Estratégias de Leitura: Inferência - Pedagogia (2024)

Prévia do material em texto

UNIVERSIDADE FEDERAL DE VIÇOSA CENTRO DE CIÊNCIAS HUMANAS, LETRAS E ARTES DEPARTAMENTO DE LETRAS INGLÊS INSTRUMENTAL LET 610: INGLÊS INSTRUMENTAL Cida Zolnier 2016 - I 1 Estratégia de Leitura: Inferência Leia o texto abaixo e discuta as perguntas: Problema na Clamba Naquele dia, depois de plomar, fui ver drão o Zé queria ir comigo lá na clamba. Pensei melhor grulhar-lhe. Mas, na hora de grulhar o celular, vi-o passando na golipesta. Então, me dei conta de que ele já tinha outro programa. Tomei então a decisão de ir ao tode. Até chegar à clamba, tudo bem. Estacionei o zulpinho, pus a chave no bolso e desci correndo para aproveitar ao chinto aquele sol gostoso e o mar pli sulapente. Não parecia haver glapo na clamba. Tirei as gripes, pus a bangoula. Estava pli quieto ali que até me saltipou. Mas, esqueci logo das saltipações no prazer de ficar ali, inclusive tirei a bangoula para ficar mais à vontade. Não sei quanto tempo fiquei nadando, siltando e corristando. Foi na hora de voltar da clamba que me dei conta de que nem as gripes e nem a bagoula estavam mais onde eu tinha deixado. O que fazer? (Adaptação de SCOTT, Michael R. Resource Package Number 1. PUC São Paulo, 1983) a) Você entendeu a história? b) Você reconheceu todas as palavras inventadas? c) Que características do texto te ajudaram nesta tarefa? d) Que tipo de conhecimento você utilizou nessa tarefa? e) O narrador do texto é do sexo masculino ou feminino? Por quê? Na leitura como processo, o relevo especial manifesta-se na aquisição de estratégias que facilitem a compreensão léxica. O leitor deve, portanto, treinar técnicas para inferir o significado de novos termos através de indícios contextuais. O exercício desta habilidade requer a utilização do conhecimento do assunto, da experiência anterior e de informações contextuais que fundamentem suposições traçadas ao longo da leitura. Como ponto de partida para a prática desta habilidade, o leitor deve observar as seguintes estratégias: 1. Verificar se a palavra tem raiz comum com outra na língua materna e se seu significado faz sentido dentro do contexto; 2. Examinar o termo desconhecido e identificar sua categoria gramatical (é sujeito? é verbo?); 3. Distinguir a função gramatical dos vocábulos vizinhos (por exemplo, se for um substantivo, que adjetivo o qualifica? se for um verbo, que substantivos o acompanham? etc.) 4. Descobrir os indícios contextuais (definições, afixos, sufixos, sinônimos, antônimos, etc.) que estão associados ao novo item lexical; 5. Reconhecer as relações (causa e efeito, ênfase, contraste, etc.) dentro das sentenças e entre elas; 6. Utilizar o conhecimento adquirido nos itens anteriores e inferir o significado do novo termo. 2 Part 1: prefixes http://personales.mundivia.es/emca/english4u/wordfor.html 1. Negative and positive prefixes Prefix Meaning Examples Negative un- not unmagnetized in- / im- not incomplete / impossible il- / ir- not Ilegal / irregular, irrelevant non- not connected with non-programmable mis- bad, wrong miscalculate mal- bad, wrong malfunction dis- opposite action disagree / disconnect anti- against antistatic de- reduce, reverse demagnetize, decode under- too little underestimate Positive re- do again reorganize over- too much Overload, overdose 2. Prefixes of size Prefix Meaning Examples semi- half, partly semiconductor equi- equal equidistant mini- small minicomputer micro- very small microcomputer, microscopic macro- large, great macroeconomics mega- large, great megabyte 3. Prefixes of location Prefix Meaning Examples inter- between, among interface, interactive super- over supersonic trans- across transmit, transfer ex- out exclude, extrinsic extra- beyond extraordinary sub- under subtraction infra- below infra-red peri- around peripheral, periscope 4. Prefixes of time and order Prefix Meaning Examples ante- before antecedent pre- before prefix, preceding, precedent prime- first primary, primitive post- after postdated, post-natal retro- backward retrograde, retroactive 3 5. Prefixes of numbers Prefix Meaning Examples semi- half semicircle mono- one monochromatic bi- two binary tri- three triangle quad- four quadruple penta- five pentagon hex- six hexadecimal sept(em)- seven September oct- eight octal dec- ten decimal multi- many multicoloured 6. Other prefixes Prefix Meaning Examples pro- in advance, forward proactive auto- self Self-image co- together with coordinate, co-operate Part 2: suffixes 1. Noun-forming suffixes Suffix Meaning Examples -ance state performance -ence quality of independence -er, -or a person who a thing which programmer, operator, biographer compiler, accumulator, processor, calculator -ist, -yst a person who analyst, typist -ian pertaining to electrician -tion, -ation the act of compilation -ness condition of / abstract noun readiness, cleanliness, happiness -ion action/state conversion -ing activity multiplexing -ment state, action measurement, requirement -ity state, quality electricity -ism condition/state magnetism -dom domain/condition freedom -ship condition/state relationship, partnership 4 2. Verb-forming suffixes Suffix Meaning Examples -ize/-ise to make computerize -ate automate, activate, calculate -ify simplify -en harden, widen, lengthen, shorten 3. Adverb-forming suffix Suffix Meaning Examples -ly in the manner of electronically, logically, comparably, slowly, quickly, automatically, carefully 4. Adjective-forming suffixes: Suffix Meaning Examples -al of having the quality of computational, logical -ar circular, rectangular, cellular, regular -ic magnetic, automatic -ical electrical -able capable of being comparable -ble divisible -ous like, full of dangerous, insiduous, miraculous -ful characterized by helpful, careful -less without careless, meaningless -ish like yellowish -ed having the quality of computed, processed -ive interactive Comparative adjectives Comparative adjectives are used to compare differences between the two objects they modify. My house is larger than hers. This box is smaller than the one I lost. Your dog runs faster than Jim's dog. The rock flew higher than the roof. Superlative adjectives Superlative adjectives are used to describe an object which is at the upper or lower limit of a quality. My house is the largest one in our neighborhood. This is the smallest box I've ever seen. Your dog ran the fastest of any dog in the race. We all threw our rocks at the same time. My rock flew the highest. http://www.edufind.com/english-grammar/comparative-and-superlative/ http://www.edufind.com/english-grammar/comparative-and-superlative/5 A. FORMAÇÃO DE PALAVRAS SUBSTANTIVAS 1- A partir de verbos (-er/ -or/ -ar = aquele que faz): Program ……………………. calculate……………….. beg…………………. Read ……………………. conduct ………………. Research…………………… govern ………………… 2- A partir da área de atuação: -ist/ - (i)an: Geology .............................. Biology ................................. Chemistry .................... Anthropology ....................... Psychology............................. Archeology.................... Ecology ............................... Agronomy............................... Physics ..................... Economy ............................... Statistics……………………… Mathematician............... *Engineering .......................... Architecture ..........................a- We…………………………………..……....…….. by Varig last year. (fly) b- I ………………………………….…... …….…....…... you for ages. (know) c- He ……………………………..…. ………..…………… for hours. (swim) d- She……………………………………….…...in love for the first time. (fall) e- She …..…………………….………..…a book when she was young. (write) f- My father …………………………..…..to Belo Horizonte last week. (drive) g- We…………………………………….…….you calling an hour ago. (hear) 2) Check the correct answer: a-We're late. The game must have already _____________( begin / began / begun) b- Shirley can't go skiing any more. She has __________ (break / broke / broken) her leg. c- In the last years, it has ______ (become / became) more difficult to get into college. d- Douglas is here, and he's ___________( bring / brought)some sandwiches! e- She's getting married next week and she hasn't ______ (chose / chosen ) her dress yet. f- It's so hot that I've _________(drink / drank / drunk) five bottles of water this afternoon. g- You've ____________________ (eat / ate / eaten ) my lunch! How could you! h- The price of oil has _____________________( fall / fell / fallen) rapidly since January. i-I've never _____________________________( feel / felt) so good! j- I've __________________________( lose / lost) my grammar book. Have you seen it? PRESENT PERFECT CONTINUOUS 1. Uma ação que começou no passado e terminou recentemente (It has been raining). 2. Uma ação que começou no passado e continua até o presente (She’s been studying for hours). 3. Uma ação geral em progresso recentemente - sem menção de um tempo definido (I’ve been thinking about going to the USA next year). PAST PERFECT Uma ação passada que ocorreu antes de outra ação passada (Tom had left hours before we got there). 33 Conectivos Conectivos servem para mostrar uma relação de tempo, causa, adição, contraste. Se o leitor sabe o significado da palavra poor (pobre) e however (entretanto), pode inferir o significado de wealthy na frase: He is very poor. However, his brother is wealthy. Função Conectivos Exemplos Adição and, moreover, also, too, furthermore, again, in addition, besides, as well as She is very poor. In addition, she doesn’t like to work. Contraste but, on the other hand, still, yet, however, even if, nevertheless, nonetheless,on the contrary, even though, though, although, in spite of, despite At first John didn’t want to go to the meeting. Later, however, he decided to go. Comparação likewise, similarly, in the same way, in like manner, unlike, correspondingly, as, than “Some have little power to do good and have likewise little strength to resist evil.” (Samuel Johnson) Ênfase in fact, indeed, actually, certainly, as a matter of fact I think everybody likes him. In fact, I am quite sure. Exemplo for example, for instance, that is, in other words, in particular, i. e. (id est), such as, e.g. (exempli gratia) Many great men have risen from poverty - Lincoln and Edison, for example. Consequência thus, therefore, then, as a result, hence, so, consequently, accordingly, for this reason, because of this, so as to, so that It was raining. Therefore, we decided to stay at home. Conclusão in summary, in conclusion, finally, in short, to sum up In short, the movie was great. Sequência first, second, next First, I must finish this work. Tempo when, while, as, as soon as, after, before, until, till, since, once, now, whenever, in the meantime, meanwhile, then, yet, so far. He sang as he worked. I’ll tell you as soon as I know. Maneira as, how, as if, as though Why is he dressed as a woman? Causa why, because, since, as, seeing that, now that, due to, in order to, on account of, whereas I did it because they asked me to do it. Propósito so that, in order that, for Be fast, so that I can go. Alternância or, either... or, neither... nor, or else, otherwise He must be either mad or drunk. Condição if, unless, whether, as long as, so long as, on condition that, in case, after, before, provided that, without, until I don’t know whether she will be able to come. Exceção But, except, all … but I like all vegetables but broccoli. Substituição Instead, rather than Instead of studying for the test, John decided to go out. 34 (Introdução) first of all (antes de tudo), in the first place (em primeiro lugar); (referência) regarding to/ with regard to/ (com referência a) considering (em consideração a), concerning (a respeito de); (mudando de assunto) by the way (a propósito), on the other hand (por outro lado); (reforçando uma idéia) in fact / as a matter of fact (de fato), on the other hand (por outro lado); (concordância, conformidade) according to/ in accordance with (conforme, de acordo com); (propósito) in order to / in order that (a fim de que, para que), so that (com a finalidade de); (ênfase) in particular/mainly/especially (em articular / principalmente / especialmente); (causa/motivo) because / since (porque/desde que), due to (devido a); resultado ou consequência) in view of (tendo em vista) with this in mind/for this reason (por esta razão), in face of (face ao exposto), this way(desta forma), so that (de modo que); (conclusão) therefore (portanto), so (então, assim), then; (projetando do presente para o futuro) from now on (a partir de agora / de agora em diante); (trazendo o passado para o presente) so far / up till now / up today (até agora/até hoje), still not (ainda não); (limitadores de confiança) as far as I know (pelo que eu saiba), to my knowlege (pelo que me consta), if I am not wrong (se eu não estiver enganado); (certeza) of course (certamente), without a doubt (sem dúvida); (contraste) but (mas), however (contudo), even so (mesmo assim), nevertheless (todavia), while (enquanto que), although (embora), unlike (ao contrário); (reiterando) in other words (em outras palavras) / I mean (quero dizer), that is (ou seja); (exemplificando) for example /for instance (por exemplo), such as (tal/tais como); (adição) and (e), besides that (além disso), not only, but also (não epenas, mas também); (alternativa) otherwise (caso contrário), unless (a menos que). A. Connectives: Choose the best answer: 1) Karen is rich; ___, her cousin Kate is poor. (Therefore / however / otherwise) 2) You'd better take a taxi. ___, you'll arrive late. (Consequently / Furthermore / Otherwise) 3) I enjoy reading this magazine. ___, it has good articles. (Moreover / Nevertheless / However) 4) Jack wasn't tired. ___, he took a nap. (Otherwise / Hence /Nevertheless) 5) Phil was not thirsty; ___, he drank five glasses of water. (However / moreover / furthermore) 6) The kids didn't study. ___, they failed the course. (Therefore / Nonetheless / Otherwise) 7) The weather was terrible. ___, we decided to delay our trip. (Furthermore / Besides / Therefore) 8) You must buy the tickets; ___, we won't be able to see that play. (Otherwise / although / besides) 9) The neighborhood isn't very interesting. I like the house, ___. (Moreover / thus / though) 10) We live in the same building; __, we hardly see each other. (However / therefore / furthermore) 11) He didn't earn enough money. ___, his wife got a new job. (Moreover/Therefore/Although) 12) That house isn't big enough for us, and ___, it's too expensive. (Furthermore / hence / although) 13) She's extremely rich; ___, she's not snobbish. (hence / however / otherwise) http://a4esl.org/q/h/9901/gc-connectives.html B Match the two columns: 1. In summary ( ) Até agora 2. Therefore ( ) Com relação a 3. Due to ( ) Portanto 4. While ( ) Devido a 5. Nevertheless ( ) Em resumo 6. As far as I know ( ) Todavia 7. Instead of ( ) Caso contrário 8. Besides that () Por exemplo 9. Otherwise ( ) Além disso 10. For instance ( ) Em vez de 11. So far ( ) Enquanto 12. Regarding to ( ) Pelo que eu saiba http://a4esl.org/q/h/9901/gc-connectives.html35 Voz Passiva (Passive Voice) Usa-se a voz passiva em inglês nas seguintes situações: • Quando você não sabe quem praticou a ação; Quando a informação mais importante é a ação, e não o agente da ação. Coffee is grown in Brazil. • O agente da voz passiva pode vir precedido pela preposição by. The diver was attacked by sharks. • Quando citar um instrumento ou o meio usado durante a ação, use as preposições with ou in: The pig was killed with a big knife. Michael was killed in a car accident. 1) Rewrite the sentences in passive voice: a) Maria makes cakes. b) Maria made a cake. c) Maria is making a cake. d) Maria was making a cake. e) Maria is going to make a cake. f) Maria will make a cake. g) Maria has made a cake. h) Maria had made a cake. i) Maria should make a cake. j) Maria could make a cake. 2) Rewrite the sentences in passive voice: a) I can answer the question. b) We should carry the box. c) You should open the window. d) You must wash the car. e) He has to fill in the form. f) We need to help Susan. g) He could not read the sentence. h) Is the teacher going to test our English? i) We should reach an agreement soon. 36 MODAL VERBS Os verbos modais são verbos distintos dos outros, pois possuem características próprias: 1. Não precisam de auxiliares; 2. Após os modais, o verbo deve vir no infinitivo sem “to”; 3. Não sofrem alteração. Logo, não recebem “s”, “es” ou “ies”. CAN: para oferecer ajuda, expressar permissão informal, habilidade ou probabilidade. Can I help you? Can I use your phone? I can speak English. This result can be due to the low humidity in January. COULD: para expressar habilidade no passado, permissão formal e possibilidade remota. I could ride a bike when I was 5 years old. Could you bring me a sandwich and a coke, please? The heavy rains could affect the harvest. MAY: para expressar uma possibilidade remota, para pedir permissão formal. It may rain tomorrow. May I go to the bathroom? MIGHT: para expressar possibilidades remotas. He might have lunch with us tomorrow. The heavy rains might affect the harvest. SHOULD e OUGHT TO: para expressar um conselho. You should go to the doctor. You ought to quit smoking. SHOULD também é usado para apresentar uma dedução lógica John has been in the USA for 2 years. His English should be much better now. MUST é usado para expressar obrigação, necessidade ou dedução lógica . You must study more. We must eat vegetables to have a good health. John has been in the USA for 2 years. His English must be much better now. WILL = future I will see you tomorrow. I’ll help you if you want. WOULD = situações hipotéticas, vontade, hábito no passado I would read more IF I had time. I would like an apple, please. When I was a child I would watch TV for a long time. http://www.brasilescola.com/ingles/modal-verbs.htm 37 TEXTO 10 AT THE ZOO 1) The sentence “Don’t feed the animals” can be replaced by: a) You mustn’t feed the animals. c) You must feed the animals.” b) You can feed the animals” d) You needn’t feed the animals.” 2) “Don’t feed the animals” is a a) Suggestion b) Necessity c) Possibility d) Prohibition 5) According to this comic strip, we can conclude that: a) Magali is not interested in giving her food to the animals. b) Magali is the only child who follows the rules. c) Mônica, Cascão and Cebolinha don’t follow the rules. d) Magali is worried about the police’s advice. Modals: Qual a ideia transmitida pelos modais? Possibilidade, conclusão lógica, suposição, permissão, obrigação, capacidade, convite, conselho, oferecimento, proibição, futuro ou pedido de favor? 1. May I use your pen? 2. He may be in the library. 3. Sorry, I can not understand what you are saying. 4. The students must behave as I say. 5. It is dark. It must be late. 6. Can we leave now? 7. It is late, you should go home. 8. You should see a doctor. You are always complaining about headaches. 9. He might come here tomorrow. 10. You shouldn´t spend too much time on the internet. 11. Could you open the window? 12. I could not finish my homework yesterday night. 13. He could read when he was five. 14. Take your umbrella. It may be raining when you leave your job. 15. You can't (cannot) smoke here. 16. Will Alice be there? 17. Would you like a cup of coffee? 18. The doctor said you must stop smoking. 38 TEXTO 11 Plant Pathology (http://en.wikipedia.org/wiki/Plant_pathology) 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 Fungi: The fungi reproduce both sexually and asexually via the production of spores. These spores may be spread long distances by air or water, or they may be soil borne. Many soil borne spores, normally zoospores, are capable of living saprotrophically, carrying out the first part of their lifecycle in the soil. Fungal diseases can be controlled through the use of fungicides in agriculture, however new races of fungi often evolve and become resistant to various fungicides. Biotrophic fungal pathogens colonize living plant tissue and obtain nutrients from living host cells. Necrotrophic fungal pathogens infect and kill host tissue and extract nutrients from the dead host cells. Bacteria: Most bacteria that are associated with plants are actually saprotrophic, and do no harm to the plant itself. However, a small number, around 100 species, are able to cause disease. Bacterial diseases are much more prevalent in sub-tropical and tropical regions of the world. Most plant pathogenic bacteria are rod shaped (bacilli). Virus: There are many types of plant virus, and some are even asymptomatic. Normally plant viruses only cause a loss of crop yield. Therefore it is not economically viable to try to control them, the exception being when they infect perennial species, such as fruit trees. Most plant viruses have small, single stranded RNA genomes. These genomes may only encode three or four proteins: a replicase, a coat protein, a movement protein to allow cell to cell movement though plasmodesmata and sometimes a protein that allows transmission by a vector. Plant viruses must be transmitted from plant to plant by a vector. This is often by an insect, but some fungi, nematodes and protozoa have been shown to be viral vectors. Nematodes: Nematodes are small, multicellular wormlike creatures. Many live freely in the soil, but there are some species which parasitize plant roots. They are a problem in tropical and subtropical regions of the world, where they may infect crops. Potato cyst nematodes (Globodera pallida and G. rostochiensis) are widely distributed in Europe and North and South America and cause $300 million worth of damage in Europe every year. Root knot nematodes have quite a large host range, whereas cyst nematodes tend to only be able to infect a few species. Nematodes are able to cause radical changes in root cells in order to facilitate their lifestyle. Protozoa: There are a few examples of plant diseases caused by protozoa. They are transmitted as zoospores which are very durable, and may be able to survive in a resting state in the soil for many years. They have also been shown to transmit plant viruses. When the motile zoospores comeinto contact with a root hair they produce a plasmodium and invade the roots. Physiological plant disorders: Significant disorders can be caused by: Nature: Drought, frost, snow, wind, hurricanes, tornadoes, hail, flooding, nutrient deficiency, mineral excesses, lightning and fire; Man-made: Soil compaction, pollution (air and soil), salt (from winter road salt application), irrigation, herbicide over-application, poor education and training of people working with plants, and vandalism. http://en.wikipedia.org/wiki/Plant_pathology39 1) Retire do texto, no 4º e 5º parágrafos, 2 exemplos de They are e There are. Qual a diferença entre esses termos. Traduza essas frases: a) b) c) d) 2) Retire do texto exemplos de modais e os traduza. Qual ideia eles transmitem? May a) b) c) Can a) b) Must a) 3) Responda: a) Como se espalham os fungos? b) Qual a forma predominante das bactérias patogênicas? c) Quando é viável controlar as viroses em plantas? d) Qual a forma dos nematóides? e) Que influências os nematóides podem ter sobre as plantas? f) Os protozoários podem viver no solo? g) Quais fenômenos da natureza podem causar doenças nas plantas? h) Quais trabalhos e atitudes humanas podem causar doenças nas plantas? 4) Qual a função dos seguintes conectivos? a) However (linha 5) b) Therefore (16) c) Whereas (29) d) In order to (30) e) But (25) 5) A que se referem os seguintes pronomes relativos? a) That (linha 10) b) Which (linha 34) 6) Os pronomes relativos acima podem ser substituídos por outros? a) b) 40 Gerúndio O gerúndio é a forma verbal caracterizada pela terminação -ing. Ele é usado: 1. No Presente e Passado Contínuos: I am studying English now. I was watching TV when you called me last night. 2. Como substantivo: Singing is her favorite hobby. Swimming is good for you. Smoking causes cancer. Painting is his favorite pastime. 3. Como adjetivo: Packaging material Writing paper Greeting cards 4. Após preposições: They are afraid of losing the game. I'm interested in meeting him. She is good/bad at persuading people. He is disappointed about seeing such a bad report. She is glad about getting married again. I'm worried about making mistakes. He is famous for singing songs. I am tired of waiting you. What are the chances of finding a taxi? 5. Alguns verbos podem ser seguidos por um infinitivo ou um gerúndio. begin like hate start love prefer stop They stopped to smell the roses. Stop eating my food! Please continue to study. Please continue studying. 6. Alguns verbos são sempre seguidos por um gerúndio. enjoy finish quit She enjoys reading British novels. They finished watching the movie. Please quit bothering us! We enjoy playing chess. 41 Texto 12 The Three R's of the Environment 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 Every year, Americans throw away 50 billion food and drink cans, 27 billion glass bottles and jars, and 65 million plastic and metal jar and can covers. More than 30% of our waste is packaging materials. Where does it all go? Some 85% of our garbage is sent to a dump, or landfill, where it can take from 100 to 400 years for things like cloth and aluminum to decompose. Glass has been found in perfect condition after 4,000 years in the earth! We are quickly running out of space. It's time to learn the three R's of the environment: reduce, reuse, recycle. Reduce: Reducing the amount of waste you produce is the best way to help the environment. There are lots of ways to do this. For example: • Buy products that don't have a lot of packaging. • Instead of buying something you're not going to use very often, see if you can borrow it from someone you know. • Cars use up energy and cause pollution. Some ways to reduce the environmental damage caused by cars include carpooling with friends, walking, taking the bus, or riding your bike. • Start a compost bin. The compost is good for the soil in your yard and means that less garbage will go to the landfill. • You can reduce waste by using a computer! Many newspapers and magazines are online now. Instead of buying the paper versions, you can find them on the Internet. Also remember that you should print out only what you need. • Save energy (turn off lights when not using it). Save water (turn off the faucet to brush your teeth). Reuse: Instead of throwing things away, try to find ways to use them again! For example: • Bring cloth sacks to the store. • Plastic containers and reusable lunch bags are great ways to take your lunch to school. • Coffee cans, shoe boxes, margarine containers, and other types of containers people throw away can be used to store things or can become fun arts and crafts projects. Use your imagination! • Don't throw out clothes, toys, furniture, and other things that you don't want anymore. Somebody else can probably use them. • Use all writing paper on both sides. • Use paper grocery bags to make book covers rather than buying new ones. • Use silverware and dishes instead of disposable plastic utensils and plates. • Store food in reusable plastic containers. Recycle: Many of the things we use every day, like paper bags, soda cans, and milk cartons, are made out of materials that can be recycled. Recycled items are put through a process that makes it possible to create new products out of the materials from the old ones. In addition to recycling the things you buy, you can help the environment by buying products that contain recycled materials. Many brands of paper towels, garbage bags, greeting cards, and toilet paper, to name a few examples, will tell you on their labels if they are made from recycled materials. http://www.factmonster.com/ipka/A0775891.html http://www.factmonster.com/ipka/A0775891.html42 1) Quais sao os três R(s) do meio ambiente? Resuma a ideia de cada um deles. a) b) c) 2) No texto há 2 significados diferentes de CAN. Retire 2 exemplos de cada e traduza-os: a) b) c) d) 3) Gerúndio (ING): Qual a diferença entre esses usos? a) Packaging material Writing paper Greeting cards b) We are running out of space c) Instead of buying Instead of throwing away Reduce by using d) Reducing is the best way to help Carpooling with friends Taking the bus Riding your bike 4) O que você imagina que seja Carpooling with friends? 43 TEXTO 13: JOKES Getting old 1. An elderly gentleman had serious hearing problems for years. He went to the doctor and the doctor was able to have him fitted for a set of hearing aids that allowed the gentleman to hear 100%. The elderly gentleman went back in a month to the doctor and the doctor said, "Your hearing is perfect. Your family must be really pleased that you can hear again." The gentleman replied, "Oh, I haven't told my family yet. I just sit around and listen to the conversations. I've changed my will three times!" 2. Two elderly gentlemen from a retirement center were sitting on a bench under a tree when one turns to the other and says: "John, I'm 83 now and I'm just full of aches and pains. I know you're about my age. How do you feel?" John says, "I feel just like a newborn baby." "Really!? Like a newborn baby!?" "Yep. No hair, no teeth, and I think I just wet my pants." 3. An elderly couple had dinner at another couple's house, and after eating, the wives left the table and went into the kitchen. Thetwo gentlemen were talking, and one said, "Last night we went out to a new restaurant and it was really great. I would recommend it very highly." The other man said, "What is the name of the restaurant?" The first man thought and thought and finally said, "What is the name of that flower you give to someone you love? You know... The one that's red and has thorns." "Do you mean a rose?" "Yes, that's the one," replied the man. He then turned towards the kitchen and yelled, "Rose, what's the name of that restaurant we went to last night?" Sister without gas 4. Sister Mary Ann, who worked for a home health agency, was out making her rounds visiting homebound patients when she ran out of gas. Luckly, a Texaco Gasoline station was just a block away. She walked to the station to borrow a gas can and buy some gas. The attendant told her that the only gas can he owned had been borrowed, but she could wait until it was returned. Since Sister Mary Ann was on the way to see a patient, she decided not to wait and walked back to her car. She looked for something in her car that she could fill with gas and spotted the bedpan she was taking to the patient. Always resourceful, Sister Mary Ann carried the bedpan to the station, filled it with gasoline, and carried the full bedpan back to her car. As she was pouring the gas into her tank, two Baptists watched from across the street. One of them turned to the other and said, 'If it starts, I'm turning Catholic!' Substitute at the Pearly Gates 5. After a long illness, a woman died and arrived at the Gates of Heaven. While she was waiting for Saint Peter to greet her, she peeked through the gates. She saw a beautiful banquet table and all the other people she had loved and who had died before her. When Saint Peter came by, the woman said to him, "This is such a wonderful place! How do I get in?" "You have to spell a word," Saint Peter told her. "Which word?" "Love." The woman correctly spelled love, and Saint Peter welcomed her into heaven. About six months later, Saint Peter came to the woman and asked her to watch the Gates of Heaven for him that day. While the woman was guarding the Gates of Heaven, her husband arrived. "I'm surprised to see you," the woman said. "How have you been?" "Oh, I've been doing pretty well since you died," her husband told her. "I married the beautiful young nurse who took care of you while you were ill. And then I won the lottery. I sold the little house you and I lived in and bought a big mansion. And my wife and I traveled all around the world. We were on vacation and I went water skiing today. I fell, the ski hit my head, and here I am. How do I get in?" "You have to spell a word," the woman told him. "Which word?" her husband asked. "Czechoslovakia." 44 RESPONDA: JOKE 1 1. Por que o homem foi ao médico? 2. O que o médico lhe prescreveu? 3. O tratamento foi eficiente? 4. Que efeito o tratamento teve em sua vida? JOKE 2 1. Como o homem se sente aos 80 anos? 2. Como John se sente? JOKE 3 1. Quem são os personagens da história? 2. Onde eles estão? 3. O que aconteteceu na noite anterior àquele evento? 4. O que é engraçado no texto? JOKE 4 1. Qual o problema enfrentado pela freira? 2. Como ela resolveu o problema? 3. Como as pessoas reagiram diante da atitude da freira? JOKE 5 1. Como o texto descreve o céu? 2. O que seria “Pearly Gates”? 3. Qual a exigência feita à mulher para que pudesse entrar no céu? 4. O que o marido fez depois do falecimento da esposa? 5. Qual a exigência feita pela mulher para que ele pudesse entrar no céu? 6. Foi justa a exigência dela? Por quê? 7. Com qual das duas afirmações você concorda: a ou b? (a) “Peter asked Him, “Lord, how often shall I forgive my brother? Up to seven times?” Jesus said: “Up to seventy times seven”. (Matthew 18:21-22) (b) “Revenge is a dish best served cold”. Meaning: Vengeance is more satisfying when exacted in cold blood. Note: The “Pearly Gates” is an informal name for the gateway to Heaven according to some Christian denominations. It is inspired by the description of the New Jerusalem in Book of Revelation 21:21. The twelve gates were twelve pearls, each gate being made from a single pearl. 45 TEXTO 14 THE POWER OF CHARM (Brian Tracy & Ron Arden) 1 2 3 4 5 6 7 8 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 33 34 35 The Five A’s of Secret of Charm: The deepest craving of human nature is the need to feel valued and valuable. The secret of charm is therefore simple: make others feel important. Acceptance: The greatest gift that you can give other people is the attitude of "unconditional positive regard." That is, you accept them in their entirety, without limitation. You never criticize or find fault . You are totally accepting of everything about them, as if they were a miracle of nature. Appreciation: Whenever you express appreciation to others for something they have done, small or large, their self-esteem increases. They feel more valuable and important. They feel more competent and capable. Their self-image improves and their self-respect soars. Approval: It is said that "babies cry for it, men die for it." Throughout life, all humans have a deep subconscious need for approval of their actions and accomplishments. No amount of approval ever satisfies for long. The need is ongoing, like the need for food and rest. People who continually seek opportunities to express approval are welcome wherever they go. Admiration: As Abraham Lincoln said, "Everybody likes a compliment." When you give people a genuine, sincere compliment about a trait, possession, or accomplishment, they automatically feel better about themselves, feel valuable and important. They like themselves more and they like you more. Attention: This is perhaps the most important quality of all. It is the most powerful behavior for Building self-esteem and is the key to instant charm. When you pay close attention to other people, the more valuable and important they will feel they are, and the more they will like you. The key to charm, according to the authors, lies in the art of conversation. Specifically, how to listen, how to speak, and how to use body language all to your enchanting advantage. The most important lesson of the book? Luckily for those who feel clumsy in social situations and conversation: Charm is a quality that is not inherent, but can be learned. Being charming is simply about the way people carry themselves and the way they interact with those around them. It's about confidence, it's about attention, and it's about the connection between two people. The Power of Attention (Ch. 9; pp. 35-37): Being an attentive, empathetic listener is a crucial component of charm. "Listening" means much more than just being able to recall everything a person says. It means providing signals and behaviors to indicate your genuine undivided attention. Be Careful with Advice (Ch. 19; pp. 67-69): The propensity to give advice is universal...and so is the propensity to ignore it. Even if you're quite the charmer, your patient listening is the glue that holds your charming skills together. Get in Step with the Other Person (Ch. 35; pp. 118-120): You have to find a way to get in sync with the person you want to charm. We all are capable of adapting to others, even if we don't realize it. An inflexible, judgmental attitude is the enemy of charm. You must see the world through the eyes of others. 46 Responda: 1) Qual a ideia principal do texto? 2) Qual o maior desejo das pessoas? 3) Qual o segredo do charme? 4) Quais os 5 A(s) do charme? 5) Resuma os 5 A(s): a)b) c) d) e) 6) Qual a chave do charme? 7) Quais os adjetivos usados para descrever uma pessoa charmosa? 8) Qual a “cola” que mantém as habilidades do charme unidas? 9) Qual o inimigo do charme? 10) Copie do texto 10 palavras cognatas. 11) Os sufixos –ion/–ation significam resultado da ação de. Retire do texto 8 substantivos com essa terminação, separe os verbos que compõem as palavras e dê a tradução deles. 12) Encontre 3 palavras que possuam prefixos de negação. Traduza-as. 13) –al pode formar substantivos e adjetivos. Encontre 5 exemplos e traduza-os. 14) –ly forma advérbios de modo. Encontre 4 exemplos. O que eles significam? 15) Na linha 1(the deepest), na linha 3 (the greatest), 17 (the most powerful / the most important), temos 4 exemplos de superlativos. Por que as duas formas são diferentes? Qual é a diferença entre most (linha 17) e more (linha 18)? 47 TEXTO 15 YOU ARE MY SUNSHINE The other night dear As I lay sleeping I dreamed I held you in my arms When I awoke, dear I was mistaken So I hung my head and I cried. You are my sunshine My only sunshine You make me happy When skies are gray You'll never know dear How much I love you Please don't take my sunshine away So let the sunshine in Face it with a grin Smilers never lose And frowners never win So let the sunshine in Face it with a grin Open up your heart and let the sunshine in My mommy told me something That little girls should know It's all about the devil And I've learned to hate him so I know he'll be unhappy 'Cause I'll never wear a frown Maybe if we keep on smiling He'll get tired of hanging around "You Are My Sunshine" is a popular song first recorded in 1939. Words and music are by Jimmie Davis and Charles Mitchell. It has been recorded hundreds of times by Johnny Cash, Bob Dylan, Brian Wilson, Trini Lopez, Ray Charles, Aretha Franklin and others. The song has been featured in numerous films, television shows, television commercials, and radio commercials. The song was also sung in the episode "Someone to Watch over Me" of the fifth season of Star Trek: Voyager. http://en.wikipedia.org/wiki/Songhttp://en.wikipedia.org/wiki/1939_in_musichttp://en.wikipedia.org/wiki/Jimmie_Davishttp://en.wikipedia.org/wiki/Charles_Mitchell_(songwriter)http://en.wikipedia.org/wiki/Johnny_Cashhttp://en.wikipedia.org/wiki/Bob_Dylanhttp://en.wikipedia.org/wiki/Brian_Wilsonhttp://en.wikipedia.org/wiki/Trini_Lopezhttp://en.wikipedia.org/wiki/Ray_Charleshttp://en.wikipedia.org/wiki/Aretha_Franklinhttp://en.wikipedia.org/wiki/Filmhttp://en.wikipedia.org/wiki/Television_showhttp://en.wikipedia.org/wiki/Television_commercialhttp://en.wikipedia.org/wiki/Television_commercialhttp://en.wikipedia.org/wiki/Radio_commercial48 HOMEWORK TEXTS TEXT 1: SMOG The oxidation of exhaust gases is one of the primary sources of the world's pollution. The brown haze that is poised over some of the world's largest cities is properly called photochemical smog; it results from chemical reactions that take place in the air, using the energy of sunlight. The production of smog begins when gases are created in the cylinders of vehicle engines. It is there that oxygen and nitrogen gas combine as the fuel burns to form nitric oxide (NO), a colorless gas. The nitric oxide is forced out into the air though the vehicle tailpipe along with other gases. When the gas reaches the air, it comes into contact with available oxygen from the atmosphere and combine with the oxygen to produce nitrogen dioxide (NO2), which is a gas with a brownish hue. This nitrogen dioxide plays a role in the formation of acid rain in wetter or more humid climates and tends to decompose back into nitric oxide as it releases an oxygen atom from each molecule; the released oxygen atoms quickly combine with the oxygen (O2) molecules to form ozone (O3). The brownish colored nitrogen dioxide is partially responsible for the brown color is smoggy air; the ozone is the toxic substance that causes irritation to eyes. 1. The word "poised" in line 2 is closest in meaning to a) interacting. b) blowing. c) sitting. d) poisoning. 2. The phrase "take place" in line 3 is closest in meaning to a) position themselves. b) are seated. c) put. d) occur. 3. The word "forced" in line 6 could best be replaced by a) obliged. b) pushed. c) required. d) commanded. 4. The word "hue" in line 8 is closest in meaning to a) color. b) thickness. c) odor. d) smoke. 5. The phrase "plays a role" in line 9 is closest in meaning to a) makes fun of. b) acts the part of. c) serves a function in. d) moves about in. TEXT 2: PARASITIC PLANTS Parasitic plants are plants that survive by using food produced by host plants rather than by producing their own food from the Sun's energy. Because they do not need sunlight to survive, parasitic plants are generally found in umbrageous areas rather than in areas exposed to direct sunlight. Parasitic plants attach themselves to host plants, often to the stems or roots, by means of haustoria, which the parasite uses to make its way into the food channels of the host plant and absorb the nutrients that it needs to survive from the host plant. The world's heaviest flower, a species of rafflesia, is a parasite that flourishes among, and lives off of the roots of jungle vines. Each of these ponderous blooms can weigh up to 15 pounds (7 kilograms) and can measure up to 3 feet (1 meter) across. 1. The word "umbrageous" in line 3 is closest in meaning to a) moist. b) well lit. c) shaded. d) buried. 2. "Haustoria" in line 5 are most likely a) offshoots from the parasite. c) fruits from the host plant. b) seeds of the host plant. d) food for the parasite. 3. The phrase "make its way into" in line 5 is closest in meaning to 49 a) develop. b) penetrate. c) outline. d) eat. 4. The word "ponderous" in line 8 is closest in meaning to a) smelly. b) hidden. c) mature. d) heavy. 5. The word "across" in line 9 could best be replaced by a) in diameter. b) on the other side. c) at a distance. d) inside and out. TEXT 3: ANIMAL CONGREGATION Many types of animals combine the advantages of family association with those conferred by membership in still larger groups. Bees congregate in hives; some fish move in schools; ants gather in mounds; wolves live in packs; deer associate in herds. The main advantage of membership in a mass community is the safety that it provides. A large group of prey may be easier for a predator to find at any give point than is a small one, and a predator may think twice before taking on such a group; if a predator does decide to challenge a large group, it may merely encounter a confusing mass of moving bodies and possibly may not succeed in its primary goal. 1. The word "those" in the passage refers to a) types. c) animals. b) advantages. d) groups. 2. The word "it" in line 4 refers to a) advantage. c) membership. b) community. d) safety. 3. The word "one" in the passage refers to a) group. c) prey. b) predador. d) point. 4. The word "it" in line 6 refers to a) predador. c) mass. b) group. d) goal. TEXT 4: NEW WORLD EPIDEMICS A huge loss of life resulted from the introduction of Old World diseases into the Americas in the early sixteenth century. The inhabitants of the Americas were separated from Asia, Africa, and Europe by rising oceans following the Ice Ages, and, as a result, they were isolated by means of this watery barrier from numerous virulent epidemic diseases that had developed across the ocean, such as measles,smallpox, pneumonia, and malaria. Pre-Columbian Americans had a relatively disease-free environment but also lacked the antibodies needed to protect them from bacteria and viruses brought to America by European explorers and colonists. A devastating outbreak of disease that strikes for the first time against a completely unprotected population is known as a virgin soil epidemic. Virgin soil epidemics contributed to an unbelievable decline in the population of native inhabitants of the Americas, one that has been estimated at as much as an 80 percent decrease of the native population in the centuries following the arrival of Europeans in the Americas. 1. The word "they" in the passage refers to a) the inhabitants. c) rising oceans. b) epidemic diseases. d) the Ice Ages. 2. The word "that" in the passage refers to 50 a) a disease-free environment. c) virulent epidemic diseases. b) this watery barrier. d ) the ocean. 3. The word "them" in the passage refers to a) Pre-Columbian Americans. c) bacteria and viruses. b) the antibodies. d) European explorers and colonists. 4. The word "one" in the passage refers to a) a virgin soil epidemic. c) the population of native inhabitants. b) an unbelievable decline. d) the arrival of Europeans. TEXT 5: LAKE BAIKAL Crescent-shaped Lake Baikal, in Siberia, is only the ninth largest lake in the area at 385 miles (620 km) in length and 46 miles (74 km) in width, yet it is easily the largest body of fresh water in the world. It holds one-fifth of the world's total fresh water, which is more than the total of all the water in the five Great Lakes; it holds so much fresh water in spite of its less-than-impressive area because it is by far the world's deepest lake. The average depth of the lake is 1,312 feet (400 meters) below sea level, and the Olkhon Crevice, the lowest known point is more than 5,250 feet (1,600 meters) deep. Lake Baikal, which today is located near the center of the Asian peninsula, is most likely the world's oldest lake. It began forming 25 million years ago as Asia started splitting apart in a series of great faults. The Baikal Valley dropped away, eventually filling with water and creating the deepest of the world's lakes. 1. What is stated about the shape of Lake Baikal? a) It is wider than it is long. c) It is circular in shape. b) Its width is one-half of its length. d) It is shaped like a crescent moon. 2. It is indicated that the area of Lake Baikal a) is less than the area of eight other lakes. b) is one-ninth the area of Siberia. c) is greater than the area of any other freshwater lake. d) is equal to the area of the five Great Lakes. 3. According to the passage, Lake Baikal a) holds one-fifth of the world's water. b) holds five times the water of the Great Lakes. c) holds one-ninth of the world's water. d) holds 20 percent of the world's fresh water. 4. According to the passage, the Olkhon Crevice is a) outside of Lake Baikal. c) 400 meters below sea level. b) the deepest part of Lake Baikal. d) 5,000 meters deep. 5. It is mentioned that Lake Baikal a) is not as old as some other lakes. b) formed when sections of the Earth were moving away from each other. c) was fully formed 25 million years ago. d) is today located on the edge of the Asian peninsula. TEXT 6: THE CLOVIS CULTURE 51 Archeologists have found sites all over North America that contain similar tools dating from a period about 12,000 years ago. The culture that developed these tools has been named Clovis after the site near Clovis, New Mexico, where the first tools of this sort were discovered in 1932. The tools are quite sophisticated and are unlike any tools that have been found in the Old World. In the years since the first tools of this sort were discovered in New Mexico, archeologists have discovered Clovis tools in areas ranging from Mexico to Montana in the United States and Nova Scotia in Canada. All of the Clovis finds date from approximately the same period, a fact which suggests that the Clovis spread rapidly throughout the North American continent. From the evidence that has been discovered, archeologists have concluded that the Clovis were a mobile culture. They traveled in groups of 40 to 50 individuals, migrating seasonally and returning to the same hunting camps each year. Their population increased rapidly as they spread out over the continent, and they were quite possibly motivated to develop their sophisticated hunting tools to feed their rapidly expanding populace. 1. What is stated about Clovis tools? (a) They date from around 10,000 B.C.. (b) They have been in use for 12,000 years. (c) They have been found at only one location. (d) They were discovered by archeologists hundreds of years ago. 2. According to the passage, the town of Clovis (a) is in Mexico. (b) was founded in 1932. (c) is where all members of the Clovis culture lived. (d) is where the first remnants of an ancient culture were found. 3. It is indicated in the passage that the tools found near Clovis, New Mexico, were (a) very rudimentary. (c) similar to others found prior to 1932. (b) rather advanced. (d) similar to some found in Africa and Europe. 4. According to the passage, what conclusion have archeologists drawn from the Clovis finds? (a) That the Clovis tended to remain in one place. (c) That the Clovis expanded relatively quickly. (b) That the Clovis lived throughout the world. (d) That the Clovis were a seafaring culture. 5. It is mentioned in the passage that it is believed that the Clovis (a) lived in familial groups of four or five people. (c) had a relatively stable population. (b) lived only in New Mexico. (d) spent summers and winters in different places. TEXT 7: TIGER MOTHS One of the most beautiful of the 100,000 known species in the order Lepidoptera are the tiger moths, moths known for the striking appeal of their distinctive coloration. This type of moth is covered with highly conspicuous orange-and-black or yellow-and-black patterns of spots and stripes. Such boldly patterned color combinations are commonplace in the animal world, serving the function of forewarning potential predators of unpleasant tastes and smells. This is unquestionably the function served by the striking coloration of the garden tiger moth, which is quite visually attractive but is also poisonous to predators. Certain glands in the garden tiger moth produce strong toxins that circulate throughout the insect’s bloodstream, while other glands secrete bubbles that produce a noxious warning smell. The tiger moth, indeed, is a clear example of a concept that many predators intuitively understand, that creatures with the brightest coloration are often the least suitable to eat. 1. It is implied in the passage about the order Lepidoptera that 52 (a) all members of the order are moths. (b) there may be more than 100,000 species in this order. (c) all members of the order are brightly colored. (d) there are most likely fewer than 100,000 species in this order. 2. It can be inferred from the passage that the tiger moth was so named because (a) its coloration resembles that of a tiger. (b) it is a ferocious predator, like the tiger. (c) its habitat is the same as the tiger's. (d) it is a member of the same scientific classification as the tiger. 3. What would most likely happen to a predator that wanted to eat a tiger moth? (a) The predator would be unable to catch it. (c) The predator would capture it by poisoning it. (b) The predator would be unable to find it. (d) The predator would back awayfrom it. 4. Which of the following would a predator be most likely to attack successfully? (a) A purple and orange moth. (c) A green and blue moth. (b) A brown and grey moth. (d) A red and yellow moth. TEXT 8: Flatfish Members of the flatfish family, sand dabs and flounders, have an evolutionary advantage over many colorfully decorated ocean neighbors in that they are able to adapt their body coloration to different environments. These aquatic chameleons have flattened bodies that are well-suited to life along the ocean floor in the shallower areas of the continental shelf that they inhabit. They also have remarkably sensitive color vision that registers the subtlest gradations on the sea bottom and in the sea life around them. Information about the coloration of the environment is carried through the nervous system to chromatophores, which are pigment-carrying skin cells. These chromatophores are able to accurately reproduce not only the colors but also the texture of the ocean floor. Each time that a sand dab or flounder finds itself in a new environment, the pattern on the body of the fish adapts to fit in with the color and texture around it. 1. It is NOT stated in the passage that sand dabs (a) are a type of flatfish. (c) are in the same family as flounders. (b) have evolved. (d) are colorfully decorated. 2. According to the passage, it is NOT true that sand dabs and flounders (a) have flattened bodies. (c) live along the ocean floor. (b) live in the deepest part of the ocean. (d) live along the continental shelf. 3. All of the following are stated about the vision of sand dabs and flounders EXCEPT that they are (a) overly sensitive to light. (c) able to see colors. (b) able to see the sea bottom. (d) aware of their surroundings. 4. It is NOT true that chromatophores (a) are skin cells. (c) carry pigment. (b) adapt to surrounding colors. (d) change the ocean floor. 5. It is NOT mentioned in the passage that sand dabs and flounders (a) move to new environments. (c) change their eating habits. (b) can change color. (d) adapt to textures around them. 53 TEXT 9: SMALL BUT DEADLY ENEMIES When we are young, we learn that tigers and sharks are dangerous animals. We might be scared of them because they are big and powerful. As we get older, however, we learn that sometimes the most dangerous animals are also the smallest ones. In fact, the animal that kills the most people every year is one that you have probably killed many times: the mosquito. While it may seem that all mosquitoes are biters, this is not actually the case. Male mosquitoes eat plant nectar. On the other hand, female mosquitoes feed on animal blood. They need this blood to live and produce eggs. When a female mosquito bites a human being, it transmits a small amount of saliva into the blood. This saliva may or may not contain a deadly disease. The result of the bite can be as minor as an itchy bump or as serious as death. Because a mosquito can bite many people in the course of its life, it can carry diseases from one person to another very easily. Two of the most deadly diseases carried by mosquitoes are malaria and yellow fever. More than 700 million people become sick from these diseases every year. At least 2 million of these people will die from these diseases. Many scientists are working on safer and better ways to kill mosquitoes, but so far, there is no sure way to protect everyone in the world from their deadly bites. Mosquito nets can be placed over beds to protect people against being bitten. These nets help people stay safe at night, but they do not kill any mosquitoes. Mosquitoes have many natural enemies like bats, birds, dragonflies, and certain kinds of fish. Bringing more of these animals into places where mosquitoes live might help to cut down the amount of mosquitoes in that area. This is a natural solution, but it does not always work very well. Mosquitoes can also be killed with poisons or sprays. Even though these sprays kill mosquitoes, they may also harm other plants or animals. Although mosquitoes may not seem as scary as larger, more powerful animals, they are far more dangerous to human beings. But things are changing. It is highly likely that one day scientists will find a way to keep everyone safe from mosquitoes and the diseases they carry. Source: http://www.englishforeveryone.org/Topics/Reading-Comprehension.htm 1) According to the author, some people are more afraid of tigers and sharks than mosquitoes because tigers and sharks: A. kill more people than mosquitoes. C. are big and powerful. B. are found all over the world. D. have no natural enemies. 2) Based on the information in paragraph 2, we can understand that: I. male mosquitoes and female mosquitoes have different eating habits. II. male mosquitoes are harmless to humans. III. female mosquitoes are responsible for transmitting diseases to humans. A. I only is correct. C. I and II only are correct. B. II and III only are correct. D. I, II, and III are correct. 3) As used in paragraph 2, minor most nearly means: A. insignificant. B. frustrating. C. deadly. D. dangerous. 4) Based on information in paragraph 3, it can be understood that if you get sick with malaria or yellow fever, your chances of survival are: A. terrible. B. very good. C. not good. D. mediocre. 5) It can be understood that the introduction of dragonflies might reduce the number of flies in a given area because dragonflies: A. work together with mosquitoes. C. kill mosquitoes. B. cannot be killed by poisons or sprays. D. attract bats. http://www.englishforeveryone.org/Topics/Reading-Comprehension.htm54 6) Which of the following best summarizes the information in paragraph 4? A. Mosquito nets provide adequate protection from deadly mosquitoes. B. Poisons and sprays provide adequate protection from deadly mosquitoes. C. The introduction of the mosquito's natural enemies provides adequate protection. D. There is no perfect solution to the mosquito problem. 7) Which of the following word best describes the author's overall attitude towards the prospect of solving the mosquito problem? A. hopeless B. hopeful C. doubtful D. annoyed TEXT 10 It is bad to have food stuck between your teeth for long periods of time. This is because food attracts germs, germs produce acid, and acid hurts your teeth and gums. Flossing helps to remove the food that gets stuck between your teeth. This explains why flossing helps to keep your mouth healthy, but some doctors say that flossing can be also good for your heart. It may seem strange that something you do for your teeth can have any effect on your heart. Doctors have come up with a few ideas about how flossing works to keep your heart healthy. One idea is that the germs that hurt your teeth can leave the mouth and travel into your blood. Germs that get into the blood can then attack your heart. Another idea is based on the fact that when there are too many germs in your mouth, the body tries to fight against these germs. For some reason, the way the body fights these mouth germs may end up weakening the heart over time. Not every doctor agrees about these ideas. Some doctors think that the link between good flossing habits and good heart health is only a coincidence. A coincidence is the occurrence of two or more events at one time apparently by mere chance. The incidence of these events is completely random, as they do not admit of any reliable cause and effect relationship between them. For example, every time I wash my car, it rains. This does not mean that when I wash my car, I somehow change the weather. This is only a coincidence. Likewise, some doctors think that people who have bad flossinghabits just happen to also have heart problems, and people who have good flossing habits just happen to have healthy hearts. The theory that flossing your teeth helps to keep your heart healthy might not be true. But every doctor agrees that flossing is a great way to keep your teeth healthy. So even if flossing does not help your heart, it is sure to help your teeth. This is enough of a reason for everyone to floss their teeth every day. (http://www.englishforeveryone.org/Topics/Reading-Comprehension.htm) 1) Which of the following would be the best title for this passage? A. Why Doctors Disagree about Flossing C. How to Keep Your Teeth Healthy B. Flossing Your Way to a Healthy Heart D. Flossing by Coincidence 2) Flossing effectively helps to keep your mouth healthy by preventing: A. The body from fighting against the germs. C. Food from entering your body. B. Germs from entering into your blood. D. Acid from contacting your teeth and gums. 3) In paragraph 2, the author introduces ideas about how flossing works to keep your heart healthy. Exactly how many of these ideas does the author put forth in this paragraph? A. 1 B. 2 C. 3 D. 4 4) Based on paragraph 2, it can be understood that germs in the mouth may harm your heart by: I. getting into the blood that flows to the heart. II. forcing the body to fight against too many of them. III. causing food to get stuck in the arteries. A. Il only is correct. C. I and II only are correct. B. II and III only are correct. D. I, II, and III are correct. 55 5) In paragraph 2, the author explains how having too many germs in your mouth can "end up weakening the heart." Using the passage as a guide, it can be understood that with respect to the actual way in which this occurs, doctors are: A. sure of their conclusions. C. confident in their estimations. B. extremely knowledgeable. D. uncertain but speculative. 6) Which of the following best states the main idea of the final paragraph? A. Because doctors do not agree that flossing will help your heart, it is useless to floss. B. It is a fact that flossing can help your heart as well as your teeth. C. Even if flossing is only good for your teeth, you should still do it every day. D. There is no good reason to believe that flossing will help your heart, but it is still a good idea to do it every day. TEXT 11 When you imagine the desert, you probably think of a very hot place covered with sand. Although this is a good description for many deserts, Earth’s largest desert is actually a very cold place covered with ice: Antarctica. In order for an area to be considered a desert, it must receive very little rainfall. More specifically, it must receive an average of less than ten inches of precipitation—which can be rain, sleet, hail, or snow—on the ground every year. Antarctica, the coldest place on earth, has an average temperature that usually falls below the freezing point. And because cold air holds less moisture than warm air, the air in Antarctica does not hold much moisture at all. This is evident in the low precipitation statistics recorded for Antarctica. For example, the central part of Antarctica receives an average of less than 2 inches of snow every year. The coastline of Antarctica receives a little bit more—between seven and eight inches a year. Because Antarctica gets so little precipitation every year, it is considered a desert. When precipitation falls in hot deserts, it quickly evaporates back into the atmosphere. The air over Antarctica is too cold to hold water vapor, so there is very little evaporation. Due to this low rate of evaporation, most of the snow that falls to the ground remains there permanently, eventually building up into thick ice sheets. Any snow that does not freeze into ice sheets becomes caught up in the strong winds that constantly blow over Antarctica. These snow-filled winds can make it look as if it is snowing. Even though snowfall is very rare there, blizzards are actually very common there. Source: http://www.englishforeveryone.org/Topics/Reading-Comprehension.htm 1) The main purpose of paragraph 1 is to: A. accept a conclusion. C. summarize an idea. B. provide a brief history. D. deny a common belief. 2) The best title for this passage would be: A. Earth’s Many Deserts C. Antarctica: The Coldest Place on Earth B. A Desert of Ice D. Unusual Blizzards 3) Africa’s Sahara Desert is the second-largest desert on earth. Based on the information in the passage, what characteristic must the Sahara share with Antarctica? A. low temperatures C. high temperatures B. frequent blizzards D. low precipitation 4) As used in paragraph 2, which is the best definition for precipitation? A. Moisture in the air that falls to the ground. B. Weather events that only happen in very cold areas. C. Any type of weather event. D. A blizzard that occurs in areas with limited snowfall. 56 5) In paragraph 2 the author writes, "And because cold air holds less moisture than warm air, the air in Antarctica does not hold much moisture at all." Using this information, it can be understood that: A. air in Brazil holds more moisture than the air in Antarctica. B. air surrounding a tropical island holds less moisture than the air in Antarctica. C. air in the second floor of a house is typically warmer than air on the first floor. D. air at the mountains is typically colder than the air at the beach. 6) According to the final paragraph, snow that falls over Antarctica: I. becomes part of the Antarctic ice sheet. II. is blown around by strong winds. III. evaporates quickly back into the atmosphere. A. l only is correct. C. I and II only are correct. B. II and III only are correct. D. I, II, and III are correct. 7) Based on the information in the final paragraph, it can be understood that a blizzard is: A. an intense cold wind filled with snow. C. water falling in drops. B. precipitation in the form of small balls. D. frozen or partly frozen rain. TEXT 12: MOTHER TONGUE First language, also known as mother tongue, is generally the language a person learns first. However one can have two or more native languages, thus being a native bilingual or indeed multilingual. The order in which these languages are learned is not necessarily the order of proficiency. Incomplete first language skills often make learning other languages difficult. Often a child learns the basics of his or her first language or languages from his or her family. The term mother tongue, however, should not be interpreted to mean that it is the language of one's mother. For instance, in some paternal societies, the wife moves in with the husband and she may have a different first language or dialect than the local language of the husband. Yet their children usually only speak their local language. (http://www.grammarbank.com/online-reading-comprehension) 1. According to the passage, first language skills: A) Take a very long time to develop. B) Have negative effects in foreign language acquisition. C) Play an important role in learning a new language. D) Are not transferable to the second language. 2. We understand from the passage that: A) Most bilinguals don't have a dominant language. B) The acquisition of a first language is the most complex skill anyone ever learns. C) Most children have learning difficulties in acquiring their first language. D) One's mother tongue might not be the language of the parents. 3. One can infer from the reading that: A) One cannot be a native speaker of more than two languages. B) Very few children throughout the world learn to speak two languages. C) It is possible for a bilingualto become more competent in his second language. D) Bilinguals use their two languages for different purposes and functions. 4. The expression “for instance” in bold (line 7) is a synonym of: A) For example. C) In order to. B) For that reason. D) However. 57 TEXT 13: WHAT IS TIC? A tic is a repeated, impulsive action, reflexive in nature, which the person feels powerless to control or avoid. Only when the individual with a tic disorder performs the tic, are tension and anxiety released. Tics can be triggered by an emotional state or sensation, or can happen for no obvious reason. General types of tics include verbal tics, facial tics, and other muscular tics. Physical and psychological therapy and medication can cause tics to go away, often permanently. Muscular tics often affect the eyes, hands and multiple muscles at once. Some forms of stuttering (speech disorder in which the flow of speech is disrupted by involuntary repetitions and prolongations of sounds, syllables, words or phrases) are caused by muscular tics in the throat, tongue, or vocal cords when speaking or preparing to speak. (http://www.grammarbank.com/reading-worksheet-11.html) 1. According to the reading, tics: A) Are nothing to be worried of. B) Can be stopped voluntarily for brief periods. C) Can't be consciously controlled. D) Do not need particular treatment. 2. As it is pointed out in the passage: A) There is usually no need to see the health care provider for a tic. B) A tic can involve only one muscle at a time. C) People with tics often feel less anxious after the tic is over. D) Drugs can not treat tics successfully. 3. One can infer from the passage that: A) Anxiety can be a side effect of medication to treat tics. B) The cause may be harder to detect in the case of a facial tic. C) Most tics are mild and hardly noticeable. D) Psychological support may be helpful for those with tics. 4. According to the text, all of the statements below are correct, except: A) Stuttering is a speech disorder. C) Stuttering is involuntary. B) Stuttering is a kind of tic. D) One can control his stuttering easily. TEXT 14: COMMON COLD AND FLU Scratchy throats, stuffy noses and body aches all spell misery, but being able to tell if the cause is a cold or flu may make a difference in how long the flu lasts. That's because the prescription drugs available for the flu need to be taken soon after the illness sets in although the symptoms can be eased with over-the-counter medications. As for colds, the sooner a person starts taking over-the-counter remedy, the sooner relief will come. Cold symptoms such as stuffy nose, runny nose and scratchy throat typically develop gradually, and adults and teens often do not get a fever. On the other hand, fever is one of the characteristic features of the flu for all ages. And in general, flu symptoms including fever and chills, sore throat and body aches come on suddenly and are more severe than cold symptoms. (http://www.grammarbank.com/esl-reading-comprehension-15.html) 1. According to the passage, knowing the cause of scratchy throats, stuffy noses and body aches: A) Reduces the likelihood of catching cold. B) Encourages patients to buy over-the-counter medications. C) Will shorten the duration of the flu. D) Prevents people from getting infected. 58 2. According to the passage, to combat the flu effectively: A) The virus which causes the disease has to be identified. B) Patients should only use over-the-counter medications. C) One should take the necessary medications upon catching the disease. D) People should try some alternative remedies. 3. It is pointed out in the reading that: A) Fever is the most important feature of a cold. B) Flu symptoms are not as severe as cold symptoms. C) The flu can be prevented by the flu vaccine. D) Over-the-counter drugs can ease the misery caused by a cold or the flu. 4. Based on the information from the text, we can understand that: I. Cold symptoms are worse than flu symptoms. II. Prescription drugs are different from over-the-counter medicine. III. Children tend to have fever more often than adults. A) I only is correct. C) I and II only are correct. B) II and III only are correct. D) I, II, and III are correct. TEXT 15: WOMEN TAKING THE HUSBAND'S NAME Many women in Western society, aware of the power of names to influence identity, are aware that choosing how to identify themselves after marriage can be a significant decision. They may follow the tradition of taking their husband's last name or keep their birth name. One fascinating survey reveals that a woman's choice is likely to reveal a great deal about herself and her relationship with her husband. Women who take their husband's name place the most importance on relationships. On the other hand, women who keep their birth names put their personal concerns ahead of relationships and social expectations. (http://www.grammarbank.com/short-esl-article.html) 1. According to the passage, women who take their husband's name: A) Are achievement oriented. B) Are considered somewhat selfish by others. C) Give importance to their relationship. D) Are usually the dominant partner in the marriage. 2. We conclude from the passage that the names women choose after getting married: A) Actually reveal a lot about themselves. B) Concern others, especially their husbands, a great deal. C) Have caused a great concern in Western societies since 1980s. D) Show whether they are successful or not. 3. It is stated in the passage that women who keep their birth names: A) Are generally very warm and sensitive. C) Value relationships a lot. B) Tend to be traditional regarding marriage. D) Worry more about themselves. 4. Based on the information from the text, we can understand that: I. Names are important when it comes to identity. II. Women in Western society always keep their husbands’ names. III. Many women in Western society have powerful names. A) I only is correct. C) I and II only are correct. B) II and III only are correct. D) I, II, and III are correct. 59 TEXT 16: ENGLISH - THE INTERNATIONAL LANGUAGE 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 English is part of the Germanic branch of the Indo-European family of languages. It is spoken as a native language by around 377 million and as a second language by around 375 million speakers in the world. Speakers of English as a second language will soon outnumber those who speak it as a first language. Around 750 million people are believed to speak English as a foreign language. English has an official or a special status in 75 countries with a total population of over 2 billion. The domination of the English language globally is undeniable. English is the language of diplomacy and international communications, business, tourism, education, science, computer technology, media and Internet. Because English was used to develop communication, technology, programming, software, etc., it dominates the web. 70% of all information stored electronically is in English. British colonialism in the 19th century and American capitalism and technological progress in the 20th century were undoubtedly the main causes for the spread of English throughout the world. The English language came to British Isles from northern Europe in the fifth century. From the fifteenth century, the British began to sail all over the world and became explorers, colonists and imperialists. They took the English language to North America, Canada and the Caribbean, to SouthAfrica, to Australia and New Zealand, to South Asia (especially India), to the British colonies in Africa, to South East Asia and the South Pacific. The USA has played a leading role in most parts of the world for the last hundred years. At the end of the 19th century and first quarter of the 20th, it welcomed millions of European immigrants who had fled their countries ravaged by war, poverty or famine. This labor force strengthened American economy. The Hollywood film industry also attracted many foreign artists in quest of fame and fortune and the number of American films produced every year soon flooded the market. Before the Treaty of Versailles (1919), which ended the First World War between Germany and the Allies, diplomacy was conducted in French. However, President Woodrow Wilson succeeded in having the treaty in English as well. Since then, English started being used in diplomacy and gradually in economic relations and the media. The future of English as a global language will depend very largely on the political, economical, demographic and cultural trends in the world. The beginning of the 21st century is a time of global transition. According to some experts, faster economic globalization is going hand in hand with the growing use of English. More and more people are being encouraged to use English rather than their own language. On the other hand, the period of most rapid change can be expected to be an uncomfortable and at times traumatic experience for many people around the world. Hence, the opposite view, that the next 20 years or so will be a critical time for the English language and for those who depend upon it. The patterns of usage and public attitudes to English which develop during this period will have long-term effects for its future in the world. (Source: CRYSTAL, David. English as a global language, Cambridge University Press, 1997). 60 1. De acordo com as informações apresentadas no primeiro e segundo parágrafo, assinale a alternativa INCORRETA: a. ( ) O inglês é mais falado como segunda língua do que como primeira. b. ( ) Mais de 700 milhões de pessoas falam a Língua Inglesa como língua estrangeira. c. ( ) Inglês é uma língua de origem germânica. d. ( ) É inegável a importância do Inglês no mundo moderno. 2. De acordo com as informações apresentadas no texto, NÃO pode ser considerado causa da expansão da língua inglesa: a. ( ) o colonialismo britânico. c. ( ) o capitalismo americano. b. ( ) o progresso tecnológico. d. ( ) a imigração europeia. 3. De acordo com o texto, os imigrantes que vieram para os Estados Unidos foram impulsionados a fazê-lo devido aos seguintes fatores, EXCETO: a. ( ) Doenças. b. ( ) Pobreza. c. ( ) Fome. d. ( ) Guerra. 4. De acordo com o texto, no fim do século XIX, a vinda dos imigrantes para os Estados Unidos: a. ( ) prejudicou a indústria cinematográfica. b. ( ) fortaleceu a indústria cinematográfica. c. ( ) motivou o uso da Língua Inglesa em acordos diplomáticos. d. ( ) atraiu artistas americanos. 5. No quarto parágrafo, o pronome THEIR (linha 25) se refere a: a. ( ) Parts. b. ( ) Years. c. ( ) Immigrants. d. ( ) Countries 6. Com relação ao texto, é INCORRETO afirmar: a. ( ) O futuro da Língua Inglesa dependerá de diferentes tendências no mundo. b. ( ) A globalização cresce em consonância com a Língua Inglesa. c. ( ) Hoje encoraja-se as pessoas a usarem mais a Língua Inglesa do que a materna. d. ( ) Atitudes com relação ao Inglês geralmente ocasionam experiências traumáticas. 7. A função do sufixo _EN na palavra “strengthened” (linha 26) é transformar: a. ( ) verbo em adjetivo. c. ( ) adjetivo em verbo. b. ( ) substantivo em verbo. d. ( ) advérbio em verbo. 8. A palavra “hence” (linha 41) pode ser substituída por: a. ( ) Although. b. ( ) However. c. ( ) Therefore. d. ( ) Moreover. 9. O modal WILL (linha 34) transmite a ideia de: a. ( ) futuro b. ( ) incerteza. c. ( ) permissão. d. ( ) possibilidade. 10. O sufixo _ER nas palavras “explorer” (linha 18) e “faster”(linha 37) designa: a. ( ) aquele que desempenha a ação expressa pelo verbo. b. ( ) grau comparativo de superioridade. c. ( ) comparativo de superioridade e quem desempenha uma ação, respectivamente. d. ( ) quem desempenha uma ação e comparativo de superioridade, respectivamente. 61 TEXT 17: BRAZIL NUT TREE The Brazil nut tree is one of the Amazon's longest living trees. It may live for about 1,000 years. Its flowers depend on bees for pollination. Once pollinated, a shell containing about 20 tiny seeds develops for over 15 months until it reaches the size of a coconut and falls to the forest floor. The trees are found exclusively in the Amazon forest. For that reason, harvesting is exhausting, even for the strong. Apart from bees and the Brazil nut harvesters, the life of many other plants and animals depend on this tree. The empty shells fill with rainwater and provide breeding grounds for flies, frogs and other animals. The major threat to the trees is forest clearing. Sustainable harvesting of Brazil nuts is therefore a vital way to provide protection to forests and save the Amazon. (http://www.grammarbank.com/brazil-nut-tree.html) 1. We can clearly understand from the passage that the Brazil nut: A) Is only found in the Amazon forest. So harvesting it requires demanding work. B) Is the only food bees show interest in. C) Is the fruit of the longest living tree in Amazon region. D) Must be harvested in 15 months after it has been planted. 2. We can infer from the passage that when considered ecologically: A) The empty shells provide breeding grounds for all the animals in the Amazon. B) Bees depend mainly on the flowers of Brazil nut trees to survive. C) The Brazil nut is important not only for some animals but also the Amazon's survival. D) The Brazil nut can only grow in places where there are flies and frogs. 3. It is clearly pointed out in the passage that: A) Since the Brazil nut tree only grows in the Amazon, it is the main attraction of this region. B) The process of pollination can be disturbed by the interference of bees. C) The shells are very important for some animals to breed. D) It is necessary to restrict the growth of the Brazil nut to save the Amazon. 4. The word “therefore” in bold (line 8) is a synonym of: A) Then. B) Moreover. C) However. D) Also. TEXT 18. ALCOHOL AND WOMEN INFERTILITY Alcohol consumption may be linked to women's risk of infertility, say researches supported by the National Institute of Child Health. In a study of nearly 6000 women, researchers from the Harvard School of Public Health looked at Data from seven infertility clinics. After adjusting for other factors that could affect results, such as age and cigarette smoking, researchers found a strong association between alcohol (more than the equivalent of seven cans of beer a week) and infertility due to ovulation problems. The inability to conceive was about 30 percent more likely to occur in women who drank moderately and about 60 percent more likely in women who drank heavily. (Source: http://www.grammarbank.com/reading-comprehension.html) 1. The passage tells us that: A) Smoking is not as harmful as alcohol. C) A lot of research has been done on smoking. B) We are unaware of the side-effects of infertility. D) Women who drink heavily have higher risk of infertility. 2. We learn from the text that infertile women: A) Think beer is not a kind of alcohol. B) Really don't like babies and don’t want them. C) May have had problems with alcohol, cigarettes or age. D) Take care of the ones who are suffering from alcohol abuse. 62Medicine ...................... 3- A partir de verbos: -ion/ - ation/ -ition (o processo ou o resultado de): Construct ……………………………compute ……………………………define………………….. Relate ……………………………….observe…………………………….. recognize…................… Select ……………………………….specialize ……………………………transmit….................… 4- Verbos + -ment/ - ance/ -ence (a ação ou o resultado da ação de): Interfere ………………………………assist ……………………………arrange……………….... Occur …………………………………attend……………………………commit……………….... Refer ………………………………….resist ……………………………improve……..............…. 5- Verbos + -al/ - age (o ato ou o resultado do ato de): Approve ……………………………….marry ………………………… refuse ….......................… pass ........................................................renew ………………………….store................................. remove ………………………………. reverse ………………………..drain………..............…… 6- Substantivos + -let/ - ette/ -y (diminutivos): Book ....................................................cigar............................................ dad............... ..................... 7- Substantivos masculinos + -ess = feminino: Actor............................ lion............................ prince............................ god ..................................... 8- Substantivos ou adjetivo + -hood/ - ship/ -dom/ -ery (status, domínio, condição): Child …………………….companion …………………….refine…………………………..….….. father ……………………leader ………………………….free …..……………………………….. slave …………………….nurse ………………………… relation ………………………............. 9- Verbos + -ing (resultado de atividade ou a atividade de: learn ……………………. happen …………..…………….teach……………………….……….….. cook …………………… wash …………………………. act. …..……………………..…………. record …………………….clean ………………………… study …………………………............. 10- Substantivos + -ful (a quantidade contida em ): mouth ……….........…… spoon ……………............. hand……………………...….. 11- Adjetivos + -ness, -ity, -ty = substantivos abstratos: great …………..… useful ……….…. heavy ……......… …. ugly …………… probable ……..… . relative ……..…… responsible…………… active …………… safe …………… 6 B- FORMAÇÃO DE PALAVRAS ADJETIVAS 1- Substantivo + _ful (“que tem” ou “cheio de”) / + _less (“que não tem”): faith ………………………care…………………………..meaning ……………………. use……………………… harm …………………………thank ………………………… help……………………… power………………………….(frightful / fearless – noiseless/ noisy) 2- Verbos ou substantivos + -able/ - ible (“que pode ser”): avoid ............................consider ...........................permit ............................ defend .......................... convert .........................compute........................... predict.............................divide ............................ 3- Substantivos + -y/ - ly (“que tem a qualidade ou a aparência de”): grease ……………salt ……..……sun …………… father…………………..week ……………… friend…..................day …….... rust…………… year ………………… mud………..........… 4- Verbos + -ive (forma adjetivos correspondentes): destroy ………………relate ……………………construct……………….... select ………………… explode ………………imagine…………………produce..……………….... compare ……………... 5- Substantivos + -like (“que tem a aparência de”): box ……………………………….child ………………………… cat …....................................… 6- Substantivos ou verbos + -some (“ que causam”): fear ....................................................tire............................................ trouble.................................... 7- Substantivos + -worthy (“digno de”): trust................................... note..................................... praise......................................................... 8- Substantivos abstratos + -ous (forma adjetivos correspondentes): ambition …………………….error ……………………. virtue…………………………..…...….. 9- Substantivos + -ed (“feito de” ou “que tem a aparência ou características de”: point ……………………. wood ……………………. blue eyes…………………….……….….. 10- Verbos + -ed (“o que recebe a ação do verbo”) +ing (“o que realiza a ação do verbo”): charm ……….........……………. frighten……………............…….relaxe……………………...….. C- FORMAÇÃO DE VERBOS 1. Transforma substantivos e adjetivos em verbos (-ify): beauty .............................. code ................... clear .............................. ample ................ ............. certain ............................. class ………….. simple ………………… humid …………….…… 2. Transforma substantivos e adjetivos em verbos (-ize): critical .............................. hospital ................... modern .............................. legal ......... .............. concrete ............................. symbol ………….. person ………………… sympathy…………. 3. Transforma adjetivos em verbos (-en): deaf ................................... less ......................... ripe ............................... broad ..... ................. loose ...................................quick ....................... wide ............................... short.......................... 7 D- FORMAÇÃO DE PALAVRAS POR PREFIXAÇÃO 1- Prefixos negativos a) Os prefixos un-, in-, il- (antes de l), im- (antes de labiais p/b), ir- (antes de r) significam “o oposto de”, “não” e são acrescentados a adjetivos. Da mesma forma dis- torna negativos adjetivos, verbos e substantivos abstratos. Outro prefixo que acrescenta ideia de negação é non- . ______ able ______ different ______ logical ______ responsible ______ expected ______ accurate ______ polite ______ relevant ______ successful ______ direct ______ relevant ______ honest ______ interesting ______ sane ______ possible ______ -smoking b) O prefixo a- normalmente significa “sem” ou “falta de”: ______ cephalous ______ moral ______ symmetry ______ morphous 2- Prefixos reversativos (Os prefixos un-, de-, dis- quando acrescentados a verbos possuem o significado de “reverter a ação de”) ______ button ______frost ______connect ______ tie ______ do ______centralize ______infect ______appear 3- Prefixos pejorativos (Os prefixos mis- e mal- acrescentam ideia de erro. O prefixo pseudo- transmite um sentido de “falsidade”) ______ understand ______calculate ______place ______ formed ______nutrition ______function ______ -scientific ______treat ______judge 4- Prefixos que indicam grau ou tamanho. Podem acrescentar uma idéia de superioridade ( arch-, super-, out-, sur-, over-, hyper-, ultra-) ou inferioridade (sub-, under-, mini-) ______ grow ______ charge ______ standard ______ privileged ______ dose ______ bishop ______ natural ______ -skirt ______ violet ______ sensitive 5- Prefixos que indicam atitude de igualdade ( co-), de oposição (counter-, anti-) e a favor (pro-): ______ worker ______ act ______ body ______ -american 6- Prefixos que indicam lugar (super-= sobre; sub- abaixo; inter- = entre; trans- = através): ______ intendent ______ conscious ______ national ______ atlantic 7- Indicam tempo e sequência (fore- e pre- (antes de), post- (depois), ex- (anterior), re-(repetição): ______ tell ______ cast ______ father ______ school ______ use ______- war ______- president 8- Indicam quantidade (uni-, mono- = um/ bi-, bi- =dois/ tri- =três/ multi-, poly-=muitos): ______ lateral ______ focal ______ cycle ______ gamy 9-Outros (auto- (próprio, de si mesmo); neo- (novo); pan- (todo); proto- (primeiro, original); semi-; vice-): ______biography ______ -American ______ type ______ -circle ______-president 8 Estratégias de leitura A prediction is a good guess about what the story will be about or what will happen next. Good readers make predictions3. The researchers supported by the National Institute of Child Health: A) Have been victims of infertility. B) Have spent a lot of money on fertility. C) Said alcohol may affect women's fertility. D) Have also worked for Harvard University. 4. According to the passage, one can assume that women who are infertile: A) Are students at Harvard University. B) Used to go hospitals because of serious problems. C) Smoked a lot of cigarettes when they were young. D) Possibly drink more than seven cans of beer a week. TEXT 19. BLUE JEANS Blue jeans are casual pants noted for their strength and comfort. Blue jeans in the form we know today didn't come about until the middle of the nineteenth century. Levi Strauss, an enterprising immigrant who happened to have a few bolts of blue denim cloth on hand, recognized a need for strong work pants in the mining communities of California. He first designed and marketed "Levi's" in 1850 and there have been only minor alterations to the original design since then. Blue jeans started becoming popular among young people in the 1950s. In the year 1957, 150 million pairs were sold worldwide. This growing trend continued until 1981. Although blue jeans have remained basically the same since they were first designed, they have always been versatile enough to meet market demands. (Source: http://www.grammarbank.com/reading-comprehension.html) 1. We can infer from the passage that jeans: A) Have changed a lot. B) Are still used in most of the mines in America. C) Are still popular with the miners in California. D) Have been more popular than other kinds of pants. 2. Blue jeans are popular because they: A) Are useful for the miners. B) Are strong and comfortable. C) Became stylish a few years ago. D) Will undergo changes in the future. 3. It is clear from the passage that the first blue jeans were: A) Designed in the 1950s. B) Not as strong as those of today. C) Different in color from modern ones. D) Worn mainly because of their durability. 4. We can understand from the passage that the first jeans designed by Levi Strauss: A) Were mostly preferred by the young. B) Sold a lot though they were not cheap. C) Sold 150 million pairs throughout the world. D) Were not really different from jeans worn today. 63 TEXT 20. INSECTS Insects are found throughout the world except on the poles. Fossil records indicate that many species exist today in much the same form as they did 200 million years ago. Their enormous biological success is attributed to their small size, and the remarkable adaptive abilities of the group as a whole, shown by the enormous variety in body structure and way of life. The mouth parts may be adapted to chewing or sucking and the legs for running, jumping or swimming. Insects may feed on plants or prey upon other small animals or parasitize larger ones; they may be omnivorous or highly specialized in their diets. They display a remarkable variety of adaptive shapes and colors that may serve either as camouflage or as a sign of warning to predators. Some have stinging spines or hairs and blistering or noxious secretions, used for defense. (Source: http://www.grammarbank.com/reading-comprehension.html) 1. The passage is mainly concerned with: A) Why people do not like insects. B) The highly specialized diet of insects. C) How insects live and survive in groups. D) The features of insects that have enabled them to survive. 2. We may infer from the text that insects: A) Do not warn their predators. B) Are not able to live in some parts of the world. C) Cannot swim well enough to live in water. So they prefer land. D) Haven't been able to become adaptive to any kind of environment. 3. According to the passage, insects: A) Used to live on the poles in the distant past. B) Are able to adjust to the environment they live in. C) Rarely need camouflage as they are too small to be noticed. D) Have remained the same in the early years of their existence. 4. We understand from the text that insects have become adaptive to maintain their existence: A) But they are not likely to live much longer. B) Thanks to their size and their adaptive abilities. C) Due to being able to parasitize all other living organisms. D) As a result of the way they are able to defend themselves. TEXT 21. EROSION IN AMERICA Erosion of America's farmland by wind and water has been a problem since settlers first put the prairies and grasslands under the plow in the nineteenth century. By the 1930s, more than 282 million acres of farmland were damaged by erosion. After 40 years of conservation efforts, soil erosion has accelerated due to new demands placed on the land by heavy crop production. In the years ahead, soil erosion and the pollution problems it causes are likely to replace petroleum scarcity as the nation's most critical natural resource problem. (Source: http://www.grammarbank.com/reading-comprehension.html) 1. The author points out in the passage that erosion in America: A) Was on the decline before 1930s. B) Occurs only in areas with no vegetation. C) Has forced people to abandon their settlements. D) Can become a more serious problem in the future. 64 2. As we understand from the reading, today, soil erosion in America: A) Happens so slowly that it is hardly noticed. B) Is worse than it was in the nineteenth century. C) Is the most critical problem that the nation faces. D) Causes humans to place new demands on the land. 3. It is pointed out in the reading that in America: A) There are many ways to reduce erosion. B) Water is undoubtedly the largest cause of erosion. C) Soil erosion has increased due to the overuse of farming lands. D) Petroleum is causing heavy soil erosion and pollution problems. 5. We can say that erosion: A) Is acceptable where there is heavy crop production. B) Has increased because of new demands placed on the land. C) Is worse in areas which have a lot of petroleum production. D) Has been under control ever since first settlers started planting. TEXT 22. NATURE VERSUS NURTURE People have wondered for a long time how their personalities and behaviors are formed. Two distinct schools of thought on the matter have developed. The two approaches are very different from one another. The controversy is often referred to as nature and nurture. Those who support the nature side of the conflict believe that our personalities and behavior patterns are largely determined by biological and genetic factors. That our environment has little to do with our abilities, characteristics, and behavior is central to this theory. Proponents of the nurture theory claim that our environment is more important than our biologically based instinct in determining how we will act. They see humans as beings whose behavior is almost completely shaped by their surroundings. Neither of these theories can yet fully explain human behavior. In fact, it is quite likely that the key to our behavior lies somewhere between these two extremes. That the controversy will continue for a long time is certain. (Source: http://www.grammarbank.com/reading-comprehension.html) 1. One can understand from the passage that supporters of the nature theory believe that: A) A person's instincts have little effect on his actions. B) There are a lot of similarities between the two theories. C) Biological reasons have a strong influence on how we act. D) Environment is important in determining a person's personality. 2. It is stated in the passage that, according to the nurture theory: A) We are almost completely governed by our instincts. B) A person's character is greatly influenced by his environment. C) Human behavior can be predicted based on knowledge of genetics.D) It is possible to measure the heritability of a trait within a population. 3. One point made by the writer in the passage is that: A) The behaviorists' view correctly explains how we act. B) Biologically based instincts have very little to do with behavior. C) Environment is the most important factor in determining personality. D) The best explanation of behavior will probably take ideas from both theories. 4. In fact, in line 9, is a synonym of: A) Indeed. B) Although. C) In short. D) In addition to. 65 IRREGULAR VERBS 1) TRÊS FORMAS IGUAIS BASE SIMPLE PAST FORM PAST PARTICIPLE bet bet bet (Apostar) bid bid bid (oferecer, fazer uma oferta) broadcast broadcast broadcast (irradiar, transmitir /via TV ou rádio/) cast cast cast (arremessar, atirar) cost cost cost (custar) cut cut cut (cortar) hit hit hit (bater) hurt hurt hurt (ferir, machucar; magoar) let let let (deixar) Cut put put put (colocar) quit quit quit (parar, desistir, abandonar) read /ii/ read /é/ read /é/ (ler) set set set (pôr, colocar; ajustar) shed shed shed (derramar) shut shut shut (fechar) spit spit spit (cuspir) split split split (dividir) spread spread spread (espalhar; disseminar, difundir) 2) PRIMEIRA E TERCEIRA FORMAS IGUAIS become became become (tornar-se) come came come (vir) overcome overcame overcome (superar) run ran run (administrar /negócio/, Run correr; concorrer /eleição/) 3) PRIMEIRA E SEGUNDA IGUAIS beat beat beaten (bater) 4) SEGUNDA E TERCEIRA IGUAIS EE /ii/ E /é/ E /é/ bleed bled bled (sangrar) breed bred bred (procriar, reproduzir) creep crept crept (rastejar) Bleed feed fed fed (alimentar) feel felt felt (sentir) flee fled fled (fugir, escapar) keep kept kept (manter) meet met met (encontrar; conhecer) sleep slept slept (dormir) sweep swept swept (varrer) 66 OLD ELD ELD behold beheld beheld (olhar, contemplar) hold held held (segurar; abraçar) uphold upheld upheld (sustentar; apoiar) I /I/ U / / U / / dig dug dug (cavar) spin spun spun (fazer girar) stick stuck stuck (fincar, enfiar) sting stung stung (picar, ferroar) swing swung swung (balançar) strike /ai/ struck struck (golpear; atacar) Dig /ei/ /ei/ /ei/ lay laid laid (pôr; botar ovos) make made made (fazer, fabricar) pay paid paid (pagar) /é/ /é/ have had had (ter) Sit lead led led (liderar) leave left left (deixar, partir) deal dealt dealt (negociar, tratar) say said said (dizer) sit sat sat (sentar) Build I /ai/ OUND /a/ OUND /a/ find found found (encontrar) bind bound bound (unir; encadernar) grind ground ground (moer) wind wound wound (enrolar; dar corda) D T T Buy build built built (construir) bend bent bent (curvar, entortar) lend lent lent (emprestar) send sent sent (enviar) spend spent spent (gastar) /ó/ /ó/ bring /I/ brought brought (trazer) buy /ai/ bought bought (comprar) catch /é/ caught caught (pegar, apanhar) fight /ai/ fought fought (lutar) Fight seek /ii/ sought sought (buscar; procurar) teach /ii/ taught taught (ensinar; lecionar) think /I/ thought thought (pensar) lose /uu/ lost lost (perder) shoot /uu/ shot shot (atirar; filmar) 67 /ô/ /ô/ sell sold sold (vender) Think shine shone shone (brilhar, reluzir) tell told told (contar) win won won (vencer) Outras pronúncias hear heard heard (ouvir) mean meant meant (significar) slide slid slid (deslizar, escorregar) stand stood stood (ficar em pé; suportar) Drink understand understood understood (entender) 4) TRÊS FORMAS DIFERENTES IN/IM A U begin began begun (começar) drink drank drunk (beber) ring rang rung (tocar /campainha/) shrink shrank shrunk (encolher) Sing sing sang sung (cantar) sink sank sunk (afundar) spring sprang sprung (saltar) stink stank stunk (feder) swim swam swum (nadar) O /ou/ OEN /ou/ Swim break broke broken (quebrar) choose chose chosen (escolher) freeze froze frozen (congelar) speak spoke spoken (falar) steal stole stolen (furtar) O /ou/ IEN /I/ Break drive drove driven (dirigir /veículo/) ride rode ridden (cavalgar; andar /de bicicleta) rise rose risen (erguer-se) strive strove striven (esforçar-se) write wrote written (escrever) OT /ó/ OTTEM /ó/ Drive get got gotten (obter) forget forgot forgotten (esquecer) AKE OOK /uu/ AKEN /ei/ overtake overtook overtaken (alcançar; conseguir) shake shook shaken (tremer) Ride take took taken (tomar) 68 I /I/ A /ei/ I – EN /I/ forbid forbade forbidden (proibir) forgive forgave forgiven (perdoar) give gave given (dar) Write I /ai/ I /I/ /I/ - EN bite bit bitten (morder) hide hid hidden (esconder) EW/u/ WN blow blew blown (soprar; explodir) Bite draw drew drawn (desenhar) fly flew flown (voar; pilotar) know knew known (saber; conhecer) grow grew grown (crescer; cultivar) throw threw thrown (jogar, atirar) show showed * shown (mostar, exibir) Fly EAR O ORN swear swore sworn (jurar) tear tore torn (rasgar) wear wore worn (vestir; usar /roupas, perfumes, joias/) Throw ONE do did done (fazer) go went gone (ir) undergo underwent undergone (submeter-se a) EN Tear eat ate eaten (comer) fall fell fallen (cair) see saw seen (ver) Ain lie lay lain (deitar) slay slew slain (matar, assassinar) Fall 69 IRREGULAR VERBS beat beat beaten (bater) become became become (tornar-se) begin began begun (começar) bend bent bent (curvar, entortar) behold beheld beheld (olhar, contemplar) bet bet bet (Apostar) bleed bled bled (sangrar) breed bred bred (procriar, reproduzir) bid bid bid (oferecer, fazer uma oferta) bind bound bound (unir; encadernar) bite bit bitten (morder) blow blew blown (soprar; explodir) bring /I/ brought brought (trazer) broadcast broadcast broadcast (irradiar, transmitir /via TV ou rádio/) break broke broken (quebrar) build built built (construir) buy /ai/ bought bought (comprar) cast cast cast (arremessar, atirar) catch /é/ caught caught (pegar, apanhar) choose chose chosen (escolher) come came come (vir) cost cost cost (custar) creep crept crept (rastejar) cut cut cut (cortar) deal dealt dealt (negociar, tratar) dig dug dug (cavar) do did done (fazer) draw drew drawn (desenhar) drink drank drunk (beber) drive drove driven (dirigir /veículo/) eat ate eaten (comer) fall fell fallen (cair) feed fed fed (alimentar) feel felt felt (sentir) forbid forbade forbidden (proibir) fight /ai/ fought fought (lutar)find found found (encontrar) fly flew flown (voar; pilotar) flee fled fled (fugir, escapar) forget forgot forgotten (esquecer) forgive forgave forgiven (perdoar) freeze froze frozen (congelar) 70 get got gotten (obter) give gave given (dar) go went gone (ir) grind ground ground (moer) grow grew grown (crescer; cultivar) have had had (ter) hear heard heard (ouvir) hide hid hidden (esconder) hit hit hit (bater) hold held held (segurar; abraçar) hurt hurt hurt (ferir, machucar; magoar) keep kept kept (manter) know knew known (saber; conhecer) lay laid laid (pôr; botar ovos) lead led led (liderar) leave left left (deixar, partir) let let let (deixar) lend lent lent (emprestar) lie lay lain (deitar) lose /uu/ lost lost (perder) make made made (fazer, fabricar) mean meant meant (significar) meet met met (encontrar; conhecer) overcome overcame overcome (superar) overtake overtook overtaken (alcançar; conseguir) pay paid paid (pagar) put put put (colocar) quit quit quit (parar, desistir, abandonar) read /ii/ read /é/ read /é/ (ler) ride rode ridden (cavalgar; andar /de bicicleta) ring rang rung (tocar /campainha/) rise rose risen (erguer-se) run ran run (administrar /negócio/, correr; concorrer /eleição/) say said said (dizer) see saw seen (ver) seek /ii/ sought sought (buscar; procurar) sell sold sold (vender) send sent sent (enviar) set set set (pôr, colocar; ajustar) shake shook shaken (tremer) shed shed shed (derramar) shut shut shut (fechar) shine shone shone (brilhar, reluzir) shrink shrank shrunk (encolher) 71 sink sank sunk (afundar) sing sang sung (cantar) sit sat sat (sentar) slay slew slain (matar, assassinar) sleep slept slept (dormir) slide slid slid (deslizar, escorregar) spend spent spent (gastar) spin spun spun (fazer girar) spring sprang sprung (saltar) stick stuck stuck (fincar, enfiar) sting stung stung (picar, ferroar) strike /ai/ struck struck (golpear; atacar) strive strove striven (esforçar-se) stink stank stunk (feder) show showed * shown (mostar, exibir) shoot /uu/ shot shot (atirar; filmar) stand stood stood (ficar em pé; suportar) spit spit spit (cuspir) split split split (dividir) spread spread spread (espalhar; disseminar, difundir) swear swore sworn (jurar) speak spoke spoken (falar) steal stole stolen (furtar) sweep swept swept (varrer) swim swam swum (nadar) swing swung swung (balançar) take took taken (tomar) teach /ii/ taught taught (ensinar; lecionar) tear tore torn (rasgar) tell told told (contar) think /I/ thought thought (pensar) throw threw thrown (jogar, atirar) undergo underwent undergone (submeter-se a) understand understood understood (entender) uphold upheld upheld (sustentar; apoiar) wear wore worn (vestir; usar /roupas, perfumes, joias/) win won won (vencer) wind wound wound (enrolar; dar corda) write wrote written (escrever)many times during a story. Make a prediction when…  you read the title.  you see a heading.  the author asks a question.  you have a good idea about the story.  a chapter ends. Prediction  Based on the title (or picture), I predict that this story will be about. think the next chapter (or page) will be about. . .  Based on (a clue), I predict. .  Based on what ____ said or did, I predict. . . Asking questions about a story helps you have a purpose. or reason, for reading. Ask “teacher-like” questions:  Who are the characters?  What is going on?  When is this happening?  Where is ____?  Why is ____ important?  Why is that happening?  How are ____ and ___ alike or different?  Why would he/she do that?  What do I think about ___?  How does the story end?  Why would the author say that? Good readers ask themselves questions all the time while they are reading. Then they read to answer those questions. 9 TEXTO 1 Brazil night club fire kills 245 in Santa Maria (Sunday, January 27 2013) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 At least 245 people have died in a fire that swept through a nightclub in a university city in southern Brazil, police and officials say. Local media say the fire began when a band let off fireworks at the Kiss club in Santa Maria, Rio Grande do Sul. Reports say panic spread as people tried to get out. Many victims reportedly died from inhaling toxic fumes or from being crushed. The fire is now out and bodies are being removed from the scene. President Dilma Rousseff, who cut short a visit to Chile and was returning to Brazil, said everything possible would be done to help the injured and the families of the victims. "I would also like to say to the Brazilian people and to the people of Santa Maria that we stand together at this time, and that even though there's a lot of sadness, we will pull through," she said, speaking from Chile. In a tweet, the governor of Rio Grande do Sul, Tarso Genro, said it was a "sad Sunday" and that all possible action was being taken in response to the fire. He would be in the city later on Sunday, he added. A firefighter told BBC News he had never seen such a tragedy in his life, with the victims "so young". The priority for the authorities is now to identify the dead with many distressed relatives arriving at the scene, but in the hours ahead the focus will turn to the cause of this accident and safety procedures at the club, the BBC's Gary Duffy reports from São Paulo. Source: http://www.standardmedia.co.ke/ 1. Que tipo de gênero textual é esse? Qual sua função? Qual a ideia principal do texto? Quando e por que aconteceu o acidente? Quem transmite a informação? De onde o autor escreve? Ele escreve com base em algo visto ou relatado por outros? 2. Como os políticos reagiram à notícia? 3. Retire os verbos que estão no passado e siga o modelo: Irregulares Regulares Begin began (começar) Try tried (tentar) 4. Qual a ideia transmitida pelos conectivos? a) as b) from c) even though d) such e) at least f) ahead 5. Relacione as duas colunas, quanto ao significado dos sufixos: a. sadness ( ) Que sofre a ação do verbo b. action ( ) Transforma adjetivo em substantivo abstrato c. later ( ) Resultado da ação de d. firefighter ( ) Transforma adjetivo em substantivo abstrato e. priority ( ) Aquele que desempenha uma ação f. distressed ( ) Comparativo: mais 6. Retire cinco exemplos de palavras cognatas. 7. As palavras “relatives” e “injured” são falsos cognatos. O que elas significam? 8. Qual a diferença entre os dois tipos de terminação com _ing? a) “from inhaling” e “from being crushed” e b) “are being” e “was returning” 10 GRUPOS NOMINAIS 1. Menina bonita.  Beautiful girl. 2. Uma moça inteligente e bonita.  An intelligent and beautiful girl. 3. Nações Unidas.  United Nations. 4. Fundo Monetário Internacional (FMI)  International Monetary Fund (IMF) 5. Organização do Tratado do Atlantico Norte (OTAN) North Atlantic Treaty Organization (NATO)  A palavra cotton é um adjetivo ou um substantivo? A cotton shirt. A natural cotton. Em inglês o adjetivo vem, geralmente, antes do substantivo. No primeiro exemplo, cotton é adjetivo, colocado antes do substantivo shirt. Já no segundo exemplo, cotton é substantivo modificado pelo adjetivo natural. Em outras palavras: Cotton mudou sua classe gramatical de acordo com a posição que ocupa na frase. Em inglês, como em português, existe sempre a palavra principal (headword) em cada grupo nominal (nominal group): A very beautiful view. Exercícios: Circule os núcleos (headwords) e traduza os grupos nominais abaixo: Modern theoretical physics _______________________________________________________ Rio-São Paulo road _____________________________________________________________ The science research unit _________________________________________________________ First class hotel ________________________________________________________________ Road transport problems _________________________________________________________ Chief of economic planning _______________________________________________________ Train service information _________________________________________________________ Nice old brown American table ___________________________________________________ Beautiful little old blue ornaments __________________________________________________ A hard-working mother ___________________________________________________________ A first-class performance _________________________________________________________ A hard-hearted man ______________________________________________________________ Ozone layer ____________________________________________________________________ Greenhouse effect _______________________________________________________________ Long curly black hair ____________________________________________________________ Headword Modifiers 11 Estratégia de Leitura: Inferência Exercício - Vocabulary Guessing Os exercícios que seguem têm a finalidade de auxiliá-lo a desenvolver sua habilidade de adivinhar o significado das palavras fazendo uso do contexto. As sentenças abaixo contêm palavras que não existem em inglês identifique o significado dessas palavras usando o contexto. 1. Michael gave me a beautiful bunch of flowers: roses, dahlias, daisies, chrysanthemums, nogs and orchids. _________________ 2. If I don’t buy a blue car, then I might buy a fobble one. _________________ 3. I can’t cut with this knife because it is bugler. _________________ 4. John isn’t married, he’s meed. _________________ 5. Over the last 20 years our family has owned a great variety of wurgs: poodles, dalmatians, Yorkshire terriers, and even St. Bernards. _________________ 6. In the Middle Ages, prisoners were often physically tortured in order to make them pogmortle. _________________ 7. It was so brody that it was impossible to see more than 20 meters. _________________ 8. Even in the poorest parts of the country, people usually have a table, some chairs, a roup and a bed. _________________ 9. Of course he is bamp – he drank 6 “caipirinhas” in half-an-hour. ________________ 10. Be careful with Jimmy. He is considered a mutcher because he is always with a different girlfriend. _________________ 11. Whenever I go downtown I take the golper – it is faster than a bus and cheaper than a taxi. _________________ 12. The girls shut down the carties in order to get dressed. _________________ 13. Miss Baker is a very emating secretary– she is never late and types perfectly. _________________ 14.That woman is a grastor – she is always interested in the money she might get from her partner. _________________ 15. Mr. Thompson bought his wife a bingle ring – tomorrow is their wedding anniversary. _________________ 16. Stir the caple until it is soft, and then put it in the oven. _________________ 17. The little girl wanted a tupper to stand on it. The man in front of her was very tall. _________________ Ao encontrar uma palavra desconhecida você pode recorrer ao dicionário ou tentar adivinhar seu significado fazendo uso do contexto, isto é, observando a sentença em que a palavra aparece ou as sentenças anteriores e posteriores. Talvez você não conheça a palavra weight. Observe o que acontece quando ela é contextualizada: Many people are worried about their weight. To reduce weight they eat less, eliminate carbohydrates from their diet, do a lot of exercises to burn calories, etc. Agora leia o exemplo: The paintings contain circles, squares, triangles, pirries, cylindres and cubes. Certamente a única palavra que você não compreendeu foi pirries. No entanto sem usar dicionário, você reconhece que essa palavra é uma forma geométrica. (Obs.: pirries não existe em inglês) 12 TEXTO 2 Gang Attacks in Brazil Kill More Than 80 The New York Times / May 16, 2006 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 São Paulo, Brazil. Heavily armed police guarded the deserted streets of South America's largest city after four days of gang attacks left more than 80 people dead and brought most business to a standstill. The rampage included dozens of attacks on police stations, bars and banks and rebellions in many of São Paulo state's corrupt and overcrowded prisons. 'We're at war with them, there will be more casualties, but we won't back down,'' state military police chief Col. Elizeu Teixeira Borges said. Officials feared the violence could spread to Rio de Janeiro, where 40,000 police were put on high alert and extra patrols were dispatched to slums, police spokeswoman Thais Nunes said. There were also sporadic reports of violence in other cities in São Paulo state, including the killing of a prison guard with 20 shots to the head, Globo TV reported. The violence erupted with an attempt to isolate leaders of the First Capital Command gang, who control drug trafficking and many of São Paulo's prisons, by transferring eight of them last week to a high-security facility in a remote part of São Paulo state. Leaders of the gang, known here as the PCC, reportedly used cell phones the next day to order the attacks. Col. Elizeu called the violence ''a provocation, a show of force by organized crime'' and said the gangs have ''tentacles'' the reach around the world. In São Paulo, television images showed police forcing people from their cars at gunpoint in random checks. Parents pulled their children from schools, and businesses that normally stay open until midnight or later were closed before nightfall. ''We're scared,'' said Cristina Freitas, a ticket seller at a cinema. ''And who wouldn't be with everything that's going on?'' Thousands of terrified bus drivers refused to work, leaving an estimated 2.9 million people scrambling to find a way to work. The violence also weighed in on financial markets, with stocks plunging more than 2 percent as a perception took hold that Brazil is more risky than previously thought. The country's currency, the real, fell 2 percent against the U.S. dollar. The PCC was founded in 1993 in Sao Paulo's Taubate Penitentiary and became involved in drug and arms trafficking, kidnappings, bank robberies and extortion. It staged a prison uprising in 2001 in which 19 inmates died, and attacked more than 50 police stations in November 2003. Three officers and two suspected gang members were killed and 12 people injured in those attacks. 1) Responda: a- De que constituía o problema citado no texto? b- Quem foram os responsáveis? c- A quem era dirigido os ataques? d- Como estava a situação em São Paulo? e- Onde foi fundado o PCC? f- O que aconteceu em 2001 e 2003? 2) Retire do texto 5 exemplos de palavras cognatas. 3) Formação de palavras: separe os sufixos e prefixos das palavras em negrito de acordo com o modelo: Heavily= heavy ( adjetivo/ pesado) + -ly ( advébio de modo = mente) = pesadamente 13 False Cognates A. Tente inferior o significado das palavras em negrito a partir do contexto: 1. My father and my mother are my parents. 2. Brazil is a very large country. 3. That child is too weak to push the car. 4. What was the actual reason for that? 5. He pretended not to hear me, but actually he did. 6. I intended to attend that lecture but I couldn’t come. 7. Professor Clark is a great scholar. 8. The cigars from Havana are world famous. 9. Einsten was not a physician. He was a physicist. 10. On that particular occasion, I wasn’t there. 11. The new minister was appointed by the president last week. 12. He had an argument with the mayor over politics. 13. A sensible person would never do such a foolish thing. 14. They wanted to leave the theater, but they couldn’t find the exit. 15. Honesty is the best policy. 16. We stopped our work at 7 o’ clock and resumed it an hour later. 17. Thomas Edson had an ingenious mind. 18. Blankets are generally made of wool fabric. 19. Racial prejudice is still a problem in some countries. 20. The boss wants a comprehensive description of the nuclear plant. 21. He suffered several injuries and is in hospital now. 22. The explorers were lost in the desert. They had no compass. 23. I had never realized that she had such an exquisite taste. 24. People are dying of hunger. Don’t you feel sympathy? I sympathize. 25. Men wear collars on their shirts. Dogs wear collars too. 26. Actors are ordinary people. 27. I prefer beef to chicken. Waiter, a steak, please. 28. I am going to be candid with you: I hate that subject. 29. There will be no strike. The employers and the workers have reached a compromise. 30. It was not a deserted island. It was inhabited. 31. It was raining outside and the children were feeling miserable. 14 Estratégia de Leitura: Inferência (Contexto) Observe os seguintes exemplos: 1. Com um sorriso no rosto, o aniversariante apagou as velas. 2. Tenho que limpar as velas do carro. 3. O marinheiro levantou as velas do barco. 4. Eu não gosto de segurar vela. O contexto é sempre importante para a compreensão das palavras que têm vários significados diferentes. Como você traduziria as palavras sublinhadas? 1. The waiter filled their glasses with champagne. _____________________________________ 2. She went to the optician for a new pair of glasses. __________________________________ 3. The beauty salon charges ten dollars for a complete treatment, including nails. ___________ 4. I went to the hardware store to buy a hammer and some nails. _________________________ 5. A formal ball is an important part of the graduation rituals at UFV. _____________________ 6. Come on! Pass the ball. _______________________________________________________ 7. You missed a great show! We had a ball. _________________________________________ 8. The money was in the palm of his hand. _________________________________________ 9. There are beautiful palm trees in the south of Brazil. ________________________________ 10. Tomorrow I’ll ask my secretary to phone the head of the firm. ________________________ 11. She has nothing in her head. ___________________________________________________ 12. He had an accident because he failed to stop when the lights were red. _________________ 13. It’s getting dark in here. Turn on the lights, will you? _______________________________14. Dr. Battenburg has just published a paper on the consequences of recession. _____________ 15. Just a minute. I’ll get pen and paper. ____________________________________________ 16. Elephants are animals with big trunks? ___________________________________________ 17. Have you put the tent in the trunk of the car? ______________________________________ 18. She is still convalescent and must have a rest every afternoon. ________________________ 19. What are you going to do with the rest of the food? _________________________________ 20. When I was a child, I read the story of ‘Ali Baba and the Forty Thieves’. ________________ 15 Estratégia de Leitura: Skimming Skim (verb) = to remove the best content of something; to take off the top of a liquid. Skimming = to read quickly to get the general idea. // Skim milk (the cream was removed) Geralmente, todo o primeiro parágrafo deve ser lido em uma velocidade média. Freqüentemente, é aí que encontramos uma introdução ou uma visão geral do artigo ou reportagem. Algumas vezes, entretanto, o segundo parágrafo contém a introdução ou visão geral. O autor utilizou o primeiro parágrafo somente para ‘aquecer os motores’, ou para dizer algo engraçado ou interessante para atrair a atenção. A leitura do terceiro parágrafo pode não ser necessária mas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a idéia principal geralmente está na primeira frase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . “frase tópico”. Além da primeira frase, o leitor deve apreender algo, mas não todos os detalhes do resto do parágrafo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .. . . . . nomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . datas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... . . . . . . . . . . . . . . . . . . . . . . . Isto aqui não é importante . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . portanto algumas vezes a idéia principal está no meio ou até mesmo no final do parágrafo. Alguns parágrafos somente repetem idéias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . .. . . . . . . . . . . . .. . . . . . . . . . . . . . .. . . . . . . . . Ocasionalmente, a idéia principal não é encontrada na primeira frase de um parágrafo. Nestes casos, todo o parágrafo dever ser lido. Aí você pode deixar de ler muita coisa do próximo parágrafo . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . .. . . . . . . . . . . . . . . .. . . .. . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . .. . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . para ganhar tempo . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . Lembre-se de manter um ritmo rápido de leitura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . 800 p.p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Não tenha medo de deixar de ler a metade ou mais de cada parágrafo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Não se interesse e comece a ler tudo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . skimming é uma tarefa . . . . . .. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . Espera-se uma compreensão básica . . . . . . . . . . . . . . . . . . . . .. . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 50% . . . . . Os parágrafos finais devem ser lidos em sua totalidade uma vez que eles geralmente contêm um resumo. Lembre-se que a importância de skimming é conseguir entender as principais idéias do autor de uma maneira rápida. (adaptado de Skimming and Scanning) 16 Estratégia de Leitura: Scanning Diferentemente de skimming, scanning se refere à busca de informações precisas sobre um ponto específico. Por exemplo, se você quer ver o resultado do jogo Atlético x São Paulo no jornal da segunda-feira, não precisa ler todo o artigo sobre o jogo, mas somente a caixinha onde se encontra as informações básicas do jogo. Portanto, o leitor faz uso de scanning quando sabe qual informação procura e simplesmente passa os olhos pelo texto procurando por esta informação e pronto. No caso do jogo, ele não vai descobrir se foi um bom jogo, como foi a atuação do juiz, quem foi expulso ou quem marcou os gols. Tudo o que o leitor conseguiu retirar do texto foi Atlético 5 x 0 São Paulo. Leia as questões 1-4. A seguir, leia rapidamente o texto abaixo e escolha as melhores respostas párea as questões. 1. This passage is about 3. She goes to plays in a. an American student in New York. a. large theaters. b. a Japanese student in New York. b. small theaters. c. a Japanese boy studying in New York. c. New York. d. a Japanese student in Japan. d. all of the above. 2. Tomiko is 4. Tomiko has a. unhappy. a. few interests. b. happy. b. few friends. c. lonely. c. many interests. d. not busy. d. nothing to do. Tomiko is happy to be a student in New York. She is studying English at Columbia University. She plans to finish her English course in June. Then she will work on her master’s degree at New York University. Tomiko likes the many beautiful buildings in New York. x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x. Tomiko also likes the people in New York City. x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Best of all, Tomiko loves the theaters in New York. x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x A Busy Student Tomiko is happy to be a student in New York. She is studying English at Columbia University. She plans to finish her English course in June. Then she will work on her master’s degree at New York University. Tomiko likes the many beautiful buildings in New York. In fact,she plans to become an architect. Then she can build great buildings, too. Tomiko also likes the people in New York City. There are many different kinds of people. They speak many languages. Tomiko has made new friends from other countries. Best of all, Tomiko loves the theaters in New York. She goes to plays almost every week. Sometimes the plays are in theaters on Broadway. Sometimes the plays are in small theaters in other parts of the city. Tomiko is far from her home in Japan, but she is not sad. She goes to classes every day. She visits her friends. She goes to see new places, and she attends many plays. She is very busy and happy in New York. 17 TEXTO 3 Interview with Dr. John Suttie (Editor of Advances in Nutrition) Dr. John Suttie began investigating the workings of Vitamin K in the 1960s, very little was known about its effects. Through his research, Dr. Suttie was able to explain Vitamin K's operation as a cofactor in glutamate carboxylation in prothrombin. Dr. Suttie chaired the Department of Nutrition at the University of Wisconsin-Madison for many years. He now serves there as a Professor Emeritus of Biochemistry. He is also the author of Vitamin K in Health and Disease (Oxidative Stress and Disease). Interviewer: You are quite a leader in Vitamin K research and biochemistry. Could you tell us about how your research in the field has developed over the years? What current advances are you most excited about in relation to your research interests? Dr. Suttie: I started investigating Vitamin K a long time ago, in the early 1960s. At that time, what was known was that Vitamin K was somehow involved in a number of proteins needed to coagulate blood. In fact, that is about all that was known. I got started in the field to determine what it is that Vitamin K is doing. Although we knew it was required, there was no idea what it was required for. It turns out the Vitamin was acting to work as a substrate for an enzyme that modifies proteins after they are first synthesized by altering specific glutamic acid residue to gamma-carboxy glutamic acid residues which changes the activity of prothrombin and other clotting factors. This was the area in which I was most heavily involved. In later years, I got a bit more involved in the nutrition end, studying whether increasing Vitamin K intake could solve certain health problems. There was a lot of interest at one time in the role of Vitamin K in skeletal health. It turns out that it is unlikely that many people are not getting sufficient Vitamin K for that purpose, but there are other potential areas of concern. For example, there is one Vitamin K-dependent protein that appears to prevent calcification in the vascular system. There are other proteins that are dependent on Vitamin K, but we are not sure if we have a complete understanding of what they are doing metabolically. (November 2010 http://www.nutrition.org/our-members/researchers/interview-with-dr-john-suttie-advances-in-nutrition-editor/) A. Usando a estratégia de Scanning, responda as seguintes perguntas: 1. Quem é o doutor John Suttie? 2. De qual departamento e unversidade ele foi chefe? 3. Qual é a área de estudo dele? 4. Com qual vitamina ele trabalha? 5. Desde quando ele trabalha com essa vitamina? 6. Qual a relação entre essa vitamina e o sistema vascular? http://www.nutrition.org/our-members/researchers/interview-with-dr-john-suttie-advances-in-nutrition-editor/http://www.nutrition.org/our-members/researchers/interview-with-dr-john-suttie-advances-in-nutrition-editor/18 PRONOMES Subjective Objective Possessive Adjective Possessive Pronouns Reflexive Sujeito Objeto Adjetivo Possessivo Pronome Possessivo Reflexivo I Me My Mine Myself You You Your Yours Yourself He Him His His Himself She Her Her Hers Herself It It Its Its Itself We Us Our Ours Ourselves You You Your Yours Yourselves They Them Their Theirs Themselves Subjective  Usado antes do verbo. Objetive  Depois do verbo. Possessive Adjective  Antes do substantivo. Possessive Pronouns  Depois do substantivo ou no lugar dele. Reflexive  Usa quando você faz uma ação e a sofre ou quando faz algo sem ajuda de ninguém. 1- Circle the correct pronoun: Subject or object? a) .................. love ice-cream. (a) I (b) she (c) me b) Shelly and .......... are going to travel to Cuba. (a) us (b) I (c) me c) I know .............! She's Mark's sister. (a) hers (b) she (c) her d) Carla and Regina are in my class, but I never see …..… (a) her (b) them (c) they e) Where was John yesterday? I didn't see ........ all day. (a) him (b) you (c) he f) Kate and Ed never get here on time! ….. are late again. (a) them (b) we (c) they g) Where's Claire? ........... and Ann can help us. (a) they (b) she (c) her h) Give ............... that book. I need it now. (a) them (b) they (c) me i) Get your bike and give ......... to Paul. He needs ......... (a) it, him (b) its, it (c) it, it j)Who are those people? Do you know .................? (a) they (b) them (c) their 2- Circle the correct possessive: Adjective or pronoun? a) This book is not Paul's, it's ................ (a) my (b) her (c) mine b) ............. car is more expensive than ................ (a) yours, her (b) theirs, hers (c) your, his c) ........... teachers are so much older than ...........! (a) hers, mine (b) our, yours (c) his, my d) Whose notebook is this? - It's ................ (a) her (b) their (c) his e) ….. bus leaves in 5 minutes. Which one is .….? (a) theirs, their (b) his, her (c) our, ours f) “Is this ............. pen?” “No, it's ............” (a) your, yours (b) his, their (c) my, yours g) “Is this Sam's car?” “No, ........... car is at home.” (a) my (b) his (c) hers h) The blue shirt is ....... and the green ones are ...... (a) mine, their (b) your, theirs (c) yours, theirs i) .......... brother loves ............. friends. (a) mine, her (b) our, their (c) my, his j) “Is this ...... cat?” “No, it's Monica's. .... cat is a lot bigger”. (a) my, mine (b) her, yours (c) your, my 19 TEXTO 4: Romeo and Juliet 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 In the century XVI two noble families lived in Verona: the Montagues and the Capulets. They were enemies. Romeo, a brave and charming young man, was a Montague. One day there was a ball at the Capulet´s house. Romeo decided to come wearing a mask. There he saw a beautiful young lady and fell in love with her at first sight. Afterwards when he knew she was Juliet, the only daughter of the Capulets, his father’s enemies, he was very sad. At midnight Romeo left Capulets´ house but he didn’t go home. He waited in the garden instead. At the same time Juliet went to her room upstairs and opened the window. When Romeo saw her he climbed over the wall and reached the balcony. There they swore each other their endless love and planned to get married. In the following morning Romeo went to speak to Friar Lawrence and told him all the facts of the previous night. Friar Lawrence agreed to marry them, thinking that the two families would forget their enmity. Not far from there, Mercutio, Romeo’s friend, had a fight with Tybalt, Juliet´s cousin. When Romeo was passing by, Tybalt killed Mercutio. Romeo fought with Tybalt and killed him. The prince of Verona was angry about these fights and decided that Romeo would leave the city. This made Juliet very unhappy. Her parents thought she was sad because of her cousin’s death and decided that she would marry a noblemancalled Paris. Juliet went to see Friar Lawrence and he gave her a little bottle. She drank the medicine and fell asleep. Friar Lawrence sent a message to Romeo and he immediately came to Verona to meet Juliet. When he arrived Friar Lawrence was out and he thought Juliet was really dead. He kissed her and, in a desperate act, drank some poison and died. At this moment Juliet woke up and saw Romeo’s body beside her. She took the sword from his belt and buried it into her chest. When Friar Lawrence came back he found both of them dead. After the tragedy the hate between the Montagues and the Capulets came to an end. A. True or false? 1. ( ) Romeo was a Montague and Juliet was a Capulet. 2. ( ) Romeo went home after the ball. 3. ( ) The Montagues and the Capulets are friends. 4. ( ) Romeo went to Capulets´ house wearing a mask. 5. ( ) Romeo fell in love with Juliet at the first sight. 6. ( ) Juliet had brothers and sisters. 7. ( ) Romeo was sad because he didn’t see Juliet at the window. 8. ( ) Friar Lawrence thought the two families would forget their enmity. 9. ( ) Tybalt was Romeo’s friend and Mercutio was Juliet´s cousin. 10. ( ) Friar Lawrence gave some medicine to Juliet because she was sick. 11. ( ) Romeo came back to Verona because he wanted to meet Juliet. 12. ( ) When Juliet saw Romeo dead she drank some poison, too. B. Faça um quadro e preencha com todos os pronomes do texto. C. Faça uma lista com todos os verbos irregulares (Forma básica + passado + tradução). 20 Pronomes Relativos Who: que  Refere-se a uma pessoa (sujeito) Which: que  para objetos e animais That: que  Substitui Who ou Which Whose: cujo  Indica posse Whom: que  para pessoa (Objeto Preposicionado) What: o quê 1. I know the girl who/that is wearing a blue dress. 2. That’s the book which/that I read. 3. He is the student whose father is the math teacher. 4. That man to whom you were talking to is my father. 5. I do not know what you want. 1. Complete the sentences with WHO, WHICH or WHOSE: 01. I talked to the girl car had broken down in front of the shop. 02. Mr Richards, is a taxi driver, lives on the corner. 03. We often visit our aunt in Cascavel, is in Paraná. 04. This is the girl comes from Spain. 05. That's Peter, the boy has just arrived at the airport. 06. Thank you very much for your e-mail, was very interesting. 07. The man father is a professor forgot his umbrella. 08. The children shouted in the street, are not from our school. 09. The car driver is a young man is from Ireland. 10. What did you do with the money your mother lent you? 11. Where is the bottle of coke I bought this morning? 12. That is the car I’d like to buy. 13. She is the only person understands me. 14. We are working on a new computer cost will make it attractive to students. 2. Put in the relative who, which or whose where necessary: 01. This is the boy had an accident. 02. Yesterday I saw a car was really old. 03. Mandy is the girl I met on Friday. 04. I haven't seen Frank, brother is my best friend, for a long time now. 05. The robber stole the car the lady parked in front of the supermarket. 06. This is the man house is on fire. 07. Can I talk to the girl is sitting on the bench? 08. The book you gave me is great. 09. She likes food is hot. 10. Bill Clinton, was President of the USA, has only one daughter. http://www.englisch-hilfen.de/en/exercises/pronouns/relative_pronouns.htm http://www.englisch-hilfen.de/en/exercises/pronouns/relative_pronouns.htm21 Estratégias de leitura TE Visualizing means picturing the story in your mind. When you visualize, you have to pay attention to the details of the story. Visualize a picture in your mind:  As you read, picture the setting in your mind. Think about: o Time period o Location o Season (fall, summer)  Make a picture in your mind of the characters using what the author says about them.  Try to picture in your mind the things that the characters are doing. Clarify the hard parts when:  you don’t understand a part of a story.  you can say a word but don’t remember what it means.  you have an idea what something means, but you aren’t sure.  you have no idea what a word means. Clarifying Strategies:  Carefully re-read the part you don’t understand; you may “get it” the second time.  If it’s a word you don’t understand, see if you can use the rest of the sentence to figure out what it means. (Context Clues)  Use a dictionary to look up the words you don’t know.  Ask a group member or your teacher for help. 22 TEXTO 5: Nelson Mandela 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Nelson Rolihlahla Mandela was born in Transkei, South Africa on July 18, 1918. His father was Chief Henry Mandela of the Tembu Tribe. Mandela was educated at University College of Fort Hare and qualified in law in 1942. He joined the African National Congress in 1944 and was engaged in resistance against the ruling National Party's apartheid policies after 1948. He went on trial for treason in 1956-1961 and was acquitted in 1961. Mandela was arrested in 1962 and sentenced to five years' imprisonment with hard labour. In 1963, when many fellow leaders of the ANC were arrested, Mandela was brought to stand trial with them for plotting to defeat the government by violence. His statement from the dock received considerable international publicity. On June 12, 1964, eight of the accused, including Mandela, were sentenced to life imprisonment. During his years in prison, Nelson Mandela's reputation grew steadily. He was widely accepted as the most significant black leader in South Africa and became a potent symbol of resistance as the anti-apartheid movement gathered strength. Nelson Mandela was released on February 11, 1990. In 1991, Mandela was elected President of the ANC while his lifelong friend and colleague, Oliver Tambo, became the organisation's National Chairperson. He was inaugurated as the first democratically elected State President of South Africa on 10 May 1994. He retired from Public life in June 1999. He died in December 2013. http://nobelprize.org/nobel_prizes/mandela.html. 1) True or false? A ( ) Mandela´s father was the Chief of a tribe. B ( ) Mandela only attended high school. C ( ) He graduated as a lawyer. D ( ) Mandela was in jail for twenty years. E ( ) He was the first South Africa's President democratically elected. F ( ) Even after retiring from public life, he was still a public hero in South Africa. G ( ) Mandela joined the African National Congress (ANC) against the Apartheid policy. 2) What was Mandela’s main accomplishment? 3) Choose the correct word that could replace the word in bold: I - Mandela himself was educated in Witwatersrand and qualified in law in 1942. a ( ) satisfied b ( ) allowed c ( ) graduated d ( ) accepted II - He was engaged in resistance against the ruling National Party's apartheid policies… a ( ) involved b ( ) fell into c ( ) talked d ( ) caught III- Mandela was arrested in 1962.a( ) judged b( ) accused c( ) put in jail d( ) condemned IV - [...] and sentenced to prison. a( ) considered b( ) arrested c( ) condemned d( ) charged V - Nelson Mandela was released in 1990. a( ) kept off b( ) disclosed c( ) displayed d( ) set free 4) Faça uma lista com todos os verbos irregulares (Forma básica + passado + tradução). http://nobelprize.org/nobel_prizes/mandela.html23 TEMPOS VERBAIS SIMPLE PAST VERB TO BE Affirmative Negative Interrogative I was I was not Was I? You were You were not Were you? He He he? She was She was not Was she? It It it? We We we? You were You were not Were you? They They they? OUTROS VERBOS Affirmative Negative Interrogative I I I like? You You you like? He He he like? She liked She did not like Did she like? It It it like? We We we like? You You you like? They They they like? 1. Usado para expressar ações que aconteceram num ponto definido no passado e para descrever ações habituais no passado: ( I had a bike when I was a child.  I graduated in 1990.) 2. Quando o foco é o período de tempo que a ação dura, para ações que já terminaram:  I lived in Curitiba for three years (I don’t live in Curitiba any more). 3. Verbos regulares: as formas referentes ao passado terminam em –ed. Se o verbo termina em y precedido de consoante, deve-se trocar o _y por _ied:  Study – Studied 4. Se o verbo termina em y precedido de vogal, adicionar _ed no final:  Play – Played 5. Se o verbo termina em sílaba tônica, constituída de “Consoante + Vogal + Consoante”, dobra-se a consoante final e adiciona _ed:  Stop – Stopped / Prefer – Preferred 6. Verbos Irregulares: Consulte a lista no final da apostila. PAST CONTINUOUS 1. Ações interrompidas:  I was sleeping when the telephone rang. 2. Estado contínuo ou ação repetida no passado:  I was teaching a lot of students at that time. 3. Eventos planejados no passado:  Nancy was leaving for Chicago but had to make a last minute connection. 24 TEXTO 6 Iowa Couple Married 72 Years Dies Holding Hands, an Hour Apart By CHRISTINA NG, Oct. 19, 2011 Picture: Courtesy Yeager Family 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 A devoted Iowa couple married for 72 years died holding hands in the hospital last week, exactly one hour apart. The passing reflected the nature of their marriage, where, “everything was done together," said the couple's daughter Donna Sheets, 71. Gordon Yeager, 94, and his wife Norma, 90, left their small town of State Center, Iowa, on Wednesday to go into town, but never made it. A car accident sent the couple to the emergency room and intensive care unit with broken bones and other injuries. But, even in the hospital, their concerns were each other. "She was saying her chest hurt and what's wrong with Dad? Even laying there like that, she was worried about Dad," said the couple's son, Dennis Yeager, 52. "And his back was hurting and he was asking about Mom." When it became clear that their conditions were not improving, the couple was moved into a room together in beds side-by-side where they could hold hands. Gordon Yeager died at 3:38 p.m. He was no longer breathing, but the family was surprised by what his monitor showed. "Someone in there said, 'Why, then, when we look at the monitor is the heart still beating?'" Sheets recalled. "The nurse said Dad was picking up Mom's heartbeat through Mom's hand." "And we thought, 'Oh my gosh, Mom's heart is beating through him,'" Dennis Yeager said. Norma Yeager died exactly an hour later. "Dad used to say that a woman is always worth waiting for," Dennis Yeager said. "Dad waited an hour for her and held the door for her." The inseparable couple was engaged and married within 12 hours in 1939 on the day Norma Yeager graduated from high school. "She graduated from high school on May 26, 1939, at about 10 a.m., and at about 10 p.m. that night she was married to my dad at his sister's house," Sheets said. The vibrant duo, traveled together, worked in a Chevrolet dealership and other businesses together. "They always did everything together," Sheets said. "He was the outgoing one and she supported him by being the giver. And he would've been lost without her." According to their obituary, besides their children, the Yeagers are survived by her sister, Virginia Kell, and his brother, Roger Yeager, as well as 14 grandchildren, 29 great-grandchildren and one great-great grandchild.http://abcnews.go.com/US/iowa-couple-married-72-years-dies-holding-hands/story?id=14771029 http://abcnews.go.com/Health/couple-stops-eating-drinking-end-life-son-launches/story?id=14327416http://abcnews.go.com/GMA/video/elderly-couple-esther-bruce-huffman-chat-viral-webcam-14525793http://www.timesrepublican.com/page/content.detail/id/543642/Gordon-Yeager--94--and-Norma-Yeager--90.html?nav=5006http://abcnews.go.com/US/iowa-couple-married-72-years-dies-holding-hands/story?id=14771029http://abcnews.go.com/US/iowa-couple-married-72-years-dies-holding-hands/story?id=1477102925 1) Responda as perguntas: a) Por quanto tempo Gordon e Norma foram casados? b) Quantos anos eles tinham? c) O que causou a morte deles? d) Como morreram? e) Quanto tempo se passou entre a morte de um e do outro? f) O que a morte deles revela sobre a vida de casados que levaram? g) O que os médicos fizeram depois de observar que o casal não estava respondendo ao tratamento? h) O que a frase “they never made it” (linha 4 e 5) ignifica? 2) Procure no texto: a) 3 exemplos de passado continuo b) 1 exemplo de presente continuo c) 1 exemplo de substantivo terminado em _ING d) 3 exemplos de voz passiva 3) Qual a ideia transmitida pelos seguintes conectivos: a) Besides (linha 23) b) As well as (linha 24) c) still (linha 12) d) later (linha 15) 4) Qual o significado dos sufixos e prefixos nas seguintes palavras? a) Marriage b) Intensive c) Inseparable d) Giver e) Dealership 5) Na linha 13, há 2 palavras muito parecidas: through e thought. O que elas significam? a) through b) thought 6) Qual a ideis transmitida pelos seguintes modais? a) Could (linha 10) b) Would (linha 22) 26 FIND SOMEONE WHO... went to BH last week. ( ) Did you go to BH last week? bought a book last week. ( ) Did you buy a book last week? told a joke yesterday. ( ) Did you tell a joke yesterday? ate pizza last night. ( ) Did you eat pizza last night? drank beer yesterday. ( ) Did you drink beer yesterday? slept late last night. ( ) Did you sleep late last night? gave someone a present last month. ( ) Did you give someone a present last month? saw a film last weekend. ( ) Did you see a film last weekend? broke a glass last week. ( ) Did you break a glass last week? had a headache yesterday. ( ) Did you have a headache yesterday? TRUE or FALSE? Infinitivo Passado Simples Particípio Passado Tradução Exemplos F/V BET GAIN LOSS 1 Buy bought bought Comprar I bought a new car yesterday. 2 Bring bringth bringth Trazer She bringth us a cake. 3 Do did done Fazer I did my homework last night. 4 Fall felt fallen Cair He felt in a hole. 5 Feel felt felt Sentir I felt sorry for her.6 Leave leaft leaft Sair He left home last month. 7 Lost lost lost Perder I lost the bus. 8 Meet meeted met encontrar We met at a party. 9 Speak spoke spoke Falar Portuguese is spoke in Brazil. 10 Swim swam swam Nadar Last month, I swam at the beach. 11 Teach taught taught Ensinar Cida taught us English. 12 Think thought thought Pensar I thought about it. 13 Told told told Dizer She told me a lie. 14 Run ran run concorrer,correr Alckmin ran for president once. 15 Understand understood understood entender I understood what you said. 27 Simple Present 1. Usado para Estado Atual  My sister lives in Viçosa. 2. Usado para Fato Geral  The sun rises in the east. 3. Usado para Ações Habituais  I always listen to the radio. 4. Usado para horários determinados  My flight leaves at 10:00. Affirmative Negative Interrogative I like I do not like Do I like? You like You do not like Do you like? He He he like? She likes She does not like Does she like? It It it like? We We we like? You like You do not like Do you like? They They they like? Verbs ending in -y : the third person changes the -y to -ies: fly flies, cry cries Exception: if there is a vowel before the -y: play plays, pray prays Add -es to verbs ending in:-ss, -x, -sh, -ch, -o: he passes, she catches, he fixes, it pushes, she goes. For the verb have: He/she has. VERB TO BE Affirmative Negative Interrogative I am I am not Am I? You are You are not Are you? He He he? She is She is not Is she? It It it? We We we? You are You are not Are you? They They they? PRESENT CONTINUOUS (Verb to be + verb +ING) 1. Ação específica que está ocorrendo no momento (Andrew is watching TV now). 2. Uma atividade em andamento, mas é temporária (My sister is living in Washington). 3. Planos futuros (I’m traveling to Europe on Friday). 28 TEXTO 7 Second language teaching and learning 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 A few years ago I investigated 44 good languages learners in order to find out whether there were any common patterns in their experiences. The learners had all learned English as a foreign language in a variety of Southeast Asian countries. They were all good learners in that they had all attained bilingual competence in the language, and all were teachers of English as a foreign language. Characteristics of the good language learners Good learners:  find their own way;  organize information about language;  are creative and experiment with language;  create opportunities to practice inside and outside the classroom;  develop strategies for understanding without knowing every word;  use mnemonics (rhymes and word associations ) to remember things;  make errors work;  use knowledge of their first language in mastering a second language;  let the context (knowledge of the world and extralinguistic) help them;  learn chunks of language and formalized routines;  learn techniques for keeping a conversation going;  learn different styles of speech and writing to use according to the situation;  are autonomous motivated and take risks. NUNAN, David. Second language teaching and learning. Boston: (Heinle & Heinle Publishers, 1999. 1) Sublinhe os grupos nominais e circule os núcleos; 2) O que significa a palavra whether? E weather? 3) Traduza as seguintes expressões: For understanding (linha 12): Without knowing (linha 12): In mastering (linha 15): For keeping (linha 18): 4) Qual a diferença entre o –ING da questão anterior e o das expressões em “conversation going” (linha 18) e “writing” (linha 19)? 5) Faça uma lista (forma básica + passado + particípio) dos verbos irregulares. 6) Transforme as frases das linhas 8-12 em negativas. Substitua good learners por bad learners. 29 TEXTO 8 Que Sera, Sera When I was just a little girl I asked my mother, what will I be? Will I be pretty? will I be rich? Here's what she said to me. Que sera, sera, Whatever will be, will be The future's not ours, to see Que sera, sera What will be, will be. When I grew up and I fell in love I asked my sweetheart what lies ahead? Will we have rainbows, day after day? Here's what my sweetheart said. Now I have children of my own They ask their mother, what will I be? Will I be handsome? Will I be rich? I tell them tenderly. Que Sera, Sera (Whatever Will Be, Will Be)", first published in 1956, is a popular song written by the Jay Livingston and Ray Evans songwriting team. The song was introduced in the Alfred Hitchcock film The Man Who Knew Too Much (1956), starring Doris Day and James Stewart in the lead roles. 30 FUTURE FORMS A. Future (going to) 1. Para expressar uma intenção futura baseada em uma decisão tomada no passado:  Jim is going to bring his sister tonight. 2. Para prever um evento que provavelmente acontecerá no futuro, baseado em alguma evidência:  The sky is cloudy. It’s going to rain soon. 3. Para predizer um evento que provavelmente ocorrerá baseado em condições do presente:  I don’t feel well. I’m going to faint. B. Future (will) 1. Ao tomar uma decisão no momento de falar:  I’ll call you after lunch. 2. Para prever um evento que provavelmente acontecerá no futuro:  You will pass the test. Don’t worry. 3. Para indicar disponibilidade para / intenção de fazer algo:  If I don’t feel better soon, I will go to the doctor. C. FUTURE CONTINUOUS 1. Uma ação que estará ocorrendo em um tempo definido no futuro:  At noon tomorrow, I’ll be taking the children to their piano lessons. 2. Ações futuras certas (já decididas):  I’ll be wearing my black evening dress to the dinner. Negative: I am not going to go home for the weekend. He is not going to call me tonight. I will not (won’t) come tomorrow. They will not (won’t) have classes tomorrow. Interrogative: Are you going to go home for the weekend? Is he going to call me tonight? Will you have classes tomorrow? 31 TEXTO 9 I STILL HAVEN'T FOUND WHAT I'M LOOKING FOR U2 I've climbed the highest mountains I've run through the fields Only to be with you (2x) I've run, I have crawled I've scaled These city walls (2x) Only to be with you But I still haven't found What I'm looking for (2x) I've kissed honey lips Felt the healing in her fingertips It burned like fire This burning desire I've spoken with the tongue of angels I've held the hand of the devil It was warm in the night I was cold as a stone I believe in the Kingdom Come Then all the colors will Bleed into one (2x) But yes I'm still running You broke the bonds and you loosened the chains You carried the cross And my shame You know I believe it 32 PRESENT PERFECT Have + Particípio Passado I have studied English since last year. Have you ever visited Mexico? I have been to China three times. The doctor hasn’t arrived yet. I have been here since 7 O’clock. He has just arrived. 1. Uma ação que ocorreu em um tempo indefinido no passado (I have finished my book). 2. Uma ação que ocorreu recentemente (He’s just gone to sleep). 3. Uma ação que se iniciou no passado e continua até o presente (geralmente usado com “for” ou “since” (Jack has lived in Maine since she was a child). EXERCISES 1) Simple past or present perfect?