Apostila 2014 1-1ingles

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INGLS INSTRUMENTAL UNINORTE - LAURETE

PROF. ALBA DE OLIVEIRA
O INGLS COMO LNGUA INTERNACIONAL

Assim como no a direo do vento que determina o rumo do navegador, no a lngua que
o mundo fala que determinar o nosso destino.
In the same way that the direction of the wind doesn't determine the sailor's destination, the
language we speak will not determine our destiny.
Ricardo Schtz
Atualizado em 3 de junho de 2009
O PASSADO
Analfabetismo era comum na Idade Mdia. Quando um rei precisava comunicar-se com outro,
contratava um escriba para desenhar a mensagem em linguagem escrita. fato sabido, por
exemplo, que Carlos Magno, no sculo VIII, era analfabeto. A inexistncia da imprensa
dificultava a padronizao da ortografia, fazendo da escrita uma arte complexa. A arte de bem
escrever era uma habilidade profissional especializada, ao alcance de poucos. Esta talvez seja a
razo pela qual em 1500 a expedio portuguesa sob o comando de Pedro lvares Cabral
trouxe Pero Vaz de Caminha como escrivo da armada.
Por volta de 1700 o ndice de pessoas alfabetizadas na Europa era de apenas de 30 a 40 por
cento. Esse mesmo ndice, por volta de 1850, j era de 50 a 55 por cento, enquanto que durante
a segunda metade do sculo 19 a habilidade de escrever tornou-se uma qualificao bsica do
ser humano. No sculo 20 o analfabetismo tornou-se definitivamente uma deficincia
intolervel em qualquer plano social, em qualquer profisso. Um analfabeto nos pases
desenvolvidos de hoje seria uma pessoa totalmente marginalizada.
Isto que aconteceu com a habilidade de ler e escrever, est comeando a acontecer com a
habilidade de se dominar uma segunda lngua. Se compararmos a importncia de se falar uma
lngua estrangeira 50 anos atrs com a necessidade hoje da pessoa ser bilngue, pode-se
facilmente entender a ameaa que o monolinguismo representa e imaginar o problema em que
se constituir quando nossos filhos tornarem-se adultos.
FATOS HISTRICOS RECENTES

A histria, ao coroar o ingls como lngua do mundo, sentenciou o monolinguismo nos pases
de lngua no-inglesa a se tornar o analfabetismo do futuro. Mas como isso aconteceu?
Em primeiro lugar, devido ao grande poderio econmico da Inglaterra no sculo 19, alavancado
pela Revoluo Industrial, e a consequente expanso do colonialismo britnico, o qual chegou a
alcanar uma vasta abrangncia geogrfica e uma igualmente vasta disseminao da lngua
inglesa.
Em segundo lugar, devido ao poderio poltico-militar do EUA a partir da segunda guerra
mundial, e marcante influncia econmica e cultural resultante, que acabou por deslocar o
Francs dos meios diplomticos e solidificar o ingls na posio de padro das comunicaes
internacionais.
O PRESENTE
A atual busca de informao aliada necessidade de comunicao em nvel mundial j fez com
que o ingls fosse promovido de lngua dos povos americano, britnico, irlands, australiano,
neozelands, canadense, caribenhos, e sul-africano, a lngua internacional. Enquanto que o
portugus atualmente falado em 4 pases por cerca de 195 milhes de pessoas, o ingls
falado como lngua materna por cerca de 400 milhes de pessoas, tendo j se tornado a lngua
franca, o Latim dos tempos modernos, falado em todos os continentes por cerca de 800 milhes
de pessoas (Todd iv, minha traduo).
Estimativas mais radicais, incluindo falantes com nveis de menor percepo e fluncia,
sugerem a existncia atualmente de um total superior a um bilho. (Crystal 360, minha
traduo)
Alm disso, h estimativas de que 85% das publicaes cientficas do mundo; 75% de toda
comunicao internacional por escrito, 80% da informao armazenada em todos os
computadores do mundo e 90% do contedo da Internet so em ingls.
Acrescente-se a isso a reduo de custos de passagens areas, o que aumenta contatos
internacionais em nvel interpessoal. Em paralelo, a atual revoluo das telecomunicaes
proporcionada pela informtica, pela fibra tica, e por satlites, despejando informaes via TV
ou colocando o conhecimento da humanidade ao alcance de todos via INTERNET, cria o
conceito de autoestrada de informaes. Estes dois fatores bem demonstram como o mundo
evoluiu a ponto de tornar-se uma vila global, e o quanto necessrio que se estabelea uma
linguagem comum.
Ao assumir este papel de lngua global, o ingls torna-se uma das mais importantes ferramentas,
tanto acadmicas quanto profissionais. hoje inquestionavelmente reconhecido como a lngua
mais importante a ser adquirida na atual comunidade internacional. Este fato incontestvel e
parece ser irreversvel. O ingls acabou tornando-se o meio de comunicao por excelncia
tanto do mundo cientfico como do mundo de negcios.
Philip B. Gove, no seu prefcio ao Webster's Third New International Dictionary ilustra:
Parece bastante claro que antes do trmino do sculo 20 todas as comunidades do mundo vo
ter aprendido a se comunicar com o resto da humanidade. Neste processo de intercomunicao
a lngua inglesa j se tornou a lngua mais importante no planeta. (5a, minha traduo)
E David Crystal acrescenta:
medida que o ingls se torna o principal meio de comunicao entre as naes, crucial
garantirmos que seja ensinado com preciso e eficientemente. (3, minha traduo)
O FUTURO
Hoje j previsvel que dinheiro e riqueza material sero substitudos por informao e
conhecimento, como fatores determinantes na estruturao da futura sociedade humana e
proficincia na linguagem de ento ser essencial para se alcanar sucesso.
Tcnicas de Leitura
As tcnicas de leitura, como o prprio nome diz, vo nos ajudar a ler um texto. Existem
tcnicas variadas, mas veremos as mais utilizadas. Ao ler um texto em Ingls, lembre-se de usar
as tcnicas aprendidas, elas vo ajud-lo. O uso da gramtica vai ajudar tambm.
As principais tcnicas so: a identificao de cognatos, de palavras repetidas e de pistas
tipogrficas. Ao lermos um texto vamos, ainda, apurar a ideia geral do texto (general
comprehension) e utilizar duas outras tcnicas bastante teis: skimming e scanning.
a)
Cognatos
Os cognatos so palavras muito parecidas com as palavras do Portugus. So as chamadas

palavras transparentes. Existem tambm os falsos cognatos, que so palavras que achamos que
tal coisa, mas no ; os falsos cognatos so em menor nmero, estes ns veremos adiante.
Como cognatos podemos citar: school (escola), telephone (telefone), car (carro), question
(questo, pergunta), activity (atividade), training (treinamento)... Voc mesmo poder criar sua
prpria lista de cognatos!
b)
Palavras repetidas
As palavras repetidas em um texto possuem um valor muito importante. Um autor no repete as

palavras em vo. Se elas so repetidas, porque so importantes dentro de texto. Muitas vezes
para no repetir o mesmo termo, o autor utiliza sinnimos das mesmas palavras para no tornar
o texto cansativo.
c)
Pistas tipogrficas
As pistas tipogrficas so elementos visuais que nos auxiliam na compreenso do texto. Ateno
com datas, nmeros, tabelas, grficos, figuras... So informaes tambm contidas no texto. Os
recursos de escrita tambm so pistas tipogrficas. Por exemplo:
... (trs pontos) indicam a continuao de uma ideia que no est ali exposta;
negrito d destaque a algum termo ou palavra;
itlico tambm destaca um termo, menos importante que o negrito;
(aspas) salientam a importncia de alguma palavra;
( ) (parnteses) introduzem uma ideia complementar ao texto.
d)
General Comprehension
A ideia geral de um texto obtida com o emprego das tcnicas anteriores. Selecionando-se
criteriosamente algumas palavras, termos e expresses no texto, poderemos chegar ideia geral
do texto.
Por exemplo, vamos ler o trecho abaixo e tentar obter a general comprehension deste
pargrafo:
Distance education takes place when a teacher and students are separated by physical
distance, and technology (i.e., voice, video and data), often in concert with face-to-face
communication, is used to bridge the instructional gap.
From: Engineering Outreach

College of Engineering University of Idaho
A partir das palavras cognatas do texto (em negrito) podemos ter uma ideia geral do que se trata;
vamos enumerar as palavras conhecidas (pelo menos as que so semelhantes ao Portugus):
distance education = educao a distancia
students = estudantes, alunos
separeted = separado
physical distance = distncia fsica
technology = tecnologia
voice, video, data = voz, vdeo e dados (ateno: data no data)
face-to-face communication = comunicao face-a-face
used = usado (a)
instructional = instrucional
Ento voc poderia dizer que o texto trata sobre educao a distncia; que esta ocorre quando os
alunos esto separados fisicamente do professor; a tecnologia (voz, vdeo, dados) podem ser
usados de forma instrucional.
Voc poderia ter esta concluso sobre o texto mesmo sem ter muito conhecimento de Ingls.
claro que medida que voc for aprendendo, a sua percepo sobre o texto tambm aumentar. H
muitas informaes que no so to bvias assim.
e)
Skimming
skim em ingls deslizar superfcie, desnatar (da skimmed milk = leite desnatado), passar os
olhos por. A tcnica de skimming nos leva a ler um texto superficialmente. Utilizar esta
tcnica significa que no precisamos ler cada sentena, mas sim passarmos os olhos por sobre o
texto, lendo algumas frases aqui e ali, procurando reconhecer certas palavras e expresses que
sirvam como dicas na obteno de informaes sobre o texto. s vezes no necessrio ler o
texto em detalhes. Para usar esta tcnica, precisamos nos valer dos nossos conhecimentos de
Ingls tambm.
Observe este trecho:

Using this integrated approach, the educators task is to carefully select among the
technological options. The goal is to build a mix of instructional media, meeting the needs of
the learner in a manner that is instructionally effective and economically prudent.
From: Engineering Outreach
College of Engineering University of Idaho
Selecionando algumas expresses teremos:

integrated approach = abordagem (approach = abordagem, enfoque) integrada
educators task = tarefa (task = tarefa) do educador s significa posse = do
tecnological options = opes tecnolgicas (tecnological adjetivo)
goal = objetivo
a mix instrucional media = uma mistura de mdia instrucional.
Com a tcnica do skimming podemos dizer que este trecho afirma que a tarefa do educador
selecionar as opes tecnolgicas; o objetivo ter uma mistura de mdias instrucionais de uma
maneira instrucionalmente efetiva e economicamente prudente.
f)
Scanning
Scan em Ingls quer dizer examinar, sondar, explorar. O que faz um scanner? Uma varredura,
no ?! Logo, com a tcnica de scanning voc ir fazer uma varredura do texto, procurando
detalhes e ideias objetivas. Aqui importante que voc utilize os conhecimentos de Ingls; por
isso, ns vamos ver detalhadamente alguns itens gramaticais.
Olhe este trecho:
Teaching and learning at a distance is demanding. However, learning will be more meaningful
and deeper for distant students, if students and their instructor share responsibility for
developing learning goals: actively interacting with class members; --promoting reflection on
experience; relating new information to examples that make sense to learners. This is the
challenge and the opportunity provided by distance education.
Poderamos perguntar qual o referente do pronome their em negrito no trecho?
Utilizando a tcnica de skimming, seria necessrio retornar ao texto e entender a sentena na qual
o pronome est sendo empregado. Their um pronome possessivo ( e como tal, sempre vem
acompanhado de um substantivo) da terceira pessoa do plural ( o seu referente um substantivo
no plural). A traduo de their instructor seria seu instrutor . Seu de quem? Lendo um pouco
para trs, vemos que h students; logo conclumos que their refere-se a students, ou seja,
instrutor dos alunos.
GRAMTICA
Antes de introduzir os tempos verbais, vamos ver os pronomes pessoais:
PRONOMES PESSOAIS
Sujeito
Objeto
I eu
me me, mim
you tu, voc
you o, a,te, voc, lhe
he ele
him o, lhe
she - ela
her a, lhe
it ele, ela - neutro
it o, a, lhe
we - ns
us - nos
you vs, vocs
you os, as, voc, lhes
they- eles, elas
them os, as, lhes
O pronome IT utilizado quando nos referimos a objetos, animais ou fenmenos da

natureza.
Observe os exemplos:
Mary loves John.
Mary loves him.
Mary talks about John.
Mary talks about him.
Os pronomes pessoais objetos so usados como objetos de verbos, isto , aps verbos e
preposies em ingls.
VERBOS E TEMPO VERBAIS - VERBS AND TENSES

Verbo a classe de palavras que nomeia, descreve um estado ou uma ao. A maioria dos verbos
em Ingls dividida em verbos regulares (regular verbs) e verbos irregulares (irregular verbs).
Os verbos irregulares so os que no so conjugados da mesma maneira que os regulares e para
os quais no existe uma regra geral; para cada verbo irregular h uma regra. Em Ingls, toda
a sentena precisa ter um verbo, pelo menos.
Os tempos verbais na Lngua Inglesa podem ser divididos basicamente em quatro grupos:
1. Simple Tenses;
2. Continuous Tenses / Progressive Tenses;
3. Perfect Tenses / Perfect Simple Tenses;

4. Perfect Continuous Tenses / Perfect Progressive Tenses.
Comearemos a estudar os verbos a partir do Verbo "to be", que um dos verbos mais
bsicos em lngua inglesa.
Verbo to be - Verb to be
O verbo to be significa ser e estar em portugus e, alm desses dois significados, este verbo
muito usado no sentido de ficar (tornar-se). Observe os usos e as formas deste verbo:
- USOS:
Usa-se o verbo to be:
1. Para identificar e descrever pessoas e objetos:
Richard is my friend. (Ricardo meu amigo.)
I am Italian. (Eu sou Italiano.)
I'm from Spain. (Eu sou da Espanha.)
It is a computer. (Isto um computador.)
They will be at the club waiting for me. (Eles estaro no clube esperando por mim.)
They are French actors. (Eles so atores franceses.)
Your mother will be very happy if you tell the truth. (Sua me ficar muito feliz se voc falar a
verdade.)
I will be very grateful to you. (Eu ficarei muito grato a voc.)
Is she your sister? (Ela sua irm?)
2. Nas expresses de tempo, idade* e lugar:
It was raining this morning. (Hoje de manh estava
chovendo.)
It is sunny today. (Hoje o dia est ensolarado.)
I am twenty years old. (Tenho vinte anos.)
We are spending our vacation in San Francisco.
(Estamos passando nossas frias em So
Francisco.)
Rachel is four years older than me.
(Raquel quatro anos mais velha do que eu.)
*OBSERVAO: Nas expresses que se referem a idades o verbo to be equivale ao verbo ter,
em Portugus.
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Verbo To Be - Presente do Indicativo / Verb To Be - Simple Present/Present Simple

O Simple Present o equivalente, na lngua inglesa, ao Presente do Indicativo, na lngua
portuguesa.
- FORMAS:
Apresentamos a seguir as formas do Simple Present (Presente Simples) do verbo to be. Na 1
coluna encontra-se a forma sem contrao e, na 2, mostramos a forma contrada. A forma
interrogativa no possui contrao.
1 - AFFIRMATIVE FORM / FORMA AFIRMATIVA:

Forma Sem
Contrao
I am
You are
He is
She is
It is
We are
You are
They are
Forma Contrada
I'm
You're
He's
She's
It's
We're
You're
They're
Examples:
I'm a waiter. (Eu sou um garom.)
They are friends of mine. (Eles so meus amigos.)
She is in the kitchen. (Ela est na cozinha.)
2 - NEGATIVE FORM / FORMA NEGATIVA:

Forma Sem
Contrao
I am not
You are not
He is not
She is not
It is not
We are not
You are not
They are not
Forma Contrada
---x--You aren't
He isn't
She isn't
It isn't
We aren't
You aren't
They aren't
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Examples:
Mary is not happy. (Mary no est feliz.)
It is not correct. [(Isto) No est certo.]
3 - INTERROGATIVE FORM / FORMA INTERROGATIVA:

Forma Sem
Contrao
am I?
are you?
is he?
is she?
is it?
are we?
are you?
are they?
Forma Contrada
---x-----x-----x-----x-----x-----x-----x-----x---
Examples:
Am I being inopportune? (Estou sendo inoportuno?)
Is he praying in his bedroom? (Ele est rezando em seu quarto?)
Is she a journalist? (Ela jornalista?)
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EXERCCIOS
1) Write the correct form of the verb to be in the sentences below. ( Escreva a forma
correta do verbo to be nas frases abaixo).
1. I ________________ a student.
2. I ________________ 20 years old.
3. My father ______________________ a businessman.
4. He _________________ always busy.
5. My mother _________________ a teacher.
6. She _______________ intelligent.
7. New York _________________ exciting.
8. It _________________ cold in the winter.
9. What time is it? It ______________ 5:15.
10. We ___________________ in Mexico.
11. You ____________________ my friend.
12. You _________________ tall.
13. Dogs ______________ animals.
14. Italy and Spain _________________ countries.
15. They ________________ from Japan.
16. I __________________ at school.
17. You ___________________ at work.
18. He _______________ in his room.
19. My sister _____________________________ a doctor.
20. My brother _____________________ in Boston.
21. They __________________ children.
22. Dogs and cats ____________________ good pets.
23. She _________________ funny.
24. I ________________ from China.
25. The birds ___________________ in the trees.
26. My mother ______________________ beautiful.
27. He ___________________ my best friend.
28. They ______________________ roommates.
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ARTIGOS
Artigos indefinidos
A: um, uma
An: um, uma
Veja o uso:
A usado antes de palavras comeadas com uma consoante, ou diante de som de consoante.
An - usado antes de palavras comeadas com uma vogal, ou diante de som de vogal.
A boy
an egg
A horse
an Apple
A year
an elephant
A university
an hour
Artigo definido
The: o, a, os, as
The boy the boys
the girl the girls
usado:
a) antes de substantivos mencionados anteriormente.
I see a boy. The boy is swimming.
b) antes de substantive nico na espcie, ou considerado como nico, ou quando particularizado.
The North Pole
the boys o four school
The sea
the strongest
The weather
the only
c) antes de nomes de oceanos, mares, rios, montanhas (plural), ilhas(plural) e pases( plural).
The Atlantic
the Medidettanean
The Thames
the Alpes
The Hebrides
the United States
d) antes de nomes de instrumentos musicais, de nomes de famlia.

The piano
the Johnsons
e) antes de substantivo ou adjetivo que representa uma classe ou espcie.
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The old, the Young, the blind

The dog is a loyal animal.
omitido:
a) antes de nomes prprios.
Sally
Bob
b) antes de substantivos usados no sentido geral.

Children like chocolate.
c) antes de possessivos
our country, his car
d) antes de alguns substantivos, como church, school, hospital, bed, prision, quando usados para
seu propsito original.
PRONOMES POSSESSIVOS
Adjetivos
Pronomes
my meu(s), minha(s)
mine- meu(s), minha(s)
your teu(s), tua(s)
yours - teu(s), tua(s)
his seu(s), sua(s) - dele
his seu(s), sua(s) - dele
her- seu(s), sua(s)- dela
hers - seu(s), sua(s)- dela
its - seu(s), sua(s) dele, dela
its - seu(s), sua(s) dele, dela
our nosso(s), nossa(s)
ours nosso(s), nossa(s)
your vosso(s), vossa(s)
yours vosso(s), vossa(s)
their seu(s), sua(s) dele, delas
theirs seu(s), sua(s) dele, delas
You read your magazine and she reads hers.
We tell our story and they tell theirs.
Os adjetivos possessivos modificam substantivos, portanto aparecem sempre acompanhados de

substantivos.
Os pronomes possessivos substituem os substantivos, portanto no aparecem acompanhados de
substantivos.
Os adjetivos possessivos e os pronomes geralmente concordam com o possuidor.
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Notas:
1. A concordncia do pronome indefinido pode ser feita por meio de um adjetivo
ou pronome masculino e singular, ou pronome no plural ( menos formal).
2. A estrutura of + pronome possessivo significa um dos [ ] .
They are going to see a friend of theirs ( one of their friends).
I am looking for a watch of mine ( one of my watches).
Exercise
A - Complete com os pronomes possessivos adjetivos.
1- She knows ________ lesson well.

2- I also know ________ lesson well.
3- Helen likes ________ English class very much.
4- I do ________ homework on the bus every day.
5- You always get good marks on ________ examinations.
6- Both girls prepare ________ lessons well.
7- Mr. Smith drives to work in ________ car.
8- Mary and I do ________ homework together.
9- Grace writes a letter to ________ aunt every week.
10- The dog wags ________ tail when it see ________ master.
11- The children take ________ toys to the park.
12- I write the new words in ________ notebook.
13- Each cat has ________ own dish for food and water.
14- Both boys ride ________ bicycles to school.
15- You and Henry spend a lot of time on ________ homework.
16- We enjoy ________ English class.
17- She always does well on all ________ examinations.
18- An Englishman must have ________ tea every afternoon.
B Complete com os pronomes possessives:
1. That book belongs to them. That book is _____________________.
2. That pen belongs to me. That pen is _____________________.
3. This dog belongs to us. This dog is _____________________.
4. This car belongs to him. This car is_____________________ .
5. This house belongs to me and my brother. This house is _____________________.
6. That motorcycle belongs to that man. That motorcycle is _____________________.
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7. These books belong to those students. These books are _____________________.

8. This hat belongs to you. This hat is _____________________.
9. This cat belongs to my aunt. This cat is _____________________.
10. This ball belongs to those boys. This ball is _____________________.
PRESENTE SIMPLES
I read books about New York.
She reads books about New York.
TO READ LER
I read
You read
He, she, it reads
We read
You read
They read
O presente simples formado a partir do infinitivo sem to.

A 3 pessoa do singular ( he, she, it) recebe s.
Particularidades
1. Os verbos terminados em sh, ch, o, s, x e z recebem ES na 3 pessoa do singular
she, it).
brush brushes
go goes
fix fixes
watch watches
dress- dresses
buzz buzzes
2. Nos verbos terminados em Y precedidos de consoante troca-se o Y por IES.
try tries
3. O verbo to have tem a forma has para a 3. Pessoa do singular.
We have beautiful pictures in our Office.
She has beautiful pictures in her Office.
Usos
O presente simples usado para expressar:
( he,
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a) verdades universais.
Parallel lines never cross.
b) aes habituais.
George always reads the newspaper in the morning.
c) aes planejadas para o futuro.
Our train leaves in five minutes.
Importante
As aes habituais so sempre acompanhadas de advrbios de frequncia:
Always, often, frequently, every... , twice a ..., usually,
Never, sometimes, seldom, once a ..., rarely, regularly
PRACTICE
A. Supply the correct form of the verbs in parentheses.
1. I never ________________________ ( find) my sun glasses.
2. She _________________ ( go ) to the bank on Fridays.
3. The lady _________________ ( buy) new magazines every week.
4. The girls _________________ ( kiss) their grandmother frequently.
5. Tom and Mary often __________________ ( watch) TV in the evening.
6. It __________________ (be) a beautiful day today!
7. She _______________ ( dance) very well.
8. Paul _________________ ( teach ) History.
9. Mary __________________ ( learn) very quickly.
10. I ____________________( live) near the cafeteria.
PRESENTE SIMPLES INTERROGATIVA E NEGATIVA
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A interrogativa e a negativa do presente simples so formadas com o auxiliar do.
TO DO FAZER
I do
You do
He, she, it does
We do
You do
They do
( Afirmativa)
Cows produce waste.
( Interrogativa)
Do cows produce waste?
( Negativa )
Cows do not / dont produce waste.
( Afirmativa)
Nancy wants to change her eating habits.
( Interrogativa) Does Nancy want to change her eating habits?

( Negativa)
Nancy does not/doesnt want to change her eating habits.
Para o presente simples usa-se o auxiliar does para formar a 3 pessoa do singular (he, she, it ) na
interrogativa e na negativa.
Nesse caso, o verbo principal volta para a forma do infinitivo ( perde o s ou es).
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A- ESCREVA AS FRASES NO PRESENTE SIMPLES E DEPOIS TRADUZA

PARA O PORTUGUS:
1. We (read) the newspaper in class every day.
____________________________________________________________________
____________________________________________________________________
2. He (come) to school by bus.
____________________________________________________________________
____________________________________________________________________
3. I always (walk) to school.
____________________________________________________________________
____________________________________________________________________
4. The children (play) in the park every afternoon.
____________________________________________________________________
____________________________________________________________________
5. I (eat) lunch in the cafeteria every day.
____________________________________________________________________
____________________________________________________________________
6. Helen (work) very hard.
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____________________________________________________________________
____________________________________________________________________
7. I (like) to sit in the sun.
____________________________________________________________________
____________________________________________________________________
8. The dog (chase) the cat all around the house.

___________________________________________________________________ _
____________________________________________________________________
9. Mr. Smith (work) for Eastern Airlines.
____________________________________________________________________
____________________________________________________________________
10. Helen generally (sit) at this desk.
____________________________________________________________________
____________________________________________________________________
11. We always (play) tennis on Saturdays.
____________________________________________________________________
____________________________________________________________________
12. He always (prepare) his homework carefully.
____________________________________________________________________
____________________________________________________________________
13. They (eat) lunch together every day.
____________________________________________________________________
____________________________________________________________________
14. Some girls (use) too much make-up.
____________________________________________________________________
21
____________________________________________________________________
15. They (take) a lot of trips together.
____________________________________________________________________
____________________________________________________________________
16. We always (travel) by car.
____________________________________________________________________
____________________________________________________________________
17. They (attend) church every Sunday.
____________________________________________________________________
____________________________________________________________________
18. He (speak) several foreign languages.
____________________________________________________________________
____________________________________________________________________
B- ESCREVA AS ORAES NAS FORMAS INTERROGATIVA E NEGATIVA.
1. My father goes to church twice a week.
_________________________________________________________________
_________________________________________________________________
2. Helen does the work of two people.
_________________________________________________________________
_________________________________________________________________
3. I always try to arrive everywhere on time.
_________________________________________________________________
_________________________________________________________________
4. George always tries to do the same thing.
_______________________________________________________________
_______________________________________________________________
22
5. The teacher whishes to speak with you.

_______________________________________________________________
_______________________________________________________________
6. Mr. Walker teaches English and Mathematics.
_______________________________________________________________
_______________________________________________________________
7. They go to the movies twice a week.
_______________________________________________________________
_______________________________________________________________
8. We watch television every night.
_______________________________________________________________
_______________________________________________________________
9. Mary plays the piano very well.
_______________________________________________________________
_______________________________________________________________
10. He studies in the same class.
_______________________________________________________________
_______________________________________________________________
11. The nurse watches the child in the park.
_______________________________________________________________
_______________________________________________________________
12.
The mother kisses both boys every morning.

___________________________________________________________________
____________________________________________________________________
13.
I catch cold very often.

___________________________________________________________________
23
____________________________________________________________________
14. Helen also catches cold very often.
___________________________________________________________________
____________________________________________________________________
EXERCCIOS
1. Choose the correct word for each space.
1. We gave them ________ telephone number, and they gave us ________.
1. ours, their
2. our, their
3. ours, theirs
4. our, theirs
2. ________ computer is a Mac, but ________ is a PC.

1. Your, mine
2. Yours, mine
3. Your, my
4. Yours, my
3. You can't have any chocolate! It's ________!
1. your
2. its
3. her
4. Mine
4. ________ pencil is broken. Can I borrow ________?
1. Mine, yours
2. Your, mine
3. My, yours
4. Yours, mine
5. Jody has lost ________ book.
1. mine
2. her
3. hers
4. Theirs
6. Was ________ grammar book expensive?

1. your
2. yours
3. your's
4. You
24
7. My telephone is out of order, but ________ is working.

1. your
2. our
3. his
4. Their
8. Junko has eaten her lunch already, but I'm saving ________ until later.
1. hers
2. her
3. my
4. Mine
9.
These grammar books are different. ________ has 278 pages, but ________ has only 275.
1.
2.
3.
4.
Yours, mine
Your, my
Yours, my
Your, mine
10. This bird has broken ________ wing.

1. it's
2. its'
3. hers
4. its
Possessive Pronouns and Adjectives 2

2. Look at the picture, and complete the sentences with the words in the word
list below.
her
hers
his
His
my
our
ours
their
The Mysterious Volkswagen
25
Last week, we had a party at house. Many people came, and there were lots of cars parked
outside. At the end of the party, only three people were left: myself, Eric, and Cathy. However, there
were four cars. One of them was a Volkswagen. I didn't remember seeing it before, so I asked
whose it was.
Eric said it wasn't .................car. .................is a Chevrolet pickup. When I asked Cathy if it
was., she said no car is a Ford Explorer. I knew it wasn't ...............car,
of course. Finally, I called the police, and they came and examined it. They said it belonged to a
family on the next street. Someone stole it from .....................street and left it on......................
3. Fill in the correct pronouns.

1. My sister Jane loves books. This novel is for (she).......................
2.
My children like Disney films. The video is for (they).........................
3.
My brother Matt collects picture postcards. These postcards are for (he)...........................
4.
My parents like Latin music. The CD is for (they).
5.
I like watches. This nice watch is for (I)
6.
My wife and I love sweets. These sweets are for (we)
7.
My nephew likes cars. The toy truck is for (he)....................................
8.
My neighbour wants to go to California next year. The guide book is for
(she)..........................
9.
Here is another souvenir. I don't know what to do with (it)...........................
10.
You know what? - It's for (you).................................
4. Replace the personal pronouns by possessive adjectives.

1. Where are (you) .. friends now?
2. Here is a postcard from (I) friend Peggy.
3. She lives in Australia now with (she) .. family.
4. (She) husband works in Newcastle.
5. (He) company builds ships.
6. (They) .children go to school in Newcastle.
7. (I) ..husband and I want to go to Australia, too.
8. We want to see Peggy and (she) ..family next winter.
9. (We) .winter!
10. Because it is (they) ..summer.
5. Replace the personal pronouns by possessive pronouns.
1. This book is (you)............................
2. The ball is (I)...................................
3. The blue car is (we)..................................
4. The ring is (she).......................................
5. We met Paul and Jane last night. This house is (they)...............................
6. The luggage is (he).........................................
7. The pictures are (she)..........................................
8. In our garden is a bird. The nest is (it)............................................
9. This cat is (we)...........................................
26
Simple Present
Exercise on Affirmative Sentences
1. Arrange the words to make sentences in simple present.
1. I / to collect stamps - ..........................................................................................................
2. we / to play card games - ...................................................................................................
3. he / to read comics - ...........................................................................................................
4. Chris / to sing in a band - ..................................................................................................
5. we / to have a hamster - ......................................................................................................
6. Andy and John / to like cola - ............................................................................................
7. she / to be nice - ...................................................................................................................
8. they / to help their parents - ................................................................................................
9. the children / to speak English - .........................................................................................
10. I / to buy a newspaper every Saturday - .............................................................................
Exercise on Negative Sentences

2.
Make negative sentences.
1.
I watch TV.
2. We play football. 3. It is boring. 4. She cleans her room. 5. You ride your bike every weekend. 6. Sandy takes nice photos. 7. They open the windows. 8. He buys a new CD. 9. I am late. 10. She has a cat. -
Exercise on Questions I
3.
Arrange the words below to make questions.
1.
she / to collect / stickers -
27
2. they / to play / a game 3. the cat / to sleep / in the cat's bed 4. she / often / to dream 5. he / to play / streetball 6. you / to be / from Paris 7. the pupils / to wear / school uniforms 8. you / to go / to the cinema 9. she / to have / friends 10. he / to read / books -
Question Words
So as perguntas feitas em ingls que geralmente usam palavras iniciadas com WH, com uma nica
exceo do HOW.
WHO
WHICH
WHY
WHOM
WHAT
WHEN
WHOSE
WHERE
HOW
Who (quem) uma palavra usada como o sujeito da orao.
Exemplos: Who is that beautiful girl?
(Quem aquela moa bonita?)
Who likes soccer?
(Quem gosta de futebol?)
Who was playing to you?
(Quem estava brincando com voc?)
Whom (quem) usado como o objeto da pergunta.
Exemplos: Whom did you kiss at the party?
(Quem voc beijou na festa?)
With whom did Peter go?
(Com quem Peter foi?)
28
Whose (de quem)

Exemplos: Whose pencil is this?
(De quem este lpis?)
Whose house is that?
(De quem aquela casa?)
Which (qual, quais)
Exemplos: Which of those men is your father?
(Qual daqueles homens seu pai?)
Which sock do you prefer: the yellow one or the pink one?
(Qual meia voc prefere: a amarela ou a rosa?)
What (o que, que)
Exemplos: What did you say?
(O que voc disse?)
What should I do?
(O que eu deveria fazer?)
Where (onde)
Exemplos: Where is Mary?
(Onde est Mary?)
Where was Daniel last week?
(Onde estava Daniel semana passada?)
Where are the toys and objects?
(Onde esto os brinquedos e objetos?)
Why (por que)
Exemplos: Why did you run?
(Por que voc correu?)
Why did you catch that?
(Por que voc pegou isso?)
When (quando)
Exemplos: When were you born?
(Quando voc nasceu?)
When did he go?
(Quando ele saiu?)
How (como)
29
Exemplos: How do you usually go to work?

(Como voc faz habitualmente para ir ao trabalho?)
Hows your family?
(Como vai sua famlia?)
IMPERATIVO
Eat your sandwich!
Read the book!
Bring ne a chair!
O imperative afirmativo formado pelo infinitivo sem to. O sujeito (you) est subentendido.
Observe os exemplos;
Do not/ Dont read the book!
O imperativo negativo formado pelo verbo auxiliar do + not.
ADVRBIOS DE FREQUNCIA (Frequency adverbs)
1 Existem dois tipos de advrbios de frequncia definida e indefinida.

2 Exemplos de advrbios de frequncia definida:
once (a day)
uma vez (por dia)
twice (a week)
duas vezes (por semana)
three times (a month)
trs vezes (por ms)
several times (a year)
vrias vezes (por ano)
Hourly
de hora em hora
daily, fortnightly
diariamente, quinzenalmente
monthly, yearly
mensalmente, anualmente
every hour, every Day
de hora em hora, todos os dias
every month, every year
todos os meses, todos os anos
on Saturdays, on Sundays
nos sbados, nos domingos
on weekdays
nos dias da semana
at weekends
nos fins de semana
3 Exemplos de advrbios de frequncia indefinida:
30
Always
nearly always, almost always
usually, normally
generally, regularly
often, frequently
sometimes, occasionally
rarely, seldom
almost never, hardly ever
Never
from time to time
again and again
now and again, now and then
at times
Sempre
quase sempre (2)
normalmente (2)
geralmente, regularmente
muitas vezes, frequentemente
s vezes, ocasionalmente
raramente (2)
quase nunca (2)
Nunca
de vez em quando
repetidas vezes
de quando em quando (2)
por vezes
4 Posio dos advrbios de frequncia definida:
no fim da frase (normalmente)

John plays tennis every day.
February has 29 days every four years.
I visit my dentist twice a year.
O Joo joga tnis todos os dias.

O ms de Fevereiro tem 29 dias de quatro em
quatro anos.
Vou ao dentista duas vezes por ano.
5 Posio dos advrbios de frequncia indefinida:

no incio ou no fim da frase para nfase (ex. usually, normally, generally, regularly,
often, frequently, sometimes, occasionally)
Occasionally, you hear noises in the Ocasionalmente, ouve-se barulho na cave.
basement.
Sometimes he is naughty.
s vezes ele mal comportado.
Generally, he is a nice person.
Geralmente, ele uma boa pessoa.
She is naughty sometimes.
Ela mal comportada s vezes.
They don't come here often.
Eles no vm c muitas vezes.
Do you see her often?
Costumas v-la muitas vezes?
She visits her mother on Sundays usually.
Ele visita a me nos domingos normalmente.
no incio da frase para nfase (ex. always, never + imperativo)

Always brush your teeth.
Escove sempre os dentes.
Always lock the door when you leave.
Tranque sempre a porta quando sais.
Never say never.
Nunca digas nunca.
Never forget what I said.
Nunca esqueas o que eu te disse.
no meio da frase antes do verbo se este tiver a forma de uma nica palavra
31
I always get up early.

I usually watch television.
I rarely drink wine.
I hardly ever study.
I never said that.
Eu sempre levanto cedo.

Eu normalmente vejo televiso.
Eu raramente bebo vinho.
Eu quase nunca estudo.
Eu nunca disse isso.
no meio da frase a seguir ao verbo BE

He is always late.
He is usually lazy.
They are never on time.
The weather is sometimes unpredictable.
Ele chega sempre tarde.

Ele normalmente preguioso.
Eles nunca chegam hora.
O tempo s vezes imprevisvel.
no meio da frase a seguir ao primeiro verbo auxiliar

He is always complaining.
Ele est sempre a queixar-se.
I have often seen her.
Eu tenho a visto muitas vezes.
I would never have invited him.
Eu nunca o teria convidado.
Your request will never be granted.
O seu pedido nunca ser aceite.
Excepto os verbos auxiliares used to, have

advrbio:
He never used to say that.
I always have to remind him.
You always ought to respect your elders.
to e ought to, que vm somente depois do

Ele nunca costumava dizer isso.
Eu tenho sempre de lhe lembrar.
Deves sempre respeitar as pessoas mais
velhas.
no meio da frase a seguir ao sujeito nas interrogativas

Do you always come here?
Vens sempre aqui?
Does she usually study?
Ela estuda normalmente?
(1)
Does he ever cook?
Ele alguma vez cozinha?
(1)
nas interrogativas emprega-se ever em vez de never
antes do verbo auxiliar nas respostas curtas

She always works hard.
Ela sempre trabalha muito.
But she never does!
Mas ela nunca trabalha.
You rarely go to the cinema.
Tu raramente vais ao cinema.
But I often do!
Mas eu vou muitas vezes.
He never studies.
Ele nunca estuda.
No, he never does.
No, ele nunca
32
Present Continuous
O presente contnuo deve ser usado para expressar uma situao que est em progresso, ou seja,
uma ao que ainda est acontecendo. Todo nosso ando, endo e indo dos verbos em
portugus devem ser trocados em ingls por ing.
A construo do presente contnuo deve ser dada segundo a forma:
Sujeito + verbo to be + verbo com ing + complemento
She is studying English now. (Ela est estudando ingls agora).
Para a forma negativa, basta acrescentar o not aps o verbo to be (am, is are).
Ex:
He is not playing the electric guitar at this moment. (Ele no est tocando guitarra neste exato
momento).
She is not listening to music. (Ela no est ouvindo msica).
They are not helping their mother. (Eles no esto ajudando a me deles).
Para elaborar uma frase interrogativa necessrio colocar o verbo to be no incio da frase:
Is Mariane talking to Bob? (A Mariane est conversando com o Bob?)
Is Susan watching the soap opera? (A Susan est assistindo a novela?)
Are the kids playing on the backyard? (As crianas esto brincando no quintal?)
Obs:
1- Deve-se retirar o e dos verbos terminados com essa letra, antes de se acrescentar o ing.
Ex: to ride (andar)
to dance (danar)
She is riding a bike now. (Ela est andando de bicicleta agora).
She is dancing ballet. (Ela est danando bal).
2- Deve-se dobrar a ltima letra dos verbos monosslabos terminados em CVC (consoante, vogal,
consoante) antes de se acrescentar o ing.
Ex: to swim (nadar)
to put (colocar)
33
He is swimming on the lake. (Ele est nadando no lago).

She is putting the folders in the drawer. (Ela est colocando as pastas na gaveta).
EXERCISE
Rewrite the complete sentence using the adverb in brackets in its correct position.
1) He listens to the radio. (often)
2) They read a book. (sometimes)
3) Peter gets angry. (never)
4) Tom is very friendly. (usually)
5) I take sugar in my coffee. (sometimes)
6) Ramon and Frank are hungry. (often)

7) My grandmother goes for a walk in the evening. (always
8) Walter helps his father in the kitchen. (usually)
9) They watch TV in the afternoon. (never)
10) Christine smokes. (never)
Numbers
0 zero
1 one
2 two
3 three
4 four
5 five
6 six
7 seven
8 eight
9 nine
10
11
12
13
14
15
16
17
18
19
ten
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
20
21
22
30
40
50
60
70
80
90
Twenty
twenty-one
twenty-three
Thirty
Forty
Fifty
Sixty
Seventy
Eighty
Ninety
100
200
300
400
500
600
700
800
900
1000
one hundred
two hundred
three hundred
four hundred
five hundred
six hundred
seven hundred
eight hundred
nine hundred
one thousand
34
Observao
Como se v no caso dos nmeros 21 e 22, a partir do 20 (twenty), formam-se os outros nmeros em
ingls por justaposio.
Veja mais exemplos:
28 - Twenty-eight
47 - Forty-seven
102 - One hundred-two
263 - Two hundred-sixty-three
1002 - One thousand-two
3627 - Three thousand-six-hundred-twenty-seven.
Nmeros Ordinais - Ordinal Numbers

Os Ordinal Numbers indicam a ordem ou lugar do ser numa determinada srie.
exceo de first (primeiro), second (segundo), third (terceiro) e os nmeros que os contm
em sua grafia, os nmeros ordinais so formados com a adio do sufixo -th.
A abreviao dos Ordinal Numbers feita acrescentando-se ao nmero as duas
ltimas letras de sua forma extensa. Por exemplo:
abreviao /por extenso

1st - first
2nd - second
3rd - third
4th - fourth
5th - fifth
9th - ninth
12th - twelfth
21st - twenty-first
abreviao /por extenso

30th - Thirtieth
50th - Fiftieth
62nd - sixty-second
73rd - seventy-third
85th - eighty-fifth
99th - ninety-ninth
133th - (one/a) hundred and thirty-third
518th - five hundred and eighteenth
Na grafia da abreviao, as duas ltimas letras podem ser elevadas:
35
Quando lemos ou escrevemos por extenso os nmeros ordinais em portugus, tanto na

dezena quanto na centena e no milhar, todos os algarismos vo para a forma ordinal. No
ingls, no entanto, apenas o ltimo algarismo vai para a forma ordinal:
21 - vigsimo primeiro = 21st - twenty-first
72 - septuagsimo segundo = 72nd - seventy-second
167 - centsimo sexagsimo stimo = 167th - one hundred and sixty-seventh
Repare que, nos nmeros ordinais acima de 100, o uso da conjuno and segue as
mesmas regras dos cardinais:
205th two hundred and fifth
440th four hundred and fortieth
Nmeros Ordinais em datas - Ordinal Numbers in dates:
Uma mesma data pode ser expressa de diversas maneiras. Por exemplo, a data 13 de
maio pode ser escrita das seguintets formas: May 13 / May 13th / 13 May / 13th May.
O modo como se fala geralmente May the thirteenth ou The thirteen of May.
Entretanto, no ingls americano, tambm possvel dizer May thirteen.
Nmeros Romanos - Roman Numbers
Os nmeros Romanos (I, II, III, IV etc.) no so to comuns no ingls moderno, mas
ainda so utilizados em algumas situaes: nos nomes de reis e rainhas, na numerao das
pginas da introduo de alguns livros, nos nmeros dos pargrafos em certos documentos,
nos nmeros das questes em alguns exames, nos algarismos de alguns relgios e,
eventualmente, na representao dos sculos. Examples:
This table was bought in the time of Henry V. (Esta mesa foi comprada na poca de Henry
V.)
The XX Century actually ended on December, 31, 2000; not on December 31, 1999; as
many people think.
(O sculo vinte na realidade terminou em 31 de dezembro de 2000 e no em 31 de dezembro
de 1999, como muitos acreditam.)
For details, see introduction page iv. (Para mais detalhes, veja a pgina iv da introduo.)
Do question (vii) or question (viii) but not both.
[Faa ou a questo (vii) ou a (viii), mas no ambas.]
36
IMPORTANT REMARKS!
Aps um substantivo, geralmente utiliza-se um nmero cardinal para se falar
de ttulos em geral. Compare:
the fourth book - Book Four
the third act - Act Three
Mozart's thirty ninth symphony - Symphony No. 39 , by Mozart
the third day of the course - Timetable for Day Three
No entanto, os ttulos de reis, rainhas, papas, etc., que levam nmeros romanos
em sua escrita, falam-se com nmeros ordinais:
Henry VIII - Henry the Eighth
Louis XIV - Louis the Fourteenth
Elizabeth II - Elizabeth the Second
Pope Paul VI - Pope Paul the Sixth
Leitura dos numerais cardinais

310 three hundred (and) ten
5,642 five thousand, six hundred (and) forty-two
7,001 seven thousand (and) one
Leitura dos meses e dos dias

12/31 December ( the) thirty-first
06/18 June ( the) eighteenth
Leitura dos anos
455 four hundred (and) fifty-five
1908 nineteen o eight
1998 nineteen ninety-eight
2005 twenty hundred and five
PASSADO SIMPLES VERBOS REGULARES
Zaowang protected the home.
37
They prepared good food.

The festivities lasted 15 days.
O passado simples dos verbos regulares formado acrescentando-se ED ao final do

verbo.
TO WORK
I worked
you worked
he, she, it worked
we worked
you worked
they worked
PARTICULARIDADES
1. Nos verbos terminados em y precedidos de consoante troca-se o y por ied.
study studied
carry - carried
2. Nos verbos terminados em consoante/vogal/consoante cuja slaba forte a ltima,

dobra-se a consoante e depois acrescenta-se ed.
Stop stopped
occur ocurred
Permit permitted
chat chatted
Drop dropped
prefer - preferred
3. Nos verbos terminados em consoante/vogal/consoante cuja slaba forte no a

ltima, no se dobra a consoante.
Listen listened
open opened
Develop developed
fasten fastened
Happen happened
visit visited
Verbo To Be - Passado / Verb To Be - Past Simple/Simple Past

Apresentamos a seguir as formas do Simple Past (Passado Simples) do verbo to be. As formas
afirmativas e interrogativas do Simple Past no possuem contrao; a forma negativa organizada
38
da seguinte maneira: na 1 coluna encontra-se a forma sem contrao e na 2, mostramos a forma

contrada:
Forma Sem Contrao Forma Contrada

I was
---x--You were
---x--He was
---x--She was
---x--It was
---x--We were
---x--You were
---x--They were
---x--Examples:
They were talking about you. (Eles estavam falando de voc.)
We were in a hurry last night and didn't stop to talk to him. (Estvamos com pressa ontem noite e
no paramos para falar com ele.)
It was too cold yesterday. (Estava muito frio ontem.)
Forma Sem
Contrao
I was not
You were not
He was not
She was not
It was not
We were not
You were not
They were not
Forma Contrada
I wasn't
You weren't
He wasn't
She wasn't
It wasn't
We weren't
You weren't
They weren't
Examples:
I wasn't feeling well, so I decided to go home. (No estava me sentindo bem, ento decidi ir para
casa.)
They were not good students. (Eles no eram bons alunos.)
Mary wasn't the main actress. (Mary no era a atriz principal.)
39
Forma Sem
Contrao
was I?
were you?
was he?
was she?
was it?
were we?
were you?
were they?
Forma Contrada
---x-----x-----x-----x-----x-----x-----x-----x---
Examples:
Was he wearing a pair of sunglasses when you met
him?
(Ele estava usando culos de sol quando voc o
encontrou?)
Was the blender working yesterday? (O liquidificador estava funcionando
ontem?)
Were you occupied when I called to you? (Voc estava ocupado quando
lhe liguei?)
PRACTICE: A - Give the simple past of the following verbs.

1. try ___________________
2.destroy________________
3. study _________________
4. order _________________
5. shout _________________
6. follow ________________
7. dance _________________
8. need ____________________
40
9. stop _____________________
10. permit __________________
11. cry _____________________
12. arrive ___________________
PASSADO SIMPLES VERBOS IRREGULARES
They gave presents to the children.
He left the house.
They made food.
Os verbos irregulares no seguem nenhuma regra, isto , cada um tem uma forma prpria
de passado.
PRACTICE
A. Give the simple past of the following verbs.
1. make ____________________
2. take _____________________
3. come ____________________
4. become ___________________
5. wear _____________________
6. know _____________________
7. find ______________________
8. hold ______________________
9. give ______________________
10. see _______________________
2. PASSADO SIMPLES USOS

They went to the Festival of Lanterns last year.
Bob and Tom always worked together.
O passado simples usado para expressar:
41
a) aes acabadas num passado definido. Exemplo: They went to the Festival of Lanterns
last year.
b) aes habituais no passado. Exemplo: Bob and Tom always worked together.
Nota
Alguns advrbios de tempo que acompanham o passado simples:
Yesterday
last week
In 1960
two years ago
last month
PRACTICE
C- Put these sentences into the simple past ( insert time adverbs).
1. Families reconcile with their neighbors.

________________________________________________________
2. The families gather during the New Year.
________________________________________________________
3. Sally makes good coffee.
________________________________________________________
4. That scientist knows the answer to that problem.
________________________________________________________
D - Supply the simple past of the verbs in parentheses.

1. My birthday _____________________ ( fall) on a Friday last year.
2. They _____________________ ( celebrate) their victory yesterday.
3. I _________________ ( be) involved in many projects last month.
4. She ___________________ (say) that you were not at home.
5. John ____________________ (give) flowers to his mother last Sunday.
6. Lee ___________________ (come) from Japan two months ago.
7. I ______________________ ( become) nervous during the ceremony.
8. We _____________________ ( give) a nice present to Nr. Smith yesterday.
9. My mother __________________ (tell) me a beautiful story last night.
42
10. Bob ______________________ (see) that film the day before yesterday.
E- Complete the sentences with the simple past tense of the verb to be:
1. It ____________ a very beautiful painting.

2. ______________ she in a rock band? No, she ____________________
3. Bob and Ted ___________________ ten years old. They were eleven.
4. _________________ the scientist here? Yes, he ________________________
5. We ____________________ in the classroom.
6. _______________________ you on of the contestants? No, I _____________
5. PASSADO SIMPLES INTERROGATIVA E NEGATIVA
(Afirmativa) Paul worked on a ship last year.
(Interrogativa) Did Paul work on a ship last year?
(Negativa)
Paul did not/ didnt work on a ship last year.
A interrogativa e a negativa do passado simples so formadas com a auxiliar DID. O

verbo principal fica no infinitivo sem to.
PRACTICE
E Put the sentences into the interrogative and the negative.
1. He invented fire.
__________________________________________________________________________
______________________________________________
2.
They did everything possible to come to party.

__________________________________________________________________________
______________________________________________
3. The dragon symbolized strength and goodness.

_____________________________________________________________________________
_________________________________________________
43
4. We wished them peace and good luck.

_____________________________________________________________________________
_________________________________________________
5. Zaowang protected the family home.
__________________________________________________________________________
______________________________________________
FUTURO BE + GOING TO + VERBO

I am going to write a message tonight.
Stem cells are going to grow into organs.
Research is going to help people.
Veja como formado:
futuro
simples
forma
contrada
I am going to work.
Im going to work.
You are going to work. Youre going to work.
He is going to work.
Hes going to work.
significado
Eu trabalharei
Voc trabalhar
Ele trabalhar
44
She is going to work.
Shes going to work.
Ela trabalhar
It is going to work.
Its going to work.
Ele/Ela trabalhar
We are going to work.
Were going to work.
Ns trabalharemos.
You are going to work. Youre going to work.
Vocs trabalharo.
They are going to

work.
Eles trabalharo
Theyre going to work.
Importante
A forma going to geralmente seguida de advrbios de tempo:
Next week
in a week
tomorrow
Next month
in a month
tonight
Next year
in a year
BE GOING TO Uso
1. Previses baseadas em evidncias, sobre algum evento futuro.Temos certeza que algo acontecer.
Look at the those clouds! Its going to rain this afternoon.
[Olhe aquelas nuvens! Vai chover hoje tarde.]
2. Intenes, planos (note que as decises j foram tomadas).
Im going (to go) to France next month. [Irei Frana no prximo ms.]
He is going to graduate in December. [Ele vai se formar em dezembro.]
They are going to discuss this topic. [Eles discutiro esse assunto.]
BE+ GOING TO + VERBO INTERROGATIVA E NEGATIVA
( Afirmativa)
She is going to order the goods.
45
( Interrogativa)
Is she going to order the goods?
( Negativa)
She is not/isnt going to order the goods.
A interrogativa e a negativa de going to tambm so formadas com o verbo to be.
PRACTICE
B. Transform the sentences using going to. Dont forget time adverbs.
Example: She brings her books to school every day.
She is going to bring her books to school tomorrow.
1. She gives information about the new experimentation every week.

___________________________________________________________
2. That boy delivers the newspaper at home at 7 oclock.
___________________________________________________________
3. They always obtain cells from embryos.

___________________________________________________________
4. Jack often researches information about human organs.

___________________________________________________________
5. The cells begin to divide.

___________________________________________________________
6. Todd writes a letter.

__________________________________________________________
7. My grandmother walks her dog.
__________________________________________________________
46
8. You need a piece of paper.

__________________________________________________________
9. They dont drink water.
__________________________________________________________
10. Pam walks to school.
_________________________________________________________
11. Andrew is not a salesman.

__________________________________________________________
12. We buy apples.
__________________________________________________________
13. The TV makes noise.
__________________________________________________________
14. Carol is not sad.
__________________________________________________________
15. I do my homework.
__________________________________________________________________
FUTURO SIMPLES WILL
John will work in an automobile company next year.
Cars will be more economical in the future.
O futuro simples expressa aes completas no futuro.
O futuro simples formado pelo verbo auxiliar will ( para todas as pessoas) e pelo
verbo principal no infinitivo sem to.
Pode-se contrair o verbo auxiliar Will
Well see you tomorrow morning.
Verbo To Be - Futuro / Verb To Be - Simple Future
47
Apresentamos a seguir as formas do Simple Future (Futuro Simples) do verbo to be. Na 1 coluna
encontra-se a forma sem contrao e na 2, mostramos a forma contrada. A forma interrogativa no
possui contrao:
Forma Sem Contrao

I will be
You will be
He will be
She will be
It will be
We will be
You will be
They will be
Forma Contrada
I'll be
You'll be
He'll be
She'll be
It'll be
We'll be
You'll be
They'll be
Examples:
We will be on vacation next month. (Estaremos de frias no ms que
vem.)
I think it will be raining tomorrow. (Acho que estar chovendo amanh.)
She will be the most beautiful bride in the whole world! (Ela ser a noiva
mais linda do mundo inteiro!)
I'll be there at eight o'clock.
(Estarei l s oito horas.)

Forma Sem Contrao
I will not be
You will not be
He will not be
She will not be
It will not be
We will not be
Forma Contrada
I'll not be / I won't be
You'll not be / You won't be
He'll not be / He won't be
She'll not be / She won't be
It'll not be / It won't be
We'll not be / We won't be
You will not be
You'll not be / You won't be
They will not be
They'll not be / They won't
48
be
Examples:
I won't be here next week. (No estarei aqui na semana que vem.)
He will not be a spoiled child. (Ele no ser uma criana mimada.)
We will not be ready to play the game tomorrow. (No estaremos preparados para jogar o jogo
amanh.)
Forma Sem Contrao

will I be?
will you be?
will he be?
will she be?
will it be?
will we be?
will you be?
will they be?
Forma Contrada
---x-----x-----x-----x-----x-----x-----x-----x---
Examples:
Will you be at home tomorrow evening? (Voc vai estar em casa amanh noite?)
Will I be late if I get there at nine o'clock? (Vou estar atrasado se chegar l s nove horas?)
Will he be waiting for me in the station? (Ela estar esperando por mim na estao?)
PRACTICE
A. Supply the simple future of the verbs in parentheses.

1. Pollution _______________________ (increase) a lot next year.
2. Not many people ________________________ ( travel) by car in the future.
3. The new project _______________________ (begin)before December.
4. He ______________________ ( change) the hydraulic system.
5. Light cars _________________________ (cave) fuel.
6. We _______________________ (drive) the new model next week.
7. Mr. Murray ___________________ (represent) our company during the car show.
8. Jack __________________________(solve) the problem in the electric system.
49
1. FUTURO SIMPLES INTERROGATIVA E NEGATIVA
( Afirmativa)
John will work in an automobile company next year.
(Interrogativa)
Will John work in an automobile company next year?
( Negativa)
John will not / wont work in an automobile company next year
A interrogativa do futuro simples feita colocando-se o verbo auxiliar will antes do

sujeito.
A negativa do futuro simples feita acrescentado-se not ao verbo auxiliar
( will not
ou wont).
PRACTICE
B. Put the sentences into the interrogative and the negative.
1. The scientists will talk about the computer.
_____________________________________________________________________________
_________________________________________________
2. They will connect it to the central computer.
_____________________________________________________________________________
_________________________________________________
3. Our company will increase its production.

_____________________________________________________________________________
_________________________________________________
4. Solar energy will be an alternative kind of energy.
_____________________________________________________________________________
_________________________________________________
5. Changes will occur in the control panel of the car of the future.
_______________________________________________________________________
_____________________________________________
50
VERBOS MODAIS
Caractersticas gerais
1. No tm conjugao completa ( no possuem tempos primitivos).
2. No recebem S na 3. Pessoa do singular do presente simples.
3. Funcionam como verbos auxiliares.
4. No recebem a partcula to antes, nem depois deles.
CAN indica possibilidade ou habilidade/capacidade fsica e permisso.
( Afirmativa )
Fluorine can reduce tooth decay.
( Interrogativa ) Can fluorine reduce tooth decay?

Fluorine cannot/ cant reduce tooth decay.
( Negativa )
COULD - indica o passado de can, indica tambm o futuro condicional, especialmente

quando o autor est sugerindo algo ( poderia).
Ex:
My grandfather could speak five languages.
MAY indica permisso ou probabilidade
( Afirmativa)
Fertilizers may contaminate water.
( Interrogativa )
May fertilizers contaminate water?
( Negativa )
Fertilizers may not contaminate water.
MIGHT o mesmo que may, porm com menor nfase.

I may fly to Recife next week.
MUST indica a necessidade ou dever/obrigao de se fazer algo; pode indicar tambm uma
deduo.
( Afirmativa )
They must treat polluted water.
( Interrogativa )
Must they treat polluted water?
( Negativa )
They must not / mustnt dump waste into the rivers.

Mary must have some problems: she keeps crying.
SHOULD indica uma sugesto feita pelo autor; uma opinio pessoal/conselho.
We should eat out more often.
51
OUGHT TO: o mesmo que should; contudo, apresenta um carter mais objetivo e usado de
modo especial para fazer referncia a leis, deveres e regulamentos.
People ought to vote even they dont agree with any of the candidates.
VERBOS ANMALOS USOS
CAN - COULD
He can swim Five Miles a Day. = capacidade
She can arrive before dinner. = possibilidade
Can I talk to you? = permisso
MAY - MIGHT
She may arrive before dinner. = possibilidade
May I talk to you? = permisso
MUST
I must study. = obrigao/necessidade
He goes to England every year. He must be rich. = deduo
You mustnt arrive late. = proibio
PRACTICE
A- Supply the interrogative and the negative.
1. You can add sugar to your coffee.
_____________________________________________________________________
___________________________________________
2. They must work from eight to five.
_____________________________________________________________________
___________________________________________
3. We may find contaminated water in wells.
_____________________________________________________________________
___________________________________________
4. She must be home before midnight.
_____________________________________________________________________
___________________________________________
5. Many communities can treat their water with fluorine.
_____________________________________________________________________
___________________________________________
6. You can swim three hours a day.
52
_____________________________________________________________________
___________________________________________
B. Fill in the blanks using can or must.
1. I ____________________ study today because I have a test tomorrow.
2. My sister _________________________ play tennis very well.
3. We _______________________ wash our clothes; they are very dirty.
4. My father _______________________ get up at seven every day because he works in the
morning.
5. Joel ________________________ swim two kilometers.
C. Fill in the blanks using may or mustnt.
1. She is very young. She _____________________ go out in the evening.
2. It ___________________ rain today.
3. They __________________ arrive late. Their car is broken.
4. The children ____________________ watch that film. Its very violent.
5. The party starts at 9. We ___________________ arrive there after 9.
D- Complete with can, may, must or mustnt.
1. In the future people ________________ travel to Mars. ( possibility).
2. We _____________________ reduce air pollution to a safe level. ( obligation)
3. Scientists _____________ give precise weather forecasts. ( capacity)
4. You ________________ damage the garden. ( prohibition)
5. They ______________________ see their schedule now. ( permission)
6. I ________________ take the next train to Glasgow. ( obligation)
7. We ______________ order cheap canvas from that store. ( possibility)
8. He lives in the country. He _______________ be a farmer. ( deduction)
9. She _________________ waste her time with that experiment. ( prohibition)
10. My sister _________________ dance rock-and-roll very well. ( capacity)
PRESENTE PERFEITO
Space scientists have studied the moon.
The physicist has proved his theory.
53
O presente perfeito formado pelo verbo auxiliar to have no presente simples ( have, has) + o
particpio passado do verbo principal.
Particularidades
1. O particpio passado dos verbos regulares formado do mesmo modo que o passado
simples.
2. O particpio passado dos verbos irregulares no segue nenhuma regra.
PRACTICE
A. Give the simple past and the past participle of these verbs.
Infinitive
simple past
past participle
1. to crash ________________________________________________________
2. to send: ________________________________________________________
3. to say: _________________________________________________________
4. to try: __________________________________________________________
5. to go: __________________________________________________________
6. to write ________________________________________________________
7. to end: _________________________________________________________
8. to find: _________________________________________________________
9. to suffer: ________________________________________________________
10. to drive: _______________________________________________________
B. Supply the present perfect tense of the verbs in parentheses.
1. Meteors _________________________ (crash) against the surface of the moon.

2. The moon ______________________ (be) a mystery since the beginning of civilization.
3. Scientists _____________________ (try) to reproduce the formation of craters.
4. Man __________________ (send) many astronauts to the moon.
5. He ___________________ (study) astronomy.
6. The kids ____________________ ( break) the door of the garage.
7. We _________________________ ( go) to the zoo many times.
8. Helen _____________________ (write) a letter to her friend in Holland.
9. The children ____________________ (help) their mother lately.
54
10. You ______________________ (forget) to call Nancy.
PRESENTE PERFEITO INTERROGATIVA E NEGATIVA
( Afirmativa)
The physicist has proved his theory.
(Interrogativa)
Has the physicist proved his theory?
(Negativa)
The physicist has not / hasnt proved his theory.
Na interrogativa, o presente perfeito construdo colocando-se o verbo auxiliar (have / has)

antes do sujeito.
Na negativa, acrescenta-se not ao verbo auxiliar ( havent /hasnt)
Nas duas formas, o verbo principal permanece inalterado.
ORGANIZING THE IDEAS IN ENGLISH
ESTRUTURA DAS FRASES EM INGLS
Subject + Verb + Objects and/or Other Complements

A estrutura das frases em ingls muita mais fixa do que no portugus. Inverses e
omisses de sujeito so permitidas no portugus, inclusive enriquecem a linguagem. Em ingls, a
ordem das palavras , praticamente, fixa. Pouqussimas inverses so permitidas e o sujeito deve
estar sempre presente, ocupando seu lugar na frase. Quando ele no existir, o It ou o there (que no
o l, apesar de ser escrito da mesma forma) preenchem o espao do mesmo.
Ao ler em ingls, deve-se ter em mente que:

Todas as frases tm um verbo
O sujeito em ingls explicito e formado por substantivos, pronomes ou estruturas
nominais (um conjunto formado de substantivo + palavras que possam
modifica-lo).
Normalmente as frases tm objetos (diretos/indiretos) e/ou outros complementos
como adjuntos adverbiais de tempo, lugar e outros.
Da mesma forma que o sujeito, tanto os adjuntos adverbiais quanto os objetos so
formados por substantivos, pronomes ou estruturas nominais.
55
EXERCISES
3. Marque o sujeito, verbo, objetos e complementos das oraes que se seguem.

1. This is not a physics textbook
2. This book demonstrates the relevance of basic scientific concepts in a real-world
context.
3. It encourages the study of physics.
4. The traditional order of presentation has been reversed in this book in the hope of
increasing motivation.
5. It first shows the applications of physics principles in familiar everyday things, such
as television, transport, telecommunications, domestic gadgets and health.
FORMAO DE PALAVRAS
Para interpretar o significado da palavra atravs da sua anlise deve-se decompor a palavra
em pequenas partes, tais como: raiz, prefixo e sufixo. O conhecimento do processo de formao das
palavras e o significado dos afixos podero ajud-lo a descobrir o significado de muitos vocbulos
sem precisar recorrer ao dicionrio.
Prefixo o elemento que vem antes da raiz e altera o significado da palavra.
Sufixo o que vem depois da raiz e geralmente faz com que a palavra mude de classe
gramatical.
PREFIXOS
IN-, IM-, UN-, IR-, IL-, A-, NON - (so prefixos que expressam negao: no, oposto a).
Exs. inactive, impossible, unusual, irrelevant, illegal, amoral, non-smoker.
1.
MIS - (expressa incorreo, erro) ex: miscalculate.
2.
DIS - (expressa negao) ex: dIsconect
Prefixos que expressam tamanho ou grau:
5.
SUPER - (acima, mais do que) ex: Superman
6.
OUT - (fazer alguma coisa mais rpida, etc. do que) ex. outrun.
7.
SUR - (sobre e acima) ex: surtax
8.
SUB - (menos, mais baixo do que) ex: subhuman.
9.
OVER- (demais) overeat
10. UNDER - (de menos) ex. underprivileged
11. HYPER - (extremamente) ex: hypercritical
12. ULTRA - (extremamente e alm de) ex. ultra-violet
13. MINI - (pouco) ex: miniskirt
Prefixos locatives:
1.
SUPER - (sobre) ex: superstructure
2.
SUB - (abaixo, em grau inferior) ex. subconscious.
3.
INTER - (entre) ex: international
4.
TRANS - (atravs de, de um lugar para outro) ex. transplant.
56
Prefixos de tempo e ordem:

16. FORE - (antes) ex: foretell
17. PRE -(antes)ex: pre-marital
18. POST -(depois) ex: post-classical
19. EX - (anterior) ex: ex-husband
20. RE - (novamente, de volta) ex: re-evaluate,review
OUTROS PREFIXOS:
AUTO-(prprio) ex: autobiography
NEO-(novo) ex: Neo-Gothic
PAN- (todo, universal) ex. : pan-African
PROTO-(primeiro, original) ex: prototype.
SEMI-(metade) ex: semicircle
VICE-(adjunto) ex: vice-president.
SUFIXOS
FORMAM SUBSTANTTVOS:
-ER, -OR - (aquele que faz a ao) ex.: driver, instructor

-ANT, -ENT - (agente) exs.: consultant, resident
-ATION, -TION, -ION, -MENT - (estado, ao) exs creation, advisement, location,
-ING - (atividade, resultado de uma atividade). Observe que a terminao ING pode indicar
a forma do gerndio em ingls ou pode formar verbos substantivados que funcionam como
adjetivo. Ex.: John is working now.
-NESS, -ITY - (estado, qualidade) exs.: happiness, popularity
-SHIP - (status, condio) exs.: friendship , dictatorship
-HOOD - (status) ex.: boyhood
-IST - (ocupao) ex.: violinist - recepcionist
-ISM - (atitude, movimento poltico)
ex: idealism, comunism
FORMAM VERBOS:
1.
-IFY, -IZE (-ISE), -EN: - exs.: simplify, realize, darken.
2.
-ED - (formam o passado regular): ex.: prepared
FORMAM ADVRBIOS
-LY (equivale a -MENTE em Portugus). Exs.: loudly, quickly
-WARD(S) (movimento, direo). Exs.: backward(s), upward(s).
FORMAM ADJETTVOS
-ABLE, -IBLE (capaz de, com caracterstica de). Exs.: comfortable, responsible.
-ISH (pertencente a, parecido com) - Exs.: spanish.
-LESS (sem, com falta de).- Exs.: useless.
-OUS [-EOUS, -IOUS] (caracterizado por).- Exs.: virtuous, courteous, vivacious.
57
-IC' AL [-IAL, -ICAL] (relativo a) - Exs.: heroic, criminal, editorial, musical.

-IVE [-ATIVE, -ITIVE] - (exprimem gradao ou no gradao). Exs.: attractive affirmative,
sensitive, creative.
Important hint
Um recurso bastante til para a abordagem de textos em ingls o dicionrio bilingue. Contudo, ao
procurar uma palavra no dicionrio, h algo que voc deve ter sempre em mente. Como ns vimos,
muitas palavras so formadas por prefixos.
Portanto, se voc procurar uma palavra como
hopelessness, voc no dever encontr-la, encontrar hope, e, como voc j conhece os sufixos
less e ness, advinhar rapidamente o significado de hopelessness.
WH-QUESTIONS
How Como
What - o qu
When quando
Where - Onde
Who - Quem
Which O qual, as quais, os quais ou quais
Whose de quem
Why por que
Whatever o que quer que ou seja l o que
USO DO DICIONRIO
Os leitores em lngua estrangeira algumas vezes sentem a necessidade de recorrer ao dicionrio em
busca de informaes que possam ajud-los na compreenso de determinadas palavras, expresses
ou frases. Porm, antes de dar incio a essa tarefa, observe as dicas a seguir.
Um bom dicionrio aquele que pode fornecer todas as informaes necessrias ao leitor durante o
seu processo de leitura de textos em lngua estrangeira. Quais seriam essas informaes?
ear
ouvido para msica. to come to s. o. s
to be all
chegar ao conhecimento de algum.
an
for music um
58
Fonte: Michaellis Ingls Portugus, Melhoramentos,1989.

ear [i ] noun 1 part of the head by means of which we hear, or its external part only: Her new hairstyle covers her ears. ouvido, orelha
2 the sense or powe of hearing especially the ability to hear the difference between sounds: sharp
ears; She has a good ear for music. ouvido
go in one ear and out the other not to make any lasting impression: I keep telling that child to
work harder but my words go in one ear and out the other: entrar por um ouvido e sair pelo outro
play by ear to play (music) without looking at and with-out having memorized printed music.
tocar de ouvido.
up to ones ears (in) deeply involved (in): Im up to my ear in work at as orelhas.
Fonte: Password, K. Dictionary for Speakers of Portuguese, New Edition, Martins Fontes, 2001.
Como vocs podem perceber, podemos encontrar as seguintes informaes:

A representao fontica:
A classe gramatical: substantivo
Abreviaturas: s.: m. : f.
O significado das palavras: ouvido: orelha: audio.
Expresses idiomticas: to be all ears, na ear for music, etc.
Marcadores discursivos
Marcadores discursivos, frequentemente representados por conjunes, so termos utilizados para
ligar oraes e ideias, indicando como elas se relacionam. Atravs desses elementos de ligao, os
autores mostram com maior clareza a organizao de suas ideias. Eles constituem, portanto,
importante recurso de coeso textual.
59
Os marcadores discursivos podem sinalizar: adio, contraste, causal/consequncia, tempo,

sequncia cronolgica, etc. Observe nos quadros a seguir, alguns exemplos de marcadores
discursivos bastante utilizados na lngua inglesa.
ADIO
And - e
Futhermore,In addition, Moreover, Besides, - alm disso,
in addition to.../ as well as - alm de
Also; too/as well - tambm
bothand - tantoquanto
not onlybut also - no apenasmas tambm
Exemplos:
Theres still a tendency to see the issues in black and white.
The source of the information is irrelevant. Moreover, the information need not be confidential.
John, Jack and Sam are coming as well as our friends from Boston.
Peter is a photographer and also writes books.
She is a valued colleague and a great friend too/as well.
Sometimes it is not only wise to listen to your parents but also interesting.
CONTRASTE
but - mas
However, - Entretanto, /Porm,
Yet, / still, / Nevertheless, Despite / In spite of - apesar disso/apesar de
Rather than instead of - ao invs de/ em vez de
Although, though - embora
While/whereas - enquanto que/ao passo que
On the one hand, - Por um lado,
On the other hand, - Por outro lado
In contrast (to/with),Unlike...,Differently from - ao contrrio de
Exemplos:
Id like to go but Im too busy.
Hes overweight and bald; yet somehow, hes incredibly attractive.
Despite all out efforts to save the school, the authorities decided to close it.
She walked home by herself, although she knew that it was dangerous.
On the one hand Id like a job which pays more, but on the other hand I enjoy the work Im
doing at the moment.
Rather than go straight on to university why not get some work experience first?
He must be about sixty, whereas his wife looks about thirty.
In contrast to Cuiab, Curitiba has a cold winter.
CAUSA/CONSEQUNCIA
so - por isso/assim
Therefore, /Thus, Because of this/that, For this/that reason, Consequently, /As a result, - Portanto
since - visto que/ uma vez que
because - porque/ por causa de
so that - a fim de que
60
Exemplos:
I was feeling hungry, so I made myself a sandwich.
Progress so far has been very good. Therefore, we are confident that the work will be completed on
time.
Since you are unable to answer, perhaps we should ask someone else.
We didnt enjoy the day because the weather was so awful.
TEMPO / SEQUNCIA CRONOLGICA

First(ly), /To start with, - Primeiramente
Second(ly), /Third(ly), - Em Segundo/terceiro lugar
Then, /Next, /After that, /Afterwards, - A seguir
Finally, - Finalmente, /Por ltimo
Formerly - no passado
Nowadays/currently - atualmente
Before / prior to - antes de
after - depois que/de
the former - o/a primeiro/a
The latter - o/a segundo/a
When - quando
While - enquanto
Exemplos:
We had tea, and afterwards we sat in the garden for a while.
The European Union was formerly called the European Community.
Most people nowadays are aware of the importance of a healthy diet.
All the arrangements should be completed prior to your departure.
Zimmerman changed his name after he left Germany.
Of the two suggestions, I prefer the former.
She offered me more money or a car and I chose the latter.
I went there when I was a child.
While I was in Italy, I went to see Alessandro.
EXEMPLIFICAO
for example, /for instance, /e.g. / i.e. - por exemplo
such as - tal/tais como
like - como
CONCLUSO
In short, / In conclusion, /In summary, Finally, /To sum up, - Finalmente, Em resumo
Exemplos:
That sum of money is to cover costs such as travel and accommodation.
To sum up, for a healthy heart you must take regular exercise and stop smoking.
NFASE
61
As a matter of fact, / In fact, / Actually, / Indeed, - De fato, / Na verdade

COMPARAO
In the same way, / Likewise, / Similarly, / Correspondingly, - Da mesma forma
Exemplos:
Ive known Barbara for years. Since we were babies, actually.
The cost of living in the city is more expensive, but salaries are supposed to be correspondingly
higher.
Bibliografia
SOUZA, Adriana Grade Fiori ... [et al.] Leitura em lngua inglesa: uma abordagem instrumental.
So Paulo: Disal, 2005. p.69 a 72.
TEXTOS
Dentistry
Dentistry began to emerge as a recognized specialty within medical surgery in seventeenth-century
Europe, although scattered examples of basic dental practice (especially extractions) and attention
to oral hygiene can be traced to earlier centuries. The French surgeon Pierre Fauchard, author of Le
Chirurgien Dentiste (1728), is generally recognized as the "father" of modern dentistry. Among his
select clientele was an occasional child, usually a daughter of one of his (mainly female) patients,
who would present with a badly carious, visible tooth that she was reluctant to extract because an
empty space or replacement tooth might threaten her physical appearance and social position.
Fauchard's creative solution, which apparently met with some success, was to withdraw the
diseased tooth and then replace it immediately in its socket. Beyond providing pain relief, Fauchard
and his contemporaries also experimented with new procedures to straighten misaligned teeth;
children ages twelve to fourteen were the principal clientele.
These early examples notwithstanding, it was rare for a child of any social class to visit a dentist in
the eighteenth and nineteenth centuries. Even among leading professional spokesmen, the
traditional view still held that children's primary (deciduous) teeth were expendable, unworthy of
financial investment, and unrelated to future oral health. The reparative treatment of carious teeth
improved in quality and gained in popularity during the late nineteenth century, but its primary
reliance on expensive gold fillings militated against its general extension to children. Extraction
62
remained the primary response to children's dental diseases. Trained dentistsfew in number,
located mainly in cities, and expensivewere largely peripheral to the extraction trade, which was
dominated by barbers, nostrum salesmen, and itinerant "tooth-pullers" who promised instant, painfree relief. Not surprisingly, business boomed for replacement teeth and prosthetic devices in the
nineteenth century, not just for the elderly but also for young adults who emerged from childhood
with few usable teeth and constant mouth pain. Dentists and craftsmen worked singly and
collaboratively to meet public demand and to improve the quality and fit of prosthetic devices
(famous portraits of George Washington's clenched mouth exemplified why technical
improvements were considered necessary). Dentists in the United States established clear
superiority in "mechanical dentistry" and in the production, quality, variety, and economy of
prosthetic devices.
Education, Child Welfare, and the Rise of Children's Dentistry
Children's dentistry emerged as a distinct subspecialty in Canada, Great Britain, and the United
States in the first half of the twentieth century. Oddly, the field took shape mainly outside rather
than inside dentists' offices, and under public rather than private sponsorship. Most dentists
remained ambivalent, if not hostile, to integrating children into their private practices. The
challenges and rewards of technically sophisticated, adult-oriented mechanical dentistry, not childoriented, poorly compensated, preventive dentistry, drove the bulk of the profession. Nonetheless, a
major shift in scientific direction, professional orientation, and public discourse about dental disease
was evident by the early 1900s. For the first time, dentists seriously questioned the panacea of
extraction and the presumed inevitability of toothlessness. A new gospel of "prevention" became a
clarion call for dentistry to transform its customary assumptions about children's dental needs, and
to make "mouth hygiene" a vital concern in medicine, public health, and education.
Several scientific advances in the 1880s and 1890s underlay the new viewpoint. Most important
were Dr. William Miller's "chemico-parasitic" theory, which described the bacteriological process
by which caries emerged under gelatinous plaques, and his "focal infection" theory, in which an
unclean oral cavity was seen as the prime avenue of penetration for infectious disease in children.
Also important in building professional confidence were Dr. Edward Angle's creative inventions for
straightening teeth, which raised hopes for addressing the entire range of difficult problems
surrounding malocclusion. New techniques and equipment for saving carious teeth with better,
longer lasting, and cheaper filling materials also promised a bright future for reparative dentistry.
Children's dentistry was integral to the Progressive Era's (18901920) wide-ranging child welfare
and Americanization campaigns, and, in particular, to the school health movement. Educational
programs made prevention the central theme of children's dentistry. While educators emphasized
the importance of nutrition and regular prophylaxis, they urged above all that children maintain
lengthy, stringent, technically perfect standards of brushing their teeth: three, four, and ideally five
times per day. Mothers as much as children were the audience for the new conventional wisdom. As
with other elements of the Progressive child welfare agenda, mothers were assigned major
responsibility for sparing their children needless pain and suffering, and thereby ensuring their
success in school and assimilation into American life.
The provision of operative treatment via schools and clinics was the boldest innovation of earlytwentieth-century children's dentistry. In the 1910s, several dozen dental clinics were established
exclusively or primarily to serve children in public schools and in local health departments; a few
clinics with private support, most notably in Boston and Rochester, were also founded. These
clinics brought prevention-and-treatment oriented dentistry to the masses for the first time. In many
clinics, dentists not only inspected children's teeth but also performed reparative treatments and
extractions. Equally innovative was the introduction of regular prophylaxis, usually performed by
63
members of the new, entirely female, school-centered specialty of dental hygienists. Despite its
acknowledged importance in caries prevention, prophylaxis was time-consuming, laborious, and
generated low fees. Dentists rarely performed prophylaxes in their private offices until hygienists or
comparably trained assistants became more widely available. Although male dentists provided most
school- and clinic-based operative service, it was lower-level women professionalsteachers,
nurses, and hygienistswho mainly carried the banner of children's dentistry, much as in other areas
of Progressive child-welfare reform.
A small corps of women dentists also emerged in the early twentieth century that began to focus
primarily on children. M. Evangeline Jordon was arguably the first specialist in children's dentistry,
beginning in 1909. Jordon authored the field's first expert textbook, Operative Dentistry for
Children, in 1925. In his preface to Jordon's text, the prominent dental scholar Rodrigues Ottolengui
observed that prior to 1915 he "had never heard of a dentist specializing exclusively in dentistry for
children," and that "Dr. Jordon, so far as we have been able to learn, was the first dentist to practice
exclusively for children, and thus she is the pioneer pedodontist of the United States, and perhaps of
the world" (p. vii). In 1927, around the time of her retirement as a practitioner, a small group of
dentists formed the American Society for the Promotion of Dentistry for Children, based on a
common understanding that "if children are to be served, general dentists would have to provide
most of the treatment." In 1933, the Journal of Dentistry for Children was founded.
General dentists did begin to serve children in larger numbers during the Great Depression, but
mainly as paid employees in schools and clinics that expanded under government auspices. The
Depression brought considerable hardship for dentists, and publicly funded programs in school and
clinic settings were essential for their professional survival. Now numbering in the hundreds, these
clinics provided around half of the total amount of dental treatment that children received from any
source during the 1930s. (As the draft examinations in World War II would reveal, however, the
oral health of American children and youth was still abominable, especially in rural communities
and in the South, where publicly financed school and dental clinics never took hold.) Thus, out of
necessity more than design or desire, children and dentists were no longer strangers to one another.
A base of professional experience and client expectation for integrating children into general
dentistry had been laid. Signifying the subspecialty's gradual arrival at professional legitimacy, the
American Society for the Promotion of Dentistry for Children was renamed the American Society
of Dentistry for Children in 1940.
Toward the Cavity Free Child: New Advances and New Horizons in Children's Dentistry
The provision of free reparative and restorative dentistry to several million servicemen during
World War II also did much to create a new consumer base for children's dentistry in the postwar
era. With the return of prosperity, this potential was soon realizedbut now in the private rather than
in the public sector. In the decade following the war, the private practice of American dentistry
boomed as never before, and the share of children receiving private dental care expanded
dramatically. By the late 1950s, nearly half of the school-age population was visiting a dentist about
once per year. Organized dentistrywhich, unlike organized medicine, had largely supported free
school and clinic dental programs for children during the previous half-centuryadopted a
condescending stance toward such programs in the 1950s, claiming that they provided inferior
treatment, used outdated equipment, misled parents about their children's true dental needs, and
were no longer necessary. School clinics and other public agencies that had grown accustomed to
calling upon unemployed or underemployed dentists on an hourly per capita or fee basis to treat
children now found that dentists no longer had the time or financial inclination to participate in such
arrangements. The long-sought ideal of the "family dentist" was finally becoming a reality.
64
An equally major change emerged in the postwar years that would profoundly transform children's
oral health by the 1980s. This was the discovery of the preventive possibilities of fluorides for
dental caries. Schools returned briefly in the 1970s to a central role in children's dentistry as the
National Institute of Dental Research launched a major publicity campaign to convince educators
and dentists alike that school-based fluoride rinse programs represented the most cost-effective,
school-based means available to prevent tooth decay. By 1980, nearly one-quarter of the nation's
school districts were participating in fluoride rinse programs, which may have reached as many as 8
million children. Although bitter fights over water fluoridation occurred in numerous communities,
with some opponents casting fluoridation as a Communist plot, the fluoridation of water supplies
grew rapidly in the postwar era. By the end of the 1950s, nearly two thousand communities serving
over 33 million people had fluoridated their water supplies. By 1980, over eight thousand
communities and more than half of the U.S. population was drinking from artificially or naturally
fluoridated water supplies.
In addition, the advent of fluoride-based toothpastes beginning in the 1960s and the growing
availability of fluoride mouth rinses in the 1970s further increased the likelihood that children,
whether their community had fluoridated its water supply or not, had ready access to fluorides'
preventive possibilities. The impact of pervasive exposure to fluorides on children's dental health
was spectacular. By the late 1970s, a precipitous nationwide decline in the incidence of dental
caries was evident, in non-fluoridated as well as in fluoridated communities. Dentists began to
report substantial growth in the numbers of cavity free children, who were virtually unknown just
two decades earlier. While the precise causes were uncertain, the omnipresence of fluorides in the
food chain, as well as their widespread ingestion via community water supplies, tablets, mouth
rinses, and toothpastes, contributed substantially to the decline.
By the beginning of the twenty-first century, the perceived crisis in "mouth hygiene" that had given
rise to the specialty of children's dentistry was clearly over. To be sure, dental caries still
compromise children's health, and some subgroups of children, particularly among the
disadvantaged, continue to suffer disproportionately from caries. But leaders in the field have
understandably turned their attention to a variety of new issues and unmet needs. These include
paying more attention to periodontal diseases in children; intervening earlier to treat malocclusions;
grounding dentistchild relations more consistently on scientific principles of child development;
extending dental care to disabled children; expanding the dentist's responsibility in recognizing
child abuse and neglect; managing medically compromised patients, such as those with AIDS; and
inventing a caries vaccine. Concerns about aesthetic issues as well as health issues led to growing
rates of treatment with braces and other straightening devices from the mid-twentieth century
onward.
Perhaps bolder still, some leaders in "preschool dentistry" insist that the relatively recently
established ideal age for children to see a dentist for the first timeage threeis in fact far too late to
preserve optimal dental health. Instead, they recommend that parents schedule their child's first
dental appointment between six months and one year of age. The entire field of preschool dentistry
was inconceivable a century ago. But its basic premise remains consistent with that of Jordon and
other pioneers in early-twentieth-century children's dentistry: "The prevention of disease can never
be started too early" (Pinkham, p. 4).
See also: Hygiene; Pediatrics.
bibliography
Adams, Tracey I. 2000. A Dentist and a Gentleman: Gender and the Rise of Dentistry in Ontario.
Toronto: University of Toronto Press.
65
Campbell, J. M. 1963. Dentistry, Then and Now. Glasgow, UK: Pickering and Inglis.
Dunning, James Morse. 1970. Principles of Public Health, 3rd ed. Cambridge, MA: Harvard
University Press.
Gies, William J. 1926. Dental Education in the United States and Canada. New York: The
Carnegie Foundation for the Advancement of Teaching.
Jordon, M. Evangeline. 1925. Operative Dentistry for Children. Brooklyn, NY: Dental Items of
Interest Publishing.
Welcome to Image Dentistry!

At Image Dentistry we practice complete dentistry and have years of experience in
Cosmetic and Restorative Dentistry. We take time to understand your needs and want to
make our experience simple and pleasant.
We are dedicated to making a difference in your life. We treat patients like family and want
them to have the best dental experience possible.
We perform all General Dentistry functions, as well as dental implants and other
specialties. Call us today for a truly unique dental experience.
Short waiting times, relaxing music and aromas make you feel comfortable and at ease.
Just relax, sit back and enjoy your new smile!
1. Want to Improve Your Smile?

See what braces, crowns, veneers, teeth whitening, bridges, implants, gum reshaping or
even a complete dental makeover -- can do for your smile.
66
2. Why Imagecare Dental?

Your time is valuable! Our dental hygienists and doctors provide you with quality
care in an efficient yet caring manner. Plus, we run on time!
Having direction and goals for your dental health is important. The Dental Experts at
Imagecare create a customized short term and long term treatment plan to help you
Get Your Smile On!TM for a lifetime.
Apprehensive or afraid? NEW, Safe, Conscious Sedation Dentistry lets you snooze
through your dental appointment.
Most dental insurance accepted and claims filed for you! We are the only dental
office in Plano that has an actual dentist filing your claims and interacting with your
insurance company to help you get the coverage you deserve.
For your peace-of-mind, our dental experts have over 60 years of experience and
thousands of hours of continuing education. Smile Design Expert and Plano
Cosmetic Dentist, Dr. Thompson has completed over 50,000 cosmetic restorations
For your convenience we offer Zoom Advanced Power Whitening, Cosmetic
Dentistry, Dental Implants, Sedation Dentistry, Invisalign , Bioesthetic Dentistry, TMJ
Treatment, Full Mouth Reconstruction, General Dentistry and much more!
Our Friendly and Gentle Dentists are knowledgeable and use the latest technology.
3. Yours for optimal oral health,
Dr's Thompson, Henry, Imperial and Moore

P.S. We also serve as dental experts for out of state patients, as well as patients from the
North Texas region including Plano, Frisco, Allen, McKinney, Flower Mound, The Colony,
Carrollton, Dallas and Richardson.
Call Today! 972-618-5000
6. Sedation Dentistry Takes

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

It is not uncommon for a dentist to see a patient who has gone without any form of dental
treatment for 10 to 30 years, or more. A childhood experience may have caused this fear,
either from a dentist they did not like, gag reflexes, the smell of the dental office, fear of
needles, or horror stories told by their big brother. Some may not have actually had any
bad experiences themselves, but shrink from the thought of hearing drills or getting an
67
impression.
There are two main types of patients who will benefit from Sedation Dentistry those
who have fear-based discomfort and those who have some degree of fear, but are more
in a rush. These patients want to have as few appointments as possible in order for them
to get on with their busy life.
No matter the reason, people need to understand that vast strides have been made to
make dentistry virtually pain-free either with drugs taken before their appointment,
hypnotherapy, or as a last resort an injection.
Going without proper dental care can lead to cavities, loss of teeth, receding gums, jaw
pain, misaligned bite. Infections from abscesses, gone untreated, can not only be
unhealthy, but fatal. For these reasons, the world of dentistry has tried to show that there
is such a thing as pain-free dentistry.
11.
8. Qualification needed from Doctor and Staff
One area of pain control and assurance that has been explored in depth is
Sedation Dentistry, quickly becoming one of the many new innovations dentists
have added to their services. The dental industry has found that being able to
help those who would otherwise go without treatment can be life saving as well as
beneficial to their practice.
Dentists who administer Sedation undergo special training and certification. Some
states, like California, require permits if they plan to administer medication
dosages that exceed the FDA minimum requirements. This would require them to
have 25 hours of training, and renewed every 2 years.
The dentist and staff will be well trained and make the extra effort needed to put
their patient at ease. They will need to hone their compassion and communication
skills in order to calm the patients fears.
9. How Oral Sedation Works
Oral sedation is typically safe, but in order for a dentist to administer treatment
they will need a complete history, which includes a list of allergies, medications
that are being taken, and any current illness such as diabetes. The patients
doctor will be consulted to assure that every precaution will be taken and there is
no interaction of medications. Blood pressure and pulse are to be constantly
supervised to ensure any problems are detected immediately.
Although oral sedation is safe for most people, there are exceptions, like
pregnancy and people who are taking medications that will not react well together.
Some patients will be given an oral sedative to take the evening prior to their
appointment. A supplement, with a low dose of nitrous oxide during administration
of a local anesthetic may be required. Patients are NOT put to sleep, but rather in
a relaxed state. After the appointment is complete post-operative instructions are
given to the patient and their escort (they should never drive home after this
treatment is completed). They will then return home to rest.
As an added bonus, many patients may experience a small spell of amnesia,
68
where they may not even remember they were at the dentist.
10. Place your trust one of the Imagecare Dentist
To find out what your Imagecare staff and do to make your treatment more
comfortable, contact our office for a free consultation 972-360-3766. Visit
www.ImagecareDental.com to learn more about this successful Plano Dental
practice.
Are X-ray Images in Dentistry Important?
Watch Dental Video about X-ray Images in Dentistry
69
12. The most common imaging procedures are single images and panoramic
images, also referred to as a panorex.
The quality of X-ray images has improved significantly in recent years; whether
theyre taken with the help of single images or panoramic processes, they have
high informative value that should benefit the patient.
When selecting a respective radiological procedure, one must always follow the
principle that the imaging technology should yield the optimum amount of
diagnostic information. If the information value of the chosen technology is
significantly higher compared to other procedures, then this approach should be
given preference even if radiation exposure is higher. Theres no doubt about the
value of the panorex (OPTG) as an overview image; its proven to be practically
indispensible in orthognathic surgery and orthodontic diagnoses.
Panoramic systems have significantly improved in recent years. Thus, modern
devices have multi-pulse generators and a computer controlled system that can
adjust the trajectory to any special issues that the patient may have. Various digital
systems can also be used for panoramic technology today.
A panorex is still subject to a number of process-related restrictions compared to a
single image; for example, the resolution is lower and the projection geometry and
position dont correspond to the individual requirements of every jaw area, not even
in modern digital systems.
The combination of film and intensifying screens in analog systems mean that fine
structures (also depending on the region) cannot be displayed in an optimal
fashion, especially if they differ very little from the environment in their absorption.
Initial Caries
Some advantages should be expected from the dynamics and image processing of
digital systems; nevertheless, some limitations remain. In special cases, the
orthopantomogram advises that a specific X-ray finding by means of single image
shots is required. This means that the panorex doesnt fulfill all the diagnostic
requirements in answering certain questions when it comes to dental preservation,
periodontology, and prosthetics.
Even though panorexes sometimes allow for the recognition of contact point caries,
marginal bone recession, or other circumscribed pathological changes, discrete
findings are not always recognizable because of a blurring of the film. Single
images are unmatched when it comes to reproduction of details. Therefore, this Xray technology must be applied when its important to recognize fine details such
as, for example, recognizing hidden approximal caries.
This also applies to a variety of other issues. Therefore, using only panorex
technology is only appropriate to a limited degree. However, in most cases, the
panorex can replace the single image nowadays. The advantages of the panorex
are: Very small time expenditure, standardized projection, wider imaging area, and
less risk.
Furthermore, the wide imaging area gives the panorex special importance in early
70
diagnosis of changes in the maxillo-facial region. Each of these two imaging

procedures has its designated, scientifically founded use; when seen this way, it
can be said that both are highly important tools for diagnosing dental, oral and
maxillar diseases.
12.Dick Moller, D.D.S. & Joshua Hiller, D.D.S.
Vancouver, Washington Dentists
Welcome to our dental practice. How would you like to have the smile youve
always dreamed of? Here at New Image Cosmetic & Family Dentistry, we take a
holisitc approach to your dental care giving your smile a beautiful new image. We
can take care of almost anything right here in our office. Dental services range from
regular cleaning and fillings to dental implants and exceptional prosthodontic work.
At New Image Cosmetic & Family Dentistry, we take the time to listen to your
needs. Our goal is to help you have better health and to feel better. We believe
that prevention, education and the latest in dental technology are the keys to
optimal dental health. We strive to provide dental health care vs. disease care.
Thats why we focus on thorough exams checking the overall health of your teeth
and gums, performing oral cancer exams, and taking x-rays when necessary.
Additionally, we are an amalgam free dental clinic. We invite all new patients to
come to our office. Please give us a call if you have any questions or concerns or if
you would like to schedule an appointment with us. We will help your family have
healthy teeth and happy smile
71
R EVISO DE TEMPOS VERBAIS

COMPLETE AS FRASES COM A FORMA CORRETA DOS VERBOS DADOS NOS PARNTESES.
1. Smith always........................................................... (to come) to class on time.

2. We . (to have) our examinations next week.
3. I . (to come) to work on the bus this morning.
4. I .. (to be) to Radio city several times.
5. Listen! I think the telephone . (to ring)
6. John said that (to see) that movie before.
7. I .(to read) that novel three or four times.
8. By this time next year, we . (to complete) all the
exercises in this book.
9. The sun (to shine) brightly when I got up this morning.
10. Our class ..(to begin) every morning at 8:00 and
.. (to end) at 11:40.
11. We occasionally .(to go) to the movies on Sunday.
12. Listen! Someone .. (to knock) at the door.
13. Mary .(to study) French for a few months last year.
14. My brother (to come) to visit me next week.
15. I saw that we ( to take) the wrong road.
16. John usually ..(to study) very hard. In fact, whenever I
(to see) him he .(to study)
something.
72
17. What . you .(to do) when I called you last night?
18. Since when Harry . (to be) manager of
this department?
19. Where .. you .. (to go) on your
vacation next month?
20. What did you do when you discovered that you .. (to lose)
your pocketbook?
73
IRREGULAR VERBS
Base
Past
Past
Portuguese
Form
Tense
Participle
Translation
-------
-------
---------------
-------------------
Arise ............. arose ............ arisen ................. surgir, erguer-se

Awake ...........awoke ............ awoken ............... despertar
Be .................was, were ...... been ................... ser, estar
Bear ..............bore ............... borne .................. suportar, ser portador de
Beat ..............beat ............... beaten ................ bater
Become ........became.......... become .............. tornar-se
Befall.............befell .............. befallen............... acontecer
Beget ............begot ............. begotten, begot .. procriar, gerar
Begin ............began ............ begun ................. comear
Behold ..........beheld............ beheld ................ contemplar
Bend .............bent ............... bent .................... curvar
bet ................bet ................. bet ...................... apostar
bid .................bid.................. bid ...................... oferecer, fazer uma oferta
bind ...............bound ............ bound ................. unir, encadernar, obrigar-se
bite ................bit................... bitten .................. morder
bleed .............bled................ bled .................... sangrar, ter hemorragia
blow ..............blew ............... blown .................. assoprar, explodir
break.............broke ............. broken ................ quebrar
breed ............bred ............... bred .................... procriar, reproduzir
bring..............brought .......... brought ............... trazer
broadcast ......broadcast ...... broadcast ........... irradiar, transmitir
build ..............built ................ built..................... construir
buy ................bought ........... bought ................ comprar
74
cast ...............cast ................ cast..................... atirar, deitar
catch .............caught............ caught ................ pegar, capturar
choose ..........chose ............. chosen................ escolher
cling ..............clung .............. clung................... aderir, segurar-se
come .............came.............. come .................. vir
cost ...............cost ................ cost..................... custar
creep.............crept .............. crept ................... rastejar
cut .................cut.................. cut ...................... cortar
deal ...............dealt............... dealt ................... negociar, tratar
dig .................dug ................ dug ..................... cavocar
do..................did.................. done ................... fazer **
draw ..............drew............... drawn ................. tracionar, desenhar **
drink ..............drank ............. drunk .................. beber
drive ..............drove ............. driven ................. dirigir, ir de carro
eat.................ate ................. eaten .................. comer
fall .................fell .................. fallen................... cair
feed...............fed ................. fed ...................... alimentar
feel ................felt.................. felt ...................... sentir, sentir-se
fight ...............fought ............ fought ................. lutar
find ................found ............. found .................. achar, encontrar
flee ................fled................. fled ..................... fugir, escapar
fling ...............flung............... flung ................... arremessar
fly ..................flew ................ flown ................... voar, pilotar
forbid.............forbade .......... forbidden ............ proibir
forget ............forgot ............. forgot, forgotten .. esquecer
75
forgive ...........forgave .......... forgiven .............. perdoar
freeze............froze .............. frozen ................. congelar, paralisar
get.................got ................. gotten, got .......... obter **
give ...............gave............... given................... dar
go..................went ............... gone ................... ir
grind..............ground ........... ground ................ moer
grow ..............grew............... grown ................. crescer, cultivar
have ..............had ................ had ..................... ter, beber, comer
hear ..............heard ............. heard .................. ouvir
hide ...............hid.................. hidden, hid ......... esconder
hit ..................hit................... hit ....................... bater
hold ...............held................ held .................... segurar
hurt ...............hurt ................ hurt ..................... machucar
keep ..............kept................ kept .................... guardar, manter
know .............knew .............. known ................. saber, conhecer
lay .................laid ................. laid...................... colocar em posio horizontal, assentar
lead ...............led.................. led ...................... liderar
leave .............left.................. left ...................... deixar, partir
lend ...............lent................. lent ..................... dar emprestado
let ..................let................... let ....................... deixar, alugar
lie ..................lay .................. lain...................... deitar
lose ...............lost ................. lost...................... perder, extraviar
make .............made ............. made .................. fazer, fabricar **
mean.............meant ............ meant ................. significar, querer dizer
meet..............met ................ met ..................... encontrar, conhecer
76
overcome ......overcame ...... overcome ........... superar
overtake ........overtook......... overtaken ........... alcanar, surpreender
pay ................paid................ paid .................... pagar
put.................put ................. put ...................... colocar
quit ................quit................. quit ..................... abandonar
read ..............read ............... read .................... ler
ride................rode ............... ridden ................. andar
ring................rang ............... rung .................... tocar (campainha, etc.)
rise ................rose ............... risen ................... subir, erguer-se
run ................ran ................. run ...................... correr, concorrer, dirigir
saw ...............sawed ............ sawn ................... serrar
say ................said ................ said..................... dizer
see ................saw ................ seen ................... ver
seek ..............sought............ sought ................ procurar obter, objetivar
sell ................sold ................ sold..................... vender
send ..............sent................ sent .................... mandar
set .................set.................. set ...................... pr em determinada condio, marcar, ajustar **
shake ............shook ............. shaken................ sacudir, tremer
shed ..............shed............... shed ................... soltar, deixar cair **
shine .............shone............. shone ................. brilhar, reluzir
shoot .............shot................ shot .................... atirar, alvejar
show .............showed .......... shown ................. mostrar, exibir
shrink ............shrank............ shrunk ................ encolher, contrair
shut ...............shut................ shut .................... fechar, cerrar
sing ...............sang............... sung ................... cantar
77
sink ...............sank ............... sunk.................... afundar, submergir
sit ..................sat.................. sat ...................... sentar
slay ...............slew ............... slain .................... matar, assassinar
sleep .............slept ............... slept.................... dormir
slide ..............slid ................. slid ...................... deslizar, escorregar
sling ..............slung .............. slung................... atirar, arremessar
speak ............spoke ............. spoken................ falar
spend ............spent.............. spent .................. gastar
spin ...............spun............... spun ................... fiar, rodopiar
spit ................spit, spat ........ spit, spat ............. cuspir
spread...........spread ........... spread ................ espalhar
spring ............sprang ........... sprung ................ fazer saltar
stand .............stood.............. stood .................. parar de p, agentar
steal ..............stole ............... stolen.................. roubar
stick ..............stuck .............. stuck ................... cravar, fincar, enfiar
sting ..............stung.............. stung .................. picar (inseto)
stink ..............stank .............. stunk................... cheirar mal
strike .............struck ............. struck.................. golpear, desferir, atacar
string .............strung ............ strung ................. encordoar, amarrar
strive .............strove............. striven................. esforar-se, lutar
swear ............swore ............. sworn.................. jurar, prometer, assegurar
sweep ...........swept ............. swept .................. varrer
swim ..............swam ............. swum .................. nadar
swing ............swung ............ swung ................. balanar, alternar
take ...............took................ taken .................. tomar **
78
teach .............taught ............ taught ................. ensinar, dar aula
tear ...............tore ................ torn ..................... rasgar, despedaar
tell .................told................. told ..................... contar
think ..............thought .......... thought ............... pensar
throw .............threw.............. thrown ................ atirar, arremessar
tread .............trod ................ trodden ............... pisar, trilhar
undergo ........underwent ..... undergone .......... submeter-se a, suportar
understand ...understood .... understood ......... entender
uphold ...........upheld............ upheld ................ sustentar, apoiar, defender
wear ..............wore............... worn ................... vestir, usar, gastar
win ................won ................ won..................... vencer, ganhar
wind ..............wound ............ wound................. enrolar, rodar, dar corda
write ..............wrote.............. written................. escrever, redigir

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1

INGLS INSTRUMENTAL UNINORTE - LAURETE

O INGLS COMO LNGUA INTERNACIONAL

FATOS HISTRICOS RECENTES

Os cognatos so palavras muito parecidas com as palavras do Portugus. So as chamadas

As palavras repetidas em um texto possuem um valor muito importante. Um autor no repete as

From: Engineering Outreach

Observe este trecho:

Selecionando algumas expresses teremos:

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

you tu, voc

you o, a,te, voc, lhe

it ele, ela - neutro

you vs, vocs

you os, as, voc, lhes

they- eles, elas

them os, as, lhes

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

Mary loves him.

Mary talks about John.

Mary talks about him.

VERBOS E TEMPO VERBAIS - VERBS AND TENSES

3. Perfect Tenses / Perfect Simple Tenses;

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

1 - AFFIRMATIVE FORM / FORMA AFIRMATIVA:

2 - NEGATIVE FORM / FORMA NEGATIVA:

3 - INTERROGATIVE FORM / FORMA INTERROGATIVA:

the girl the girls

the boys o four school

the United States

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

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

The old, the Young, the blind

b) antes de substantivos usados no sentido geral.

mine- meu(s), minha(s)

your teu(s), tua(s)

yours - teu(s), tua(s)

his seu(s), sua(s) - dele

his seu(s), sua(s) - dele

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

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

its - seu(s), sua(s) dele, dela

its - seu(s), sua(s) dele, dela

our nosso(s), nossa(s)

ours nosso(s), nossa(s)

your vosso(s), vossa(s)

yours vosso(s), vossa(s)

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

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

Os adjetivos possessivos modificam substantivos, portanto aparecem sempre acompanhados de

1- She knows ________ lesson well.

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

O presente simples formado a partir do infinitivo sem to.

PRESENTE SIMPLES INTERROGATIVA E NEGATIVA

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

Cows produce waste.

Do cows produce waste?

Cows do not / dont produce waste.

Nancy wants to change her eating habits.

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

Nancy does not/doesnt want to change her eating habits.

A- ESCREVA AS FRASES NO PRESENTE SIMPLES E DEPOIS TRADUZA

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

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