APOSTILA__2014_1-1INGLES

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INGLÊS INSTRUMENTAL – UNINORTE - LAURETE

PROF. ALBA DE OLIVEIRA

O INGLÊS COMO LÍNGUA INTERNACIONAL

Assim como não é a direção do vento que determina o rumo do navegador, não é a língua que

o mundo fala que determinará o nosso destino.

In the same way that the direction of the wind doesn't determine the sailor's destination, the

language we speak will not determine our destiny.

Ricardo Schütz

Atualizado em 3 de junho de 2009

O PASSADO

Analfabetismo era comum na Idade Média. Quando um rei precisava comunicar-se com outro,

contratava um escriba para desenhar a mensagem em linguagem escrita. É fato sabido, por

exemplo, que Carlos Magno, no século VIII, era analfabeto. A inexistência da imprensa

dificultava a padronização da ortografia, fazendo da escrita uma arte complexa. A arte de bem

escrever era uma habilidade profissional especializada, ao alcance de poucos. Esta talvez seja a

razão pela qual em 1500 a expedição portuguesa sob o comando de Pedro Álvares Cabral

trouxe Pero Vaz de Caminha como escrivão da armada.

Por volta de 1700 o índice de pessoas alfabetizadas na Europa era de apenas de 30 a 40 por

cento. Esse mesmo índice, por volta de 1850, já era de 50 a 55 por cento, enquanto que durante

a segunda metade do século 19 a habilidade de escrever tornou-se uma qualificação básica do

ser humano. No século 20 o analfabetismo tornou-se definitivamente uma deficiência

intolerável em qualquer plano social, em qualquer profissão. Um analfabeto nos países

desenvolvidos de hoje seria uma pessoa totalmente marginalizada.

Isto que aconteceu com a habilidade de ler e escrever, está começando a acontecer com a

habilidade de se dominar uma segunda língua. Se compararmos a importância de se falar uma

língua estrangeira 50 anos atrás com a necessidade hoje da pessoa ser bilíngue, pode-se

facilmente entender a ameaça que o monolinguismo representa e imaginar o problema em que

se constituirá quando nossos filhos tornarem-se adultos.

http://www.sk.com.br/sk-inst.html

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FATOS HISTÓRICOS RECENTES

A história, ao coroar o inglês como língua do mundo, sentenciou o monolinguismo nos países

de língua não-inglesa a se tornar o analfabetismo do futuro. Mas como isso aconteceu?

Em primeiro lugar, devido ao grande poderio econômico da Inglaterra no século 19, alavancado

pela Revolução Industrial, e a consequente expansão do colonialismo britânico, o qual chegou a

alcançar uma vasta abrangência geográfica e uma igualmente vasta disseminação da língua

inglesa.

Em segundo lugar, devido ao poderio político-militar do EUA a partir da segunda guerra

mundial, e à marcante influência econômica e cultural resultante, que acabou por deslocar o

Francês dos meios diplomáticos e solidificar o inglês na posição de padrão das comunicações

internacionais.

O PRESENTE

A atual busca de informação aliada à necessidade de comunicação em nível mundial já fez com

que o inglês fosse promovido de língua dos povos americano, britânico, irlandês, australiano,

neozelandês, canadense, caribenhos, e sul-africano, a língua internacional. Enquanto que o

português é atualmente falado em 4 países por cerca de 195 milhões de pessoas, o inglês é

falado como língua materna por cerca de 400 milhões de pessoas, tendo já se tornado a língua

franca, o Latim dos tempos modernos, falado em todos os continentes por cerca de 800 milhões

de pessoas (Todd iv, minha tradução).

Estimativas mais radicais, incluindo falantes com níveis de menor percepção e fluência,

sugerem a existência atualmente de um total superior a um bilhão. (Crystal 360, minha

tradução)

Além disso, há estimativas de que 85% das publicações científicas do mundo; 75% de toda

comunicação internacional por escrito, 80% da informação armazenada em todos os

computadores do mundo e 90% do conteúdo da Internet são em inglês.

Acrescente-se a isso a redução de custos de passagens aéreas, o que aumenta contatos

internacionais em nível interpessoal. Em paralelo, a atual revolução das telecomunicações

proporcionada pela informática, pela fibra ótica, e por satélites, despejando informações via TV

ou colocando o conhecimento da humanidade ao alcance de todos via INTERNET, cria o

conceito de autoestrada de informações. Estes dois fatores bem demonstram como o mundo

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evoluiu a ponto de tornar-se uma vila global, e o quanto necessário é que se estabeleça uma

linguagem comum.

Ao assumir este papel de língua global, o inglês torna-se uma das mais importantes ferramentas,

tanto acadêmicas quanto profissionais. É hoje inquestionavelmente reconhecido como a língua

mais importante a ser adquirida na atual comunidade internacional. Este fato é incontestável e

parece ser irreversível. O inglês acabou tornando-se o meio de comunicação por excelência

tanto do mundo científico como do mundo de negócios.

Philip B. Gove, no seu prefácio ao Webster's Third New International Dictionary ilustra:

Parece bastante claro que antes do término do século 20 todas as comunidades do mundo vão

ter aprendido a se comunicar com o resto da humanidade. Neste processo de intercomunicação

a língua inglesa já se tornou a língua mais importante no planeta. (5a, minha tradução)

E David Crystal acrescenta:

À medida que o inglês se torna o principal meio de comunicação entre as nações, é crucial

garantirmos que seja ensinado com precisão e eficientemente. (3, minha tradução)

O FUTURO

Hoje já é previsível que dinheiro e riqueza material serão substituídos por informação e

conhecimento, como fatores determinantes na estruturação da futura sociedade humana e

proficiência na linguagem de então será essencial para se alcançar sucesso.

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Técnicas de Leitura

As técnicas de leitura, como o próprio nome diz, vão nos ajudar a ler um texto. Existem

técnicas variadas, mas veremos as mais utilizadas. Ao ler um texto em Inglês, lembre-se de usar

as técnicas aprendidas, elas vão ajudá-lo. O uso da gramática vai ajudar também.

As principais técnicas são: a identificação de cognatos, de palavras repetidas e de pistas

tipográficas. Ao lermos um texto vamos, ainda, apurar a ideia geral do texto (general

comprehension) e utilizar duas outras técnicas bastante úteis: skimming e scanning.

a) Cognatos

Os cognatos são palavras muito parecidas com as palavras do Português. São as chamadas

palavras transparentes. Existem também os falsos cognatos, que são palavras que achamos que

é tal coisa, mas não é; os falsos cognatos são em menor número, estes nós veremos adiante.

Como cognatos podemos citar: school (escola), telephone (telefone), car (carro), question

(questão, pergunta), activity (atividade), training (treinamento)... Você mesmo poderá criar sua

própria lista de cognatos!

b) Palavras repetidas

As palavras repetidas em um texto possuem um valor muito importante. Um autor não repete as

palavras em vão. Se elas são repetidas, é porque são importantes dentro de texto. Muitas vezes

para não repetir o mesmo termo, o autor utiliza sinônimos das mesmas palavras para não tornar

o texto cansativo.

c) Pistas tipográficas

As pistas tipográficas são elementos visuais que nos auxiliam na compreensão do texto. Atenção

com datas, números, tabelas, gráficos, figuras... São informações também contidas no texto. Os

recursos de escrita também são pistas tipográficas. Por exemplo:

... (três pontos) indicam a continuação de uma ideia que não está ali exposta;

negrito dá destaque a algum termo ou palavra;

itálico também destaca um termo, menos importante que o negrito;

‘’ ‘’ (aspas) salientam a importância de alguma palavra;

( ) (parênteses) introduzem uma ideia complementar ao texto.

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d) General Comprehension

A ideia geral de um texto é obtida com o emprego das técnicas anteriores. Selecionando-se

criteriosamente algumas palavras, termos e expressões no texto, poderemos chegar à ideia geral

do texto.

Por exemplo, vamos ler o trecho abaixo e tentar obter a “general comprehension” deste

parágrafo:

“Distance education takes place when a teacher and students are separated by physical

distance, and technology (i.e., voice, video and data), often in concert with face-to-face

communication, is used to bridge the instructional gap.”

From: Engineering Outreach

College of Engineering – University of Idaho

A partir das palavras cognatas do texto (em negrito) podemos ter uma ideia geral do que se trata;

vamos enumerar as palavras conhecidas (pelo menos as que são semelhantes ao Português):

distance education = educação a distancia

students = estudantes, alunos

separeted = separado

physical distance = distância física

technology = tecnologia

voice, video, data = voz, vídeo e dados (atenção: “data” não é data)

face-to-face communication = comunicação face-a-face

used = usado (a)

instructional = instrucional

Então você poderia dizer que o texto trata sobre educação a distância; que esta ocorre quando os

alunos estão separados fisicamente do professor; a tecnologia (voz, vídeo, dados) podem ser

usados de forma instrucional.

Você poderia ter esta conclusão sobre o texto mesmo sem ter muito conhecimento de Inglês. É

claro que à medida que você for aprendendo, a sua percepção sobre o texto também aumentará. Há

muitas informações que não são tão óbvias assim.

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e) Skimming

“skim” em inglês é deslizar à superfície, desnatar (daí skimmed milk = leite desnatado), passar os

olhos por. A técnica de “skimming” nos leva a ler um texto superficialmente. Utilizar esta

técnica significa que não precisamos ler cada sentença, mas sim passarmos os olhos por sobre o

texto, lendo algumas frases aqui e ali, procurando reconhecer certas palavras e expressões que

sirvam como ‘dicas’ na obtenção de informações sobre o texto. Às vezes não é necessário ler o

texto em detalhes. Para usar esta técnica, precisamos nos valer dos nossos conhecimentos de

Inglês também.

Observe este trecho:

“Using this integrated approach, the educator’s task is to carefully select among the

technological options. The goal is to build a mix of instructional media, meeting the needs of

the learner in a manner that is instructionally effective and economically prudent.”

From: Engineering Outreach

College of Engineering – University of Idaho

Selecionando algumas expressões teremos:

integrated approach = abordagem (approach = abordagem, enfoque) integrada

educator’s task = tarefa (task = tarefa) do educador – ‘s significa posse = do

tecnological options = opções tecnológicas (tecnological é adjetivo)

goal = objetivo

a mix instrucional media = uma mistura de mídia instrucional.

Com a técnica do “skimming” podemos dizer que este trecho afirma que a tarefa do educador é

selecionar as opções tecnológicas; o objetivo é ter uma mistura de mídias instrucionais de uma

maneira instrucionalmente efetiva e economicamente prudente.

f) Scanning

“Scan” em Inglês quer dizer examinar, sondar, explorar. O que faz um scanner? Uma varredura,

não é?! Logo, com a técnica de “scanning” você irá fazer uma varredura do texto, procurando

detalhes e ideias objetivas. Aqui é importante que você utilize os conhecimentos de Inglês; por

isso, nós vamos ver detalhadamente alguns itens gramaticais.

Olhe este trecho:

“ Teaching and learning at a distance is demanding. However, learning will be more meaningful

and “deeper” for distant students, if students and their instructor share responsibility for

developing learning goals: actively interacting with class members; --promoting reflection on

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experience; relating new information to examples that make sense to learners. This is the

challenge and the opportunity provided by distance education.”

Poderíamos perguntar qual o referente do pronome “ their” em negrito no trecho?

Utilizando a técnica de skimming, seria necessário retornar ao texto e entender a sentença na qual

o pronome está sendo empregado. “Their “ é um pronome possessivo ( e como tal, sempre vem

acompanhado de um substantivo) da terceira pessoa do plural ( o seu referente é um substantivo

no plural). A tradução de “their instructor” seria seu instrutor . Seu de quem? Lendo um pouco

para trás, vemos que há “students”; logo concluímos que “their” refere-se a “students, ou seja,

instrutor dos alunos”.

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GRAMÁTICA

Antes de introduzir os tempos verbais, vamos ver os pronomes pessoais:

PRONOMES PESSOAIS

Sujeito Objeto

I – eu me – me, mim

you – tu, você you – o, a,te, você, lhe

he – ele

she - ela

it – ele, ela - neutro

him – o, lhe

her – a, lhe

it – o, a, lhe

we - nós us - nos

you – vós, vocês you – os, as, você, lhes

they- eles, elas them – os, as, lhes

O pronome IT é utilizado quando nos referimos a objetos, animais ou fenômenos da

natureza.

Observe os exemplos:

Mary loves John. Mary loves him.

Mary talks about John. Mary talks about him.

Os pronomes pessoais objetos são usados como objetos de verbos, isto é, após verbos e

preposições em inglês.

VERBOS E TEMPO VERBAIS - VERBS AND TENSES

Verbo é a classe de palavras que nomeia, descreve um estado ou uma ação. A maioria dos verbos

em Inglês é dividida em verbos regulares (regular verbs) e verbos irregulares (irregular verbs).

Os verbos irregulares são os que não são conjugados da mesma maneira que os regulares e para

os quais não existe uma regra geral; para cada verbo irregular há uma regra. Em Inglês, toda

a sentença precisa ter um verbo, pelo menos.

Os tempos verbais na Língua Inglesa podem ser divididos basicamente em quatro grupos:

1. Simple Tenses;

2. Continuous Tenses / Progressive Tenses;

http://www.solinguainglesa.com.br/conteudo/irregulares1.php

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3. Perfect Tenses / Perfect Simple Tenses;

4. Perfect Continuous Tenses / Perfect Progressive Tenses.

Começaremos a estudar os verbos a partir do Verbo "to be", que é um dos verbos mais

básicos em língua inglesa.

Verbo to be - Verb to be

O verbo to be significa ser e estar em português e, além desses dois significados, este verbo é

muito usado no sentido de ficar (tornar-se). Observe os usos e as formas deste verbo:

- USOS:

Usa-se o verbo to be:

1. Para identificar e descrever pessoas e objetos:

Richard is my friend. (Ricardo é meu amigo.)

I am Italian. (Eu sou Italiano.)

I'm from Spain. (Eu sou da Espanha.)

It is a computer. (Isto é um computador.)

They will be at the club waiting for me. (Eles estarão no clube esperando por mim.)

They are French actors. (Eles são atores franceses.)

Your mother will be very happy if you tell the truth. (Sua mãe ficará muito feliz se você falar a

verdade.)

I will be very grateful to you. (Eu ficarei muito grato a você.)

Is she your sister? (Ela é sua irmã?)

2. Nas expressões de tempo, idade* e lugar:

It was raining this morning. (Hoje de manhã estava chovendo.)

It is sunny today. (Hoje o dia está ensolarado.)

I am twenty years old. (Tenho vinte anos.)

We are spending our vacation in San Francisco.

(Estamos passando nossas férias em São

Francisco.)

Rachel is four years older than me.

(Raquel é quatro anos mais velha do que eu.)

*OBSERVAÇÃO: Nas expressões que se referem a idades o verbo to be equivale ao verbo ter,

em Português.

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Verbo To Be - Presente do Indicativo / Verb To Be - Simple Present/Present Simple

O Simple Present é o equivalente, na língua inglesa, ao Presente do Indicativo, na língua

portuguesa.

- FORMAS:

Apresentamos a seguir as formas do Simple Present (Presente Simples) do verbo to be. Na 1ª

coluna encontra-se a forma sem contração e, na 2ª, mostramos a forma contraída. A forma

interrogativa não possui contração.

1 - AFFIRMATIVE FORM / FORMA AFIRMATIVA:

Forma Sem

Contração Forma Contraída

I am I'm

You are You're

He is He's

She is She's

It is It's

We are We're

You are You're

They are They're

Examples:

I'm a waiter. (Eu sou um garçom.)

They are friends of mine. (Eles são meus amigos.)

She is in the kitchen. (Ela está na cozinha.)

2 - NEGATIVE FORM / FORMA NEGATIVA:

Forma Sem


I am not ---x---

You are not You aren't

He is not He isn't

She is not She isn't

It is not It isn't

We are not We aren't

You are not You aren't

They are not They aren't

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Examples:

Mary is not happy. (Mary não está feliz.)

It is not correct. [(Isto) Não está certo.]

3 - INTERROGATIVE FORM / FORMA INTERROGATIVA:

Forma Sem


am I? ---x---

are you? ---x---

is he? ---x---

is she? ---x---

is it? ---x---

are we? ---x---

are you? ---x---

are they? ---x---

Examples:

Am I being inopportune? (Estou sendo inoportuno?)

Is he praying in his bedroom? (Ele está rezando em seu quarto?)

Is she a journalist? (Ela é jornalista?)

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EXERCÍCIOS

1) Write the correct form of the verb “to be” in the sentences below. ( Escreva a forma

correta do verbo “to be” nas frases abaixo).

1. I ________________ a student.

2. I ________________ 20 years old.

3. My father ______________________ a businessman.

4. He _________________ always busy.

5. My mother _________________ a teacher.

6. She _______________ intelligent.

7. New York _________________ exciting.

8. It _________________ cold in the winter.

9. What time is it? It ______________ 5:15.

10. We ___________________ in Mexico.

11. You ____________________ my friend.

12. You _________________ tall.

13. Dogs ______________ animals.

14. Italy and Spain _________________ countries.

15. They ________________ from Japan.

16. I __________________ at school.

17. You ___________________ at work.

18. He _______________ in his room.

19. My sister _____________________________ a doctor.

20. My brother _____________________ in Boston.

21. They __________________ children.

22. Dogs and cats ____________________ good pets.

23. She _________________ funny.

24. I ________________ from China.

25. The birds ___________________ in the trees.

26. My mother ______________________ beautiful.

27. He ___________________ my best friend.

28. They ______________________ roommates.

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ARTIGOS

Artigos indefinidos

A: um, uma

An: um, uma

Veja o uso:

A – é usado antes de palavras começadas com uma consoante, ou diante de som de consoante.

An - é usado antes de palavras começadas com uma vogal, ou diante de som de vogal.

A boy an egg

A horse an Apple

A year an elephant

A university an hour

Artigo definido

The: o, a, os, as

The boy – the boys the girl – the girls

É usado:

a) antes de substantivos mencionados anteriormente.

I see a boy. The boy is swimming.

b) antes de substantive único na espécie, ou considerado como único, ou quando particularizado.

The North Pole the boys o four school

The sea the strongest

The weather the only

c) antes de nomes de oceanos, mares, rios, montanhas (plural), ilhas(plural) e países( plural).

The Atlantic the Medidettanean

The Thames the Alpes

The Hebrides the United States

d) antes de nomes de instrumentos musicais, de nomes de família.

The piano the Johnsons

e) antes de substantivo ou adjetivo que representa uma classe ou espécie.

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The old, the Young, the blind

The dog is a loyal animal.

É omitido:

a) antes de nomes próprios.

Sally Bob

b) antes de substantivos usados no sentido geral.

Children like chocolate.

c) antes de possessivos

our country, his car

d) antes de alguns substantivos, como church, school, hospital, bed, prision, quando usados para

seu propósito original.

PRONOMES POSSESSIVOS

Adjetivos Pronomes

my – meu(s), minha(s) mine- meu(s), minha(s)

your – teu(s), tua(s) yours - teu(s), tua(s)

his – seu(s), sua(s) - dele

her- seu(s), sua(s)- dela

its - seu(s), sua(s) – dele, dela

his – seu(s), sua(s) - dele

hers - seu(s), sua(s)- dela

its - seu(s), sua(s) – dele, dela

our – nosso(s), nossa(s) ours – nosso(s), nossa(s)

your – vosso(s), vossa(s) yours – vosso(s), vossa(s)

their – seu(s), sua(s) – dele, delas theirs – seu(s), sua(s) – dele, delas


You read your magazine and she reads hers.

We tell our story and they tell theirs.

Os adjetivos possessivos modificam substantivos, portanto aparecem sempre acompanhados de

substantivos.

Os pronomes possessivos substituem os substantivos, portanto não aparecem acompanhados de

substantivos.

Os adjetivos possessivos e os pronomes geralmente concordam com o possuidor.

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Notas:

1. A concordância do pronome indefinido pode ser feita por meio de um adjetivo

ou pronome masculino e singular, ou pronome no plural ( menos formal).

2. A estrutura of + pronome possessivo significa um dos [ …] .

They are going to see a friend of theirs ( one of their friends).

I am looking for a watch of mine ( one of my watches).

Exercise

A - Complete com os pronomes possessivos adjetivos.

1- She knows ________ lesson well.

2- I also know ________ lesson well.

3- Helen likes ________ English class very much.

4- I do ________ homework on the bus every day.

5- You always get good marks on ________ examinations.

6- Both girls prepare ________ lessons well.

7- Mr. Smith drives to work in ________ car.

8- Mary and I do ________ homework together.

9- Grace writes a letter to ________ aunt every week.

10- The dog wags ________ tail when it see ________ master.

11- The children take ________ toys to the park.

12- I write the new words in ________ notebook.

13- Each cat has ________ own dish for food and water.

14- Both boys ride ________ bicycles to school.

15- You and Henry spend a lot of time on ________ homework.

16- We enjoy ________ English class.

17- She always does well on all ________ examinations.

18- An Englishman must have ________ tea every afternoon.

B – Complete com os pronomes possessives:

1. That book belongs to them. That book is _____________________.

2. That pen belongs to me. That pen is _____________________.

3. This dog belongs to us. This dog is _____________________.

4. This car belongs to him. This car is_____________________ .

5. This house belongs to me and my brother. This house is _____________________.

6. That motorcycle belongs to that man. That motorcycle is _____________________.

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7. These books belong to those students. These books are _____________________.

8. This hat belongs to you. This hat is _____________________.

9. This cat belongs to my aunt. This cat is _____________________.

10. This ball belongs to those boys. This ball is _____________________.

PRESENTE SIMPLES


I read books about New York.

She reads books about New York.

TO READ – LER

I read

You read

He, she, it reads

We read

You read

They read

O presente simples é formado a partir do infinitivo sem to.

A 3ª pessoa do singular ( he, she, it) recebe s.

Particularidades

1. Os verbos terminados em sh, ch, o, s, x e z recebem ES na 3ª pessoa do singular ( he,

she, it).

brush – brushes go – goes fix – fixes

watch – watches dress- dresses buzz – buzzes

2. Nos verbos terminados em Y precedidos de consoante troca-se o Y por IES.

try – tries

3. O verbo to have tem a forma has para a 3ª. Pessoa do singular.

We have beautiful pictures in our Office.

She has beautiful pictures in her Office.

Usos

O presente simples é usado para expressar:

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a) verdades universais.

Parallel lines never cross.

b) ações habituais.

George always reads the newspaper in the morning.

c) ações planejadas para o futuro.

Our train leaves in five minutes.

Importante

As ações habituais são sempre acompanhadas de advérbios de frequência:

Always, often, frequently, every... , twice a ..., usually,

Never, sometimes, seldom, once a ..., rarely, regularly

PRACTICE

A. Supply the correct form of the verbs in parentheses.

1. I never ________________________ ( find) my sun glasses.

2. She _________________ ( go ) to the bank on Fridays.

3. The lady _________________ ( buy) new magazines every week.

4. The girls _________________ ( kiss) their grandmother frequently.

5. Tom and Mary often __________________ ( watch) TV in the evening.

6. It __________________ (be) a beautiful day today!

7. She _______________ ( dance) very well.

8. Paul _________________ ( teach ) History.

9. Mary __________________ ( learn) very quickly.

10. I ____________________( live) near the cafeteria.

PRESENTE SIMPLES – INTERROGATIVA E NEGATIVA

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A interrogativa e a negativa do presente simples são formadas com o auxiliar do.

TO DO – FAZER

I do

You do

He, she, it does

We do

You do

They do


( Afirmativa) Cows produce waste.

( Interrogativa) Do cows produce waste?

( Negativa ) Cows do not / don’t produce waste.


( Afirmativa) Nancy wants to change her eating habits.

( Interrogativa) Does Nancy want to change her eating habits?

( Negativa) Nancy does not/doesn’t want to change her eating habits.

Para o presente simples usa-se o auxiliar does para formar a 3ª pessoa do singular (he, she, it ) na

interrogativa e na negativa.

Nesse caso, o verbo principal volta para a forma do infinitivo ( perde o s ou es).

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A- ESCREVA AS FRASES NO PRESENTE SIMPLES E DEPOIS TRADUZA

PARA O PORTUGUÊS:

1. We (read) the newspaper in class every day.

____________________________________________________________________

____________________________________________________________________

2. He (come) to school by bus.

____________________________________________________________________

____________________________________________________________________

3. I always (walk) to school.

____________________________________________________________________

____________________________________________________________________

4. The children (play) in the park every afternoon.

____________________________________________________________________

____________________________________________________________________

5. I (eat) lunch in the cafeteria every day.

____________________________________________________________________

____________________________________________________________________

6. Helen (work) very hard.

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____________________________________________________________________

____________________________________________________________________

7. I (like) to sit in the sun.

____________________________________________________________________

____________________________________________________________________

8. The dog (chase) the cat all around the house.

____________________________________________________________________

____________________________________________________________________

9. Mr. Smith (work) for Eastern Airlines.

____________________________________________________________________

____________________________________________________________________

10. Helen generally (sit) at this desk.

____________________________________________________________________

____________________________________________________________________

11. We always (play) tennis on Saturdays.

____________________________________________________________________

____________________________________________________________________

12. He always (prepare) his homework carefully.

____________________________________________________________________

____________________________________________________________________

13. They (eat) lunch together every day.

____________________________________________________________________

____________________________________________________________________

14. Some girls (use) too much make-up.

____________________________________________________________________

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____________________________________________________________________

15. They (take) a lot of trips together.

____________________________________________________________________

____________________________________________________________________

16. We always (travel) by car.

____________________________________________________________________

____________________________________________________________________

17. They (attend) church every Sunday.

____________________________________________________________________

____________________________________________________________________

18. He (speak) several foreign languages.

____________________________________________________________________

____________________________________________________________________

B- ESCREVA AS ORAÇÕES NAS FORMAS INTERROGATIVA E NEGATIVA.

1. My father goes to church twice a week.

_________________________________________________________________

_________________________________________________________________

2. Helen does the work of two people.

_________________________________________________________________

_________________________________________________________________

3. I always try to arrive everywhere on time.

_________________________________________________________________

_________________________________________________________________

4. George always tries to do the same thing.

_______________________________________________________________

_______________________________________________________________

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5. The teacher whishes to speak with you.

_______________________________________________________________

_______________________________________________________________

6. Mr. Walker teaches English and Mathematics.

_______________________________________________________________

_______________________________________________________________

7. They go to the movies twice a week.

_______________________________________________________________

_______________________________________________________________

8. We watch television every night.

_______________________________________________________________

_______________________________________________________________

9. Mary plays the piano very well.

_______________________________________________________________

_______________________________________________________________

10. He studies in the same class.

_______________________________________________________________

_______________________________________________________________

11. The nurse watches the child in the park.

_______________________________________________________________

_______________________________________________________________

12. The mother kisses both boys every morning.

___________________________________________________________________

____________________________________________________________________

13. I catch cold very often.

___________________________________________________________________

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____________________________________________________________________

14. Helen also catches cold very often.

___________________________________________________________________

____________________________________________________________________

EXERCÍCIOS

1. Choose the correct word for each space.

1. We gave them ________ telephone number, and they gave us ________.

1. ours, their

2. our, their

3. ours, theirs

4. our, theirs

2. ________ computer is a Mac, but ________ is a PC.

1. Your, mine

2. Yours, mine

3. Your, my

4. Yours, my

3. You can't have any chocolate! It's ________!

1. your

2. its

3. her

4. Mine

4. ________ pencil is broken. Can I borrow ________?

1. Mine, yours

2. Your, mine

3. My, yours

4. Yours, mine

5. Jody has lost ________ book.

1. mine

2. her

3. hers

4. Theirs

6. Was ________ grammar book expensive?

1. your

2. yours

3. your's

4. You

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7. My telephone is out of order, but ________ is working.

1. your

2. our

3. his

4. Their

8. Junko has eaten her lunch already, but I'm saving ________ until later.

1. hers

2. her

3. my

4. Mine

9. These grammar books are different. ________ has 278 pages, but ________ has only 275.

1. Yours, mine

2. Your, my

3. Yours, my

4. Your, mine

10. This bird has broken ________ wing.

1. it's

2. its'

3. hers

4. its

Possessive Pronouns and Adjectives 2

2. Look at the picture, and complete the sentences with the words in the word list below.

her hers his His my our ours their

The Mysterious Volkswagen

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Last week, we had a party at …………house. Many people came, and there were lots of cars parked

outside. At the end of the party, only three people were left: myself, Eric, and Cathy. However, there

were four cars. One of them was a Volkswagen. I didn't remember seeing it before, so I asked

whose it was.

Eric said it wasn't .................car. .................is a Chevrolet pickup. When I asked Cathy if it

was……………., she said no —………………car is a Ford Explorer. I knew it wasn't ...............car,

of course. Finally, I called the police, and they came and examined it. They said it belonged to a

family on the next street. Someone stole it from .....................street and left it on......................

3. Fill in the correct pronouns.

1. My sister Jane loves books. This novel is for (she).......................

2. My children like Disney films. The video is for (they).........................

3. My brother Matt collects picture postcards. These postcards are for (he)...........................

4. My parents like Latin music. The CD is for (they)………………………….

5. I like watches. This nice watch is for (I)……………………………

6. My wife and I love sweets. These sweets are for (we)…………………………

7. My nephew likes cars. The toy truck is for (he)....................................

8. My neighbour wants to go to California next year. The guide book is for

(she)..........................

9. Here is another souvenir. I don't know what to do with (it)...........................

10. You know what? - It's for (you).................................

4. Replace the personal pronouns by possessive adjectives.

1. Where are (you) …………………….. friends now?

2. Here is a postcard from (I) ………………………… friend Peggy.

3. She lives in Australia now with (she) ……………………….. family.

4. (She) ………………………husband works in Newcastle.

5. (He) ………………………… company builds ships.

6. (They) …………………….children go to school in Newcastle.

7. (I) …………………………..husband and I want to go to Australia, too.

8. We want to see Peggy and (she) …………………..family next winter.

9. (We) ………………….winter!

10. Because it is (they) ……………………..summer.

5. Replace the personal pronouns by possessive pronouns.

1. This book is (you)............................

2. The ball is (I)...................................

3. The blue car is (we)..................................

4. The ring is (she).......................................

5. We met Paul and Jane last night. This house is (they)...............................

6. The luggage is (he).........................................

7. The pictures are (she)..........................................

8. In our garden is a bird. The nest is (it)............................................

9. This cat is (we)...........................................

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Simple Present Exercise on Affirmative Sentences

1. Arrange the words to make sentences in simple present.

1. I / to collect stamps - ..........................................................................................................

2. we / to play card games - ...................................................................................................

3. he / to read comics - ...........................................................................................................

4. Chris / to sing in a band - ..................................................................................................

5. we / to have a hamster - ......................................................................................................

6. Andy and John / to like cola - ............................................................................................

7. she / to be nice - ...................................................................................................................

8. they / to help their parents - ................................................................................................

9. the children / to speak English - .........................................................................................

10. I / to buy a newspaper every Saturday - .............................................................................

Exercise on Negative Sentences

2. Make negative sentences.

1. I watch TV.

2. We play football. -

3. It is boring. -

4. She cleans her room. -

5. You ride your bike every weekend. -

6. Sandy takes nice photos. -

7. They open the windows. -

8. He buys a new CD. -

9. I am late. -

10. She has a cat. -

Exercise on Questions I

3. Arrange the words below to make questions.

1. she / to collect / stickers -

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2. they / to play / a game -

3. the cat / to sleep / in the cat's bed -

4. she / often / to dream -

5. he / to play / streetball -

6. you / to be / from Paris -

7. the pupils / to wear / school uniforms -

8. you / to go / to the cinema -

9. she / to have / friends -

10. he / to read / books -

Question Words

São as perguntas feitas em inglês que geralmente usam palavras iniciadas com WH, com uma única

exceção do HOW.

WHO

WHICH

WHY

WHOM

WHAT

WHEN

WHOSE

WHERE

HOW

Who (quem) – é uma palavra usada como o sujeito da oração.

Exemplos: Who is that beautiful girl?

(Quem é aquela moça bonita?)

Who likes soccer?

(Quem gosta de futebol?)

Who was playing to you?

(Quem estava brincando com você?)

Whom (quem) – é usado como o objeto da pergunta.

Exemplos: Whom did you kiss at the party?

(Quem você beijou na festa?)

With whom did Peter go?

(Com quem Peter foi?)

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Whose (de quem)

Exemplos: Whose pencil is this?

(De quem é este lápis?)

Whose house is that?

(De quem é aquela casa?)

Which (qual, quais)

Exemplos: Which of those men is your father?

(Qual daqueles homens é seu pai?)

Which sock do you prefer: the yellow one or the pink one?

(Qual meia você prefere: a amarela ou a rosa?)

What (o que, que)

Exemplos: What did you say?

(O que você disse?)

What should I do?

(O que eu deveria fazer?)

Where (onde)

Exemplos: Where is Mary?

(Onde está Mary?)

Where was Daniel last week?

(Onde estava Daniel semana passada?)

Where are the toys and objects?

(Onde estão os brinquedos e objetos?)

Why (por que)

Exemplos: Why did you run?

(Por que você correu?)

Why did you catch that?

(Por que você pegou isso?)

When (quando)

Exemplos: When were you born?

(Quando você nasceu?)

When did he go?

(Quando ele saiu?)

How (como)

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Exemplos: How do you usually go to work?

(Como você faz habitualmente para ir ao trabalho?)

How’s your family?

(Como vai sua família?)

IMPERATIVO


Eat your sandwich!

Read the book!

Bring ne a chair!

O imperative afirmativo é formado pelo infinitivo sem to. O sujeito (you) está subentendido.

Observe os exemplos;

Do not/ Don’t read the book!

O imperativo negativo é formado pelo verbo auxiliar do + not.

ADVÉRBIOS DE FREQUÊNCIA (Frequency adverbs)

1 Existem dois tipos de advérbios de frequência — definida e indefinida.

2 Exemplos de advérbios de frequência definida:

once (a day) uma vez (por dia)

twice (a week) duas vezes (por semana)

three times (a month) três vezes (por mês)

several times (a year) várias vezes (por ano)

Hourly de hora em hora

daily, fortnightly diariamente, quinzenalmente

monthly, yearly mensalmente, anualmente

every hour, every Day de hora em hora, todos os dias

every month, every year todos os meses, todos os anos

on Saturdays, on Sundays nos sábados, nos domingos

on weekdays nos dias da semana

at weekends nos fins de semana

3 Exemplos de advérbios de frequência indefinida:

http://www.infoescola.com/ingles/question-words/

http://www.inglescurso.net.br/gramatica-inglesa/74-adverbs/257-adverbios-de-frequencia-frequency-adverbs

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Always Sempre

nearly always, almost always quase sempre (×2)

usually, normally normalmente (×2)

generally, regularly geralmente, regularmente

often, frequently muitas vezes, frequentemente

sometimes, occasionally às vezes, ocasionalmente

rarely, seldom raramente (×2)

almost never, hardly ever quase nunca (×2)

Never Nunca

from time to time de vez em quando

again and again repetidas vezes

now and again, now and then de quando em quando (×2)

at times por vezes

4 Posição dos advérbios de frequência definida:

• no fim da frase (normalmente)

John plays tennis every day. O João joga ténis todos os dias.

February has 29 days every four years. O mês de Fevereiro tem 29 dias de quatro em

quatro anos.

I visit my dentist twice a year. Vou ao dentista duas vezes por ano.

5 Posição dos advérbios de frequência indefinida:

• no início ou no fim da frase para ênfase (ex. usually, normally, generally, regularly,

often, frequently, sometimes, occasionally)

Occasionally, you hear noises in the

basement.

Ocasionalmente, ouve-se barulho na cave.

Sometimes he is naughty. Às vezes ele é mal comportado.

Generally, he is a nice person. Geralmente, ele é uma boa pessoa.

She is naughty sometimes. Ela é mal comportada às vezes.

They don't come here often. Eles não vêm cá muitas vezes.

Do you see her often? Costumas vê-la muitas vezes?

She visits her mother on Sundays usually. Ele visita a mãe nos domingos normalmente.

• no início da frase para ênfase (ex. always, never + imperativo)

Always brush your teeth. Escove sempre os dentes.

Always lock the door when you leave. Tranque sempre a porta quando sais.

Never say never. Nunca digas nunca.

Never forget what I said. Nunca esqueças o que eu te disse.

• no meio da frase antes do verbo se este tiver a forma de uma única palavra

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I always get up early. Eu sempre levanto cedo.

I usually watch television. Eu normalmente vejo televisão.

I rarely drink wine. Eu raramente bebo vinho.

I hardly ever study. Eu quase nunca estudo.

I never said that. Eu nunca disse isso.

• no meio da frase a seguir ao verbo BE

He is always late. Ele chega sempre tarde.

He is usually lazy. Ele é normalmente preguiçoso.

They are never on time. Eles nunca chegam à hora.

The weather is sometimes unpredictable. O tempo é às vezes imprevisível.

• no meio da frase a seguir ao primeiro verbo auxiliar

He is always complaining. Ele está sempre a queixar-se.

I have often seen her. Eu tenho a visto muitas vezes.

I would never have invited him. Eu nunca o teria convidado.

Your request will never be granted. O seu pedido nunca será aceite.

Excepto os verbos auxiliares used to, have to e ought to, que vêm somente depois do

advérbio:

He never used to say that. Ele nunca costumava dizer isso.

I always have to remind him. Eu tenho sempre de lhe lembrar.

You always ought to respect your elders. Deves sempre respeitar as pessoas mais

velhas.

• no meio da frase a seguir ao sujeito nas interrogativas

Do you always come here? Vens sempre aqui?

Does she usually study? Ela estuda normalmente?

Does he ever cook? (1) Ele alguma vez cozinha?

(1) nas interrogativas emprega-se ever em vez de never

• antes do verbo auxiliar nas respostas curtas

She always works hard.

But she never does!

Ela sempre trabalha muito.

Mas ela nunca trabalha.

You rarely go to the cinema.

But I often do!

Tu raramente vais ao cinema.

Mas eu vou muitas vezes.

He never studies.

No, he never does.

Ele nunca estuda.

Não, ele nunca

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Present Continuous

O presente contínuo deve ser usado para expressar uma situação que está em progresso, ou seja,

uma ação que ainda está acontecendo. Todo nosso “ando”, “endo” e “indo” dos verbos em

português devem ser trocados em inglês por “ing”.

A construção do presente contínuo deve ser dada segundo a forma:

Sujeito + verbo to be + verbo com “ing” + complemento

She is studying English now. (Ela está estudando inglês agora).

Para a forma negativa, basta acrescentar o “not” após o verbo “to be” (am, is are).

Ex:

He is not playing the electric guitar at this moment. (Ele não está tocando guitarra neste exato

momento).

She is not listening to music. (Ela não está ouvindo música).

They are not helping their mother. (Eles não estão ajudando a mãe deles).

Para elaborar uma frase interrogativa é necessário colocar o verbo “to be” no início da frase:

Is Mariane talking to Bob? (A Mariane está conversando com o Bob?)

Is Susan watching the soap opera? (A Susan está assistindo a novela?)

Are the kids playing on the backyard? (As crianças estão brincando no quintal?)

Obs:

1- Deve-se retirar o “e” dos verbos terminados com essa letra, antes de se acrescentar o “ing”.

Ex: to ride (andar)

to dance (dançar)

She is riding a bike now. (Ela está andando de bicicleta agora).

She is dancing ballet. (Ela está dançando balé).

2- Deve-se dobrar a última letra dos verbos monossílabos terminados em CVC (consoante, vogal,

consoante) antes de se acrescentar o “ing”.

Ex: to swim (nadar)

to put (colocar)

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He is swimming on the lake. (Ele está nadando no lago).

She is putting the folders in the drawer. (Ela está colocando as pastas na gaveta).

EXERCISE

Rewrite the complete sentence using the adverb in brackets in its correct position.

1) He listens to the radio. (often)

2) They read a book. (sometimes)

3) Peter gets angry. (never)

4) Tom is very friendly. (usually)

5) I take sugar in my coffee. (sometimes)

6) Ramon and Frank are hungry. (often)

7) My grandmother goes for a walk in the evening. (always

8) Walter helps his father in the kitchen. (usually)

9) They watch TV in the afternoon. (never)

10) Christine smokes. (never)

Numbers

0 zero 10 ten 20 Twenty 100 one hundred

1 one 11 eleven 21 twenty-one 200 two hundred

2 two 12 twelve 22 twenty-three 300 three hundred

3 three 13 thirteen 30 Thirty 400 four hundred

4 four 14 fourteen 40 Forty 500 five hundred

5 five 15 fifteen 50 Fifty 600 six hundred

6 six 16 sixteen 60 Sixty 700 seven hundred

7 seven 17 seventeen 70 Seventy 800 eight hundred

8 eight 18 eighteen 80 Eighty 900 nine hundred

9 nine 19 nineteen 90 Ninety 1000 one thousand

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Observação Como se vê no caso dos números 21 e 22, a partir do 20 (twenty), formam-se os outros números em

inglês por justaposição.

Veja mais exemplos:

28 - Twenty-eight

47 - Forty-seven

102 - One hundred-two

263 - Two hundred-sixty-three

1002 - One thousand-two

3627 - Three thousand-six-hundred-twenty-seven.

Números Ordinais - Ordinal Numbers

Os Ordinal Numbers indicam a ordem ou lugar do ser numa determinada série. À

exceção de first (primeiro), second (segundo), third (terceiro) e os números que os contém

em sua grafia, os números ordinais são formados com a adição do sufixo -th.

A abreviação dos Ordinal Numbers é feita acrescentando-se ao número as duas

últimas letras de sua forma extensa. Por exemplo:

abreviação /por extenso abreviação /por extenso

1st - first 30th - Thirtieth

2nd - second 50th - Fiftieth

3rd - third 62nd - sixty-second

4th - fourth 73rd - seventy-third

5th - fifth 85th - eighty-fifth

9th - ninth 99th - ninety-ninth

12th - twelfth 133th - (one/a) hundred and thirty-third

21st - twenty-first 518th - five hundred and eighteenth

Na grafia da abreviação, as duas últimas letras podem ser elevadas:

35

Quando lemos ou escrevemos por extenso os números ordinais em português, tanto na

dezena quanto na centena e no milhar, todos os algarismos vão para a forma ordinal. No

inglês, no entanto, apenas o último algarismo vai para a forma ordinal:

21º - vigésimo primeiro = 21st - twenty-first

72º - septuagésimo segundo = 72nd - seventy-second

167º - centésimo sexagésimo sétimo = 167th - one hundred and sixty-seventh

Repare que, nos números ordinais acima de 100, o uso da conjunção and segue as

mesmas regras dos cardinais:

205th – two hundred and fifth

440th – four hundred and fortieth

Números Ordinais em datas - Ordinal Numbers in dates:

Uma mesma data pode ser expressa de diversas maneiras. Por exemplo, a data 13 de

maio pode ser escrita das seguintets formas: May 13 / May 13th / 13 May / 13th May.

O modo como se fala é geralmente May the thirteenth ou The thirteen of May.

Entretanto, no inglês americano, também é possível dizer May thirteen.

Números Romanos - Roman Numbers

Os números Romanos (I, II, III, IV etc.) não são tão comuns no inglês moderno, mas

ainda são utilizados em algumas situações: nos nomes de reis e rainhas, na numeração das

páginas da introdução de alguns livros, nos números dos parágrafos em certos documentos,

nos números das questões em alguns exames, nos algarismos de alguns relógios e,

eventualmente, na representação dos séculos. Examples:

This table was bought in the time of Henry V. (Esta mesa foi comprada na época de Henry

V.)

The XX Century actually ended on December, 31, 2000; not on December 31, 1999; as

many people think.

(O século vinte na realidade terminou em 31 de dezembro de 2000 e não em 31 de dezembro

de 1999, como muitos acreditam.)

For details, see introduction page iv. (Para mais detalhes, veja a página iv da introdução.)

Do question (vii) or question (viii) but not both.

[Faça ou a questão (vii) ou a (viii), mas não ambas.]

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IMPORTANT REMARKS!

Após um substantivo, geralmente utiliza-se um número cardinal para se falar

de títulos em geral. Compare:

the fourth book - Book Four

the third act - Act Three

Mozart's thirty ninth symphony - Symphony No. 39 , by Mozart

the third day of the course - Timetable for Day Three

No entanto, os títulos de reis, rainhas, papas, etc., que levam números romanos

em sua escrita, falam-se com números ordinais:

Henry VIII - Henry the Eighth

Louis XIV - Louis the Fourteenth

Elizabeth II - Elizabeth the Second

Pope Paul VI - Pope Paul the Sixth

Leitura dos numerais cardinais

310 – three hundred (and) ten

5,642 – five thousand, six hundred (and) forty-two

7,001 – seven thousand (and) one

Leitura dos meses e dos dias

12/31 – December ( the) thirty-first

06/18 – June ( the) eighteenth

Leitura dos anos

455 – four hundred (and) fifty-five

1908 – nineteen o eight

1998 – nineteen ninety-eight

2005 – twenty hundred and five

PASSADO SIMPLES – VERBOS REGULARES


Zaowang protected the home.

37

They prepared good food.

The festivities lasted 15 days.

O passado simples dos verbos regulares é formado acrescentando-se ED ao final do

verbo.

TO WORK

I worked

you worked

he, she, it worked

we worked

you worked

they worked

PARTICULARIDADES

1. Nos verbos terminados em y precedidos de consoante troca-se o y por ied.

study – studied carry - carried

2. Nos verbos terminados em consoante/vogal/consoante cuja sílaba forte é a última,

dobra-se a consoante e depois acrescenta-se ed.

Stop – stopped occur – ocurred

Permit – permitted chat – chatted

Drop – dropped prefer - preferred

3. Nos verbos terminados em consoante/vogal/consoante cuja sílaba forte não é a

última, não se dobra a consoante.

Listen – listened open – opened

Develop – developed fasten – fastened

Happen – happened visit – visited

Verbo To Be - Passado / Verb To Be - Past Simple/Simple Past

Apresentamos a seguir as formas do Simple Past (Passado Simples) do verbo to be. As formas

afirmativas e interrogativas do Simple Past não possuem contração; a forma negativa é organizada

38

da seguinte maneira: na 1ª coluna encontra-se a forma sem contração e na 2ª, mostramos a forma

contraída:


Forma Sem Contração Forma Contraída

I was ---x---

You were ---x---

He was ---x---

She was ---x---

It was ---x---

We were ---x---

You were ---x---

They were ---x---

Examples:

They were talking about you. (Eles estavam falando de você.)

We were in a hurry last night and didn't stop to talk to him. (Estávamos com pressa ontem à noite e

não paramos para falar com ele.)

It was too cold yesterday. (Estava muito frio ontem.)


Forma Sem


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

Examples:

I wasn't feeling well, so I decided to go home. (Não estava me sentindo bem, então decidi ir para

casa.)

They were not good students. (Eles não eram bons alunos.)

Mary wasn't the main actress. (Mary não era a atriz principal.)

39


Forma Sem


was I? ---x---

were you? ---x---

was he? ---x---

was she? ---x---

was it? ---x---

were we? ---x---

were you? ---x---

were they? ---x---

Examples:

Was he wearing a pair of sunglasses when you met

him?

(Ele estava usando óculos de sol quando você o encontrou?)

Was the blender working yesterday? (O liquidificador estava funcionando ontem?)

Were you occupied when I called to you? (Você estava ocupado quando lhe liguei?)

PRACTICE: A - Give the simple past of the following verbs.

1. try ___________________

2.destroy________________

3. study _________________

4. order _________________

5. shout _________________

6. follow ________________

7. dance _________________

8. need ____________________

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9. stop _____________________

10. permit __________________

11. cry _____________________

12. arrive ___________________

PASSADO SIMPLES – VERBOS IRREGULARES


They gave presents to the children.

He left the house.

They made food.

Os verbos irregulares não seguem nenhuma regra, isto é, cada um tem uma forma própria

de passado.

PRACTICE

A. Give the simple past of the following verbs.

1. make ____________________

2. take _____________________

3. come ____________________

4. become ___________________

5. wear _____________________

6. know _____________________

7. find ______________________

8. hold ______________________

9. give ______________________

10. see _______________________

2. PASSADO SIMPLES – USOS


They went to the Festival of Lanterns last year.

Bob and Tom always worked together.

O passado simples é usado para expressar:

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a) ações acabadas num passado definido. Exemplo: They went to the Festival of Lanterns

last year.

b) ações habituais no passado. Exemplo: Bob and Tom always worked together.

Nota

Alguns advérbios de tempo que acompanham o passado simples:

Yesterday last week last month

In 1960 two years ago

PRACTICE

C- Put these sentences into the simple past ( insert time adverbs).

1. Families reconcile with their neighbors.

________________________________________________________

2. The families gather during the New Year.

________________________________________________________

3. Sally makes good coffee.

________________________________________________________

4. That scientist knows the answer to that problem.

________________________________________________________

D - Supply the simple past of the verbs in parentheses.

1. My birthday _____________________ ( fall) on a Friday last year.

2. They _____________________ ( celebrate) their victory yesterday.

3. I _________________ ( be) involved in many projects last month.

4. She ___________________ (say) that you were not at home.

5. John ____________________ (give) flowers to his mother last Sunday.

6. Lee ___________________ (come) from Japan two months ago.

7. I ______________________ ( become) nervous during the ceremony.

8. We _____________________ ( give) a nice present to Nr. Smith yesterday.

9. My mother __________________ (tell) me a beautiful story last night.

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10. Bob ______________________ (see) that film the day before yesterday.

E- Complete the sentences with the simple past tense of the verb to be:

1. It ____________ a very beautiful painting.

2. ______________ she in a rock band? No, she ____________________

3. Bob and Ted ___________________ ten years old. They were eleven.

4. _________________ the scientist here? Yes, he ________________________

5. We ____________________ in the classroom.

6. _______________________ you on of the contestants? No, I _____________

5. PASSADO SIMPLES – INTERROGATIVA E NEGATIVA


(Afirmativa) Paul worked on a ship last year.

(Interrogativa) Did Paul work on a ship last year?

(Negativa) Paul did not/ didn’t work on a ship last year.

A interrogativa e a negativa do passado simples são formadas com a auxiliar DID. O

verbo principal fica no infinitivo sem to.

PRACTICE

E Put the sentences into the interrogative and the negative.

1. He invented fire.

__________________________________________________________________________

______________________________________________

2. They did everything possible to come to party.

__________________________________________________________________________

______________________________________________

3. The dragon symbolized strength and goodness.

_____________________________________________________________________________

_________________________________________________

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4. We wished them peace and good luck.

_____________________________________________________________________________

_________________________________________________

5. Zaowang protected the family home.

__________________________________________________________________________

______________________________________________

FUTURO – BE + GOING TO + VERBO


I am going to write a message tonight.

Stem cells are going to grow into organs.

Research is going to help people.

Veja como é formado:

futuro

simples

forma

contraída significado

I am going to work. I’m going to work. Eu trabalharei

You are going to work. You’re going to work. Você trabalhará

He is going to work. He’s going to work. Ele trabalhará

44

She is going to work. She’s going to work. Ela trabalhará

It is going to work. It’s going to work. Ele/Ela trabalhará

We are going to work. We’re going to work. Nós trabalharemos.

You are going to work. You’re going to work. Vocês trabalharão.

They are going to

work. They’re going to work. Eles trabalharão

Importante

A forma going to geralmente é seguida de advérbios de tempo:

Next week in a week tomorrow

Next month in a month tonight

Next year in a year

BE GOING TO – Uso

1. Previsões baseadas em evidências, sobre algum evento futuro.Temos certeza que algo acontecerá.

Look at the those clouds! It‘s going to rain this afternoon.

[Olhe aquelas nuvens! Vai chover hoje à tarde.]

2. Intenções, planos (note que as decisões já foram tomadas).

I‘m going (to go) to France next month. [Irei à França no próximo mês.]

He is going to graduate in December. [Ele vai se formar em dezembro.]

They are going to discuss this topic. [Eles discutirão esse assunto.]

BE+ GOING TO + VERBO – INTERROGATIVA E NEGATIVA


( Afirmativa) She is going to order the goods.

45

( Interrogativa) Is she going to order the goods?

( Negativa) She is not/isn’t going to order the goods.

A interrogativa e a negativa de going to também são formadas com o verbo to be.

PRACTICE

B. Transform the sentences using going to. Don’t forget time adverbs.

Example: She brings her books to school every day.

She is going to bring her books to school tomorrow.

1. She gives information about the new experimentation every week.

___________________________________________________________

2. That boy delivers the newspaper at home at 7 o’clock.

___________________________________________________________

3. They always obtain cells from embryos.

___________________________________________________________

4. Jack often researches information about human organs.

___________________________________________________________

5. The cells begin to divide.

___________________________________________________________

6. Todd writes a letter.

__________________________________________________________

7. My grandmother walks her dog.

__________________________________________________________

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8. You need a piece of paper.

__________________________________________________________

9. They don’t drink water.

__________________________________________________________

10. Pam walks to school.

_________________________________________________________

11. Andrew is not a salesman.

__________________________________________________________

12. We buy apples.

__________________________________________________________

13. The TV makes noise.

__________________________________________________________

14. Carol is not sad.

__________________________________________________________

15. I do my homework.

__________________________________________________________________

FUTURO SIMPLES – WILL


John will work in an automobile company next year.

Cars will be more economical in the future.

O futuro simples expressa ações completas no futuro.

O futuro simples é formado pelo verbo auxiliar will ( para todas as pessoas) e pelo

verbo principal no infinitivo sem to.

Pode-se contrair o verbo auxiliar “ Will”

We’ll see you tomorrow morning.

Verbo To Be - Futuro / Verb To Be - Simple Future

47

Apresentamos a seguir as formas do Simple Future (Futuro Simples) do verbo to be. Na 1ª coluna

encontra-se a forma sem contração e na 2ª, mostramos a forma contraída. A forma interrogativa não

possui contração:



I will be I'll be

You will be You'll be

He will be He'll be

She will be She'll be

It will be It'll be

We will be We'll be

You will be You'll be

They will be They'll be

Examples:

We will be on vacation next month. (Estaremos de férias no mês que vem.)

I think it will be raining tomorrow. (Acho que estará chovendo amanhã.)

She will be the most beautiful bride in the whole world! (Ela será a noiva mais linda do mundo inteiro!)

I'll be there at eight o'clock.

(Estarei lá às oito horas.)



I will not be I'll not be / I won't be

You will not be You'll not be / You won't be

He will not be He'll not be / He won't be

She will not be She'll not be / She won't be

It will not be It'll not be / It won't be

We will not be We'll not be / We won't be

You will not be You'll not be / You won't be

They will not be They'll not be / They won't

48

be

Examples:

I won't be here next week. (Não estarei aqui na semana que vem.)

He will not be a spoiled child. (Ele não será uma criança mimada.)

We will not be ready to play the game tomorrow. (Não estaremos preparados para jogar o jogo

amanhã.)



will I be? ---x---

will you be? ---x---

will he be? ---x---

will she be? ---x---

will it be? ---x---

will we be? ---x---

will you be? ---x---

will they be? ---x---

Examples:

Will you be at home tomorrow evening? (Você vai estar em casa amanhã à noite?)

Will I be late if I get there at nine o'clock? (Vou estar atrasado se chegar lá às nove horas?)

Will he be waiting for me in the station? (Ela estará esperando por mim na estação?)

PRACTICE

A. Supply the simple future of the verbs in parentheses.

1. Pollution _______________________ (increase) a lot next year.

2. Not many people ________________________ ( travel) by car in the future.

3. The new project _______________________ (begin)before December.

4. He ______________________ ( change) the hydraulic system.

5. Light cars _________________________ (cave) fuel.

6. We _______________________ (drive) the new model next week.

7. Mr. Murray ___________________ (represent) our company during the car show.

8. Jack __________________________(solve) the problem in the electric system.

49

1. FUTURO SIMPLES – INTERROGATIVA E NEGATIVA


( Afirmativa) John will work in an automobile company next year.

(Interrogativa) Will John work in an automobile company next year?

( Negativa) John will not / won’t work in an automobile company next year

A interrogativa do futuro simples é feita colocando-se o verbo auxiliar will antes do

sujeito.

A negativa do futuro simples é feita acrescentado-se not ao verbo auxiliar ( will not

ou won’t).

PRACTICE

B. Put the sentences into the interrogative and the negative.

1. The scientists will talk about the computer.

_____________________________________________________________________________

_________________________________________________

2. They will connect it to the central computer.

_____________________________________________________________________________

_________________________________________________

3. Our company will increase its production.

_____________________________________________________________________________

_________________________________________________

4. Solar energy will be an alternative kind of energy.

_____________________________________________________________________________

_________________________________________________

5. Changes will occur in the control panel of the “car of the future”.

_______________________________________________________________________

_____________________________________________

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VERBOS MODAIS

Características gerais

1. Não têm conjugação completa ( não possuem tempos primitivos).

2. Não recebem S na 3ª. Pessoa do singular do presente simples.

3. Funcionam como verbos auxiliares.

4. Não recebem a partícula to antes, nem depois deles.

CAN – indica possibilidade ou habilidade/capacidade física e permissão.

( Afirmativa ) Fluorine can reduce tooth decay.

( Interrogativa ) Can fluorine reduce tooth decay?

( Negativa ) Fluorine cannot/ can’t reduce tooth decay.

COULD - indica o passado de can, indica também o futuro condicional, especialmente

quando o autor está sugerindo algo ( poderia).

Ex: My grandfather could speak five languages.

MAY – indica permissão ou probabilidade

( Afirmativa) Fertilizers may contaminate water.

( Interrogativa ) May fertilizers contaminate water?

( Negativa ) Fertilizers may not contaminate water.

MIGHT – o mesmo que may, porém com menor ênfase.

I may fly to Recife next week.

MUST – indica a necessidade ou dever/obrigação de se fazer algo; pode indicar também uma

dedução.

( Afirmativa ) They must treat polluted water.

( Interrogativa ) Must they treat polluted water?

( Negativa ) They must not / mustn’t dump waste into the rivers.

Mary must have some problems: she keeps crying.

SHOULD – indica uma sugestão feita pelo autor; uma opinião pessoal/conselho.

We should eat out more often.

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OUGHT TO: o mesmo que should; contudo, apresenta um caráter mais objetivo e é usado de

modo especial para fazer referência a leis, deveres e regulamentos.

People ought to vote even they don’t agree with any of the candidates.

VERBOS ANÔMALOS – USOS


CAN - COULD

He can swim Five Miles a Day. = capacidade

She can arrive before dinner. = possibilidade

Can I talk to you? = permissão

MAY - MIGHT

She may arrive before dinner. = possibilidade

May I talk to you? = permissão

MUST

I must study. = obrigação/necessidade

He goes to England every year. He must be rich. = dedução

You mustn’t arrive late. = proibição

PRACTICE

A- Supply the interrogative and the negative.

1. You can add sugar to your coffee.

_____________________________________________________________________

___________________________________________

2. They must work from eight to five.

_____________________________________________________________________

___________________________________________

3. We may find contaminated water in wells.

_____________________________________________________________________

___________________________________________

4. She must be home before midnight.

_____________________________________________________________________

___________________________________________

5. Many communities can treat their water with fluorine.

_____________________________________________________________________

___________________________________________

6. You can swim three hours a day.

52

_____________________________________________________________________

___________________________________________

B. Fill in the blanks using can or must.

1. I ____________________ study today because I have a test tomorrow.

2. My sister _________________________ play tennis very well.

3. We _______________________ wash our clothes; they are very dirty.

4. My father _______________________ get up at seven every day because he works in the

morning.

5. Joel ________________________ swim two kilometers.

C. Fill in the blanks using may or mustn’t.

1. She is very young. She _____________________ go out in the evening.

2. It ___________________ rain today.

3. They __________________ arrive late. Their car is broken.

4. The children ____________________ watch that film. It’s very violent.

5. The party starts at 9. We ___________________ arrive there after 9.

D- Complete with can, may, must or mustn’t.

1. In the future people ________________ travel to Mars. ( possibility).

2. We _____________________ reduce air pollution to a safe level. ( obligation)

3. Scientists _____________ give precise weather forecasts. ( capacity)

4. You ________________ damage the garden. ( prohibition)

5. They ______________________ see their schedule now. ( permission)

6. I ________________ take the next train to Glasgow. ( obligation)

7. We ______________ order cheap canvas from that store. ( possibility)

8. He lives in the country. He _______________ be a farmer. ( deduction)

9. She _________________ waste her time with that experiment. ( prohibition)

10. My sister _________________ dance rock-and-roll very well. ( capacity)

PRESENTE PERFEITO


Space scientists have studied the moon.

The physicist has proved his theory.

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O presente perfeito é formado pelo verbo auxiliar to have no presente simples ( have, has) + o

particípio passado do verbo principal.

Particularidades

1. O particípio passado dos verbos regulares é formado do mesmo modo que o passado

simples.

2. O particípio passado dos verbos irregulares não segue nenhuma regra.

PRACTICE

A. Give the simple past and the past participle of these verbs.

Infinitive simple past past participle

1. to crash ________________________________________________________

2. to send: ________________________________________________________

3. to say: _________________________________________________________

4. to try: __________________________________________________________

5. to go: __________________________________________________________

6. to write ________________________________________________________

7. to end: _________________________________________________________

8. to find: _________________________________________________________

9. to suffer: ________________________________________________________

10. to drive: _______________________________________________________

B. Supply the present perfect tense of the verbs in parentheses.

1. Meteors _________________________ (crash) against the surface of the moon.

2. The moon ______________________ (be) a mystery since the beginning of civilization.

3. Scientists _____________________ (try) to reproduce the formation of craters.

4. Man __________________ (send) many astronauts to the moon.

5. He ___________________ (study) astronomy.

6. The kids ____________________ ( break) the door of the garage.

7. We _________________________ ( go) to the zoo many times.

8. Helen _____________________ (write) a letter to her friend in Holland.

9. The children ____________________ (help) their mother lately.

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10. You ______________________ (forget) to call Nancy.

PRESENTE PERFEITO – INTERROGATIVA E NEGATIVA


( Afirmativa) The physicist has proved his theory.

(Interrogativa) Has the physicist proved his theory?

(Negativa) The physicist has not / hasn’t proved his theory.

Na interrogativa, o presente perfeito é construído colocando-se o verbo auxiliar (have / has)

antes do sujeito.

Na negativa, acrescenta-se not ao verbo auxiliar ( haven’t /hasn’t)

Nas duas formas, o verbo principal permanece inalterado.

ORGANIZING THE IDEAS IN ENGLISH

ESTRUTURA DAS FRASES EM INGLÊS

Subject + Verb + Objects and/or Other Complements

A estrutura das frases em inglês é muita mais fixa do que no português. Inversões e

omissões de sujeito são permitidas no português, inclusive enriquecem a linguagem. Em inglês, a

ordem das palavras é, praticamente, fixa. Pouquíssimas inversões são permitidas e o sujeito deve

estar sempre presente, ocupando seu lugar na frase. Quando ele não existir, o It ou o there (que não

é o lá, apesar de ser escrito da mesma forma) preenchem o espaço do mesmo.

Ao ler em inglês, deve-se ter em mente que:

Todas as frases têm um verbo

O sujeito em inglês é explicito e formado por substantivos, pronomes ou estruturas

nominais (um conjunto formado de substantivo + palavras que possam

modifica-lo).

Normalmente as frases têm objetos (diretos/indiretos) e/ou outros complementos

como adjuntos adverbiais de tempo, lugar e outros.

Da mesma forma que o sujeito, tanto os adjuntos adverbiais quanto os objetos são

formados por substantivos, pronomes ou estruturas nominais.

55

EXERCISES

3. Marque o sujeito, verbo, objetos e complementos das orações que se seguem.

1. This is not a physics textbook

2. This book demonstrates the relevance of basic scientific concepts in a real-world

context.

3. It encourages the study of physics.

4. The traditional order of presentation has been reversed in this book in the hope of

increasing motivation.

5. It first shows the applications of physics principles in familiar everyday things, such

as television, transport, telecommunications, domestic gadgets and health.

FORMAÇÃO DE PALAVRAS

Para interpretar o significado da palavra através da sua análise deve-se decompor a palavra

em pequenas partes, tais como: raiz, prefixo e sufixo. O conhecimento do processo de formação das

palavras e o significado dos afixos poderão ajudá-lo a descobrir o significado de muitos vocábulos

sem precisar recorrer ao dicionário.

Prefixo é o elemento que vem antes da raiz e altera o significado da palavra.

Sufixo é o que vem depois da raiz e geralmente faz com que a palavra mude de classe

gramatical.

PREFIXOS

IN-, IM-, UN-, IR-, IL-, A-, NON - (são prefixos que expressam negação: não, oposto a).

Exs. inactive, impossible, unusual, irrelevant, illegal, amoral, non-smoker.

1. MIS - (expressa incorreção, erro) ex: miscalculate.

2. DIS - (expressa negação) ex: dIsconect

Prefixos que expressam tamanho ou grau:

5. SUPER - (acima, mais do que) ex: Superman

6. OUT - (fazer alguma coisa mais rápida, etc. do que) ex. outrun.

7. SUR - (sobre e acima) ex: surtax

8. SUB - (menos, mais baixo do que) ex: subhuman.

9. OVER- (demais) overeat

10. UNDER - (de menos) ex. underprivileged

11. HYPER - (extremamente) ex: hypercritical

12. ULTRA - (extremamente e além de) ex. ultra-violet

13. MINI - (pouco) ex: miniskirt

Prefixos locatives:

1. SUPER - (sobre) ex: superstructure

2. SUB - (abaixo, em grau inferior) ex. subconscious.

3. INTER - (entre) ex: international

4. TRANS - (através de, de um lugar para outro) ex. transplant.

56

Prefixos de tempo e ordem:

16. FORE - (antes) ex: foretell

17. PRE -(antes)ex: pre-marital

18. POST -(depois) ex: post-classical

19. EX - (anterior) ex: ex-husband

20. RE - (novamente, de volta) ex: re-evaluate,review

OUTROS PREFIXOS:

AUTO-(próprio) ex: autobiography

NEO-(novo) ex: Neo-Gothic

PAN- (todo, universal) ex. : pan-African

PROTO-(primeiro, original) ex: prototype.

SEMI-(metade) ex: semicircle

VICE-(adjunto) ex: vice-president.

S U F I X O S

FORMAM SUBSTANTTVOS:

-ER, -OR - (aquele que faz a ação) ex.: driver, instructor

-ANT, -ENT - (agente) exs.: consultant, resident

-ATION, -TION, -ION, -MENT - (estado, ação) exs creation, advisement, location,

-ING - (atividade, resultado de uma atividade). Observe que a terminação ING pode indicar

a forma do gerúndio em inglês ou pode formar verbos substantivados que funcionam como

adjetivo. Ex.: John is working now.

-NESS, -ITY - (estado, qualidade) exs.: happiness, popularity

-SHIP - (status, condição) exs.: friendship , dictatorship

-HOOD - (status) ex.: boyhood

-IST - (ocupação) ex.: violinist - recepcionist

-ISM - (atitude, movimento político) ex: idealism, comunism

FORMAM VERBOS: 1. -IFY, -IZE (-ISE), -EN: - exs.: simplify, realize, darken.

2. -ED - (formam o passado regular): ex.: prepared

FORMAM ADVÉRBIOS

-LY (equivale a -MENTE em Português). Exs.: loudly, quickly

-WARD(S) (movimento, direção). Exs.: backward(s), upward(s).

FORMAM ADJETTVOS

-ABLE, -IBLE (capaz de, com característica de). – Exs.: comfortable, responsible.

-ISH (pertencente a, parecido com) - Exs.: spanish.

-LESS (sem, com falta de).- Exs.: useless.

-OUS [-EOUS, -IOUS] (caracterizado por).- Exs.: virtuous, courteous, vivacious.

57

-IC' AL [-IAL, -ICAL] (relativo a) - Exs.: heroic, criminal, editorial, musical.

-IVE [-ATIVE, -ITIVE] - (exprimem gradação ou não gradação). Exs.: attractive affirmative,

sensitive, creative.

Important hint

Um recurso bastante útil para a abordagem de textos em inglês é o dicionário bilingue. Contudo, ao

procurar uma palavra no dicionário, há algo que você deve ter sempre em mente. Como nós vimos,

muitas palavras são formadas por prefixos. Portanto, se você procurar uma palavra como

hopelessness, você não deverá encontrá-la, encontrará hope, e, como você já conhece os sufixos –

less e –ness, advinhará rapidamente o significado de hopelessness.

WH-QUESTIONS

How – Como

What - o quê

When – quando

Where - Onde

Who - Quem

Which – O qual, as quais, os quais ou quais

Whose – de quem

Why – por que

Whatever – o que quer que – ou seja lá o que

USO DO DICIONÁRIO

Os leitores em língua estrangeira algumas vezes sentem a necessidade de recorrer ao dicionário em

busca de informações que possam ajudá-los na compreensão de determinadas palavras, expressões

ou frases. Porém, antes de dar início a essa tarefa, observe as dicas a seguir.

Um bom dicionário é aquele que pode fornecer todas as informações necessárias ao leitor durante o

seu processo de leitura de textos em língua estrangeira. Quais seriam essas informações?

ear to be all an for music um

ouvido para música. to come to s. o. ‘s chegar ao conhecimento de alguém.

58

Fonte: Michaellis Inglês Português, Melhoramentos,1989.

ear [i ] noun 1 part of the head by means of which we hear, or its external part only: Her new hair-

style covers her ears. ouvido, orelha

2 the sense or powe of hearing especially the ability to hear the difference between sounds: sharp

ears; She has a good ear for music. ouvido

go in one ear and out the other not to make any lasting impression: I keep telling that child to

work harder but my words go in one ear and out the other: entrar por um ouvido e sair pelo outro

play by ear to play (music) without looking at and with-out having memorized printed music.

tocar de ouvido.

up to one’s ears (in) deeply involved (in): I’m up to my ear in work – até as orelhas.

Fonte: Password, K. Dictionary for Speakers of Portuguese, New Edition, Martins Fontes, 2001.

Como vocês podem perceber, podemos encontrar as seguintes informações:

A representação fonética:

A classe gramatical: substantivo

Abreviaturas: s.: m. : f.

O significado das palavras: ouvido: orelha: audição.

Expressões idiomáticas: to be all ears, na ear for music, etc.

Marcadores discursivos

Marcadores discursivos, frequentemente representados por conjunções, são termos utilizados para

ligar orações e ideias, indicando como elas se relacionam. Através desses elementos de ligação, os

autores mostram com maior clareza a organização de suas ideias. Eles constituem, portanto,

importante recurso de coesão textual.

59

Os marcadores discursivos podem sinalizar: adição, contraste, causal/consequência, tempo,

sequência cronológica, etc. Observe nos quadros a seguir, alguns exemplos de marcadores

discursivos bastante utilizados na língua inglesa.

ADIÇÃO

And - e

Futhermore,In addition, Moreover, Besides, - além disso,

in addition to.../ as well as… - além de…

Also; too/as well - também

both…and - tanto…quanto

not only…but also - não apenas…mas também

Exemplos:

There’s still a tendency to see the issues in black and white.

The source of the information is irrelevant. Moreover, the information need not be confidential.

John, Jack and Sam are coming as well as our friends from Boston.

Peter is a photographer and also writes books.

She is a valued colleague and a great friend too/as well.

Sometimes it is not only wise to listen to your parents but also interesting.

CONTRASTE

but - mas

However, - Entretanto, /Porém,

Yet, / still, / Nevertheless, Despite / In spite of … - apesar disso/apesar de …

Rather than… instead of… - ao invés de/ em vez de

Although, though - embora

While/whereas - enquanto que/ao passo que

On the one hand, - Por um lado,

On the other hand, - Por outro lado

In contrast (to/with),Unlike...,Differently from… - ao contrário de…

Exemplos:

I’d like to go but I’m too busy.

He’s overweight and bald; yet somehow, he’s incredibly attractive.

Despite all out efforts to save the school, the authorities decided to close it.

She walked home by herself, although she knew that it was dangerous.

On the one hand I’d like a job which pays more, but on the other hand I enjoy the work I’m

doing at the moment.

Rather than go straight on to university why not get some work experience first?

He must be about sixty, whereas his wife looks about thirty.

In contrast to Cuiabá, Curitiba has a cold winter.

CAUSA/CONSEQUÊNCIA

so - por isso/assim

Therefore, /Thus, Because of this/that, For this/that reason, Consequently, /As a result, - Portanto

since - visto que/ uma vez que

because - porque/ por causa de

so that - a fim de que

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Exemplos:

I was feeling hungry, so I made myself a sandwich.

Progress so far has been very good. Therefore, we are confident that the work will be completed on

time.

Since you are unable to answer, perhaps we should ask someone else.

We didn’t enjoy the day because the weather was so awful.

TEMPO / SEQUÊNCIA CRONOLÓGICA

First(ly), /To start with, - Primeiramente

Second(ly), /Third(ly), - Em Segundo/terceiro lugar

Then, /Next, /After that, /Afterwards, - A seguir

Finally, - Finalmente, /Por último

Formerly - no passado

Nowadays/currently - atualmente

Before / prior to - antes de

after… - depois que/de

the former - o/a primeiro/a

The latter - o/a segundo/a

When - quando

While - enquanto

Exemplos:

We had tea, and afterwards we sat in the garden for a while.

The European Union was formerly called the European Community.

Most people nowadays are aware of the importance of a healthy diet.

All the arrangements should be completed prior to your departure.

Zimmerman changed his name after he left Germany.

Of the two suggestions, I prefer the former.

She offered me more money or a car and I chose the latter.

I went there when I was a child.

While I was in Italy, I went to see Alessandro.

EXEMPLIFICAÇÃO

for example, /for instance, /e.g. / i.e. - por exemplo

such as - tal/tais como

like - como

CONCLUSÃO

In short, / In conclusion, /In summary, Finally, /To sum up, - Finalmente, Em resumo

Exemplos:

That sum of money is to cover costs such as travel and accommodation.

To sum up, for a healthy heart you must take regular exercise and stop smoking.

ÊNFASE

61

As a matter of fact, / In fact, / Actually, / Indeed, - De fato, / Na verdade

COMPARAÇÃO

In the same way, / Likewise, / Similarly, / Correspondingly, - Da mesma forma

Exemplos:

I’ve known Barbara for years. Since we were babies, actually.

The cost of living in the city is more expensive, but salaries are supposed to be correspondingly

higher.

Bibliografia

SOUZA, Adriana Grade Fiori ... [et al.] Leitura em língua inglesa: uma abordagem instrumental.

São Paulo: Disal, 2005. p.69 a 72.

TEXTOS

Dentistry

Dentistry began to emerge as a recognized specialty within medical surgery in seventeenth-century

Europe, although scattered examples of basic dental practice (especially extractions) and attention

to oral hygiene can be traced to earlier centuries. The French surgeon Pierre Fauchard, author of Le

Chirurgien Dentiste (1728), is generally recognized as the "father" of modern dentistry. Among his

select clientele was an occasional child, usually a daughter of one of his (mainly female) patients,

who would present with a badly carious, visible tooth that she was reluctant to extract because an

empty space or replacement tooth might threaten her physical appearance and social position.

Fauchard's creative solution, which apparently met with some success, was to withdraw the

diseased tooth and then replace it immediately in its socket. Beyond providing pain relief, Fauchard

and his contemporaries also experimented with new procedures to straighten misaligned teeth;

children ages twelve to fourteen were the principal clientele.

These early examples notwithstanding, it was rare for a child of any social class to visit a dentist in

the eighteenth and nineteenth centuries. Even among leading professional spokesmen, the

traditional view still held that children's primary (deciduous) teeth were expendable, unworthy of

financial investment, and unrelated to future oral health. The reparative treatment of carious teeth

improved in quality and gained in popularity during the late nineteenth century, but its primary

reliance on expensive gold fillings militated against its general extension to children. Extraction

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remained the primary response to children's dental diseases. Trained dentists–few in number,

located mainly in cities, and expensive–were largely peripheral to the extraction trade, which was

dominated by barbers, nostrum salesmen, and itinerant "tooth-pullers" who promised instant, pain-

free relief. Not surprisingly, business boomed for replacement teeth and prosthetic devices in the

nineteenth century, not just for the elderly but also for young adults who emerged from childhood

with few usable teeth and constant mouth pain. Dentists and craftsmen worked singly and

collaboratively to meet public demand and to improve the quality and fit of prosthetic devices

(famous portraits of George Washington's clenched mouth exemplified why technical

improvements were considered necessary). Dentists in the United States established clear

superiority in "mechanical dentistry" and in the production, quality, variety, and economy of

prosthetic devices.

Education, Child Welfare, and the Rise of Children's Dentistry

Children's dentistry emerged as a distinct subspecialty in Canada, Great Britain, and the United

States in the first half of the twentieth century. Oddly, the field took shape mainly outside rather

than inside dentists' offices, and under public rather than private sponsorship. Most dentists

remained ambivalent, if not hostile, to integrating children into their private practices. The

challenges and rewards of technically sophisticated, adult-oriented mechanical dentistry, not child-

oriented, poorly compensated, preventive dentistry, drove the bulk of the profession. Nonetheless, a

major shift in scientific direction, professional orientation, and public discourse about dental disease

was evident by the early 1900s. For the first time, dentists seriously questioned the panacea of

extraction and the presumed inevitability of toothlessness. A new gospel of "prevention" became a

clarion call for dentistry to transform its customary assumptions about children's dental needs, and

to make "mouth hygiene" a vital concern in medicine, public health, and education.

Several scientific advances in the 1880s and 1890s underlay the new viewpoint. Most important

were Dr. William Miller's "chemico-parasitic" theory, which described the bacteriological process

by which caries emerged under gelatinous plaques, and his "focal infection" theory, in which an

unclean oral cavity was seen as the prime avenue of penetration for infectious disease in children.

Also important in building professional confidence were Dr. Edward Angle's creative inventions for

straightening teeth, which raised hopes for addressing the entire range of difficult problems

surrounding malocclusion. New techniques and equipment for saving carious teeth with better,

longer lasting, and cheaper filling materials also promised a bright future for reparative dentistry.

Children's dentistry was integral to the Progressive Era's (1890–1920) wide-ranging child welfare

and Americanization campaigns, and, in particular, to the school health movement. Educational

programs made prevention the central theme of children's dentistry. While educators emphasized

the importance of nutrition and regular prophylaxis, they urged above all that children maintain

lengthy, stringent, technically perfect standards of brushing their teeth: three, four, and ideally five

times per day. Mothers as much as children were the audience for the new conventional wisdom. As

with other elements of the Progressive child welfare agenda, mothers were assigned major

responsibility for sparing their children needless pain and suffering, and thereby ensuring their

success in school and assimilation into American life.

The provision of operative treatment via schools and clinics was the boldest innovation of early-

twentieth-century children's dentistry. In the 1910s, several dozen dental clinics were established

exclusively or primarily to serve children in public schools and in local health departments; a few

clinics with private support, most notably in Boston and Rochester, were also founded. These

clinics brought prevention-and-treatment oriented dentistry to the masses for the first time. In many

clinics, dentists not only inspected children's teeth but also performed reparative treatments and

extractions. Equally innovative was the introduction of regular prophylaxis, usually performed by

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members of the new, entirely female, school-centered specialty of dental hygienists. Despite its

acknowledged importance in caries prevention, prophylaxis was time-consuming, laborious, and

generated low fees. Dentists rarely performed prophylaxes in their private offices until hygienists or

comparably trained assistants became more widely available. Although male dentists provided most

school- and clinic-based operative service, it was lower-level women professionals–teachers,

nurses, and hygienists–who mainly carried the banner of children's dentistry, much as in other areas

of Progressive child-welfare reform.

A small corps of women dentists also emerged in the early twentieth century that began to focus

primarily on children. M. Evangeline Jordon was arguably the first specialist in children's dentistry,

beginning in 1909. Jordon authored the field's first expert textbook, Operative Dentistry for

Children, in 1925. In his preface to Jordon's text, the prominent dental scholar Rodrigues Ottolengui

observed that prior to 1915 he "had never heard of a dentist specializing exclusively in dentistry for

children," and that "Dr. Jordon, so far as we have been able to learn, was the first dentist to practice

exclusively for children, and thus she is the pioneer pedodontist of the United States, and perhaps of

the world" (p. vii). In 1927, around the time of her retirement as a practitioner, a small group of

dentists formed the American Society for the Promotion of Dentistry for Children, based on a

common understanding that "if children are to be served, general dentists would have to provide

most of the treatment." In 1933, the Journal of Dentistry for Children was founded.

General dentists did begin to serve children in larger numbers during the Great Depression, but

mainly as paid employees in schools and clinics that expanded under government auspices. The

Depression brought considerable hardship for dentists, and publicly funded programs in school and

clinic settings were essential for their professional survival. Now numbering in the hundreds, these

clinics provided around half of the total amount of dental treatment that children received from any

source during the 1930s. (As the draft examinations in World War II would reveal, however, the

oral health of American children and youth was still abominable, especially in rural communities

and in the South, where publicly financed school and dental clinics never took hold.) Thus, out of

necessity more than design or desire, children and dentists were no longer strangers to one another.

A base of professional experience and client expectation for integrating children into general

dentistry had been laid. Signifying the subspecialty's gradual arrival at professional legitimacy, the

American Society for the Promotion of Dentistry for Children was renamed the American Society

of Dentistry for Children in 1940.

Toward the Cavity Free Child: New Advances and New Horizons in Children's Dentistry

The provision of free reparative and restorative dentistry to several million servicemen during

World War II also did much to create a new consumer base for children's dentistry in the postwar

era. With the return of prosperity, this potential was soon realized–but now in the private rather than

in the public sector. In the decade following the war, the private practice of American dentistry

boomed as never before, and the share of children receiving private dental care expanded

dramatically. By the late 1950s, nearly half of the school-age population was visiting a dentist about

once per year. Organized dentistry–which, unlike organized medicine, had largely supported free

school and clinic dental programs for children during the previous half-century–adopted a

condescending stance toward such programs in the 1950s, claiming that they provided inferior

treatment, used outdated equipment, misled parents about their children's true dental needs, and

were no longer necessary. School clinics and other public agencies that had grown accustomed to

calling upon unemployed or underemployed dentists on an hourly per capita or fee basis to treat

children now found that dentists no longer had the time or financial inclination to participate in such

arrangements. The long-sought ideal of the "family dentist" was finally becoming a reality.

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An equally major change emerged in the postwar years that would profoundly transform children's

oral health by the 1980s. This was the discovery of the preventive possibilities of fluorides for

dental caries. Schools returned briefly in the 1970s to a central role in children's dentistry as the

National Institute of Dental Research launched a major publicity campaign to convince educators

and dentists alike that school-based fluoride rinse programs represented the most cost-effective,

school-based means available to prevent tooth decay. By 1980, nearly one-quarter of the nation's

school districts were participating in fluoride rinse programs, which may have reached as many as 8

million children. Although bitter fights over water fluoridation occurred in numerous communities,

with some opponents casting fluoridation as a Communist plot, the fluoridation of water supplies

grew rapidly in the postwar era. By the end of the 1950s, nearly two thousand communities serving

over 33 million people had fluoridated their water supplies. By 1980, over eight thousand

communities and more than half of the U.S. population was drinking from artificially or naturally

fluoridated water supplies.

In addition, the advent of fluoride-based toothpastes beginning in the 1960s and the growing

availability of fluoride mouth rinses in the 1970s further increased the likelihood that children,

whether their community had fluoridated its water supply or not, had ready access to fluorides'

preventive possibilities. The impact of pervasive exposure to fluorides on children's dental health

was spectacular. By the late 1970s, a precipitous nationwide decline in the incidence of dental

caries was evident, in non-fluoridated as well as in fluoridated communities. Dentists began to

report substantial growth in the numbers of cavity free children, who were virtually unknown just

two decades earlier. While the precise causes were uncertain, the omnipresence of fluorides in the

food chain, as well as their widespread ingestion via community water supplies, tablets, mouth

rinses, and toothpastes, contributed substantially to the decline.

By the beginning of the twenty-first century, the perceived crisis in "mouth hygiene" that had given

rise to the specialty of children's dentistry was clearly over. To be sure, dental caries still

compromise children's health, and some subgroups of children, particularly among the

disadvantaged, continue to suffer disproportionately from caries. But leaders in the field have

understandably turned their attention to a variety of new issues and unmet needs. These include

paying more attention to periodontal diseases in children; intervening earlier to treat malocclusions;

grounding dentist–child relations more consistently on scientific principles of child development;

extending dental care to disabled children; expanding the dentist's responsibility in recognizing

child abuse and neglect; managing medically compromised patients, such as those with AIDS; and

inventing a caries vaccine. Concerns about aesthetic issues as well as health issues led to growing

rates of treatment with braces and other straightening devices from the mid-twentieth century

onward.

Perhaps bolder still, some leaders in "preschool dentistry" insist that the relatively recently

established ideal age for children to see a dentist for the first time–age three–is in fact far too late to

preserve optimal dental health. Instead, they recommend that parents schedule their child's first

dental appointment between six months and one year of age. The entire field of preschool dentistry

was inconceivable a century ago. But its basic premise remains consistent with that of Jordon and

other pioneers in early-twentieth-century children's dentistry: "The prevention of disease can never

be started too early" (Pinkham, p. 4).

See also: Hygiene; Pediatrics.

bibliography

Adams, Tracey I. 2000. A Dentist and a Gentleman: Gender and the Rise of Dentistry in Ontario.

Toronto: University of Toronto Press.

http://www.encyclopedia.com/topic/acquired_immunodeficiency_syndrome.aspx

http://www.highbeam.com/doc/1G2-3402800222.html

http://www.highbeam.com/doc/1G2-3402800317.html

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http://www.encyclopedia.com/topic/Toronto.aspx

65

Campbell, J. M. 1963. Dentistry, Then and Now. Glasgow, UK: Pickering and Inglis.

Dunning, James Morse. 1970. Principles of Public Health, 3rd ed. Cambridge, MA: Harvard

University Press.

Gies, William J. 1926. Dental Education in the United States and Canada. New York: The

Carnegie Foundation for the Advancement of Teaching.

Jordon, M. Evangeline. 1925. Operative Dentistry for Children. Brooklyn, NY: Dental Items of

Interest Publishing.

Welcome to Image Dentistry!

At Image Dentistry we practice complete dentistry and have years of experience in Cosmetic and Restorative Dentistry. We take time to understand your needs and want to make our experience simple and pleasant.

We are dedicated to making a difference in your life. We treat patients like family and want them to have the best dental experience possible.

We perform all General Dentistry functions, as well as dental implants and other specialties. Call us today for a truly unique dental experience.

Short waiting times, relaxing music and aromas make you feel comfortable and at ease.

Just relax, sit back and enjoy your new smile!

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2. Why Imagecare Dental?

• Your time is valuable! Our dental hygienists and doctors provide you with quality care in an efficient yet caring manner. Plus, we run on time!

• Having direction and goals for your dental health is important. The Dental Experts at Imagecare create a customized short term and long term treatment plan to help you

“Get Your Smile On!TM” for a lifetime. • Apprehensive or afraid? NEW, Safe, Conscious Sedation Dentistry lets you snooze

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3. Yours for optimal oral health,

Dr's Thompson, Henry, Imperial and Moore P.S. We also serve as dental experts for out of state patients, as well as patients from the North Texas region including Plano, Frisco, Allen, McKinney, Flower Mound, The Colony, Carrollton, Dallas and Richardson.

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Millions of people are afraid of going to the dentist. Some would rather walk through a burning building, while others are so terrified that no matter how much pain they are in they refuse to even schedule an appointment, much less follow through. The world of dentistry has had an uphill battle to convince many people they have made great strides in the area of pain management and control. One way to address the issue is by talking about the possibility of Sedation Dentistry.

7. Who would benefit from Sedation Dentistry? It is not uncommon for a dentist to see a patient who has gone without any form of dental treatment for 10 to 30 years, or more. A childhood experience may have caused this fear, either from a dentist they did not like, gag reflexes, the smell of the dental office, fear of needles, or horror stories told by their big brother. Some may not have actually had any bad experiences themselves, but shrink from the thought of hearing drills or getting an

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impression. There are two main types of patients who will benefit from Sedation Dentistry – those who have fear-based discomfort and those who have some degree of fear, but are more in a rush. These patients want to have as few appointments as possible in order for them to get on with their busy life. No matter the reason, people need to understand that vast strides have been made to make dentistry virtually pain-free – either with drugs taken before their appointment, hypnotherapy, or as a last resort – an injection. Going without proper dental care can lead to cavities, loss of teeth, receding gums, jaw pain, misaligned bite. Infections from abscesses, gone untreated, can not only be unhealthy, but fatal. For these reasons, the world of dentistry has tried to show that there is such a thing as pain-free dentistry.

11. 8. Qualification needed from Doctor and Staff One area of pain control and assurance that has been explored in depth is Sedation Dentistry, quickly becoming one of the many new innovations dentists have added to their services. The dental industry has found that being able to help those who would otherwise go without treatment can be life saving as well as beneficial to their practice. Dentists who administer Sedation undergo special training and certification. Some states, like California, require permits if they plan to administer medication dosages that exceed the FDA minimum requirements. This would require them to have 25 hours of training, and renewed every 2 years. The dentist and staff will be well trained and make the extra effort needed to put their patient at ease. They will need to hone their compassion and communication skills in order to calm the patient’s fears. 9. How Oral Sedation Works

Oral sedation is typically safe, but in order for a dentist to administer treatment they will need a complete history, which includes a list of allergies, medications that are being taken, and any current illness – such as diabetes. The patient’s doctor will be consulted to assure that every precaution will be taken and there is no interaction of medications. Blood pressure and pulse are to be constantly supervised to ensure any problems are detected immediately. Although oral sedation is safe for most people, there are exceptions, like pregnancy and people who are taking medications that will not react well together. Some patients will be given an oral sedative to take the evening prior to their appointment. A supplement, with a low dose of nitrous oxide during administration of a local anesthetic may be required. Patients are NOT put to sleep, but rather in a relaxed state. After the appointment is complete post-operative instructions are given to the patient and their escort (they should never drive home after this treatment is completed). They will then return home to rest. As an added bonus, many patients may experience a small spell of amnesia,

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where they may not even remember they were at the dentist. 10. Place your trust one of the Imagecare Dentist To find out what your Imagecare staff and do to make your treatment more comfortable, contact our office for a free consultation – 972-360-3766. Visit www.ImagecareDental.com to learn more about this successful Plano Dental practice.

Are X-ray Images in Dentistry Important?

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12. The most common imaging procedures are single images and panoramic images, also referred to as a panorex.

The quality of X-ray images has improved significantly in recent years; whether they’re taken with the help of single images or panoramic processes, they have high informative value that should benefit the patient.

When selecting a respective radiological procedure, one must always follow the principle that the imaging technology should yield the optimum amount of diagnostic information. If the information value of the chosen technology is significantly higher compared to other procedures, then this approach should be given preference even if radiation exposure is higher. There’s no doubt about the value of the panorex (OPTG) as an overview image; it’s proven to be practically indispensible in orthognathic surgery and orthodontic diagnoses.

Panoramic systems have significantly improved in recent years. Thus, modern devices have multi-pulse generators and a computer controlled system that can adjust the trajectory to any special issues that the patient may have. Various digital systems can also be used for panoramic technology today.

A panorex is still subject to a number of process-related restrictions compared to a single image; for example, the resolution is lower and the projection geometry and position don’t correspond to the individual requirements of every jaw area, not even in modern digital systems.

The combination of film and intensifying screens in analog systems mean that fine structures (also depending on the region) cannot be displayed in an optimal fashion, especially if they differ very little from the environment in their absorption.

Initial Caries

Some advantages should be expected from the dynamics and image processing of digital systems; nevertheless, some limitations remain. In special cases, the orthopantomogram advises that a specific X-ray finding by means of single image shots is required. This means that the panorex doesn’t fulfill all the diagnostic requirements in answering certain questions when it comes to dental preservation, periodontology, and prosthetics.

Even though panorexes sometimes allow for the recognition of contact point caries, marginal bone recession, or other circumscribed pathological changes, discrete findings are not always recognizable because of a blurring of the film. Single images are unmatched when it comes to reproduction of details. Therefore, this X-ray technology must be applied when it’s important to recognize fine details such as, for example, recognizing hidden approximal caries.

This also applies to a variety of other issues. Therefore, using only panorex technology is only appropriate to a limited degree. However, in most cases, the panorex can replace the single image nowadays. The advantages of the panorex are: Very small time expenditure, standardized projection, wider imaging area, and less risk.

Furthermore, the wide imaging area gives the panorex special importance in early

70

diagnosis of changes in the maxillo-facial region. Each of these two imaging procedures has its designated, scientifically founded use; when seen this way, it can be said that both are highly important tools for diagnosing dental, oral and maxillar diseases.

12.Dick Moller, D.D.S. & Joshua Hiller, D.D.S. Vancouver, Washington Dentists Welcome to our dental practice. How would you like to have the smile you’ve always dreamed of? Here at New Image Cosmetic & Family Dentistry, we take a holisitc approach to your dental care giving your smile a beautiful new image. We can take care of almost anything right here in our office. Dental services range from regular cleaning and fillings to dental implants and exceptional prosthodontic work. At New Image Cosmetic & Family Dentistry, we take the time to listen to your needs. Our goal is to help you have better health and to feel better. We believe that prevention, education and the latest in dental technology are the keys to optimal dental health. We strive to provide “dental health care” vs. “disease care”. That’s why we focus on thorough exams – checking the overall health of your teeth and gums, performing oral cancer exams, and taking x-rays when necessary. Additionally, we are an amalgam free dental clinic. We invite all new patients to come to our office. Please give us a call if you have any questions or concerns or if you would like to schedule an appointment with us. We will help your family have healthy teeth and happy smile

71

R EVISÃO DE TEMPOS VERBAIS

COMPLETE AS FRASES COM A FORMA CORRETA DOS VERBOS DADOS NOS PARÊNTESES.

1. Smith always........................................................... (to come) to class on time.

2. We ……………………………. (to have) our examinations next week.

3. I …………………………. (to come) to work on the bus this morning.

4. I …………………….. (to be) to Radio city several times.

5. Listen! I think the telephone …………………………………. (to ring)

6. John said that …………………………… (to see) that movie before.

7. I ………………………………….(to read) that novel three or four times.

8. By this time next year, we …………………………………. (to complete) all the

exercises in this book.

9. The sun ……………………… (to shine) brightly when I got up this morning.

10. Our class …………………………..(to begin) every morning at 8:00 and

………………………….. (to end) at 11:40.

11. We occasionally ………………………….(to go) to the movies on Sunday.

12. Listen! Someone …………………………….. (to knock) at the door.

13. Mary …………………………….(to study) French for a few months last year.

14. My brother …………………………………(to come) to visit me next week.

15. I saw that we ………………………… ( to take) the wrong road.

16. John usually …………………………..(to study) very hard. In fact, whenever I

…………………………(to see) him he ………………………….(to study)

something.

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17. What ……………………. you ……………….(to do) when I called you last night?

18. Since when ………………………… Harry ……………………. (to be) manager of

this department?

19. Where …………………………….. you ………………………….. (to go) on your

vacation next month?

20. What did you do when you discovered that you ……………………….. (to lose)

your pocketbook?

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IRREGULAR VERBS

Base Past Past Portuguese

Form Tense Participle Translation

------- ------- --------------- -------------------

Arise ............. arose ............ arisen ................. surgir, erguer-se

Awake ........... awoke ............ awoken ............... despertar

Be ................. was, were ...... been ................... ser, estar

Bear .............. bore ............... borne .................. suportar, ser portador de

Beat .............. beat ............... beaten ................ bater

Become ........ became.......... become .............. tornar-se

Befall............. befell .............. befallen............... acontecer

Beget ............ begot ............. begotten, begot .. procriar, gerar

Begin ............ began ............ begun ................. começar

Behold .......... beheld............ beheld ................ contemplar

Bend ............. bent ............... bent .................... curvar

bet ................ bet ................. bet ...................... apostar

bid ................. bid .................. bid ...................... oferecer, fazer uma oferta

bind ............... bound ............ bound ................. unir, encadernar, obrigar-se

bite ................ bit ................... bitten .................. morder

bleed ............. bled................ bled .................... sangrar, ter hemorragia

blow .............. blew ............... blown .................. assoprar, explodir

break............. broke ............. broken ................ quebrar

breed ............ bred ............... bred .................... procriar, reproduzir

bring.............. brought .......... brought ............... trazer

broadcast ...... broadcast ...... broadcast ........... irradiar, transmitir

build .............. built ................ built ..................... construir

buy ................ bought ........... bought ................ comprar

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cast ............... cast ................ cast ..................... atirar, deitar

catch ............. caught............ caught ................ pegar, capturar

choose .......... chose ............. chosen................ escolher

cling .............. clung .............. clung................... aderir, segurar-se

come ............. came.............. come .................. vir

cost ............... cost ................ cost ..................... custar

creep............. crept .............. crept ................... rastejar

cut ................. cut .................. cut ...................... cortar

deal ............... dealt............... dealt ................... negociar, tratar

dig ................. dug ................ dug ..................... cavocar

do.................. did .................. done ................... fazer **

draw .............. drew............... drawn ................. tracionar, desenhar **

drink .............. drank ............. drunk .................. beber

drive .............. drove ............. driven ................. dirigir, ir de carro

eat................. ate ................. eaten .................. comer

fall ................. fell .................. fallen................... cair

feed............... fed ................. fed ...................... alimentar

feel ................ felt .................. felt ...................... sentir, sentir-se

fight ............... fought ............ fought ................. lutar

find ................ found ............. found .................. achar, encontrar

flee ................ fled ................. fled ..................... fugir, escapar

fling ............... flung............... flung ................... arremessar

fly .................. flew ................ flown ................... voar, pilotar

forbid............. forbade .......... forbidden ............ proibir

forget ............ forgot ............. forgot, forgotten .. esquecer

75

forgive ........... forgave .......... forgiven .............. perdoar

freeze............ froze .............. frozen ................. congelar, paralisar

get................. got ................. gotten, got .......... obter **

give ............... gave............... given................... dar

go.................. went ............... gone ................... ir

grind.............. ground ........... ground ................ moer

grow .............. grew............... grown ................. crescer, cultivar

have .............. had ................ had ..................... ter, beber, comer

hear .............. heard ............. heard .................. ouvir

hide ............... hid .................. hidden, hid ......... esconder

hit .................. hit ................... hit ....................... bater

hold ............... held................ held .................... segurar

hurt ............... hurt ................ hurt ..................... machucar

keep .............. kept................ kept .................... guardar, manter

know ............. knew .............. known ................. saber, conhecer

lay ................. laid ................. laid ...................... colocar em posição horizontal, assentar

lead ............... led .................. led ...................... liderar

leave ............. left .................. left ...................... deixar, partir

lend ............... lent ................. lent ..................... dar emprestado

let .................. let ................... let ....................... deixar, alugar

lie .................. lay .................. lain ...................... deitar

lose ............... lost ................. lost ...................... perder, extraviar

make ............. made ............. made .................. fazer, fabricar **

mean............. meant ............ meant ................. significar, querer dizer

meet.............. met ................ met ..................... encontrar, conhecer

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overcome ...... overcame ...... overcome ........... superar

overtake ........ overtook......... overtaken ........... alcançar, surpreender

pay ................ paid................ paid .................... pagar

put................. put ................. put ...................... colocar

quit ................ quit ................. quit ..................... abandonar

read .............. read ............... read .................... ler

ride................ rode ............... ridden ................. andar

ring................ rang ............... rung .................... tocar (campainha, etc.)

rise ................ rose ............... risen ................... subir, erguer-se

run ................ ran ................. run ...................... correr, concorrer, dirigir

saw ............... sawed ............ sawn ................... serrar

say ................ said ................ said ..................... dizer

see ................ saw ................ seen ................... ver

seek .............. sought............ sought ................ procurar obter, objetivar

sell ................ sold ................ sold ..................... vender

send .............. sent................ sent .................... mandar

set ................. set .................. set ...................... pôr em determinada condição, marcar, ajustar **

shake ............ shook ............. shaken................ sacudir, tremer

shed .............. shed............... shed ................... soltar, deixar cair **

shine ............. shone............. shone ................. brilhar, reluzir

shoot ............. shot................ shot .................... atirar, alvejar

show ............. showed .......... shown ................. mostrar, exibir

shrink ............ shrank............ shrunk ................ encolher, contrair

shut ............... shut................ shut .................... fechar, cerrar

sing ............... sang............... sung ................... cantar

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sink ............... sank ............... sunk .................... afundar, submergir

sit .................. sat .................. sat ...................... sentar

slay ............... slew ............... slain .................... matar, assassinar

sleep ............. slept ............... slept .................... dormir

slide .............. slid ................. slid ...................... deslizar, escorregar

sling .............. slung .............. slung................... atirar, arremessar

speak ............ spoke ............. spoken................ falar

spend ............ spent.............. spent .................. gastar

spin ............... spun............... spun ................... fiar, rodopiar

spit ................ spit, spat ........ spit, spat ............. cuspir

spread........... spread ........... spread ................ espalhar

spring ............ sprang ........... sprung ................ fazer saltar

stand ............. stood.............. stood .................. parar de pé, agüentar

steal .............. stole ............... stolen.................. roubar

stick .............. stuck .............. stuck ................... cravar, fincar, enfiar

sting .............. stung.............. stung .................. picar (inseto)

stink .............. stank .............. stunk................... cheirar mal

strike ............. struck ............. struck.................. golpear, desferir, atacar

string ............. strung ............ strung ................. encordoar, amarrar

strive ............. strove............. striven................. esforçar-se, lutar

swear ............ swore ............. sworn.................. jurar, prometer, assegurar

sweep ........... swept ............. swept .................. varrer

swim .............. swam ............. swum .................. nadar

swing ............ swung ............ swung ................. balançar, alternar

take ............... took................ taken .................. tomar **

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teach ............. taught ............ taught ................. ensinar, dar aula

tear ............... tore ................ torn ..................... rasgar, despedaçar

tell ................. told ................. told ..................... contar

think .............. thought .......... thought ............... pensar

throw ............. threw.............. thrown ................ atirar, arremessar

tread ............. trod ................ trodden ............... pisar, trilhar

undergo ........ underwent ..... undergone .......... submeter-se a, suportar

understand ... understood .... understood ......... entender

uphold ........... upheld............ upheld ................ sustentar, apoiar, defender

wear .............. wore............... worn ................... vestir, usar, gastar

win ................ won ................ won ..................... vencer, ganhar

wind .............. wound ............ wound................. enrolar, rodar, dar corda

write .............. wrote.............. written................. escrever, redigir

APOSTILA__2014_1-1INGLES

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