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LNGUA INGLESA

LNGUA INGLESA
1 COMPREENSO DE TEXTOS ESCRITOS EM LNGUA INGLESA (NFASE EM TEXTOS TCNICOS).
Por isso, o ponto de partida para uma leitura eficiente est sempre em voc. Mas tambm no adianta buscar apenas informao de coisas que te atraem, coisas que voc gosta de saber. preciso ampliar sua viso de mundo. Se voc for mulher, busque saber algo sobre futebol tambm, sobre carros, sobre coisas do mundo masculino. Se voc for homem, busque tambm conhecer assuntos do mundo feminino como cosmticos e vesturio. Busquem ambos interessar-se por assuntos relacionados a crianas, idosos, povos diferentes do seu, pases variados, regies do mundo sobre as quais que voc normalmente no sabe nada. Leia jornais, revistas, sites da internet, pesquise coisas curiosas, assista a programas de TV jornalsticos, de variedades, de humor, de esportes, de cincia, de religio, de sade, de entretenimento, converse com pessoas de opinies, idades e classes sociais diferentes da sua, d valor a todos os assuntos porque voc nunca sabe qual tema ser abordado num texto de uma prova. Esteja preparado para todos eles. Desta forma podemos agilizar sua compreenso acerca de um texto. Desta forma voc ter mais prazer ao ler, pois compreender os mais variados textos. Desta forma voc ver que capaz de adquirir conhecimento em uma lngua estrangeira. Desta forma poderemos minimizar seus problemas e aumentar suas chances de obter o sucesso. b) Skimming (ler ou examinar superficialmente; desnatar; retirar aquilo de maior peso ou importncia): uma tcnica que permite rapidez e eficincia na busca de algum direcionamento inicial acerca do texto. Realizar o skimming significa ler rapidamente o texto para saber o assunto principal trabalhado pelo autor. Esta atividade de leitura nos proporciona um nvel de compreenso geral, visando nos dar uma viso global, aberta e ampla do texto. Ao realizarmos o skimming, no podemos nos deter em detalhes como palavras novas nem palavras das quais nos esquecemos. Estamos em busca do assunto principal e do sentido geral do texto. c) Prediction: Com esta estratgia o leitor lana mo do seu prprio conhecimento, atravs das experincias de vida que possui, e da informao lingustica e contextual. Aps realizar o skimming, o leitor precisa concentrar-se para tentar ativar as informaes que j possui sobre o tema e prever que tipos de palavras, frases ou argumentos podem estar presentes naquele texto. um momento de reflexo. a hora de buscar na memria tudo o que foi lido, estudado, discutido, e visto na mdia a respeito daquele tema. Alm do mais, esta uma estratgia de leitura que tambm permite ao leitor prever o que vem a seguir em um texto. Trata-se do desenvolvimento sequenciado do pensamento. Isso s possvel porque quem escreve, o faz de maneira organizada, porque as pessoas pensam de maneira semelhante e porque alguns tipos de textos possuem estruturas previsveis levando ns leitores a atingir certas formas de compreenso. Quanto mais experiente for o leitor, maior ser sua capacidade de prever. Nesta etapa, passamos a associar o assunto do texto com as dicas tipogrficas usadas pelo autor para transmitir significados. d) Grifo de palavras cognatas, das palavras j conhecidas pelo leitor e das repetidas: Muito comuns entre as lnguas inglesa e portuguesa, os cognatos so termos bastante parecidos tanto na escrita como no significado em ambas as lnguas.
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Tcnica de Leitura de Texto de Lngua Inglesa No Brasil, de um modo geral, o ingls instrumental uma das abordagens do ensino do Ingls que centraliza a lngua tcnica e cientfica focalizando o emprego de estratgias especficas, em geral, voltadas leitura. Seu foco desenvolver a capacidade de compreenso de textos de diversas reas do conhecimento. O estudo da gramtica restringe-se a um mnimo necessrio normalmente associado a um texto atual ou similar que foi veiculado em peridicos. O conhecimento de uma boa quantidade de palavras tambm faz parte das tcnicas que sero relacionadas abaixo. Dependendo do objetivo de sua leitura, voc ter que saber utilizar algum dos trs nveis diferentes de compreenso: 1. Compreenso Geral: obtida atravs de uma leitura rpida, uma passada de olho rpida no texto, para captarmos as informaes gerais acerca dele, ou seja, aquilo que de maior importncia, seu tema geral, seu assunto principal. 2. Compreenso de Pontos Principais: exige que tenhamos maior ateno na busca das informaes principais espalhadas pelo texto, observando cada pargrafo distintamente para identificar dados especficos que o autor quis destacar. 3. Compreenso Detalhada: requer um nvel de leitura mais aprofundado que nos nveis anteriores. Exige a compreenso de detalhes do texto, mincias, palavra por palavra, e demanda, assim, mais tempo e ateno do leitor. Para tanto, em alguns casos, ser preciso reler vrias vezes o texto. Para obter um bom nvel de acerto durante os nveis de compreenso, temos que por em prtica algumas tcnicas de auxlio leitura que passaremos a ver agora. a) Background knowledge (conhecimento prvio): para que um leitor consiga identificar e entender certas informaes em qualquer tipo de texto, torna-se extremamente importante que ele possua algum conhecimento prvio sobre seu assunto. Podemos comparar esta situao com a de um estudante tentando fazer uma prova de redao. Se ele nunca tiver lido, discutido, estudado ou ouvido falar do tema daquela redao, como poder dissertar? Suas ideias podem at ir para o papel, mas correr um grande risco de no ter o vocabulrio necessrio, consistncia, profundidade, argumentos, conhecimento de causa, exemplos a citar, etc. sua redao ser pobre. Da mesma maneira, se o leitor de um texto tcnico em lngua inglesa no tiver conhecimento de mundo, vivncia, experincias variadas de vida, conhecimento prvio sobre o assunto, seu nvel de compreenso ser mais superficial. Didatismo e Conhecimento

LNGUA INGLESA
Grifar todas estas palavras em um texto um recurso psicolgico e tcnico que visa mostrar e provar visualmente para o leitor que ele tem conhecimento de muitas das palavras daquele texto e de que, assim, ele capaz de fazer uso dessas informaes para responder s questes propostas. Trata-se de um recurso que usamos para dar mais relevncia e importncia s palavras que j sabemos em um texto, pois nelas que nos apoiaremos para resolver exerccios e para entender os textos. muito mais inteligente voltar nosso foco para as palavras que tm algum significado para ns do que destacar aquelas que no conhecemos. Alm disso, ao grifar, voc acaba relendo as informaes de uma maneira mais lenta, o que faz com que perceba certos detalhes que no havia percebido antes. uma forma de quantificar em porcentagem aproximada o quanto se sabe daquele texto. preciso lembrar que h um nmero muito grande de palavras repetidas nos textos e isso facilita para o estudante, pois ele poder grifar mais de uma vez a mesma palavra. e) Scanning: esta tcnica de leitura visa dar agilidade na busca por informaes especficas. Muitas vezes, aps ler um texto, ns queremos reencontrar alguma frase ou alguma palavra j lida anteriormente. Para efetuar esta busca no precisamos ler o texto inteiro de novo, podemos simplesmente ir direto ao ponto aonde podemos encontrar tal informao. Isso o scanning, significa encontrar respostas de uma forma rpida e direta sem perder tempo relendo o texto todo. Esta tcnica em geral deve ser aplicada aps uma ou mais leituras completas do texto em questo. Assim o leitor diminuir o risco de confundir informaes, perder tempo ou de dar respostas erradas. Se desejar, o estudante pode ler o que os exerccios pediro antes de fazer o scanning, pois assim ele ir selecionar mais facilmente o que for mais importante para responder quelas questes direcionando-se melhor. f) Lexical Inference (inferncia lexical): Inferir significa deduzir. s vezes ser preciso deduzir o sentido de um termo, decifrando o que ele quer dizer. Mas isso no pode ser feito de qualquer maneira. Para inferirmos bem, necessrio entender o significado daquela palavra desconhecida atravs do contexto no qual ela est inserida, observando as palavras vizinhas, as frases anteriores e posteriores, o pargrafo onde ela est, as noes gerais que temos do texto, etc. Precisamos observar o meio no qual a palavra est posta. Neste caso teremos de nos fazer valer de nossos conhecimentos de classes gramaticais (substantivos, adjetivos, preposies, verbo, etc.), de afixos, de singular e plural, conhecimento sobre a estrutura de textos, etc. Tudo isso em conjunto pode ajudar numa aproximao do sentido real daquele termo que no sabemos. preciso lembrar que estas estratgias sero mais ou menos eficazes dependendo do tamanho do vocabulrio que voc possui e tambm do seu nvel de conhecimento gramatical. H estudos que relacionaram as palavras que mais aparecem em textos e livros tcnicos em lngua inglesa. Desses estudos foram feitas diferentes listas com as 318 palavras que mais caem nos textos, as 500 mais, as 700 mais, etc. Para facilitar seu estudo, inclumos aqui as 318 mais comuns para serem estudadas. Ao memorizar estas palavras voc obter um magnfico subsdio preparando-se para enfrentar qualquer texto. Voc ver que vrias destas palavras j so conhecidas por voc, assim, na verdade, ter que memorizar bem menos destas. Um nmero bem significativo delas est presente em qualquer tipo de texto.
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Quanto mais palavras voc souber, mais poder grifar! Apoiese nelas e bom estudo! 001 although 002 able 003 about 004 above 005 according to 006 after 007 again 008 against 009 age 010 air 011 all 012 almost 013 alone 014 along 015 already 016 also 017 always 018 among 019 an 020 ancient 021 and 022 another 023 any 024 anything 025 arm 026 army 027 around 028 art 029 as 030 at 031 authority 032 away 033 back 034 because 035 before 036 behind 037 best 038 better 039 between 040 beyond 041 big 042 black 043 blood 044 body 045 both 046 boy 047 brother 048 but 049 by 050 captain 051 care 052 case 053 certain 054 chapter 055 character 056 child embora capaz sobre, aproximadamente acima de acordo com depois, aps novamente, de novo contra idade ar tudo quase s, sozinho ao longo de j tambm sempre entre (3 ou mais coisas) um, uma antigo e um outro algum(a), qualquer qualquer coisa brao exrcito em torno de, perto de arte como, assim como em, s autoridade distante, longe de volta, atrs porque antes atrs melhor (superlativo) melhor (comparativo) entre (2 coisas) alm grande preto(a) sangue corpo ambos(as) menino, garoto irmo mas, porm, exceto prximo a, perto de, por capito cuidado caso certo captulo carter, personalidade criana

Didatismo e Conhecimento

LNGUA INGLESA
057 children 058 church 059 city 060 common 061 country 062 course 063 day 064 dead 065 death 066 different 067 door 068 down 069 during 070 each 071 earth 072 either... or 073 emperor 074 empire 075 end 076 enemy 077 England 078 enough 079 even 080 ever 081 every 082 eye 083 fact 084 family 085 far 086 father 087 fear 088 few 089 fire 090 first 091 five 092 foot/feet 093 footnote 094 for 095 force 096 four 097 France 098 free 099 French 100 friend 101 from 102 full 103 general 104 girl 105 God 106 gold 107 good 108 government 109 great 110 ground 111 half 112 hand 113 he 114 head 115 heart crianas igreja cidade comum pas, zona rural curso dia morto morte diferente porta para baixo durante cada terra (planeta) ou... ou imperador imprio fim inimigo Inglaterra suficiente mesmo em qualquer momento, j cada, todo olho fato famlia distanste, longe pai medo poucos(as) fogo primeiro cinco p/ps notas de rodap para, por fora, forar quatro Frana livre, grtis francs amigo(a) de (origem) completo, cheio geral menina, garota Deus ouro bom(ns), boa(s) governo grande, maravilhoso cho metade mo/entregar ele (pessoa) cabea, lder corao
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116 her 117 here 118 high 119 him 120 himself 121 his 122 history 123 home 124 horse 125 hour 126 house 127 how 128 however 129 human 130 hundred 131 idea 132 if 133 ill 134 in 135 indeed 136 into 137 it 138 its 139 itself 140 just 141 kind 142 king 143 knowledge 144 land 145 large 146 law 147 (at) least 148 left 149 less 150 life 151 light 152 little 153 long 154 longer 155 love 156 man/men 157 manner 158 many 159 master 160 matter 161 me 162 miles 163 mind 164 mine 165 moment 166 money 167 more 168 morning 169 most 170 mother 171 Mr. 172 Mrs. 173 much 174 my

dela (pessoa) aqui alto ele, o (pessoa) ele mesmo (pessoa) dele (pessoa) histria casa, lar cavalo hora casa como entretanto humano cem, centena idia se doente em, dentro (de) de fato, realmente para dentro de ele(a) (coisa, animal) seu, sua, (coisa, animal) a si mesmo (coisa, animal) apenas, justo tipo, gentil rei conhecimento terra largo, amplo, grande lei (pelo) menos esquerdo(a) menos vida luz, leve pouco(a) longo mais longo amor homem/homens maneira muitos (as) mestre matria me, mim milhas mente meu(s), minha(s) momento dinheiro mais manh mais me senhor senhora muito(a) meu(s), minha(s)

Didatismo e Conhecimento

LNGUA INGLESA
175 myself 176 name 177 nation 178 natural 179 nature 180 near 181 neither...nor 182 never 183 new 184 next 185 night 186 no 187 non 188 not 189 nothing 190 now 191 number 192 of 193 off 194 often 195 old 196 on 197 once 198 one 199 only 200 or 201 other 202 our 203 out 204 over 205 part 206 peace 207 people 208 perhaps 209 period 210 person 211 place 212 point 213 poor 214 power 215 present 216 prince 217 public 218 quite 219 rather 220 reason 221 reign 222 religion 223 room 224 round 225 same 226 sea 227 second 228 set 229 seven 230 several 231 she 232 short 233 side eu mesmo nome nao natural natureza prximo, perto nem...nem nunca novo(a)(s) prximo, a seguir noite no no no nada agora nmero de afastado, desligado frequentemente velho(s), velha(s) sobre, em cima uma vez um, uma apenas, nico, somente ou outro(a) nosso(a), nossos(as) fora acima, encerrado parte paz pessoas talvez perodo pessoa lugar ponto pobre poder, fora presente prncipe pblico completamente, muito preferencialmente razo reino religio cmodo, quarto redondo mesmo(a) mar segundo conjunto sete vrios(as) ela (pessoa) pequeno(a), curto(a)(s) lado
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234 sight 235 since 236 sir 237 six 238 small 239 so 240 some 241 something 242 sometimes 243 son 244 soon 245 spirit 246 state 247 still 248 street 249 strength 250 strong 251 subject 252 such 253 sure 254 ten 255 than 256 that 257 the 258 their 259 them 260 themselves 261 then 262 there 263 therefore 264 these 265 they 266 thing 267 thirty 268 this 269 those 270 thousand 271 three 272 through 273 time 274 to 275 together 276 too 277 towards 278 town 279 true 280 truth 281 twenty 282 two 283 under 284 until/till 285 up 286 upon 287 us 288 very 289 voice 290 war 291 water 292 way

vista, viso desde senhor seis pequeno(s), pequena(s) ento algum(a), alguns(mas) algo, alguma coisa algumas vezes filho logo, em breve esprito estado, situao ainda rua fora forte assunto, sujeito to certo (certeza) dez do que aquele(a), esse(a) o, a, os, as deles, delas eles, os eles mesmos ento, em seguida l por esta razo estes(as) eles, elas coisa trinta este(a), isto aquele(as), esses(as) mil, milhar trs atravs tempo, momento, vez para, em direo a junto(a)(s) tambm na direo de cidade verdade verdade vinte dois sob at (que) para cima sobre nos, a ns muito voz guerra gua caminho, maneira, jeito

Didatismo e Conhecimento

LNGUA INGLESA
293 we 294 well 295 what 296 when 297 where 298 whether 299 which 300 while 301 white 302 who/whom 303 whole 304 whose 305 why 306 wife 307 with 308 within 309 without 310 woman/women 311 word 312 world 313 year 314 yes 315 yet 316 you 317 young 318 yours ns bem o que, qual, quais quando onde se (o,a) qual, (os, as) quais enquanto branco quem, a quem complete, inteiro de quem, cujo(a)(s) por que? esposa com dentro de sem mulher/mulheres palavra mundo ano sim ainda, j voc(s) jovem seu(s), sua(s) Qualquer poro de linguagem, seja ela falada, escrita, gesticulada, desenhada etc., pode ser considerada texto. Assim, um texto pode constituir-se de uma frase, uma palavra, um sinal, uma imagem, ou alguma poro maior e mais longa como um romance ou uma novela. Por isso, a comunicao no envolve somente a linguagem verbal, como na escrita e na fala, mas tambm envolve a linguagem no-verbal. Este tipo de linguagem se desenvolve de maneira complexa na sociedade contempornea e relaciona-se com outras linguagens como a moda, os gestos, a arte, os sinais, etc. Observe o exemplo abaixo. Alm das tcnicas mencionadas anteriormente, o leitor deve sempre se apoiar em informaes universais como imagens, nmeros e smbolos. Neste exemplo a imagem atesta que o uso do celular pode ser fatal. Baseado em nosso conhecimento de cotidiano, um tema constantes no telejornal que o motorista no deve usar o telefone celular ao volante. Observando os nmeros no texto fica fcil identificar o nmero de fatalidades por ano entre outras informaes. ? ! , ; 4 / A a % = @ + . Smbolos, cores, formatos, fotos, desenhos, tamanhos de letras utilizados, estilos de letras escolhidos, elementos de pontuao, algarismos, etc., ajudam-nos a desvendar muitas mincias do contedo de um texto. Esses elementos so conhecidos como marcas, evidncias ou dicas tipogrficas que os mais variados textos utilizam para comunicar. So elementos que transmitem informaes alm das palavras, complementando-as. Saber reconhec-las e tambm extrair delas algum sentido complementar para o texto fornece um grande auxlio leitura e interpretao das ideias transmitidas. Leia estes textos para responder s questes que se seguem. Respostas aps as questes de cada texto. Why Brazil loved him To many Brazilians, Senna communicated a vulnerability that they appreciated all the more because they knew he had to set his fears aside whenever he climbed into the cockpit. What sealed the love affair the country had with Senna was his willingness, or perhaps his need, to share the glory: after every win he would reach for a Brazilian flag and hoist it high above his head for the victory lap. His popularity was magnified by the contrast with his countrys sense of collective demise. As his career revvep up in the 80s, Brazil was headed the other way, descending into economic and political disarray, frustration and selfdoubt. Senna, presidential adviser Augusto Margazo said last week, was the luminous flip side of the negative state in which lay the Brazilian soul. In short, his success was seen as proof that despite a 45% amonth inflation rate, growing poverty and never-ending corruption scandals, Brazil could still come out a winner. For seven frustrating years, though, Sennas dream of a victory at home, in the Brazilian Grand Prix, eluded him. He finally won the race in 1991, but only after a cliffhanger finish and typical heroics. He was leading comfortably, with only a few kilometers to go, when the gearbox of his car jammed. By the last lap only one gear was functioning, but Senna wrestled his McLaren-Honda to the checkered flag. So exhausted he could barely lift his arms, grimacing from the pain, he hoisted the trophy and the flag.
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Interpretao de Textos

Didatismo e Conhecimento

LNGUA INGLESA
Senna won in Brazil again in 1993 in equally dramatic fashion - this time against his archrival, the Frenchman Alain Prost. (Over the years, Sennas flat-out duels with Prost, including several dangerous collisions, had fostered an enmity that Prost says did not ease until just before Sennas death.) Prost and his teammate Damon Hill had been much faster in practice, and the fans knew that only a race-day downpour would give Senna, the acknowledged master of wet-track driving, a chance. Brazil prayed for rain. The next day, with Prost in the lead, the heavens opened. The Frenchman promptly crashed; Senna catapulted into first place and stayed there. As the race ended, the sun came out. Time International, n 20 (May 16TH, 1994), p. 36, 37. Vocabulary: * many: * because: * to know: * to set aside: * fears: * whenever: * to climb: * cockpit: * to seal: * love affair: * country: * willingness: * perhaps: * to share: * to reach for: * flag: * to hoist: * high above: * head: * lap: * sense: * demise: * career: * to rev up: * in the 80s: * to be headed: * the other way: * disarray: * self-doubt: * adviser: * to say: * last week: * flip side: * state: * to lie: * soul: * in short: * to see: * proof: * despite: * inflation rate: * growing poverty: * never-ending: * can, could: * still: * to come out: muitos porque saber, conhecer por de lado receios, temores sempre que subir, entrar cabina selar caso de amor pas vontade, desejo talvez dividir, compartilhar pegar bandeira erguer, levantar bem acima cabea volta, giro sentido morte, falecimento carreira deslanchar na dcada de 80 ser levado a para o outro lado desordem descrena conselheiro dizer semana passada secundrio estado encontrar-se, estar alma em poucas palavras ver prova apesar de ndice de inflao probreza crescente sem fim poder ainda surgir
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* winner: * dream: * at home: * elude: * race: * only: * after: * to lead: * gearbox: * to jam: * to wrestle: * checkered flag: * barely: * to lift: * arms: * to grimace from the pain: * again: * equally: * against: * archrival: * over the years: * several: * dangerous: * to foster : * enmity: * to ease: * until: * death: * teammate: * much faster: * downpour: * to give: * acknowledged: * wet-track: * to pray: * rain: * in the lead: * the heavens opened: * promptly: * to crash: * to catapult into: * first place: * to stay: * there: * as: * to end: * sun: * though: 01.De acordo com o texto:

vencedor sonho em casa frustrar, iludir corrida apenas depois liderar caixa de cmbio emperrar lutar com bandeira xadrez mal erguer braos fazer cara de dor novamente igualmente contra arqui-rival com o passar dos anos diversos perigoso fomentar inimizade diminuir, minimizar at morte companheiro de equipe muito mais veloz aguaceiro dar reconhecido pista molhada rezar chuva na liderana choveu demais imediatamente colidir projetar primeiro lugar ficar l quando terminar sol contudo

a) Senna tinha mais necessidade do que desejo de compartilhar suas vitrias; por isso, para selar o seu amor pelo Brasil, exibia a bandeira brasileira na hora da chegada. b)O desejo de compartilhar a glria aps cada vitria, quando Senna levantava uma bandeira do Brasil na hora da chegada, selou o amor do seu pas para com ele. c) Senna conquistava o amor e a admirao de seus compatriotas pela maneira como superava o medo na hora de entrar na cabina do carro. d)Muitos brasileiros admiravam a coragem e a capacidade de Senna porque percebiam a sua vulnerabilidade e achavam que ele transmitia muita esperana no futuro do pas.

Didatismo e Conhecimento

LNGUA INGLESA
e)Senna sabia que o mais importante de tudo era exibir uma bandeira brasileira na hora da chegada e da vitria, pois isso era tudo o que os brasileiros queriam ver. 02. De acordo com o texto: a) Enquanto sua carreira ascendia, o pas seguia o caminho oposto. Assim, o seu sucesso era visto como prova de que, apesar da inflao, da pobreza e da corrupo, o Brasil tinha como vencer. b) A ascenso de Senna na carreira automobilstica deixava muitas pessoas perplexas porque isso marcava um forte contraste com a triste realidade social e econmica que o Brasil atravessava. c) O sucesso de Senna na carreira automobilstica convencia muitas pessoas de que a realidade brasileira poderia ser mudada com pouco esforo e a vida dos brasileiros haveria de melhorar. d) A popularidade de Senna aumentava na medida em que o seu sucesso representava possibilidades de progresso para o pas como um todo e a realizao do sonho individual dos brasileiros. e) O sucesso de Senna era por muitos considerado como um mau exemplo para o povo brasileiro, na maioria pobre, que deixava de lado as coisas mais importantes da vida para pensar em corrida de automvel. 03. Conforme o texto, assinale a alternativa correta: a) Senna venceu o primeiro Grande Prmio do Brasil em 1991 porque teve muita sorte, pois j havia passado pela bandeira xadrez, quando o cmbio de seu carro enguiou, apesar do grande esforo feito para que isso no acontecesse. b) A primeira corrida que Senna venceu no Brasil foi relativamente fcil, pois a vitria j estava garantida, quando um pequeno contratempo ocorreu, exigindo um pouco de esforo do campeo no final. c) Senna venceu o primeiro Grande Prmio do Brasil em 1991 depois de muito sacrifcio. Quando passou pela bandeira xadrez, estava to exausto que mal conseguia levantar os braos para erguer o trofu e a bandeira. d) Ao conquistar sua primeira vitria em autdromo brasileiro, Senna comemorou com tanta alegria e tanto orgulho que at se esqueceu das dores que sentia depois do grande esforo que fez para ganhar a corrida. e) A primeira vitria de Senna no Brasil serviu para acabar com seus pesadelos e frustraes bem como para faz-lo esquecerse de todas as restries feitas pelos organizadores das corridas. 04. De acordo com o texto, indique a alternativa correta: a) Senna e Alain Prost fizeram as pazes pouco antes da morte do brasileiro, para no empanar o brilho da corrida que se realizaria em So Paulo, pois j havia esclarecido vrios mal-entendidos ocorridos anteriormente. b) A inimizade entre Senna e Prost fez com que o corredor brasileiro se empenhasse cada vez mais para vencer a corrida no Brasil; um fracasso ou um fiasco a poderia representar o fim da carreira do nosso campeo. c) Todas as corridas disputadas entre Prost e Senna eram muito perigosas em virtude do drama criado em torno das rixas entre os dois campees, que nunca se preocuparam com uma possvel reconciliao. d) A ltima corrida que Senna venceu no Brasil foi a mais difcil de todas porque, embora o brasileiro se desse bem em pista molhada, Alain Prost e Damon Hill eram os mais velozes em qualquer tipo de pista.
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e) Senna venceu outra vez no Brasil em condies igualmente dramticas, num duelo com seu grande rival, Alain Prost, que se tornara seu inimigo por causa de algumas colises perigosas em corridas antes disputadas. 05. De acordo com o texto, assinale a alternativa correta: a) No fosse a f dos brasileiros, que inspirou a vitria de Senna e impressionou os estrangeiros, a corrida de 1993 poderia ter acabado em fracasso ou tragdia. b) Os brasileiros rezaram pedindo chuva, pois sabiam que, em pista molhada, Senna teria mais condies de vencer Alain Prost e Damon Hill. c) Quanto mais chovia, mais melhorava o desempenho de Senna, o que impressionou os seus rivais a tal ponto que estes abandonarama corrida. d) Os corredores estrangeiros chegaram a pensar que o horrio da corrida fora marcado em funo da chuva, para beneficiar o nosso campeo. e) As oraes dos brasileiros fizeram com que chovesse o tempo necessrio para garantir a vitria de Senna em 1993, pois, quando acabou a corrida, o sol voltou a brilhar. RESPOSTA 01: B What sealed the love affair the country had with Senna was his willingness, or perhaps his need, to share the glory: after every win he would reach for a Brazilian flag and hoist it high above his head for the victory lap. RESPOSTA 2: A His popularity was magnified by the contrast with his countrys sense of collective demise. As his career revvep up in the 80s, Brazil was headed the other way, descending into economic and political disarray, frustration and selfdoubt. RESPOSTA 3: C He finally won the race in 1991, but only after a cliffhanger finish and typical heroics. He was leading comfortably, with only a few kilometers to go, when the gearbox of his car jammed. By the last lap only one gear was functioning, but Senna wrestled his McLaren-Honda to the checkered flag. So exhausted he could barely lift his arms, grimacing from the pain, he hoisted the trophy and the flag. RESPOSTA 4: E Senna won in Brazil again in 1993 in equally dramatic fashion - this time against his archrival, the Frenchman Alain Prost. (Over the years, Sennas flat-out duels with Prost, including several dangerous collisions, had fostered an enmity that Prost says did not ease until just before Sennas death.). RESPOSTA 5: B Prost and his teammate Damon Hill had been much faster in practice, and the fans knew that only a race-day downpour would give Senna, the acknowledged master of wet-track driving, a chance. Brazil prayed for rain. Responda s questes que se seguem com base no seguinte texto:

Didatismo e Conhecimento

LNGUA INGLESA
Slovakia The arrest of Vladimir Meciar BRATISLAVA 1. It was either a blow for justice and an important signal, to be noted across post communist Central Europe, that nobody is above the law. Or it was a crude act of vengeance that could polarise and destabilize Slovakian politics. In any event, the arrest on April 20th of independent Slovakias longest-serving prime minister, Vladimir Meciar, was one of the most momentous events to have occurred since the country split from the Czech Republic seven years ago. 2. In a dawn swoop, masked commandos from a special unit that is supposed to stamp out organised crime dynamited Mr Meciars back door and took him away at gunpoint. Mr Meciars enemies, who say he turned the Slovak state into a crime racket, applauded. Yet the former boxer, who ran the country from 1993 until he was ousted in a general election in 1998, still had his old swagger. Dont be afraid, he shouted out to supporters. Im not afraid. 3. The day after his arrest, several thousand of his disciples, noting that it was appropriately Good Friday, descended on Bratislava, Slovakias capital, to hurl abuse at the countrys reformminded prime minister, Mikulas Dzurinda. He was variously castigated as the Pharisee, Judas, Pontius Pilate and, less biblically, you dirty little gipsy. Mr Dzurinda will not mind the names if the judges can fulfil the promise, which helped bond his four-party coalition when it fought the election 18 months ago, to bring Mr Meciar to justice. 4. The architect of Slovakias independence was freed on bail after being charged with paying illegal bonuses worth $ 350,000 to his cabinet ministers during his time in office. If found guilty, he could get ten years behind bars. He may also be forced to give evidence in a case to do with the kidnapping in 1995 of the son of Slovakias then president, Michal Kovac. Government supporters say that Mr Kovacs son was kidnapped by the Slovak secret service on Mr Meciars orders. 5. Could Mr Meciars arrest increase his popularity? Probably not even though opinion polls have already been giving him more support than any other Slovak politician: a quarter still says they would like him to be prime minister again. Last year he won 43% of the vote in the presidential election, against a lacklustre exCommunist, Rudolf Schuster, and the current head of state. 6. But Mr Meciar is also, ironically, Slovakias most disliked public figure. Two-thirds, according to the opinion polls, cheered his arrest. Even if his populist Movement for a Democratic Slovakia does quite well in the general election due in 2002, it is unlikely to find coalition partners to let him form a government. Only the far-right xenophobes of the Slovak Nationalist Party might consider backing him. 7. Still, whatever Mr Meciars fate, Mr Dzurinda has been worried. His coalition is dogged by infighting. He has failed to merge the five groups that make up his own bit of the coalition. Jozef Migas, parliaments speaker, hitherto a dose ally who heads one of the coalitions four parties, recently shook the government by casting a no-confidence vote against Mr Dzurinda in parliament. 8. The continuing exodus of the countrys Gypsies is also darkening the mood. Improving their lot is a prerequisite for Slovakias desired entry into the European Union. Belgium recently followed the example of several other EU countries by imposing visas on Slovak visitors, including even those who come regularly to Brussels to negotiate for Slovakia to join the club.
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9. Still, despite the fragility of the government and the tensions heightened by Mr Meciars arrest, Slovakia is moving ahead. Austerity measures have made the government unpopular, but they are working. Unemployment, still 20%, is coming down. The economy is set to grow by around 3% this year. Foreign investment is up, with US Steel recently agreeing to shell out more than $ 400m to revamp the countrys biggest mill. 10. The country is in better shape than Greece was when it joined the EU, says Grogorij Meseznikov, who runs a leading think tank in Bratislava. While a growing number of Central Europeans outside Slovakia are having doubts about joining the EU, some 70% of Slovaks now say they want to get in. And for the first time a slender majority, against Mr Meciars fierce opposition, say that Slovakia should join NATO too. The Economist. April 29th, 2000 Vocabulary * to arrest: * either: * blow: * signal: * to be noted: * across: * above: * crude: * vengeance: * any: * to split from: * in a dawn swoop: * to be supposed to: * to stamp out: * to take away: * at gunpoint: * enemies: * to turn into: * former: * to be ousted: * swagger: * to be afraid: * to shout: * supporters: * several: * Good Friday: * to descend on: * to hurl: * reform-minded: * gypsy: * to mind: * judges: * to fulfil the promise: * to bond: * party: * coalition: * to fight: * to be freed on bail: * to be charged with: * worth: * guilty: * behind bars: * kidnapping: * then: prender tanto sopro sinal ser percebido atravs acima cruel represlia, vingana qualquer separar-se de numa investida no amanhecer ter como finalidade acabar com, destruir arrancar, tirar sob a mira de uma arma inimigos transformar ex ser destitudo, ser derrotado arrogncia ter medo gritar seguidores vrios, diversos Sexta-feira Santa rumar para atirar / arremessar mente reformadora cigano importar-se jurados cumprir a promessa firmar o compromisso partido coligao competir ser libertado sob fiana ser acusado de valor culpado atrs das grades seqestro ento

Didatismo e Conhecimento

LNGUA INGLESA
* orders: * can (could): * to increase: * even though: * polls: * already: * to support: * still: * again: * to win: * against: * lacklustre: * current: * head of state: * also: * to dislike: * to cheer: * to do quite well: * to be unlikely to: * partners: * to let: * far-right: * fate: * to be worried: * to dog: * infighting: * to merge: * to make up: * bit: * speaker: * hitherto: * a close ally: * to shake: * to cast a vote: * to darken the mood: * lot: * entry: * to follow: * visas: * even: * to join the club: * despite: * heightened: * to move ahead: * measures: * to work: * unemployment: * to come down: * to be set: * to grow: * foreign: * to be up: * to agree: * to shell out: * to revamp: * mill: * shape: * doubts: * to get in: * slender: * fierce: * should: ordens poder aumentar apesar de pesquisas j apoiar ainda de novo, novamente ganhar, vencer contra sem brilho, ofuscado atual chefe de estado tambm no gostar de, rejeitar comemorar ser bem sucedido ser improvvel companheiros permitir extrema direita destino estar preocupado perseguir conflitos internos fundir compor parte porta-voz at agora um aliado prximo balanar, melindrar dar voto de Minerva entristecer os nimos lote de terra entrada seguir vistos at mesmo fazer parte do grupo apesar de: exaltada ir em frente medidas funcionar desemprego diminuir, baixar, reduzir estar prevista crescer estrangeiro estar em alta concordar pagar reconstruir, renovar moinho forma dvidas entrar, fazer parte pequena extremo, violento deveria
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01.According to the information in the article with respect to Vladimir Meciar, which of the following items is the only one not open to question? a)The Slovak government, in a blow for justice, showed that even important criminals could be arrested. b) The Slovak government made an illegal arrest motivated by vengeance. c) Slovakias prime minister was arrested on charges of corruption. d) Vladimir Meciars arrest was one of the most important events in the history of the Slovak people. e)The arrest of Vladimir Meciar had been promised as part of a political campaign strategy. 02.You can infer from the information in Paragraph 2 that the phrase Yet the former boxer still had his old swagger most likely means that: a) even when arrested at gunpoint, Vladimir Meciar was belligerent and ready to fight. b)Vladimir Meciar intended to bribe his captors and for that reason was unafraid. c)even when arrested at gunpoint, Vladimir Meciar retained his habitual self-assurance and pride. d) Unaware of any wrongdoing, Vladimir Meciar left his house convinced of his own innocence. e)as usual, Vladimir Meciar used a public appearance for his own political benefit. 03.You can infer from information in Paragraph 3 that, with respect to Vladimir Meciars arrest: a) Vladimir Meciars supporters found similarities between his situation and that of Jesus Christ. b) Vladimir Meciars supporters believed that Mikulas Dzurinda was worse than a Jew or a Gypsy. c)Mikulas Dzurinda and his judges fulfilled their campaign promise. d) Vladimir Meciars supporters claimed that Mikulas Dzurinda was just as corrupt a Vladimir Meciar. e) Mikulas Dzurinda was not at all bothered by the verbal abuse he received from Vladimir Meciars supporters. 04. According to the information in the article, the Slovak government has made the formal accusation that when Vladimir Meciar was prime minister, he: a)turned Slovakia into a criminal state. b)made unlawful gifts of money to government officials. c)ordered the kidnapping of the son of a Slovak president. d) used corrupt and illegal means to keep Slovakia out of NATO. e) illegally appropriated US$ 350,000 for his own use. 05.According to the information in the article, Slovakia owes, in large part, which of the following to Vladimir Meciar? a)Its high crime rate b)Its high unemployment rate c)Its instability d)Its independence e)Its attractiveness to foreign investors

Didatismo e Conhecimento

LNGUA INGLESA
06.The last word in Paragraph 8, club, most likely refers to: a) the group of Slovak diplomats that regularly travel to Belgium. b)the European nations that hope to join the European Union. c)the European Union. d)the European nations that dont require visas. e)NATO 07.In paragraph 7, the sentence His coalition is dogged by infighting most likely means the same as which of the following? a) Mikulas Dzurindas political party recently suffered electoral problems. b)The political organizations supporting Vladimir Meciar are fighting among themselves. c) Mikulas Dzurindas government has been severely criticized by its opponents. d)Enemy political factions have entered Mikulas Dzurindas government coalition in order to break it down. e) The political parties that make up Mikulas Dzurindas government have been unable to resolve their differences peacefully. 08.With respect to Vladimir Meciar, which of the following is not stated or implied in the article? a)Slovakia achieved its status as a separate and independent country with minimal participation from Vladimir Meciar. b) Vladimir Meciar acted like a gangster when he was the head of Slovakia. c)A majority of Slovaks were pleased when Vladimir Meciar was arrested. d) Despite his arrest, Vladimir Meciar could once again become the head of Slovakia. e)Vladimir Meciar is a Slovak nationalist who wants to keep his country out of NATO. 09. You can infer from the information in the article that if present Slovak government falls, the man likely to be the most immediately affected is: a)Vladimir Meciar b)Josef Migas c)Michal Kovac d)Mikulas Dzurinda e)Grigorij Meseznikov 10.You can infer from the information in the article that: a)Vladimir Meciar will spend many years in jail. b)Slovak in general want to ally themselves with the West. c)Slovak Gypsies are being unfairly treated in Belgium. d) at moment, unemployment in Slovakia has reached acceptable levels. e) with unemployment coming down, foreign investment should make the Slovak economy grow by around 3% this year. RESPOSTA 01: E Nada no texto foi mencionado a respeito da priso de Meciar ter sido prometida como parte de uma estratgia de campanha poltica.
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RESPOSTA 02: C A referida frase do segundo pargrafo diz que Meciar manteve sua velha arrogncia mesmo aps ser preso e ter ficado sob a mira de armas. RESPOSTA 3: A Milhares de discpulos de Meciar perceberam que aquela era uma sexta-feira santa e que ele foi vigorosamente chamado de Fariseu, Judas, Pilatos. RESPOSTA 4: B O quarto pargrafo afirma que ele foi acusado de ter pago bnus ilegais no valor de $350,000 a seus ministros durante o tempo que passou em seu gabinete. => ...being charged with paying illegal bonuses worth $ 350,000 to his cabinet ministers during his time in office. RESPOSTA 5: B De acordo com o texto, a Eslovquia deve a Meciar, em grande parte, sua alta taxa de desemprego. O nono pargrafo diz: Still, despite the fragility of the government and the tensions heightened by Mr Meciars arrest, Slovakia is moving ahead. Austerity measures have made the government unpopular, but they are working. Unemployment, still 20%, is coming down. RESPOSTA 6: C Nesta questo em que a referenciao abordada, a palavra club leva-nos a retomar o termo European Union que fala do grupo de pases mencionado anteriormente no mesmo pargrafo. RESPOSTA 7: E Apesar da priso de Meciar, Mikulas ainda ficou preocupado porque sua coaliso, ou seja, porque os partidos polticos da base governista foi perseguida por conflitos internos. Ele falhou em unir os cinco grupos que compunham sua coaliso. RESPOSTA 8: A No mencionado no artigo que a Eslovquia tenha atingido status como pas emancipado e independente com uma mnima participao de Vladimir Meciar. RESPOSTA 9: D Conforme o terceiro pargrafo, o atual (current) governo da Eslovquia possui Mikulas Dzurinda como primeiro ministro, assim, caso o governo caia, a primeira pessoa a ser afetada ser ele porque, diz a mesma parte do texto, que ele possui uma mente reformista (the countrys reform-minded prime minister). Ou seja, o antigo e austero jeito de governar segurou o pas at agora, assim, se a nova forma de comando no der certo, a culpa recair imediatamente sobre seu promotor/idealizador. RESPOSTA 10: B O ltimo pargrafo mostra que enquanto um nmero crescente de europeus fora da Eslovquia est tendo dvidas quanto a sua entrada na Unio Europia, 70% de eslovacos dizem agora que querem unir-se. Querem, inclusive, participar da OTAN (Organizao do Tratado do Atlntico Norte). Isso demonstra um certo otimismo da populao eslovaca em relao s possibilidades de seu pas continuar a crescer caso busque aliar-se com o oeste.

Didatismo e Conhecimento

LNGUA INGLESA
Leia o seguinte texto e responda s perguntas de 01 a 07: Brazil is The Economic World Cup Winner According to CNN International Brazil may not have won the world cup but the Latin American countrys story of success is an Economic World Cup Winner according to CNN International. Looking at the performance of the final 8 countries who made it through the group stages of the South Africa World Cup, CNNs Quest Means Business primetime programme was keen to find out more about booming Brazil, one of the hot favourites predicted to win the title. Seeking expert advice, CNN International visited the central London offices of Experience International where resident expert, Dale Anderson, himself an investor in Brazil, talked passionately about why Brazil is such an attractive investment. Dale explained to viewers why Brazil provides investors a strong opportunity due to its strong economic growth, high volume of foreign direct investment, an abundance of natural resources, no restrictions on foreign ownership, freehold titles available and a clear and simple buying process. In addition the quick increase of the Brazilian middle-class with access to mortgages provides a great exit strategy for the future. The World Cup Effect Dale also remarked on how the World Cup, which was watched by millions of people around the world, has enabled South Africa to shine in a very positive light and now everyone will be looking to the next host nation Brazil. He stated, The effect of the 2014 World Cup on Brazil will be significant with over 600,000 visitors expected, boosting GDP by nearly $30 million. Around $310 million has already been invested into the host cities which include Fortaleza, Recife and Natal in the up and coming north east according to the Ministry of Tourism for Brazil. The value of Land for sale in Brazil in this region are forecast to increase by up to twenty percent in the run up to the World Cup as demand for quality accommodation rises. 01. Qual foi o benefcio que o Brasil teve, mesmo no vencendo a Copa do Mundo? _________________________________________________ _______________________________ 02. De acordo com o texto, podemos afirmar que o Brasil est tendo um perodo de crescimento econmico maior?Justifique. _________________________________________________ _____________________________ 03. Seria correto substituir over por more than, no trecho with over 600,000 visitors expected? _________________________________________________ _____________________________ 04. Qual a melhor traduo para Talked passionately about why Brazil is such an attractive investment? _________________________________________________ _____________________________ Didatismo e Conhecimento
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05. Retire do texto: a. Um verbo: ______________________ b. Um adjetivo: ____________________ c. Um substantivo: _________________ 06. Amelhor traduopara primetime programme : a. Programa de auditrio. b. Program de horrio nobre. c. Programa semanal ]07. No ttulo do texto Brazil is The Economic World Cup Winner According to CNN International, podemos afirmar que winner um adjetivo que significa vencedor? _________________________________________________ _______________________________ RESPOSTA 01. The World Cup, which was watched by millions of people around the world, has enabled South Africa to shine in a very positive light and now everyone will be looking to the next host nation Brazil, he stated. A copa do mundo, que foi assistida por milhes de pessoas ao redor do mundo, deu a chance frica do Sul de brilhar com uma luz muito positiva a agora todos estaro olhando para a prxima nao sede Brasil. Afirmou ele. RESPOSTA 02. Sim. Dale explicou aos telespectadores porque o Brasil fornece aos investidores uma forte oportunidade graas ao seu forte crescimento econmico. Dale explained to viewers why Brazil provides investors a strong opportunity due to its strong economic growth. RESPOSTA 03. Sim, seria correto. RESPOSTA 04. Falou empolgadamente sobre porque o Brasil um investimento to chamativo. RESPOSTA 05. a. Watch; b. Strong; c. People. RESPOSTA 06. b. Programa de horrio nobre. RESPOSTA 07. No. Winner umsubstantivoque significa vencedor. Leia o seguinte texto e responda s questes de 01 a 05: Nothing on earth can rival the epic spectacle and breathtaking grandeur of Titanic, the sweeping love story that sailed into the hearts of moviegoers around the world, ultimately emerging as the most popular motion picture of all time. Leonardo DiCaprio and Oscar-nominee Kate Winslet light up the screen as Jack and Rose, the young lovers who find one another on the maiden voyage of the unsinkable R.M.S. Titanic. But when the doomed luxury liner collides with an iceberg in the frigid North Atlantic, their passionate love affair becomes a thrilling race for survival.

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From acclaimed filmmaker James Cameron comes a tale of forbidden love and courage in the face of disaster that triumphs as true cinematic masterpiece. 01. Em portugus, explique sobre o que fala o texto: _________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ___________________________________ 02. Copie do primeiro pargrafo do texto, em ingls, os seguintes advrbio e locuo adverbial: a. Finalmente: _________________________________ b. Ao redor do mundo: ___________________________ 03. Assinale qual dos seguintes grupos de palavras pode ser encontrado no texto anterior: a. Velejar / emergir / impossvel de afundar / montanha de gelo flutuante. b. Linha frrea / vages / estao / descarrilar. c. Periscpio / escotilha / tripulao / submergir. d. Roda / aro / pedalar / selim. e. Co-piloto / hlice / manche / pairar. 04. Qual o nome do diretor mencionado no texto? _______________________________________________ 05. Transcreva do texto, em ingls, os seguintes grupos nominais: a. Amor proibido: ________________________________ ______ b. Caso de amor passional: ______________________________ RESPOSTA 01. O texto fala sobre o fascinante filme Titanic, seus atores e personagens principais bem como de seu aclamado diretor que o transformou numa obra-prima. RESPOSTA 02. a. ultimately; b. around the world RESPOSTA 03. a. Velejar / emergir / impossvel de afundar / montanha de gelo flutuante. RESPOSTA 04. James Cameron RESPOSTA 05. a. forbidden love; b. passionate love affair (BR Distribuidora/2008) Leia o texto seguinte e responda s questes de 1 a 10. Money Doesnt Grow on Trees, But Gasoline Might Researchers make breakthrough in creating gasoline from plant matter, with almost no carbon footprint 1st Researchers have made a breakthrough in the development of green gasoline, a liquid identical to standard gasoline yet created from sustainable biomass sources like switchgrass and poplar trees. Reporting in the cover article of the April 7, 2008 issue of Chemistry & Sustainability, Energy & Materials, chemical engineer and National Science Foundation (NSF) researcher George Huber of the University of Massachusetts-Amherst and his graduate students announced the first direct conversion of plant cellulose into gasoline components. 2nd Even though it may be 5 to 10 years before green gasoline arrives at the pump or finds its way into a jet airplane, these breakthroughs have bypassed significant difficulties to bringing green gasoline biofuels to market. It is likely that the future consumer will not even know that they are putting biofuels into their car, said Huber. 3rd Biofuels in the future will most likely be similar in chemical composition to gasoline and diesel fuel used today. The challenge for chemical engineers is to efficiently produce liquid fuels from biomass while fitting into the existing infrastructure today. 4th For their new approach, the UMass researchers rapidly heated cellulose in the presence of solid catalysts, materials that speed up reactions without sacrificing themselves in the process. They then rapidly cooled the products to create a liquid that contains many of the compounds found in gasoline. The entire process was completed in less than two minutes using relatively moderate amounts of heat. 5th Green gasoline is an attractive alternative to bioethanol since it can be used in existing engines and does not incur the 30 percent gas mileage penalty of ethanol-based flex fuel, said John Regalbuto, who directs the Catalysis and Biocatalysis Program at NSF and supported this research. 6th In theory it requires much less energy to make than ethanol, giving it a smaller carbon footprint and making it cheaper to produce, Regalbuto said. Making it from cellulose sources such as switchgrass or poplar trees grown as energy crops, or forest or agricultural residues such as wood chips or corn stover, solves the lifecycle greenhouse gas problem that has recently surfaced with corn ethanol and soy biodiesel. 7th Beyond academic laboratories, both small businesses and petroleum refiners are pursuing green gasoline. Companies are designing ways to hybridize their existing refineries to enable petroleum products including fuels, textiles, and plastics to be made from either crude oil or biomass and the military community has shown strong interest in making jet fuel and diesel from the same sources. 8th Hubers new process for the direct conversion of cellulose to gasoline aromatics is at the leading edge of the new Green Gasoline alternate energy paradigm that NSF, along with other federal agencies, is helping to promote, states Regalbuto. 1. The main purpose of this text is to: a. report on a new kind of fuel that might harm the environment b. advertise the recent findings of chemical engineers concerning gasoline components Didatismo e Conhecimento
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c. criticize the latest research on biofuels that could not find a relevant alternative to oil d. justify why corn ethanol and soy biodiesel are the best alternatives to standard gasoline e. announce a significant advance in the development of an eco friendly fuel that may impact the market Resposta: E. O propsito principal do texto anunciar um avano significante no desenvolvimento de um combustvel ecologicamente correto (the green gasoline) que pode impactar o mercado por ser produzida a partir de uma fonte de biomassa sustentvel (sustainable biomass source). 2. According to the text, it is NOT correct to affirm that green gasoline: a. is cheaper to produce than ethanol b. derives from vegetables and plants c. can already be used in jet airplanes d. requires much less energy to make than ethanol e. results in smaller amounts of carbon emissions than ethanol Resposta: C Conforme o incio do segundo pargrafo, no correto afirmar que a gasolina verde j pode ser usada em avies a jato, pois ela ainda est sendo estudada 5 a 10 anos antes de chegar a uma bomba de gasolina ou de encontrar caminho para ser usada nesse tipo de transporte. 3. In the sentence It is likely that the future consumer will not even know that they are putting biofuels into their car, (2nd paragraph), It is likely that could be substituted by: a. Surely b. Certainly c. Probably d. Obviously e. Undoubtedly Resposta: C Likely significa provvel. It is likely that significa provvel que. A sentena quer dizer que provvel que no futuro o consumidor nem saiba que estar colocando biocombustvel em seu carro. Portanto, o advrbio probably, que significa provavelmente a alternativa apropriada para a questo. 4. The item themselves (4th paragraph) refers to: a. researchers (4th paragraph) b. materials (4th paragraph) c. reactions (4th paragraph) d. compounds (4th paragraph) e. amounts (4th paragraph) Resposta: B O pronome themselves refere-se a algo na terceira pessoa do plural. A partir da, o leitor deve procurar lembrar-se de alguma coisa ou algum na terceira pessoa do plural que tenha sido mencionada previamente no texto para tentar identificar a que ou a quem ele se refere. Alm disso, observamos que o segundo trecho the UMass researchers rapidly heated cellulose in the presence
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of solid catalysts, materials that speed up reactions without sacrificing themselves in the process tenta complementar a ideia do primeiro trecho explicando que estes tais de solid catalysts (catalisadores slidos) so materiais que aceleram as reaes sem sacrificarem-se no processo de catalisao. 5. Which alternative contains a correct correspondence of meaning? a. speed up (4th paragraph) means accelerate b. rapidly (4th paragraph) is the opposite of quickly c. entire (4th paragraph) could not be replaced by whole d. residues (6th paragraph) and leftovers are antonyms e. surfaced (6th paragraph) and emerged are not synonyms Resposta: A speed up (4th paragraph) significa acelerar e agilizar, esta a alternativa que contm uma correspondncia de sentido correta entre as palavras. 6. Mark the sentence in which the idea introduced by the word in bold type is correctly described: a. Even though it may be 5 to 10 years before green gasoline arrives at the pump or finds its way into a jet airplane, (2nd paragraph) comparison b. while fitting into the existing infrastructure today. (3rd paragraph) consequence c. then rapidly cooled the products to create a liquid that contains many of the compounds found in gasoline. (4th paragraph) contrast d. Green gasoline is an attractive alternative to bioethanol since it can be used in existing engines (5th paragraph) reason e. Making it from cellulose sources such as switchgrass or poplar trees grown as energy crops, (6th paragraph) addition Resposta: D A gasolina verde uma alternativa atraente ao bioetanol j que (since) ela pode ser utilizada nos motores j existentes.... Este trecho introduz a ideia de razo (reason) ou motivo para explicar o fato da gasolina verde ser uma atraente alternativa. 7. Paragraph 4 informs that UMass researchers produce green gasoline by: a. creating a hot liquid from standard gasoline adding catalysts b. using cellulose with liquids that catalyze gasoline in less than two minutes c. applying moderate heat to compounds found in gasoline to produce a solid catalyst d. slowly cooling the product of solid catalystic reactions which will produce cellulose e. heating cellulose with specific catalysts and then cooling the product so it transforms into a liquid Resposta: E De acordo como texto, os pesquisadores produzem a gasolina verde rapidamente aquecendo celulose na presena de catalisadores slidos. Eles ento rapidamente resfriam o produto para criar um lquido que contm muitos dos compostos encontrados na gasolina. To heat = aquecer. To cool = resfriar.

Didatismo e Conhecimento

LNGUA INGLESA
8. According to this text, it might be said that corn ethanol and soy biodiesel have: a. contributed to the greenhouse gas problem b. increased consumption in cars by 30 percent c. produced residues such as wood chips or corn stover d. caused the extinction of sustainable biomass sources e. generated a smaller carbon footprint than green gasoline Resposta: A Conforme o sexto pargrafo, podemos dizer que o etanol de milho e o biodiesel de soja contriburam para o problema de gases desencadeadores de efeito estufa que recentemente apareceu. 9. The text says that research on green gasoline has: a. had no printed space in scientific journals b. not received support from scientific foundations c. found no interest among the military and the businessmen d. been neglected by academic laboratories and graduate research programs e. had to overcome problems to discover an efficient means of producing and marketing this fuel Resposta: E O texto diz no segundo e no terceiro pargrafos que as pesquisas sobre a gasolina verde tiveram que superar (overcome) difceis problemas para descobrir um meio eficiente de produzir e de introduzir esses biocombustveis na infraestrutura de mercado j existente. 10. The title of the text, Money Doesnt Grow on Trees, But Gasoline Might, refers to the: a. planting of trees near oil wells that produce gasoline b. exciting possibility of developing an effective green fuel c. amazing solution of diluting gasoline with forest and agricultural residues d. incredible discovery of trees that produce more when irrigated with a mixture of gasoline e. sensational invention of new green fuel that will cost three million dollars in reforestation Resposta: B O ttulo do texto refere-se possibilidade animadora de desenvolvimento de um combustvel verde eficiente. Traduzindo o ttulo obtemos algo assim: Dinheiro no nasce em rvores, mas gasolina pode vir a nascer no futuro. (Aeronutica/Controlador de Trfego Areo/2011) Leia o texto seguinte para as questes 11 a 13. The future of English Is English set to dominate the world? It is more widespread than any language has ever been. The ECONOMIST described it as impregnably established as the worlds standard language. It is used globally in business, diplomacy, sport, music, advertising and technology. A fifth of the worlds population speak it to some level of competence, another fifth are hurrying to learn it, and ________ seems to want it written on their T-shirts.
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Will this dominance continue and increase until English is spoken absolutely ________? Many think the answer is obvious: yes. But not everyone is so certain. Some claim that the dominance if English is unhealthy. Others go further, saying the uncontrolled expansion of English is leading it towards disintegration. (Taken from Speak Up #226) Glossary: Set to determinado a, prestes a Widespread difundido 11. Fill in the blanks with the suitable options: a. nobody - nowhere b. anybody - somewhere c. everyone - everybody d. everybody - everywhere Resposta: D a nica alternativa em que o pronome indefinido e o advrbio, respectivamente, esto sendo empregados corretamente, considerando-se os aspectos gramaticais e semnticos. Everybody significa todas as pessoas e everywhere, (em) todos os lugares. 12. go further, in bold type in the text, indicates that some people have a more ________ opinion about the widespread use of English. a. logical b. extreme c. obvious d. confusing Resposta: B No ltimo pargrafo, h uma dvida quanto ao predomnio do ingls, se ele continuar e aumentar at que seja falado absolutamente em todos os lugares. Muitas pessoas respondem que sim, outras pensam que tal domnio no saudvel. E ainda, outras vo mais alm (go further), sendo mais extremistas ainda, dizendo que a expanso descontrolada do idioma o conduzir sua prpria desintegrao. 13. Which phrase, from the text, presents a passive structure? a. is spoken b. is leading c. is so certain d. is unhealthy Resposta: A Uma das possibilidades de formao da voz passiva atravs do verbo to be (am, is, are) acrescido do particpio presente (-ing) do verbo principal da orao. Portanto, a nica alternativa que apresenta tal formao. (Aeronutica/Controlador de Trfego Areo/2011) Leia o texto seguinte para as questes 14 a 19. Im Peter and I live in Germany. In summer I like to travel to Italy, because of the weather and the people there. Last summer I took a plane ____ Munich to Rome. From the airport we went to our hotel ____ bus. We stopped at a small restaurant for a quick meal.

Didatismo e Conhecimento

LNGUA INGLESA
The driver parked the bus behind the restaurant. Nobody could find the bus and the driver, so we waited outside the restaurant for an hour. The driver was walking through the small park near the restaurant that we did not know. So we were very angry with him. But my holidays were great. (Adapted from Internet) 14. The correct prepositions to fill in the blanks are, respectively: a. for / by b. till / with c. from / by d. from/ on Resposta: C a nica alternativa em que as preposies esto sendo empregadas corretamente, de acordo com as regras gramaticais. Primeiramente, temos a estrutura from... to... (de Munique a Roma). Logo na sequncia, necessitamos da preposio by (de) antes do substantivo nibus para introduzir o tipo de conduo ou de meio de transporte do qual nos utilizamos. 15. All alternatives are in the comparative, except: a. driver b. greater c. shorter d. smaller Resposta: A O comparativo dos adjetivos em ingls via de regra formado pelo acrscimo da terminao -er aos substantivos de uma ou duas slabas. Nas alternativas B, C, D, -er indicativo de comparativo. Na alternativa A, o -er foi anexado ao verbo drive (dirigir) para designar aquele que dirige. Portanto, driver quer dizer motorista, no se trata de uma forma comparativa. 16. We stopped at a small restaurant for a quick meal, means that they: a. had plenty of time for a meal. b. wanted something cheap to eat. c. had something very heavy for a meal. d. wanted something easier and fast to eat. Resposta: D A alternativa D a nica coerente, pois quick meal significa uma refeio rpida, prtica e fcil. 17. According to the text, all the alternatives are correct, except: a. The passengers were nervous with the driver. b. Everybody could see the driver but not the bus. c. The passengers couldnt see the bus and the driver. d. The driver parked the bus at the back of the restaurant. Resposta: B A alternativa B a nica que no coerente com as informaes apresentadas no texto, pois ningum conseguiu ver onde o motorista estava.
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O texto diz Nobody could find the bus and the driver, e no Everybody could find the bus and the driver. 18. Nobody (line 4), can be replaced by: a. no one b. anybody c. everyone d. any person Resposta: A A alternativa A a nica coerente. Ambas as palavras no one e nobody significam ningum; nenhuma pessoa. Anybody, assim como any person, o mesmo que qualquer um, qualquer pessoa. E, everyone, quer dizer todos, todas as pessoas, todo mundo. 19. The verbs, underlined in the text, are in the: a. simple past b. simple present c. present perfect d. past progressive Resposta: A A alternativa A a nica correta, pois verbos terminados em -ed, quando no antecedidos de have ou has so verbos conjugados na forma do passado simples.

2 ITENS GRAMATICAIS RELEVANTES PARA A COMPREENSO DOS CONTEDOS SEMNTICOS.

ARTIGOS. E geral, emprega-se o artigo definido the antes de substantivos com a finalidade de especific-los. Exemplo: The boy is late. s vezes, pode ocorrer a presena de um ou mais adjetivos entre o artigo the e o substantivo. Exemplo: The little boy is late. Ou The little good boy is late. Na lngua inglesa, os artigos indefinidos so: a e an. Ambos so traduzidos como: um ou uma. O artigo indefinido no ingls no tem plural. S podemos usar a/an antes de substantivos que estejam no singular. Utilizamos a antes de palavras iniciadas com som de consoante e an antes de palavras que iniciam com som de vogal. Exemplos: A cow. A desk. An elephant. An envelope.

Didatismo e Conhecimento

LNGUA INGLESA
NUMERAIS ORDINAIS E CARDINAIS. Um numeral cardinal aquele que diz quanto de alguma coisa existe. Ele responde perguntas com How Many? (Quantos?). (1) one (2) two (3) three (4) four (5) five (6) six (7) seven (8) eight (9) nine (10) ten (11) eleven (12) twelve (13) thirteen (14) fourteen (15) fifteen (16) sixteen (17) seventeen (18) eighteen (19) nineteen (20) twenty (21) twenty-one (30) thirty (40) forty (50) fifty (60) sixty (70) seventy (80) eighty (90) ninety (100) one hundred (101) one hundred and one The shopping mall is on Portugal square. At: usado com horas, com palavra night, com endereos (rua+nmero), lugares numa cidade. I got up at 7:00. The store is at 456 Lincoln street. He arrived late at night. My father is at the airport now. Na dvida, algumas das seguintes sugestes podem ajudar, mas lembre-se: o uso das preposies nem sempre segue a regra geral. Confira sempre num dicionrio as possibilidades de uso. Use in para indicar dentro de alguma coisa: In the box In the refrigerator In a shop In a garden In France Use on para indicar contato: On a bookshelf On a plate On the grass Use at para indicar um lugar definido. Nesse caso, seu sentido o de junto a, na: At the bus stop At the top At the bottom Outras preposies, seus significados e exemplos com frases: About: sobre, a respeito de: Tell me about your experiences. Above: acima de: Johns apartment is above mine. Across: atravs de, do outro lado: The dog ran across the forest. After: depois de: She always wakes up after 9:00. Against: contra: The car crashed against the wall. Among: entre (vrios tens): The little boy was among many criminals. Around: em volta de: They traveled all around the country. Before: antes de: She always arrives before 7 oclock. Behind: atrs de: Tim sits behind Peter. Below: abaixo de: Answer the questions below. Beside/Next to: ao lado de: The microphone is beside/next to the monitor. Besides: alm de: Besides English, she can also speak Spanish. Between: entre (dois tens): He was sitting between two beatuful girls. Beyond: alm de, aps, atrs de: The lake is beyond the mountains. But: exceto: Everybody went to the party, but Chris. By: por, junto, ao lado de: Lets sleep by the fireplace. Down: abaixo, para baixo: Their house is down the hill. Up: acima, para cima: Their house is halfway up the hill. During: durante: He was in the army during the war. For: a favor de: Whos not for us is against us.
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Um numeral ordinal aquele que diz a posio de algo numa lista, a ordem em que as coisas esto. Exemplos: first (1st), second (2nd), third (3rd), fourth (4th), fifth (5th), sixth (6th), seventh (7th), etc. Como se pode observar, a escrita abreviada dos numerais ordinais efetuada de acordo com as duas ltimas letras da palavra escrita por extenso. Para facilitar sua memorizao, grave que todos os ordinais sempre terminaro com -th, exceto aqueles terminados em 1, 2 e 3. Tome por base os exemplos a seguir: Dcimo-nono: nineteenth (19th) Vigsimo: twentieth (20th) Vigsimo-primeiro: twenty-first (21st) Vigsimo-segundo: twenty-second (22nd) Vigsimo-terceiro: twenty-third (23rd) Vigsimo-quarto: twenty-fourth (24th) Vigsimo-quinto: twenty-fifth (25th) PREPOSICOES. Preposies so palavras que usamos junto aos nomes e pronomes para mostrar sua relao com outros elementos da frase. Apresentamos as principais preposies e seu uso: In: usamos com nomes de meses, anos, estaes, partes do dia, cidades, estados, pases, continentes. I was Born in January. He lived here in 2012. The classes start in the summer. He works in the morning/in the afternoon, in the evening. I have a house in Belo Horizonte. She lives in Paran but works in Argentina. Steven has worked in Europe since 2011. On: usado para dias da semana, datas (ms+dia), datas comemorativas, ruas, praas e avenidas. I go to the church on Saturdays and on Sundays. Their baby was born on April 10TH. I always have fun on New Years Day. The supermarket is on Brazil street.

Didatismo e Conhecimento

LNGUA INGLESA
For: por, para, h (tempo): Do it for me! Fish is good for health. Theyve lived here for many years. From: de (origem): Where is he from? In front of: na frente de: Peter sits in front of the teacher in the classroom. Inside/outside: dentro de/fora de: Let the dog sleep inside/ outside the house. Instead of: em vez de: You should study more instead of playing video-games. Into: para dentro, em: The plane disappeared into the cloud. Near: perto de: The post office is near here. Off: para fora (de uma superfcie): Mark fell off his motorcycle. Out of: para fora de: Put these books out of the box. Over: sobre, acima de, por cima de, mais que: There were over 1.000 people in the show. Through: atravs de: The guys walked through the forest. Till/until: at (tempo): The message will arrive until tomorrow. To: para: Teresa will go to Italy next week. Towards: para, em direo a: The boy threw the rock towards the window. Under: em baixo de: The cat sleeps under the bed. With/without: com/sem: Come with me. I cant live without you. Within: dentro de: I will go there within a week. TEMPOS VERBAIS. 1. Presente Contnuo: indica algo que acontece no exato momento da fala. As frases neste tempo verbal mostram o que algum est fazendo (gerndio). Necessita do verbo to be (am, is, are) e mais algum outro verbo com terminao -ing (-ando, endo, -indo, -ondo): I am writing a book. (Eu estou escrevendo um livro) You are reading. (Voc est lendo) He is listening to music. (Ele est escutando msica) She is making lunch. (Ela est fazendo o almoo) It is playing with a ball. (Ele/Ela est brincando com uma bola.) We are learning together. (Ns estamos aprendendo juntos) You are studying English. (Vocs esto estudando Ingls) They are traveling. (Eles esto viajando) *O pronome it usado para coisas e animais. Pode referir-se a pessoas quando no se sabe o sexo. Tudo o que foi descrito nestas frases est acontecendo agora, neste exato momento. Por isso usamos o presente contnuo. Para tornar todas estas frases negativas, basta posicionar a palavra not aps o to be, ou fazer uma contrao ente eles (am not, isnt, arent). I am not writing a book. (Apenas esta forma no pode ser contrada) You arent reading. He isnt listening to music. She isnt making lunch. It isnt playing with a ball. We arent learning together. You arent studying English. They arent traveling. Agora, para tranformarmos as frases em interrogaes, devemos mudar a posio do to be. Precisamos posicion-lo (am, is, are) antes dos sujeitos das frases. As outras palavras permanecem em suas posies originais. Claro que no podemos esquecer do ponto de interrogao. Veja: Am I writing a book? Are you reading? Is he listening to music? Is she making lunch? Is It playing with a ball? Are we learning together? Are you studying English? Are they traveling? 2. Passado Contnuo: se voc quiser colocar todas as frases que acabamos de estudar no passado, para relatar o que algum estava fazendo, muito simples. Basta trocar verbo to be que estava no presente pelo to be no passado (was, were). Apenas tenha ateno na hora de saber qual pessoa usar was e qual usar were. Exemplos: I was writing a book. You were reading. He was listening to music. She was making lunch. It was playing with a ball. We were learning together. You were studying English. They were traveling. Perceba que usamos was com I/He/She/It, e que usamos were com You/We/They. Agora, para formar a negativa (wasnt, werent) e a interrogativa (Was I...?, Were you...?), basta proceder da mesma forma que vimos no caso do Presente Contnuo. 3. Futuro Contnuo: para relatar aquilo que algum estar fazendo em um determinado momento no futuro, s utilizar will be e mais qualquer outro verbo terminado em -ing. I will be writing a book. You will be reading. He will be listening to music. She will be making lunch. It will be playing with a ball. We will be learning together. You will be studying English. They will be traveling. Nas negativas, simplesmente posicionamos not logo aps o auxiliar will, ou fazemos uma contrao com eles (will+not= wont). Para interrogar, faz-se a colocao do auxiliar will antes do sujeito das frases (Will I...?, Will you...?). 4. Presente Simples: este tempo verbal nos fala de situaes que acontecem rotineiramente. Estas situaes no acontecem no exato momento da fala, mas usualmente durante o dia a dia. Por exemplo, voc pode dizer em portugus eu trabalho. Essas suas palavras indicam algo rotineiro para voc, no querem dizer que voc esteja trabalhando agora, neste exato momento.
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Didatismo e Conhecimento

LNGUA INGLESA
essa noo de que algo acontece no presente mas como uma rotina o que o presente simples indica. Vamos ver a conjugao de alguns verbos no presente simples com frases afirmativas primeiro: I work in the evening. You like to dance. He sleeps a lot. She cooks well. It barks too much. We speak English fluently. You drive fast. They drink beer. Perceba que basta seguir a ordem sujeito + verbo no infinitivo sem to (+complemento) para formar algumas sentenas. a ordem natural das palavras em Portugus tambm. Assim, se voc souber uma boa gama de verbos, poder montar muitas frases para praticar. Neste caso de sentenas afirmativas somente necessitamos tomar cuidado com os detalhes em negrito e em sublinhado. Todas as vezes em que o sujeito da frase for a terceira pessoa do singular (he/she/it), devemos acrescentar um -s no final do verbo. Em algumas situaes ser um -es, e no caso do verbo ter (to have) a forma ser has. Repito: s nas afirmativas com 3 pessoa singular. As negativas precisam fazer o uso dos verbos auxiliares do e does, acrescidos de not (do+not=dont / does+not=doesnt). Doesnt ser usado somente com 3 pessoa singular. Exemplos: I dont work in the evening. You dont like to dance. He doesnt sleep a lot. She doesnt cook well. It doesnt bark too much. We dont speak English fluently. You dont drive fast. They dont drink beer. Para fazermos perguntas, posicionaremos do e does antes do sujeito da frase e acrescentaremos o ponto de interrogao. Do I work in the evening? Do you like to dance? Does he sleep a lot? Does she cook well? Does it bark too much? Do we speak English fluently? Do you drive fast? Do they drink beer? timo. Agora, para finalizarmos o presente simples, passemos ao principal verbo ingls: o to be. A conjugao do presente do to be possui trs formas: am, is e are. Este verbo significa duas coisas ao mesmo tempo: ser e estar. Mas como identificar se numa frase ele quer se referir ao verbo ser ou se ao verbo estar? Resposta: depende da frase, depende do contexto. Veja: I am a teacher. (Eu sou um professor) You are a student. (Voc um aluno) He is late. (Ele est atrasado)
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She is early. (Ela est adiantada) It is tall. (Ele/Ela alto/a) We are Brazilians. (Ns somos brasileiros) You are busy. (Vocs esto/so ocupados) They are happy. (Eles/Elas esto/so felizes) Note que am usado na primeira pessoa do singular, is na terceira do singular e are nas outras. Para negarmos, usamos not logo aps o to be ou fazemos contrao entre eles. I am not a teacher. You arent a student. He isnt late. She isnt early. It isnt tall. We arent Brazilians. You arent busy. They arent happy. Finalizando, para transformarmos estas frases em interrogaes, temos que por o to be antes dos sujeitos. Lembrete: ponto de interrogao! Assim: Am I a teacher? Are you a student? Is he late? Is she early? Is It tall? Are we Brazilians? Are you busy? Are they happy? 5. Passado simples: indica alguma ao completa no passado, ou seja, algo j finalizado. O passado simples caracteriza-se pela adio da terminao -ed ao verbos REGULARES nas afirmativas. Nas interrogativas, usamos Did antes dos sujeitos das frases e, nas negativas, did not ou didnt. Vejamos: I worked yesterday. (Eu trabalhei ontem) You answered my e-mail. (Voc respondeu ao meu e-mail) He traveled a lot. (Ele viajou muito) She watched the movie. (Ela assitiu o filme) It barked all night. (Ele/Ela latiu a noite toda) We stayed here. (Ns ficamos aqui) You played very well. (Vocs jogaram muito bem) They parked far. (Eles estacionaram longe) I didnt work yesterday. (Eu no trabalhei ontem) You didnt answer my e-mail. (Voc no respondeu ao meu e-mail) He didnt travel a lot. (Ele no viajou muito) She didnt watch the movie. (Ela no assistiu o filme) It didnt bark all night. (Ele/Ela no latiu a noite toda) We didnt stay here. (Ns no ficamos aqui) You didnt play very well. (Vocs no jogaram muito bem) They didnt park far. (Eles no estacionaram longe) Did I work yesterday? (Eu trabalhei ontem?) Did you answer my e-mail? (Voc respondeu ao meu e-mail?) Did he travel a lot? (Ele viajou muito?)

Didatismo e Conhecimento

LNGUA INGLESA
Did she watch the movie? (Ela assistiu o filme?) Did it bark all night? (Ele/Ela latiu a noite toda?) Did we stay here? (Ns ficamos aqui?) Did you play very well? (Vocs jogaram muito bem?) Did they park far? (Eles estacionaram longe?) Quanto aos verbos irregulares, procederemos da mesma forma. A nica diferena nas afirmaes, pois eles no recebem terminao -ed. essencial memorizar as formas irregulares. Vejamos: I went to the beach. (to go: ir) You left early. (to leave: sair, deixar) He drank too much. (to drink: beber) She had a sister. (to have: ter) It slept under the bed. (to sleep: dormir) We stood in line. (to stand: ficar de p) You won together. (to win: vencer, ganhar) They cut the meat. (to cut: cortar) Faz-se necessrio, tambm revisar o passado do verbo to be. Ele ser da seguinte forma: I was tired. You were sad. He was late. She was early. It was beautiful. We were in So Paulo. You were elegant. They were at the bank. Nas negativas: wasnt e werent. E nas interrogativas: Was I...?, Were you...?, Was he?, etc. 6. Futuro simples: formado pela utilizao do auxiliar will aps o sujeito seguido de algum verbo. A negativa obtida com will not ou com a contrao wont. Para perguntar no futuro simples, s colocar will antes do sujeito. Exemplos: I will buy a car You will have a baby. He will study abroad. She will go to the park. It will stay at the veterinarian. We will make a barbecue. You will help me now. They will be partners. 7. Presente Perfeito: formado pela utilizao do auxiliar have ou has (para he, she, it) mais a forma do particpio de outro verbo. Indica situaes contnuas, coisas que tm acontecido por um certo perodo e que ainda no acabaram. I have worked here for five years. (Tenho trabalhado aqui h cinco anos) She has gone to the club a lot lately. (Ela tem ido muito ao clube ultimamente) Dave and Mike have studied together since 2010. (Dave e Mike tm estudado juntos desde 2010) Didatismo e Conhecimento
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O present perfect tambm usado para descrever situaes que j ocorreram, mas que no sabemos quando. O tempo indefinido, no interessa, ou simplesmente no importa, pois o que importa o fato acontecido. Mike has seen the ocean for the first time. (Mike viu o oceano pela primeira vez) Sheila and Susan have already been to New York. (Sheila e Susan j estiveram em Nova Iorque) I have already made my bed. (Eu j arrumei minha cama) As formas negativas podem sero: I havent made my bed. (Eu no arrumei minha cama) Mike hasnt seen the ocean. (Mike no viu o oceano) Sheila and Susan havent been to New York. (Sheila e Susan no foram a Nova Iorque) Se quisermos, podemos acrescentar no final da frase a palavra yet, que significa ainda, para modificar um pouco o sentido da conversa: I havent made my bed yet. (Eu ainda no arrumei minha cama) Mike hasnt seen the ocean yet. (Mike ainda no viu o oceano) Sheila and Susan havent been to New York yet. (Sheila e Susan ainda no foram a Nova Iorque) Para fazermos perguntas no present perfect, basta colocar have ou has antes do sujeito da frase. s vezes, fazemos uso da palavra ever, que significa alguma vez, em perguntas: Have you bought Milk for the baby? (Voc comprou leite para o beb?) Has he talked to the police officer? (Ele falou com o policial?) Has Tina ever traveled to Salvador? (A Tina viajou a Salvador alguma vez?) Have you ever seen a famous person? (Voc alguma vez viu uma pessoa famosa?) 8. Passado Perfeito: usado para dizer que alguma coisa ocorreu antes de outra no passado. Formado por had mais o particpio de algum verbo. Veja no prximo exemplo que h duas situaes acontecendo, mas, aquela que aconteceu primeiro est usando o past perfect. E aquela que aconteceu em seguida est no passado simples. Ambas as oraes esto unidas por when. I had already left when my father called home. (Eu j tinha sado quando meu pai ligou para casa) No extremamente necessrio que haja duas oraes. Pode have apenas uma. Veja; David had bought meat for the barbecue this morning. (David tinha comprado carne para o churrasco hoje de manh) A negativa formada com had not ou hadnt. Para perguntar, devemos posicionar o had antes do sujeito. He hadnt gone to the bar. (Ele no tinha ido ao bar) Had you brought me those documents? (Voc tinha me trazido aqueles documentos?)

LNGUA INGLESA
VERBOS REGULARES E IRREGULARES. Quanto forma, podemos classificar os verbos ingleses em Regulares, Irregulares e Modais. So chamados de regulares os verbos que possuem a terminao -ed quando esto no passado simples e no particpio passado. Veja os trs primeiros exemplos na prxima tabela. Os verbos irregulares no tm uniformidade quanto escrita do passado simples e do particpio. Confira os trs ltimos exemplos na tabela abaixo. Infinitivo to accept to add to arrive to be to begin to buy Simple Past tense accepted added arrived was, were began bought Past Participle accepted added arrived been begun bought Traduo aceitar adicionar, somar chegar ser, estar comear, iniciar comprar May all your dreams come true. (Que todos os seus sonhos se realizem) -Para dizermos algo no passado e no futuro, ao invs de may e might, normalmente usamos os verbos to be allowed to ou to be permitted to, que significam ser permitido: He will be allowed to leave prison. (Ser-lhe- permitido sair da priso) I wasnt allowed to enter without a uniform. (No me deixaram entrar sem um uniforme) -May e might no so usados na interrogativa exprimindo probabilidade ou possibilidade. Usamos to think, to be likely e can: Do you think he is listening for us? (Voc acha que ele est nos ouvindo?) Is it likely to happen? ( possvel/provvel que isso acontea?) Can this plan come true? (Poder este plano se tornar realidade?) -May e Might podem ser empregados na negativa, mas sem contrao: He may or may not agree with you. (Ele pode concordar ou no com voc) 2. Must (precisar, dever, ter que): -Must usado no presente e no futuro. Must pode exprimir ordem, necessidade, obrigao, dever. equivalente a have to (ter que): I must go now. (Preciso ir agora) You must obey your parents. (Voc deve obedecer a seus pais) You must follow your doctors advice. (Voc tem que seguir os conselhos do seu mdico) He has worked a lot; he must be tired. (Ele trabalhou muito; deve estar cansado) -A forma negativa mustnt (must not) exprime uma proibio ou faz uma advertncia: Visitors must not feed the animals. (Visitantes esto proibidos de alimentar os animais) You mustnt miss the 9:00 train. (Voc no pode perder o trem das 9:00) 3. Can (poder): -Pode ser usado para expressar talentos e habilidades no presente: They can sing really well. (Eles podem cantar realmente muito bem) I can speak English. (Eu sei falar Ingls) -Pode ser usado para pedir permisso: Can I drink water, teacher? (Posso ir beber gua, professor?) Can I see your homework? (Posso ver sua tarefa?) -H duas formas negativas, cant e cannot: He cant dance at all. (Ele no sabe danar nada) Tim cannot control his feelings. (Tim no consegue controlar seus sentimentos)
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VERBOS MODAIS. Os verbos modais so distintos dos regualres e irregulares pois possuem caractersticas prprias: 1. No precisam de auxiliares na formao de negativas e interrogativas; 2. Sempre aps os modais, usamos um verbo regular ou irregular no infinitivo, mas sem o to; 3. No sofrem alterao na terceira pessoa do singular do presente. Logo, nunca recebem s, es ou ies para he/she/it. So verbos modais: can, could, may, might, should, must, ought to. 1. May, Might (poder): -May pode ser usado para pedir permisso: May I open the window? (Posso abrir a janela?) May I use your bathroom? (Posso usar seu banheiro?) -May e Might podem indicar possibilidade mais certa ou probabilidade mais remota: It may rain. (Pode chover) => may indica algo com mais certeza do que might. It might rain. (Pode chover) => a probabilidade de chover pequena. He might come to the party, but I dont think he will. (Ele pode vir festa, mas no creio que vir) -May e might podem ser usados para exprimir um porpsito, uma aspirao ou uma esperana: May he rest in peace. (Que ele repouse em paz) I hope that he might like this cake. (Espero que ele possa gostar deste bolo) Didatismo e Conhecimento

LNGUA INGLESA
3. Could (conseguia, podia, poderia): -Usamos could para expressar ideias como sendo o passado de Can: When I was a teenager I could swim better. (Quando eu era adolescente eu podia nadar melhor) I could run, now I cant anymore. (Eu podia correr, mas agora no consigo mais) -Para pedir permisso, could mais educado e formal que Can: Could you help me? (Voc poderia me ajudar?) Could I borrow your cell phone? (Eu poderia pegar emprestado seu celular?) 4. Should e Ought to (deveria): -Usamo-os para expressar nossa opinio, para dar sugesto ou conselho: He should travel more. (Ele deveria viajar mais) I ought to go right now. (Eu deveria ir imediatamente) -As formas negativas so Shouldnt e Ought not to. You shouldnt talk like that. (Voc no deveria falar daquele jeito) I ought not to see her. (Eu no deveria v-la) VOZ PASSIVA. H duas vozes verbais: ativa e passiva A voz ativa a voz normal do verbo, pois com ela que normalmente nos comunicamos. Nela, oobjetorecebe a ao do verbo. Observe os exemplos sob a tica da ordem normal das palavras numa frase (Sujeito+verbo+objeto): Cats eat fish. (Gatos comem peixes) A voz passiva menos comum de ser usada. Ela mais formal. Nela, o sujeito recebe a ao do verbo. Se compararmos com a voz ativa, veremos uma inverso no posicionamento do sujeito e do objeto. Fish are eaten by cats. (Peixes so comidos por gatos) A estrutura da voz passiva bem simples: sujeito + be + verbo principal no particpio. Exemplos: Parks are destroyed by our bad habits. (Parques so destrudos por nossos maus hbitos) Many people were called by this company. (Muitas pessoas foram chamadas por esta empresa) Note, tambm, que, s vezes, necesrio acrescentar a preposio by para apresentar o objeto da passiva. Usamos a passiva quando queremos dar mais nfase ao objeto do que ao agente, e tambm quando no conhecemos o sujeito, o agente da voz ativa: Didatismo e Conhecimento
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Kennedy was killed by Lee Harvey Oswald. (Kennedy foi morto por Lee Harvey Oswald) My wallet has been stolen. (Minha carteira foi roubada) O primeiro exemplo d mais importncia ao objeto da ativa. J no segundo, o agente da ativa desconhecido. Podemos conjugar a voz passiva em qualquer tempo. Por exemplo: present simple: Itismade in Brazil. ( feito no Brasil) present continuous: Itis beingmade in Brazil. (Est sendo feito no Brasil) present perfect: Ithas beenmade in Brazil. (Tem sido feito no Brasil) INFINITIVO E GERUNDIO. O infinitivo a forma base do verbo (to be, to go, to love, to have, etc.), tal qual encontrada nos dicionrios. O verbo no infinitivo pode ser antecedido pela partcula to ou no. Deve-se utilizaro infinitivo sem o toaps: a)os modais(can, could, must, should, may, might). Youcan worktoday. (Voc pode trabalhar hoje). b) os verbos auxiliares (do, does, did, will). We do help at home. (Ns realmente ajudamos em casa). He did go to the party. (Ele realmente foi festa). Hewill callyou tomorrow morning. (Ele te ligar amanh de manh). c) as conjunesbuteexcept. My supervisor said I could do everything on the companyexcept arrive late.(Meu supervisor disse que eu poderia fazer qualquer coisa na empresa, menos chegar atrasado). d) aps had better, would rather, rather than Hed better leave now or hell miss the bus.(Ele deveria partir agora ou perder o nibus). Id rather learn English than French. (Eu prefiro aprender Ingls a aprender Francs). e) aps os verbos make e let: This place makes me feel brand new. (Este lugar mei deixa renovado). Let me help you! (Deixe-me ajudar voc!). Usa-seo infinitivo com o to nas seguintes situaes: a) aps os verbos tell, invite, teach, want, invite, remind, wish, desire. I invited my grandmotherto havedinner with me.(Eu convidei minha av para jantar comigo). We want to see the art exhibit. (Ns queremos ver a exibio de arte). b) aps adjetivos e aps as palavras too, enough, the first, the last, the only. You are too young to work here. (Voc muito jovem para trabalhar aqui). c) para indicar propsito, finalidade:

LNGUA INGLESA
They went there to buy a skirt. (Elas foram l para comprar uma saia). O Gerndio, tambm conhecido por Presente Contnuo indica algo que acontece no exato momento da fala. As frases neste tempo verbal mostram o que algum est fazendo (gerndio). Necessita do verbo to be (am, is, are) e mais algum outro verbo com terminao -ing (-ando, endo, -indo, -ondo): I am writing a book. (Eu estou escrevendo um livro) You are reading. (Voc est lendo) He is listening to music. (Ele est escutando msica) She is making lunch. (Ela est fazendo o almoo) It is playing with a ball. (Ele/Ela est brincando com uma bola.) We are learning together. (Ns estamos aprendendo juntos) You are studying English. (Vocs esto estudando Ingls) They are traveling. (Eles esto viajando) *O pronome it usado para coisas e animais. Pode referir-se a pessoas quando no se sabe o sexo. Tudo o que foi descrito nestas frases est acontecendo agora, neste exato momento. Por isso usamos o presente contnuo. Para tornar todas estas frases negativas, basta posicionar a palavra not aps o to be, ou fazer uma contrao ente eles (am not, isnt, arent). I am not writing a book. (Apenas esta forma no pode ser contrada) You arent reading. He isnt listening to music. She isnt making lunch. It isnt playing with a ball. We arent learning together. You arent studying English. They arent traveling. Agora, para tranformarmos as frases em interrogaes, devemos mudar a posio do to be. Precisamos posicion-lo (am, is, are) antes dos sujeitos das frases. As outras palavras permanecem em suas posies originais. Claro que no podemos esquecer do ponto de interrogao. Veja: Am I writing a book? Are you reading? Is he listening to music? Is she making lunch? Is It playing with a ball? Are we learning together? Are you studying English? Are they traveling? Existem, entretanto, alguns verbos(see, notice, feel, hear e observe) que podem ser seguidos tanto pelo infinitivo quanto pelo gerndio sem o to. They heard the people singing. (Eles ouviram as pessoas conversando). They heard the people sing. (Eles ouviram as pessoas cantar). Didatismo e Conhecimento
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H tambm alguns verbos(advise, try, neglect, dislike, begin, forget, remember, hate, start, attempt, continue, love, stop, try, allow, prefer)que podem ser seguidos de gerndio ou infinitivo com o to. preciso observar que em alguns casos h alterao de sentido das frases. I started loving you. (Eu comecei a amar voc). I started to love you. (Eu comecei a amar voc). I stopped to help her. (Eu parei - o que estava fazendo - para ajud-la). I stopped helping her. (Eu parei de ajud-la). GRAU DOS ADJETIVOS. Adjetivos so palavras ou grupo de palavras que indicam caractersticas dos substantivos, definindo-os, delimitando-os ou modificando-os. Ao contrrio do que ocorre na lngua portuguesa, os adjetivos em ingls no possuem forma singular, plural, masculina nem feminina. Existe apenas a forma singular. She is beautiful. => They are beautiful. His car is red. => Their cars are red. Quando o(s) adjetivo(s) aparece(m) junto a um substantivo, aquele(s) sempre precede(m) este: This is a big city. They live in a huge white house. Os adjetivos em ingls tambm possuem graus diversos, assim como ocorre em portugus. Veja: Grau Comparativo de Igualdade (as + adjetivo + as) = (to/tanto... quanto) Dereck is as short as Fred. (Dereck to baixo quanto Fred) That motorcycle is as fast as this one. (Aquela moto to rpida quanto esta) Julie is as beautiful as Sharon. (Julie to bela quanto Sharon) Grau Comparativo de Superioridade(adjetivo curto + er + than) =(mais... do que..) (strong): Tim is stronger than Peter. (Tim mais forte do que Peter) (tall): An elephant is taller than a lion. (Um elefante mais alto que um leo) (thin): Nancy is thinner than Sue. (Nancy mais magra do que Sue) Grau Comparativo de Superioridade (more + adjetivo longo + than) =(mais... do que..) Dave is more intelligent than his brother. (Dave mais intelligente que seu irmo) He is more careful than his father as a driver. (Ele mais cuidadoso que seu pai como motorista) This house is more comfortable thanthe other. (Esta casa mais confortvel que a outra)

LNGUA INGLESA
Grau Comparativo de Inferioridade (less + adjetivo + than) =(menos... do que...) Christopher is less famous than Brad. (Christopher menos famoso do que Brad) Your city is less hot than mine. (Sua cidade menos quente do que a minha) This language is less difficult than the others. (Esta lngua menos difcil do que as outras) Passemos ento a estudar, agora, o grau superlativo: Grau Superlativo de Superioridade (the + adjetivo curto + est) = (o mais...) (cheap): This is the cheapest restaurant in town. (Este o restaurante mais barato da cidade) (tall): Jennifer is the tallest girl in the group. (Jennifer a garota mais alta dogrupo) (dry): This is the driest region of the state. (Esta a regio mais seca do estado) Grau Superlativo de Superioridade (the most + adjetivo longo) = (o mais...) This is the most modern TV set nowadays. (Este o aparelho de TV mais moderno do momento) He is the most handsome actor in the movies. (Ele o ator mais bonito do cinema) Messy is the most famous soccer player now. (Messy o jogador de futebol mais famoso agora) Grau Superlativo de Inferioridade (the least + adjetivo) = (o menos...) This is the least important detail. (Este o detalhe menos importante) Im always the least nervous during the tests. (Sempre sou o menos nervoso durante as provas) That region is the least safe of the city. (Aquela regio a menos segura da cidade) H algumas adaptaes que precisamos fazer na escrita dos adjetivos quando acrescentamos -er e -est para formarmos, consecutivamente, seus comparativos e superlativos. Observe: Aos que j so terminados em -e, acrescentamos apenas -r (no comparativo) ou -st (no superlativo): wide (largo) late (tarde) wider later the widest the latest thin (magro/fino) fat (gordo) thinner fatter the thinnest the fattest

Vamos estudar agora alguns adjetivos que possuem formas irregulares: Bad(mau) Good(bom) Far(longe) Far(mais) Little(pouco) Many(muitos/as) Much(muito/a) worse better farther further less more more ADVERBIOS. Advrbios so palavras que modificam: the worst the best the farthest the furthest the least the most the most

Um verbo (He ate slowly. = Ele comeu lentamente) Como ele comeu? Um adjetivo (He drove a very slow car. = Ele pilotou um carro muito lento) - Como era a rapidez do carro? Outro advrbio (She walked quite slowly down the aisle. = Ela andou bem lentamente pelo corredor) - Com que lentido ela andou?
Advrbios frequentemente nos dizem quando, onde, por que, ou em quais condies alguma coisa acontece ou aconteceu. Os advrbios so geralmente classificados em: Advrbios de Afirmao: certainly, certamente; indeed, sem dvida; obviously, obviamente; yes, sim; surely, certamente; etc. Advrbios de Dvida: maybe, possivelmente; perhaps, talvez; possibly, possivelmente; etc. Advrbios de Frequncia: daily, diariamente; monthly, mensalmente; occasionally, ocasionalmente; often/frequently, frequentemente; yearly, anualmente; seldom/rarely, raramente; weekly, semanalmente; always, sempre; never, nunca; sometimes, s vezes; hardly ever, quase nunca, raramente; usually/generally, geralmente; etc. Advrbios de Intensidade: completely, completamente; enough, suficientemente, bastante; entirely, inteiramente; much, muito; nearly, quase, aproximadamente; pretty, bastante; quite, completamente; slightly, ligeiramente; equally, igualmente; exactly, exatamente; greatly, grandemente; very, muito; sufficiently, suficientemente; too, muito, demasiadamente; largely, grandemente; little, pouco; merely, meramente; etc. Advrbios de Lugar: anywhere, em qualquer lugar; around, ao redor; below, abaixo; everywhere, em todo lugar; far, longe; here, aqui; near, perto; nowhere, em nenhum lugar; there, l; where, onde; etc. Advrbios de Modo: actively, ativamente; wrongly, erroneamente; badly, mal; faithfully, fielmente; fast, rapidamente; gladly, alegremente; quickly, rapidamente; simply, simplesmente; steadily, firmemente; truly, verdadeiramente; well, bem; etc. Advrbios de Negao: no, not, no.
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queles adjetivos curtos terminados em -y, substitumos o -y por -i e depois colocamos -er ou -est: pretty (bonita) dirty (sujo) prettier dirtier the prettiest the dirtiest

Quando o adjetivo for curto e terminar com a sequncia consoante+vogal+consoante, dobra-se a ltima consoante antes de acrescentar -er ou -est:

Didatismo e Conhecimento

LNGUA INGLESA
Advrbios de Ordem: firstly, primeiramente; secondly, em segundo lugar; thirdly, em terceiro lugar; etc. Advrbios de Tempo: already, j; always, sempre; early, cedo; immediately, imediatamente; late, tarde; lately, ultimamente; never, nunca; now, agora; soon, em breve, brevemente; still, ainda; then, ento; today, hoje; tomorrow, amanh; when, quando; yesterday, ontem; etc. Advrbios Interrogativos: how, como; when, quando; where, onde; why, por que; etc. Alguns exemplos: She moved slowly and spoke quietly. (Ela se moveu lentamente e falou sussurrando) She still lives there now. (Ela ainda mora l agora) Its starting to get dark now. (Est comeando a ficar escuro agora) She finished her tea first. (Primeiramente ela terminou seu ch) She left early. (Ela saiu cedo) Oscar is a very bright man. (Oscar um homem muito brilhante) The children behaved very badly. (As crianas se comportaram muito mal) This apartment is too small for us. (Esse apartamento pequeno demais para ns) The coffee is too sweet. (O caf est doce demais) Jack is much taller than Peter. (Jack muito mais alto do que Peter) So Paulo is far bigger than Recife. (So Paulo muito maior que Recife) The test was pretty easy. (A prova estava um tanto fcil) Duas ou mais palavras podem ser usadas em conjunto, formando, assim, as Locues Adverbiais, como: Locuo Adverbial de Afirmao: by all means, certamente; in fact, de fato, na verdade; no doubt, sem dvida; of course, com certeza, certamente, naturalmente; etc. Locuo Adverbial de Dvida: very likely, provavelmente. Locuo Adverbial de Frequncia: again and again, repetidamente; day by day, dia a dia; every other day, dia sim, dia no; hardly ever, raramente; every now and then, once in a while, de quando em quando; etc. Locuo Adverbial de Intensidade: at most, no mximo; little by little, pouco a pouco; more or less, mais ou menos; next to nothing, quase nada; on the whole, ao todo; to a certain extent, at certo ponto; to a great extent, em grande parte; etc. Locuo Adverbial de Lugar: at home, em casa; at the seaside, beira-mar; far and near, por toda parte; on board, a bordo; on shore, em terra firme; to and from, para l e para c; etc. Locuo Adverbial de Modo: arm in arm, de braos dados; at random, ao acaso; fairly well, razoavelmente; hand in hand, de mos dadas; head over heels, de cabea para baixo; just so, assim mesmo; neck and neck, emparelhados; on credit, a crdito.
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Locuo Adverbial de Negao: by no means, de maneira alguma; in no case, em hiptese alguma; none of that, nada disso; not at all, absolutamente; etc. Locuo Adverbial de Tempo: all of a sudden, subitamente; at first, a princpio; at present, atualmente; at once, imediatamente; from now on, doravante, daqui em diante; in after years, em anos vindouros; sooner or late, mais cedo ou mais tarde; up to now, at agora; in a jiffy, in a trice, in a twinkling of an eye, in two shakes of a dogs tail, in two ticks, em um momento, num abrir e fechar de olhos; etc. Mais exemplos: She has lived on the island all her life. (Ela viveu na ilha a vida toda) She takes the boat every day. (Ela pega o barco todos os dias) He ate too much and felt sick. (Ele comeu em excesso e ficou enjoado) I like studying English very much. (Gosto muito de estudar Ingls) Elementos sintticos e articuladores do discurso (conjunes, pronomes, advrbios). Uma conjuno uma palavra ou grupo de palavras (locues conjuntivas ou locues adverbiais) que juntam duas partes de uma sentena ou que unem uma clusula dependente subordinada a uma clusula principal. As conjunes auxiliam na coeso textual, garantindo a interligao de ideias. Inicialmente, podemos considerar as conjunes sob trs aspectos bsicos: -Conjunes podem ser apenas uma palavra: And, but, because, although, or, nor, for, yet, so, since, unless, however, though. -Conjunes podem ser compostas de mais de uma palavra: Provided that, as long as, in order to, in spite of. -Conjunes podem ser correlativas, cercando um advrbio ou adjetivo: So... that, neither nor. Alm disso, as conjunes podem expressar diversos tipos de ideias: -Tempo: after, as, while, when, before, until, till, next, meanwhile, finally. -Acrscimo de ideias: and, also, furthermore, as well as, in other words, in addition to, besides, moreover, both...and, not only... but also. -Alternativa: or, either... or. -Negao: neither... nor. -Condio: if, as long as, provided that, unless, whether. -Causa ou razo: as, because, since, for.

Didatismo e Conhecimento

LNGUA INGLESA
-Consequncia ou resultado: so, therefore, then, accordingly, thus, for this reason, as a result of, consequently, hence. -Finalidade ou propsito: so that, so. -Modo: as, as if, as though. -Contraste: although, instead of, rather than, though, but, yet, even though, however, in spite of that, nevertheless, whereas, while, on the other hand. -Comparao: like, alike, likewise, correspondingly, similarly, in the same way, in this manner. Exemplos: Jack and Jill went to the mountains. The water was warm, but I didnt enter. I went swimming although it was cold. Russia is a beautiful country. Its very cold, though. I dont care what you did as long as you love me. He is so strong that broke the brick with his fist. Pronomes: H dois tipos de pronomes pessoais: sujeitos e objetos. Pronome Pessoal Sujeito: I You He She It We You They Traduo: eu voc ele ela ele/ela (para coisas ou animais) ns vocs eles/elas Pronome Pessoal Objeto: Me You Him Her It Us You Them Pronome Possessivo Adjetivo: My Your His Her Its Our Your Their Traduo: meu(s)/minha(s) seu/sua dele dela dele/dela (coisas ou animais) nosso(s)/ nossa(s) seus/suas deles/delas Pronome Possessivo Substantivo: Mine Yours His Hers Its Ours Yours Theirs

Os pronomes possessivos adjetivos sempre acompanham um substantivo. Os pronomes possessivos substantivos reduzem a frase substituindo o pronome possessivo adjetivo e o substantivo que ele acompanha. Exemplos: His kid is playing with hers. (O filho dele est brincando com o dela) Our mother likes pizza. (Nossa me gosta de pizza) My friends went to the club with yours. (Meus amigos foram ao clube com os seus) Did you prefer his presentation or hers? (Voc preferiu a apresentao dele ou a dela?) Pronomes reflexivos: OsPronomes Reflexivosso usados quando a ao do verbo recai sobre o prprio sujeito. Assim, o pronome reflexivo vem logo aps o verbo e concorda com o sujeito. Eles se caracterizam pelas terminaes-self(nas pessoas do singular) e-selves(nas pessoas do plural). myself(a mim mesmo, -me) yourself[a ti, a voc mesmo(a), -te,-se] himself(a si, a ele mesmo, -se) herself(a si, a ela mesma, -se) itself[a si mesmo(a), -se] => para coisas ou animais ourselves[a ns mesmos(as), -nos] yourselves(a vs, a vocs mesmos(as), -vos,-se) themselves (a si, a eles mesmos, a elas mesmas, -se) Exemplos: She is looking at herself in the mirror. He hurt himself with a knife. *O Pronome Reflexivo tambm empregado certas vezes para dar nfase pessoa que pratica a ao dizendo que ele mesmo por si s praticou tal ao. Para tanto, podemos posicion-lo logo aps o sujeito ou no fim da frase. Veja:
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Os pronomes pessoais sujeitos vm antes do verbo, como sujeito da frase. Os pronomes pessoais objetos vm depois de verbo ou de preposio. Exemplos: She loves him a lot. I saw her at the party yesterday. We are going to meet them in front of the stadium. They waited for us for two hours. Can you send this e-mail for me, please? H dois tipos de pronomes possessivos: adjetivos e substantivos.

Didatismo e Conhecimento

LNGUA INGLESA
Carloshimself did the homework. => O prprio Carlos fez a tarefa. Marilyn herself wrote that message. => A prpria Marilyn escreveu aquela mensagem. *Os Pronomes Reflexivos podem ser precedidos pela preposioby.Nesse caso, do o sentido deque algum fez algo sozinho, sem ajuda ou companhia de ningum. Exemplo: Did you go to the partyby yourself? => Voc foi festa sozinho? That old man wants to live by himself. => Aquele senhor quer viver sozinho. Pronomes indefinidos: Os principais pronomes indefinidos so: some, any e no (outros: none, every). Dependendo da frase, eles podem ser traduzidos como algum(a), nenhum(a). Alm disso, existem tambm os pronomes indefinidos compostos que so palavras derivadas de some, any e no e que so utilizadas nas mesmas circunstncias gramaticais. Vejamos o uso geral: Em frases afirmativas: I have some money. I went somewhere fantastic. I need somebody to love. She met someone special. I have something bad to say. Em frases negativas: I dont need any help. I didnt go anywhere. I didnt see anybody strange. I dont know anyone near here. I didnt do anything there. Em frases interrogativas: Do you need any money? Did you go anywhere last night? Was anybody crying here? Will you meet anyone there? Do you have anything to say? (Eu nunca tive nada para reclamar dele) She never metanybody/anyonespecial. (Ela nunca conheceu ningum especial) You never take me anywhere interesting. (Voc nunca me leva a nenhum lugar interessante) -Tanto o pronome indefinido no quanto seus derivados podem ser utilizados quando o verbo estiver na forma afirmativa. A frase no pode conter nenhuma outra palavra de sentido negativo: dar) I have no idea to give you. (No tenho nenhuma ideia para te

I have nothing to do today. (No tenho nada para fazer hoje) I have nowhere to go on my vacation. (No tenho nenhum lugar para ir durante minhas frias) No one/Nobody wants to work in the holiday. (Ningum quer trabalhar no feriado) *Os pronomes indefinidos podem atuar como substantivos (indefinite pronouns), quando os substituem, ou podem atuar como adjetivos (indefinite adjectives), quando qualificam os substantivos. Portanto, sero as mesmas palavras, mas vistas em funes diferentes. Mais frente, no estudo acerca dos adjetivos, poderemos observ-los melhor na funo adjetiva. Pronomes interrogativos: OsPronomes Interrogativos, ou Question Words,so utilizados para obtermos informaes mais especficas a respeito de algo ou algum. As perguntas formuladas com eles so conhecidas por wh-questions porque todos os pronomes interrogativos possuem as letraswh. Na grande maioria das vezes, osInterrogativos so posicionados antes de verbos auxiliares ou modais, no incio de frases. Vamos compreend-los detalhadamente a seguir. 1. Who Quem: Who is that girl? (Quem aquela garota?) Who arrived first in the race? (Quem chegou primeiro na corrida?) 2. Whom Quem (mais formal, geralmente antecedido de preposio): Withwhomdid you go to the park? (Com quem voc foi ao parque?) To whom were you speaking last night? (Com quem voc estava falando ontem noite?) 3. Whose De quem: Whosepen is this? (De quem esta caneta?) Whosemansion is that? (De quem aquela manso?) 4. Which Qual, quais (usado para questes com opes limitadas de resposta): Whichof those girls is your sister? (Qual daquelas meninas a sua irm?) Which color do you prefer: yellow or blue? (Qual cor voc prefere: amarelo ou azul?) 5. What O que, que, qual (usado para questes com opes mais amplas de resposta): Whattime is it now? (Que horas so agora?) Whatare you doing here? (O quevoc est fazendo aqui?)
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Em casos mais especficos, podemos usar some e seus derivados tambm em perguntas quando se deseja ou se espera uma resposta afirmativa e tambm quando se oferece algo: Would you like some coffee? Do you need some help with your homework? Any e seus derivados tambm podem ser usados em frases afirmativas quando expressam qualquer um ou qualquer lugar ou coisa sem distino: Anyone can sing like that. You can drink anything you want, OK! Casos especiais: -Tanto o pronome indefinido any quanto seus derivados podem ser utilizados quando o verbo estiver na forma afirmativa e a frase contiver algum termo de sentido negativo como a palavra never. Veja: He never buys any fruit. (Ele nunca compra fruta nenhuma) I never hadanythingto complain about him.

Didatismo e Conhecimento

LNGUA INGLESA
6. Where Onde: Wheredo you work? (Onde voc trabalha?) Wheredo your kids study? (Onde seus filhos estudam?) 7. Why Por que: Whydid you cry? (Por que voc chorou?) Whyare you late for class? (Por que voc est atrasado para a aula?) 8. When Quando: Whendid they move? (Quando eles se mudaram?) Whendid you travel to Europe?(Quando voc viajou para a Europa?) Existem diversas formas compostas dos pronomes interrogativos. Podemos juntar outras palavras a eles antes dos verbos auxiliares, para especificar alguma informao. Veja: What kind of movies do you like? (Que tipo de filmes voc gosta?) What sports do you practice? (Que esportes voc pratica?) What soccer team are you a fan of? (Para que time de futebol voc torce?) How often do you go to the gym? (Com que frequncia voc vai academia?) How long is the Amazon river? (Qual o comprimento do rio Amazonas?) How much does this newspaper cost? (Quanto custa este jornal?) How many brothers do you have? (Quantos irmos voc tem?) How good are you at tennis? (O quanto voc bom em tnis?) How old are you? (Quantos anos voc tem?) How far is So Paulo from Rio? (Qual a distncia entre So Paulo e Rio?) How deep is this river? (Quo profundo este rio?) Quando uma pergunta questiona sobre o sujeito da orao, no se usa verbo auxiliar. Assim, o pronome interrogativo inicia a pergunta seguido das outras palavras na ordem afirmativa. Observe: Who knows? (Quem sabe?) What happened? (O que aconteceu?) Who likes to eat vegetables? (Quem gosta de comer vegetais?) What broke the window? (O que quebrou a janela?) Who speaks English in this room? (Quem fala ingls nesta sala?) Why go now? (Por que ir agora?) How many people survived the accident? (Quantas pessoas sobreviveram ao acidente?) Which came first: the egg or the chicken? Em muitos casos, as perguntas so finalizadas por preposies que complementam seu sentido: Where are you from? (De onde voc ?) What is your city like? (Como a sua cidade?) Who did you play against? (Contra quem voc jogou?) Where did you send the letter to? (Para onde voc enviou a carta?) What is this for? (Para que isto?)
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Pronomes relativos: Os Relative Pronouns so usados quando queremos identificar ou adicionar algum ou alguma coisa em uma orao; quando queremos informaes que complementem a orao anterior. Podemos tambm dizer que os pronomes relativos unem duas oraes, estabelecendo uma relao entre elas. Por isso, so chamados relativos. 1. Who (quem, que): usado para pessoas. Informaes a serem unidas: That is the girl. She gave a kiss. That is the girl who gave me a kiss. (Aquela a garota que me deu um beijo) 2. Whom (que, quem, o qual, a qual): usado para pessoas, normalmente aps preposio. Formal. Informaes a serem unidas: We need to talk to someone. The manager is the one. The manager is the one to whom we need to talk. (O gerente aquele com quem precisamos falar) 4. Which (que): usado para coisas e animais. Informaes a serem unidas: I watched a film. The film was fantastic. The film which I watched was fantastic. (O filme que eu assisti foi fantstico) 4. Where (onde, em que, no qual, na qual): refere-se a lugares. Informaes a serem unidas: I stayed in a hotel. The hotel was very expensive. The hotel where I stayed was very expensive. (O hotel onde eu fiquei era muito caro) 5. Whose (cujo, cuja, de quem): usado para indicar posse. Informaes a serem unidas: This is the boy. The boys father is my boss. This is the boy whose father is my boss. (Este o garoto cujo pai meu patro) 6. That (que): talvez seja o mais usado. Refere-se a coisas e pessoas. Pode substituir who e which. Informaes a serem unidas: I saw a little girl. I saw the little girl a minute ago. Where is the little girl that I saw a minute ago? Advrbios: Advrbios so palavras que modificam:

Um verbo (He ate slowly. = Ele comeu lentamente) Como ele comeu? Um adjetivo (He drove a very slow car. = Ele pilotou um carro muito lento) - Como era a rapidez do carro? Outro advrbio (She walked quite slowly down the aisle. = Ela andou bem lentamente pelo corredor) - Com que lentido ela andou?

Didatismo e Conhecimento

LNGUA INGLESA
Advrbios frequentemente nos dizem quando, onde, por que, ou em quais condies alguma coisa acontece ou aconteceu. Os advrbios so geralmente classificados em: Advrbios de Afirmao: certainly, certamente; indeed, sem dvida; obviously, obviamente; yes, sim; surely, certamente; etc. Advrbios de Dvida: maybe, possivelmente; perhaps, talvez; possibly, possivelmente; etc. Advrbios de Frequncia: daily, diariamente; monthly, mensalmente; occasionally, ocasionalmente; often/frequently, frequentemente; yearly, anualmente; seldom/rarely, raramente; weekly, semanalmente; always, sempre; never, nunca; sometimes, s vezes; hardly ever, quase nunca, raramente; usually/generally, geralmente; etc. Advrbios de Intensidade: completely, completamente; enough, suficientemente, bastante; entirely, inteiramente; much, muito; nearly, quase, aproximadamente; pretty, bastante; quite, completamente; slightly, ligeiramente; equally, igualmente; exactly, exatamente; greatly, grandemente; very, muito; sufficiently, suficientemente; too, muito, demasiadamente; largely, grandemente; little, pouco; merely, meramente; etc. Advrbios de Lugar: anywhere, em qualquer lugar; around, ao redor; below, abaixo; everywhere, em todo lugar; far, longe; here, aqui; near, perto; nowhere, em nenhum lugar; there, l; where, onde; etc. Advrbios de Modo: actively, ativamente; wrongly, erroneamente; badly, mal; faithfully, fielmente; fast, rapidamente; gladly, alegremente; quickly, rapidamente; simply, simplesmente; steadily, firmemente; truly, verdadeiramente; well, bem; etc. Advrbios de Negao: no, not, no. Advrbios de Ordem: firstly, primeiramente; secondly, em segundo lugar; thirdly, em terceiro lugar; etc. Advrbios de Tempo: already, j; always, sempre; early, cedo; immediately, imediatamente; late, tarde; lately, ultimamente; never, nunca; now, agora; soon, em breve, brevemente; still, ainda; then, ento; today, hoje; tomorrow, amanh; when, quando; yesterday, ontem; etc. Advrbios Interrogativos: how, como; when, quando; where, onde; why, por que; etc. Alguns exemplos: She moved slowly and spoke quietly. (Ela se moveu lentamente e falou sussurrando) She still lives there now. (Ela ainda mora l agora) Its starting to get dark now. (Est comeando a ficar escuro agora) She finished her tea first. (Primeiramente ela terminou seu ch) She left early. (Ela saiu cedo) Oscar is a very bright man. (Oscar um homem muito brilhante)
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The children behaved very badly. (As crianas se comportaram muito mal) This apartment is too small for us. (Esse apartamento pequeno demais para ns) The coffee is too sweet. (O caf est doce demais) Jack is much taller than Peter. (Jack muito mais alto do que Peter) So Paulo is far bigger than Recife. (So Paulo muito maior que Recife) The test was pretty easy. (A prova estava um tanto fcil) Duas ou mais palavras podem ser usadas em conjunto, formando, assim, as Locues Adverbiais, como: Locuo Adverbial de Afirmao: by all means, certamente; in fact, de fato, na verdade; no doubt, sem dvida; of course, com certeza, certamente, naturalmente; etc. Locuo Adverbial de Dvida: very likely, provavelmente. Locuo Adverbial de Frequncia: again and again, repetidamente; day by day, dia a dia; every other day, dia sim, dia no; hardly ever, raramente; every now and then, once in a while, de quando em quando; etc. Locuo Adverbial de Intensidade: at most, no mximo; little by little, pouco a pouco; more or less, mais ou menos; next to nothing, quase nada; on the whole, ao todo; to a certain extent, at certo ponto; to a great extent, em grande parte; etc. Locuo Adverbial de Lugar: at home, em casa; at the seaside, beira-mar; far and near, por toda parte; on board, a bordo; on shore, em terra firme; to and from, para l e para c; etc. Locuo Adverbial de Modo: arm in arm, de braos dados; at random, ao acaso; fairly well, razoavelmente; hand in hand, de mos dadas; head over heels, de cabea para baixo; just so, assim mesmo; neck and neck, emparelhados; on credit, a crdito. Locuo Adverbial de Negao: by no means, de maneira alguma; in no case, em hiptese alguma; none of that, nada disso; not at all, absolutamente; etc. Locuo Adverbial de Tempo: all of a sudden, subitamente; at first, a princpio; at present, atualmente; at once, imediatamente; from now on, doravante, daqui em diante; in after years, em anos vindouros; sooner or late, mais cedo ou mais tarde; up to now, at agora; in a jiffy, in a trice, in a twinkling of an eye, in two shakes of a dogs tail, in two ticks, em um momento, num abrir e fechar de olhos; etc. Mais exemplos: She has lived on the island all her life. (Ela viveu na ilha a vida toda) She takes the boat every day. (Ela pega o barco todos os dias) He ate too much and felt sick. (Ele comeu em excesso e ficou enjoado) I like studying English very much. (Gosto muito de estudar Ingls)

Didatismo e Conhecimento

LNGUA INGLESA
Questes 01- Marque a alternativa que preenche corretamente a lacuna da frase: Be quiet, please! Someone _____ upstairs. I can hear the steps distinctly. a)will walk b)walked c)has walked d)walks e)walking 02- Marque a alternativa correta que preenche a lacuna da seguinte frase: I know Alice _______ in the garden at this moment. a)has worked b)is working c)works d)was working e)has been working 03- Marque a alternativa que preenche corretamente a lacuna da frase: Our English teacher ______ (to spend) the afternoon reading yesterday. a)spended b)was spent c)spent d)has spent e)did spend 04- Marque a alternativa que preenche corretamente a lacuna da frase: I _________ a new car. a)bought b)did buy c)have bought d)buy e)had bought 05- Marque a alternativa que preenche corretamente a lacuna da frase: They ______________ here for 10 years. a)work b)working c)has worked d)have worked e)have work 06- During the week I get up early ______ the morning and go to bed late ______ night, but normally _____ weekends I sleep _______ midday. a) in at at until b) on in in as far as c) on at at even d) in at in until e) in in at till Didatismo e Conhecimento
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07- It has been raining ______ yesterday. a) already b) for c) always d) since e) from 08- She depends ______ the letter of recommendation to be accepted for the job. a) on get b) on getting c) of get d) of getting e) of to get 09- John lives _____ a farm; we live ______ So Paulo and my parents live ______ a small village near Campinas. a) at at at b) on at on c) in at at d) in in in e) on in at 10- If you insist ________ going there, try at least to take some advantage ______ going there. a) on of b) on in c) in in d) about of e) of of 11- I always travel ____ bus. 12- I put my money ______ a safe. 13- He was interested ______ playing cards. 14- Dont insist _____ going there. 15- Ill protect you _____ him. 16- Complete com o tempo verbal adequado as frases abaixo: a) Francis ________________ home yesterday. (to leave) b) I ________________ to Guaruj last week.(to go) c) She ________________ that house a year ago. (to buy) d) Mark ________________ to you last month. (to write) 17- The Brazilian football team _______________ to Venezuela last week. a) flew b) fly c) flown d) flying e) have flown

LNGUA INGLESA
18- I wish tomorrow ________________ Easter. a) has been b) is c) were d) be e) will be 19- I ____________ what he ____________ but I could not understand it. a) hear / said b) heard / says c) hear / say d) heard / said e) hearing /saying 20- Now I realize that I acted as if I ________________ a child. a) was b) be c) were d) is e) am 21- The little boy ______ the picture of a garden at school last Monday. a) draw b) draws c) drawn d) drew e) drawing 22- My mother is not very patient. I wish she _____________ our problems. a) understood b) understands c) will understand d) can understand e) may understand 23- Yesterday, while he _______ down the street, he _______ an old friend of his. a) has walked / met b) walked / had met c) was walking / met d) walked / was meeting e) walks / met 24- I wish I _______ more money: I would buy a new flat. a) earn b) earned c) earns d) to earn e) am earning 25- The British Ambassador to Paris _______ his first public speech.
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a) makes b) make c) is making d) made e) to make Resposta 01: D Com pronomes indefinidos como somebody, someone, nobody, everybody, nothing, everything, etc, usa-se o verbo na terceira pessoa do singular (He, She, It). Sendo assim, deve-se acrescentar a letra -s ao final do verbo. Soma-se a isto o fato de que a conversa se passa no tempo presente. Por isso, a escolha pelo presente simples a mais adequada. Resposta 02: B O Present Continuous expressa uma ao que est ocorrendo no momento em que se fala. A expresso at this moment nos indica que a ao est ocorrendo no momento da fala. Como o Present Continuous formado por is/are/am mais qualquer outro verbo terminado em -ing, a alternativa B a correta. Resposta 03: C O Simple Past usado para indicar eventos, aes ou situaes que ocorreram em um tempo especfico e definido no passado, esse evento j se findou, no ocorre mais. O advrbio yesterday nos indica isso. Por se tratar de um verbo irregular, o verbo to spend no terminado em -ed. Isso faz com que o candidato de um concurso tambm tenha que estudar listas de verbos regulares e irregulares para melhor memoriz-los. Resposta 04: C Neste caso devemos usar o Present Perfect, pois a ao ocorreu em um tempo indefinido/indeterminado do passado. No h informao alguma que nos indique que a ao ocorreu em um tempo definido do passado ou presente. O Present Perfect formado por: have ou has + o particpio passado de algum outro verbo. Ex.: have gone / has worked, etc. Resposta 05: D O Present Perfect tambm pode ser empregado para expressar um passado no acabado, ou seja, uma ao que comeou no passado e continua at o presente. Ele expressa uma ao contnua, duradoura. Portanto, neste caso, devemos usar o Present Perfect pois eles tm trabalhado aqui h dez anos. Resposta 06: A Ao falarmos dos perodos dentro de um dia, devemos utilizar in the morning, in the afternoon, in the evening e at night. Com relao ao final de semana, na Amrica, o correto dizer on the weekends, o que no o nosso caso pois no h essa opo. Portanto, a forma usada no Reino Unido at the weekends a certa. A palavra until significa at. Assim, temos: Durante a semana eu acordo cedo de manh e vou para a cama tarde da noite, mas normalmente nos fins de semana eu durmo at o meio-dia. Resposta 07: D Since significa desde. J que o Present Perfect Continuous foi utilizado aqui (has been raining), temos que lembrar que ele indica alguma ao contnua, algo que se iniciou e que continua at agora. Sua nfase numa ao que ainda no foi terminada, que no est completa.

Didatismo e Conhecimento

LNGUA INGLESA
Por isso a palavra since se encaixa melhor na frase. Resposta 08: B O verbo to depend requer a utilizao da preposio on, que, por sua vez, pede um verbo terminado com -ing. Vale lembrar que na lngua inglesa, temos que usar verbos com -ing aps preposies, salvo poucas excees. Assim, She depends on getting the letter of recommendation to be accepted for the job. Ou seja, Ela depende de pegar a carta de recomendao para ser aceita no emprego. Resposta 09: E De acordo com o Dicionrio Longman Online, devemos dizer on a/the farm e no in a/the farm. Subsequentemente, quando temos que dizer que algum est numa cidade, estado, pas ou continente, temos que usar a preposio in. De forma geral, os lugares dentro de uma cidade so apresentados pela preposio at. Resposta 10: A O verbo to insist pede preposio on e um verbo com terminao -ing aps ele. O verbo to take advantage of something requer, portanto a preposio of. Resposta 11: by Quando queremos dizer que utilizamos um determinado meio de transporte, devemos recorrer preposio by. Resposta 12: in Eu ponho meu dinheiro dentro de um cofre. Resposta 13: in O verbo to be interested in something pede preposio in. Resposta 14: on O verbo to insist pede preposio on. Resposta 15: from O verbo to protect pede a preposio from. RESPOSTA 16: Todas estas frases pedem verbos no Simple Past porque contm um tempo definido e, portanto, indicam uma ao terminada. Assim, respectivamente, as respostas so: left, went, bought e wrote. Confira o passado simples dos verbos em sua lista de verbos ou em um bom dicionrio de ingls. Resposta 17: A A frase pede verbo no Simple Past porque contm tempo definido last week e, portanto, indica uma ao terminada. O passado do verbo voar to fly flew. Resposta 18: C Nesta frase, quer-se dizer: Eu gostaria que amanh fosse Pscoa. Repare que a inteno usar o verbo ser (to be). Acontece que, quando temos que usar o verbo wish associado com o verbo to be, este deve estar obrigatoriamente no passado simples e sempre na forma were, nunca na forma was. Resposta 19: D Podemos entender a palavra could como se fosse o passado do verbo can. Assim, pelo fato da sequencia da frase nos dizer que a pessoa no pde entender o que ouviu, temos que completar seu incio com dois verbos tambm no passado.
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Resposta 20: C Quando o verbo to be associado com if ou as if, temos que conjug-lo no passado was/were. A pessoa quis dizer: Agora eu percebo que agi como se fosse uma criana. Em geral, em situaes que expressam coisas impossveis de se realizar, como algum vir a tornar-se criana novamente, a forma were deve ser utilizada. Resposta 21: D Como a frase possui tempo definido e expressa uma ao j finalizada, o passado simples deve ser aplicado. O passado do verbo desenhar to draw drew. A frase diz: O garotinho desenhou a figura de um jardim na escola segunda-feira passada. Resposta 22: A Quando h o verbo wish numa frase, o verbo associado a ele deve estar no passado. Minha me no muito paciente. Eu gostaria de que ela entendesse nossos problemas. Resposta 23: C A palavra yesterday indica claramente que a ao est no tempo passado. Como temos dois perodos para completar com os tempos verbais corretos, devemos ter cautela. preciso observar que um desses perodos deve expressar uma ao contnua e o outro perodo deve geralmente conter verbo no passado simples para dar a impresso de que interrompeu aquela ao contnua do outro perodo. Teremos o seguinte: Ontem, enquanto ele estava andando pela rua, encontrou um velho amigo seu. Resposta 24: B Devemos associar wish com algum outro berbo no passado para dizer que gostaramos que alguma coisa fosse diferente em nossa vida no tempo presente. Diz a frase: Eu gostaria de ganhar um salrio maor: Eu compraria um novo apartamento. Resposta 25: D No temos indcios de que a ao ocorre no momento da fala para podermos usar o present continuous is making. Para usar simple present (makes) a frase teria que expressar algo que acontece rotineiramente. Assim, como o embaixador esteve envolvido com seu primeiro (first) discurso pblico, temos que completar com o simple past do verbo fazer para expressar uma ao completa no passado. QUESTES 1. Fill in the blanks with the appropriate pronouns: From: ana@superig.com.br To:Lisa@hotmail.com CC: Subject: Ana asks why you didnt come to our party Dear Lisa, I am having a terrific weekend. I am really enjoying ___________. Mom brought a lot of food and drinks with _______ and so my family and some friends of ________ are having a great barbecue today. Im sure your parents are a bit annoyed because you didnt come with ________ to our farm. What happened? I was waiting for you.

Didatismo e Conhecimento

LNGUA INGLESA
Ana. a) myself her we their. b) me she us them. c) me she us they. d) myself she us themselves. e) myself her us them. TEXTO: BULLYING Bullying is an act of repeated aggressive behavior in order to intentionally hurt another person, physically or mentally. Bullying is characterized by an individual behaving in a certain way to gain power over another person. Behaviors may include name calling, verbal or written abuse, exclusion from activities, exclusion from social situations, physical abuse, or coercion. Bullies may behave this way to be perceived as popular or tough or to get attention. The long-term impact of bullying of pupils and teachers is hard to measure with accuracy as it is impossible to record and analyze every incident. Many pupils and teachers who face bullying dont mention anything to those in authority and consequently suffer in silence. Within the educational setting the opportunities for bullying are many and complex, such as cyber bullying through social networking sites and e-mails; mobile phone bullying through text messaging, malicious calls and misuse of the camera. The effects of bullying can be serious and even fatal. There is a growing body of research which indicates that individuals, whether child or adult who are persistently subjected to abusive behavior are at risk of stress related illness which can sometimes lead to suicide. Victims of bullying can suffer from long term emotional and behavioral problems. Bullying can cause loneliness, depression, anxiety, lead to low self-esteem and increased susceptibility to illness. Research indicates that adults who bully have personalities that are authoritarian, combined with a strong need to control or dominate. It has also been suggested that a prejudicial view of subordinates can be particular a risk factor. There is little evidence to suggest that bullies suffer from any deficit in self-esteem. However, bullying can also be used as a tool to conceal shame or anxiety or to boost self esteem: by demeaning others, the abuser him/herself feels empowered. Researchers have identified other risk factors such as quickness to anger and use of force, addiction to aggressive behaviors, mistaking others actions as hostile, concern with preserving self image, and engaging in obsessive or rigid actions. In schools, bullying occurs in all areas of school. It can occur in nearly any part in or around the school building, though it more often occurs in recess, hallways, bathrooms, on school buses and waiting for buses. Targets of bullying in school are often pupils who are considered strange or different by their peers to begin with, making the situation harder for them to deal with. Some children bully because they have been isolated, and they have a deep need for belonging, but they do not possess the social skills to effectively keep friends. Text adapted from: http://www.psychologicalharassment.com/bullying_wiki.htm http://en.wikipedia.org/wiki/Bullying http://www.educationbusinessuk.net/content/view/1423/10/ Answer the questions 2 to 5 according to the text.
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2. According to the text: a) The habit of bullying someone may cause or aggravate mental diseases. b) Recent researches have shown that bullying may not be so damaging as formerly believed. c) The researchers found that people who are bulled may have heart attack. d) Some bullies do it to get attention or things, or to make other people afraid of them. e) Bullying is a correct behavior which makes the person being bullied feel afraid, but comfortable. 3. Based on the text, all the alternatives below are some of the ways to bully other people, except: a) Calling them names. b) Saying or writing nasty things about them. c) Leaving them out of activities. d) Making them feel uncomfortable or scared. e) Making them do things they want to do. 4. According to the text, bullying is harmful because: a) It is just part of growing up and a way for young people to learn to stick up for themselves. b) It can make people feel lonely, unhappy and frightened. c) It makes people feel a bit nervous, but confident. d) Bullies treat others the way they would like to be treated. e) It may make people dangerous for the society. 5. Based on the text, we can infer that some young people are bullied because: a) They are very popular. b) They have personalities that are authoritarian. c) They are different in some way - the color of their skin, the way they talk, their size or their name. d) They are very intelligent. e) They select their friends. 6. The words behaving, messaging, growing and mistaking are, respectively: a) Noun; noun; adjective; verb. b) Verb; verb; noun; verb. c) Adjective; adjective; noun; verb. d) Verb; verb; verb; verb. e) Noun; noun; adjective; verb. 7. Read these sentences. I- Metals expand if you heat them. II- If I got on the lottery, I would have bought her a new car. III- The girl with who I talked some minutes ago is the best student in my class. IV- He may come early, may he not? Select the one which is right. a) Only I is correct. b) Only I and IV are correct. c) Only III and IV are correct. d) Only III and II are correct. e) Only IV is correct. 8. In the sentence: Many pupils and teachers who face bullying dont mention anything, the relative pronoun could not be omitted because

Didatismo e Conhecimento

LNGUA INGLESA
a) It is used in the objective case, referring to a person. b) It is used in the objective case, referring to animals or things. c) It is used as the subject, referring to animals or things. d) It is used as the subject of the verb, referring to a person. e) It is used as the possessive form. 9. Choose the alternative that the underlined and in bold pronoun is being used as relative pronoun. a) There is a growing body of research which indicates that individuals b) Research indicates that adults who bully c) adults who bully have personalities that are authoritarian. d) It has also been suggested that a prejudicial view of subordinates can be particular a risk factor. e) There is little evidence to suggest that bullies suffer from any deficit in self-esteem. 10. In the sentence: There is little evidence to suggest that bullies suffer from any deficit in self-esteem, the word in bold was used in affirmative sentence because.... a) The sentence begins with IF. b) The word means qualquer in the sentence. c) There is a word of negative sense in the sentence. d) The sentence is a request. e) The sentence is an invitation. 11. In the passage: [] bullying can also be used as a tool to conceal shame or anxiety or to boost self esteem: by demeaning others, the abuser him/herself feels empowered. The pronoun in bold is used to: a) Emphasize a noun. b) Emphasize a pronoun. c) To form an expression meaning alone, without company or help. d) To indicate reciprocity. e) To show that the action of the verb relapses on the own subject that practiced it. 12. Turning the clause Researchers have identified other risk factors into Passive Voice, we will have: a) Other risk factors have been identified by researchers. b) Other risk factors has identified by researchers. c) Risk factors has been identified by other researchers. d) Risk factors have been identified by other researchers. e) Other risk factors has been identified by researchers. 13. Bullying is characterized by an individual behaving into Active Voice this becomes: a) An individual behaving characterized Bullying. b) An individual behaving characterizes Bullying. c) An individual behaving is characterize Bullying. d) An individual characterizes behaving Bullying. e) An individual characterized behaving Bullying. 14. Put the verbs into the correct form: Simple Past. ________you_____ (hear) of Tom Jobim? He_______ (be) a Brazilian famous singer who ___________ (die) some years ago. He _______ (sing) very well. I __________ never_____(see) a singer like him.
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a) Have /heard; was; died; sang; have/seen b) Has/heard; was; died; sang; have/see c) Have/heard; was; dyied; sung; have /saw d) Has/heard; was; dyed; sang; have/saw e) Have/hear; was; died; sang; have/seen 15. In basketball a ball is used and the players move with ______ hands. This game differs in _____ rules, strategies and many other ways. ________ is played in many countries around the world. ________ players are tall and strong. ______are called basketball players. Choose the right alternative: a) They it It It They. b) Theirs its It Its They c) Their its It Its They d) Them its Its Its They e) Their it It It They. e 18 O texto abaixo ser considerado para as questes 16, 17 TEXTO: How Much More French Can I Be? By Medine People like me--the descendants of immigrants, whether Arab, black or Asian--are turning to our roots and embracing our heritage, just the opposite of what our parents did when they arrived. My grandparents, for example, who came to France from Algeria to live, work and build a better life, accepted the role of guest. They did all they could not just to fit in but to become invisible. Calling attention to themselves usually meant trouble--endless ID and visa checks from police, racist remarks and insults--so they avoided that. They tried as much as possible to integrate, and in doing so shut away their customs, language and heritage. I certainly dont belittle their choice. But people of my generation are not shy about embracing their heritage, and, far from seeking invisibility, were standing up to denounce the prejudice and injustice we face. In my case, Islam is an enormous part of who I am, just as being French is. The two arent in opposition or even mutually exclusive. Yet when you hear the debate in France today, youd swear they must be. 16.Leia o texto acima e indique F(falso) ou V(verdadeiro). ( )O texto aborda os problemas enfrentados por imigrantes franceses na Arbia. ( )O texto aborda os problemas enfrentados por franceses descendentes de rabes na Frana. ( )O autor do texto afirma que os seus avs sempre se comportaram como autnticos cidados franceses. ( )O autor afirma que as pessoas de sua gerao esto se orgulhando da sua herana cultural e lutando por seus direitos enquanto cidados. ( )Para o autor, ser muulmano e francs so coisas opostas e mutuamente exclusivas. A sequncia correta : A) VFFVV B) FFVFV C) FVFVF D) FVVFF E) VFVFV

Didatismo e Conhecimento

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17. Leia o primeiro pargrafo do texto acima e responda F(falso) ou V(verdadeiro). Podemos afirmar que os sufixos ANT, -ED, -LY, -LESS, -AGE, -AN, -IST que compem as palavras: descendants, immigrants, arrived, usually, endless, heritage, Asian, racist. ( )so todos formadores de substantivos ( )apenas um deles pode formar verbos no passado e adjetivos ( )apenas dois so formadores de adjetivos ( )apenas dois so formadores de substantivos ( )apenas um formador de advrbios A sequncia correta : A) FFVVF B) VVFFV C) FVFVV D) VFFVF E) FVVFV 18. Leia o segundo pargrafo do texto How Much More French Can I Be? e responda F(falso) ou V(verdadeiro). Para compreender este pargrafo mais facilmente, o professor deve: ( )apenas ensinar o uso de afixos. ( )apenas ensinar a identificao de palavras cognatas. ( )ensinar a formao de palavras por prefixos e sufixos e palavras cognatas. ( )ensinar marcadores de adio e contraste. ( )ensinar o uso de modais. A sequncia correta : A) FFVVV B) VVFFV C) FVFVF D) FVVFF E) VFVFV TEXTO: Educational challenges for innovative cities Florence McCarthy Margaret Vickers It is impossible to envision an innovative city without innovative people. To respond to the many challenges innovative cities will face, such cities must have citizens with a passion for discovery, and institutions ready to implement new ideas: but this is not enough. Innovative cities will also depend on education systems that are capable of producing people with open minds; who are willing and able to solve new problems and acquire new skills in contexts of continuing challenge and change. Citizens of innovative cities will need to acquire and exercise a complex combination of knowledge, skills and social capacities that were never expected of their parents or grandparents. Innovative cities will also need to establish and support schools in which young people learn and also practice new social capacities. These will include, for example, the ability to live and work harmoniously with fellow citizens whose languages, religions and cultures may be very different from their own. In contrast with this vision, the current structure, culture, and curriculum of most secondary schools are not well adapted to meet these challenges. Curriculum options tend to divide academic learning from vocational training, deliver computing and information technology classes that are seriously out of date, and rely on linear, chalk and talk methods of knowledge transfer.
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While much is being done by regions, states, and even local schools to alter the provision of education to young people, the overall leadership fashioning the policies of large school systems often appears to be stagnant, and caught in bureaucratic inertia. Many schools persist in privileging a curriculum that is geared to students who are university-bound and ignores or marginalizes those with different interests or learning needs. In addition, the structure of schooling often finds schools isolated from their communities, workplaces, and other educational institutions. This article focuses on three of the most pressing issues facing educational systems as they attempt to respond to present and future challenges. The first challenge is the emergence of a digital divide between less adapted digital users known as digital immigrants and the surprisingly different mind sets of children who have grown up as digital natives (Prensky 2001). These digital natives have been born into, and are familiar with, such a wide range of technologies that their approach to learning, knowledge acquisition and even social relationships, is vastly different from that of their parents and elders who are often their teachers. How are educational systems to be devised that will respond to these technological natives, yet also deliver knowledge, opportunity and experience that will equip students with the abilities to meet the challenges ahead of them? The second challenge refers to the problems inherent in mass secondary education. The Organization for Economic Cooperation and Development (OECD) identifies completing a full upper secondary education with a recognized qualification for work, tertiary study, or both as central to the social and economic well-being of individuals, communities and nations (OECD 2006). The challenge of ensuring that all students complete a high school qualification is exacerbated by the increasing diversity of the populations some schools are expected to serve. Given the degree of uniformity and centralization imposed on most high schools by the systems in which they are embedded, most high schools in low-income areas struggle to deliver what is needed. The third challenge is associated with the changing nature of cities themselves, reflecting the increasing exclusion of particular populations on the basis of geographical location, cultural discrimination, gross income inequality, and poor access to resources. The issue for educational systems is how to create meaningful forms of education to meet the diversified needs of a wide range of students, providing them with opportunities and hope, rather than furthering their exclusion. Crucial as well is the provision of all students with the social capacities, knowledge and skills required to adapt and function within innovative cities. http://www.innovation-enterprise.com/archives/vol/10/ issue/2-3/article/2628/digital-natives-dropouts-and-refugees 19. The main purpose of the text is to: (A) report on some of the most urgent educational demands for the near future. (B) complain against the poor quality of secondary education in low-income areas. (C) suggest that only digital natives will succeed in meeting the demands of global competition. (D) list alternative ways of dealing with students who are incapable of adapting to school demands. (E) illustrate possible ways of enhancing cultural discrimination and gross income inequality in some

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communities. 20. According to paragraph 1, citizens of innovative cities will need to acquire and exercise knowledge, skills and social capacities such as: (A) establishing a better relationship with their parents and grandparents. (B) segregating inhabitants from different origins, creeds, and upbringing. (C) having a passion for discovery, an open mind and a solid religious education. (D) learning how to establish peaceful relationships with people from different cultural backgrounds. (E) supporting educational institutions financially and learning how to overcome social challenges. 21. In Innovative cities will also depend on education systems that are capable of producing people with open minds; the boldfaced items can be correctly substituted, respectively, by: (A) mistrust experienced in (B) rely on competent in (C) count on unable to (D) disbelieve in efficient in (E) look forward to unskilled in 22. In paragraph 2, McCarthy and Vickers affirm that: (A) computing and information technology classes in secondary schools are extremely interesting and updated. (B) chalk and talk methods of teaching have been gradually substituted by innovative methods in most regions and states. (C) academic learning and vocational learning are always divided in traditional educational cultures. (D) most secondary schools were built in isolated communities and far from other educational institutions. (E) several secondary schools have been privileging students who intend to enter university and overlooking others with different interests and needs. 23. According to paragraph 5, it is very difficult to have all students complete a high school qualification because: (A) high schools located in low-income areas will never succeed in fulfilling students needs. (B) high schools cannot meet the expectations of the heterogeneous population they are supposed to serve. (C) several schools have only been prepared to provide secondary students with good qualification for work. (D) finishing a secondary school is only relevant to those who are willing to join the job market rather than following tertiary study. (E) it has been impossible to identify the social and economic motivations of the communities in which most high schools are embedded. 24. Choose the alternative in which the word with the ING suffix functions as a noun. (A) ...contexts of continuing challenge and change. (B) deliver computing and information technology classes... (C) the structure of schooling... (D) ...issues facing educational systems... (E) ...the changing nature of cities... 25. The fragment Crucial as well is the provision of all students with could be paraphrased by:
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(A) All students must be tested for... (B) It is also essential that students gain (C) Just as important for the graduating students are (D) It is significant that students have been excluded from (E) Providing crucial students with well-planned instruction for 26. The three main issues about educational systems dealt with in this article are: (A) the current structure of most high schools; the bureaucratic barriers to change the curriculum; and the problems inherent to most cities of our times. (B) the challenges of the digital divide; the diversity of low income populations; the right to exclude less-privileged students from university-bound education. (C) the need to offer a centralized and uniform secondary education; the geographical location of teachers and students; curriculum for university-bound students. (D) the different mindsets of students in past generations; the educational systems of technological societies; upper secondary education to suit the norms of the OECD. (E) the clash of digital natives and digital immigrants; the difficulties of providing high school education for a growing population; and the dilemmas brought about by urbanization. 27. According to the text, the educational challenges innovative cities will face include all the items below, EXCEPT: (A) rethinking the type of education offered to the youth in secondary schools. (B) preparing schools to devise meaningful forms of education and fight exclusion. (C) providing students with the necessary tools for them to become digital immigrants. (D) finding ways to attract and integrate students with different backgrounds and demands. (E) updating educational systems to cope with the necessities of those who are technological natives. TEXTO: ENGLISH: LINGUA DIVINA OR DIABOLICA? (Cesgranrio 2009) Reference to English as a lingua franca generally seems to imply that the language is a neutral instrument for international communication between speakers who do not share a mother tongue. The fact that English is used for a wide range of purposes, nationally and internationally, may mislead one into believing that lingua franca English is disconnected from the many special purposes it serves in key societal domains. English might be more accurately described as a lingua economica (in business and advertising, the language of corporate neoliberalism), a lingua emotiva (the imaginary of Hollywood, popular music, consumerism, and hedonism), a lingua academica (in research publications, at international conferences, and as a medium for content learning in higher education), or a lingua cultura (rooted in the literary texts of English speaking nations that school foreign language education traditionally aims at, and integrates with language learning as one element of general education). English is definitely the lingua bellica of wars between states (aggression by the US and its loyal acolytes in Afghanistan and Iraq, building on the presence of US bases in hundreds of countries worldwide). The worldwide presence of English as a lingua americana is due to the massive economic, cultural, and military impact of the USA. Labeling English as a lingua franca, if this is understood as a

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culturally neutral medium that puts everyone on an equal footing, does not merely entail ideological dangers it is simply false. The history, etiology, and misuse of the concept will be explored below. While English manifestly opens doors for many worldwide, it also closes them for others, as recounted by an Indian with experience of the language being seen as a lingua divina (Chamaar, 2007), for which he had rather more empirical justification than the hopefully apocryphal story of the American head teacher informing immigrants that if English was good enough for Jesus, it was good enough for them. It wasnt until he was 18 that Kanchedia Chamaar realized that God spoke and understood English and nothing else. Because unfamiliarity with the lingua divina was a matter of intense shame at Delhi School of Economics in the 1970s, he started learning English on the sly, and continues to be consumed by the process to this day. Over a period of three years after his masters degree, no fewer than one hundred and eight Indian firms found him unfit for gainful employment. While doing his PhD in the 1980s, he found that at Universities in the US, even those not fluent in English were treated as human beings, a dignity that not everybody seemed willing to accord him in Delhi. He has been hiding in the US ever since. In India, as in many former colonies, English is the language of elite formation, social inclusion and exclusion. Are there then grounds for referring to English as a lingua frankensteinia? We need to recall that Frankenstein in Mary Shelleys novel is the person who created the monster rather than the monster itself. This is a useful reminder of the role of agency, particularly in relation to language use, and of the truism that any language can serve good or evil purposes, whether humane or monstrous ones. English tends to be marketed as though it serves exclusively laudable purposes (a language of international understanding, human rights, development, progress etc.). Since languages have never been co-terminus with state boundaries, and granted the current pre-eminence of English as the most extreme case of a language with international impact, we need to consider which agents promote or constrain English and for what purposes. The elimination of linguistic diversity has been an explicit goal of states attempting to impose monolingualism within their borders: linguist policies favor the lingua frankensteinia and lead to linguicide. Swales (1996), after a lifetime of work on scientific English, is so concerned about other languages of scholarship being on the way to extinction that he labels English a lingua tyrannosaura. The widespread concern in political and academic circles in Scandinavian countries with domain loss signifies a perception that segments of the national language are at risk from the English monster, hence the national policy to ensure that Danish, Norwegian, and Swedish remain fully operational in all domains. What therefore needs further analysis is whether English is a cuckoo in the European higher education nest of languages, a lingua cucula. Cuckoos substitute their own eggs for those in place, and induce other species to take on the feeding and teaching processes. Higher-education authorities in the Nordic countries are increasingly addressing the question of cohabitation between the local language and English. The current strategy is to aim at parallel competence in the two languages. The Nordic Declaration of Language Policy, signed by ministers from five countries, endorses this goal. Quite what parallel competence means in practice, for an individual or for institutions, remains obscure
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Excerpt adapted from: PHILLIPSON, Robert. Lingua franca or lingua frankensteinia? English in European integration and globalization. World Englishes, Vol. 27, no 2, pp. 250267, 2008. 28. According to Phillipson, the definition of English as lingua franca is NOT accurate because (A) it does not reflect the precise functions English plays when spoken by native speakers. (B) it does not account for the several difficulties people face while learning English worldwide. (C) it suggests that English is an impartial instrument of communication among individuals whose mother tongues differ. (D) the several dramatic changes in the English language in the last few years have made this term obsolete. (E) there are other more neutral labels to define the roles English has been playing lately in some societies. 29. Concerning the classifications made by Phillipson of lingua economica, lingua emotiva, lingua academica, lingua cultura, lingua bellica and lingua americana in paragraph 1, one may infer that (A) lingua cultura and lingua academica should not be taught to EFL learners. (B) lingua economica and lingua bellica, given their relevance in the modern world, should be part of all General Purpose English courses. (C) lingua emotiva reflects the relevant social role English used to play in most underdeveloped countries. (D) lingua americana reflects the political imperialism of the US in relation to the developing countries of Africa and Asia. (E) these classifications can be really useful to the design of English for Specific Purposes courses, depending on the targetpublic needs. 30. In the sentence English might be more accurately described as a lingua economica , the fragment might be can be correctly replaced by (A) would certainly be. (B) could probably be. (C) ought to be. (D) should be. (E) shall be. 31. The expression ...puts everyone on an equal footing, can be replaced by (A) maintains an equivalent perspective for everyone. (B) considers that everyone is necessarily moving on foot. (C) gives each person the same standing in relation to others. (D) regards each person as having equivalent linguistic status. (E) suggests that similar distances are attributed to people from different countries. 32. In relation to the comment on English as lingua divina, it is correct to say that (A) this classification conflicts with Philipsons idea of lingua frankensteinia. (B) it reflects the role of the English language as an instrument of social inclusion and prestige. (C) it is an adequate classification because in American universities only those fluent in English are well treated. (D) such an unorthodox category was an invention of Chamaar as he really thought God spoke English.

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(E) the dichotomic pair, lingua divina and lingua diabolica, represents the struggle of certain bishops to restore the religious services in Latin. 33. Considering the sentence Because unfamiliarity with the lingua divina was a matter of intense shame at the Delhi School of Economics in the 1970s, he started learning English on the sly, and continues to be consumed by the process to this day. It is correct to affirm that (A) Chamaar felt uneasy in not being fluent in English during his high school years. (B) Chamaar considered English the lingua divina because it is the language spoken by all priests and bishops. (C) it was Chamaars decision to study English secretly so as to make up for his lack of knowledge of this language. (D) when Chamaar was a student in the seventies, it was essential to start learning English in the Delhi School of Economics. (E) in the US it was not a problem to be less proficient in English because Chamaar was studying Economics and not Literature. 34. The expression in bold type can be correctly replaced by the expression in italics in (A) While English manifestly opens doors for many worldwide, As long as (B) whether humane or monstrous ones. whenever (C) Since languages have never been co-terminus with state boundaries, Because (D) hence the national policy to ensure that Danish, Norwegian, and Swedish remain fully operational in all domains. despite (E) Quite what parallel competence means in practice, for an individual or for institutions, remains obscure. Although Respostas: 01-E / 02-D / 03-E / 04-B / 05-C / 06-E / 07-B / 08-D / 09-C / 10-B / 11-A / 12-A / 13-B / 14-A / 15-C / 16-C / 17-C / 18-A / 19-A / 20-D / 21-B / 22-E / 23-B / 24-C / 25-B / 26-E / 27-C / 28-C / 29-E / 30-B / 31-C / 32-B / 33-C / 34-C

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ANOTAES

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ANOTAES
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Didatismo e Conhecimento

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