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CURSO DE ENGENHARIA DE PRODUO E ENGENHARIA DE PETRLEO

DISCIPLINA: INGLS INSTRUMENTAL PROFESSORA: VVIAN GARCIA ALMEIDA LEITE

1- BE PRESENT (Is am - are)

Is Am Are he/ she/ it at home now? I at home now? You/ we/ they at home now?

2- BE PAST (Was - were)

Was Wasnt Were Werent I/ he/ she/ it at home yesterday? You/ we/ they at home yesterday?

3- PRESENT PERFECT (Have + past participle) (used for an action in the past with a result now)
I We You They He She It have cleaned started the house.

has

done

the exercise.

O Present Perfect formado de: Have ou has + Verbo no Particpio Passado. Devemos usar o Present Perfect nas seguintes situaes: - Quando uma ao comear no passado e continuar at o presente momento. Ex: She has lived here for 10 years. As expresses: FOR SINCE LATELY RECENTLY So usadas para indicar o perodo de tempo. Quando a ao tiver acontecido e no mencionarmos o tempo. Ex: I have watched that film. ( no indicou o tempo ) Quando algo nunca tiver acontecido. Ex: We have never eaten lobster. Ex: He has just arrived.

Quando algo tiver acabado de acontecer.

Quando uma ao no tiver acontecido ainda. Ex: They havent called me yet.

- Quando a ao puder acontecer no tempo que voc definiu na frase. Ex: I have gone to the movies twice this year. ( o ano no acabou e voc tem a possibilidade de ir mais vezes )

4 - Main Auxiliares (Do, Does, Did, Would, Will)

PRESENT I, YOU, WE THEY = DO HE, SHE, IT = DOES PAST = DID FUTURE = WILL CONDITIONAL = WOULD 1 - Where ________ you have lunch? (Past) 2 When ________ you travel to France? (Future) 3 How far _______ he live from here? (Present) 4 What _______ you like to do now? (Conditional) 5 What _______ you study yesterday? (Past) 6 How _______ your brother go to school? (Future) 7 How often _______ she go to the movies? (Present) 8 Where _______ you buy these CDs? (Past) 9 Whose house _______ you live? (Conditional) 10 What _______ you wear yesterday? (Past) 11 How long _______ they use the computer tonight? (Future) 12 What _______ you like to wear? (Conditional) 13 What _______ you like to do on a rainy day? (Present) 14 What celebration _______ the children prefer? (Present) 15 At what time _______ you go to bed tomorrow? (Past)

5 - ADJECTIVES:
LONG SHORT INTELLIGENT INTERESTING RICH POOR NECESSARY IMPORTANT HOT COLD DIFFICULT OUTGOING TALL SHORT

COMPARATIVE FORMS: AS + ADJECTIVE + AS JAYME IS AS INTELLIGENT AS BETH. ADRIANA IS AS SHORT AS THAT GIRL. MORE + ADJECTIVE + THAN (BIG ADJECTIVES) CAR IS MORE COMFORTABLE THAN BUS. PORTUGUESE IS MORE DIFFICULT THAN ENGLISH. ADJECTIVE + ER + THAN

3 GISELE IS TALLER THAN ISLANE.

TODAY IS COLDER THAN YESTERDAY. LESS + ADJECTIVE + THAN BIKE IS LESS COMFORTABLE THAN MOTORCYCLE. EDIL IS LESS OUTGOING THAN CELSO. SUPERLATIVE FORMS: THE MOST + ADJECTIVE JULIANA WILL BE THE MOST POPULAR SINGER IN BRAZIL. HE IS THE MOST HANDSOME BOY IN THE CLASS. CRISTIANO IS THE MOST OUTGOING STUDENT HERE. THE + ADJECTIVE + EST VANESSA IS THE RICHEST STUDENT OF THE CLASS. LUCIANO IS THE SHORTEST STUDENT HERE. MARLON IS THE FUNNIEST STUDENT OF THE CLASS. THE + LEAST + ADJECTIVE ENGLISH IS THE LEAST DIFFICULT SUBJECT. FUSCA IS THE LEAST COMFORTABLE CAR. NOTE: IRREGULAR ADJECTIVES BIG BIGGER - BIGGEST HAPPY HAPPIER HAPPIEST FAR FARTHER FARTHEST GOOD BETTER BEST BAD WORSE WORST FLVIO IS THE HAPPIEST MAN OF UNIG.

6 - Prepositions
At: 6 o clock (time / hora) 20 Cardoso Moreira Ave. (addresses / endere;os) home / the club (places / lugares) Monday / Tuesday (days of the week / dias da semana) Assis Ribeiro Street (names of streets / nomes de ruas / avenues / avenidas) the table (surface/ superfcie) January / March (months of the year / meses do ano) 2004 / 2002 (year / ano) Brazil (countries / pases / cities . cidades) the drawer (containers / compartimentos) Clean the house for me, please. (requests / pedidos)

On:

In:

For:

4 This chocolate is for you. (intended for / inteno )

To:

I want to go to Paris.

(movement towards / movimentos em direo)

Attention: Leave for ( a place / um lugar ) He left for the office at 6 AM. Of: Give me a glass of lemonade. (content / contedo/ quantity / quantidade)

7 - MAKE, DO, HAVE, TAKE

1- THINGS WE MAKE: Make a mistake (= an error) He made a few mistakes in the exam. Make a meal (= prepare and cook something to eat) I had to make my own dinner last night. Make money (= become rich) He made lot of money when he worked in America. Make friends Its not always easy to make friends in a foreign country. Make a decision We can have the red ones or the green ones, but we must make a decision. Make a noise I cant work when the children make a lot of noise. Make progress (= improvement) Her English is good now; she has made a lot of progress. YOU CAN MAKE A DIFFERENCE! MAKE THE BED MAKE A HOUSE MAKE A CAKE MAKE A MISTAKE MAKE A NOISE MAKE LUNCH To make is generally for the PHYSICAL construction of something, with the meaning of to build (construir) or to create (criar). Sometimes the use of to make is idiomatic: To make the bed To make a mistake To make noise, sound, a speech To make sense 2- THINGS WE DO: Do homework I forgot to do my English homework last night. Do the housework (= cleaning) My mother does all the housework last night. Do subjects (= study subjects) Did you do English at school? Do a course I did a one-week course in word processing. Do the shopping (= buy a food) I always do the shopping at the weekend. Do research (= detailed study in one subject) Hes doing research in physics at Rome University. Do (someone) a favour (= do something to help someone) I dont have any coffee. Could you do me a favour and lend me some? Do something/anything/nothing I didnt do anything last night. That boy has done nothing all day.

3- THINGS WE HAVE: Have a rest (= relax / do nothing) They had a long rest after the game. Have food (= eat food) and drink I had steak but Paul just had a cup of tea. Have a drink (= drink something) Lets have a drink before dinner. Have a bath / shower I always have a bath when I get up. Have a party Im having a party for my birthday. Have a baby (= be pregnant or give birth) Mary is having a baby next month. Have a (nice / great / terrible) time We had a very nice time in New York last year. 4- THINGS WE TAKE: Take an exam (also do an exam) Im going to take four exams next month. Take a photo She took lots of photos on holiday. Take a decision (also make) Im not very good at taking decisions. Take a shower (also have) Im just going to take a shower before lunch. Take a bus / train / plane / taxi We were late, so we took a taxi to the airport.

8 - SUBJECTIVE AND OBJECTIVE PRONOUNS - Subjective Pronouns - S podem ocupar a posio de sujeito (so usados sempre
antes do verbo) Ex: Mary visited John yesterday. (she)

- Objective Pronouns Ocupam a posio de objeto direto e/ou indireto, alm de serem
usados depois de preposies. Ex: Paul gave Jane (indirect object) a book (direct object) for her birthday. He her it
SUBJECTIVE I WE YOU HE SHE THEY I know Ann. We know Ann. You know Ann. He knows Ann. She knows Ann. They know Ann. OBJECTIVE Ann knows Ann knows Ann knows Ann knows Ann knows Ann knows me. us. you. him. her. them.

Exercise 1 I dont know those girls. Do you know ____________? 2 - I dont know that man. Do you know _____________? 3 - I dont know those people. Do you know ___________? 4 I dont know Davids wife. Do you know __________? 5 I dont know Mr Stevens. Do you know ___________? 6 I dont know Sarahs parents. Dou you know _________?

9 DEMONSTRATIVE PRONOUNS
SINGULAR THIS THAT PLURAL THESE THOSE

10 MONTE SUA CARTA

O raciocnio lgico e a coerncia so fundamentais para a compreenso, por isso lembre-se sempre de percorrer todo o texto primeiro e, assim, voc adquire melhores condies para inferir o contexto. Leia a atividade a seguir e faa a melhor opo para que a sua mensagem tenha uma seqncia lgica. No se esquea de que voc o autor desta carta e que dependendo de sua escolha, voc pode torn-la coerente, incoerente, engraada ou at mesmo indelicada. Voc o autor: 1-Voc recebeu um presente de um primo pelo correio e precisa agradec-lo por escrito. Escolha a melhor opo para que sua carta tenha coerncia do incio ao fim. Lembre-se de que voc o autor. Dear Cousin, Thanks for the _______ projects. _______ photographs. _______ sneakers. I got really _______ depressed; _______ satisfied; _______ disappointed; It is _______ an unusual present; _______ a delicate present; _______ a spectacular present; I plan to show it / them _______ in my university; _______ when I get nervous; _______at the moment my friends return; because I am _______ not a ridiculous person. _______ a person Who likes Carnival. _______ an anxious person. I hope to _______ exchange it / them. _______ have it / them forever. _______ make it / them a present to someone.

Ill be the Next time you send me a present make sure _______ most happy person; _______ Im not an adult. _______ envy of the office to have these _______ to visit me. projects; _______ I detest Carnival. _______ most elegant person; See you, Im certain it / they will look perfect _______ Respect, _______ on me. _______ Aversion, _______ in my business . _______ Love, _______on the person you gave.

11 READING STRATEGIES (ESTRATGIAS DE LEITURA)

Maior sucesso ter o leitor no estudo do texto se fizer uso de algumas estratgias de leitura, bem como todas as dicas que o prprio texto proporciona. Conhea a seguir alguns desses elementos. 1. Skimming: Estratgia que consiste em lanar os olhos rapidamente sobre o texto, numa breve leitura para captar o assunto geral. 2. Scanning: uma estratgia de leitura no-linear em que o leitor busca objetivamente localizar as informaes em que est interessado. Atravs do scanning o leitor objetivo e seletivo e nem sempre precisa ler o texto todo. 3. Cognates: Muito comuns na lngua inglesa, os cognatos so termos de procedncia grega ou latina bastante parecidos como portugus tanto na forma escrita como no significado. Os cognatos podem ser: - idnticos: radio, piano, hospital, nuclear, social, etc. - parecidos: gasoline, ifltion, intelligent, population, history, etc. - pouco parecidos: electricity, responsable, explain, activity, etc. 4. Typography: As marcas tipogrficas so elementos que , no texto, transmitem informaes nem sempre representadas por palavras. 5. Repeated Words: Quando algumas palavras se repetem vrias vezes no texto, mesmo com formas diferentes (exemplo: socialism, socialist, social, socialize...), normalmente so importantes para a compreenso. As palavras repetidas aparecem especialmente na forma de verbos, substantivos e adjetivos e nem sempre so cognatas. 6. Prediction: uma atividade pela qual o aluno levado a predizer, inferir o contedo de um texto atravs do ttulo ou de outros elementos tipogrficos, como ilustraes, por exemplo. Pode ser chamada de pr-leitura. 7. Key words: As palavras chaves so aquelas que esto mais de perto associadas especificamente ao assunto do texto, podendo aparecer repetidas e algumas vezes na forma de sinnimos. A identificao das Key words atravs do skimming leva-nos a ter uma viso geral do texto.

12 - Aspectos Lingsticos Afixos (Prefixos e sufixos)

Prefixos slaba ou slabas que precedem a raiz de uma palavra, modificando seu sentido. Ex: agree disagree / known unknown

Sufixos - slaba ou letras que se pospem s razes das palavras para indicar sua flexo, ou tornlas derivadas. Ex: live lives Prefixes 1-oposto / no un uncertain / unusual in incapable / incorrect il / ir illegal / irresponsable 2-errado / ruim / mal mis misunderstand 3-muito / acima / alm de over oversleep (dormir em excesso) super supernatural (sobrenatural) supra suprarational (alm da razo) 4-pouco / abaixo under undergraduate / underestimated sub subsurface(escondido) / subordinate 5-colocar junto en enclose (fechar, encerrar) 6-fora / for a de ex extract / ex-wife 7-contra anti antiviral / antisocial 8-nico uni unity / universal 9-junto co cooperation com combine col collate (confrontar, conferir) non non-smoking dis dislike / teach teacher

mal malnutrition

10-antes fore forecast 11-entre inter interaction / international

Sufixes
1-Formam substantivos de verbos - ion organization - er teacher - or actor - ing building - ment agreement 2-Formam substantivos de adjetivos - ness safeness 3-Formam adjetivos de substantivos - ful fearful - less endless (infinito) - ous dangerous - al beneficial - y noisy 4-Formam adjetivos de verbos - ing interesting - able comfortable 5-Formam advrbios de adjetivos - ly honestly easily mainly 6-Formam verbos de adjetivos - ize generalize - en - shorten

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13 - IRREGULAR VERBS IN GROUPS

Past simple / past participle are the same 1 to cost cost - cost to cut cut cut to hit hit hit to hurt hurt hurt to let let let to put put put to shut shut shut 2 to lend lent lent to send sent sent to spend spent spent to build built built to burn burnt burnt to learn learnt learnt to smell smelt smelt to feel felt felt to leave left left to meet met met to dream dreamt dreamt to mean meant meant to lose lost lost to shoot shot shot to get got got to light lit lit to sit sat sat to keep kept kept to sleep slept slept 3to bring brought brought to buy - bought bought to fight fought fought to think thought thought to catch caught caught to teach taught taught

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4 to sell sold sold to tell told told to find found found to have had had to hear heard heard to hold held held to read read read to say said said to pay paid paid to make made made to stand stood stood to understand understood - understood Past simple / past participle are different 1to break broke - broken to choose chose - chosen to speak spoke - spoken to steal stole stolen to wake woke woken 2to drive drove driven to ride rode ridden to rise rose risen to write wrote written to beat bit bitten to hide hid hidden 3to eat ate eaten to fall fell - fallen to forget forgot forgotten to give gave given to see saw seen to take took taken 4to blow blew blown to grow grew grown to know knew known to throw threw thrown

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to fly flew flown to draw drew drawn to show showed shown 5to begin began begun to drink drank drunk to swim swam swum to ring rang rung to sing sang sung to run ran run 6to come came come to become became become

14 - ADVERBS
1 Adjective + ly = adverb quickly badly suddenly carefully heavily

2 Adverbs tell you how something happens or how somebody does something. Ex: The train stopped suddenly. I opened the door slowly. Please listen carefully. I understand you perfectly. Its raining heavily. 3 Hard / fast / late / early are adjectives and adverbs. Adjective Adverb Ex: Sues job is very hard. Sue works very hard. Ben is a fast runner. Ben can run fast. I went to bed early / late The bus was late / early 4 good (adjective - well (adverb) Ex: Your English is very good. You speak English very well. It was a good game. Our team played very well. OBS: well is also an adjective = not ill, in good health How are you? Im very well, thank you.

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Exercise 1 Your English is very _________. You speak English very _________. 2 The party was very ___________. I enjoyed it very much. 3 Martin has a difficult job but he does it ________. 4 How are your parents? Are they ____________? 5 Did you have a _________ holiday? Was the weather ___________?

15 - ADJECTIVES
1 Adjective + noun ( nice day / blue eyes ) The adjective is before the noun. Ex: Its a nice day today. Laura has brown eyes. Theres a very old bridge in his village. Do you like Italian food? I dont speak any foreign languages. There are some beautiful yellow flowers in the garden. 2 - Be (am / is / are / was / were) + adjective Ex: The weather is nice today. These flowers are very beautiful. Im hungry. Can I have something to eat? The film wasnt very good. It was boring. 3 Look / feel / smell / taste / sound / + adjective Ex: You look tired. George told me about his new job. It sounds very interesting. Dont cook that meat. It doesnt smell good. Compare: is He feels Looks are They look American sound is It smells good tastes

Get hungry / get cold / get tired / get married / get dressed / get lost (get + adjective) + become Ex: Linda and Frank are getting married. now. I got dressed quickly. We went for a walk and got lost.

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1. Leia o texto com ateno e responda s perguntas. ATI VIDADE The Robotics Revolution If you think robots are mainly characters of science fiction movies, think again. Right now, all over the world, robots are painting cars, walking into live volcanoes, driving trains in Paris, and defusing bombs in Northern Ireland. Many of the robots in use today do jobs that workers. These are the types of jobs which require great strength or pose danger. For example, robots are particularly useful in the auto-manufacturing industry where parts of automobiles must be put together Spray painting is another task suited to robots because robots do not need to breathe. Unlike humans beings, they are unaffected by the poisonous fumes. Robots are better at this task, not because they y are faster or cheaper but because they work in a place where people p pcannot The robotics revolution is already beginning to change the kind of work that people do. The boring and dangerous jobs are now assumed by robots. More and more humans will be required for tasks that robots cannot do. There are some industrialists who hope that all their employees will be knowledge workers, sitting at desks and computer terminals to deal with information. These changes are already under way, and their pace accelerates every year. Fonte: Boeckner, K. and Brown, P. Charles. Computing. Oxford: Oxford University Press, 1993. Texto 9.2 Se voc se interessa por robtica, no deixe de visitar o website.www.thetech.org/exhibits/online/robotics/ Help!! characters personagens defusing desarmando jobs trabalhos require requerem strength fora pose impe spray painting pintura a jato breathe respirar fumes vapores poisonous venenoso task tarefa faster mais rpidos cheaper mais baratos boring enfadonho dangerous perigosos hope esperar (ter esperana) employees empregados knowledge conhecimento desks mesas de trabalho deal with lidar com under way a caminho pace ritmo a. Que tipo de trabalho mais bem desempenhado por robs do que por seres humanos? ___________________________________________________________________ ___________________________________________________________________ b. Quais os exemplos, apresentados no texto, de tipos de trabalho nos quais os robs so melhores do que o homem? ___________________________________________________________________ ___________________________________________________________________ c. Qual o perigo da pintura a jato para a sade do homem? ___________________________________________________________________ ___________________________________________________________________

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d. Que tipo de tarefa vai ser desempenhada pelo ser humano cada vez mais freqentemente? ___________________________________________________________________ ___________________________________________________________________
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ATIVIDADES 1. a. No anncio do Texto, qual o problema? ___________________________________________________________________ _________________________________________________________________ b. Qual a soluo? ___________________________________________________________________ _________________________________________________________________ Voc vai refletir sobre uma das mais fenomenais formas de expresso humana: a linguagem. Voc j parou para pensar sobre sua capacidade de se expressar? Veja: por meio da linguagem, o homem enfrenta a vida; com ela, ele se comunica, expressa seus sentimentos, define coisas e pensamentos. A capacidade do ser humano de se expressar por meio da linguagem realmente fascinante, no acha? O Texto discute essa maravilhosa ferramenta humana. Consulte o glossrio antes de iniciar a leitura. One of the most fascinating aspects of human development is the ability to learn language. The language faculty is specific to the human species because no other creature apart from human beings possesses a language organ. All men are born with the capacity to speak and it is this capacity that makes human beings different from animals. It might be suggested that apes and dolphins use some form of language; this may be a communication system but it does not have the distinctive features of human language. Animals may learn some form of communication in captivity but no species of animal can

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spontaneously use a form of human language. Indeed, learning a language is an amazing feat and it has attracted the attention of linguists and psychologists for generations (COOK, 1988). HELP! captivity cativeiro feat grande feito feature caracterstica learn aprender faculty capacidade apart from com exceo de LANGUAGE FOCUS I No Texto, h verbos que chamamos modais. Os verbos modais, como can, may, might, must, should, will, no possuem um sentido prprio como, por exemplo, os verbos run (correr) e write (escrever), que envolvem uma ao. Eles so uma espcie de verbos auxiliares e, como o nome parece implicar, os modais introduzem uma certa modalidade ao que dito ou escrito. Dessa forma, com os modais expressam-se no apenas o fato, mas uma avaliao desse fato. Para explicar melhor, vamos considerar uma frase do Texto Veja: Animals may learn some form of communication in captivity. Observe que, nessa frase, may vem acompanhado do verbo learn. (Os modais vm sempre antes de outro verbo, e esses outros verbos so chamados verbos principais.) Na frase acima, o que se est sugerindo que os animais podem (may) aprender alguma forma de comunicao quando esto em cativeiro; uma probabilidade, e no uma certeza. Com os modais, podemos: a) dar e pedir permisso: A: May I visit you at the weekend? B: Of course, you may. (Poderamos usar can aqui.) O modal can tambm usado para poder e dar permisso. Exemplos: Can I have your telephone number? (May tem conotao mais formal.) b) falar sobre obrigatoriedade: You must wear your seat belt while driving. c) falar sobre proibio (usando o modal na forma negativa): You mustnt drink before driving. d) dar um conselho: For safe sex, you should wear condoms. The USA should sign the Kiotos Protocol. You should turn off your computer when you re not using it. HELP! condom camisinha seat belt cinto de segurana

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ATIVIDADES 1. Vamos considerar uma outra frase do Texto: but no species of animal can spontaneously use a form of a human language. Aqui, o uso de can indica possibilidade. a. Qual o verbo principal dessa frase? _____________________________ b. Agora traduza a frase: ...mas nenhuma espcie ___________________________________________ 2. Um dos questionamentos do Texto se os macacos e golfi nhos usam alguma forma de linguagem. O texto diz: It might be suggested that apes and dolphins use some form of language Levando em conta o sentido de might nessa frase, o autor do texto est questionando se o que os golfi nhos e macacos usam realmente linguagem. Ele oferece uma resposta para seu questionamento na frase que se segue: but it does not have the distinctive features of human language. a. Quais seriam as distinctive features of human language a que o autor se refere? __________________________________________________________________ ___________________________________________________________________ Observe que it nessa frase est substituindo form of language. b. A forma de comunicao usada por golfinhos e macacos se encaixaria dentro dessas caractersticas? __________________________________________________________________________________________ ___________________________________________ c. Qual a idia expressa por might na frase "It might be suggested that apes and dolphins use some form of language..."?

UMA CIDADE SUBTERRNEA Qual a cidade mais peculiar que voc conhece? Qual a razo dessa peculiaridade? Voc j ouviu falar da cidade de Coober Pedy, na Austrlia? Faa uma rpida leitura do Texto e, com a ajuda do glossrio que o segue, descubra o que Coober Pedy tem de diferente de outras cidades: Texto COOBER PEDY: my cave is my home! Coober Pedy is considered one of the most extraordinary towns in Australia and perhaps in the world. It is a cosmopolitan town with a population of 3,500 and over 45 different nationalities. The presence of different nationalities and the friendly lifestyle of the town make it a reference for cultural tolerance, diversity and acceptance. Like any other city, it has schools, shops, a police station, restaurants, hotels, doctors, sports centers and many things you find in a common town. Electricity, water and a telephone system are also part of the infra-structure of Coober Pedy. However, you cannot drive a car, a bus or a taxi there as Coober Pedy has no roads. It has no trees or parks either. Why? You may ask. The reason is very simple: Coober Pedy is completely underground! The area in Australia where Coober is located is extremely hot, dry and dusty. During the day the temperature is about 50 C. This is the reason why people in Coober live underground, in comfortable caves. Coober Pedys caves remain at comfortable 25 degrees during all the year. There are authentic underground homes to explore as well as underground museums, potteries, opal

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shops, an art gallery and, of course, opal mines. After all, Coober Pedy is recognized as the largest producer of opal in the world. Today, the town depends as much on tourism as on the opal mining industry to provide the community with employment and sustainability. ( text adapted from: http://www.gluckman.com/CooberPedy.Australia.htm http://esvc001128.wic015u.server-web.com/default.htm ). Help!! Perhaps talvez Friendly amigvel, simptico lifestyle estilo de vida like como fi nd encontrar, achar there l underground subterrneo (under: embaixo; ground: cho, solo) cave caverna remain continuar, permanecer pottery cermica opal opala (pedra semipreciosa ) mines minas provide fornecer employment emprego after all afinal Voc pode obter maiores informaes sobre Coober Pedy e outras cidades na Austrlia em: http://www.greatestcities.com/oceania/Australia A palavra like no texto funciona tal qual a palavra como, estabelecendo uma comparao, e no com o sentido do verbo gostar, que tambm like. O oposto, de like (como), neste caso, unlike (ao contrrio de...). Assim teramos, por exemplo, unlike Petrpolis, Niteri is located on the coast. ATIVIDADES 1. Indique se as afirmativas abaixo so falsas ou verdadeiras. Quando falsas, explique a inadequao da afirmativa. a. Coober Pedy tem caractersticas similares s de outras cidades. Verdadeira ( ) Falsa ( ) _________________________________________________________________ b. Coober Pedy um pas que fica na Oceania. Verdadeira ( ) Falsa ( ) _________________________________________________________________ c. Coober Pedy uma cidade com menos de mil habitantes. Verdadeira ( ) Falsa ( ) _________________________________________________________________ d. H muitos problemas em Coober Pedy relativos oferta de gua e de eletricidade. Verdadeira ( ) Falsa ( ) _________________________________________________________________ e. O transporte algo que distingue Coober Pedy de outras cidades. Verdadeira ( ) Falsa ( ) _________________________________________________________________ f. A temperatura amena o ano inteiro em Coober Pedy. Verdadeira ( ) Falsa ( ) _________________________________________________________________ g. A cidade subterrnea devido s vrias minas de opala que existem na regio. Verdadeira ( ) Falsa ( ) _________________________________________________________________

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h. As minas de opala so, em grande parte, responsveis pela economia de Coober Pedy. Verdadeira ( ) Falsa ( ) __________________________________________________________________ i. A cidade abriga pessoas de diversas nacionalidades. Verdadeira ( ) Falsa ( ) _________________________________________________________________ j. Os habitantes de Coober Pedy vivem como os homens das cavernas. Verdadeira ( ) Falsa ( ) __________________________________________________________________ 2. Determine se as seguintes afirmativas so, de acordo com o texto, possveis ou impossveis. Justifique suas respostas. In Coober Pedy a. it rains a lot. ( ) Possible ( ) Impossible __________________________________________________________________ b. we can buy food at a supermarket. ( ) Possible ( ) Impossible __________________________________________________________________ c. the children can climb trees in the park. ( ) Possible ( ) Impossible _________________________________________________________________ d. we cannot have a garden in our home. ( ) Possible ( ) Impossible _________________________________________________________________ e. the traffic is heavy. ( ) Possible ( ) Impossible _________________________________________________________________

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View All Jobs Details about the vacancy Job Title and Senior Production Engineering Advisor Reference Remuneration US$96000 - US$200000 per annum + Bonus Location USA Region Houston Posted by Oscar Associates

Cont/Perm Permanent Required Residency of Applicant Expiry Date 30 September 2009

Description Senior Production Engineer/Production Engineering Advisor POSITION SUMMARY:

21 This position will provide Production Engineering technical support for development projects and producing assets. The position requires experience in analysis and optimization of all components of the production system. Normal job duties will be to model and/or analyze the performance of existing and planned wells, gathering systems and facilities to ensure optimum production delivery from assets. ROLES/RESPONSIBILITIES: Prepare the functional requirements for well completion and recompletion designs in conjunction with subsurface and completions engineers, including material and elastomer requirements, tubing size, perforation requirements, smart well system, etc. Design the well testing and downhole and/or subsea metering requirements, and production data requirements for new wells Artificial lift system design and optimization Develop and maintain well performance models for all existing and proposed wells. Utilize trending and visualization tools to validate production and allocation data and ensure compliance with specified operating limits Build, maintain and optimize integrated production models for all wells, gathering systems and production facilities Develop the well specific operating envelopes and well management guidelines for drawdown, liquid/gas coning, liquid lifting Prepare recommendations for well and/or production system modifications to optimize production including economic analysis of opportunities Analyze and prepare recommendations for injection and producing zone fluid management Flow assurance and production chemistry analysis and management, including prediction of paraffin, asphaltines, and scale deposition Well test analysis Assess Life Cycle stimulation requirements and incorporate in design and operating plans Production forecasting, in collaboration with the operations engineer and subsurface team Production log recommendations and analysis Sand production management, including design and recommendation of sand production monitoring systems Formation damage identification and assessment of stimulation requirements. Design of well treatment recommendations in conjunction with subsurface and operations engineers Erosional velocity analysis and optimization Identification, assessment and implementation of new technologies to enhance well and field performance SKILLS AND EXPERIENCE:

22 10-15 years relevant industry experience in production engineering Experience with well and production system modeling/analysis and familiar with related software (e.g. Prosper, GAP, OLGA) Self-motivated to learn and apply new technologies Ability to mentor and coach others Strong written and verbal communication skills. Must be able to effectively communicate with management, technical and operations staff Ability to work effectively with minimal supervision in a diverse, multidiscipline team environment Track record of successful accomplishments and successfully executed projects in production engineering Proactive analytical skills with attention to details and process improvements EDUCATION/TRAINING: Minimum Bachelor of Science degree in Mechanical Engineering, Petroleum Engineering or equivalent SOFTWARE REQUIREMENTS: Microsoft Word, PowerPoint, and EXCEL Production System modeling tools - PROSPER, GAP, RESOLVE, OLGA, PIPESIM, HYSYS Skill Completion Design Operations oil and gas Production Well

Qualification Bachelors Degree or equivalent

Production Engineer
This job belongs to job family > Engineering
Further details

Production or manufacturing engineers work with companies that make things - from food, drink and chemical products to clothing, cars, aircraft and printing equipment. They design, build and maintain all the systems in factories, including automated and computer-controlled machines. This may involve investigating operational problems affecting production,

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improving existing operations, bringing in new methods and processes and planning, and commissioning and maintaining new production lines. They work with production staff, including operatives and technicians, to keep assembly, manufacturing and packaging systems working smoothly and efficiently. Production engineers usually work 37 hours a week, but this could include weekend and evening work. They may work on the shop floor, at a desk with a computer, or in meetings. Manufacturing machinery can be noisy but modern production lines are quieter and usually operate in an air-conditioned, dust-free environment. Salaries range from about 23,000 a year to 50,000 or more. A production engineer should:

have a thorough understanding of the manufacturing process work well with a wide range of people be able to plan and prioritise tasks be good at analysing and solving problems have good communication skills have strong numerical skills understand the importance of health and safety.

There are engineering and manufacturing companies in most areas but many companies tend to be based in the major cities and towns across the country. Employers range from food and drinks manufacturers to vehicle producers. There is also a growing number of hightechnology manufacturing companies in the aerospace and electronics industries, as well as precision engineering and pharmaceuticals. There are also many smaller firms, often producing high value, technologically-advanced products. Many production engineers are graduates. An HND with distinctions or merits may be an alternative, although further training will be required. Apprenticeships and Advanced Apprenticeships are available and it is possible to begin apprentice training for craft- or technician-level jobs in production engineering straight from school, with three to five GCSEs (A*-E). The Diploma in engineering and the Diploma in manufacturing and product design may be relevant for this area of work. Production engineers can register with the Engineering Council (ECUK) as a professional engineer - either Incorporated Engineer (IEng) or Chartered Engineer (CEng). They are expected to undertake continuing professional development (CPD). This can include attending courses, meetings, workshops and seminars. Some engineers move into sales, marketing, general management, training or consultancy.

What is the work like?

Production or manufacturing engineers work with companies that make things - from food, drink and chemical products to clothing, cars, aircraft and printing equipment. They design,

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build and maintain all the systems in factories, including automated and computer-controlled machines.

They develop production lines and systems for all kinds of manufacturing processes. These can be anything from filling cans or bottles to packaging medicines or assembling trucks or computers. The latest technology is used in this work, and production engineers are responsible for planning, managing and maintaining the production methods and processes. This may involve:

investigating operational problems affecting production improving existing operations, bringing in new methods and processes planning, commissioning and maintaining new production lines handling the purchase and installation of new equipment providing manufacturing data ensuring that quality control standards are being maintained training and managing staff preparing manufacturing manuals for staff managing budgets.

Production engineers usually have a day-to-day responsibility for providing technical expertise and diagnosing and solving problems. They work with production staff, including operatives and technicians, to keep assembly, manufacturing and packaging systems working smoothly and efficiently. If their job involves a management role, production engineers will be involved in meetings with other technical and management staff, and they will have to produce reports on production issues and budgets for new or replacement systems. They may also liaise with suppliers and customers, ensuring that service departments handle product defects correctly and recalling products if necessary.

Hours and environment

Production engineers usually work 37 hours a week, but this could include weekend and evening work, particularly when a new production process is being installed and tested, or if the company works a shift system.

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They may work on the shop floor, at a desk with a computer, or in meetings. Protective clothing may be required when visiting the shop floor.

Manufacturing machinery can be noisy, and in older traditional industries the environment can be hot, dirty and dusty. Modern production lines are quieter and usually operate in an airconditioned, dust-free environment.

Salary and other benefits

These figures are only a guide, as actual rates of pay may vary, depending on the employer and where people live.

Starting salaries for graduates after their initial training may be in the region of 23,000 a year. Experienced production engineers may earn up to 37,000 a year. Senior production engineers may earn 50,000 or more.

There may be extra pay for overtime or shifts.

Skills and personal qualities

A production engineer should:

have a thorough understanding of the manufacturing process work well with a wide range of people be able to plan and prioritise tasks be good at analysing and solving problems have good communication skills have strong numerical skills understand the importance of health and safety.

Interests
It is important to be interested in:

engineering and manufacturing keeping up to date with new developments in technology.

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Getting in
Around 1.5 million people are employed in engineering-related jobs in the UK, and there are engineering and manufacturing companies in most areas. Many companies tend to be based in the major cities and towns across the country. Employers range from food and drinks manufacturers to vehicle producers. There is also a growing number of high-technology manufacturing companies in the aerospace and

electronics industries, as well as precision engineering and pharmaceuticals. There are also many smaller firms, often producing high value, technologically-advanced products. Jobs tend to be advertised in professional and trade publications, through recruitment agencies specialising in engineering posts and on the many websites dealing with engineering jobs.

Entry routes
Many production engineers are graduates. In fact, most employers look for graduates, and a degree or equivalent is essential for professional (chartered) status. An HND with distinctions or merits may be an alternative, although further training will be required. It is also possible to take an Open University degree. The engineering institutions accept these as long as studies follow an approved profile. For a degree course in an engineering subject, applicants need at least two A levels normally including maths and physics, and five GCSEs (A*-C), or equivalent qualifications including Access courses. The Institution of Mechanical Engineering (IMechE) offers funding for people starting a degree, as well as opportunities to win further funding through prizes and awards. Opportunities include the Whitworth Scholarship Awards, (www.whitworthscholarships.org.uk), designed for engineers who are planning to embark on, or have already commenced, an undergraduate engineering degree-level programme, normally a MEng. The scholarships are available in all the main engineering disciplines mechanical, civil, electrical, aerospace and others. Many universities appear to have some funding to encourage students to study technology (www.scholarship-search.org.uk). It is also possible to begin apprentice training for craft- or technician-level jobs in production engineering straight from school, with three to five GCSEs (A*-E). Ideally, these should include English, maths and science. GCSEs in engineering, manufacturing or design and technology could also be useful. A BTEC First Diploma in a relevant subject would be a good alternative. The Diplomas in engineering, and manufacturing and product design may be relevant for this area of work.

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Apprenticeships and Advanced Apprenticeships provide structured training with an employer and pay at least 80 per week - 95 per week from August 2009. A recent survey found that the average wage for apprentices was 170 a week. Entry to Employment (e2e) can help to prepare those who are not yet ready for an Apprenticeship. In addition, Young Apprenticeships may be available for 14- to 16-year-olds. To find out more, see the Apprenticeship page on this website, contact the local Connexions service or visit: www.apprenticeships.org.uk.

Training
All apprentices follow a structured training scheme at work, with part-time study at a local college leading to NVQ Level 2 or 3 in engineering production. This can then lead on to study for a foundation degree, HNC/D or degree. For graduate trainees, training is mainly on the job, usually within a structured graduate training scheme. Many will go on to do postgraduate qualifications such as the MEng. Following the award of a degree or an HNC/HND, and after further training with an employer, production engineers can go on to register with the Engineering Council (ECUK) as a professional engineer - either Incorporated Engineer (IEng) or Chartered Engineer (CEng). Production engineers are expected to undertake continuing professional development (CPD). This can include attending courses, meetings, workshops and seminars. The IET (Institution of Engineering and Technology) offers a number of awards to help women who are studying for engineering qualifications.

Getting on
Production engineers can gain experience in a variety of manufacturing areas, which will help them to move into other industries or sectors. There is also scope to move into production management, or to gain experience in other technical functions such as systems engineering. Some engineers move into sales, marketing, general management, training or consultancy.

Further information
Diploma in Manufacturing and Product Design. Website: www.manufacturingdiploma.co.uk The Engineering and Technology Board (ETB), 020 3206 0400. Website: www.etechb.co.uk Engineering Council UK (ECUK), 246 High Holborn, London WC1V 7EX, 020 3206 0500. Website: www.engc.org.uk Engineering Diploma Development Partnership. Website: www.engineeringdiploma.com Enginuity Careers. Website: www.enginuity.org.uk

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The Institution of Engineering and Technology (formerly Institution of Electrical Engineers and Institution of Incorporated Engineers), Savoy Place, London WC2R 0BL. 020 7240 1871. Website: www.theiet.org Institution of Mechanical Engineers (IMechE), 1 Birdcage Walk, Westminster, London SW1H 9JJ. 020 7222 7899. Website: www.imeche.org.uk The Manufacturing Institute, Quay West, Trafford Wharf Road, Manchester M17 1HH. 0161 872 0393. Website: www.manufacturinginstitute.co.uk

SCENTA - careers information in science, engineering and technology. Website: www.scenta.co.uk SEMTA (Science, Engineering, Manufacturing Technologies Alliance), 14 Upton Road, Watford WD18 0JT. Careers advice line: 0800 282 167. Website: www.semta.org.uk UK Resource Centre for Women in Science, Engineering and Technology. 01274 436485. Website: www.ukrc4setwomen.org Women into Science, Engineering and Construction (WISE). 020 3206 0408. Website: www.wisecampaign.org.uk Women's Engineering Society. 01438 765506. Website: www.wes.org.uk

Further reading
A range of publications from the above organisations BTEC National Engineering - Newnes Directions 16 plus - SEMTA publication online Engineering (CRAC Degree Course Guides) - Trotman How to Get Ahead in Engineering - Trotman So You Want to Work in Engineering - Hodder Wayland

Magazines/journals
The Engineer Engineering Engineering and Technology - IET Manufacturing Engineer - IET Spark magazine - WISE

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(Some may be priced) May 2009

Production Engineering

CO2 capture
Published: 15 August 2007 05:45 PM Source: The Engineer Online

University of Melbourne PhD student Julianna Franco has developed a cost-effective CO2 capture system based on the use of inexpensive plastic. In her membrane gas absorption (MGA) system, the porous plastic acts as a semi permeable barrier, allowing CO2 gas on one side to come into contact with an aqueous solvent on the other, without the gas or liquid dispersing into each other. MGAs are commonly used to remove gases from, or dissolve them into, water. For an MGA to be effective, however, the membrane must be water-repellent on one side to prevent the water from passing through the pores into the gaseous side of the membrane. According to Francos supervisor, Professor Geoff Stevens, past research on the use of polypropylene as a membrane for CO2 capture concluded that it was unsuitable for MGA use. The plastics pores were observed to wet in the presence of the aqueous solvent used to absorb CO2 from the gaseous phase, allowing the two phases to mix. However, Franco has now modified the surface properties of the polypropylene to make it as waterrepellent as Teflon. This allows the CO2 to selectively pass through the membrane and be absorbed on the other side by a widely available solvent (2030% methylethanolamine dissolved in water). The membrane can be deployed in the form of hollow fibre units that provide an order of magnitude more surface area than those available in conventional CO2 capture columns. MGA units can separate carbon dioxide using three to four times less space than processing towers, making carbon dioxide capture more efficient and economical, said Franco. Francos research follows on from earlier research that resulted in the construction of a pilot-scale membrane gas absorption plant incorporating Teflon as the membrane material for separation of CO2 from natural gas at Krst, Norway. Australia has natural gas reserves with high CO2 levels, such as those at the Gorgon gas field on the north-west coast of Australia. According to Stevens, a polypropylene MGA system would make new natural gas fields with high CO2 content more economically and environmentally viable.

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However, its still early days. Stevens says the polypropylene carbon capture system is due to be tested next year at a pilot plant that will process 25 tonnes of CO2 per day. The pilot plant is being built at Hazelwood, one of Victorias oldest and its most greenhouse-polluting brown coal-fired power stations.

Depending on the outcome of that trial in particular, how the economics of this technology stack up against competing technologies the most optimistic date for the full deployment of commercial scale carbon dioxide capture systems in Australia is 2015.

Job Detail
Engineering Opportunities
Recruiter Name: Date Posted: Location: Sector: McLaren 10 August 2007 South East Automotive, Design, Engineering, Manufacturing Permanent Excellent

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Position Type: Salary Description:

Job Description
At McLaren we believe that anything is possible.We know what it takes to succeed and we achieve this by working together and encouraging innovation in an extraordinary high performance environment. Our Automotive business based at the McLaren Technology Centre in Woking, Surrey, is renowned for its expertise in engineering and manufacturing the most definitive sports cars in the world.We are now seeking talented engineers and designers on both a permanent and contract basis to join our team to work on current and future car projects. Our environment is highly challenging and you will need to be resilient and confident in your abilities. We are looking for: Senior Controls Engineer Structural Analysis Engineer Development Engineer Chassis Project Engineers & Designers Body Project Engineers & Designers Interior Project Engineers & Designers Powertrain Project Engineers & Designers

31 NVH Manager Aerodynamics Engineer Senior Composite Technologist Electrical Project Engineers We expect a Mechanical or Automotive Degree at 2:1 standard or above combined with suitable experience. An understanding of low volume, high performance vehicle programmes would be a particular advantage.

Job Detail
Production Engineer
Recruiter Name: Date Posted: Job Reference: Contact Name: Location: Sector: Position Type: Salary Description: CABOT 31 July 2007 C3107PE Liam O'Connell Wales Engineering, Materials Permanent Unspecified

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Job Description
The Cabot Corporation is a $2.5 billion global speciality chemicals company, operating in 18 countries with 42 manufacturing facilities worldwide. A world leader in fine particle technology, our products are found in diverse markets. Our manufacturing site in South Wales specialises in the manufacture of fumed silica, which is sold into a range of end markets including electronics and automotive industry. We operate a highly customer focused environment that is constantly striving to maintain and improve the quality of the processes in our silica and packaging line department. We have a position available for a degree qualified Engineer with experience of working within a similar manufacturing environment, to provide technical support and drive continuous improvements in packaging process capability, capacity and productivity. You will use best practice operating principles and develop and implement world-class procedures to maximise plant safety and optimise packaging line performance whilst ensuring packaging quality standards are achieved. Key aspects of this technical role are: Identify, recommend and implement improvements in packaging performance. Provide prompt and effective technical advice and support to resolve unusual problems using root cause analysis. Support and implement new packaging changes and improvements and prepare relevant documentation. Assist in the design, procurement, and installation of new equipment to support new product development and commercialisation and existing process improvements.

32 With an excellent remuneration package, commensurate with relevant experience and career development prospects both within the UK and abroad, we can offer a challenging yet rewarding career.

Production Engineering

Stranded gas
Published: 27 July 2007 04:27 PM Source: The Engineer Online

A US Department of Energy (DOE) project is turning "stranded" natural gas at marginal, or low-production, oil fields into fuel for distributed electric power systems. The project is bringing previously idle oil fields back into production and could boost US oil production by some 28 million barrels per year within the next 10 years. Stranded gas is natural gas that is uneconomic to produce for one or more reasons: the energy, or Btu content, may be too low; the gas may be too impure to use, or, the volume may be too small to warrant a pipeline connection to the gas infrastructure. Non-commercial gas is sometimes produced along with oil, becoming an environmental liability. This unwanted by product of oil production has become a major problem in California oil fields where producers have been forced to abandon sites early, leaving valuable reserves of domestic oil untapped. Typically, there are three ways to deal with stranded gas: venting or flaring the gas contributes to air pollution without any beneficial offsets from the gas, using electrical energy to re-inject the gas incurs significant extra costs and, shutting down oil production leaves valuable oil in the ground. But now researchers have recently found another, useful, way to solve the stranded gas problem. A project managed by the Office of Fossil Energy's National Energy Technology Laboratory (NETL) called the Oil Field Flare Gas Electricity Systems (OFFGASES) project is turning the waste gas into a valuable fuel for distributed generation power units at marginal well sites in California. Oil production sites are heavy electricity consumers. According to the California Oil Producers Electric Cooperative, electricity accounts for 40 to 60 percent of the operating cost of oil production and delivery, and it represents one of the highest expenses in producing marginal oil wells.

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In California, equipment such as pump jacks are all run by electricity, and this power must be purchased from the utility grid. This figures heavily in deciding which sites remain economical to produce as oil production declines and which ones must be abandoned.

By using microturbines to harness the stranded gas and generate low-cost electricity - usually at 20 to 40 percent of the costs of utility grid electricity - the Distributed Generation/OFFGASES project is increasing oil production in previously hopeless fields, making use of a fuel that was previously considered unusable and uneconomic to produce. The project is conducting four field demonstrations with fuels of varying energy contents and quality. Three of the demonstrations have shown success so far. In the first, a demonstration using high-Btu gas, which contains more than 1,600 Btu per standard cubic foot of gas, boosted oil production in its three-well marginal oil field from 10 barrels per day to 23 barrels per day. In the second, a demonstration with medium-Btu gas, which does not meet the quality requirements for commercial pipelines in California, is now producing 150 barrels of oil per day in a 19-well field that had been at risk for abandonment. In the third, a field containing "harsh" gas, which contains naturally high levels of nitrogen, carbon dioxide, and hydrogen sulphide, has been brought into compliance with air emissions regulations by scrubbing hydrogen sulphide from the gas using a patented sulphide-treating system. The fourth demonstration deals with ultralow-Btu gas, which has as little as 15 Btu per standard cubic foot of gas. This gas is of such low quality that it's not immediately flammable and therefore cannot even be flared - operators have been spiking the weak gas with purchased commercial natural gas just to flare it. As part of the NETL-funded project, operators are now using FlexEnergy's Flex-Microturbine, a new technology that uses catalytic combustors and actually runs on 15 Btu gas. While the microturbine is working, improvements are still needed, and researchers are testing the equipment needed to turn this field into another success. NETL demonstration partners include FlexEnergy, the Interstate Oil and Gas Compact Commission, California Oil Producers Electrical Cooperative, California Energy Commission, and California South Coast Air Quality Management District.

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Sunday - 30 March 2008 Letters

Inefficiency drive
Email articleComment on this article Published: 26 March 2008 11:40 AM Source: The Engineer I write in response to the Porsche Cayenne/Panda discussion (Letters, 10 March). Last year the government changed the categories of road tax so that all 4x4s would be classified as band G vehicles. There used to be a 4x4 version of the Panda which, had it been built recently, would now been in this category and burdened with the same ill-thought-out charge. VW, Subaru and most of the proposed 'hybrid/electric' vehicles currently being proposed also fall into the 'four-wheel-drive category' regardless of emissions. If the government wants to stop so-called 'chelsea tractors' it should do so around those areas of London affected and leave the rest of the country alone. Out of town, where there is no adequate public transport, a 4x4 is essential for safe travel in ice/mud or snow conditions. The latest charges mean that instead running newer, fuel-efficient cars, many of us will now be driving older vehicles that aren't burdened in this way.

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Suppose that youre going to participate of an English Congress and now you have to fill out a Registration Form. So, Lets Go!
INSTRUCTIONS: 1- Complete this Registration Form 2- Submit a copy of your school transcripts 1. Name ______________________ _________________________ _________________________ (First) (Middle) (Last) 2. Home Address _________________________________________________________________ 3. Student ID ____________________________________________________________________ 4. Zip Code ________________________________ City _________________________________ State: ___________________________________ 5. Phone Number __________________________ Cell Phone _____________________________ 6. Date of Birth ____________________________ Place of Birth __________________________ 7. Sex: (Male or Female) ___________________________ 8. Nationality: ____________________________________ 9. Can you speak English Fluently? __________________________________________________