS.

Fonte: Reader’s Digest, October 1996.

1) Responda em Português:

1. O que mais chamou sua atenção nesta propaganda?

2. A palavra howllelujah, em destaque, resulta da fusão de duas palavras. Que resultado foi conseguido comessa fusão?

3. Você tem idéia do que seja Advantage? Tique a alternativa mais provável:

a) alimento b) inseticida c) vitamina

4. O que é Advantage?

5. Quantas vezes ao mês deve-se usar o novo Advantage?

6. Dentro de quantas horas seu animal de estimação estará livre das pulgas?

7. Quem pode fornecer o novo Advantage?

8. Quais os meios de fazer contato com a empresa que produz Advantage?

2) Marque a tradução correta das palavras em itálico:

1. Advantage works on contact.

a) age através de contato

b) trabalha o contato

c) surte efeito contrário

2. Use Advantage on the back of the neck of your dog or cat.

a) na parte posterior do pescoço

b) nas costas e no pescoço

c) na parte anterior do pescoço

3. Within 24 hours your pet is flea free.

a) por 24 horas

b) dentro de 24 horas

c) às 24 horas

38 4. Your pet flea free.

a) animal carnívoro

b) animal selvagem

c) animal de estimação

5. Advantage works all month long.

a) durante o mês todo

b) nos meses longos

c) todo mês longo

6. Advantage keeps killing adult fleas before they can lay eggs.

a) depois que elas pões os ovos

b) enquanto elas põem os ovos

c) antes que elas possam pôr ovos

7. Advantage is odorless.

a) sem odor

b) sem cor

c) sem gosto

8. For more information, contact us right now.

a) dias depois

b) imediatamente

c) certamente

9. Don’t give fleas a biting chance.

a) chance de beliscar

b) chance de morder

c) chance de fugir

10. Check with your veterinarian for availability of the product.

a) disponibilidade

b) indisponibilidade

c) aval

3) Complete as frases usando as palavras abaixo:

within – before – back – once – a few

1. Anne has a paint on her _________.

2. Jane finished her work __________ dinner.

3. There are only ___________ roses in the garden.

4. The Johnsons go to the beach _____________ a year.

5. Your bus leaves ___________ two hours.

39SCIENCE AND TECHNOLOGYSCIENCE AND TECHNOLOGYSCIENCE AND TECHNOLOGYSCIENCE AND TECHNOLOGYSCIENCE AND TECHNOLOGY

The goal of science is to understand, to put things in order. The goal of technology is to create, to apply thatscientific understanding to some purpose. And no purpose has greater demand, and greater reward, thaneducation.

Through history, advances in technology have been applied to learning. Printing generated the demand foruniversal education; the phonograph, the photography and television brought a record of sound and motioninto the classroom; the space race spurred increased interest in sciences and engineering; and the computerhas become a tool for bringing all of this together in a wide variety of disciplines. In advanced countries suchas Japan and Germany, children begin to work on computers from a very early age. The uses of this fabulousinvention in education are limitless.

But the question lots of people are asking themselves around the world is: Will computers substitute forteachers? The answer is: No, they won’t. Machines will never replace teachers: the process of transferringknowledge and inspiring achievement will always be a human one. But technology has already proven its valuein expanding opportunities for learning – by gathering and presenting information in creative ways, by makingsome of the routine tasks of drill and testing more interesting and by simulating events to provide people withrealistic problem-solving challenges. If scientists will improve this process, generations to come will certainlylive far better than us.

Before investing in the high technology employed by computers, all advanced countries first invested in thehuman being. In these countries teachers are respected and incentivated. Had some Third World countriesdone the same, they would have achieved a higher degree of development.

Goal = meta

To apply = aplicar

Demand = demanda, procura

Purpose = motivo, propósito

Record = registro

Race space = corrida do espaço

COMPREHENSION

1) Copie do texto os parágrafos que possuem as idéias expressas abaixo:

1. O objetivo da ciência é aplicar o conhecimento a determinados propósitos. Entre estes está a educação,que sempre se favoreceu dos avanços técnicos. Atualmente, o computador está assumindo todas asfunções antes executadas pelos humanos no processo educativo.

2. As conquistas tecnológicas sempre foram aplicadas ao processo de aprendizagem. Atualmente, oscomputadores desempenham papel nesse processo, mas nunca assumirão todas as funções inerentes a ele.

To spurr = estimular

Advanced = desenvolvido

Achievement = realização

Drill = treinamento

Challenge = desafio

VOCABULARY

40SIGHTSEEINGSIGHTSEEINGSIGHTSEEINGSIGHTSEEINGSIGHTSEEING

CorcovadoCorcovadoCorcovadoCorcovadoCorcovado

Christ the Redeemer statue, standing guard over Rio on top of Corcovado (hunchback) Mountain, a 2.330 footpeak, is the most memorable attraction in Rio de Janeiro. From the summit one can see all of Rio – the bay, NiteróiBridge, Yacht Club, Sugar Loaf, the south zone with the Jockey Club, Botanical Gardens, and, of course, theAtlantic Ocean and beaches. The 1931 statue stands 125 feet tall, weights 1.145 tons and contains a 92 foottunnel in the outstretched arms. A visit to Corcovado can be made by car via a paved road through TijucaNational Park or on a Swiss-made funicular, which ascends through dense jungle with sporatic glimpses of thecity slipping away to the ocean. Interestingly, this four kilometer roadbed dates from 1885, when a smallwooden train puffed up the mountain with the assistance of steam. Automobiles are permitted on the Corcovadoroad until 8 p.m. Estrada de Ferro Corcovado operates cog trains every 30 minutes from 8:30 a .m. until 6:30 p.m.;the ride takes approximately 20 minutes. Be aware that upon arriving at the parking lot one has to walk up threeflights of stairs, or 225 steps, to the statue base and viewing platform. 513 Rua Cosme Velho (Cosme Velho). Tel:285-2533.

This month in Rio – January 1994.


1. What one can see from the top of Corcovado?

2. Until what time are permitted automobiles on the Corcovado Road?

3. How long does it take to get to Corcovado by train?

2) Escreva o significado das palavras abaixo:

a) mountain = __________________

b) glimpse = ___________________

c) bridge = ____________________

d) steam = ____________________

41SUGAR LOAFSUGAR LOAFSUGAR LOAFSUGAR LOAFSUGAR LOAF

CorcovadoCorcovadoCorcovadoCorcovadoCorcovado

The second most south-after landmark in Rio de Janeiro is Sugar Loaf, a huge granite rock rising from theentrance to the bay, reached by cable car. A daring English woman scaled the rock in 1817 and planted theEnglish flag. It has been removed and replaced many times by other climbers. In 1912 a German-made cable carfirst carried visitors to Urca and in 1913 it was extended to Sugar Loaf. The bubble-like, panoramic 75-passengerItalian cars were installed in 1972 from which everyone has a good view. The trip to the top is in two stages, thefirst to Urca Mountain, 770 feet high, with playground equipment for children, an outdoor theater, a restaurant,a discotheque and an opportunity to record your visit on a picture plate. A second cable car ride of 2.688 feetand you step onto Sugar Loaf, 1.300 feet above sea level, with an excellent view of Copacabana and Leblonbeaches, the Christ statue, Yacht Club, military club below and across to Niterói and various forts and islandsin the bay. An excellent time to visit is late afternoon when the city lights flicker on and the sun silhouettes themountains.

Any city bus marked “Urca” takes you within blocks of the cable car entrance and taxis drive directly to thestation. The cable cars operate daily from 8 a .m. to 10p.m. 520 Av. Pasteur (Praia Vermelha). Tel: 295-8244


1. The trip to the top of the Sugar Loaf is in two stages. What can we find at the first stage?

2. What can we see from the top of Sugar Loaf?

3. When were installed the panoramic 75 passenger Italian cars?

2) Traduza a frase abaixo:

Any city bus marked “Urca” takes you within blocks of the cable car entrance.

3) Correlacione:

(1) excellent view ( ) ilhas

(2) mountains ( ) viagem

(3) sea level ( ) excelente visa

(4) islands ( ) nível do mar

(5) trip ( ) montanhas

42TOURIST SIGHTS IN TIJUCA FORESTTOURIST SIGHTS IN TIJUCA FORESTTOURIST SIGHTS IN TIJUCA FORESTTOURIST SIGHTS IN TIJUCA FORESTTOURIST SIGHTS IN TIJUCA FOREST

En route to and within the Tijuca Forest (extending from Alto da Boa Vista to Corcovado) are many touristsights. The Chinese Lookout, with views of Corcovado, Ipanema, Leblon and south beaches, reminds one thatduring the early 19th century Chinese immigrants worked tea plantations in this area. Ascending further into theforest are the Emperor’s Table where Emperor Dom Pedro I and Empress Leopoldina escaped the heat andpicnicked; the Taunay Waterfalls, named after the French artist, Nicolas Antoine Taunay, who lived nearby, andMayrink Chapel, once part of a coffee plantation, with murals by Brazilian painter Candido Portinari. (Portinari,with architect Oscar Niemeyer and landscape designer Roberto Burle Marx, formed the celebrated trio thatcollaborated on many urban projects; the most touted being the capital city of Brasília and in Rio, the FlamengoPark.) One can drive into the forest from Rua Pacheco Leão to the side of Botanical Gardens; joining a tour is thepreferable means of sightseeing in the forest.

This month in Rio – January 1994.


a) What can we seen from the Chinese Lookout?

b) How can one drive into Tijuca Forest?

2) Correlacione:

(a) coffee plantation ( ) século

(b) immigrants ( ) projetos urbanos

( c) urban projects ( ) plantação de café

(d) waterfall ( ) imigrantes

(e) century ( ) cachoeira

3) Qual o significado de::

a) nearby –

b) heat –

c) Sights –

d) Painter –

43PEOPLE WHO MAKE A DIFFERENCEPEOPLE WHO MAKE A DIFFERENCEPEOPLE WHO MAKE A DIFFERENCEPEOPLE WHO MAKE A DIFFERENCEPEOPLE WHO MAKE A DIFFERENCE

Edward Summers was a special athlete. He had only one leg, and he played basketball in wheelchair. He playedin the Paraolympic Games, for handicapped people. He trained basketball for three hours every day. He liftedweights for two hours and he wrote a book about his life for four hours every evening. He thought that he wasreally lucky, because he had a good life, a lot of friends in the team and people who helped him in his trainingsessions. “The most important thing”, he said, was that he accepted his life and he was happy about the thingsthat he could do. He never thought things that he couldn’t do. He used his time to do and thought things thatwere good for him”. This was the secret of happiness for Edward.

Jean Boudin lived in France. He was a musician and he taught special children. He woke up at 5:00 every dayand took a cold shower. He ate very fast and took the "metro" in Versailles, the town where he lived.

He arrived at his working place in the other side of Paris at 7:30, after one hour in the subway train. He usuallyread the newspaper in the train. He worked in a school for special children as a volunteer twice a week, and hewas always there. "I love these children ", he declared, "they are sensitive and they need a lot of affection. I givethem all my love and devotion". He thought that money was important, but he said: "What I receive in this workis only satisfaction and the smiles in the faces of the kids when I play songs for them. This is more importantthan money for me."

Responda às perguntas a seguir, de acordo com as instruções de seu professor:

1. Justifique o título do texto: People who make a difference.

2. Responda às perguntas abaixo, em inglês:

a) Who was Edward Summers?

b) What did he play?

c) What was the most important thing for Edward?

d) What did Jean teach?

e) What did he do in the train?

f) What did he say about the children?

44THE MAN WHO PERFORMED BRAIN SURGERYTHE MAN WHO PERFORMED BRAIN SURGERYTHE MAN WHO PERFORMED BRAIN SURGERYTHE MAN WHO PERFORMED BRAIN SURGERYTHE MAN WHO PERFORMED BRAIN SURGERYON HIMSELFON HIMSELFON HIMSELFON HIMSELFON HIMSELF

Mark lived in Vancouver, British Colombia. He was a very nice boy but he had an obsessive fear of germs. Hewashed his hands and body hundred of times a day. He cleaned his shoes every time he stepped outside hishouse. He did not go to school and he did not have a job. He just helped his mother at home.

At that time, all psychiatrists agreed that the best way to control this disease was a surgery to remove a partof the left lobe of the brain. Nowadays, there are effective drugs to control this kind of disease.

One day Mark was depressed and told his mother he wanted to die. His mother did not think it was serious andanswered: "Go and shoot yourself". Mark listened and decided. He immediately walked to the basement,opened his mouth and after that his mother heard the shot.

Miraculously, Mark did not die. The bullet completely destroyed the part of his brain where the problem was,but it did not affect any other part of the organ.

A famous medicine magazine reported that Mark's suicide attempt was a "successful radical surgery". Mark'sdoctor reported that three weeks after the "operation", he did not have any problem.

Mark died a long time after the "surgery" because of a heart attack.

VOCABULARYBrain : cérebro

Surgery: cirurgia

Disease: doença

Fear: medo

Step: pisar

Hundred of times: centenas de vezes

Agree: concordar

Lobe: lóbulo

Shoot: atirar

Report: reportar

Basement: porão

Die: morrer

1) Responda às perguntas a seguir, em inglês, com base no texto:

1. What was Mark's problem?

2. What did his problem cause?

3. What was the best way to control this disease?

4. When and why did Mark die?

2) Responda às perguntas a seguir, em português, com base no texto:

1. Como Mark foi curado?

2. Você acha que esta história é real?

3. Você conhece alguma história parecida com a de Mark? Como ela ocorreu?

4. Qual a diferença entre o tratamento dado a esta doença na época do fato relatado e hoje em dia?

Bullet: bala de revólver

Shot: tiro

Happen: acontecer

Heart attack: ataque do coração

Attempt : tentativa

45WHEN DID AIDS BEGIN?WHEN DID AIDS BEGIN?WHEN DID AIDS BEGIN?WHEN DID AIDS BEGIN?WHEN DID AIDS BEGIN?

The year was 1959. Location: the central African city of Leopoldville, now called Kinshasa, shortly before thewaves of violent rebellion that followed the liberation of the Belgian Congo. A seemingly healthy man walkedinto a hospital clinic to give blood for a western-backed study of blood diseases. He walked away and wasnever heard from again. Doctors analyzed his sample, froze it in a text tube and forgot about it. A quarter-centurylater, in the mid-1980s, researches studying the growing AIDS epidemic took a second look at the blood anddiscovered that it contained HIV, the virus that causes AIDS.

And not just any HIV. The Leopoldville sample is the oldest specimen of the AIDS virus ever isolated and maynow help solve the mystery of how and when the virus made the leap from animals (monkeys or chimpanzees)to humans, according to a report published last week in Nature. Dr. David Ho, director of the Aaron DiamondAIDS Research Center in New York city and one of the study’s authors, says a careful genetic analysis of thesample’s DNA pushes the putative origin of the AIDS epidemic back at least a decade, to the early ‘50s or eventhe ‘40s.

(from Time, February16, 1998.)

1) What’s it all about?

Em resumo, o artigo da revista é sobre o quê?

De que ano é a primeira amostra de sangue infectado e em que cidade ela foi colhida?

Quando se descobriu que esse sangue continha HIV?

2) Relacione os números e datas com os dados a que se referem.

(1) portadores de HIV na América Latina ( ) 10

(2) portadores de HIV na África ( ) 1940s

(3) subtipos do vírus que causa a AIDS ( ) More than 30,000,000

(4) portadores de HIV no mundo inteiro ( ) 1,300,000

(5) suposta época de origem da AIDS ( ) 21,000,000

3) Com base no texto, escreva V para as afirmativas verdadeiras e F para as falsas:

1. A epidemia de AIDS teve origem no continente africano. ( )

2. Mais de 30 milhões de africanos já contraíram o vírus da AIDS. ( )

3. É possível que o mais antigo subtipo de HIV tenha sido contraído de animais. ( )

4. Kinshasa, capital da República Democrática do Congo (ex-Zaire), chamava-se Leopoldville antes daindependência. ( )

465. O homem que doou sangue com HIV parecia não estar doente. ( )

6. O homem que doou sangue contaminado nunca foi identificado e sumiu. ( )

7. A amostra de sangue de Leopoldville talvez ajude a ciência a descobrir como o vírus passou dos animaispara os seres humanos. ( )

8. No Brasil, o percentual de Aids por transmisão heterossexual e homossexual é o mesmo. ( )

9. Na América do Sul, não existem países em que a Aids tenha crescimento percentual mais rápido do que noBrasil. ( )

10. 4% dos aidéticos no Brasil são crianças que contraíram a doença diretamente das mães. ( )

47Referências Bibliográficas

GUANDALINI, Eiter Otávio. Técnicas de leitura em inglês: ESP – English for Specific Purposes: estágios 1 e 2. São Paulo: Texto Novo, 2002.

HORNBY, A S. Oxford Advanced Learner's Dictionary of Current English. Oxford: Oxford University Press, 1987.

MUNHOZ, Rosângela. Inglês Instrumental: Estratégias de Leitura, módulo I. São Paulo: Texto Novo Editora, 2003.

MURPHY, Raymond. Essential Grammar in use reference and practice for intermediate students of English. Cambridge: Cambridge University Press, 1990.

Liz and John Soars,american HEADWAY 1-Oxford editora

Terezinha Prado Galante e Svetlana Ponomarenko Lázaro,Inglês Básico para Informática-Atlas editora

Alberto Goncalves,Inglês Jurídico-Prol Editora Gráfica.Website-www.speedystudy.com.br

David Grant and Robert McLarty,Business Basics-Oxford Editora/Inglês para viagem-Berlitz PublishingCompany Ltd.

Sugestão de um pequeno texto introdutório: My name's Rafael Ramos and I'm a doctor.I'm 30.I'm married andI have two children .I live in a house in Toluca in Mexico.I want to learn English for my job.

Bibliografia Complementar:

48

BOTANICAL GARDENS

1- a) Dom João VI b) 340 c) Corcovado

Gabarito Unidade III

2- a) f b) v c) v d) v

3- a) Errado b) Certo

COLD FEET

1- d) 2- d) 3- c) 4- d) 2- 1) v 2) v 3) v 4) v

THE COMPUTER

1- Computers are electronic machines that process information.2- They are capable of communicating with the user.3- They are incapable of thinking.4- They accept data and instructions as input.5- Output means saída de dados.6- The actual machinery.7- The programs.8- The minicomputer and microcomputer.9- They operate quickly and acuratily in solving problems.

THEY LIVED IN PEACE

1) 1- a) 2- b) 3- b) 4- a) 5- a) 6- a) 7- b) 8- a) 9- b) 10- b) 11- b) 12- a)

2)1- They lived in the new world.2- No, they didn’t.3- They hunted, fished and planted corn in America.4- They killed the buffalo for food.5- They fished for salmon in the rivers of Canadá.6- They farmed the land in Arizona.7- Many centuries before.8- The Indians.9- They lived in peace.

49SHOCKING NEWS

1)1- She won two million dollars on the lottery.2- She was ninety-two years old.3- The family was worried about her heart.4- Nobody wanted to tell her the news.5- It might come as a shock to her.6- “We mustn’t forget that she has a weak heart. I think we should call in Dr. Jones to tell her the news”.7- Yes, he did.8- “ What would you do if you won a fortune on the lottery-say, two million dollars”.9- “ I would give half of it to you, naturally”.10- The doctor fell down dead with shock.

NOTHING SERIOUS

1)1- 4.2- No final.3- Para abrir sua maleta.4- Nervosos.

A BIG FOOTBALL MATCH

1- 1) v 2) v 3) f 4) f 5) v

2- 1) He often goes to matches on saturdays. 2) Because they are very expensive.

THE LION AND THE MOUSE

1)1- O rato encontrou o leão preso em uma armadilha.2- Sim.

2)1- a)2- b)3- c)4- b)5- c)6- b)7- b)8- a)

3)a) tinyb) wildc) sharpb) free

4)1- v2- v3- f4- f

5)1- M2- L3- M4- L

50HOWLLELUJAH

1)1- O título.2- how + llelujah = latido de alívio.3- b) inseticida.4- Um inseticida.5- Uma vez por mês.6- Dentro de 24 horas.7- O veterinário.8- Através de e-mail ou telefone.

2)1- a)2- a)3- b)4- c)5- a)6- c)7- a)8- b)9- b)

10- a)

3)1- back2- before3- a few4- once5- within

SCIENCE AND TECHNOLOGY

1)1- 1º parágrafo.2- 2º parágrafo.

SIGHTSEEING

1)1- They can see Rio de Janeiro.2- Until 8:00 p.m.3- 20 minutes.

2)a- Montanhab- Vislumbrec- Ponted- locomativa

SUGAR LOAF

1)1- We can find a playground equipment for children, an outdoor theater, a restaurant and a

discotheque.2- Copacabana and Leblon beaches, the Christ Statue, Yacht Club and a Military Club below and

across to Niterói.3- in 1972.

2) Qualquer ônibus da cidade escrito Urca leva você até a entrada do bondinho.3) 4 - 5 - 1 - 3 - 2

51TOURIST SIGHTS IN TIJUCA FOREST

1)a- Corcovado, Ipanema, Leblon and south beaches.b- One can drive into the forest from rua Pacheco Leão to the side of Botanical Gardens.

2) e - c - a - b - d.

3)a) Próximob) Quentec) Vistasd) Pintor

PEOPLE WHO MAKE A DIFFERENCE

1) O texto fala de pessoas com determinadas deficiências que venceram os preconceitos e hoje fazem adiferença.

2)a) He was a special athlete.b) He played basketball in wheelchair.c) The most important thing was that he accepted his life and he was happy about the things that he could do.d) He taught special children.e) He usually read the newspaper in the train.f) He said that the children are sensitive and they need a lot of affection.

PEOPLE WHO MAKE A DIFFERENCE

1)1- He had an obsessive fear of gums.2- He weshed his hands and body hundred of times a day. He cleaned his shoes every time he stepped outside his house. He did not go to school and he did not have a job.3- It was a surgery to remove a part af the life lobe of the brain.4- He died a long time after the surgery because af a heart attack.

2)1- Ele tentou suicídio atirando na boca. A bala destruiu a parte do cérebro onde estava o problema2- Pessoal3- Pessoal4- Pessoal

52WHEN DID AIDS BEGIN?

1)- Aids- 1959 / Leopoldville- In the mid - 1980

2) 3 - 5 - 2 - 1 - 4

3)1 - V2 - V3 - V4 - V5 - V6 - V7 - V8 - F9 - F10 - V

Documents

SUMÁRIO DA DISCIPLINA - Castelo Brancoucbweb.castelobranco.br/webcaf/nucleo_integrador/pdf/abril-2007/8... · Skimming – leitura rápida para ter-se uma idéia central do texto