BASIC ENGLISH

BOOK ONE

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FONTS DA ELABORAÇÃO DESTE MATERIAL:

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pt196/?gclid=CjwKEAjwltC9BRDRvMfD2N66nlISJACq8591mtWyx9BRiWmkcH
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Guia de conversação de inglês: Folha de São Paulo

1. LESSON ONE
1.1. SUBJECTIVE PRONOUNS

Os pronomes subjetivos do inglês correspondem aos pronomes do

caso reto no português. Eles são usados para substituir os sujeitos, com a
intenção de se evitar a repetição de nomes nas sentenças. São pronomes
subjetivos:

Subject Pronouns Quanto ao uso:

I (eu) 1ª pessoa do singular

You (você) 2ª pessoa do singular

He (ele) 3ª pessoa do singular

She (ela) 3ª pessoa do singular

It (usa-se para animais, objetos e neutros) 3ª pessoa do singular

We (nós) 1ª pessoa do plural

You (vocês) 2ª pessoa do plural

They (eles, elas) 3ª pessoa do plural

Confira exemplos:

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 a) John and Max are brothers. They (John and Max) live in the same
house.
b) Rose is tall. Is she (Rose)your sister?
c) My mother and I will be there tonight. We (My mother and I)
love to go to the theater together.

Exercícios propostos

1) Complete as sentenças abaixo corretamente utilizando Subjective

Pronouns

a) Peter is a smart man. _____ told me how to fix my car.

b) Rose, ______ are my best friend.
c) I love my parents, _______ are awesome!
d) Stephan and I will meet Joseph and Kate. ______ are going by car
and _____ are going on foot.
1.2. OBJECT PRONOUNS

Os object pronouns (pronomes objetos) servem para substituir os

objetos diretos ou indiretos. Eles sempre devem vir após verbos ou
preposições.

Confira o exemplo:

I liked Lisa. (Eu gostei da Lisa). = I liked her. (Eu gostei dela).

No exemplo acima, o pronomeher deve ser utilizado, pois ele vem

logo após um verbo (like - gostar) e substitui um objeto direto, Lisa. Outro
caso é quando o pronome é usado para substituir um objeto indireto, como
em:

I bought this ring to Rose. (Eu comprei esse anel para Rose). = I
bought this ring to her. (Eu comprei esse anel para ela).

Segue abaixo uma tabela com os pronomes objetos:

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 Object Pronouns

1ª pessoa do singular me

2ª pessoa do singular you

3ª pessoa do singular para o masculino him

3ª pessoa do singular para o feminino her

3ª pessoa do singular para animais ou objetos it

1ª pessoa do plural us

2ª pessoa do plural you

3ª pessoa do plural them

Veja mais exemplos:

a) Pass these folders to him, please. (Passe estas pastas para ele, por
favor).
b) Mary gave her daughter a tricycle. (Mary deu a sua filha um
triciclo).
c) She send us some e-mails. (Ela nos enviou alguns e-mails).
d) They brought you a lot of gifts. (Eles trouxeram para vocês
muitos presentes).

Exercícios propostos

1) Responda as perguntas utilizando a object pronoun correto para

cada caso

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 a) Is he marrying Leila?
Yes, he is in love with_____.

b) Your son is making a lot of noise!

I'll ask ______ to be quiet.

c) Please will you ask Robert to come in?

Sorry, I don't know _____.

d) Where are my glasses?

You are wearing _____!

e) Do you like apples?

I love ______.

1.3. QUESTION WORDS

Question words são palavras do inglês que indicam que a sentença é

uma pergunta e geralmente iniciam em WH, com a única exceção do
HOW.

São Question Words:

a) WHO (quem) - usada como sujeito da oração;

Ex: Who is that man? (Quem é aquele homem?)

b) WHICH (qual, quais);

Ex: Which one do you like more? (Qual deles você gosta mais?)

c) WHY (por que);

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Ex: Why are you sad? (Por que você está triste?)

d) WHOM (quem) – usada como objeto da pergunta;

Ex: With whom did you go to the party? (Com quem você foi à
festa?)

e) WHAT (o que, que);

Ex: What are you eating? (O que você está comendo?)

f) WHEN (quando);

Ex: When did he leave? (Quando ele saiu?)

g) WHOSE (de quem);

Ex: Whose house is that? (De quem é aquela casa?)

h) WHERE (onde);

Ex: Where were you born? (Onde você nasceu?)

i) HOW (como).

Ex: How can you say that? (Como você pode dizer isso?)

*Existe também a expressão how much (“quanto”, referente a

preços).

Há algumas expressões utilizando essas palavras dando origens a

outras expressões:

WHOEVER: quem quer que;

WHENEVER: sempre quando;

WHICHEVER: seja qual for;

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 WHATEVER: o que quer que;

WHEREVER: onde quer que.

Exercícios propostos

1) Após analisar as respostas dadas em negrito, complete as

sentenças com as Question Words corretas para cada caso:
a) _________ are you so happy? Because I have a birthday
party.
b) _________ is is sitting behind you? Rita.
c) _________ do you go to school? By bus.
d) _________ does the first lesson begin? At 8.00 o'clock.
e) _________ is the police-station? In front of the park.
f) _________ is the weather like in Israel? It's hot.
g) _________ does your mom go to work in the morning? By
2) Traduza em uma folha de caderno todas as perguntas e respostas
do exercício 1.

1.4. BASIC EXPRESSIONS AND USEFUL SENTENCES

Yes/no: sim/ não How are you? Como vai?
Excellent! Ótimo My name is... meu nome é...
Don’t do it!/ don’t! Não faça isso! What’s his/her name? Qual é o nomee dele?
Ok: ok May I introduce...? posso apresentar-lhe...?
That’s fine: está bem This is... este é
That’s right: está certo Hello: olá
Hi: oi
How do you do, please to meet you: como See you later: até mais tarde
vai, prazer em conhecê-lo It’s been nice meeting you: muito prazer m
Good morning: bom dia conhecê-lo
Good afternoon: boa tarde Thank you: obrigado
Goog evening: boa noite No, thank you: não, obrigado
Good night: boa noite/ para se despedir ou ir Yes, please: sim, por favor,
dormir Please: por favor
Goodbye: adeus Sorry! desculpe!

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Excuse-me! Desculpe-me! I have an appointment with... tenho uma
I’m so sorry/ I’m really sorry! Sinto muito! reunião com…
It was/ wasn’t my fault! Foi/ não foi culpa I’d like to see... gostaria de ver....
minha
Excuse-me, please: com licença 1. Are you sure? – Tens a certeza? / Tem a
Can you tell me...?você pode me dizer....? certeza?
Can I have...? você pode me dar...? 2. As a down payment – Como sinal de
What would you like? Oque você gostaria? pagamento.
Where can I get it…? Onde posso
3. Brand new – Novinho em folha.
conseguir…? 4. Break the news – Dar uma notícia/novidade
How much is it? Quanto custa? (em cima do acontecimento).
I’m from… sou de… 5. Dead-end Job – Um emprego sem futuro.
I’m… years old: eu tenho….. anos 6. Every now and then – De vez em quando.
I’m a .... sou... ( profissão) 7. Go back to the drawing-board – Voltar à
I’m married: sou casado estaca zero.
I’m single: sou solteiro 8. How was your weekend? – Como foi o teu
I’m divorced: sou divorciado fim-de-semana? ou Como foi seu fim de
I like.... eu gosto semana?
I don’t like....eu não gosto 9. I have no idea – Não faço ideia.
I hate..... detesto 10. If worse comes to worst – Se o pior cenário se
It’s delicious: é delicioso vier a confirmar.
It’s awful: é horrível 11. It doesn’t matter – Não importa.
I don’t drink/ smoke: eu não bebo/ fumo
12. I’m in a hurry – Estou com pressa.
Do you mind if I smoke? Se importa se eu
13. I’m leaving – Estou de saída.
fumar? 14. I’m on vacation – Estou de férias.
What’s the weather like? Como está o tempo?
It’s really hot: está muito quente 15. I was just about to … – Estava mesmo a/
It’s sunny: está ensolarado estava quase, prestes a…
It’s pourig down: está chovendo muito 16. Jump to conclusions – Tirar conclusões
It’s cold: está frio precipitadas.
Can you help me? Você pode me ajudar? 17. Just as soon… – Logo que for possível, assim
I don’t understand: eu não entendo que.
I don’t know: eu não sei 18. Let’s face it – Vamos encarar a realidade.
What’s wrong? qual é o problema?

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19. Make up your mind – Decide-te / Se decida /
Decida-se.
20. Maybe some other time – Fica para a
próxima. »Tradução literal – Pode ser
alguma outra vez.
21. No point in … – Não se justifica/ não vale a
pena.
22. Not to mention – Já para não falar de…
23. On leave – De licença.
24. On the other hand,… – Por outro lado.
»Tradução literal – Em cima da outra
mão,…
25. Put up with it – Aguentar uma situação
desagradável sem reclamar.
26. Quite a few – Vários.
27. Rain or shine – Dê por onde der. »Tradução
literal – Chova ou faça sol.
28. Save the day – Resolver ou evitar uma
situação desastrosa. » Trad. literal – Salvar o
dia.
29. Talk over – Discutir um assunto.
30. Terms of payment – Condições de
pagamento.
31. To go belly-up/ bankrupt – Abrir falência.
32. Top dollar – Muito dinheiro / o preço mais
caro.
33. What did you understand? O que você
entendeu?
34. The telephone is ringing! O telephone está
tocando!
35. You’re welcome – De nada. » Trad. literal –
Você é bem vindo

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 1.5. GENERAL VERBS

To Like: gostar
Ex.: I like it here and I want to be here. (Eu gosto daqui e quero estar aqui.)
Ex.: I really like playing soccer. (Eu gosto muito de jogar futebol.)

To See: Ver, enxergar

Ex.: Can you see me? (Você consegue me ver?)
Ex.: Did you see what happened? (Você viu o que aconteceu?)

To Try: tentar
Ex.: Try not to be late. (Tente não se atrasar.)
Ex.: Try again later. (Tente novamente mais tarde.)

To Work: trabalhar, funcionar

Ex.: I prefer to work at night. (Eu prefiro trabalhar à noite.)
Ex.: Do you think it works? (Você acha que funciona?)

To Help: Ajudar
Ex.: Crying won’t help. (Chorar não vai ajudar.)
Ex.: She helps her mother clean the house. (Ela ajuda a mãe limpar a casa.)

To Fix: consertar
Ex.: I am going to fix it for you. (Eu vou consertar isto para você.)
Ex.: Did he fix the radio? (Ele consertou o rádio?)

To Spend: gastar, passar(tempo)

Ex.: Don’t spend all your money. (Não gaste todo seu dinheiro.)
Ex.: I’ll spend my vacation abroad. (Vou passar minhas férias no exterior.)

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To Drive: dirigir
Ex.: Don’t drink and drive. (Se beber, não dirija.)
Ex.: Can you drive? (Você pode dirigir?)

To Speak: falar
Ex.: I’d like to speak with you. (Eu gostaria de falar com você.)
Ex.: I’d like to be able to speak English. (Eu gostaria de saber falar inglês.)

To Worry: preocupar (-se)

Ex.: Don’t worry about it. (Não se preocupe com isto.)
Ex.: Don’t worry about dinner; I’ll make it when I get back. (Não se preocupe
com o jantar; eu vou fazê-lo quando voltar.)

To Think: pensar
Ex.: What do you think about it? (O que você acha disto?)
Ex.: I think you’re correct. (Eu acho que você está certo.)

To Call: ligar, telefonar

Ex.: He called her twice. (Ele ligou para ela duas vezes.)
Ex.: I just called to say I love you. (Eu só liguei para dizer que te amo.)

To Rent: alugar
Ex.: We rented a car in New York. (Nós alugamos um carro em Nova Iorque.)
Ex.: He rented the house to us. (Ele alugou a casa para nós.)

 To accept => Aceitar.  To drive => Dirigir.

 To agree => Concordar.  To eat => Comer.
 To aswer => Responder.  To imagine => Imaginar.
 To ask => Perguntar.  To kiss => Beijar.
 To be => Ser/Estar.  To live => Viver.
 To believe => Acreditar.  To open => Abrir.
 To buy => Comprar.  To pay => Pagar.
 To call => Chamar/Ligar.  To run => Correr.
 To change => Trocar.  To say => Dizer.
 To choose => Escolher.  To sell => Vender.
 To close => Fechar.  To sleep => Dormir.
 To dance => Dançar.  To talk => Conversar.
 To do => Fazer.  To wait => Esperar.
 To drink => Beber.  To walk => Caminhar.

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 1.6. MAIN ADJECTIVES

Abusado - Cheeky Carinhoso -Caring

Adorável - Adorable, Lovely Caro - Expensive
Agradecido - Grateful Cético - Skeptical
Alegre - Joyful Chato - Boring
Alto - Tall Cínico - Cynical
Ambicioso - Ambitious Ciumento -Jealous
Amigável - Friendly Complicado - Complicated
Animado - Cheerful Comportado - Well-behaved
Ansioso - Anxious Compreensivo - Understanding
Apático - Listless Confiável - Reliable, Trustworthy, Dependable
Arrogante - Arrogant Conservador - Conservative
Assustador - Creepy Contente - Glad
Astuto - Cunning Corajoso - Brave, Gutsy, Plucky
Autoconfiante - Self-confident Criativo - Creative
Autoritário - Bossy Culto - Well-read
Curioso - Curious

Baixo -Short
Barato - Cheap, Inexpensive Decidido - Decided
Bem-informado -Well-informed Dedicado - Dedicated
Bobo - Goofy, Silly Dedo-duro - Snitch
Bondoso - Kind Desajeitado - Clumsy
Bonita - Beautiful, Pretty Destemido - Fearless
Bonito - Handsome Dependente - Dependent
Briguento - Feisty, Tough Desonesto - Dishonest
Burro - Dumb Determinado - Strong-willed
Discreto -Discreet
Distraído -Dreamy
Cafona - Corny Doente - Sick
Calmo - Calm, Easygoing
Cansado - Tired
Carente - Needy

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Educado -Polite,Well- Independente - Independent
mannered Indiferente - Lukewarm
Eficiente - Efficient Infantil - Childish
Egoísta - Selfish Influente - Well-connected
Engraçado - Funny Ingênuo - Naive
Enorme - Huge Inseguro - Insecure
Equilibrado - Well-balanced Inteligente - Intelligent, Brainy, Clever
Esbelto - Slim Interessante - Interesting
Esperto - Smart, Brainy Interesseiro - Self-serving
Espirituoso -Witty Invejoso - Envious
Estressado(a) -Stressed out Irritante - Irritating
Estudioso - Scholarly Irônico – Ironic
Experiente - Experienced Justo – Fair
Extrovertido - Extroverted Leal - Loyal
Liberal - Open-minded
Lindo - Gorgeous
Famoso - Famous, Well- Machista - Sexist
known Maduro - Mature
Feliz - Happy Magro - Thin
Feio - Ugly Magricelo - Skinny
Fiel - Faithful Maldoso - Mean, Devilish
Fofo - Cuddly Mal-educado - Impolite
Formal - Dressy Mal-humorado - Crabby, Cranky
Franco -Frank Mandão - Bossy
Furioso - Angry Manhoso - Fussy
Mimado - Spoiled
Modesto - Modest
Generoso - Generous
Muito estranho - Freaky
Gordinho - Chubby
Muito grande - Large
Gordo - Fat
Muito pequeno - Tiny
Gostoso(a) - Hunk
Musculoso - Well-built
Grande - Big
Neurótico - Neurotic
Grudento - Clingy
Obeso - Obese
Organizado - Organized
Orgulhoso - Big-headed
Habilidoso - Handy, Skillful
Otimista - Optimistic
Honesto -Honest
Ousado - Daring
Horrível - Horrible
Paciente - Patient

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Patético - Pathetic Sábio -Wise
Pavio curto - Short fuse Safado - Shameless
Peludo - Furry Sarado - Fit, Well-toned
Pensador - Thoughtful Sarcástico - Sarcastic
Perverso -Devilish Saudável - Healthy
Pesado - Heavy Sensato - Sensible
Pequeno - Small Sensível - Sensitive
Pessimista - Pessimistic Simpático - Nice
Pobre - Poor Sincero - Sincere
Pontual -Punctual, Sociável - Outgoin, Sociable
Accurate Solidário - Sympathetic
Popular - Well-known Sorridente - Smiling
Preconceituoso - Prejudiced Sortudo - Lucky
Preguiçoso - Lazy Talentoso - Talented
Previsível - Predictable Teimoso - Stubborn
Puxa-saco - Ass-kisser, Temperamental - Moody
Brownnoser, Apple- Tímido - Shy
polisher Tolerante - Tolerant
Relaxado - Sloppy Tonto - Goofy
Religioso - Religious Trabalhador - Hard-worker
Reservado -Reserved, Triste – Sad
Quiet Útil - Handy, Helpful, Useful
Respeitado -Well thought Violento - Gory, Agressive
of Atualizado – updated/up-to-date
Responsável - Responsible Desatualizado – outdated/ out of date
Retraído - Withdrawn Primitivo - pristine
Romântico - Romantic
Rico - Wealthy,

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 1.7. VOCABULARY

A fim de expandir o vocabulário do estudante, as próximas páginas

listarão palavras em inglês separadas por temas. Para fixação do conteúdo, o
estudante deve se dedicar à leitura intensa:

1.7.1) ITENS DA CASA E CÔMODOS

(HOUSEHOLD ITEMS AND ROOMS OF THE HOUSE)

Living room – sala de estar; Garden – jardim;

Dining room – sala de jantar; Stairway – escada;

Kitchen – cozinha; (não confunda Balcony – sacada, varanda;

com chicken - galinha) Elevator – elevador;
Bedroom – quarto; Lobby – corredor;
Closet – guarda-roupa ou espécie de First floor – primeiro andar;
quartinho de roupas;
Second floor – segundo andar;
Bathroom – banheiro;
Upstairs – andar superior;
Garage – garagem;
Downstairs – andar inferior;
Office – escritório;
Roof –telhado;
Door – porta;
Intercom – interfone;
Window – janela;
Doorbell – campainha.

In living room = na sala de estar Television – televisão;

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Picture – quadro, pintura, imagem; Bed – cama;

Sofa – sofá; Blanket – cobertor;

Easy chair – poltrona. Pillow – travesseiro;

In dining room = na sala de jantar Mattress – colchão;

Table – mesa; Night table – criado mudo;

Chair – cadeira; Lamp – abajur;

In kitchen = na cozinha Rug – tapete.

Freezer – geladeira; In bathroom = no banheiro

Refrigerator – refrigerador; Mirror – espelho;

Cabinet – armário; Sink – pia;

Stove – fogão; Toilet – vaso sanitário;

Microwave – microondas; Shower – chuveiro;

Fork – garfo; Bath mat – tapete do banheiro;

Knife – faca; Towels – toalhas;

Soup spoon – colher de sopa; Toothpaste – creme dental;

Teaspoon – colher de chá; Toothbrush – escova dental.

Glass – copo; In Office = no escritório

Bowl – tigela; Desk – escrivaninha;

Plate – prato; Computer – computador;

Cup – taça; Printer – impressora;

Pot – panela. Telephone – telefone;

In bedroom = no quarto Cellphone – telefone celular;

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1.7.2) MEMBROS DA FAMÍLIA

(MEMBERS OF THE FAMILY)

Grandparents – avós Father – pai

Grandfather – avô Mother – mãe

Grandmother – avó Children – filhos (crianças)

Great-grandfather – bisavô Son – filho

Great-grandmother – bisavó Daughter – filha

Great-great-grandfather- tataravô Grandchildren – netos

Great-great-grandmother - tataravó Grandson – neto

Parents – pais (pai e mãe) Granddaughter – neta

Wife – esposa Father-in-law – sogro (pai na lei)

Husband – esposo Mother-in-law – sogra (mãe na lei)

Brother - irmão brother-in-law – cunhado

Sister - irmã sister-in-law - cunhada

Uncle – tio godfather – padrinho (pai em Deus)

Aunt – tia godmother – madrinha (mãe em

Deus)
Cousin – primo ou prima
stepfather – padrasto
Nephew – sobrinho
stepmother – madrasta
Niece – sobrinha

In-law - na lei

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1.7.3)DIAS DA SEMANA, MESES E ESTAÇÕES DO ANO

(DAYS OF THE WEEK, MONTHS AND SEASONS OF THE YEAR)

Monday – Segunda-Feira

Tuesday - Terça-Feira

Wednesday - Quarta-Feira

Thursday - Quinta-Feira

Friday - Sexta-Feira

Saturday - Sábado

Sunday – Domingo

January - Janeiro October - Outubro

February - Fevereiro November - Novembro

March - Março December – Dezembro

April - Abril

May - Maio Summer - Verão

June - Junho Winter - Inverno

July - Julho Spring - Primavera

August - Agosto Fall – Outono (nos EUA)

September - Setembro Autumn – Outono (no resto do mundo)

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1.7.4)PONTOS CARDIAIS
(CARDINAL POINTS)

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1.7.5)Clima
(Weather)

Blizzard - Nevasca Overcast - Cobertura De Nuvens

Breeze - Brisa Rain - Chuva
Chilly - Frio Rainbow - Arco Íris
Clear - Claro Raining - Chovendo
Cloudless - Claro Rainy - Chuvoso
Cloudy - Nublado Shower - Aguaceiro
Cold - Frio Sky - Céu
Cool - Fresco Sleet - Granizo
Damp - Úmido Snow - Neve
Degrees - Graus Snowing - Nevando
Dew - Orvalho Storm - Tempestade
Downpour - Aguaceiro Stormy - Tempestuoso
Drizzle - Garoa Stuffy - Abafado
Drought - Seca Sunny - Ensolarado
Dry - Seco Thunder - Trovão
Flood - Inundação Thunderstorm - Temporal Com Relâmpago E
Fog - Névoa Trovão
Foggy - Nebuloso Tornado – Tornado
Freezing - Congelação Warm - Quente
Frost - Congelação Wet - Molhado
Gale - Vento Forte Wind - Vento
Hail - Granizo Windy – Ventoso
Hailstones - Granizo
Hailstorm - Chuva De Pedra
Hot - Quente
Humid - Úmedo
Hurricane - Furacão
Ice - Gelo
Lightning - Relâmpago, Raio
Mild - Suave
Mist – Neblina

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 1.7.6)UNIDADES DE MEDIDA
(UNITS OF MEASUREMENT)

Unidades de medida de comprimento

Culinária
Teaspoon (tsp) (colher de chá) = 5 ml (US) e 6 ml (UK)
Tablespoon (tbsp) (colher de sopa) = 15 ml (US) e 18 ml (UK)
Cup (xícara) = 240 ml
Pound (libra) = 453 gramas

Roupas em geral
Extra small (XS) – Extra pequeno (PP)
Small (S) = Pequeno (P)
Medium (M) = Médio (M)
Large (L) = Grande (G)
Extra large (XL) = Extra Grande (XG)
Extra extra large (XXL) = Extra extra grande (XGG)

WRITTING EXERCISE

NOW WRITE A LITTLE TEXT ABOUT YOUR HOME, THE MEMBERS OF

YOUR FAMILY DESCRIBING THEM AND THE SEASON OF THE YEAR YOU
LIKE MORE AND WHY.

1.8) READING ACTIVITY

April’s Month

There was a nice little girl. She was 10 years old. Her name was
April.

One day, April asked her parents why she was called April. Her
mother answered that she was called April because she was born in April.
The little girl was very happy to hear that. She liked her name.

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 April really liked the month April, too. This was because she had her
birthday in that month. Her parents made her a party. All her friends came
and celebrated with her, and she received a lot of presents.

One day, her mother became pregnant and soon April had a little
brother. Her brother was born in February. Everyone came to visit the
family. Everyone suggested names for the new baby.

April did not understand what the problem was. This looked very
simple to her. She said that if the baby was born in February, the correct
name was February!

HOMEWORK!

WRITE A LITTLE TEXT ABOUT YOUR QUALITIES.

STUDY ALL VERBS ABOVE.

WATCH A VIDEO ABOUT VERBS ON THE YOU TUBE!

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 2) LESSON TWO
2.1) VERB TO BE

O verbo “to be” pode expressar dois significados: ser ou estar. Logo, tanto para dizer
que eu sou uma professora (I am a teacher), quanto para dizer que eu estou na escola (I
am at school), deve-se utilizar o verbo “to be”.

O verbo “to be” no presente se conjuga em “am”, “is” e “are”. Segue uma tabela para
indicar o uso correto do verbo “to be” no presente:

Personal Pronouns (Pronomes Verbo “to be” no

pessoais) presente

I am (sou/estou)

You are (é /está)

He is (é/está)

She is (é/está)

It is (é/está)

We are (somos/estamos)

You are (são/estão)

They are (são/estão)

Ex.:

You are a student. (Você é um aluno).

He is my neighbor. (Ele é meu vizinho).
She is at the supermarket. (Ela está no supermercado).
The dog is outside. (O cão está lá fora).
We are friends. (Nós somos amigas).
You are my enemies. (Vocês são meus inimigos).
They are upstairs. (Eles estão lá em cima).

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

They are not in their bedroom. (Eles não estão no quarto deles).
We are not nurses. (Nós não somos enfermeiras).
I am not your teacher. (Eu não sou sua professora).

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É possível abreviar a verbo “to be” com o “not”. Essa forma é bastante utilizada na
conversação. Segue abaixo uma lista com as possíveis abreviações para a forma
negativa:

Verbo to be na negativa

I am not I’m not

You are not You aren’t

He is not He isn’t

She is not She isn’t

It is not It isn’t

We are not We aren’t

You are not You aren’t

They are not They aren’t

Para a forma interrogativa, basta inverter o verbo “to be” (am, is, are), colocando-o no
início da frase:

Is she your sister? (Ela é sua irmã?)

Are we on the right road? (Nós estamos na estrada certa?)
Are you my classmate? (Você é meu colega de classe?)

Exercícios

Complete as sentenças corretamente utilizando o Verb To Be. Depois, em

uma folha de caderno, reescreva as sentenças com a forma contraída do
verbo, passe-as para a forma negativa e por último para a forma
interrogativa.

a) She ____ a very good student.

b) Andrew and Tania _____ brothers.

24
 c) He ______ studying English literature.

d) They ______ walking on the street.

e) I ______ playing game on the laptop.

2.2) ARTICLES

Assim como no português, os artigos em inglês também são classificados em definidos

e indefinidos.

O artigo definido é o THE (o, a, os, as), e os indefinidos são A, AN (um, uma).

THE:

O artigo definido é usado:

• antes de substantivos que podem ser precedidos ou não por adjetivos.

Ex: the girl (a menina); the pretty girl (a menina bonita)

• antes de nomes de instrumentos musicais ou nomes de famílias.

Ex: the piano (o piano); the Kennedys (os Kennedys)

• antes de nomes de oceanos, mares, ilhas, rios, montanhas, países, hotéis, cinemas,
teatros, trens e navios.
Ex: the Pacific (o Pacífico); the United States (os Estados Unidos), etc.

• antes de um representante de uma classe ou espécie.

Ex: the poor (os pobres); the rich (os ricos)

• antes de um substantivo único na espécie.

Ex: the earth (a terra); the sun (o sol)

Quando o artigo THE é omitido:

• antes de nomes próprios, nomes de línguas e ciências.

Ex: Beth English (Inglês) geography (geografia)

• antes de substantivos de uso comum e de substantivos incontáveis.

Ex: gold (ouro) money (dinheiro) coffee (café)

• antes de pronomes possessivos.

Ex: our dress (nosso vestido) their house (casa deles(as))

• antes de alguns substantivos como home, church, school, hospital, bed, prison,quando
usados para o seu propósito original.

25
Ex: I go to church. (to pray)
Eu vou para a igreja. (para rezar)

I go to school. (to study)

Eu vou para a escola. (para estudar)

A, AN

Existem dois artigos indefinidos com usos diferentes no inglês: a, an

• A: é usado antes de sons de consoantes.

Ex: a car (um carro); a chair (uma cadeira)

• AN: é usado antes de sons de vogais.

Ex: an egg (um ovo); an umbrella (um guarda-chuva)

Exercícios

01. Coloque o artigo THE, se necessário.

a) ________ silver of her watch.
b) ________ Doctor John.
c) ________ Red Sea.
d) ________ Atlantic Ocean.
e) ________ Pacific Ocean.

02. ________ lion is _______ biggest animal in ________ circus.

a)The – the – …
b)That – a – …
c)This – the – the
d)A – a – the
e)A – an – a

03. ________ jealous husband is ________ unpredictable man.

a)A – a
b)The – a
c)A – an

26
d)A – …
e) ... – the

04. (ITA) ________ Pacific and ________ Atlantic are ________ oceans.
________ Alps are ________ mountains, and ________ Amazon is a river.
a)The / … / the/ … /the/ …
b)… / the / … / … / … / the
c)The / the / … / the / … / the
d)The / the / … / … / … / the
e)The / the / the / the / the / the

05. (UNIP) It’s ________ honor to meet ________ young lady from ________
Sweden.
a)a / an / an
b)an / a / a
c)a / an / a
d)an / a / …
e)a / a / a

2.3) NUMBERS
A contagem dos números em inglês segue padrões, assim como no português.
Analise as imagens explicativas abaixo:
Números cardinais:

27
__________________________________________________________________

A seguir, a contagem dos números ordinais:

28
29
2.4) PREPOSITIONS

Preposição é a palavra que liga dois termos e que estabelece entre eles algumas
relações. Nessas relações, um termo explica ou completa o sentido do outro. Segue
abaixo algumas preposições:

About – sobre; a respeito de

He must be somewhere about the office. Ele deve estar em algum lugar perto do
escritório.
There is a moat about the castle. Há um fosso ao redor do castelo.

Above – acima

Read the text above. Leia o texto acima.

Across – do outro lado

Look! There is a camel across the street! Olhe! Há um camelo do outro lado da rua!

After – após; depois (de)

She is going to a party after dinner. Ela vai a uma festa depois do jantar.

They were running after him! Elas estavam correndo atrás dele

All over – em toda/ por toda

There is milk all over the kitchen! Tem leite por toda a cozinha!

Along – ao longo

There are trees along the road. Há árvores ao longo da estrada.

The runners were running along the street. Os maratonistas estavam correndo pela/ao
longo da rua.

Among – entre/ para mais de duas pessoas ou coisas

There was a hut among the trees. Havia uma cabana entre as árvores.

Around – ao redor/ em volta

As far as – até

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They walked as far as the lake this morning. Eles caminharam até o lago essa manhã.

Against – contra
The man leaned against the tree. O homem apoiou-se junto à árvore.

She was against the wall. Ela estava contra a parede.

Before – antes (de); perante

Behind - atrás

Beside – ao lado de

Besides – além de

Below – abaixo
Guatemala is below Mexico. A Guatemala fica abaixo do México.

Between – entre/ duas pessoas ou objetos

Beyond – além

Close to – perto de

During – durante

Far from – longe de

In front of – em frente a

Inside – dentro; do lado de dentro

Into – para dentro

Instead of – ao invés de

Later – mais tarde

Near = next to – perto de

Outside- fora; do lado de fora

Through - através

Look through the glass. Olhe através do

31
vidro.
Throughout- em toda/ ao longo

Dr. Kilman is famous throughout Europe. O Dr. Kilman é famoso em toda a Europa.
Towards – em direção a

I was walking towards the store when I met my friend. Eu estava caminhando em
direção à loja quando encontrei meu amigo.

Until/till - até

I want it done until tomorrow! Eu quero isto pronto até amanhã!

Up – em cima

Go up the stairs and tell her dinner is ready. Suba as escadas e diga a ela que o jantar
está pronto.

Since- desde

With- com

Without- sem

Under - sob

Algumas especificações

For – para; durante; por

É usada para indicar:

 • finalidade: Parks are for people to visit. (Os parques são para as pessoas
visitarem).
 • tempo: I have been here for six hours. (Estou aqui por/durante seis horas).
 • favor ou benefício: Do it for me, please. (Faça isso por mim, por favor).

É usada também antes de pronome pessoal seguido ou não de infinitivo:

Singing is not for us.(Cantar não é para nós).

This medicine is for her to take twice a day.(Este remédio é para ela tomar duas vezes
ao dia).

To – para, a.

32
Usa-se to para:

 indicar movimento ou posição:

Don’t go to the other side of the street.(Não vá para o outro lado da rua).

Turn to the left. (Vire à esquerda).

 Para endereçamentos, oferecimento, congratulações, dedicatórias:

I gave my adress to Helen. (Eu dei meu endereço a Helen).

Good luck to you all! (Boa sorte para vocês todos).

Happy birthday to you. (Feliz aniversário para você).

 Como sinônimo de until (= till).

This company is open from Monday to/till Saturday.(Esta empresa é aberta de segunda-
feira a/até Sábado).

SOME SENTENCES USING TO AND FOR:

 He was really nice to us. (Ele foi super gentil com a gente.)
 Can you explain that to me? (Você pode explicar isso para mim?)
 Let me carry that for you. (Deixe-me carregar isso para você.)
 She’s responsible for this whole mess. (Ela é a responsável por toda essa
confusão.)
 be nice to someone (ser gentil com alguém)
 explain something to someone (explicar algo para alguém)
 carry something for someone (carregar algo para alguém)
 be responsible for something (ser responsável por algo)
 I like talking to there. She’s extremely nice …………… all of us.
 My father was fully responsible …………… all decisions taken.
 He carried the heavy luggage …………… the old lady.
 We tried to explain the situation …………… the boss.

In/on/at

In – em; dentro (de)

É usada antes de:

 regiões (bairros, cidades, estados, países, continentes):

The accident was in Goiânia.(O acidente foi em Goiânia).

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  Indicações de tempo (épocas, meses, anos, estações do ano, séculos e alguns
períodos do dia):

I was born in 1989. (Eu nasci em 1989).

On – Sobre; em cima; acima(de)

Além de indicar contato, a preposição on é usada:

 antes de nomes de ruas, praças e avenidas:

The show is going to be on Dom Emanuel Square. (O show será na Praça Dom
Emanuel.

 antes de dia da semana, datas e feriados seguidos pela palavra day:

They got married on the Teacher’s Day.(Eles se casaram no dia dos professores).

 antes de palavras como: fazenda, praia, costa, rio, lago:

I want to spend my vacation on the beach. (Eu quero passar minhas férias na
praia).

Usa-se at para:

 tempo, hora definida: At what time do you get up? (A que horas você se
levanta?)
 endereço precedido pelo número:They live at l5 Baker Street. (Eles moram na
rua Baker, número 15.
 Idade, celebração:He gratuated at 24.(Ele se formou aos 24 anos).

In x Into x On x Onto
Many of my students have trouble understanding prepositions in English, along with
every other person in the world who is not a native speaker of English. In particular,
I’ve noticed that the difference between “into” and “in”, and “onto” and “on” can
cause a lot of confusion. I thought I’d give a few simple rules to follow that should help
you to use these prepositions properly.

Muitos dos meus alunos têm dificuldade de entender preposições em inglês, junto com
todas as outras pessoas do mundo que não são falantes nativas de inglês. Em particular,
eu reparei que a diferença entre “into” e “in”, e “onto” e “on” pode causar muita
confusão. Eu resolvi mostrar algumas regras simples a serem seguidas que deverão
ajudá-lo a usar essas preposições corretamente.

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 INTO
“Into” can be used when talking about going towards the inside of a place.
“Into” pode ser usado quando estiver falando sobre ir para dentro de um lugar:

 When I walked into the garden I saw the neighbor’s dog digging up my tomato plants. /
Quando eu entrei no jardim eu vi o cachorro da vizinha arrancando minhas plantas de
tomate.
 Richard went into the garage to get his tool kit. / O Richard entrou na garagem para
pegar sua caixa de ferramentas.

It can be used to talk about being involved in a situation or an occupation.

“Into” pode ser usado para falar de estar envolvido numa situação ou ocupação:

 Lisa would like to go into medicine. / A Lisa gostaria de trabalhar em medicina.

 James got into another car accident yesterday. / O James teve outro acidente de carro
ontem.
It can also be used to talk about making a shape.
Também pode ser usado para falar de fazer uma forma:

 She cut the pie into thin pieces. / Ela cortou a torta em fatias finas.
 He shaped the clay into a vase. / Ele moldou a argila em um vaso.

IN

There are many uses of “in”. Here are examples of some of its most common usages.
Tem muitos usos de “in”. Aqui temos alguns exemplos dos seus usos mais comuns:

It can be used to say the place where someone or something is.

Pode ser usado para dizer o lugar onde está alguém ou alguma coisa:

 The apples are in the fridge. / As maçãs estão na geladeira.

 Chris lives in Spain. / O Chris mora na Espanha.
It can be used to talk about how something is done:
Pode ser usado para falar de como algo é feito:

35
 Flávio speaks English, but he only speaks to me in Portuguese. / O Flávio fala inglês,
mas ele só fala comigo em português.
 She walked out of the room in a rage. / Ela saiu da sala num furor.
“In” is also used when something is arranged in a particular way.
“In” é também usado quando algo é arranjado numa maneira específica:

 The names on the list are in alphabetical order. / Os nomes na lista estão em ordem
alfabética.
 We all sat in a circle around the bonfire. / Nós todos sentamos num círculo em volta da
fogueira.

ONTO
“Onto” can be used to say that someone or something moves to a position on a surface.
“Onto” pode ser usado para dizer que alguém ou alguma coisa se move para uma
posição numa superfície:

 The cat jumped onto the windowsill. / O gato pulou no peitoril.

 They climbed onto the rock to get a better view. / Eles treparam na rocha para conseguir
uma vista melhor.
It can be used when someone knows who did something wrong or illegal.
Pode ser usado quando alguém sabe quem fez algo errado ou ilegal:

 My brother thought he could sneak out of the house, but my parents were onto him. / O
meu irmão achou que pudesse sair furtivamente da casa, mas os meus pais sabiam.
 As soon as the police found the murderer’s glove they were onto him. / Assim que a
polícia encontrou a luva do assassino eles souberam quem ele era.
“Onto” can also be used when someone has discovered or produced something
important or interesting.
“Onto” também pode ser usado quando alguém descobriu ou produziu algo importante
ou interessante:

 As soon as the band slowed down the rhythm of the song they were finally onto
something. / Assim que a banda diminuiu o ritmo da música eles finalmente
conseguiram produzir algo interessante.

36
 Steve made many mistakes with his experiment before he got onto something he could
show his investors. / O Steve fez muitos erros com seu experimento antes de produzir
algo que ele pudesse mostrar os investidores.

ON
Like “in”, “on” also has many uses. Here are just a few.
Como “in”, “on” tem muitos usos. Aqui são apenas alguns:

“On” is used when something is positioned above another thing and is being supported
by it; or on the surface of something.
“On” é usado quando algo é colocado acima de outra coisa e é apoiado por ela; ou na
superfície de algo:

 Put the blanket on the bed. / Coloque o cobertor na cama.

 We hung our daughter’s painting on the wall in our bedroom. / Nós penduramos a
pintura da nossa filha na parede em nosso quarto.
It can be used to indicate the location someone’s at.
Pode ser usado para indicar o local onde alguém está:

 We live on Dolphin Avenue. / Nós moramos na Avenida Dolphin.

 Bobby grew up on a farm. / O Bobby cresceu numa fazenda.
Finally, “on” is used when something concerns a subject.
Finalmente, “on” é usado quando algo trata de um assunto:

 My son wrote a book report on the fall of the Roman Empire. / O meu filho escreveu
um boletim escolar sobre a queda do Império Romano.
 I watched a documentary on the Vietnam War last night that was really fascinating. / Eu
vi um documentário sobre a Guerra do Vietnã na noite de ontem que foi muito
fascinante.
One last tip: You can get in or into a car/taxi and you can get on or onto a
bus/train/plane/boat.
Uma última dica: você pode entrar “in” ou “into” um carro/taxi e você pode entrar “on”
ou “onto” um ônibus/trem/avião/barco.

Exercícios

37
01. During the week I get up early ______ the morning anjd go to bed late ______
night, But normally _____ weekends I sleep _______ midday.

a) in – at – at – until

b) on – in – in – as far as

c) on – at – at – even

d) in – at – in – until

e) in – in – at – till

03. John lives _____ a farm; we live ______ São Paulo and my parents live
______ as small village near Campinas.

a) at – at – at

b) on – at – on

c) in – at – at

d) in – in – in

e) on – in – at

04. If you insist ________ going there, try at least to take some advantage ______
going there.

a) on – on

b) on – in

c) in – in

d) about – of

e) of – of

05. I always travel ____ bus.

06. I put my money ______ a safe.

07. He was interested ______ playing cards.

38
08. Don’t insist _____ going there.

09. I’ll protect you _____ him.

2.6) POSSESSIVE PRONOUN E POSSESSIVE ADJECTIVES

Os pronomes possessivos devem ser usados com o intuito de

substituir o substantivo na frase.

Ex.:

This is my house. (Esta é minha casa).

That is Peter’s house and this is mine. (Aquela é a casa do

Peter e esta é a minha).

No primeiro exemplo nota-se que foi utilizado um possessive

adjective (adjetivo possessivo) “my”, enquanto no segundo exemplo
foi utilizado um possessive pronoun(pronome possessivo) “mine”.
Como diferenciar o uso de um possessive adjectivede um possessive
pronoun?

É simples, basta notar que os “possessive adjectives” sempre

vêm acompanhados de um substantivo. No exemplo citado acima,
“my” vem acompanhado do substantivo “house”. Já os “possessive
pronouns” têm a função de substituir os substantivos. No exemplo
acima, “mine” está sendo usado para substituir “house”.

São possessive adjectives e possessive pronouns:

Possesive Adjective Possessive Pronoun

My book (meu livro) Mine (o meu / a minha)

Your pencil (seu lápis) Yours (o seu / a sua)

His backpack (mochila dele) His (a dele / o dele)

Her dress (vestido dela) Hers (a dela/ o dela)

Its house (casa dele/a – usado para Its (o dele/ a dele / o dela/ a
neutro e animais) dela - neutro e animais)

39
 Our TV (nossa televisão) Ours (o nosso / a nossa)

Your cars (seus carros) Yours (os seus/ as suas)

Theirs (os deles/ as deles/

Their pens (canetas deles/delas)
os delas/ as delas)

Ex.:

My book is new. (Meu livro é novo).

Your pencil is under the table. (Seu lápis está debaixo da

mesa).

His backpack is brand-new. (A mochila dele é novíssima).

- Which pizza is yours? The cheese or the pepperoni? (Qual

pizza é a sua? A de queijo ou a de calabresa?).

- The cheese is mine and the pepperoni is hers. (A de queijo é

a minha e a de calabresa é a dela).

Exercícios

1) Complete as sentenças corretamente utilizando os Possessive Pronouns.

a. I have a bike. It's _______ bike.

b. Mum and I have a boat. It's _______ boat.

c. The horse has an apple. It's _______ apple.

2.7) RELATIVE PRONOUN

Os pronomes relativos são: “that, who, whom, which e

whose”. Eles se referem a termos citados anteriormente e devem ser

40
usados sempre para se introduzir uma oração subordinada a uma
oração principal.

Cada pronome possui sua função diferenciada, por exemplo:

That (que): relativo a pessoas, animais e coisas.

He is the man that saved the planet. (Ele é o homem que

salvou o planeta).

That is the dog that bit my neighbor. (Aquele é o cachorro

que mordeu minha vizinha).

This is the TV that is on sale. (Esta é a televisão que está na

promoção).

Which (que, o qual, os quais, a qual, as quais): relativo a

coisas e animais.

This is the bus which I take to go home. (Este é o ônibus que

eu pego para ir para casa).

This is the cat which got in trouble yesterday. (Este é o gato

que entrou numa fria ontem).

Who e Whom (que ou quem): relativo a pessoas.

The woman whom you called is my cousin. (A mulher a

quem você ligou é minha prima).

There is a man outside who wants to see you. (Há um homem

lá fora que quer falar com você).

Whose (cujo, cuja, cujos, cujas): relativo à posse, é usado

para pessoas e animais.

That is the girl whose brother was making some magic tricks
at the party last Saturday. (Aquela é a garota cujo irmão estava
fazendo alguns truques de mágica na festa sábado).

This is the shirt whose sleeves are too tight. (Esta é a camisa
cujas mangas são muito apertadas).

41
 Fique atento:

Apesar de ser possível utilizar os pronomes relativos “that e

whom” para se referir a pessoas, o pronome “whom” pode vir
antecedido de uma preposição, porém isso não é uma regra. A
melhor maneira de diferenciá-los é lembrando que who age como
sujeito e whom como objeto.

The boy about whom you were talking is my brother. (O

garoto sobre quem você estava falando, é meu irmão).

THIS/THESE AND THAT/THOSE

THIS: este/esta/isto

THESE: estes/estas

THAT: aquele/aquela/aquilo

THOSE: aqueles/aquelas

REFLEXIVE PRONOUN

 myself
 yourself
 himself
 herself
 itself
 ourselves
 yourselves
 themselves
Pronomes Reflexivos em Inglês: usos

O uso dos pronomes reflexivos em inglês é diferente de como fazemos em português.

Sem contar que cada um deles pode ser traduzido de modo diferente. Portanto, é muito
importante entender os usos deles no geral.

Veja por exemplo as sentenças a seguir:

 Eu me amo.
 Ele se cortou com uma faca.
 Nós não devemos nos culpar pelo que aconteceu.

Observe que as palavras em negrito são os pronomes reflexivos em português. Eles

recebem este nome pois quem faz a ação é a mesma pessoa que a recebe. Ou seja, se eu
digo “eu me amo” isso significa que eu sinto amor por mim mesmo. É comum vermos

42
alunos de inglês dizendo “I love me“. Isso está errado! Nós não usamos o ‘me‘ nesse
caso! O certo é dizer “I love myself“.

Portanto, todas as vezes que você fizer algo e o azarado ou sortudo da ação for você
mesmo, use o ‘myself‘:

 I cut myself on a knife. [Eu me cortei com uma faca]

 I wrote an email to myself. [Escrevi um email para mim mesmo]
 I usually talk with myself. [Eu costumo conversar comigo mesma]
 I‘m pleased with myself. [Estou orgulhoso de mim mesmo]
 I can look after myself. [Eu posso cuidar de mim mesma]

Caso eu troque o pronome ‘I‘ [eu] terei de trocar também o pronome reflexivo na
sentença:

 He cut himself on a knife. [Ele se cortou com uma faca]

 We wrote an email to ourselves. [Nós escrevemos um email para nós mesmos]
 She usually talks to herself. [Ela costuma falar com ela mesma]
 They‘re pleased with themselves. [Eles estão orgulhosos de si mesmos]
 You can look after yourselves. [Vocês conseguem se cuidar]

Além do uso acima, os pronomes reflexivos em inglês também podem ser usados para
dar ênfase. Observe as sentenças abaixo e a tradução de cada uma para entender isso
melhor:

 I talked to the President himself. [Eu falei com o próprio Presidente / Eu falei
com o Presidente (em pessoa)]
 It’s quicker if you do it yourself. [É mais rápido se você mesmo fizer isto]
 The house itself is nice, but the garden’s very small. [A casa mesma é bonitinha,
mas o jardim é muito pequeno]

Tem ainda o uso dos pronomes reflexivos com ‘by‘: ‘by myself’, ‘by yourself’, ‘by
herself’, etc. Nesse caso o sentido da combinação é ‘sozinho’, ‘sem ajuda’, ‘sem
companhia’:

 I love spending time by myself. [Eu adoro passar o tempo sozinha]

 He can do that by himself. [Ele pode fazer isso sozinho]
 Did you do that by yourselves? [Vocês fizeram isso sozinhos?]

Exercícios

(UFSCar) Go and find the driver ________ arrived here yesterday.

a) he
b) who
c) whose
d) what
e) whom

43
Questão 2
(FMU – SP) He is the man ____________ sings very well
a) whom
b) how
c) which
d) who
e) what

Questão 3
That’s the fireman _________ son suffered an accident this afternoon.
a) which
b) who
c) whose
d) whom
e) when

Alguns verbos comuns:

1. Estragar, atrapalhar: To mess up

Ex: It really messed up their relationship. (Isto atrapalhou muito o relacionamento
deles.)

2. Locomover-se, andar: Get around

Ex: It’s easy to get around town on foot. (É fácil de se locomover à pé na cidade.)

3. Pegar no pé, zoar: To pick on

Ex: Quit picking on him. (Pára de pegar no pé dele.)

4. Conformar-se,aceitar: To settle for

Ex: We had to settle for waching the match at home.(Tivemos que nos conformar
em assistir a partida em casa.)

5. Acabar, ir parar: To end up

Ex: He’ll end up missing the bus. (Ele vai acabar perdendo o ônibus.)

6. Alugar, tentar conquistar: To chat up

Ex: Were you chatting her up? (Você tava alugando ela?)

7. Partir pra outra, fazer a fila andar: To move on

Ex: It’s time for you to move on. (É hora de você partir pra outra.)

8. Passar, dar uma passada em algum lugar: To stop by

Ex: I’ll stop by the videoarcade. (Vou passar no fliperama.)

9. Vencer, “expirar”: To run out

Ex: Her visa runs out in december. (O visto dela vence em dezembro.)

44
10. Pagar o que se deve a alguém: To pay (sb) back
Ex: Did he pay you back? (Ele te pagou?)

11. Tô fora!: Count me out!

Ex: Oh no, count me out! It’s awful! (Não, tô fora! É muito ruim!)

12. Crescer, tornar-se adulto: To grow up

Ex: Grow up! (Vê se cresce!)

13. Afastar-se de alguém, distanciar-se: To drift apart

Ex: They drifted apart after they graduated. (Elas se afastaram depois de se
formarem.)

 do the ironing (passar a roupa)

 do the cleaning (fazer a faxina, fazer a limpeza)
 do the housework (fazer as atividades domésticas)
 do the vacuuming (passar o aspirador)
 do the dusting (tirar o pó da mobília)
 do the laundry
 do the dishes

 do a favor (fazer um favor)

 do damage (causar danos)
 do well at school (estar indo bem na escola)
 do research (fazer uma pesquisa)
 do English (estudar inglês, fazer inglês)
 do biology (estudar biologia, fazer biologia)
 do the sum (fazer a conta, fazer os cálculos)
 do … years (pegar … anos de cadeia)
 do drugs (usar drogas)

 What do you do? (O que você faz? | No que você trabalha?)

 How are you doing? (Como você está?)
 What do you do for a living? (O que você faz da vida? | O que você faz
para ganhar a vida?)
 What have you been doing lately? (O que você anda fazendo
ultimamente?)

MAKE EXPRESSIONS

make an agreement - fazer um acordo

make an announcement (to) - fazer uma comunicação oficial
make an appointment (with) - marcar uma hora
make arrangements (for) - fazer preparos
make an attempt (to) - fazer uma tentativa
make the bed - fazer a cama
make believe - fazer de conta
make a clean copy - passar a limpo

45
 make it clear (to) - deixar claro
make a complaint (about) - apresentar queixa, reclamar
make a date (with) - marcar um encontro
make a deal (with) - fazer um negócio, negociar
make a decision/resolution (about) - decidir, tomar uma decisão
make a (any, no) difference (to) - fazer diferença
make do with - contentar-se com o que tem
make a down payment - dar de entrada, dar um sinal
make an effort (to) - fazer um esforço
make an excuse (for) - arranjar uma desculpa
make a face (at) - fazer careta
make a fool of someone - fazer alguém de bobo
make for - dirigir-se a
make friends (with) - fazer amizade
make fun of - ridicularizar
make a fuss (about, over) - criar confusão
make someone happy - fazer ficar feliz, deixar feliz
make good - cumprir com o prometido
make a good/bad impression (on) - causar boa impressão
make a list (of ) - fazer uma lista
make a living - ganhar a vida
make love (to) - manter relações sexuais
make mistakes (in) - cometer erros
make money - ganhar dinheiro
make someone nervous - deixar nervoso
make noise - fazer barulho
make out - entender o significado; beijar, namorar, transar (fazer amor);
sair-se
make a phone call (to) - telefonar
make a point - fazer uma observação, apresentar um ponto de vista
make a profit - lucrar, ter lucro
make progress (in) - progredir
make a promise (to) - prometer
make public - divulgar
make a reservation (for) - fazer uma reserva
make a scene - fazer uma cena, agir histericamente
make sense (to) - fazer sentido
make a speech (to) - fazer um discurso
make sure (about) - certificar-se
make trouble - criar problemas ou confusão
make up - inventar, improvisar, compensar, maquiar, reconciliar
make up your mind - decidir
make war - guerrear, entrar em guerra
make way - abrir caminho, dar passagem, progredir
make yourself at home - sinta-se à vontade

2.8) VOCABULARY

46
 2.8.1) AGE

ageing = aging = envelhecimento

ageless = eterno, smepre jovem

aged = idoso

toddler = criança pequena

kid/child = criança

childhood = infância

adolescent = adolescente

adolescence = adolescência

teenager = young = youngster = youth = jovem

in his teens = em sua adolescência

adult = adulto

adulthood = maioridade

middle-aged = meia idade

in his early thirties = de 30 a 33 anos

in his mid thirties = de 34 a 36 anos

in his late thirties = de 37 a 39 anos

elderly = idoso

as old as the hills = expressão para "muito velho"

to be of age = ser maior de idade; ter os direitos de um adulto.

to be underage = ser menor de idade

to be overage = be too old = ser demasiado velho

to feel/look one's age = parecer ter certa idade

for ages = for a long time = por muitos anos

47
by/at the age of = na idade de

2.8.2) SCHOOL

algebra - álgebra encyclopedia - playground - pátio

enciclopédia
backpack - mochila poster - cartaz
eraser - borracha
binder - pasta principal - diretor de
exam - prova escola
biology - biologia
college- faculdade private classes - aulas
book - livro particulares
geometry - geometria
break - recreio professor - professor
grade- grau
calculator - quiz - prova, teste
calculadora high school - colegial,
ensino médio ruler - régua
calendar - calendário
history - história scholarship - bolsa de
chalk - giz estudos
homework - tarefa
chalkboard - quadro science - ciência
kindergarten - jardim
chemistry - química de infância scissors - tesoura

class - classe, aula lab - laboratório semester - semestre

classmate - colega de library - biblioteca stapler - grampeador

classe
locker - armário student - aluno,
classroom - sala de estudante
aula map - mapa
subject - matéria
course - curso marker - marcador
tape - fita
degree - título de nível math - matemática
superior teacher - professor
notebook - caderno
desk - carteira test - teste
pen - caneta
diploma - diploma vacation - férias
pencil - lápis
elementary school -
escola primaria pencil sharpener -
apontador de lápis

48
2.8.3) PHYSIOLOGICAL NEEDS

Hunger – fome

I’m hungry – estou com fome

Thirst - sede

I'm thirsty – estou com sede

Cold - frio

I'm cold – estou com frio

Heat - calor

I'm hot- estou com calor

Sleep - sono

I'm sleepy – estou com sono

Hygiene – higiene

I´m falling asleep -Estou morrendo de sono

I´m freezing -Estou morrendo de frio

I´m starving - Estou morrendo de fome

I´m boiling hot - Estou morrendo de calor

BASIC EXPRESSIONS AND USEFUL SENTENCES

Reception: recepção

Receptionist: recepcionista

Lounge: saguão

Roon service: serviço de quarto

Hotel/motel: hotel

Manager: gerente

Do you have any vacancies? Vocês têm vagas?

I have a reservation: tenho uma reserve

49
 I’d like a roon for…… nights: eu gostaria de uma quarto para …… noites

What is the charge per night? Qual é o perço por noite?

I don’t know yet how long I’ll stay: ainda não sei quanto tempo vou ficar

Please wake me at ...... o’clock: por favor, acorde-me às …. Horas

There is no toilet paper in the bathroom: não há papel higiênico no banheiro

I’m leaving tomorrow: vou embora amanhã

When do I have to liberate the room? Quando devo desocupar o quarto?

Can I have the Bill, please? Minha conta, por favor?

I’ll pay by credit card: vou pagar com cartão de crédito

I’ll pay cash: vou pagar em dinheiro

Can you get me a taxi, please? Pode chamar um taxi, por favor?

Can you recommend another hotel? Pode recomendar outro hotel?

WRITING EXERCISE

WRITE A LITTLE TEXT ABOUT YOUR SCHOOL LIFE AND WHAT

YOU LIKED MORE TO DO WHEN YOU WERE A TEENAGER.

2.9) READING ACTIVITY

2015 was an important year for Latin America’s image as a travel destination.
Brazil coasted on the achievement of a successful World Cup, and consumers got
the message from billboards, television and Instagram that Colombia is Realismo
Mágico, that Mexico is The Place You Thought You Knew, and, courtesy of the
2015 Super Bowl, that All You Need is Ecuador. With Latin America present in
the minds of consumers as a destination, economic recovery in many source
markets and better-than-ever tourisminfrastructure, the region seems primed to
receive inbound tourists in 2016, even as the outlook clouds for domestic and
outbound travel due to economic conditions. Economic factors and prior
investment intourism in many countries will be the driving forces

50
in tourism in Latin America in 2016 as they shifttourism flows, bipolarise the
market and give second-tier destinations a chance to shine.

EXCHANGE RATES SHIFT TOURISM FLOWS

2015 was a year of economic challenges across Latin America and the outlook
for 2016 is mixed for the major tourism markets. One contributor to the economic
difficulties is weak exchange rates across the region, with implications
for tourism flows in all directions, but being particularly problematic for
outbound tourism from Latin American countries. 2016 will likely bring slower
outbound trip growth and declines in some cases as international trips, especially
to the US and Western Europe, become too expensive for many consumers.

HOMEWORK!

NOW IMAGINE THAT YOU ARE A BRAZILIAN TOURIST GUIDE AND

YOU WORK IN A HOTEL. THIS MORNING ARRIVED THREE
GERMANS EXPECTING TO KNOW THE VALE DO PARAÍBA.
CREATE A DIALOG AMONG YOU SINCE THEIR ARRIVAL UNTIL
THE MOMENT THEY COME BACK HOME.

WATCH A VIDEO ABOUT ADJECTIVES ON YOU TUBE!

51
3. LESSON THREE
3.1. AUXILIARY VERBS

Na língua Inglesa, existem os “auxiliary verbs” (verbos auxiliares),

como o “to be”, que possuem a função de auxiliar o verbo principal em uma
oração.

Existem dois tipos de verbos auxiliares: os modais e os auxiliares. A

diferença entre eles acontecerá a partir da função que eles assumirão na
frase, mudando ou não o sentido do verbo principal.

Verbos auxiliares modais: mudam o sentido, ou seja, alteram ou

complementam o sentido do verbo principal, indicando a ideia de obrigação,
possibilidade, capacidade, habilidade, permissão e pedido. Os modais
podem aparecer em frases afirmativas, negativas e interrogativas. Alguns
deles são: “can”, “could”, “should”, “may”, “must”, “ought to”, “would”.

Verbos auxiliares: não mudam o sentido, ou seja, não alteram o

sentido do verbo principal.

TO BE: a função desse verbo auxiliar é formar passive voice (voz

passiva) e formar progressive tenses (locuções verbais).

Exemplos:

 My breakfast was made by my grandmother. (Meu café da manhã

foi feito pela minha avó)

Nesse caso, o verbo to be (was) ajudou a formar a voz passiva que é

utilizada para contar com ênfase o que aconteceu com o objeto da oração.

 She is working today. (Ela está trabalhando hoje)

Nesse caso, o verbo to be (is) formou uma locução verbal com o

verbo to work.

52
 TO DO: a função desse verbo auxiliar é formar frases negativas e
interrogativas no simple present(presente simples) e no simple
past (pretérito perfeito e imperfeito).

Exemplos Simple Present:

 Do you go to school by bus? (Você vai à escola de ônibus?) – frase

interrogativa.

I don’t live with my parents. (Eu não moro com meus pais) – frase
negativa.

Observação: Ao formar frases interrogativas e negativas no simple

present na terceira pessoa do singular é necessário acrescentar a partícula
“es”.

 Does she want to buy a new jacket? (Ela quer uma jaqueta nova?)

 He doesn’t want to stay here. (Ele não quer ficar aqui)

Exemplos Simple Past:

 Did you see him yesterday? (Você viu ele ontem?) – frase
interrogativa.

 We didn’t play soccer on Sundays. (Nós não jogávamos futebol aos

domingos) – frase negativa.

TO HAVE: a função desse verbo auxiliar é formar os perfect

tenses (tempos compostos).

Exemplos:

 Have you already finished your work? (Você já terminou seu

trabalho?)

I haven’t see my father for a long time. (Eu não vejo o meu pai a
muito tempo)

53
  We have lived in São Paulo. (Nós temos vivido em São Paulo)

Sendo assim, pode-se dizer que os verbos auxiliares, quando

empregados em uma frase, tem a função de auxiliar o verbo principal na
construção do sentido da frase, alterando ou não o sentido do verbo
principal.

Exercícios

1) Preencha a lacuna corretamente utilizando os Auxiliar Verbs.

Tell me, ______ you coming to the party?

They _____ finished the job.

What _____ you do every Sunday?

I ______ like to watch TV. There is a good film on.

She ______ not want to stay at home. She wants to go out with her friends.

He _______ called me twice this morning.

What _______ she do in her free time?

Where _______ they go yesterday?

She ________ always wanted to meet him.

What _______ they doing when you came in?

3.2. CONTRACTION

Encurtar as palavras ao falar e até mesmo ao escrever é uma

prática muito comum no inglês. Geralmente, ao escrever uma palavra que
foi contraída, um apóstrofo (') é inserido no lugar onde fica uma letra
faltando. Veja alguns exemplos em sentenças:

a) Who's talking? (Who is talking?)

b) I'm going. (I am going.)
c) They haven't seen her. (They have not seen her)

54
 Em inglês, embora as contrações também ocorram na escrita, é na
fala que seu uso é mais recorrente. Há, porém, algumas contrações muito
utilizadas em ambas as ações (fala e escrita) e que devem, portanto, ser
aprendidas.
Demonstraremos cada uma delas separadamente, isto é, as
“Positive Contractions”, ou contrações afirmativas, e as “Negative
Contractions”, ou contrações negativas.
Formas abreviadas na sentença afirmativa
Nessa categoria, temos que tomar bastante cuidado ao observar
algumas palavras em sua forma contrata. Isso porque algumas contrações
podem ter dois ou até mesmo três significados, mas a mesma escrita. É o
caso, por exemplo, de “She'd”, que pode ser “she had” ou “she would”.
Devemos levar o contexto em consideração para saber de qual dos dois se
trata.

Veja alguns exemplos:

a) She'd like to watch! (She would like to watch)

b) She'd finished her homework when I arrived. (She had finished her
homework when I arrived.)

Outra contração que também deve ser observada com cuidado é o

('s), pois, além de poder significar “is” ou “has”, ainda pode ser usado com
substantivos, nomes, perguntas, entre outros, e não apenas com pronomes,
como é comumente ensinado.

Veja alguns exemplos:

a) Nick's arrived.
b) The cab's late.
c) Where's the butter?
d) Here's your place.
e) There's no one like you.

55
 Contracted Form Original Form

I'm – I've – I'll – I’d I am – I have – I will/I shall – I

would/I should/I had
You're – you've – you'll – you'd
You are – you have – you will –
He's – he'll – he'd you had/you would

She's – she'll – she'd He has/he is – he will – he

had/he would
It's – It'll
She has/she is – she will – she
We're – we've – we'll – we'd had/she would

They're – they've – they'll – It has/it is – it will

they'd
We are – we have – we will – we
had/we would

They are – they have – they will

– they had/they would
Formas abreviadas na sentença negativa

Na forma negativa, há duas maneiras de colocar o verbo “to be”:

 You aren't - You're not (contraída) = You are not (original)

Em perguntas, “am not” passa para a forma contrata “aren't”,

como mostra no exemplo:

 I'm pretty, aren't I?

Contracted Form Original Form

Aren't – isn't Are not – is not
Can't – couldn’t Cannot, can not – could not
Didn't – doesn't – don't Did not – does not – do not
Hasn't – haven't – hadn't Has not – have not – had not
Mayn't – mightn't – mustn't May not – might not – must not
Shan't – shouldn't Ought not
Wasn't – weren't Shall not – should not
Won't – wouldn't Was not – were not
Will not – would not

56
Exercícios

1) Preencha as lacunas corretamente utilizando as formas contraídas.

1) Clouds (are not) ______ blue. They're white.

2) I (do not) ______ like spinach.

3) Erika (does not) like spaghetti.

4) Albert and I (did not) _______ go to the party last weekend. We went to
the beach instead.

5) If you (do not) _______ help me, I (will not) help you.

6) I (have not) _______ seen the movie yet. Have you?

7) Teddy and Erin (were not) ______ feeling very well. So, they (did not)

________ go to school.

8) I (would not) _______ do that if I were you.

9) I (cannot) ________ come to the game, but Peter can.

10) Jovita (has not) _______ finished her homework yet. She is still working
on it.

2) Em uma folha de caderno, traduza as sentenças do exercício 1.

3.5. DEMONSTRATIVE PRONOUNS

Os pronomes demonstrativos têm a função de indicar algo. São eles:

“this” (este/esta), “that” (aquele/aquela), “these” (estes/estas), “those”
(aqueles/aquelas).

O pronome “this” deve ser usado para indicar algo que está
nosingular e próximo do falante.

Ex: This car is really cool. (Este carro é muito legal).

This is my new bike. (Esta é a minha nova bicicleta).

57
 This book is cheap. (Este livro é barato).

This is Mike’s backpack. (Esta é a mochila do Mike).

Ao se referir a algo no singular e distante, o falante deverá utilizar

o “that”.

Ex: That is my new neighbor. (Aquele é o meu vizinho).

That woman is my friend. (Aquela mulher é minha amiga).

That house is very big. (Aquela casa é muito grande).

That is our teacher. (Aquela é nossa professora).

No entanto, ao se referir a algo perto, só que no plural, o falante

deverá utilizar o “these”.

Ex: These tickets are too expensive. (Estes ingressos são muito
caros).

These earrings are beautiful. (Estes brincos são bonitos).

These are their books. (Estes livros são deles).

O “those” deve ser usado toda vez que o falante quiser demonstrar
algo noplural e que está distante dele.

Ex: Those are my classmates. (Aqueles são meus colegas de classe).

Those kids are intelligents. (Aquelas crianças são inteligentes).

Those are Mike’s notebooks. (Aqueles são os cadernos do Mike).

Recordando:

“This” → perto/singular “That” → longe/singular

“These” → perto/plural “Those” → longe/plural

58
 Exercícios

1) Preencha corretamente as lacunas utilizando Demonstrative Pronouns.

1. __________ book is expensive.

2. __________ cat is small.

3. __________ pens are blue.

4. __________ movie is funny.

5. __________ airplanes are very big.

6. __________ morning is perfect for a walk.

7. __________ car is expensive.

8. __________ candy is delicious.

9.__________ children are cold.

10. __________ food is healthy.

2) Em uma folha de caderno, traduza as sentenças do exercício 1.

3.6. INDEFINITE PRONOUNS

Existem dois pronomes indefinidos principais, “some” e “any”, e a

partir desses pronomes principais surgem as seguintes derivações:

Derivações de “some” (algum, alguma, Derivações de “any” (algum, alguma,

alguns, algumas, um pouco) alguns, algumas, nenhum, nenhuma)

Sometime (alguma vez)

Anywhere (em qualquer lugar, em algum

Somewhere (algum lugar)
lugar, em nenhum lugar)

Anybody / anyone (qualquer pessoa,

Someone / somebody (alguém)
alguém, ninguém)

59
Something (alguma coisa, algo) Anything (qualquer coisa, nada, algo)

Quanto ao uso do “some” e seus derivados:

1- Em frases afirmativas.

There is some cheese on the fridge. (Tem um pouco de queijo na

geladeira).

There are some books on the table. (Há alguns livros na mesa).

2- Antes de substantivos incontáveis no singular.

She gave me some water a few minutes ago. (Ela me deu um pouco
de água alguns minutos atrás).

I want some ketchup to put on my sandwich. (Eu quero um pouco de

ketchup para colocar no meu sanduíche).

3- Em frases interrogativas com o sentido de sugestãp, oferecimento

ou pedido.

Can somebody help me with these books? (Alguém pode me ajudar

com esses livros?).

Would you like to drink something? (Você gostaria de beber alguma

coisa?).

Quanto ao uso de “any” e seus derivados:

1- Em frases negativas.

There isn’t anything to do on a rainy day. (Não há nada para se fazer

num dia chuvoso).

I don’t have any coin now. (Eu não tenho nenhuma moeda agora).

60
 2- Em frases afirmativas, quando se tem a intenção de expressar
“qualquer um”, ou seja, um número ilimitado de opções.

You can buy any blouse that you want. (Você pode comprar qualquer
blusa que queira).

Put on any bikini. (Coloque qualquer biquíni).

3- Em frases interrogativas.

Is there anything to eat, mom? (Tem alguma coisa para comer,

mãe?).

Is there anybody outside? (Tem alguém lá fora?).

Exercícios

1) Preencha as lacunas corretamente utilizando Indefinite pronouns.

a) Don’t tell _____ lies to me; you cannot deceive me any longer.
b) She didn’t have ________ mistakes in her paper.
c) Are there ________ books for me today? ) No, there are not ______
books for you today.
d) “Have you seen my radio?”
e) “No, I haven’t seen it ___________.”
f) He couldn’t find ________ wrong with the food.
g) The room is empty. There is ______ in it.
h) I ever eat _______ for breakfast.
i) He left without ________ money.
j) _________ cures a headache faster than an aspirin.
k) _________ of you can speak English well.

2) Em uma folha de caderno, trazuda as sentenças do exercício 1.

61
 3.7. DETERMINERS

Determinante é aquele que modifica o substantivo, mas em inglês sua principal função
é indicar que se segue um substantivo e muitos deles podem ter mais de uma função
gramatical.

São eles: Little, few, much, many, some e any.

Bom, agora vamos estudar cada um deles separadamente.

Little = pouco, pouca

Much = muito, muita
Ambos são usados junto a palavras no singular. Referem-se a coisas de quantidade indefinida,
que não podem ser contadas individualmente.
Ex.: She drinks much coffee.
(Ela bebe muito café) – não dá para contar quantas gotículas de café ela toma.
 Repare que much é o oposto de little e vice-versa.
I drink little water.
(Eu bebo pouca água) – não dá para contar quantas gotículas de água eu tomo.

Few = poucos, poucas

Many = muitos, muitas
Ambos são usados com substantivos no plural. Referem-se a coisas que podem ser contadas
individualmente, contáveis.

Ex.: Peter has many books.

(Peter tem muitos livros) – é possível contar quantos livros uma pessoa possui.
There are few eggs in the basket.
(Há poucos ovos na cesta) – é possível contar quantos ovos há numa cesta.

Repare que many é o oposto de few e vice-versa.

Some = algum, alguma, alguns, algumas, uns, umas, um pouco de.
É usado em frases afirmativas.
Ex.: I will drink some coffee.
(Eu tomarei um pouco de café) – pouca quantidade.
Any = algum, alguma, alguns, algumas, uns, umas, um pouco de (com sentido de nenhum /
nenhuma).
É usado em frases negativas e interrogativas.

62
Ex.: There aren’t any cars in the street.
(Não há carro algum na rua) – indicando nenhum carro.
RESUMINDO:

Some – frases afirmativas – algum, alguns, alguma(s).

Any – frases negativas e interrogativas – nenhum(a)

Esses são os determinantes em inglês e seus devidos usos.

SOME TIPS:

Someone‘ e ‘somebody‘ significam a mesma coisa: ‘alguém‘. Dependendo do contexto

podemos ainda traduzir como ‘uma pessoa‘. Porém, no geral, será ‘alguém‘. Veja alguns
exemplos:
 There’s somebody waiting to see you. [‘Tem alguém esperando por você‘ ou ‘Tem
uma pessoa esperando por você‘]
 Someone may come and help us. [Alguém deve vir para ajudar a gente.]
 Somebody must have seen what happened. [Alguém deve ter visto o que aconteceu.]
Nas três sentenças acima podemos usar tanto ‘someone‘ quanto ‘somebody‘. No que diz
respeito ao significado não há a menor diferença entre um e outro.

No entanto, o pessoal da Linguística de Corpus, após fazer análises no banco de dados da

língua inglesa [corpus], descobriram que há apenas uma pequena diferença.

De acordo com os dados pesquisados, notou-se que ‘somebody‘ é comumente usado na

língua informal. Ou seja, é muito frequente encontrar ‘somebody‘ em textos e conversas
informais. Enquanto que ‘someone‘ aparece muito mais em textos formais [contratos, leis,
correspondências formais, etc] e conversas formais [discursos, palestras,

Nobody (ou no one) - ninguém

Anybody (ou anyone) - ninguém, alguém, qualquer um/ qualquer pessoa

Nothing - nada

Anything - nada, alguma coisa/ algo, qualquer coisa

 We have to do something about that. (Nós temos de fazer algo a respeito disso.)
 You should send her something. (Você deveria mandar algo para ela.)
 I have something importante to tell you. (Eu tenho uma coisa importante para te
dizer.)
 There’s something in your hair. (Tem uma coisinha no seu cabelo.)

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Observe as equivalências dadas para “something” em cada uma das sentenças acima: “algo”,
“uma coisa”, “uma coisinha”. Poderíamos ainda ter usado “alguma coisa”, mas, seja franco,
com que frequência dizemos “alguma coisa” em português? As palavras mais naturais são
“algo”, “uma coisa”, “uma coisinha” e talvez algumas outras do gênero. Agora veja essas
outras sentenças:

 She looks pale – is there something wrong with her? (Ela está pálida – tem algo de
errado com ela?)
 Is there something special about that? (Tem algo de especial nisso?)
 Can you do something about that noise? (Dá pra você fazer algo em relação a esse
barulho?)
 Would you like something to eat? (Você quer comer alguma coisa?)

Se você estuda inglês há algum tempo, deve estar pensando “ei, eu aprendi que não usamos
‘something’ em sentenças interrogativas (perguntas)”. Não tem nada de errado em aprender
isso. Mas, saiba que é comum encontrarmos “something” em perguntas. Esse é o tipo de coisa
que você aprende conforme se envolve com a língua (lendo, conversando, ouvindo).

Mas, o que dizer de “anything” e “nothing”? Observe as duas sentenças abaixo e suas
equivalências:

 I don’t know anything about that. (Não sei de nada sobre isso.)
 I know nothing about that. (Não sei de nada sobre isso.)

Note que na primeira sentença usamos a palavra not (don’t). Isso a torna uma sentença
negativa. Assim, sempre que usamos o “not” (pode ser como don’t, doesn’t, didn’t, couldn’t,
wouldn’t, won’t, etc.) deveremos usar a palavra “anything”:

 We won’t say anything. (A gente não vai falar nada.)

 They couldn’t do anything to help him. (Eles não podiam fazer nada para ajudá-
lo.)
 There isn’t anything to see here. (Não tem nada para comer aqui.)
 You don’t have anything important to say. (Você não tem nada de importante para
dizer.)

Por outro lado, se a palavra “not” não for usada e ainda assim eu queira manter o sentido
de “nada”, terei de usar a palavra “nothing”:

 We will say nothing. (A gente não vai dizer nada.)

 They could do nothing to help him. (Eles não podiam fazer nada para ajudá-lo.)
 There is nothing to eat here. (Não tem nada para comer aqui.)
 You have nothing important to say. (Você não tem nada de importante para dizer.)

Não acabamos ainda! Observe o conjunto de sentenças a seguir:

 You can buy anything you want on the internet. (Você pode comprar o que quiser
na internet.)
 If anything happens, call me. (Se acontecer alguma coisa, me liga.)
 She would do anything for her kids. (Ela faria qualquer coisa pelos filhos.)

64
  Anything would be much better than staying here. (Qualquer coisa seria muito
melhor que ficar aqui.)

Ao usarmos “anything” nas sentenças acima estamos passando a ideia de “qualquer coisa” ou
“tudo” (de tudo). Podemos, portanto, traduzir as sentenças acima de outras maneiras:

 Você pode comprar qualquer coisa que quiser na internet.

 Se qualquer coisa acontecer, me liga.
 Ela faria de tudo pelos filhos.

“Anything” pode ainda aparecer em sentenças interrogativas também:

 Is there anything I can do to help you? (Há algo que posso fazer para ajudar a
senhora?)
 Do you want anything from the supermarket? (Você quer alguma coisa do
supermercado?)
 Do you need anything else? (Você precisa de mais alguma coisa?)

Para encerrar a dica, anote aí que aquela “regra” do “something” para sentenças afirmativas e
“anything” para sentenças negativas e interrogativas funciona bem quando você está em um
nível básico. O problema é que a língua não tem nível

3.8. TIME

Existem duas maneiras de dizer as horas em inglês:

a) 8.05 - eight (oh) five OU five past eight

b) 8.10 - eight ten OU ten past eight
c) 8.15 - eight fifteen OU a quarter¹ past eight
d) 8.25 - eight twenty-five OU twenty-five past eight
e) 8.30 - eight thirty OU half² past eight
f) 8.35 - eight thirty-five OU twenty-five to nine
g) 8.45 - eight forty-five OU a quarter to nine
h) 8.50 - eight fifty OU ten to nine
i) 9.00 - nine o'clock

Os americanos preferem escrever dois-pontos entre as horas e os

minutos: 8:50. A grafia com o ponto, apresentada acima, é tipicamente britânica.

Normalmente, as pessoas preferem dizer minutes past/to para os

horários entre as divisões de 5 minutos. Exemplos:

a) 8:07 - Seven minutes past eight (mais natural que seven past eight)
b) 8:57 - Three minutes to nine (mais natural que three to nine)

65
 A expressão o'clock é utilizada somente em horas cheias. Compare:

a) Wake me at seven (o'clock), please. (7:00)

b) Wake me at ten past seven. - E não "ten past seven o'clock" (7:10)

Com fequência, em situações informais, não se fala a palavra past na

expressão half past:

a) OK, see you at half two (=...half past two.) - (2:30)

No inglês americano, com frequência utiliza-se after em vez de past (ex.

ten after six), mas os americanos não falam half after. Além disso, no inglês
americano, em vez de to, pode-se empregar of, before e till. Exemplo: twenty five
of three (2:35).

A quarter - Eventualmente, em vez de "quinze minutos", em horas

quebradas, você pode falar ou ouvir "a quarter", que significa um quarto de hora.

Half - Como no português, em inglês pode-se dizer "meia" ou "trinta"

para significar a meia hora:

Perguntando que horas são

As maneiras mais comuns de perguntar sobre as horas são:

b) What time is it? / What's the time? - Que horas são?

c) Have you got the time? (informal) - Você tem horas?
d) Could you tell me the time? (mais formal) - Você poderia me dizer as
horas?
e) What time do you make it? or What do you make the time? - Comum no
inglês britânico, significando "What time is it by your watch?" - Que horas
você tem?

Possíveis maneiras de responder a essas perguntas são:

a) Sorry, I don't have my watch on - Desculpe-me, estou sem relógio.

b) My watch is a little slow/fast. - Meu relógio está um pouco
atrasado/adiantado.
c) According to my watch, it's... - De acordo com o meu relógio, são...

Relógio de 24 horas

O Relógio de 12 horas é usado na linguagem do dia a dia, ao passo que

o de 24 horas é empregado em quadros de horário (timetables), programações e

66
anúncios oficiais. Não é frequente, em inglês, que as pessoas digam as horas como
fazemos, falando "quinze horas", "dezoito horas" e assim por diante. O normal é
dizer (ou escrever) "oito da manhã", "duas da tarde". Compare:

a) - Last check-in time is 20.15.

b) We have to check in by a quarter past eight in the evening.
c) - The next train from platform 5 is the 17.53 departure fo Carlisle.
d) What time does the next train leave? ~Five fifty-three.
e) - The meeting will begin at fourteen hundred.
f) We're meeting at two o'clock.

Se necessário, pode-se fazer as distinção das horas utilizando-se in the

morning (de manhã) / afternoon (à tarde) / evening (à noite). Em um estilo mais
formal, pode-se utilizar as iniciais a.m. e p.m. depois do número que indica a hora.
a.m. (= Latim ante meridiem - "before midday") significa de manhã e p.m. (=post
meridiem - "after midday") indica que o horário é posterior ao meio-dia (tarde ou
noite):

a) 09.00 = nine o'clock in the morning (or nine am)

b) 21.00 = nine o'clock in the evening (or nine pm)

Da mesma forma que em português não falamos sempre "da manhã" ou

"da tarde", nem sempre é necessário dizer "a.m." ou "p.m.". O contexto em que as
horas são ditas pode ser suficiente para evidenciar o período do dia.

Evening ou Night?

Em Inglês, a noite se divide em Evening e Night. Evening começa por

volta das 17h e Night inicia por volta das 20h. Importante destacar que quando
chegamos a um lugar à noite, não importando o horário, iremos sempre
cumprimentar as pessoas com GOOD EVENING e não com Good Night. Ao nos
despedirmos então, iremos dizer GOOD NIGHT.

Exercícios

1) Observe os desenhos dos relógios, e em uma folha de caderno escreva, se

possível, pelo menos duas formas distintas de se dizer a hora marcada em
cada um.

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 a) b) c)

d) e) f)

SOME EXPRESSIONS!
A combinação do verbo estar com as preposições de e com é muito comum em português,
sendo que os significados que essas combinações representam, podem assumir diferentes
formas em inglês, conforme os seguintes exemplos:

Estou com frio. / ... fome. / ... medo. / ... sono. - I'm cold. / ... hungry. / ... afraid. / ... sleepy.

Estou com vontade de beber uma cerveja. - I feel like drinking a beer. / I'd like to drink ...

Estou com pressa. - I'm in a hurry.

Estou com dor de cabeça. - I've got a headache. / I have a headache.

Está com defeito. - It's out of order.

Está com jeito de chuva. - It looks like rain.

Ela está com 15 anos. - She is 15 years old.

Estou de ressaca. - I've got a hangover. / I have a hangover. / I'm hung over.

Ela está de aniversário. - Today is her birthday. / She's celebrating her birthday today.

Estou de férias. - I'm on vacation. / ... on holidays.

Estou de folga. - It's my day off.

Estou de serviço. - I'm on duty.

Estou de castigo. - I'm grounded.

Estou de saída. / ... de partida. - I'm leaving.

68
Estou só de passagem. / I was just passing by.

Estamos de acordo. - We agree.

Estou com pouco dinheiro. / Estou mal de dinheiro. - I'm short of money.

Está de cabeça para baixo. / Está de pernas para o ar. - It's upside down.

Está tudo misturado. - It's all mixed up.

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 3.9. VOCABULARY

3.9.1. MEANS OF TRANSPORTATION

Avião – Plane, Airplane (USA), Bonde – Tram

Aeroplane (UK)
Caminhão – Truck (USA), Lorry (UK)
Avião a Jato – Jet Plane, Jet Aircraft
Caminhonete – Van
Aeronave (Avião) – Aircraft
Canoa – Canoe
Aerobarco – Hovercraft
Carro – Car
Ambulância – Ambulance
Carroça – Cart
Balão – Balloon, hot air balloon
Dirigível – Zeppelin
Balsa – Ferry
Foguete – Rocket, Aircraft
Barco – Boat
Helicóptero – Helicopter, Chopper
Bicicleta – Bike, Bicycle (informal)

70
Iate – Yacht

Jato – Jet

Jipe – Jeep

Lambreta – Scooter, Moped

Metrô – Subway (USA), Underground

(UK)

Moto / Motocicleta – Motorcycle

(USA), Motorbike (UK)

Navio – Ship

Ônibus – Submarino

Ônibus Espacial – Space Shuttle

Patinete – Scooter

Submarino – Submarine

Transatlântico – Ocean Liner

Trem – Train

Táxi – Táxi

Triciclo – Tricycle

Trem Bala – Bullet Train

Van – Van

Veículos Vehicles

Zepelim (Dirigível) – Zeppelin

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3.9.2. TRIPS

to arrive - chegar information desk – balcão de

informações
to leave – deixar, sair, partir
luggage or baggage - bagagem
to depart – afastar, deixar
map - mapa
to travel - viajar
passport control - passaporte
to visit - visitar
suitcase - mala
cancellation - cancelamento
cancelled - cancelado
customs - costumes
delayed- atrasado
delay - atraso

72
 3.9.3. COUNTRIES AND NATIONALITIES

Nationality
Country (País) Language (Idioma) Som
(Nacionalidade)

South Africa (Africa South African

do Sul) (Sul-africano)

Germany (Alemanha) German (Alemão)

Argentina (Argentina) Argentine (Argentino)

Australia (Austrália) Australian (Australiano)

Belgium (Bélgica) Belgium (Belga)

73
Bolivia (Bolívia) Bolivian (Boliviano)

Brazil (Brasil) Brazilian (Brasileiro)

Canada (Canadá) Canadian (Canadense)

Chile (Chile) Chilean (Chileno)

China (China) Chinese (Chinês)

Colombia (Colômbia) Colombian (Colombiano)

Korea (Coréia) Korean (Coreano)

Ecuadorian
Ecuador (Equador)
(Equatoriano)

Spain (Espanha) Spanish (Espanhol)

The United States of

America (Os Estados American (Americano)
Unidos da América)

Denmark (Dinamarca) Dannish (Dinamarquês)

Fins ou Finnish
Finland (Finlândia)
(Filandês)

France (França) French (Francês)

Greece (Grécia) Greek (Grego)

India (Índia) Indian (Indiano)

England (Inglaterra) English ou British (Inglês)

Israel (Israel) Israeli (Israelense)

Italy (Itália) Italian (Italiano)

Japan (Japão) Japanese (Japonês)

México (Mexico) Mexican (Mexicano)

Norway (Noruega) Norwegian (Norueguês)

Paraguay (Paraguai) Paraguayan (Paraguaio)

Peru (Perú) Peruvian (Peruano)

Portugal (Portugal) Portugues (Português)

Russia (Rússia) Russian (Russo)

Sweden (Suécia) Swiss (Sueco)

Uruguay (Uruguai) Uruguayan (Uruguaio)

74
 Venezuelan
Venezuela (Venezuela)
(Venezuelano)

Persian / Iranian (Persa /

Iran (Irã)
Iraniano)

Iraq (Iraque) Iraqi (Iraque)

Egypt (Egito) Egyptian (Egípcio)

Lebanon (Líbano) Lebanese (Libenês)

Turkey (Turquia) Turkish (Turco)

Pakistan (Paquistão) Pakistani (Paquistanês)

Syria (Síria) Syrian (Sírio)

Thailand (Tailândia) Thai (Tailandês)

Vietnam (Vietnã) Vietnamese (Vietnamita)

Costa Rican (Costa

Costa Rica (Costa Rica)
Riquenho)

BASIC EXPRESSIONS AND USEFUL SENTENCES

Customs: alfandega

Window seat: assent na janela

Aisle seat: assent no corridor

Reserved seat: assent reservado

Check-in counter/ desk: balcão de registro

Hand luggage: bagagem de mão

Luggage trolley: carrinho de bagagens

Boarding card: cartão de embarque

Connection: conexão

Cruise: cruzeiro

Railway: ferroviária

Terminus: terminal

Subway/underground: metrô

75
Boarding pass: cartão de embarque

Arrival: chegada

Lost and found: achados e perdidos

No entry: entrada proibida

Passagers: passageiros

rout: rota

waiting room: sala de espera

I’d like a non-smoking seat, please: eu gostaria de um assent para não

fumantes, por favor,

How long Will the flight be delayed? Quanto tempo o voo vai atrasar?

Which gate for the flight to New York? Qual o portão de embarque do voo
para Nova York?

When does the train/bus for........... leave? A que horas sai o trem/ônibus
para...........?

When does the train/bus from ............. arrive? A que horas chega o
trem/ônibus de ….......... ?

Where can I buy a ticket? Onde posso comprar uma passage?

I’d like to reserve a seat: gostaria de reservar um assento

Could you wait here for me and take me back? Pode me esperar aqui e me
levar de volta?

How do we get to ........ ? como se vai para ……….. ?

WRITING EXERCISE

WRITE A TEXTE ABOUT YOUR DAILY ROUTINE. TELL ME

WHAT YOU DO WHEN YOU WAKE UP UNTIL YOU GO TO
SLEEP IN THE NIGHT.

3.11. READING ACTIVITY

76
 At 2:20 a.m. on April 15, 1912, the British ocean
liner Titanic sinks into the North Atlantic Ocean about 400 miles south of
Newfoundland, Canada. The massive ship, which carried 2,200 passengers
and crew, had struck an iceberg two and half hours before.

On April 10, the RMS Titanic, one of the largest and most
luxurious ocean liners ever built, departed Southampton, England, on its
maiden voyage across the Atlantic Ocean. The Titanic was designed by the
Irish shipbuilder William Pirrie and built in Belfast, and was thought to be
the world’s fastest ship. It spanned 883 feet from stern to bow, and its hull
was divided into 16 compartments that were presumed to be watertight.
Because four of these compartments could be flooded without causing a
critical loss of buoyancy, the Titanic was considered unsinkable. While
leaving port, the ship came within a couple of feet of the steamer New
York but passed safely by, causing a general sigh of relief from the
passengers massed on the Titanic‘s decks. On its first journey across the
highly competitive Atlantic ferry route, the ship carried some 2,200
passengers and crew.

After stopping at Cherbourg, France, and Queenstown, Ireland, to

pick up some final passengers, the massive vessel set out at full speed for
New York City. However, just before midnight on April 14, the
RMS Titanic failed to divert its course from an iceberg and ruptured at least
five of its hull compartments. These compartments filled with water and
pulled down the bow of the ship. Because the Titanic‘s compartments were
not capped at the top, water from the ruptured compartments filled each
succeeding compartment, causing the bow to sink and the stern to be raised

77
up to an almost vertical position above the water. Then theTitanic broke in
half, and, at about 2:20 a.m. on April 15, stern and bow sank to the ocean
floor.

Because of a shortage of lifeboats and the lack of satisfactory

emergency procedures, more than 1,500 people went down in the sinking
ship or froze to death in the icy North Atlantic waters. Most of the 700 or so
survivors were women and children. A number of notable American and
British citizens died in the tragedy, including the noted British journalist
William Thomas Stead and heirs to the Straus, Astor, and Guggenheim
fortunes.

One hour and 20 minutes after Titanic went down, the Cunard
liner Carpathiaarrived. The survivors in the lifeboats were brought aboard,
and a handful of others were pulled out of the water. It was later discovered
that the Leyland linerCalifornian had been less than 20 miles away at the
time of the accident but had failed to hear the Titanic‘s distress signals
because its radio operator was off duty.

Announcement of details of the tragedy led to outrage on both

sides of the Atlantic. In the disaster’s aftermath, the first International
Convention for Safety of Life at Sea was held in 1913. Rules were adopted
requiring that every ship have lifeboat space for each person on board, and
that lifeboat drills be held. An International Ice Patrol was established to
monitor icebergs in the North Atlantic shipping lanes. It was also required
that ships maintain a 24-hour radio watch.

On September 1, 1985, a joint U.S.-French expedition located the

wreck of theTitanic lying on the ocean floor at a depth of about 13,000 feet.
The ship was explored by manned and unmanned submersibles, which shed
new light on the details of its sinking.

HOMEWORK!

78
 RESEARCH A NEWS ON THE INTERNET REGARDING
TRANSPORTATIONS AND REWRITE WITH YOUR OWN WORDS
A RESUME.

RESEARCH FOR A CHANNEL ON THE YOU TUBE

CALLED “DAILY ENGLISH CONVERSATION”

79
 4. LESSON FOUR
4.1) MODAL VERBS

Na língua Inglesa, existem os “modal verbs” (verbos modais),

como o “can” e o “could”, que são considerados auxiliares, ou seja, são
utilizados para ajudar o verbo principal em uma oração.

A função dos verbos modais é mudar ou complementar o sentido do

verbo principal, expressando ideias de possibilidade, obrigação, dedução,
desejo, proibição, vontade, capacidade, etc. Veja, a seguir, os verbos modais
e o que cada um, basicamente, expressa:

 Can (capacidade): I can run for a long time. (Eu posso correr por muito tempo)
 Could (possibilidade): I could do it, but I don’t want. (Eu poderia fazer isso,
mas eu não quero)
 Might (probabilidade): You might go with me. (Você pode ir comigo).
 Should (conselho): You should visit your mother. (Você deveria visitar sua mãe)
 May (pedido): May I go to the party? (Eu posso ir na festa?)
 Must (obrigação): He must study English. (Ele deve estudar inglês)
 Ought to (conselho): You ought to know Rio de Janeiro. (Você deveria conhecer
o Rio de Janeiro)
 Would (pedido): Would you help me with this? (Você me ajudaria com isso?)
 Shall (sugestão): Shall we study? (Vamos estudar?)

Observação: É interessante estudar cada modal para entender os

demais significados de cada um.

Regras de uso:

Não é preciso utilizar o verbo modal com a partícula “to” e o verbo

principal estará no infinitivo em sua forma básica, sem o “to”. É errado
dizer, por exemplo, “You can to go now” (Você pode ir agora), o correto é
dizer “You can go now”.

Outro exemplo: My grandmother must be here later. (Minha avó

deve estar aqui mais tarde).

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 Observação: O único verbo modal que não segue essa regra é o
“ought” que sempre será seguido pelo “to”. Exemplo: “He ought to sell his
old car” (Ele deveria vender o carro velho dele).

Os verbos modais não se alteram na terceira pessoa, portanto, não é

necessário acrescentar os finais “s”, “es” e “ies”. É errado dizer, por
exemplo, “She may asks help to you” (Ela pode pedir ajuda para você), o
correto é dizer “She may ask help to you”.

Outro exemplo: She can cook a chocolate cake. (Ela pode cozinhar
um bolo de chocolate)

Os verbos modais também podem ser utilizados na negativa,

acrescentando o “not” na construção da frase. E, em frases interrogativas,
colocando o modal verbs antes do sujeito.

Exemplos:

 You must not (mustn’t) pay the bills for your son. (Você não deveria pagar as
contas para seu filho)
 Could you be wrong about this? (Você poderia estar errado sobre isso?)

Observação: Quando os verbos modais são utilizados no negativo é

também possível utilizar a forma contraída deles, que são:

 Can – cannot – can’t

 Could – could not – couldn’t
 Might – might not – mightn’t
 Should – should not – shouldn’t
 May – may not – não tem forma contraída
 Must – must not – mustn’t
 Ought to – ought not – oughtn’t
 Would – would not – wouldn’t

Portanto, os verbos modais são utilizados na língua Inglesa para

auxiliar o verbo principal, mudando ou complementando seu sentido. É
necessário fazer a utilização desses verbos seguindo algumas regras como
não ser necessário a utilização do “to”, por exemplo.

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 4.2) ADVERBS

Os advérbios estão ligados aos adjetivos. Por exemplo:

quick = rápido

quicly = rapidamente

Note que o acréscimo das letras lytransformou o adjetivo em

advérbio. Observe mais exemplos:

serious = sério

seriously = seriamente

fluent = fluente

fluently = fluentemente

happy = feliz

happily = felizmente

nervously = nervosamente

Mas nem todas as palavras terminadas com ly são advérbios. Há

alguns adjetivos que terminam com ly também, veja:

friendly = amigável

lonely = sozinho

lovely = amável

lively = vivo

silly = tolo

elderly = idoso

Como saber, então, quando usar adjetivo ou advérbio?

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  Adjetivos que se referem ao substantivo:
Beth is a careful driver. (Beth é uma motorista cuidadosa.)
 Advérbios que se referem ao verbo:
Beth drove carefully. (Beth dirigiu cuidadosamente.)
Agora, compare este outro exemplo:

adjetivo + substantivo
 He speaks perfect Portuguese. (Ele fala Português perfeito.)
verbo + objeto + advérbio
 He speaks Portuguese perfectly. (Ele fala Português perfeitamente.)
Note que o adjetivo e o verbo precisam de atenção nesses casos para que não
haja confusão!

Os advérbios de tempo (today, yesterday, etc.) e os de lugar (here,

there) são escritos geralmente no final das frases. Exemplos:

She was studying yesterday. (Ela estava estudando ontem.)

I live there. (Eu moro lá.)

Já os advérbios de frequência (always, often, never, sometimes,

already, etc.) são escritos antes do verbo principal, mas sempre após o verbo
auxiliar. Exemplos:

He is sometimes smiling. (Ele está algumas vezes sorrindo.)

They don´t usually sleep early. (Eles(as) normalmente não dormem

cedo.)

Quando há vários advérbios numa mesma frase, geralmente são

escritos no final dela, mas obedecem uma ordem: modo – lugar – tempo.

STILL
Usamos still para falar de alguma ação ou situação que continua em curso,
que ainda está acontecendo, em geral, por mais tempo do que era esperado.
Quando usamos still, damos a entender que a situação não mudou. Vamos
ver alguns exemplos:
I am still waiting. (Ainda estou esperando.)
They still haven’t decided. (Eles ainda não decidiram.)
She still can’t talk about it. (Ela ainda não consegue falar sobre isso.)

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 Repare que, com o verbo to be, o advérbio vem depois do verbo.
Com os outros verbos, usamos still entre o sujeito e o verbo, antes do verbo.

YET
Esse advérbio tem a ideia de “até agora” ou “ainda” e costuma ser usado em
perguntas ou frases negativas. Assim como still, quando usamos yet, damos
a entender que esperamos que aquilo aconteça. A maior diferença está no
posicionamento, repare:
The play starts soon and he hasn’t arrived yet. (A peça começa em breve e
ele ainda não chegou.)
Are you ready yet? (Já está pronta? – ou – Ainda não está pronta?)
I don’t know what I want yet. (Ainda não sei o que quero.)

Notou que yet costuma vir no fim da frase? Além disso, há uma
diferença de intensidade quando still é usado na negativa:
She is still not here.
e
She is not here yet.
Ambas significam: “Ela não está aqui ainda.” Porém, com still, há uma
irritação maior ou uma ansiedade maior causada pelo atraso dela.

ALREADY
Se algo já aconteceu ou aconteceu antes do previsto, usamos already. Esse
advérbio costuma carregar um sentido positivo ou de surpresa em relação ao
tempo que algo levou para ficar pronto – levou menos tempo do que era
esperado. Vamos ver exemplos?
The movie has already started. (O filme já começou.)
Are they here already? I wasn’t ready! (Eles já estão aqui? Eu não estou
pronto!)
We have already finished our job. (Já terminamos nosso trabalho.)

well (bem)
perhaps (talvez)
almost (quase)
fast (rápido)
badly (mal)

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just (somente, exatamente = adv. modo / recentemente, há pouco = adv. tempo)
stupdly (estupidamente)
brilliantly (brilhantemente)
loudly (em voz alta)
gracefully (graciosamente)
cleverly (habilmente, com inteligência)
quietly (com quietude, calmamente)
vigorously (vigorosamente)
eagerly (ansiosamente, avidamente)
skillfully (habilmente, com destreza)
easily (facilmente)
slowly (vagarosamente)
wildly (de forma selvagem, desordenadamente)
leisurely (sem pressa)
lively (energicamente)
happily (felizmente, alegremente)
a custo - with difficulty
às pressas - fast
à toa - occasionally
à vontade - at will, freely
às avessas - just the opposite
às claras - openly, directly
às direitas - straightforward
ao acaso - without consideration
ao contrário - in contrary
a sós - lonely
de bom grado - of good will
de cor - by heart
de má vontade - unwillingly
em geral - generally
em silêncio - silently
em vão - in vain

hereafter – a seguir

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Have you ever…?
A palavra ever costuma aparecer muita na frase “have you ever…?“, cujo significado é
algo como “Você alguma vez na vida…?“. Podemos ainda traduzir por “Você já…?“,
mas sempre com a intenção de saber se a pessoa já fez determinada coisa ao longo da
vida. Veja os exemplos:

 Have you ever done this? (Você alguma vez na vida fez isso? | Você já fez isso
alguma vez?)
 Have you ever met a famous person? (Você alguma vez na vida deu de cara com
uma pessoa famosa? | Você já deu de cara com uma pessoa famosa alguma
vez?)
 Have you ever lived abroad? (Você alguma vez na vida morou no exterior? |
Você já morou no exterior?)
 Have you ever eaten tacacá? (Você já comeu tacacá alguma vez?)

Claro que você pode também dizer “has he ever…?“, “has she ever…?“, “have they
ever…?“.Lembre-se que a ideia é saber se alguém em algum momento da vida já fez
determinada coisa.

Conditional Sentences

Ever também aparece bastante em sentenças que expressam uma condição. Nesse caso,
dizemos que o ever entra para enfatizar o que está sendo dito. De modo bem
simples, posso dizer a você que essas frases sempre terão a palavra if (se) por perto:

 If you’re ever in town, just drop by. (Se você estiver pela cidade, me faça uma
visitinha.)
 Come and see us you’re ever in São Paulo. (Venha no ver se você for a São
Paulo.)
 If you ever do that again, you’ll be in huge trouble. (Se você voltar a fazer isso
de novo, você se meterá numa tremenda encrenca.)

Comparatives e Superlatives

Em sentenças comparativas e superlativas, a palavra ever servirá para passar a ideia de

“que nunca” (ou “que antes”), “já” ou “de todos os tempos“. A diferença estará
justamente no tipo de sentença. Veja os exemplos a seguir e leia atentamente as
traduções para você entender melhor isso:

 I woke up the following morning feeling better than ever. (Acordei no dia
seguinte me sentindo melhorque nunca.)
 This is much worse than ever. (Isso está pior que nunca. | Isso está pior que
antes.)
 Today is hotter than ever. (Hoje está mais quente que nunca.)
 I love you more than ever. (Eu te amo mais que nunca.)
 This is the best book I’ve ever read. (Este é o melhor livro que já li.)

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  She’s the most beautiful girl I’ve ever met. (Ela é a guria mais linda que já
conheci.)
 This is the hottest town I’ve ever been to. (Esta é a cidade mais quente em que
já estive.)
 That was the best meal I’ve ever had. (Aquela foi a melhor refeição que eu já
tive.)
 The worst lie ever! (A pior mentira de todos os tempos!)
 The best weekend ever. (O melhor fim de semana de todos os tempos!)
 The worst birthday party ever. (A pior festa de aniversário de todos os tempos.)

Frases Negativas

Já nesse tipo de frases, ever significará “nunca“. Veja,

 They haven’t ever been to the US. (Eles nunca foram aos Estados Unidos.)
 Don’t you ever do this again. (Nunca mais faça isso de novo.)
 He isn’t ever at home. (Ele nunca está em casa.)
 I don’t ever wanna see you again. (Eu nunca mais quero te ver.)

Aqui vale dizer que você pode reescrever essas sentenças usando a palavra never:

 The have never been to the US.

 You never do this again.
 He is never at home.
 I never wanna see you again.

Outra coisa curiosa é que podemos usar never ever juntas apenas para dar mais ênfase
ao nunca.

 She never ever forgot him. (Ela nunca esqueceu dele.)

 Never ever give up! (Jamais desista!)
Ever since

Essa frasesinha tem dois significados possíveis: desde então e desde que. Leia os
exemplos:

 We’ve been friends ever since. (Somos amigos desde então.)

 He joined the firm in 1995 and has been here ever since. (Ele entrou na empresa
em 1995 e está aquidesde então.)
 I’ve loved you ever since I met you. (Eu amo você desde que te conheci.)
 Ever since I met her my life has changed. (Desde que eu a conheci, minha vida
mudou.)
For ever

Por fim, temos ainda esse tal de for ever que resolveu se juntar e encontramos forever.
E aí, o significado será para sempre:

 I wanna stay with you forever. (Que ficar com você para sempre.)
 His name will live forever. (O nome dele viverá para sempre.)

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 Ever so | Ever such a

Essas duas frases são típicas do inglês britânico falado. Elas são usadas apenas para
enfatizar aquilo que você está dizendo. De modo geral significam o mesmo que very.

 It’s ever so hot in here. (Está muito quente aqui.)

 He’s ever such a nice man. (Ele é um sujeito muito bacana.)
 She’s ever so beautiful. (Ela é muito bonita.)
 It’s ever such a good film. (É um filme muito bom.)

4.3) QUANTIFIERS

Quantifiers são expressões usadas para indicar e fornecer informações a

respeito da quantidade de algo. Antes de prosseguirmos para os principais exemplos
de quantifiers, é importante lembramos o conceito dos tipos de substantivos:
Countable são aqueles substantivos que podemos contar, não necessitando de
nenhuma unidade de medida, permitindo a forma singular e plural.
Uncountable são os substantivos que não podemos contar, tornando-se
necessária uma unidade de medida. Esses substantivos só apresentam a forma
singular.

“Much”, “Many” e “A Lot of”

Os três indicam a mesma coisa: uma grande quantidade. No entanto, o uso de cada
um irá depender justamente do tipo de substantivo.

- “Much” é usado nos casos de substantivos não-contáveis.

Ex: How much sugar do you need? = Quanto de açúcar você precisa?

- “Many” é usado nos casos de substantives contáveis.

Ex: How many students are there? = Quantos estudantes estão lá?

- “A lot of” é usado em ambos os casos.

Ex: I have a lot of thing to do. = Eu tenho um monte de coisas pra fazer.

a lot of / lots of

a lot of and lots of have the same meaning: they both mean a large amount or
number of people or things.

They are both used before countable nouns and uncountable nouns:

with countable nouns:

A lot of people went to the game.
Lots of people went to the game.

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 with uncountable nouns:
A lot of snow falls in winter.
Lots of snow falls in winter.

a lot

a lot means very often or very much. It is used as an adverb. It often comes at
the end of a sentence and never before a noun.

I like basketball a lot.

She's a lot happier now than she was.
I don't go there a lot anymore.

Se alguém pergunta, “como é que se diz ‘muito’ em inglês?“; com certeza, a resposta vai
ser complicada. Afinal, em inglês temos as palavras ‘very‘, ‘much‘ e ‘many‘ bem como
as expressões ‘a lot of’ e ‘lots of‘. Isto faz surgir outra pergunta: “Qual a diferença
entre cada uma destas palavras? Quando é que usamos uma ou outra?“. É esta dúvida
que espero resolver nesta dica.

Para começar, anote aí que ‘very‘ é usado geralmente antes de adjetivos. Ou seja, se
você tiver que dizer ‘muito bonita‘, ‘muito grande‘, ‘muito pequeno‘, ‘muito quente‘,
‘muito frio‘, etc., terá de usa ‘very‘ seguido do adjetivo: ‘very beautiful‘, ‘very big‘,
‘very small‘, ‘very hot‘, ‘very cold‘. Lembre-se: ‘very‘ é usado com mais frequência
antes de adjetivos.

Já as palavras ‘much‘ e ‘many‘ são diferentes em significado. Veja bem, ‘much‘

significa ‘muito‘; ‘many‘, ‘muitos‘ [olha o ‘s’ no final da palavra indicando o plural!].
Não percebeu a diferença ainda!? Tudo bem! Deixa eu tentar de outro jeito então.

“Too” e “So”

São usados para intensificar algo. A diferença é que “too” dá a impressão negativa de
exagero, enquanto “so” indica uma grande quantidade, porém positiva.

Ex: There is too much traffic in New York. = Há tráfico demais em Nova York.
I love you so much. = Eu te amo muito.

“Little”, “Few” e “Enough”

Os quantifiers “little” e “few” possuem o mesmo significado: uma pequena

quantidade de uma coisa. A diferença entre os dois é que enquanto “little” se refere
aos substantivos não-contáveis, “few” se refere aos contáveis.

Ex: There are a few people in theater. = Há poucas pessoas no teatro.

Add a little sugar, please. = Adicione um pouco de açúcar, por favor.

“Enough” se refere a algo suficiente, podendo ser usado tanto nos casos de
substantivos contáveis como nos incontáveis.

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Ex: There isn’t enough food. = não há comida suficiente.

4.4) GERUND

Gerund é uma forma verbal caracterizada pela terminação “ing”. Essa forma verbal
deve ser usada sempre:

1) após preposições:

a) There’s no hope of finding survivors. (Não há nenhuma esperança de se

encontrar sobreviventes).

2) após os verbos: come, go, admit, avoid, appreciate, consider, continue, delay, detest,
deny, enjoy, escape, finish, imagine, keep, miss, practice, resist, suggest, stop, try,
understand.

a) I enjoy listening to music. (Eu curto ouvir música).

b) Go shopping requires time and money. (Ir às compras requer tempo e dinheiro).
c) I continue studying day by day. (Eu continuo estudando dia a dia).
d) I appreciate drinking hot cocoa during the winter. (Eu aprecio tomar chocolate
quente durante o inverno).

3) após as expressões:

a) Can’t stand (não pode suportar / tolerar): I can’t stand boring people. (Eu não
tolero pessoas chatas).
b) It’s worth (Vale a pena): It’s worth working on the weekends, I generally receive
a lot of money. (Vale a pena trabalhar nos finais de semana, eu geralmente
recebo muito dinheiro).

Este gerund (inglês) não é o mesmo gerúndio (português), observe as diferenças entre
os cognatos:

1. Preposição + gerund, ou seja, depois de preposição é preciso usar o gerund.

Exemplos:

 He is interested in buying the car. (Ele está interessado em comprar o carro)

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  She turned off the TV by pushing the Button. (Ela desligou a TV ao pressionar o
botão).
 Susan left without saying goodbye. (Susan saiu sem dizer tchau)

2. Verbos que regem gerund. Verbos que exigem o gerund como objeto:Exemplos:

 I´ve finished painting the kitchen.(Agora há pouco terminei de pintar a cozinha)

 Do you enjoy listening to country music?(Você gosta de ouvir música
sertaneja?)
 Mary avoids meeting her former boyfriend.(Mary evita encontrar seu ex-
namorado).
 Would you mind closing that window?(Você se importaria de fechar aquela
janela?).
 Mr. Silva usually postpones making important decisions.(O Sr. Silva geralmente
adia a tomada de decisões importantes).
 We would apprecieate receiving an answer.(Apreciaríamos receber uma
proposta).
 I couldn´t resist eating another piece of pie.(Não pude resistir de comer mais um
pedaço de torta).

3. Verbo to GO + gerund (relacionado com atividades esportivas). Exemplos:

 The boys are going swimming. (Os meninos estão indo nadar).
 My uncle went fishing last Saturday.(Meu tio foi pescar sábado passado).
 Let´s go skating! (Vamos patinar!).

4. O gerund sendo usado como sujeito:Exemplos:

 Swimming is an excellent exercise. (Nadar é um excelente exercício).

 Listening music is my favorite pastime.(Ouvir musica é meu passatempo
favorito).

5. O gerund pode ter a função de substantivo:Exemplos:

 Everyone admires Suzy´s typing. (Todo mundo admira a datilografia da Suzy).

 This house needs a good cleaning. (Esta casa precisa de uma boa limpeza).

MORE EXAMPLES:

91
Learning English is fun. [Aprender inglês é divertido.]

Driving fast makes him nervous. [Dirigir rápido o deixa nervoso.]

Brushing your teeth three times per day is important. [Escovar os dentes três vezes
por dia é importante.]

Drinking and driving is dangerous. [Beber e dirigir é perigoso.]

Smoking is bad for you. [Fumar é ruim para você.]

His favorite hobby is playing tennis. [Seu hobby favorito é jogar tênis.]

The best thing about learning English is making new friends. [A melhor coisa sobre
aprender inglês é fazer novos amigos.]

One of life’s pleasures is having breakfast in bed. [Um dos prazeres da vida é ter café-
da-manhã na cama.]

Can you watch television without making a lot of noise? [Você pode assistir à
televisão sem fazer muito barulho?]

He is good at playing the piano. [Ele é bom em tocar o piano.]

My mother woke up after having a nightmare. [Minha mãe acordou após ter um
pesadelo.]

4.5) VOCABULARY

4.5.1) CLOTHES

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Bermuda (Calção, Shorts) – Shorts

Blazer – Blazer

Blusa (Camisa Feminina) – Blouse

Calça – Pants (USA), Trousers (UK)

Calça Jeans – Jeans

Camisa Pólo – Polo Shirt

Camisa (masculina e manga longa) – Shirt

Camiseta – T-Shirt

Saia – Skirt

Terno – Suit

Vestido – Dress

Blusa de frio – Sweater

Cachecol – Scarf

Casaco – Coat

Jaqueta – Jacket

Luvas (com dedos) – Gloves

Luvas (sem dedos) – Mitten

Sobretudo – Overcoat

Biquini – Bikini

Maiô – Swinsuits, Swimming Costume (UK), Bathing Suits

Sunga – Trunks

Toalha – Towel

Toalha de Banho – Bath Towel

Toalha de rosto – Hand Towel

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Calcinha – Panties (USA), Knickers (UK), Underpants (USA)

Cueca – Underpants, Underwear, Underclothes

Camisola – Nightgown, Nightdress

Lingerie – Lingerie

Pijama – Pajamas (USA), Pyjamas (UK)

Sutiã – Bra, Brassiere

Sapatos (Shoes)

Botas – Boots

Chinelo – Slipper, Flip-Flops

Sapatos – Shoes

Salto Alto – High Heels

Tênis – Tennis Shoes

Aliança – Wedding ring

Anel – Ring

Brinco – Earring

Botão – Button

Bolso – Pocket

Bolsa – Bag, Handbag, Purse

Boné – Cap

Chapéu – Hat

Carteira – Wallet

Cinto – Belt

Colar – Necklace

Corrente – Chain

Gravata Borboleta – Bow Tie

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Gravata – Tie

Óculos – Glasses, Eyeglasses

Óculos de Sol – Sunglasses, Shades (informal)

Óculos Escuros – Dark Glasses

Bolsa (feminina) – Purse

Pulseira – Bracelet

Relógio de pulso – Watch

Meias – Socks

Meia-calça (grossa) – Collant

Uniforme – Uniform

Fantasia – Costume (USA), Fancy Dress(UK)

Roupa/Enxoval – Outfit

Roupa de cama – Bed Linen, Bedclothes, Bedding

Roupa masculina – Menswear, men’s clothing

Roupa Feminina – Female Clothing, Feminine Apparel

Roupas de bebê – Baby Clothes

Roupa Infantil – Children’s Wear, Kids Wear

Toalha de mesa – Tablecloth

Vestuário – Clothing

Algodão – Cotton

Jeans – Jeans

Lã – Wool

Manga (de roupa) – Sleeve

4.5.2) FOOD

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Egg – ovo Oil – óleo

Bread – pão Butter – manteiga

Pasta – macarrão Sugar – açúcar

Rice – arroz Salt – sal

Cheese – queijo Pepper - pimenta

Meat – carne Fruits = frutas

Chicken – frango Apple – maçã

Fish – peixe
Orange – laranja Pineapple – abacaxi

Lemon – limão Pear – pêra

Banana – banana Apricots – damasco

Tangerine – mexerica Peaches – pêssego

Grapes – uvas Strawberries – morango

Raspberries – amora Papaya – mamão

Honeydew melon- melão Mango – manga

Avocado – abacate Kiwi – kiwi

96
Watermelon – melancia Cabbage – couve ou repolho

Figs – figo Broccoli – brócolis

Prunes – ameixa preta Cauliflower – couve-flor

Guava – goiaba Garlic - alho

Cashew nut – caju Leeks – alho poró

Coconut – coco Cucumbers – pepino

Vegetables = vegetais Corn – milho

Tomato – tomate Lettuce – alface

Potato – batata Asparagus – aspargo

Pepper – pimentão Eggplant – beringela

Beans – vagem ou feijão Celery – aipo

Peas – ervilha Onion – cebola

Carrots – cenoura

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 4.5.3) DRINKS

Milk (leite)

Chocolate (chocolate)

Coffee-and-milk, white coffee (café-com-leite)

Milk-and-tea (leite-com-chá)

Yogurt (iogurte)

Coffee (café)

Tea (chá)

Fruit Juice (Suco de frutas)

Juice (suco)

Pop (refrigerantes)

Tonic Water (água tonica)

Sparkling or Still Mineral water (água mineral

com e se gás)

Soda (tipos de liquidos com gás)

Brandy (aguardente)

Wine red and white, sparkling, (vinho tinto e

branco, espumante)

Beer (cerveja)

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 4.5.4) PROFESSIONS

Athlete – atleta Chef – chefe de cozinha, Hairdresser - cabeleireiro

de culinária
Writer – escritor Mechanic – mecânico
Musician – músico
Actor – ator Pharmacist –
Scientist – cientista farmacêutico
Teacher – professor de
escola Lawer (lawyer) – Reporter – repórter
advogado
Professor – professor de Travel agent – agente de
faculdade Artist – artista plástico, viagem
pintor
Pilot – piloto Secretary – secretária
Photographer- fotógrafo
Flight attendant – Waiter – garçom
comissária de vôo, Accountant – contador
aeromoça Driver – motorista
Dentist – dentista,
Doctor – doutor odontólogo Interpreter – intérprete

Nurse - enfermeira Electrician – eletricista Computer programmer –

programador de
Engineer – engenheiro Florist – florista computadores

Architect – arquiteto Gardener – jardineiro Graphic designer –

designer gráfico
Singer – cantor Grocrey clerk – balconista
ou caixa de supermercado Biologist – biólogo
Banker – bancário
Salesperson – vendedor
Manager – gerente de loja

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BASIC EXPRESSIONS AND USEFUL SENTENCES

Accident: acidente I don’t feel well: não me sinto

Theft: roubo bem
Steal: roubar I feel dizzy: me sinto fraco
Allergic: alérgico It stings: isso arde
Ambulance: ambulância I’m allergic to ……. Sou
Painkiller: analgésico alérgico a…….
Câncer:câncer Do you have anything for …..
Cut: corte ?

Itch:coceira Look out! Cuidado!

ill / sick: Doente Stop! Pare!

Headache: dor de cabeça This is an emergency!

Toothache: dor de dente Hurry up! Depressa!

Sore throat: dor de garganta Please, send me an ambulance

Earache: dor de ouvido to …….por favor, mande uma

Backache: or nas costas ambulancia para………

Nurse: Enfermeiro(a) My address is .... meu endereço

é
Travel sickness: enjôo
Someone’s been injured: há
Migraine: enxaqueca
uma pessoa ferida
Cast: gesso
Someone’s been knocked
Pregnant: grávida
down: há uma pessoa
Flu: gripe
atropelada
Haemorrhage: hemorragia
Hospital: hospital
Hypertensive: hipertenso
Heart attack: infarto
Injection: injeção
Bone: osso
First aid: primeiro socorros
Medicine: remédio
Cold: resfriado
Vomit/throw up: vomitar

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WRITING EXERCISE

WRITE A TEXT ABOUT THE MEALS YOU USUALY MAKE

DAILY, WHAT YOU EAT AND WHAT YOU LIKE MORE TO EAT.

4.6) READING ACTIVITY

Vincent Van Gogh Biography

Vincent Willem van Gogh is a well-known Dutch post-

Impressionist painter. During his lifetime, Van Gogh remained poor and
unkknown.

Born on March 30, 1853, to upper middle class parents and spent
his early adulthood working for a firm of art dealers before traveling to The
Hague, London and Paris.

He was deeply religious as a younger man and aspired to be a

pastor, like his father. He became a teacher in England and then he worked
as a missionary in a mining region in Belgium where he sketched people
from the local community, and in 1885 painted his first major work The
Potato Eaters. His palette then consisted mainly of somber earth tones and
showed no sign of the vivid coloration that distinguished his later paintings.

In March 1886, he moved to Paris and discovered the French

Impressionists. He met many artists including Degas, Toulouse-Lautrec,
Pissarro and Gauguin, with whom he became friends. Later, he moved to the
south of France and was influenced by the region's strong sunlight. His
paintings grew brighter in color, and he developed the unique and highly
recognizable style that became fully realized during his stay in Arles in
1888.

Van Gogh invited Gauguin to join him in Arles, but their

relationship began to deteriorate. Van Gogh admired Gauguin and
desperately wanted to be treated as his equal, but Gauguin was arrogant and
domineering, something that often frustrated Van Gogh. They quarreled
about art; Van Gogh increasingly feared that Gauguin was going to desert
him, and the situation, which Van Gogh described as one of "excessive

101
tension," rapidly headed towards a crisis point. Deeply remorseful, he then
cut off part of his own ear.

This incident was the first serious sign of the mental health
problems that were to afflict Van Gogh for the remaining days of his life.
He spent time in psychiatric hospitals and swung between periods of inertia,
depression and incredibly concentrated artistic activity. His work reflected
the intense colours and strong light of the countryside around him. On May
9, 1889, he asked to be admitted to the asylum at Saint-Rémy-de Provence,
a hospital for the mentally ill. In the year Van Gogh spent at the asylum he
worked as much as he had at Arles, producing 150 paintings and hundreds
of drawings.

Van Gogh went to Paris on May 17, 1890, to visit his brother,
Theo. On the advice of Pissarro, Theo had Vincent go to Auvers, just
outside Paris. At first, Van Gogh felt relieved at Auvers, but toward the end
of June he experienced fits of temper and often quarreled with Gachet. On
July 27, 1890, he shot himself in a lonely field and died, two days later, in
the morning of July 29, 1890.

The most comprehensive primary source for understanding Van

Gogh is the collection of letters between him and his younger brother, art
dealer Theo van Gogh. They lay the foundation for most of what is known
about his thoughts and beliefs.Theo provided his brother with financial and
emotional support. The brother's lifelong friendship, and most of what is
known of Vincent's thoughts and theories of art, is recorded in the hundreds
of letters exchanged between 1872 and 1890. There are more than 600 from
Vincent to Theo, and 40 from Theo to Vincent.

HOMEWORK!

WRITE A TEXT ABOUT HOW IS YOUR JOB. DESCRIBE

YOUR ROUTINE (30 l).

RESEARCH FOR A VIDEO ABOUT GERUND IN

ENGLISH ON THE YOU TUBE

WATCH THE AMERICA ACCENT TRANNING!

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RESEARCH FOR A CHANNEL CALLED “RACHEL’S
ENGLISH” ON THE YOU TUBE!

MAKE 20 SENTENCES USING THE MODAL VERBS.

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 5. LESSON FIVE
5.1) SIMPLE PAST
Em inglês, o tempo verbal simple past (passado simples) é utilizado para expressar
hábitos ou ações que aconteceram no passado e não irão mais acontecer.

 I liked him very much. (Eu gostava muito dele)

 She traveled alone. (Ela viajou sozinha)

Formas de uso:

O simple past pode ser formado na afirmativa, negativa e interrogativa seguindo as

regras de uso explicadas abaixo:

Afirmativa: Formado pelo sujeito + passado do verbo principal, sendo que é necessário
observar se o verbo é regular ou irregular e assim saberá sua conjugação.

VERBOS REGULARES: Formado pelo acréscimo das partículas “d” e “ed” nos
verbos.

a) Se o verbo terminar em vogal + “y”: recebem “ed”.Exemplo: I played the piano

(Eu tocava piano)
b) Se o verbo terminar em consoante + “y”: troca-se por “ied”.Exemplo: She tried
to read that book. (Ela tentou ler aquele livro)
c) Se o verbo terminar em consoante/vogal/consoante sendo que a última sílaba é
tônica dobra a última consoante + “ed”.Exemplo: I preferred the blue shoes. (Eu
preferia os sapatos azuis)
d) Se o verbo terminar em “e”: recebem “d”.Exemplo: He arrived yesterday. (Ele
chegou ontem)

VERBOS IRREGULARES: Os verbos irregulares variam quanto a escrita, veja alguns

exemplos:

 I wrote letters to my friends. (Eu escrevia cartas aos meus amigos) – verbo to
write.
 He paid the bills yesterday. (Ele pagou as contas ontem) – verbo to pay.
 We knew to do the tests. (Nós sabíamos fazer os testes) – verbo to know.

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  She met my sister last week. (Ela conheceu a minha irmã semana passada) –
verbo to meet.
 That girl broke her arm. (Aquela garota quebrou o braço) – verbo to break.
 He told the truth about you. (Ele contou a verdade sobre você) – verbo to tell.

Observação: É interessante verificar cada verbo irregular para saber sua conjugação.

Negativa: Ao formar frases negativas no simple past é necessário acrescentar o verbo

did + not (forma contraída: didn’t).

Exemplos:

 The teacher didn’t (did not) wait for the students. (O professor não esperou
pelos estudantes)
 She didn’t (did not) sell her house. (Ela não vendeu a casa dela)
 Sorry but I didn’t (did not) understand your e-mail. (Desculpe-me, mas eu não
entendi seu e-mail)
 My daughter didn’t (did not) finish her homework. (Minha filha não terminou a
lição de casa)
 They didn’t (did not) want to live in that apartment. (Eles não queriam morar
naquele apartamento)
 We didn’t (did not) know that beach. (Nós não conhecíamos aquela praia)

Interrogativa: Ao formar frases interrogativas no simple past é necessário colocar o

auxiliar did antes do sujeito da frase.

Exemplos:

 Did he wash his car last week? (Ele lavou o carro dele semana passada?)
 Did the boy pay for the apple? (O garoto pagou pela maçã?)
 Did she start to read that book? (Ela começou a ler aquele livro?)
 Where did you put my sunglasses? (Onde você colocou meus óculos?)
 What did you cook for lunch? (O que você cozinhou para o almoço?)
 Did they play soccer? (Eles jogaram futebol?)

Com isso, pode-se concluir que o simple past é utilizado para expressar situações e
ações que começaram e terminaram no passado. E deve-se levar em consideração as
regras de uso para formar as formas interrogativas, negativas e afirmativas.

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Pronúncia dos verbos terminados em ED:

1. Verbos terminados em p – k – s – ch – sh – f – x têm o som ED com a pronúncia

de /t/.
 Look – looked
 Miss – missed
 Stop – stopped
 Work – worked
 Touch – touched
 Push – pushed
 Stuff – stuffed

2. Verbos terminados em som de l – n – m – r – b – v – g – w – y – z e terminados em

ditongos têm o som de ED com a pronúncia de /d/
 Call – called
 Live – lived
 Clean – cleaned
 Perform – performed
 Repair – repaired
 Tag – tagged
 Allow – allowed
 Cry – cried
 Buzz – buzzed

3. Verbos terminados em T e D, têm o som /id/.

 End – ended
 Add – added
 Hunt – hunted
 Need – needed
 Fold – folded
 Sound – sounded
 Count – counted

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Present Continuous

Você já viu por aqui no blog da Englishtown a explicação de verbos com –ing para
indicar o futuro. Porém, o uso de -ing forma uma estrutura muito comum na língua
inglesa para indicar uma ação em progresso ou ações contínuas.
Os verbos, com algumas exceções, indicam uma ação que pode ter
acontecido (passado), acontece (presente), ou que acontecerá (futuro). No caso dos
verbos que indicam uma ação progressiva, esta ação está acontecendo, ela está em
andamento. Esse tempo verbal é conhecido como present continuous.
Para usar esse tempo verbal, é muito simples – basta colocar o “verbo to
be” correspondente (am, is ou are) e acrescentar -ing ao final do verbo principal. Então,

temos: verbo to be + verbo com –ing.

They are studying for the test now.
(Eles estão estudando para a prova agora.)

She is not (isn’t) working at the bar anymore.

(Ela não está mais trabalhando no bar.)
Entendeu como montamos a frase? É fácil. Note também que, para frases negativas,
devemos usar o “not” junto com o verbo to be. Se quiser, você pode fazer as
contrações: isn’t e aren’t (só com a primeira pessoa do singular, I am, que isso não é
possível).
Para perguntas com o present continuous, basta seguir a regra básica do inglês:
transferir o auxiliar, nesse caso o “to be”, para o início da frase:

Are you writing the letter I asked you?

(Você está escrevendo a carta que pedi?)
Não se esqueça de que a resposta também deve vir com o verbo –ing:

Yes, I’m writing it (Sim, estou escrevendo.)

Para simplificar, use a short answer: No, I’m not (Não estou).
Apesar de todo o processo ser muito simples, existem algumas exceções que podem
causar confusão quando formos acrescentar o –ing:

1) Verbos que terminam com a letra “e” precedida de consoante: tiramos a última
letra antes de acrescentar –ing.
ride (andar de/montar) – riding
take (pegar) – taking
make (fazer) – making

2) Verbos que terminam com CVC (consoante-vogal-consoante): dobramos a última

letra antes de acrescentar o –ing.
swim (nadar) – swimming
cut (cortar) – cutting
run(correr) – running
Observação: Nos EUA, essa regra só é verdade para verbos cuja última sílaba é a tônica

107
(a mais forte). Ou seja, travel vira traveling em inglês americano e travelling em inglês
britânico.

3) Verbos que terminam com ie: troca-se o –ie por –y e acrescenta-se –ing.
die (morrer) – dying
lie (mentir) – lying

Antes de finalizarmos, é importante mostrar que, por se tratar de um tempo verbal,

existem expressões de tempo que ajudam a construir uma sentença no present
continuous. Advérbios como “now (agora) e “currently” (atualmente) indicam que
algo está acontecendo no presente, portanto, são bons complementos para a sua frase.
Outras expressões que também podem ser usadas são: at the moment (no momento)
e right now (agora mesmo)
-
5.2) CONJUNCTIONS

As conjunções têm um papel muito importante, tanto na língua portuguesa quanto

na inglesa, pois elas conseguem fazer nosso discurso/fala ficar mais claro sem a
necessidade de várias pausas desnecessárias.Conjunções

Temos, antes de mais nada, que saber qual é a proposta da frase ou texto para que
possamos encaixar a conjunção correta.

Vejamos:

Temos conjunções para conectar duas ideias similares. (conjunção: as).

Temos conjunções para conectar duas ideias diferentes. (conjunção: but).

Temos conjunções para conectar uma ideia alternativa. (conjunção: or).

Esses foram apenas alguns exemplos, vejamos agora o estudo de cada uma
separadamente.

ADVERSATIVE CONJUNCTIONS– CONJUNÇOES ADVERSATIVAS

São conjunções que nos dão ideias opostas. São elas:

a) but – mas
b) however – entretanto
c) nevertheless – mesmo assim

CONSECUTIVE OR CONCLUSIVE CONJUNCTIONS – CONJUNÇÕES

CONSECUTIVAS OU CONCLUSIVAS.

São usadas para finalizar frases ou textos, ou fazer uma conclusão. São elas:

a) so – então/por isso
b) therefore – portanto

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 c) thus – por isso
d) consequently – consequentemente
e) then – então
f) hence – daí/logo

CONCESSIVE CONJUNCTIONS – CONJUNÇÕES CONCESSIVAS

São conjunções que nos dão concessões ou permissões. São elas:

a) although – embora
b) even though – muito embora
c) in spite of – apesar de
d) for more – por mais que

CONJUNCTIONS OF ACCRUALS – CONJUNÇÕES DE ACRÉSCIMOS.

São aquelas que vão nos dar uma ideia de continuidade. São elas:

a) besides – além disso

b) moreover – além do mais
c) futhermore – além disso-ademais
d) above all - contudo

EXPLANATORY CONJUNCTIONS – CONJUNÇÕES EXPLICATIVAS

Essas conjunções vão nos dar uma ideia explicativa do assunto em questão ou
uma razão pára alguma coisa ou alguém. São elas:

a) because – porque
b) as – como
c) since – desde/ também pode ser já
d) for – pois/visto que

ALGUMAS OUTRAS ESPRESSÕES:

Unless: a menos que

Wherby: pelo que

Otherwise: caso contrário

At long last: finalmente

At least: pelo menos

Far less: muito menos

Thereby: desse modo/ assim

109
Even: até mesmo

Not even: nem mesmo

Including: inclusive

While: enquanto

Meanwhile: enquanto isso

Soon: logo/em breve

Soon afterwards: logo em seguida

As soon as: assim que

Pretty soon: logo, logo

Very: muito em breve

As conjunções são simples de serem entendidas, porém exigem muita

atenção, pois a conjunção no lugar errado pode acabar causando uma
confusão no entendimento do texto/frase, distorcendo o que realmente era
para ser passado.

Both......... and (tanto...............quanto)

Not only.............. but also (não somente........... mas também)

Either..........or ( ou............... ou)

Ex: either Mike or lisa Will be there.

Ex: we should bring either coffee or tea.

Not either………. Or ( nem………….. nem)

Ex: I don’t think either Mike or lisa Will be there

Ex: he doesn’t speak either English or French

Neither………. Nor (nem……….. nem)

Ex: neither Mike nor lisa Will be there

Ex: we brought neither coffee nor tea

Outar utilidades do either/neither

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 I don’t speak French: eu não falo francês

I don’t either: eu também não

Neither do I: eu também não

É o mesmo que utilizar o “me too” e o “ so do I”

NOW CREATE 10 SENTENCES USING THE CONJUNCTIONS

ABOVE

5.3) CONDITIONAL SENTENCES

Usamos as sentenças condicionais para expressar situações hipotéticas, ou

seja, situações que possam vir a acontecer.

1ª Condicional: expressa uma situação hipotética no futuro e é marcada

pela construção: “If + present → Will”.

Ex: If I work a lot I will earn a lot of money. (Se eu trabalhar muito, eu irei
ganhar muito dinheiro).
If she studies she will be approved. (Se ela estudar, ela será aprovada).
If Bob comes his mother will be so happy. (Se Bob vir, sua mãe ficará
muito feliz).
 Nota-se que nessa condicional, o verbo que segue a sentença condicional
deve estar sempre no presente.
2ª Condicional: expressa uma situação hipotética no presente e é marcada
pela construção: “If + past → would”.

Ex: If he had a lot money he would travel around the world. (Se ele
tivesse muito dinheiro, ele viajaria ao redor do mundo).
If they were rich they would buy a fancy farm. (Se eles fossem ricos, eles
comprariam uma fazenda luxuosa).
If he were in New York, he would go visit the Liberty Statue. (Se ele
estivesse em Nova York, ele iria visitar a Estátua da Liberdade).
 Sabe-se que o passado do verbo “to be” (“am”, “is” e “are”) é “was” para
“am” e “is” e “were” para “are” . No entanto, em se tratando de sentenças
condicionais, usa-se “were” para todas as pessoas, como nos exemplos:
If I were rich I would travel a lot. (Se eu fosse rico, eu viajaria muito).

111
 If you were rich you would travel a lot. (Se você fosse rico, você viajaria
muito).
If she were rich she would travel a lot. (Se ela fosse rica, ela viajaria
muito).
If we were rich we would travel a lot. (Se nós fossemos ricos, nós
viajaríamos muito).
If they were rich they would travel a lot. (Se eles fossem ricos, eles
viajariam muito).
3ª condicional → expressa uma situação hipotética no passado e é marcada
pela construção: “If + past participle → would + past participle).

Ex: If you had signed up for that class you would had learned a lot. (Se
você tivesse se registrado para aquela aula, você teria aprendido muito).
If he had listened to his mother he wouldn’t had gotten that cold. (Se ele
tivesse escutado sua mãe, ele não teria pegado aquele resfriado).
If they had arrived early they wouldn’t had missed the beginning of the
game. (Se eles tivessem chegado mais cedo, eles não teriam perdido o começo do
jogo).
Recordando:
1ª condicional: If + present → will (situação hipotética no futuro).

2ª condicional: If + past → would (situação hipotética no presente).

3ª condicional: If + past participle → would + past participle (situação hipotética no

passado).

5.4) VOCABULARY

5.4.1) RURAL AND URBAN PLACES

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acre - acre haystack - pallheiro

agriculture - agricultura irrigation - irrigação

bay of hay - fardo de feno land - terra

cattle - gado orchard - pomar

coop - gaiola pickaxe - picareta

corn - milho plant - plantar

crops - cultivo seeds- sementes

cultivator - vultivador sickle - foice

dairy - laticínios vegetable - vegetal

farm - fazenda airport - aeroporto

farmer - agricultor avenue - avenida

fence - cerca bank - banco

fertilizer - fertilizador bar - bar

field - campo bridge - ponte

flock - rebanho building site - obra em construção

fruit - fruta bus stop - ponto de ônibus

harvest -colheita cemetery - cemitério

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church - igreja

circus - circo

city hall - prefeitura

corner - esquina

crosswalk - faixa de pedestres

cul-de-sac - beco sem saída

district/suburb - bairro

downtown - centro da cidade

drugstore - farmácia

gutter - sarjeta

highway - estrada

hotel - hotel

house - casa

market - mercado

mosque - mesquita

neighborhood - bairro

pedestrian - pedestre

port - porto

shopping mall - centro comercial

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5.4.2) ANIMALS

Bat – morcego Ostrich – avestruz Grasshoper – grilo

Cock (rooster) – galo Owl – coruja Moth – mariposa

Duck – pato Sparrow – pardal Wasp – vespa

Eagle - águia Swan – cisne Anteater – tamanduá

Goose – gans Turkey – peru Bear – urso

Hawk – falcão Vulture – urubu Camel – camelo

Hen – galinha Ant – formiga Cow – vaca

Heron – garça Bee – abelha Dog – cachorro

Macaw – arara Beetle – besouro Elephant – elefante

Parrot – papagaio Butterfly – borboleta Horse – cavalo

Peacock – pavão Cockroach – barata Fox – raposa

Pigeon – pomba Fly – mosca Giraffe - girafa

115
Goat – bode Octopus – polvo

Kangaroo - canguru Seal – foca

Leopard – leopardo Squid - lula

Lion – leão Toad – sapo

Monkey – macaco Tortoise – tartaruga-

marinha
Ox - boi
Turtle – tartaruga
Pig – porco
Whale – baleia
Porcupine – porco-
espinho

Rabbit - coelho

Rhinoceros –
rinoceronte

Sheep – ovelha

Tiger – tigre

Wolf – lobo

Zebra – zebra
(cognate)

Alligator – jacaré

Shark – tubarão

Crab – caranguejo

Crocodile – crocodilo

Dolphin – golfinho

Frog – rã

Hippopotamus –
hipopótamo

Lobster – lagosta

Jellyfish – água-viva

116
 BASIC EXPRESSIONS AND USEFUL SENTENCES

Go cycling/biking: andar de bicicleta

Hang-gliding: asa delta
Athletics: atletismo
Basketball: barquete
Ball: bola
Ride a horse: cavalgar
Sport: esporte
Hunting: caça
Soccer: futebol
Gymnastics: ginática
Play golf: jogar golfe
Surf: surfe
Chair lift: teleférico
Fishing: pesca
Fishing rod: vara de pescar
Sailing: velejar
How do I get to the beach? Como chego à praia?
How deep is the water here? Qual é a profundidade da agua aqui?
Is it dangerous to swim here? É perigoso nadir aqui?
Do I need a licence? Preciso de uma licença?
Where can I rent .....? onde posso alugar ..... ?
I would like to rent a bike: gostaria de alugar uma bicicleta
How much does it cost per hour/Day? Quanto cust por hora/dia?
I would like to take tennis lessons: gostaria de ter aulas de tênis
I haven’t played this before: nunca joguei isso antes

WRITING EXERCISE

WRITE A TEXT TELLING HOW IS YOUR CITY AND THINGS YOU

LIKE TO DO THERE.

5.5) READING ACTIVITY

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 THE OLYMPICS THROUGH THE YEARS

The first modern Olympics were held in Athens, Greece, in 1896.

In the opening ceremony, King Georgios I and a crowd of 60,000 spectators
welcomed 280 participants from 13 nations (all male), who would compete
in 43 events, including track and field, gymnastics, swimming, wrestling,
cycling, tennis, weightlifting, shooting and fencing. All subsequent
Olympiads have been numbered even when no Games take place (as in
1916, during World War I, and in 1940 and 1944, during World War II).
The official symbol of the modern Games is five interlocking colored rings,
representing the continents of North and South America, Asia, Africa,
Europe and Australia. The Olympic flag, featuring this symbol on a white
background, flew for the first time at the Antwerp Games in 1920.

The Olympics truly took off as an international sporting event

after 1924, when the VIII Games were held in Paris. Some 3,000 athletes
(with more than 100 women among them) from 44 nations competed that
year, and for the first time the Games featured a closing ceremony. The
Winter Olympics debuted that year, including such events as figure skating,
ice hockey, bobsledding and the biathlon. Eighty years later, when the 2004
Summer Olympics returned to Athens for the first time in more than a
century, nearly 11,000 athletes from a record 201 countries competed. In a
gesture that joined both ancient and modern Olympic traditions, the shotput
competition that year was held at the site of the classical Games in Olympia.

HOMEWORK!

WRITE A TEXT ABOUT THE SPORTS MOST COMMON

IN YOUR COUNTRY AND TELL WHICH YOU PREFER.

RESEARCH ON THE YOU TUBE FOR THE VERBS

SOUNDS IN THE PAST (REGULARS AND IRREGULRS)

WATCH THE AMERICA ACCENT TRANNING!

RESEARCH FOR A CHANNEL ON THE YOU TUBE

CALLED “JAMESESL”

118
 MAKE AT LEAST 10 SENTENCES WITH THE VERBS
BELOW IN THE SIMPLE PAST AND 5 IN THE CONDITIONAL.

To Accept ( accepted): aceitar To Arise (arose/arisen): surgir

To approach (approached): To Awake (awoke/awoken): acordar

abordar/aproximar-se
To Bear (bore/borne): aguentar
To Add (added): adicionar
To Beat (beat/beaten): bater
To Admire (admired):admirar
To became (became/become): tornar-se
To Admit (admitted): admitir
To Begin (began/begun): começar
To Advise (advised): aconselhar
To bend (bent/bent): dobrar
To Afford (afforded): poder/permir
To bet (bet): apostar
To Agree (agreed):concordar
To bid (bid): oferecer
To Alert (alerted: alerter
To bind (bound): vincular
To Allow (allowed):permitir
To bite (bit/bitten): morder
To Amuse (amused):entreter, diverter
To bleed (bled): sangrar
To Analyse (analysed) analisar
To blow (blew/blown): soprar
To Announce ( announced): anunciar
To break (broke/broken): quebrar
To Annoy (annoyed): aborrecer
To breed (bred): criar
To Answer (answered): responder
To bring (brought): trazer
To Apologise (apologized): desculpar-se
To build (built): construir
To Appear (appeared): aparecer
To burn (burnt): queimar
To Applaud (applauded): aplaudir
To burst (burst): exploder/estourar
To Appreciate (appreciated): apreciar
To buy (bought): comprar
To Approve (approved): aprovar
To cast (cast): lançar
To Argue (argued): argumentar
To catch (caught): pegar/capturar
To Abide (abode): habitar

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To choose (chose/chosen): escolher To cut (cut): cortar

To cling (clung): apegar-se

To come (came/come):

To cost (cost): custar

To creep (crept): rastejar

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 6. LESSON SIX
6.1) SIMPLE FUTURE

O futuro simples é identificado pelo uso do auxiliar “will”. Nas

frases afirmativas, esse auxiliar deve vir sempre após o sujeito. Ex.:
She will graduate next year. (Ela se formará no ano que vem).
Bob and Carol will travel to Japan next month. (Bob e Carol
viajarão para o Japão no próximo mês).
I will send you some Christmas cards. (Eu lhe enviarei alguns
cartões de natal).
It will rain a lot next week. (Choverá muito na semana que vem).
Nas frases interrogativas, basta inverter o auxiliar, colocando-o no
início da frase.
Will Jack come to Jill’s farewell party? (O Jack virá para a festa de
despedida do Jill?)

Will you go to Susan’s wedding? (Você irá ao casamento da Susan?).

Will they move to Ireland next year? (Eles se mudarão para a Irlanda
no ano que vem?).
Will the teacher give us some points for that extra exercise that we
did? (A professora nos dará alguns pontos por aquele exercício extra que
nós fizemos?).
Para as frases negativas, deve-se fazer uso do “will not” após o
sujeito da frase. Se preferir, pode-se utilizar a forma abreviada “won’t”.
She won’t sing at the talent show. (Ela não cantará no show de
talentos).
I will not travel to England next month. (Eu não viajarei para a
Inglaterra no próximo mês).
We will not build a house. (Nós não iremos construir uma casa).
He will not graduate on this semester. (Ele não se formará nesse
semestre).

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 Afirmativa Negativa Interrogativa

I will / I’ll I will not / I won’t Will I …?

You will / you’ll You will not / you won’t Will you…?

He will / he’ll He will not / he won’t Will he…?

She will / she’ll She will not / she won’t Will she…?

It will / it’ll It will not / it won’t Will it…?

We will / we’ll We will not / we won’t Will we..?

You will / you’ll You will not / you won’t Will you…?

They will / they’ll They will not / they won’t Will they…?

Going to

Going to é usado para expressar um futuro próximo, algo que, com certeza,
está prestes a acontecer ou que temos a intenção de fazer. Na Língua
Inglesa, assim como no Português, pouco usamos o futuro do presente
(consertará, levará, irá, trará, etc), que corresponde ao Simple Future. Na
maioria das vezes damos preferência à construção vou consertar, vou
levar, etc. Essa construção se faz com o Going to em Inglês. Observe suas
formas e usos:

4. - FORMA AFIRMATIVA:

A forma afirmativa desta estrutura verbal é formada por going to seguido do

infinitivo do verbo principalsem 'TO'. O verbo to be serve como auxiliar e
se posiciona após o sujeito:

My mother is going to take me to the school today. (Minha mãe vai me

levar para escola hoje.)

I'm going to call you tonight. (Vou te ligar hoje à noite.)

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 I'm going to have a shower before having dinner. (Vou tomar banho antes
de jantar.)

5. - FORMA NEGATIVA:

Na forma negativa, coloca-se not entre o verbo to be e going to:

I'm not going to talk to you until you apologize for what you have done.
(Não vou falar com você até você se desculpar pelo que fez.)

They are not going to come. (Eles não vão vir.)

I'm not going to have any difficulty to do that. (Não vou ter nenhuma
dificuldade para fazer isto.)

6.3) PAST CONTINUOUS

O passado contínuo é usado para se referir a uma situação que estava
em andamento em um determinado momento do passado. A construção do
passado contínuo deve ser dada segundo a forma:

Sujeito + verbo “to be” no passado (was/were) + verbo com “ing”

+ complemento.

She was working yesterday night. (Ela estava trabalhando ontem à

noite).
He was working at the college. (Ele estava trabalhando na universidade).
The dog was barking a lot yesterday night. (O cachorro estava latindo muito
noite passada).

Para a forma negativa, basta acrescentar o “not” após o passado do

verbo “to be”(was/were):

They were not studying when I arrived home. (Eles não estavam
estudando quando eu cheguei em casa).
I was not traveling last week. (Eu não estava viajando semana passada).
We were not playing cards during the class. (Nós não estávamos jogando
baralho durante a aula).

Para elaborar uma frase interrogativa é necessário colocar o passado

do verbo “to be” (was/were) no início da frase:

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 Was Lisa copying Marianne’s exercises? (A Lisa estava copiando os
exercícios da Marianne?)
Was Bob riding a horse with his friends on the farm yesterday? (O Bob
estava andando a cavalo com seus amigos na fazenda ontem?)
Were you two dancing during the P.E. class yesterday? (Vocês dois estavam
dançando durante a aula de Educação Física ontem?)

Se surgir alguma dúvida quanto ao uso do verbo “to be” no passado,

basta consultar a tabela abaixo:

Personal
pronouns Verbo “to be” no Verbo “to be” no
(Pronomes presente passado
Pessoais)

I am was

You are were

He is was

She is was

It is was

We are were

You are were

They are were

6.4) INTERJECTIONS

As interjeições são palavras destinadas a expressar as emoções, os pensamentos. Mostra

muitas vezes os estados de espírito de quem ou o que se fala.

Admiração Hum! (Sussurro admirado), Why! (Ora sim!), Now! (Ora!), Gee!

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 (Puxa!), Golly! (Deus!) God almighty! (deus todo poderoso) thank
God!(graças a deus) For God’s sake! (pelo amor de deus)

Watch out! (Estar atento/cuidado), Fire! (Fogo!), Ahem! (Imitação de

Advertência
um som para chamar atenção)

Agradecimento Grateful! (Grata!), Thanks! (Obrigado!)

Aw! (Som de protesto alegre), Oh! Well! (Bem!), Your cheerio!

Alegria (Viva!), Cheerio! (Viva!), Whoopee! (Oba!), What fun! (Que
divertido!), Forward! (Avante!)

Alívio Aw! (Som de alívio de acordo com tom que se faz)

Cheers! (Grito de animação), Have courage! (Coragem!), Pluck up!

Animação (Up! (Vamos!), Come at! (Ânimo), Go! (Vamos!), Step on it!
(Vamos!), Wow! (Oba!)

Apelo Help! (Socorro!)

Splendid! (Esplêndido!), Very well! (Muito bem!), Good! (Bom!),

Aplauso
Bravo! (Bravo!), Hear! (Apoiado!)

Hullo! (Olá!), Hallo! (Chamar atenção), Hello! (Alô!), Hey! (Ei), Pst!
Chamamento
Hush! (Quieto), Hurry up! (Depressa!)

Contrariedade Drug! (Droga!)

Stop that! (Chega!), Full Stop! (Pare!), Shut up! (Cale a boca!), Bah!
Desaprovação
(Bobagem!), Pooh! (Ora que horror!)

God grant! (Tomara), Would to god! (Oxalá!), May it please god!

Desejo
(Oxalá!)

Shame! (Que vergonha!), Bah! (Bobagem!), A fig! (Favas para

Desprezo
você!)

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Dor Ah! (Ai!), Ouch! (Ai!), Yow! (Ai!)

Impaciência Gee! (Puxa!), Devil! (Diabo!), Drug! (Droga!)

Medo Ah! Creed! (Credo!)

Saudação Cheer up! (Viva!),

Silêncio Pst! Silence! (Silêncio!), Whist! (Calada!)

Golly! (Oh Deus!), Why! (Quê!), Wow! (Opa!), Oh! Upon my soul!
Surpresa
(Nossa!), Yow! (Ui!)

Terror Ah! Creed! (Credo!)

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 6.5) SUFFIXES LESS, HOOD, NESS, SHIP AND FUL

O sufixo -less

O sufixo -less serve para expressar ideia contrária do sufixo -ful. Assim, -less
significa “menos”, “sem”.

Portanto, ao ver uma palavra como “homeless” você já sabe que se trata da
palavra “home”, (casa, lar) e o sufixo -less (sem). Logo, “homeless”significa “ser lar”,
“sem casa”; ou melhor, “sem-teto”.

Veja outros exemplos:

» colorless = sem cor

» careless = descuidado, negligente
» doubtless = indubitável
» hopeless = sem esperança, desesperançado
» useless = inútil
» powerless = impotente
» shameless = sem vergonha
» meaningless = sem sentido
» painless = indolor

cordless = sem fio

» priceless = sem preço, não tem preço
» speechless = sem fala, sem palavra
» topless = sem a parte de cima (referindo-se à falta de vestimenta que cobre o tórax)
» stainless = sem mancha, inoxidável
» fearless = destemido
» faithless = infiel
» endless = sem fim, interminável
» wireless = sem fio
» worthless = que não vale nada, sem valor

O sufixo Hood
Hood representa o estado de ser de algo ou alguém.
 Childhood – infância

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  Neighborhood – vizinhança
 Motherhood – maternidade
 Fatherhood – paternidade
 Brotherhood – irmandade
 Likelyhood – probabilidade/semelhança
 Falsehood – falsidade
 Sainthood – santidade
 Priesthood – sacerdócio

O sufixo Ness

-Ness indica estado ou qualidade de e é utilizado apenas em adjetivos para

transformá-los em substantivos.

 Happiness – felicidade
 Sadness – tristeza
 Darkness – escuridão
 Illness – doença
 Cleanness – limpeza
 Kindness – gentileza
 Weakness – fraqueza
 Lonelyness – solidão
 Greatness – grandeza
 Godness – bondade
 Willingness – disposição
 Usefulness – utilidade
 Tenderness – ternura
 Sikness – doença
 Madness – loucura
 Exactness – exatidão
 Effectiveness – eficácia
 Freshness – frescura

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  Cleverness - inteligencia

O sufixo Ship
O sufixo -ship indica:

1. estado : condição : qualidade <sonship><friendship><scholarship>

2. ofício : profissão <clerkship><chancellorship><lordship><authorship>
3. arte : destreza <horsemanship><marksmanship><seamanship>
4. mostra, exibe, compraz ou engloba uma qualidade ou estado
<township><fellowship><courtship>
5. aquele com um título ou hierarquia específica — usado com pronomes
possessivos <his Lordship>
6. relatioship – relacionamento
7. partnership – parceria
8. professorship - magistério

6.6) VOCABULARY

6.6.1) POLITICS

block vote - votação em bloco coalition - coligação, aliança

by-election - por-eleição constituent - constituinte

campaign - campanha constituency - constituição

candidate - candidato debate - debate

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dissolution - assembleia

elect - eleger

election - eleição

electorate - eleitorado

general election - eleição geral

gerrymander - falsificar, alterar

government - governo

independent - independência

leader - líder

local election - eleição local

Member of Parliament -
membro do parlamento

opposition - oposição

policy - política, normas

political - político (adjetivo)

politician - político
(substantivo)

politics - política (substantivo)

proxy vote - voto por

procuração

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6.6.2) ECONOMY

stock: ação (papel comercializado na bolsa de valores)

market: mercado

financial: financeiro

financial market: mercado financeiro

stock market: mercado de ações

stockholder: acionista

Asset: posse, bem, propriedade.

Sigla GDP: Gross Domestic Product: PIB (Produto interno bruto)

Sigla TARP: Troubled Asset Relief Program

Trouble- problema, situação difícil

Troubled- com problema, ou está em uma situação difícil

Relief: alívio, ajuda, socorro

Toxic Assets: Ativos tóxicos

Downturn: maus tempos em negócios, maus negócios

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Recovery: Recuperação

Globe: Mundo/ Globo

Global Recovery: Recuperação mundial

business: negócios

businesswoman: mulher de negócios

businessman: homem de negócios

businessperson: pessoa de negócios

trade: negociar, comprar

trader: aquele que negocia

Daytrade: negócio (operação) realizado no mesmo dia.

loan: empréstimo

entrepreneur: empreendedor

entrepreneurism: empreendedorismo

loan shark: agiota

interest: juros

mortgage: hipoteca

bankruptcy: falência

to bankrupt: falir

currency: dinheiro (no sentido - moeda de um país)

Brazilian Real

American Dolar

Japanese Yen

to launder money: lavar dinheiro

money laundering/ money laundry: lavagem de dinheiro

to cash a check: Trocar um cheque

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 corruption: corrupção

dirty money: dinheiro sujo, ilegal

IMF (International Monetary Fund): FMI (Fundo Monetário

Internacional)

6.6.3) HUMAN BODY

Head: cabeça
Face: rosto
Neck: pescoço
Shoulder: ombro
Elbow: cotovelo
Waist: cintura
Hand: Mão
Leg: perna
Foot: pé
Knee: joelho
Toes: dedos do pé
Thumb: polegar
Fingers: dedos
Arm: braço
Chest: peito
Chin: queixo
Mouth: boca
Tooth: um dente
Teeth: dentes
Nose: nariz
Ear: orelha
Eye: Olho
Hair: cabelo

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BASIC EXPRESSIONS AND USEFUL SENTENCES

Receiver: aparelho (telephone)

Telephone booth: cabine telefonica
Reserve charge call: chamada a cobrar
International call: chamada internacional
Dial: discar
Crossed line: linha cruzada
Telephone directory: lista telefônica
Number: numero
Code: prefixo
To call: telefonar
Telephone: telefone
Telefonema: call/calling
Operator: telefonista
Where is the nearest phone booth? Onde fica a cabine telefonica mais
proxima?
Is there a telephone directory? Há uma lista telefonica?
Can I call abroad from here? Posso ligar para o exterior daqui?
Hello, this is ................. speaking: alô aqui é o (a) ………….. falando
When will he/she be back? Quando ele/ela estará de volta?
Could you leave him/her a message? Poderia deixar uma mensagem para
ele/ela?
Sorry, I’ve got the wrong number: desculpa, foi engano

WRITING EXERCISE

WRITE A TEXT ABOUT WHO YOU ARE, DERCRIBING YOUR

PERSONALITY, THE FEATURES OF YOUR PROFILE YOU LIKE
MORE AND WHAT YOU ARE LOOKING FOR YOUR LIFE IN
THIS MOMENT.

6.7) READING ACTIVITY

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How the President of the United States is Elected

Start with the Constitution. The basic process of selecting the President of
the United States is spelled out in the U.S. Constitution, and it has been
modified by the 12th, 22nd, and 23rd amendments. Many additional steps
have been added over the years, by custom and by state law -- the process
has changed quite a bit over time.
Who Can Run? The President and Vice-President are elected every four
years. They must be at least 35 years of age, they must be native-born
citizens of the United States, and they must have been residents of the U.S.
for at least 14 years. (Also, a person cannot be elected to a third term as
President.)
How Do the Political Parties Choose Their Candidates? That's up to the
political parties. Most political parties hold conventions, which are large
meetings attended by "delegates." Some delegates are selected by state
"primary" elections, some are selected by state caucuses (very much like
primaries, except with public voting instead of secret ballots), and some are
chosen for their prominence in the party. A majority of delegate votes is
needed to win the party's nomination. In most cases, the delegates let their
chosen presidential candidate select a vice-presidential candidate.

Candidates for President and Vice-President Run Together. In the general

election, each candidate for President runs together with a candidate for
Vice-President on a "ticket." Voters select one ticket to vote for; they can't
choose a presidential candidate from one ticket and a vice-presidential
candidate from another ticket.
The Electoral College. The national presidential
election actually consists of a separate election
in each of the 50 states and the District of
Columbia; in these 51 elections, the voters are
really voting for "electors" pledged to one of the
tickets. These electors make up the "Electoral
College." (In most cases, the names of the
electors aren't written on the ballot; instead the
ballot lets voters choose among "Electors for" each of the tickets, naming
the presidential and vice-presidential candidates each slate of electors is
pledged to.)
Each state has the same number of electors as it has senators and
representatives (there are two senators from each state, but the number of
representatives depends on the state population in the most recent census).
The District of Columbia, although it isn't a state, also participates in
presidential elections -- it currently has three electors.
The People in Each State Vote for Electors in the Electoral College. In most
of the states, and also in the District of Columbia, the election is winner-
take-all; whichever ticket receives the most votes in that state (or in D.C.)
gets all the electors. (The only exceptions are Maine and Nebraska. In these
states, just two of the electors are chosen in a winner-take-all fashion from
the entire state. The remaining electors are determined by the winner in each
congressional district, with each district voting for one elector.)

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 The Electoral College Votes for the President. The Electoral College then
votes for President and for Vice-President, with each elector casting one
vote; these votes are called electoral votes. Each elector is pledged to vote
for particular candidates for President and Vice-President. In most elections,
all the electors vote in accordance with the pledge they made; it is not clear
what would happen in the unlikely event that a large number of electors
violated their pledge and voted differently.
Normally, one of the candidates for President receives a majority (more than
half) of the electoral votes; that person is elected President. That candidate's
vice-presidential running mate will then also receive a majority of electoral
votes (for Vice-President), and that person is elected Vice-President.

If There's No Electoral College Winner, the House of

Representatives Chooses the President. In the rare event that no
presidential candidate receives a majority of the electoral votes,
then the President is chosen instead by the House of
Representatives, from the top three presidential vote-getters in
the Electoral College; each state delegation in Congress casts one vote. (The
Vice-President would be chosen from the top two vice-presidential vote-
getters by the Senate.)

This is bizarre! Does it really work this way? Yes. There are many
arguments pro and con the Electoral College, but this system does guarantee
that the person elected President has substantial support distributed
throughout the U.S. The Electoral College has also been a major factor in
the United States' long-term political stability.

HOMEWORK!

WRITE A LITTLE TEXTE ABOUT WHAT DO YOU THINK IS

POLITICS. HOW IS THE POLITICS OF BRAZIL?

RESEARCH ON THE YOU TUBE FOR VIDEOS ABOUT THE

SIMPLE FUTURE AND PAST CONTINUOUS

WATCH THE AMERICA ACCENT TRANNING!

RESEARCH ON THE YOU TUBE FOR A CHANNEL CALLED

“LEARN ENGLISH WITH EMMA”

MAKE AT LEAST 20 SENTENCES WITH THE VERBS BELOW (10

IN THE SIMPLE FUTURE AND 10 IN THE PAST CONTINUOUS)

To arrange (arranged): arranjar To ask (asked): perguntar

To arrest (arrested): capturer/prender To attach (attached): unir/atar/juntar
To arrive (arrived): chegar To attack (attacked): atacar

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To attempt (attempted): tentar To drink (drank/drunk): beber
To attend (attended): frenquentar/assistir
To drive (drove/driven): dirigir
(sentido de ver) To dwell (dwelt): habitar
To attract (attracted): atrair To eat (ate/eaten): comer
To avoid (avoided): evitar To fall (fell/fallen): cair
To back (baked): mover-se para trás To feed (fed): alimentar
To bake (baked): assar To feel (felt): sentir
To balance (balanced): equilibrar To fight (fought): lutar
To ban (banned): banir To find (found): encontrar
To bath (bathed): banhar-se To flee (fled): fugir
To beg (begged): mendigar/pedir To fling (flung): lançar
To behave (behaved): comportar-se To fly (flew/flown): voar
To belong (belonged): pertencer To forbid (forbade/forbidden): proibir
To bless (blessed): abençoar/benzer To forget (forgot/forgotten): esquecer-se
To blind (blinded): cegar/enganar To forgive (forgave/forgiven): perdoar
To blink (blinked): piscar To freeze (froze/frozen): congelar
To blush (blushed): corar To get (got):conseguir
To boil (boild): ferver To give (gave/given): dar
To deal (dealt): tartar/lidar To go (went/gone): ir
To dig (dug): cavar/escavar To draw (drew/drewn): desenhar
To do (did/done): fazer

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INTERMEDIATE ENGLISH
BOOK TWO

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 7. LESSON SEVEN
7.1) FUTURE CONTINUOUS

O future continuous é um tempo verbal utilizado para descrever ações que

estarão acontecendo em algum período no futuro. Esse tempo verbal é formando pelo
sujeito + simple future do verbo to be (will be) + o gerúndio do verbo principal (-ing).

Exemplos:

 I will be reading this book this year.(Eu estarei lendo esse livro esse ano)
 You will be doing better when I teach you.(Você estará fazendo melhor quando
eu te ensinar)
 He will be working in his office.(Ele estará trabalhando no escritório dele)
 You will be visiting your parents this week. (Vocês estarão visitando os seus pais
está semana)
 We will be studying a new subject next month. (Nós estaremos estudando uma
matéria nova no próximo mês)
 Tomorrow, they will be coming home.(Amanhã, eles estarão voltando para casa)

Outras formas de utilizar o future continuous:

Utiliza-se para descrever ações que estarão em andamento em um determinado período

do futuro.

Exemplo: Tomorrow afternoon we will be swimming in the club. (Amanhã à tarde nós
vamos nadar no clube)

Utiliza-se para falar de fatos do futuro ou fazer planos para o futuro.

Exemplos:

 My teacher will be at school tomorrow.(Meu professor estará na escola amanhã)

– falar de fatos.
 I will be traveling next week. (Eu estarei viajando na próxima semana) – fazer
planos.

Formação das frases na negativa e na interrogativa:

O negativo do future continuous é formado pelo acréscimo do “not” a frase. Entre

parênteses pode-se observar a forma contraída.

Exemplos:

 I will not be (won’t be) studyng this song anymore.(Eu não estarei estudando
mais essa música)
 You will not be (won’t be) sleeping tonight.(Você não estará dormindo hoje)
 He will not be (won’t be) coming back next month.(Ele não estará voltando no
próximo mês)

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  She will not be (won’t be) watching this film tonight.(Ela não estará assistindo
esse filme à noite)
 It will not be (won’t be) raining a lot tomorrow.(Não estará chovendo muito
amanhã)
 You will not be (won’t be) working next week.(Vocês não estarão trabalhando na
próxima semana)
 We will not be (won’t be) drinking beer at the party. (Nós não estaremos
bebendo cerveja na festa)
 They will not be (won’t be) celebrating the new job tonight.(Eles não estarão
celebrando o emprego novo hoje à noite)

A interrogativa do future continuous é formado pela alteração de posição do “will” na

frase.

Exemplos:

 Will I be wainting for you tomorrow?(Eu estarei esperando por você amanhã?)
 Will you be coming with your girlfriend to the party?(Você estará vindo com sua
namorada para à festa?)
 Will he be working tomorrow?(Ele estará trabalhando amanhã?)
 Next year, will she be looking for a new job?(Ano que vem, ela estará
procurando por um emprego novo?)
 Will it be raining tomorrow night?(Estará chovendo amanhã à noite?)
 Will you be doing this tomorrow morning?(Você estará fazendo isso amanhã de
manhã?)
 Will we be traveling to Paris next year?(Nós vamos viajar para Paris ano que
vem?)
 Will they be talking with my mother about this? (Eles estarão falando com minha
mãe sobre isso?)

Como observado, o future continuous é um tempo verbal que é utilizado para ajudar o
falante a descrever uma ação que estará acontecendo em um determinado momento do
futuro.

7.2) PRESENT PERFECT

O presente perfeito é marcado pela forma:

Sujeito + have/has + verbo principal no particípio + complemento.

Susan has been to England. (Susan esteve na Inglaterra).

O presente perfeito pode ser usado para indicar:

1- Ações que começaram no passado e continuam até o presente.

a) She has worked at the hospital since April. (Ela trabalha/ tem trabalhado no
hospital desde abril).
b) I have exercised at the gym lately. (Eu tenho me exercitado na academia
ultimamente).

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 c) They have organized their wedding. (Eles têm organizado o casamento deles).

2- Ações que ocorreram em um tempo não determinado (indefinido) no passado.

d) I have been to the U.S.A. (Eu estive nos E.U.A.)
e) She has traveled to England. (Ela viajou para a Inglaterra).
f) You have made a delicious apple pie. (Você fez uma torta de maçã deliciosa).

3- Ações que acabaram de acontecer.

a) They have just left. (Eles acabaram de sair).

b) Jane has just made the lunch. (Jane acabou de preparar o almoço).
c) I have just done the dishes. (Acabei de lavar a louça).

Para as frases negativas, basta acrescentar o “not” após “have/has”. E nas frases
interrogativas, basta colocar o “have/has” no início da frase.

Negativa Interrogativa

I have not / I haven’t Have I …?

You have not / you haven’t Have you…?

He has not / he hasn’t Has he…?

She has not / she hasn’t Has she…?

It has not / it hasn’t Has it…?

We have not / we haven’t Have we…?

You have not / you haven’t Have you…?

They have not / they haven’t Have they…?

Ex.:

a) She hasn’t organized the house. (Ela não organizou a casa).

b) They haven’t painted their house yet. (Eles ainda não pintaram a casa deles).
c) Has she called Susan? (Ela ligou para a Susan?).
d) Has he watched a lot of movies? (Ele assistiu a muitos filmes?)

ALREADY

Talvez a palavra mais simples de entender e aprender usar. Afinal, é só ler exemplos
com ela para ver que não há segredos:

 He’s only 24, but he’s already achieved worldwide fame. (Ele tem apenas 24
anos, mas já conquistou a fama mundial.)

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  She had already left by the time we got there. (Ela já tinha saído quando
chegamos lá.)
 I think we’ve already met. (Acho que nós já nos conhecemos.)
 Is it 10 o’clock already? (Já são 10 horas?)
 Is the doctor already in his office? (O médico já está no consultório?)
 We already know. (A gente já sabe.)
 I’ve already had lunch. (Eu já almocei.)

ADVERBS
YET

A palavra yet no sentido de já é geralmente usada no final das frases. Vale lembrar que
yet no sentido de já só é possível em sentenças interrogativas:

 Have you finished yet? (Você já terminou?)

 Have you had lunch yet? (Você já almoçou?)
 Has the bus arrived yet? (O ônibus já chegou?)
 Have you finished the book yet? (Você já terminou o livro?)
 Has the bride arrived yet? (A noiva já chegou?)

Como você pode observar, nesse caso yet está sempre presente em um pergunta no
Present Perfect. Caso queira aprender o Present Perfect de um modo bem
descomplicado, clique aqui e conheça o ebook Present Perfect: Devendando os
Segredos.

ALREADY ou YET?

Mas, qual é a diferença entre already e yet? Ou seja, quando é que devemos dizer as
sentenças abaixo:

 Have you had lunch yet?

 Have you already had lunch?

Pois bem! Vendo assim escrito a diferença não existe. Mas, quando vamos para o inglês
falado, aí a diferença é observada no contexto e na entonação da voz.

Quando fazemos a pergunta com already, a ideia é demonstrar surpresa com o fato de
uma ação ter acontecido antes do esperado. Quando falamos colocamos a ênfase em
already: “Have you ALREADY had lunch?“. Já na pergunta com yet a ideia é apenas
saber se tal fato já aconteceu. Ao usar yet, não demonstramos surpresa.

Para facilitar vamos imagina dois contextos.

1. São 11:00 da manhã e você encontra seu amigo Fábio. Você puxa conversa com ele e
o convida para almoçar com você mais tarde. Fábio então diz que já almoçou. Você fica
surpreso com isso. Não é nem meio dia ainda. Logo, você com aquela cara de “Caraca!
Como assim? Eu hein!” vai dizer o seguinte em inglês:

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  Wow! Have you already had lunch? Gee! Why so early!? (Cacete! Você já
almoçou? Caramba! Por que tão cedo?)

2. Agora imagine que são 12:30 e você encontra o Fábio na rua. Você aproveita o
momento e quer convidá-lo para almoçar. Mas, você não sabe se ele já almoçou ou não.
Você quer saber. Assim, nesse caso, em inglês, você vai querer perguntar “E aí? Você já
almoçou?”, que em inglês será:

 So, have you had lunch yet? In case you haven’t, we could have lunch together.
What you say? (E aí, você já almoçou? Caso não tenha, podemos almoçar
juntos. O que você me diz?)

Percebeu a diferença nos contextos? Espero que sim! Afinal, a diferença entre usar
already e yet dependerá exclusivamente do contexto. O already é usado para demonstrar
surpresa pela ação já ter ocorrido; o yet aparece apenas para buscarmos informação
sobre o fato.

EVER

A palavra ever só é usada com o sentido de já também em perguntas com o Present

Perfect. Nesse caso, a ideia é expressa é aquela de “alguma vez na vida”, “algum dia na
vida”. Veja os exemplos:

 Have you ever met a famous person? (Você já encontrou uma pessoa famosa?)
 Have you ever ridden a horse? (Você já andou de cavalo?)
 Has he ever done that before? (Ele já fez isso antes?)
 Have they ever flown a plane? (Eles já pilotaram um avião?)

7.3) PHRASAL VERBS MOST USED

Os phrasal verbs combinam um verbo com uma preposição, um

verbo com um advérbio ou podem, ainda, ser tudo ao mesmo tempo agora:
verbo, preposição e advérbio. Mas como assim, gente?
Esse tipo de verbo bagunça a cabeça de quem está estudando, sim
senhor. Sabe por quê? Eles, muitas vezes, mudam totalmente o significado
original do verbo.
Ou seja, se você disser “I will ask her out”, o verbo “ask” não será
traduzido ao pé da letra, como “perguntar”. O correto é traduzir essa frase
como “Vou convidá-la para sair”. Observe que no fundo, no fundo, o
significado original até veio a calhar, né? Nem sempre é assim, contudo −
mas dá para se acostumar.
Vamos desfazer algumas confusões mostrando a vocês alguns dos
principais phrasal verbs e uma frase que os contextualiza:

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 1. Give up: “Don't give up university” - Desistir. “Não desista da
universidade
2. Go on. “We can't go on like this anymore” - Continuar. "Não
podemos mais continuar assim."
3. Get on well with. “I get on well with her sister. A lot.” - Dar-se
bem com alguém. “Eu me dou muito bem com a irmã dela”
4. Get home. “I feel so exhausted that I can't wait until I get home! ” -
Chegar em casa. “Estou tão exausto que mal posso esperar até
chegar em casa! ”.
5. Get out! “You’ve done too much mess already. Now just get out of
here! ” - Vá embora! “Você já fez bagunça demais. Agora
simplesmente vá embora! ”.
6. Get over / Get over with. “She has been working on that forever − I
wonder if she will ever get it over with”. - Acabar. Terminar isso.
“Ela tem trabalhado nisso há séculos − pergunto-me se ela, um dia,
vai terminar. ”.
7. Run into. “Can you believe I just ran into him on the subway
station?” - Esbarrar. “Dá para acreditar que esbarrei nele na
estação de metrô? ”
8. Pick up. “Yes, they will pick me up at home for us to start the road
trip. ” - Pegar. “Sim, eles virão me pegar em casa para começarmos
nossa viagem. ”.

Confira outros phrasal verbs que você já deve ter usado − ou vai usar
bastante um dia:
Come back: Voltar.
Call back: Retornar a ligação.
Find out: Descobrir.
Set up: Estabelecer, construir.
Bring up: Levantar (um tópico, por exemplo).
Hang on: Esperar um pouco.
Run out of: Ficar sem alguma coisa.
Cheer up: Animar.
Find out: Descobrir.
Drop off: Deixar algo em algum lugar.
Look over: Revisar.
Throw out ou Throw away: Descartar, jogar fora.
Think over: Considerar.
Put on: Vestir.

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 Most ou More?
De modo bem simples, most é usado para indicar o mais no sentido de maior de todos.
Por exemplo, se eu quero dizer que minha amiga Cláudia é a mais bonita de todas
as minhas amigas, eu direi:

 Cláudia is the most beautiful of all my friends.

Por outro lado, se a minha ideia é comparar a Cláudia com a Fernanda, então eu devo
usar more:

 Cláudia is more beautiful than Fernanda.

Se você for observador, poderá notar que cada palavra – most e more – é usada em um
padrão com outras palavras:

 the most … of ou the most … in

 more … than

Veja mais exemplos:

 To me, São Paulo is the most amazing place in the world. (Pra mim, São Paulo
é o lugar mais incrível do mundo.)
 São Paulo is more amazing than my home town. (São Paulo é mais incrível que
minha cidade natal.)
 Fátima was the most talented girl in class. (Fátima era a menina mais talentosa
da turma.)
 Fátima was more talented than the other kids. (Fátima era mais talentosa do
que as outras crianças.)

Como você pode notar, most e more têm usos específicos e, portanto, passam ideias
diferentes. Você poderá aprender mais sobre o usado de cada uma delas lendo as
dicas Superlativo em Inglês e Grau Comparativo dos Adjetivos em Inglês.

Vale dizer ainda que most e more podem ter ainda outros significados e usos. Veja
abaixo alguns exemplos:

 She gets on well with most people. (Ela se dá bem com a maioria das pessoas.)
 We go there most weekends. (A gente vai lá quase todo fim de semana.)
 Who has the most money? (Quem tem mais dinheiro?)
 Who has more money? (Quem tem mais dinheiro?)
 All the rooms have TV and most have bathrooms. (Todos os quartos tem TV e a
maioria tem banheiros.)
 You need to practice more. (Você tem de praticar mais.)
 The more money I get, the more I want. (Quanto mais dinheiro eu
ganho, mais eu quero.)
 The more I get to know you, the more I like you. (Quanto mais eu te
conheço, mais eu gosto de você.)

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Esses outros usos e significados você aprende se envolvendo com a língua. Não se trata
de regrar gramaticais, mas sim de como usar as palavras nos contextos certos. O segredo
é praticar e ter paciência.

That’s it! Espero ter deixado mais claro para você a diferença entre most e more. Caso
ainda tenha alguma dúvida, deixe um comentário aí abaixo. Se quiser aprender mais leia
também as dicas abaixo:

1.Mostly

a.There are many students here,mostly adults.(Há muitos alunos aqui,principalmente

adultos.)

2.Most/most of

b.Most people believe it exists.(A maioria das pessoas acredita que isto existe.)--Sem
"of" quando se quer generalizar.
c.Most of his friends saw the movie.(A maioria dos amigos dele viram o filme.)

3.Mainly

d.I don´t travel much,mainly because I´m always busy.(Não viajo muito,principalmente
porque eu estou sempre ocupado.)

4.The majority

e.The majority of them find it hard to concentrate.(A maioria deles acha difícil
concentrar.)--Mais formal que "most (of)".

7.4) COMPARATIVE AND SUPERLATIVE

Existem três formas de comparativo em inglês: positivo, comparativo

e superlativo. Usamos os adjetivos e advérbios comparativos para comparar
pessoas ou coisas e o superlativo para mostrar que uma pessoa ou coisa
possui mais qualidades do que outra do mesmo grupo ou de outro grupo.

Positive / Afirmativo (Igualdade)

Em inglês a estrutura para formar o comparativo de igualdade inclui:

'como...como', 'tanto...quanto', 'tão...quanto', 'o mesmo...que' e 'como'.

Quando queremos dizer que uma pessoa ou coisa é similar em algo usamos
'tão... quanto': tão + adjetivo ou advérbio + quanto + substantivo ou
pronome/restante da frase.

a) You're as good as your brother at soccer. / Você é tão bom quanto

seu irmão no futebol.

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 b) She is as bad as me at Math. / Ela é tão ruim como eu em
matemática.

Você pode fazer uma comparação negativa usando 'não tanto...quanto',

como nos exemplos:

a) This season is not as good as the last one. / Esta temporada não é tão
boa quanto a última.
b) This dress was not as pretty as it appears to be. / Esse vestido não é
tão lindo quanto parecia.

Também podemos usar o comparativo para falar de pessoas ou coisas que

possuem menores qualidades do que outras de outro grupo ou do mesmo,
como nos exemplos seguintes:

a) She's less capable than he. / Ela é menos capaz do que ele.
b) They have got fewer books than me. / Eles possuem menos livros do
que eu.
c) You're less tall then he. / Você é menor que ele.

Comparativo de inferioridade

Usamos para mostrar algumas fraquezas de pessoas ou de coisas.

Structure: less + adjective/adverb + than. / Estrutura: menos +

adjetivo/advérbio + que.

Example: I have less cell phone cases than you. / Eu tenho menos capinhas
de celular que você.

Comparativo e Superlativo com -er, -est (sufixos usados para definir o

grau de comparação na língua inglesa).

Você adiciona -er para a forma comparativa e -est para a forma superlativa.
Se a palavra terminar em -e você adiciona -r ou -st.

a) Cheap – Cheaper – Cheapest / barato - mais barato - o mais barato

(baratíssimo)
b) Late – Later – Latest / tarde - mais tarde - mais tarde ainda (super
tarde)

Existem formas corretas de usar os adjetivos comparativos, usamos -er, -est

com os seguintes adjetivos:

1 - Adjetivos monossílabos

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Positive Comparative Superlative

Close Closer (The) Closest

Large Larger (The) Largest

Nice Nicer (The) Nicest

a) Afirmativo: perto, largo, legal

b) Comparativo: mais perto, mais largo, mais legal
c) Superlativo: o mais perto, o mais largo, o mais legal

2 - Adjetivos com duas sílabas ou mais

Usamos alguns adjetivos como um grupo para descrever uma coisa

quando esse grupo possui a mesma ideia e vem antes de um substantivo,
nesse caso, esse grupo de palavras, em inglês, torna-se apenas um adjetivo
(ligado ou não por hífen) para deixar claro seu sentido.

2.1) Terminado em -y:

Adjetivos/advérbios que não são monossílabos e que terminam com

consoante e -y muda-se o -y por -i e adiciona -er e -est.

Positive Comparative Superlative

Close Closer (The) Closest

Large Larger (The) Largest

Nice Nicer (The) Nicest

a) Afirmativo: pesado, sortudo, amável, ocupado

b) Comparativo: mais pesado, mais sortudo, mais amável, mais ocupado
c) Superlativo: o mais pesado, o mais sortudo, o mais amável, o mais
ocupado

2.2) Terminados em -er:

Quando terminados em -er adiciona-se -er e -est.

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Positive Comparative Superlative

Clever Cleverer (The) Cleverest

a) Afirmativo: Esperto
b) Comparativo: Mais esperto
c) Superlativo: O mais esperto

2.3) Terminados em -le:

Quando terminados em -le adiciona-se -r e -st.

Positive Comparative Superlative

Simple Simpler (The) Simplest

a) Afirmativo: Simples
b) Comparativo: Mais simples
c) Superlativo: O mais simples

3 - Usando a forma comparativa em adjetivos curtos:

Quando os adjetivos são curtos e terminam em vogal consoante,

dobra-se a última consoante e mesmo que possua uma consoante antes da
letra -y, nesse caso o -y não muda para -i.

Positive Comparative Superlative

Big Bigger (The) Biggest

Sad Sadder (The) Saddest

Shy Shyer (The) Shyest

a) Afirmativo: Grande, Triste, Tímido

b) Comparativo: Maior, Mais triste, Mais tímido
c) Superlativo: O maior, O mais triste, O mais tímido

4- O uso do more e do most

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 Usamos 'more' mais no comparativo e 'most' mais no superlativo para
adjetivos com mais de uma sílaba.

Positive Comparative Superlative

Brilliant More brilliant (The) Most Brilliant

Comfortable More Comfortable (The) Most comfortable

Powerful More Powerful (The) Most powerful

Stupendous More stupendous (The) Most stupndous

a) Afirmativo: Brilhante, Confortável, Poderoso, Estupendo

b) Comparativo: Mais Brilhante, Mais Confortável, Mais Poderoso, Mais
Estupendo
c) Superlativo: O mais Brilhante, O mais Confortável, O mais Poderoso, O
mais Estupendo

5- Alguns adjetivos irregulares:

Alguns adjetivos e advérbios possuem uma forma irregular quando usados

no comparativo e no superlativo.

Positive Comparative Superlative

Good / Well Better (The) Best

Bad / Badly Worse (The) Worse

Far Farther / Further (The) Farthest /

Furthest

Old Older / Elder (The) Oldest / Eldest

a) Afirmativo: Bom, Mal, Longe, Velho

b) Comparativo: Melhor, Pior, Longínquo, Mais velho
c) Superlativo: O melhor, O pior, O mais longínquo, O mais velho.

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 Em português a tradução para 'more' e 'most' é a mesma: mais.
Todavia, em inglês usa-se 'more' para comparações: Eu sou mais amável
que você! I am more amiable than you. Enquanto usa-se 'most' no
superlativo, para se referir a algo que seja único, o mais, o melhor: Esta é a
pessoa mais amável do mundo. / This is the most amiable person in the
world.

7.5) VOCABULARY

7.5.1) SCIENCE

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astrophysics - astrofísica

astronomy - astronomia

atom - átomo

biochemistry - bioquímica

biology - biologia

botany - botânica

cell - célula

chemical - químico (adjetivo)

chemistry-química (substantivo)

climate - clima

climatologist - climatologista

control - controle

data - dado, informação

electricity - eletricidade

electrochemist - eletroquímico

element - elemento

energy - energia

evolution - evolução

experiment - experimento

fact - fato

fossil - fóssil

genetics - genética

geology - geologia

geophysics - geofísica

gravity - gravidade

152
hypothesis - hipótese

lab - laboratório

laws - leis

magnetism - magnetismo

mass - massa

matter - matéria

measure - medida

meteorologist - meteorologista

meteorology - meteorologia

microbiology - microbiologia

microscope - microscópio

mineral - mineral

mineralogy - minerologia

molecule - molécula

observatory - observatório

organism - organismo

paleontology - paleontologia

particle - partícula

phase - fase

physics - física

quantum mechanics - física quântica

radiology - radiologia

research - pesquisa

scale - escala

science - ciência

153
scientist - cientista

telescope - telescópio

temperature - temperatura

theory - teoria

thermometer- - termômetro

variable - variável

virologist - virologista

volume - volume

weather - clima

zoology - zoologia

154
 7.5.2) RELIGION

altar - altar cathedral - catedral confession - confissão

apostle - apóstolo cemetery - cementério convent - convento

archbishop - arcebispo chapel - capela cult - culto

atheism - ateismo chaplain - capelão deacon - diácono

baptism - batismo charity - caridade demon - demônio

bible - bíblia choir - coro, coral disciple - discípulo

bishop - bispo church - igreja faith - fé

cardinal - cardeal clergy - clero God - Deus

155
gospel - evangélico sin - pecado

heaven - céu sinner - pecador

hell - inferno soul - alma

mass - missa synagogue - sinagoga

miracle - milagre temple - templo

monastery - mosteiro temptation - tentação

monk - monje the devil - o diabo

mosque - mesquita The Holy Spirit - O

Espírito Santo
nun - monja
vicar - vigário
parable - parábola
worship – adoração
paradise - paraíso

pastor - pastor

pilgrim - peregrino

pope - papa

prayer - oração

priest - padre

procession - procissão

prophet - profeta

psalm - salmo

purgatory - purgatório

rabbi - rabino

sacrilege - sacrilégio

saint - santo

sermon - sermão

shrine - santuário

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 7.5.3) HOBBIES

camping, acampar - camping pescaria - fishing

jogo de cartas - card games jardinagem - gardening

jogo de damas - checkers quebra-cabeça - jigsaw puzzle

jogo de xadrez - chess correr - jogging

cozinhar - cooking bolinhas de gude - marbles

palavras cruzadas - crossword alpinismo - mountaineering

dançar - dance pintura - painting

jogo de dardos - darts fotografia - photography

dominó - dominoes charada - riddle

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7.5.4) TECHNOLOGIES

text message - mensagem de texto

game - jogo

touchscreen - tela sensível ao toque

mouse - mouse

computer - computador

screen - tela

wi-fi - rede sem fio

keyboard - teclado

laptop - notebook

mobile - teleofne móvel

website - website

email - endereço eletrônico

joystick - controle de videogame

remote - controle remoto

cellphone - celular

television - televisão

wire - fio

158
BASIC EXPRESSIONS AND USEFUL SENTENCES

Appetizer: aperitivo/salgados

Entrée: prato principal

Starter: entrada

Dessert: sobremesa

Bottle: garrafa

Picher/carafe: jarra

Pound: libra

Table: mesa

Gallon: galão

Tip: gorjeta

Fork: garfo

Spoon: colher

Teaspoon: colher de chá

Knife: faca

Glass: copo

Bill: conta

Rceipt: recibo

Salt:sal

Soup: sopa

Cup: xícara

Mug: caneca

A table for ……, please: uma mesa para ……… pessoas, por favor

Can I see the menu? Posso ver o menu?

What would you recommend? O que você sugere?

159
 I only want a snack: só quero uma lance rápido

Waiter/waitress! Garçom/garçonete!

We did’n order this! Não pedimos isto

You’ve forgotten to bring my dessert: você se esqueceu de trazer minha

sobremesa

That was very good, thank you: istava ótimo, obrigado

WRITING EXERCISE

WRITE A TEXT ABOUT YOUR LIFE. WHICH IS YOUR RELIGION

AND WHY, WHICH IS YOUR HOBBIE (IF YOU HAVE) AND WHAT
KIND OF TECHNOLOGIES YOU NORMALLY USE TO
COMMUNICATE WITH YOUR FRIENDS AND FAMILY.

7.6) READING ACTIVITY

How was our Universe created? How did it come to be the seemingly infinite place we
know of today? And what will become of it, ages from now? These are the questions
that have been puzzling philosophers and scholars since the beginning the time, and led
to some pretty wild and interesting theories. Today, the consensus among scientists,
astronomers and cosmologists is that the Universe as we know it was created in a
massive explosion that not only created the majority of matter, but the physical laws
that govern our ever-expanding cosmos. This is known as The Big Bang Theory.

For almost a century, the term has been bandied about by scholars and non-scholars
alike. This should come as no surprise, seeing as how it is the most accepted theory of
our origins. But what exactly does it mean? How was our Universe conceived in a
massive explosion, what proof is there of this, and what does the theory say about the
long-term projections for our Universe?

The basics of the Big Bang theory are fairly simple. In short, the Big Bang hypothesis
states that all of the current and past matter in the Universe came into existence at the
same time, roughly 13.8 billion years ago. At this time, all matter was compacted into a
very small ball with infinite density and intense heat called a Singularity. Suddenly, the
Singularity began expanding, and the universe as we know it began.

While this is not the only modern theory of how the Universe came into being – for
example, there is the Steady State Theory or the Oscillating Universe Theory – it is the
most widely accepted and popular. Not only does the model explain the origin of all

160
known matter, the laws of physics, and the large scale structure of the Universe, it also
accounts for the expansion of the Universe and a broad range of other phenomena.

HOMEWORK!

WRITE A TEXT THE IMPORTANCE OF THE SCIENCE (30 L)

RESEARCH FOR A VIDEO ON THE YOU TUBE ABOUT THE VERBS

IN THE FUTURE CONTINUOUS AND PRESENT PERFECT.

WATCH THE AMERICA ACCENT TRANNING!

RESEARCH FOR A VIDEO ON THE YOU TUBE ABOUT “GLOTTAL

STOP”

MAKE AT LEAST 20 SENTENCES USING THE VERBS BELOW (10 IN

THE FUTURE CONTINUOUS AND 10 IN THE PRESENT PERFECT)

To book (booked): reservar/agenda To cheat (cheated): enganar/ iludir

To bore (bored): aborrecer To check (checked): checar
To borrow (borrowed): pedir emprestado To cheer (cheered): alegrar/animar
To bounce (bounced): ressaltar To chew (chewed): mastigar
To brake (braked): frear/retardar To claim (claimed): requerer/ alegar
To breathe (breathed): respirar To grow (grew/grown): crescer
To brush (brushed): escovar To hang (hung): pendurar
To burn (burned): queimar/arder To have (had): ter
To bury (buried): enterrar/ocultar To hear (heard): ouvir
To call (called): telefonar/chamar To hide (hid/hidden): esconder (se)
To calculate (calculated): bcalcular To hit (hit): bater/ golpear
To camp (camped): acampar To hold (held): agarrar
To care (cared): gostar de To hurt (hurt): doer/ ferir
To cause (caused): causar To keep (kept): manter
To challenge (challenged): desafiar To kneel (knelt): ajoelhar-se
To change (changed): mudar To know (knew/known): saber/conhecer
To charge (charged): cobrar/carregar To lay (laid): deitar (se)
To chase (chased): perseguir To lead (led): liderar

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To lean (leant): encostar To meet (met): encontrar-se
To leap (leapt): saltar To pay (paid): pagar
To learn (learnt): aprender To put (put): colocar
To leave (left): deixar/partir To betray (betrayed): trair
To lend (lent): emprestar To deceive (deceived): enganar
To let (let): deixar/permitir To shift (shifted): deslocar
To lie (lay/lain): mentir To preclude (precluded): impeder
To light (lit): acender To predict (predicted): prever
To lose (lost): perder To nourish (nourished): nutrir
To make (made): fazer
To mean (meant): significar/denotar

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 8. LESSON EIGHT
8.1) PAST PERFECT

O past perfect é usado para expressar uma ação que ocorreu no passado antes
de uma outra ação ter ocorrido. Esse tempo verbal é marcado pela forma:
Sujeito + had + verbo principal no particípio passado + complementoThe movie
had already started when I got home yesterday. (O filme já tinha começado quando eu
cheguei em casa ontem).
Para a forma negativa basta acrescentar o “not” após o “had”; e para as frases
interrogativas, inverter o “had”, colocando-o no início da frase, conforme a tabela
abaixo:

Negativa Interrogativa

I had not / I hadn’t Had I…?

You had not / you hadn’t Had you …?

He had not / he hadn’t Had he…?

She had not / she hadn’t Had she…?

It had not / it hadn’t Had it…?

We had not / we hadn’t Had we…?

You had not / you hadn’t Had you…?

They had not / they hadn’t Had they…?

Ex.:

a) I hadn’t cleaned my bedroom when my mother arrived home this weekend. (Eu
não tinha limpado meu quarto quando minha mãe chegou em casa nesse final de
semana).
b) The game hadn’t started when we got to the stadium. (O jogo não tinha
começado quando nós chegamos ao estádio).
c) She hadn’t made the dinner when the guests arrived. (Ela não tinha feito o jantar
quando os convidados chegaram).

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d) Had you danced before the end of the party? (Você tinha dançado antes do fim
da festa?).
e) Had they sent all the invitations before the wedding? (Eles tinham enviado todos
os convites antes do casamento?).
f) Had the play already started when you got to the theater yesterday? (A peça já
tinha começado quando vocês chegaram ao teatro ontem?).

8.2) PRESENT PERFECT CONTINUOUS

O Presente Perfeito Contínuo possui duas maneiras de ser utilizado.

Ele indica uma ação que se finalizou em algum tempo no passado ou uma
ação que se iniciou no passado e que continua acontecendo.

Veja como o “ Present Perfect Continuous” é formado:

Subject + the present perfect of the verb 'to be'(have/has been) + the
present participle of the main verb (base+ing)

Sujeito + presente perfeito do verbo to be + presente do particípio do

verbo principal

Exemplos:

a) He has been walking. / Ele tem andado.

b) You have been sleeping. / Você tem dormido.
c) You haven't been dancing with her. / Você não tem dançado com
ela.
d) Have you waiting for a long time? / Você tem esperado por muito
tempo?

Veja os usos do presente perfeito contínuo:

1) Alguma ação que se iniciou no passado e que continua até o momento.

Alguns exemplos de expressões que podem ser usadas nesse caso são:

a) For ten minutes. / Por dez minutos.

b) For one hour. / Por uma hora.
c) Since Monday. / Desde segunda.
d) Since Saturday. Desde sábado.

Exemplos:

a) My mother has been waiting for five hours. (and she's still waiting
now)

Minha mãe está esperando por cinco horas. (e ela continua esperando
agora)

164
 b) They have been working on this book since six o'clock this morning.
(= and they still working on it now).

Ele estão trabalhando nesse livro desde as seis horas da manhã. (e

eles ainda estão trabalhando nele agora)

c) My family have been camping since last July. (and they're not home
yet).

Minha família está acampando desde julho. (e eles ainda não

voltaram para casa).

2 Alguma ação que acabou de terminar recentemente.

Nós também podemos usar o Presente Perfeito Contínuo para mostrar

uma ação sem sua exata duração. Usamos o PPC com um significado geral
de ultimamente.

Alguns exemplos de expressões que podem ser usadas nesse caso são:

d) For weeks / Por semanas

e) Lately / Ultimamente
f) Recently / Recentemente
g) Just now / Agorinha / Agora mesmo

Exemplos:

a) I've been cooking for you since last night (and the food looks
amazing).

Eu estou cozinhando para você desde noite passada. (e a comida

parece maravilhosa).

b) She has been cleaning the house. (and the floor is still wet).

Ela tem limpado a casa. (e o chão ainda está molhado).

c) Someone has been drinking my Coke. (much of them have gone)

Alguém está bebendo minha coca. (boa parte dela se foi)

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8.3) VOCABULARY

8.3.1) ASTRONOMY

Alpha Centauri - Alfa Centauri

asteroid - asteroide

astronaut - astronauta

astronomer - astrônomo

astronomical unit - unidade astronômica

astronomy - astronomia

background radiation- radiação de fundo

big bang theory - teoria do big bang

binary star - estrela binária

black body - corpo negro

black hole - buraco negro

celestial - celeste

comet - cometa

166
constellation - constelação

cosmic rays - raios cósmicos

cosmology - cosmologia

cosmos - cosmos

crescent moon - lua crescente

dark matter - matéria escura

day - dia

deep space - espaço profundo

dust - poeira

dwarf planet - planeta anão

dwarf star - estrela anã

Earth - Terra

eclipse - eclipse

ecliptic - eclíptica

free fall - queda livre

full moon - lua cheia

galaxy - galáxia

gamma ray - raio gama

gibbous moon - lua minguante

gravitation - gravitação

gravitational constant - gravitação constante

gravity - gravidade

half moon - meia-lua

heliocentric - heliocêntrico

hydrogen - hidrogênio

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Jupiter - Júpiter

magnitude - Magnitude

Mars - Marte

Mercury - Mercúrio

meteor - meteoro

meteorite - meteorito

Milky Way - Via Láctea

moon - lua

Neptune - Netuno

new moon - lua nova

planet - planeta

Pluto - Plutão

radiation - radiação

satellite - satélite

Saturn - saturno

solar system - sistema solar

space - espaço

space station - estação espacial

star - strela

sun - sol

universe - universo

Uranus - Urano

vacuum - vácuo

Venus - Vênus

8.3.2) ARTS

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Painter - pintor

Exhibition - exposição

Sculpture - escultura

Portrait - retrato

Picture - quadro

Art gallery - galeria de arte

Brush - pincel

Masterpiece - obra-prima

Palette - paleta de cores

Sketch - esquete

Author - autor

Fairy tale - conto de fadas

Poet - poeta

Play - peça (teatral)

Poem - poema

Novel - romance

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Novelist - romancista

Chapter - capítulo

Act - ato

Biography – biografia

Green – verde

Yellow – amarelo

Red – vermelho

Blue – azul

Black – preto

Purple – roxo

Pink – rosa

Brown – marrom/castanho

Grey – cinza

Orange – laranja

Light blue – azul claro

Silver – prata

Golden - dourado

8.3.3) MUSIC

170
beat - batida

harmony - harmonia

lyrics - letra

melody - melodia

note - nota

rhythm - rítimo

composer - compositor

musician - músico

permorfer - performer

bassist - baixista

drummer - bateirista

guitarist - guitarrista

rapper - rapper

amp - amplificador

instrument - instrumento

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 singer - cantor (a)

bass - baixo

mic - microfone

loud - alto

quiet - baixo

soft - agradável

classical - clássico

to record - gravar

concert - concerto, show

song - canção

track - faixa

band - banda

choir - coro

drumm - bateria

piano - piano

guitar - guitarra

acoustic guitar - violão

BASIC EXPRESSIONS AND USEFUL SENTENCES

Blind alley: via sem saida

Cycle track: faixa para ciclistas/ciclovia
Danger: perigo
Dangerous junction/crossroads: cruzamento perigoso
Downtown/town centre: centro da cidade
End of the motorway: fim de rodovia
Headlights on: acender faróis
Junction: cruzamento

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Main Road: estrada principal
No parking: proibido estacionar
No throughfare: passagem pribida
No traspasing: proibido ultrapassar
One way: mão única
Parking: estacionamento
To park: estacionar
Reduce speed: reduzir velocidade
Roadworks: obras na pista
Toll: pedágio
Queue: fila
License plate/numberplate: placa (carro)
Tyre: pneus
Trunk: porta malas
Traffic lights: semáforo
Speed: velocidade
Steering wheel: volante
Could you check the oil, please? Poderia checar o nivel do oleo, por favor?
Fill it up, please! Encha o tanque, por favor!
Do you do repairs? Você faz reparos?
Can you replace this? Você pode trocar isso?
How long will it take? Quanto tempo isso vai demorar?
Where can I park? Onde posso estacionar?
I’d like to hire a car: gostaria de alugar um carro

WRITING EXERCISE
WRITE A TEXT DESCRIBING HOW IS YOUR TRIPS. WHERE DO
YOU USUALLY GO AND WHY. WHICH PLACES WOULD YOU
LIKE TO KNOW?

8.4) READING ACTIVITY

173
Many scientists believe we are not alone in the universe. It's probable, they say, that life
could have arisen on at least some of the billions of planets thought to exist in our
galaxy alone -- just as it did here on planet Earth. This basic question about our place in
the Universe is one that may be answered by scientific investigations. What are the next
steps to finding life elsewhere?

Experts from NASA and its partner institutions addressed this question on July 14, at a
public talk held at NASA Headquarters in Washington. They outlined NASA's roadmap
to the search for life in the universe, an ongoing journey that involves a number of
current and future telescopes. Watch the video of the event:

"Sometime in the near future, people will be able to point to a star and say, 'that star has
a planet like Earth'," says Sara Seager, professor of planetary science and physics at the
Massachusetts Institute of Technology in Cambridge, Massachusetts. "Astronomers
think it is very likely that every single star in our Milky Way galaxy has at least one
planet."

NASA's quest to study planetary systems around other stars started with ground-based
observatories, then moved to space-based assets like the Hubble Space Telescope,
the Spitzer Space Telescope, and the Kepler Space Telescope. Today's telescopes can
look at many stars and tell if they have one or more orbiting planets. Even more, they
can determine if the planets are the right distance away from the star to have liquid
water, the key ingredient to life as we know it.

The NASA roadmap will continue with the launch of the Transiting Exoplanet
Surveying Satellite (TESS) in 2017, the James Webb Space Telescope (Webb
Telescope) in 2018, and perhaps the proposed Wide Field Infrared Survey Telescope -

174
Astrophysics Focused Telescope Assets (WFIRST-AFTA) early in the next decade.
These upcoming telescopes will find and characterize a host of new exoplanets -- those
planets that orbit other stars -- expanding our knowledge of their atmospheres and
diversity. The Webb telescope and WFIRST-AFTA will lay the groundwork, and future
missions will extend the search for oceans in the form of atmospheric water vapor and
for life as in carbon dioxide and other atmospheric chemicals, on nearby planets that are
similar to Earth in size and mass, a key step in the search for life.

"This technology we are using to explore exoplanets is real," said John Grunsfeld,
astronaut and associate administrator for NASA's Science Mission Directorate in
Washington. "The James Webb Space Telescope and the next advances are happening
now. These are not dreams -- this is what we do at NASA."

Since its launch in 2009, Kepler has dramatically changed what we know about
exoplanets, finding most of the more than 5,000 potential exoplanets, of which more
than 1700 have been confirmed. The Kepler observations have led to estimates of
billions of planets in our galaxy, and shown that most planets within one astronomical
unit are less than three times the diameter of Earth. Kepler also found the first Earth-size
planet to orbit in the "habitable zone" of a star, the region where liquid water can pool
on the surface.

"What we didn't know five years ago is that perhaps 10 to 20 percent of stars around us
have Earth-size planets in the habitable zone," says Matt Mountain, director and Webb
telescope scientist at the Space Telescope Science Institute in Baltimore. "It's within our
grasp to pull off a discovery that will change the world forever. It is going to take a
continuing partnership between NASA, science, technology, the U.S. and international
space endeavors, as exemplified by the James Webb Space Telescope, to build the next
bridge to humanity's future."

This decade has seen the discovery of more and more super Earths, which are rocky
planets that are larger and heftier than Earth. Finding smaller planets, the Earth twins, is
a tougher challenge because they produce fainter signals. Technology to detect and
image these Earth-like planets is being developed now for use with the future space
telescopes. The ability to detect alien life may still be years or more away, but the quest
is underway.

Said Mountain, "Just imagine the moment, when we find potential signatures of life.
Imagine the moment when the world wakes up and the human race realizes that its long
loneliness in time and space may be over -- the possibility we're no longer alone in the
universe."

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 HOMEWORK!

WRITE A TEXT ABOUT THE POSSIBILITY WE AREN’T ALONE

IN THE UNIVERSE AND IF YOU DO BELIEVE OR NOT. ARGUE
ABOUT.

WATCH THE AMERICA ACCENT TRANNING!

RESEARCH ON THE YOU TUBE FOR A CHANNEL CALLED

“LEARN ENGLISH WITH STEVE FORD”

MAKE AT LEAST 20 SENTENCES USING THE VERBS BELOW (10

IN THE PAST PERFECT AND 10 IN THE PRESENT PERFECT
CONTINUOUS)

To clap (clapped): aplaudir/golpear To cook (cooked): cozinhar

To clean (cleaned): limpar To copy (copied): copier
To clear (cleared): clarear To correct (corrected): corrigir
To close (closed): fechar To quit (quit): deixar/desistir
To collect (collected): coletar To read (read): ler
To comb (combed): pentear To get rid of (got rid of): se livrar de
To compare (compared): comparer To ride (rode/ridden): andar a/ir de
To compete (competed): competir To ring (rang/rung): rodear
To complain (complained): queixar- To rise (rose/risen): subir
se To run (ran/run): corer
To complete (completed): completer To saw (sawed/sawn): serrar
To concentrate (concentrated): To say (said): dizer
concentrar To see (saw/seen): ver
To concern (concerned): preocupar- To seek (sought): procurar
se To sell (sold): vender
To confess (confessed): confessor To send (sent): mandar/enviar
To confuse (confused): confundir To set (set): estabelecer
To connect (connected): conectar To sew (sewed/sewn): costurar
To consider (considered): considerer To shake (shook/shaken): agitar
To consist (consisted): consistir em To shear (sheared/shorn): podar
To contain (contained): conter To shed (shed): derramar
To continue (continued): continuar To shine (shone): brilhar

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To shoot (shot): atirar (arma)
To show (showed/shown): mostrar
To shrink (shrank/shrunk): contrair-
se
To shut (shut): fechar
To sing (sang/sung): cantar
To sink (sank/sunk): afundar
To sit (sat): sentar-se

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9. LESSON NINE
9.1) PAST PERFECT CONTINUOUS

O Passado Contínuo Perfeito é um tempo verbal que expressa uma

ação que começou no passado e ainda não foi finalizada. Essa ação
continuou até algum tempo ou até alguma outra ação no passado. Formamos
o Passado Contínuo Perfeito com dois elementos:

Forma:

1 - O passado perfeito do verbo “to be”.

2 -Presente particípio do verbo principal.

Vejamos a estrutura do Passado Contínuo Perfeito:

Subject + past perfect of the verb to be + present participle of the main verb/
Sujeito + passado perfeito do verbo “to be” + Particípio presente do verbo
principal

Veja o mesmo exemplo na sentença afirmativa, interrogativa e negativa:

a) They had been waiting for three hours when their parents finally
arrived. / Eles estavam esperando por três horas quando seus pais
finalmente chegaram.

b) Had they been waiting for three hours when their parents finally
arrived? / Eles estavam esperando por três horas quando seus pais
finalmente chegaram?

c) They had not been waiting for three hours when their parents finally
arrived / Eles não estavam esperando por três horas quando seus pais
finalmente chegaram.

Affirmative

a) I had been loving. / Eu estive amando.

b) You had been loving. / Você esteve amando.
c) She/ He/ It had been loving. / Ela/ Ele esteve amando.
d) We had been loving. / Nós estivemos amando.
e) They had been loving. / Eles estiveram amando.

Negative

a) I hadn't been loving. / Eu não estive amando.

b) You hadn't been loving. / Você não estee amando.
c) She/ He/ It hadn't been loving. / Ela/ Ele não esteve amando.

178
 d) We hadn't been loving. / Nós não estivemos amando.
e) They hadn't been loving. / Eles não estiveram amando.

Interrogative

a) Had I been loving? / Nós estivemos amando?

b) Had You been loving? / Você esteve amando.
c) Had She/ He/ It been loving? / Ela/ Ele esteve amando?
d) Had We been loving? / Nós estivemos amando?
e) Had They been loving? / Eles estiveram amando?

Nós usamos o Passado Contínuo Perfeito quando uma ação começou

no passado e não se finalizou até outro período do passado. Expressões
como “for two minutes” (por dois minutos), “for three weeks” (por três
semanas) ou “for one hour” (por uma hora”) podem ser usadas com esse
tempo verbal. Também podemos usá-lo para expressar a causa de algo no
passado.

Exemplos:

a) I had been talking for five hours with my sister before my mum
arrived. / Eu estive conversando com minha irmã por cinco horas antes
que minha mãe chegasse.

b) He had been working at his father’s company for ten years when they
closed. / Ele esteve trabalhando na empresa do pai dele por dez anos
antes de eles fecharem.

c) How long had you been waiting to get the train? / Você tinha
esperado quanto tempo para pegar o trem?

d) My best friend Samantha had been teaching at the university for two
years before she left for Australia. / Minha melhor amiga, Samanta,
esteve ministrando aulas na universidade por dois anos antes de se
mudar para a Austrália.

e) Rodrigo was really tired because he had been walking all day. /
Rodrigo estava realmente cansado porque esteve andando o dia todo.

f) Chris failed the middle term because he had not been going class. /
Cris reprovou na primeira prova porque não estava indo às aulas.

Veja algumas expressões típicas de tempo:

a) For / Para
b) Since / Desde
c) All morning / Toda manhã

All day / Todo dia ou o dia todo

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9.2) FUTURE PERFECT CONTINUOUS

O Futuro Contínuo Perfeito indica uma ação que será completada em

algum ponto no futuro. Ele é um tempo verbal pouco usado pelos nativos do
inglês, o que torna o seu aprendizado um pouco mais difícil. Porém, seu
entendimento é de extrema necessidade para quem busca a fluência na
língua. Uma qualidade marcante desse tempo verbal é que ele expressa algo
muito preciso, pois, quando o utilizamos, passamos a exata intenção do que
queremos dizer para nosso interlocutor.

O Futuro Contínuo Perfeito é formado por dois elementos: o futuro

perfeito do verbo “to be” e o particípio presente do verbo principal.

Exemplo:

"Next Friday, I will have been studying on this book for one week.”/ Na
próxima sexta, fará uma semana que estarei estudando este livro.”

Form: / Forma:

Subject + will + have been + present participle / (Sujeito + will + have been
+ particípio do presente)

She will have been reading.

Subject: She

will + have been: will have been

present participle: reading

Exemplos:

a) As I'll arrive at the airport at 6 p.m, when you arrive at 8 p.m I will
have been waiting you for two hours.

Tradução literal: Como chegarei ao aeroporto às 18hrs, quando você chegar

às 20hrs, fará duas horas que eu estarei esperando por você.

b) By 2018 I will have been living in London for a year.

Tradução literal: Em 2018 fará um ano que eu estarei vivendo em Londres.

c) When I finish the trainee, I will have been learning Math for two
years. /

Tradução literal: Quando eu terminar o estágio, fará dois anos que estarei
aprendendo matemática.

180
 d) By December of next year I will have been working there for six
months.

Tradução literal: Em dezembro do ano que vem, fará seis meses que estarei
trabalhando lá.

Vejamos a conjugação nas formas afirmativa, negativa e interrogativa

do tempo verbal futuro contínuo perfeito:

Nota: A tradução do “future perfect continuous” para a língua

portuguesa é apenas uma tentativa de exemplificar as inúmeras
possibilidades de tradução desse tempo.

9.3) VOCABULARY

9.3.1) OFFICE WORK

Adhesive tape – fita adesiva desk lamp – lâmpada de mesa

(durex) desk set – coleção de mesa
agenda - agenda eraser – borracha
ashtray – cinzeiro laptop - notebook
ballpoint pens – porta-canetas (computador)
calculator – calculadora notebook – caderno de notas
cashbook – livro-caixa paper clips – clipes
computer – computador protractor – régua geométrica
desk – escrivaninha punch –furador
desk drawers – gaveta ruler – régua

181
safe – cofre shelves – estante
set square – esquadro stapler – grampeador
sharpener – apontador swivel chair – cadeira giratória
sheets of paper – pedaços de wall calendar – calendário de
papel parede

9.3.2) SHOPPING

182
Cheap - barato

Customer - cliente

Discount - desconto

Expensive - caro

Price - preço

Sale - saldos

Shop - loja

Shopping bag - saco de compras

Shopping list - lista de compras

Special offer - promoção

To buy - comprar

To sell - vender

To order - encomendar

To go shopping -ir às compras

Cashier - funcionário da caixa

Cash - dinheiro

Change - troco

Checkout - caixa

Complaint - reclamação

Credit card - cartão de crédito

In stock - em estoque

Out of stock - esgotado

Fitting room - provador

Manager - gerente

Shelf - prateleira

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Shop assistant - empregado

9.3.3) GEOGRAPHY

Bay - baía Glacier - geleira

Brook - riacho Gorge - garganta

Canyon - canhão Grove- bosque

Channel - canal Gulf - golfo

Cliff - rochedo Hills- morro

Coast - costa Ice floe - campo de gelo

Creek - córrego Iceberg- icebergue

Crevice - fendido Island - ilha

Desert - deserto Lagoon - laguna

Dunes - dunas Lake - lago

Forest - floresta, selva Marsh- pântano

184
 Meadow - prado Reef - recife

Mountain - montanha Reservoir - reservatório

Mountain range - River - rio

cordilheira
Sea - mar
Narrow pass - desfiladeiro
Shore - praia, costa
Oasis - oásis
Spring - salto
Ocean - oceano
Strait - estreito
Path - caminho
Stream - rio
Peak - pico, cume
Summit - cume
Peninsula - península
Swamp - brejo
Plain - planície
Tributary - afluente
Plateau - planalto
Valley - vale
Pond - tanque
Volcano - vulcão
Prairie - pradaria
Waterfall - cachoeira
Precipice - precipício
Wood - bosque
Ravine - barranco

BASIC EXPRESSIONS AND USEFUL SENTENCES

Post office: agencia de correios

Bank: banco
Mailbox/postbox: caixa de correio
Atm/cash dispenser: caixa eletrônico
Postman: carteiro
Zipcode/postcode: CEP
Mail: correio
Delivery: entrega
Form: formulário
Withdrawal: retirada/saque
Withdraw: retirar

185
Stamp: selo
Exchange rate: taxa de cambio
Postage rates: tarifas postais
WRITING EXERCISE
9.6) JOB INTERVIEW SIMULATION

Honors and Awards: This may include dean's list standings, departmental
awards, scholarships, fellowships, and membership in any honors
associations.

Thesis/Dissertation: Include your thesis or dissertation title. You may also

include a brief sentence or two on your paper, and/or the name of your
advisor.

Research Experience: List any research experience you have, including

where you worked, when, and with whom. Include any publications
resulting from your research.

Work Experience: List relevant work experience; this may include non-
academic work that you feel is worth including. List the employer, position,
and dates of employment. Include a brief list of your duties and/or
accomplishments.

Teaching Experience: List any teaching positions you have held. Include
the school, course name, and semester. You may also include any other
relevant tutoring or group leadership experience.

Skills: List any relevant skills you have not yet mentioned. This may
include language skills, computer skills, administrative skills, etc.

Publications and Presentations: List any publications you have written,

co-written, or contributed to. Include all necessary bibliographic
information. You should also include any pieces you are currently working
on. Include papers you presented at conferences and/or associations: list the
name of the paper, the conference name and location, and the date.

Professional Memberships: List any professional associations to which

you belong. If you are a board member of the association, list your title.

Extracurricular Activities: Include any volunteer or service work you

have done, as well as any clubs or organizations to which you have
belonged. You can also include any study abroad experiences here if you
have not already mentioned them.

9.4) READING ACTIVITY

186
On the morning of 11 September 2001, 19 hijackers took control of four commercial
passenger jets flying out of airports on the east coast of the United States.

Two of the aircraft were deliberately flown into the main two towers (the Twin Towers)
of the World Trade Center in New York, with a third hitting the Pentagon in Virginia.

The fourth plane never reached its intended target, crashing in Pennsylvania. It is
believed that the passengers and crew overpowered the hijackers and took control of the
plane.

Symbolic attacks

The Twin Towers were widely considered to be symbols of America's power and
influence. The Pentagon is the headquarters of the US Department of Defense.

Both 110-floor World Trade Center towers subsequently collapsed and substantial
damage was caused to one wing of the Pentagon. Numerous other buildings at the
World Trade Center site in lower Manhattan were destroyed or badly damaged.

The total loss of life on 9/11 was nearly 3,000, including the 19 hijackers. It was the
worst loss of life due to a terrorist incident on US soil.

The days that followed saw a significant effect on world economic markets and
international confidence.

Suspicion falls on al-Qaeda

Suspicion soon fell on the radical Sunni Islamist group, al-Qaeda ('The Base' in Arabic)
founded in 1988 and led by Saudi-born Osama Bin Laden.

There was good reason for this. Although difficult to confirm, it is thought al-Qaeda's
involvement in world terrorism can be traced back to 1993, with the first World Trade
Center bombing.

Over the next 8 years, al-Qaeda were implicated in a series of major attacks on US
forces: the shooting down of two American Black Hawk helicopters in Somalia in
October 1993, the killing of 19 Americans in a bombing at a military housing complex
in Saudi Arabia in 1996, the bombing of US embassies in Dar Es Salaam and Nairobi in
1998, with the loss of 223 lives, and the suicide attack on the USS Cole in 2000, which
killed 17 servicemen and wounded 39.

In 1996 Bin Laden called for his followers to "launch a guerrilla war against American
forces and expel the infidels from the Arabian Peninsula"

Soon after the 1998 embassy bombings, The Federal Bureau of Investigation placed Bin
Laden on their Ten Most Wanted list, offering a reward of $25million for his capture.

A new kind of enemy

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On the night of 11 September, with al-Qaeda widely believed to have conducted the
attacks, President George W Bush described the events of that day as "evil, despicable
acts of terror" and said the US was "at war with a new and different kind of enemy".
The attack was denounced by governments worldwide.

In October 2001, attacks were launched on Afghanistan by western coalition forces in

conjunction with the anti-Taliban Afghan Northern Alliance

HOMEWORK!

RESEARCH FOR A NEW ON THE INTERNET AND REWRITE WITH YOUR

OWN WORDS.

WATCH THE AMERICA ACCENT TRANNING!

MAKE AT LEAST 20 SENTENCES USING THE VERBS BELOW (10 IN

THE PAST PERFECT CONTINUOUS AND 10 IN THE FUTURE
PERFECT CONTINUOUS)

To cought (coughed): tossir

To count (counted): contar
To cover (covered): cobrir
To crack (cracked): rachar
To crash (crashed): colidir
To crawl (crawled): rastejar/engatinhar
To cross (crossed): cruzar/atravessar
To crush (crushed): esmagar
To cry (cried): chorar
To cure (cured): curar
To damage (damaged): danificar
To dance (danced): dançar
To deceive (deceived): enganar/iludir
To decide (decided): decider
To decorate (decorated): decorar
To delay (delayed): retarder/atrasar
To delete (deleted): deletar
To delight (delighted): deliciar-se deleitar-se
To deliver (delivered): distribuir/entregar
188
To depend on (depended): depender de
To describe (described): descrever
To deserve (deserved): merecer
To sleep (slept): dormer
To slide (slid): deslizar
To smell (smelt): cheirar
To sow (sowed): semear
To speak (spoke/spoken):
To speed (sped): acelerar
To spell (spelt): soletrar
To spend (spent): gastar
To spill (spilt): derramar
To spit (spat): cuspir
To split (split): rachar
To spoil (spoilt): estragar
To spread (spread): espalhar
To spring (sprang/sprung):
To stand (stood): aguentar
To steal (stole/stolen): roubar
To stick (stuck): colar
To sting (stung): picar
To stride (strode/stridden):
To strike (struck): atacar/ atingir
To string (strung): amarrar
To schedule (scheduled): agender/ marcar

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 BRITISH ACCENT

O que é o sotaque Britânico?

A pronúncia da Língua Inglesa conhecida como “Inglês Britânico” é um padrão formal

utilizado na Inglaterra, Escócia, País de Gales e Irlanda do Norte chamado de Received
Pronunciation.

Alongue o “o”:
O som do “o” em Received Pronunciation não é um único som, mas a combinação
longa, que soa como “ôôw”:
Tente alongar o som do “o” nas seguintes palavras:
•no (não)
•go (ir)
•home (casa)
•grow (crescer)
•alone (sozinho)
•tone (tom)

Alongue o “a” em “au”, “al” e “aw”:

Quando o “a” é acompanhado de “u”, “l” e “w”, o som resultante é muito
semelhante ao fonema acima.
Pratique com as seguintes palavras:

190
•call (chamada)
•wall (parede)
•walk (andar)
•talk (falar)
•awful (terrível)
•Paul (Paulo)

Se a última letra de uma palavra for “y”:

Em uma frase, quando uma palavra terminada em “y” é seguida de uma palavra
começando por uma vogal, o som produzido não é contínuo como no Inglês
Americano, mas pronunciado letra por letra.
•Mary is here.
•She is very attractive.
•Some lovely apples.

Encurte o “a” para soar como “aah”:

-Antes do “s”
•fast
•last
•pass

-Antes do “th”
•bath (banheira)
•path (caminho)
•wrath (ira)

Falando com Sotaque Britânico – consoantes

O ‘m” nasal

O som da letra /m/ no Inglês Britânico é produzido somente com o nariz. Com a
boca fechada e o dedo indicador e médio no nariz, é possivel sentir a vibração das
vias nasais ao pronunciar as palavras.
•more (mais)
•hammer (martelo)
•sum (soma)
•mime (mímica)

- O “t” e o “d”
O /t/ e o /d/ desaparecem do final de uma palavra se a próxima começa com uma
consoante, um fenômeno chamado elision.
•I’m going nex(t) week.
•I can’(t) swim.

Duas consonantes iguais:

Quando uma palavra termina na mesma consoante do início da próxima, apenas uma
é pronunciada.

191
•I’m a bi(t t)ired. (Eu estou um pouco cansado)
•We have a lo(t t)o do.

A letra “r”
No Inglês Britânico, não se enrola a língua para pronunciar a letra “r”. Depois de
uma vogal, o “r” geralmente não é pronunciado, a não ser que a próxima palavra
comece com uma vogal – nesse caso, o som do “r” se modifica para uma transição
mais suave entre as palavras:
•ca(r) (carro) – O “r” não é pronunciado
•The ca(r i)s here (O carro está aqui) – O “r” e o “i” se conectam

Grammar

Americans use the present perfect tense less than speakers of British English and a
British teacher might mark wrong some things that an American teacher would say
are correct.

 US Did you do your homework yet?

 Brit. Have you done your homework yet?

 US I already ate.

 Brit. I’ve already eaten.

In British English, ‘have got’ is often used for the possessive sense of ‘have’ and
‘have got to’ is informally used for ‘have to’. This is much less common in
American English.

 Brit. I’ve got two sisters.

 US I have two sisters.

 Brit. I’ve got to go now.

 US I have to go now.

There are a number of other minor grammatical differences.

Vocabulary

There are a lot of examples of different words being used in British and American
English. Here are a few of the commonest.

 angry (Brit.) = mad (US)

 autumn = fall

192
 boot (of a car) = trunk

 chemist’s = drug store

 cupboard = closet

 flat = apartment

 lift = elevator

 nappy = diaper

 pavement = sidewalk

 petrol = gas/gasoline

 rubbish = trash

 tap = faucet

 trousers = pants

There are British words which many Americans will not understand and vice versa.
There are also words which exist in both British and American English but have
very different meanings.

Spelling

There are also a number of different spelling rules between British English and
American English.

1 Some words that end in ‘-tre’ in British English end in ‘-ter’ in American
English.

 US theater, center

 Brit. theatre, centre

2 Some words that end in ‘-our’ in British English end in ‘-or’ in American
English.

 US color, labor

 Brit. colour, labour

3 Some words are shorter in American English than in British English.

 US catalog, program

 Brit. catalogue, programme

193
HOMEWORK!

SOME CHANNELS ON THE YOU TUBE THAT YOU CAN LEARN MORE
ABOUT THE BRITISH ENGLISH:

“SPEAKING ENGLISH WITH MISTERDUNCAN”

“ENGLISH JADE- LEARN ENGLISH”

“LEARN ENGLISH WITH PAPA TEACH ME”

MAKE AT LEAST 20 SENTENCES USING THE VERBS BELOW (USING

SIMPLE PAST, CONDITIONAL, SIMPLE FUTURE AND PRESENT
PERFECT)

To strive (strove/striven): lutar/ambicionar

To swear (swore/sworn): jurar

To sweep (swept): varrer

To swell (swelled/swollen): inchar

To swim (swam/swum): nadir

To swing (swung): balançar

To take (took/taken): pegar

To teach (taught): ensinar

To tear (tore/torn): rasgar

To tell (told): contar/dizer

To think (thought): pensar/achar

To throw (threw/thrown):lancer/atirar

To thrust (thrust): confiar

To tread (trod/trodden): pisar

To understand (understood): entender

To wake (woke/woken): levanter

To wear (wore/worn): vestir

To weave (wove/woven): tecer

To win (won): ganhar

194
To wring (wrung): torcer/retorcer

To write (wrote/written): escrever

To dare (dared): ousar/atrever-se

To destroy (destroyed): destruir

To detect (detected): detector

To develop (developed): desenvolver

To disagree (disagreed): discordar/divergir

To disappear (disappeared): desaparecer

To discover (discovered): descobrir

To dislike (disliked): repugnar

To disgust (disgusted): sentir nojo

To divide (divided): dividir

To double (doubled): dobrar/duplicar

To doubt (doubted): duvidar

To dream (dreamed): sonhar

To dress (dressed): vestir

To drop (dropped): cair/larger/pingar

To drown (drowned): afogar (se)

To dry (dried): secar

To earn (earned): ganhar/adquirir

To educate (educated): educar

To embarrass (embarrassed): constranger

To employ (employed): empregar

To surrender (surrended): entregar-se/render-se

To surprise (surprised): surpreender

To unveil (unveiled): revelar/desvendar

To conceal (concealed): ocultar

195
LESSON 10
What Is Globalization?

Globalization is a process of interaction and integration among the people,

companies, and governments of different nations, a process driven by international
trade and investment and aided by information technology. This process has effects
on the environment, on culture, on political systems, on economic development and
prosperity, and on human physical well-being in societies around the world.

Globalization is not new, though. For thousands of years, people—and, later,

corporations—have been buying from and selling to each other in lands at great
distances, such as through the famed Silk Road across Central Asia that connected
China and Europe during the Middle Ages. Likewise, for centuries, people and
corporations have invested in enterprises in other countries. In fact, many of the
features of the current wave of globalization are similar to those prevailing before
the outbreak of the First World War in 1914.

But policy and technological developments of the past few decades have spurred
increases in cross-border trade, investment, and migration so large that many
observers believe the world has entered a qualitatively new phase in its economic
development. Since 1950, for example, the volume of world trade has increased by
20 times, and from just 1997 to 1999 flows of foreign investment nearly doubled,
from $468 billion to $827 billion. Distinguishing this current wave of globalization
from earlier ones, author Thomas Friedman has said that today globalization is
“farther, faster, cheaper, and deeper.”

This current wave of globalization has been driven by policies that have opened
economies domestically and internationally. In the years since the Second World
War, and especially during the past two decades, many governments have adopted
free-market economic systems, vastly increasing their own productive potential and
creating myriad new opportunities for international trade and investment.
Governments also have negotiated dramatic reductions in barriers to commerce and

196
have established international agreements to promote trade in goods, services, and
investment. Taking advantage of new opportunities in foreign markets, corporations
have built foreign factories and established production and marketing arrangements
with foreign partners. A defining feature of globalization, therefore, is an
international industrial and financial business structure.

Technology has been the other principal driver of globalization. Advances in

information technology, in particular, have dramatically transformed economic life.
Information technologies have given all sorts of individual economic actors—
consumers, investors, businesses—valuable new tools for identifying and pursuing
economic opportunities, including faster and more informed analyses of economic
trends around the world, easy transfers of assets, and collaboration with far-flung
partners.

Globalization is deeply controversial, however. Proponents of globalization argue

that it allows poor countries and their citizens to develop economically and raise
their standards of living, while opponents of globalization claim that the creation of
an unfettered international free market has benefited multinational corporations in
the Western world at the expense of local enterprises, local cultures, and common
people. Resistance to globalization has therefore taken shape both at a popular and
at a governmental level as people and governments try to manage the flow of
capital, labor, goods, and ideas that constitute the current wave of globalization.

Christopher Columbus

Discovers America, 1492

Columbus led his three ships - the Nina,

the Pinta and the Santa Maria - out of the Spanish
port of Palos on August 3, 1492. His objective was
to sail west until he reached Asia (the Indies) where
the riches of gold, pearls and spice awaited. His first
stop was the Canary Islands where the lack of wind
left his expedition becalmed until September 6.

Once underway, Columbus benefited from calm seas

and steady winds that pushed him steadily westward
(Columbus had discovered the southern "Trades"
that in the future would fuel the sailing ships
carrying goods to the New World). However, the

197
trip was long, longer than anticipated by either Columbus or his crew. In order to
mollify his crew's apprehensions, Columbus kept two sets of logs: one showing the
true distance traveled each day and one showing a lesser distance. The first log was
kept secret. The latter log quieted the crew's anxiety by under-reporting the true
distance they had traveled from their homeland.

This deception had only a temporary effect; by October 10 the crew's apprehension
had increased to the point of near mutiny. Columbus headed off disaster by
promising his crew that if land was not sighted in two days, they would return home.
The next day land was discovered.

A New World is Revealed

Columbus's journal of his first voyage to America has been lost. However, we do
have an accurate abstract of the journal written by Bartolome de las Casas in the
1530s. Las Casas was an historian and Columbus's biographer who had access to
the original journal of the voyage. We join Columbus's account as his expedition
approaches the islands of the Bahamas. Throughout the account, Columbus refers
to himself in the third person as the "Admiral":

"Thursday October 11

The course was W.S.W., and there was more sea than there had been during the
whole of the voyage. They saw sand-pipers, and a green reed near the ship. Those of
the caravel Pinta saw a cane and a pole, and they took up another small pole which
appeared to have been worked with iron; also another bit of cane, a land-plant, and a
small board. The crew of the caravel Niña also saw signs of land, and a small branch
covered with berries. Everyone breathed afresh and rejoiced at these signs. The run
until sunset was 27 leagues.

After sunset the Admiral returned

to his original west course, and
they went along at the rate of 12
miles an hour. Up to two hours
after midnight they had gone 90
miles, equal to 22 1/2 leagues. As
the caravel Pinta was a better
sailer, and went ahead of the
Admiral, she found the land, and
made the signals ordered by the
Admiral. The land was first seen
by a sailor named Rodrigo de
Triana. But the Admiral, at ten o'clock, being on the castle of the poop, saw a light,
though it was so uncertain that he could not affirm it was land. He called Pero
Gutierrez, a gentleman of the King's bedchamber, and said that there seemed to be a
light, and that he should look at it. He did so, and saw it. The Admiral said the same

198
to Rodrigo Sanchez of Segovia, whom the King and Queen had sent with the fleet as
inspector, but he could see nothing, because he was not in a place whence anything
could be seen.

After the Admiral had spoken he saw the light once or twice, and it was like a wax
candle rising and failing. It seemed to few to be an indication of land; but the
Admiral made certain that land was close. When they said the Salve, (Salve
Regina) which all the sailors were accustomed to sing in their way, the Admiral
asked and admonished the men to keep a good look-out on the forecastle, and to
watch well for land; and to him who should first cry out that he saw land, he would
give a silk doublet, besides the other rewards promised by the Sovereigns, which
were 10,000 maravedis to him who should first saw it. At two hours after midnight
the land was sighted at a distance of two leagues."

Columbus ordered the three ships to halt and wait for daylight before venturing
further. His journal continues:

"Friday October 12

The vessels were hove to, waiting for

daylight; and on Friday they arrived at a
small island of the Lucayos, called, in
the language of the Indians, Guanahani.
Presently they saw naked people. The
Admiral went on shore in the armed
boat, and Martin Alonso Pinzon, and
Vicente Yanez, his brother, who was
captain of the Niña. The Admiral took
the royal standard, and the captains
went with two banners of the green
cross, which the Admiral took in all the The Santa Maria, Columbus's flagship
ships as a sign, with an F and a Y and a
crown over each letter, one on one side
of the cross and the other on the other.

Having landed, they saw trees very green, and much water, and fruits of diverse
kinds. The Admiral called to the two captains, and to the others who leaped on
shore, and to Rodrigo Escovedo, secretary of the whole fleet, and to Rodrigo
Sanchez of Segovia, and said that they should bear faithful testimony that he, in
presence of all, had taken, as he now took, possession of the said island for the King
and for the Queen his Lords, making the declarations that are required, as is now
largely set forth in the testimonies which were then made in writing."

Shortly after landing, many of the island's inhabitants assembled on the beach and
Columbus gave them gifts of red hats and beads. The natives reciprocated with gifts
of parrots, cotton and other goods. In describing the natives, Columbus wrote:

199
 "They go as naked as when their mothers bore them, and so do the women, although
I did not see more than one girl. They are very well made, with very handsome
bodies, and very good countenances."

HOMEWORK!

WRITE A TEXT ABOUT THE IMPORTANCE TO KNOW OTHER

CULTURES (30 L)

WATCH A DOCUMENTARY ON THE YOU TUBE HISTORY OF

ENGLISH LANGUAGE 2 English Goes Underground doc
series AND WRITE A LITTLE RESUME.

MAKE AT LEAST 20 SENTENCES USING THE VERBS BELOW (IN THE

PAST CONTINUOUS, FUTURE CONTINUOUS, PRESENT PERFETC
CONTINUOUS AND PAST PERFECT CONTINUOUS)

To empty (emptied): esvaziar/descarregar To explode (exploded): exploder

To encourage (encouraged): encorajar To extend (extended): ampliar

To end (ended): terminar To enlighten (enlightened): esclarecer

To enjoy (enjoyed): apreciar/curtir To face (faced): enfrentar

To enter (entered): entrar To fade (faded): extinguir

To entertain (entertained); entreter To fail (faild): falhar

To escape (escaped): escaper To fancy (fancied): preferir/imaginar

To examine (Examined): examiner To fasten (fastened): fixar

To exite (exited): animar To fear (feared): temar

To excuse (excused): perdoar/desculpar To file (filed): arquivar

To exercise (exercised): exercitar To fill (filled): preencher/encher

To exist (existed): existir To finish (finished): terminar/finalizar

To expand (expanded): expandir To fire (fired): incendiar/despedir

To expect (expected): esperar/aguardar To fit (fitted): servir/caber

To explain (explained): explicar To fix (fixed): fixar

200
To flash (flashed): reluzir/brilhar To force (forced): forçar

To float (floated): flutuar/boiar To form (formed): formar

To flood (flooded): inundar To frame (framed): moldar/enquadrar

To flow (flowed): fluir To frighten (frightened): assustar

To flower (flowered): florecr/florir To fry (fried): fritar

To fold (folded): dobrar To threaten (threatened): ameaçar

To follow (followed): seguir To treat (treated): tratar

To fool (fooled): zombar

MAKE 10 SENTENCES USING THE PHRASAL VERBS BELOW (IN THE

SIMPLE PRESENT, SIMPLE PAST AND SIMPLE FUTURE)

To get something/someone across/over: se comunicar

To get along/on: se gostar (um ao outro)

To get around; se locomover/ ter mobilidade

To get away: ficar de ferias

To get way with: fazer sem ser pegar/sem ser punido

To get back: retornar

To get something back: receber algo de Volta

To get back at: se vingar/ retaliar

To get back into: ficar interresado

To get on something: entrar em algo (onibus/trem/aviao/etc…)

To get over something: ficar doente de

To get round to: encontrar tempo

To get together: encontrar

To get up: levanter da cama/ aguentar

To ask someone out: convidar para um encontro

201
To ask around: perguntar a todos

To blow up: exploder

To take apart in: participar

To deal with: tratar/negociar

202
LESSON 11
READ THE RESUME OF THE LAST ACTIVITY
Roman Empire

The Roman Empire emerged from the Roman Republic when Julius Caesar and
Augustus Caesar transformed it from a republic into a monarchy. Rome reached its
zenith in the 2nd century, then fortunes slowly declined with many revivals and
restorations along the way. The reasons for the decline of the Empire are still
debated today, and are multiple.

The Roman Empire was an ancient empire centered around the Mediterranean Sea,
commonly dated from accession of the Emperor Augustus in 27 BC through the
abdication of the last emperor in 476 AD. It was the successor state to the Roman
Republic, and constituted the final period of classical antiquity.

The 500-year-old Roman Republic, which preceded it, had been weakened through
several civil wars. Several events are commonly proposed to mark the transition
from Republic to Empire, including Julius Caesar's appointment as perpetual
dictator (44 BC), and the Battle of Actium (2 September 31 BC), though the Roman
Senate's granting to Octavian the honorific Augustus is most common (16 January
27 BC).

The first two centuries of the empire were characterized by the Pax Romana, which
was a period of unprecedented peace and prosperity. Though Roman expansion was
mostly accomplished under the republic, it continued under the emperors. Notably,
parts of northern Europe were conquered in the 1st century AD, while Roman
dominion in Europe, Africa and especially Asia was strengthened during this time.
Numerous uprisings were successfully put down, notably those in Britain and Judea,
though the latter uprising triggered the suicide of the unpopular Emperor Nero and a
brief civil war.

203
The empire would reach its greatest territorial extent under the emperor Trajan in
117 AD, though most of his gains were given up under his successor. In the view of
Dio Cassius, a contemporary observer, the accession of the Emperor Commodus in
180 AD marked the descent "from a kingdom of gold to one of rust and iron" - a
famous comment which has led some historians, notably Edward Gibbon, to take
Commodus' reign as the beginning of the decline of the Roman Empire. A
succession of unsuccessful emperors followed, and then a period of civil wars and
social unrest during the Crisis of the Third Century.

In the late 3rd century, the emperor Diocletian stabilized the empire and established
the practice of dividing authority between four co-emperors (known as the
tetrarchy). Disorder began again soon after his reign, but order was resorted by
Constantine, who was the first emperor to convert to Christianity and who
established the new capital of the eastern empire, Constantinople. During the
following decades the empire was often divided along an East/West
(Constantinople/Rome) axis.Theodosius I was the last emperor to rule over east and
west, and died in 395 AD after making Christianity the official religion of the
empire.

Beginning in the late 4th century, the empire began to disintegrate as barbarians
from the north overwhelmed Roman control. The crumbling Western Roman
Empire ended in 476 when Romulus Augustus was forced to abdicate to the
Germanic warlord Odoacer.

The empire in the east (known today as the Byzantine Empire but referred to in its
own day as simply the "Roman Empire") continued in various formed until 1453
with the death of Constantine XI and the capture of Constantinople by Mehmed II,
leader of the Ottoman Turks. Because of the Empire's vast extent and long
endurance, the institutions and culture of Rome had a profound and lasting influence
on the development of language, religion, architecture, philosophy, law, and forms
of government in the territory it governed, particularly Europe, and by means of
European expansionism throughout the modern world.

HOMEWORK!

WRITE A TEXT ABOUT SOME CIVILIZATION THAT YOU LIKE.

RESEARCH FOR A NEWS ON THE YOU TUBE (BBC, NEM YOR TIMES
OR CNN) AND WRITE A RESUME.

MAKE AT LEAST 20 SENTENCES USING THE VERBS BELOW (IN THE

FUTURE PERFECT AND FUTURE PERFECT CONTINUOUS)

To gather (gathered): juntar

204
To greet (greeted): cumprimentar/saudar

To graduate (graduated): graduar-se

To guess (guessed): supor/pensar/imaginar

To guide (guided): guiar

To hammer (hammered): martelar

To hand (handed): dar/entregar

To hang (hanged): enforcer

To happen (happened): acontecer

To harm (harmed): prejudicar

To hate (hated): odiar

To huff (hufed): xingar

To head (headed): direcionar

To heat (heated): aquecer

To help (helped0: ajudar

To hunt (hunted): caçar

To hope (hoped): esperar/ter esperança

To hug (hugged): abraçar

To hurry (hurried): apressar

To identify (identified): identificar

To ignore (ignored): ignorer

To imagine (imagined): imaginar

To impress (impressed): impressionar

To improve (improved): melhorar

To include (included): incluir

To increase (increased): aumentar

To influence (influenced): influenciar

To inform (informed): informar

205
To inject (injected): injetar

To injure (injured0: ferir

To introduce (introduced): apresentar/introduzir

To instruct (instructed): instruir

To intend (intended): pretender

To interest (interested): interessar

To interfere (interfered): interfirir

To interrupt (interrupted): interromper

To invent (invented): inventar

To invite (invited): convidar

To irritate (irritated): irritar

To join (joined): juntar-se

To joke (joked): brincar

To judge (judged): julgar

To jump (jumped): pular/saltar

MAKE 10 SENTENCES USING THE PHRASAL VERBS BELOW (IN THE

PRESENT CONTINUOUS, PAST CONTINUOUS, FUTURE CONTINUOUS)

To break down: ficar triste/parar de funcionar

To break in: interromper

To break up: terminar relação/ começar a rir

To break out: escapar

To break out in: desenvolver habilidade

To bring someone down: deixar alguem triste

To bring someone up: cuidar de alguem/criar

To come across: encontrar inesperadamente

206
To come apart: separar

To come down with: ficar doente com

To come forward: ser voluntário

To come from: ser originário de/vir de

To be used to: estar acostumado a

To be due: ter esperança/ esperar algo

To be about to: estar quase a/ estra prestes a

To be supposed to: dever/ ter de

To be up for: querer

To be up to: estar fazendo

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 LESSON 12
READ THE RESUME OF THE LAST ACTIVITY

What is climate change?

Learn about the causes of climate change and how you can
reduce its threat.

ARTICLE
Say Hello to the New Face of Climate Change
Climate change, also called global warming, refers to the rise in average surface
temperatures on Earth. An overwhelming scientific consensus maintains that climate
change is due primarily to the human use of fossil fuels, which releases carbon dioxide
and other greenhouse gases into the air. The gases trap heat within the atmosphere,
which can have a range of effects on ecosystems, including rising sea levels, severe
weather events, and droughts that render landscapes more susceptible to wildfires.

Is climate change real?

There is broad-based agreement within the scientific community that climate change is
real. The U.S. Environmental Protection Agency, the National Aeronautics and Space
Administration, and the National Oceanic and Atmospheric Administration concur that
climate change is indeed occurring and is almost certainly due to human activity.

What are the causes of climate change?

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The primary cause of climate change is the burning of fossil fuels, such as oil and coal,
which emits greenhouse gases into the atmosphere—primarily carbon dioxide. Other
human activities, such as agriculture and deforestation, also contribute to the
proliferation of greenhouse gases that cause climate change.

While some quantities of these gases are a naturally occurring and critical part of
Earth’s temperature control system, the atmospheric concentration of CO2 did not rise
above 300 parts per million between the advent of human civilization roughly 10,000
years ago and 1900. Today it is at about 400 ppm, a level not reached in more than
400,000 years.

What are the effects of climate change?

Even small increases in Earth’s temperature caused by climate change can have severe
effects. The earth’s average temperature has gone up 1.4° F over the past century and is
expected to rise as much as 11.5° F over the next. That might not seem like a lot, but the
average temperature during the last Ice Age was about 4º F lower than it is today.

Rising sea levels due to the melting of the polar ice caps (again, caused by climate
change) contribute to greater storm damage; warming ocean temperatures are associated
with stronger and more frequent storms; additional rainfall, particularly during severe
weather events, leads to flooding and other damage; an increase in the incidence and
severity of wildfires threatens habitats, homes, and lives; and heat waves contribute to
human deaths and other consequences.

Climate change: the debate

While consensus among nearly all scientists, scientific organizations, and governments
is that climate change is happening and is caused by human activity, a small minority of
voices questions the validity of such assertions and prefers to cast doubt on the
preponderance of evidence. Climate change deniers often claim that recent changes
attributed to human activity can be seen as part of the natural variations in Earth’s
climate and temperature, and that it is difficult or impossible to establish a direct
connection between climate change and any single weather event, such as a hurricane.
While the latter is generally true, decades of data and analysis support the reality of
climate change—and the human factor in this process. In any case, economists agree
that acting to reduce fossil fuel emissions would be far less expensive than dealing with
the consequences of not doing so.

What Is Social Responsibility?

Being Socially Responsible means that people and organisations must behave
ethically and with sensitivity toward social, cultural, economic and environmental
issues. Striving for social responsibility helps individuals, organisations and

209
governments have a positive impact on development, business and society with a
positive contribution to bottom-line results.

Individual Social Responsibility (ISR) to achieve Corporate Social Responsibility

(CSP)
ISP may appear to be a new concept in relation to CSP, but it is a concept as old as The
Golden Rule — Do unto others as you would have them do unto you. ISR expands on
this by promoting a proactive stance towards positively influencing and affecting the
people and environments outside your immediate circle. ISR is at the roots of CSR,
because a corporate comprises of individuals and hence determines the social
responsibility culture it creates. This is the intermingled relationship between CSR and
ISR. Individuals are becoming more socially responsible and, in response to this
Corporations and Companies need to become more socially responsible to meet
consumer demand.
The International Organisation for Standardisation (ISO) states: “In the wake of
increasing globalisation, we have become increasingly conscious not only of what we
buy, but also how the goods and services we buy have been produced. Environmentally
harmful production, child labor, dangerous working environments and other inhumane
conditions are examples of issues being brought into the open. All companies and
organisations aiming at long-term profitability and credibility are starting to realise that
they must act in accordance with norms of right and wrong.”

Socially responsible individuals are demanding companies and organisations to become

more socially responsible.

How Does an Individual Become Socially Responsible?

The Workshop for Civic Initiatives Foundation (WCIF), Bulgaria, describes ISR in its
position statement on Social Responsibility as,
“The individual social responsibility includes the engagement of each person towards
the community where he lives, which can be expressed as an interest towards what’s
happening in the community, as well as in the active participation in the solving of
some of the local problems. Under community we understand the village, the small
town or the residential complex in the big city, where lives every one of us. Each
community lives its own life that undergoes a process of development all the time. And
everyone of us could take part in that development in different ways, for example by
taking part in cleaning of the street on which he lives, by taking part in organization of
an event, connected with the history of the town or the village or by rendering social

210
services to children without parents or elderly people. The individual social
responsibility also could be expressed in making donations for significant for the
society causes – social, cultural or ecological. There are many ways of donating, as for
example donating of goods or donating money through a bank account or online”

Social Responsibility can be “negative,” in that it is a responsibility to refrain from

acting (resistance stance) or it can be “positive,” meaning there is a responsibility to act
(proactive stance). Being socially responsible not only requires participating in socially
responsible activities like recycling, volunteering and mentoring, but to actually make it
a lifestyle. Only through a commitment to embrace and embed social responsibility into
your personal value and belief system can you truly become socially responsible in all
you do.

According to The Harris Poll , June 18, 2007[7], when it comes to individual social
responsibility, there are three types of people:
1. Two-thirds of U.S. adults have “Good Intentions” – they believe that social
responsibility is a good idea, and they do what they can in terms of volunteering,
but they do not sacrifice huge amounts of time or money.
2. At the top end of the spectrum, 8 percent of U.S. adults “Practice What They
Preach” and for this group, individual, as well as corporate, social responsibility
is extremely important.
3. One-quarter of U.S. adults, however, follow a philosophy of “To Thine Own
Self Be True” and, for this group, social responsibility has little consequence in
their lives.
On the other hand the trends show that the biggest growth for big charitable
organisations in the world is coming through individuals and not through Corporations
and Governments

HOMEWORK!

WRITE A TEXT ABOUT THE IMPORTANCE OF SOCIAL

RESPONSIBILITY FOR ALL COMPANHIES IN TH WORLD. (30L)

RESEARCH FOR A NEWS ON THE INTERNET AND REWRITE WITH

YOUR OWN WORDS.

211
MAKE AT LEAST 20 SENTENCES USING THE VERBS BELOW (IN THE
SIMPLE PRESENT, PRESENT CONTINUOUS AND PAST PERFECT
CONTINUOUS)

To kick (kicked): chutar

To kill (killed): matar

To kiss (kissed): beijar

To kneel (kneeled): ajoelhar

To knit (knitted): tricotar

To knock (knocked): bater (bater na porta)

To knot (knotted): amarrar

To label (labelled): rotular/classificar

To land (landed): pousar/aterrissar

To last (lasted): manter-se/durar

To laugh (laughed): ris/ gargalhar

To launch (launched): lancer/arremessar

To level (levelled): nivelar/igualar

To lick (licked): lamber

To lighten (lightened): iluminar/aliviar

To like (liked): gostar

To list (listed): alistar/relacionar

To listen (listened): ouvir/escutar

To live (lived): viver/morar

To load (loaded): carregar

To lock (locked): tramcar

To live (lived): viver

To long (longed); ansiar/ desejar saber

To look (looked): olhar/parecer

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To love (loved): amar

To manage (managed): administrar/gerenciar

To march (marched): marchar

To mark (marked): marcar

To marry (married): casar

To match (matched): corresponder/combiner

To measure (measured): medir

To melt (melted): derreter-se

To memorise (memorized): memorizer

To mend (mended0: remendar/consertar

To miss (missed): sentir falta/sentir saudade/perder

To mix (mixed): misturar/combiner

To move (moved): mover/mudar/agir

To multiply (multiplied): multiplicar

To murder (murdered): assassinar

To name (named): nomear

To need (needed): precisar

To note (noted): notar/observer

To notice (noticed): reconhecer/notar

To number (numbered): numerar

MAKE 10 SENTENCES USING THE PHRASAL VERBS BELOW (IN THE

PRESENT PERFECT, PAST PERFECT AND FUTURE PERFECT)

To call around: ligar para todos

To call someone back: ligar para alguem de volta/retornar ligação

To call something off: cancelar

To call on someone: pedir opinião

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To call someone up: telefonar

To do someone/something over: revistar

To do something over: refazer

To do away with something: descartar

To do something up: pegar

To count on someone/something: contar com (no sentido de ajuda)

To end up: decider

To fall apart: quebrar em pedaços

To fall down: cair no chão

To fall out: cair de um interior (carteira/bolsa/etc….)

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ADVANCED ENGLISH
BOOK THREE

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 LESSON 13
READ THE RESUME OF THE LAST ACTIVITY
History of Music

Prehistoric Music

The earliest forms of music were probably drum-based, percussion instruments being
the most readily available at the time (i.e. rocks, sticks). These simplest of simple
instruments are thought to have been used in religious ceremonies as representations of
animals. There was no notation or writing of this kind of "music" and its sounds can
only be extrapolated from the music of (South) American Indians and African natives
who still adhere to some of the ancient religious practices.

As for the more advanced instruments, their evolution was slow and steady. It is known
that by 4000 BCE the Egyptians had created harps and flutes, and by 3500 BCE lyres
and double-reeded clarinets had been developed.

In Denmark, by 2500 BCE an early form of the trumpet had been developed. This
trumpet is what is now known as a "natural trumpet." It is valveless, and depends
completely on manipulation of the lips to change pitch.

One of the most popular instruments today was created in 1500 BCE by the Hittites. I
am talking about the guitar. This was a great step; the use of frets to change the pitch of
a vibrating string would lead to later instruments such as the violin and harpsichord.

In 800 BCE the first recovered piece of recorded music was found. It was written in
cuneiform and was a religious hymn. It should be noted that cuneiform is not a type of
musical notation.

By 700 BCE there are records of songs that include vocals with instrumentals. This
added a whole new dimension to music: accompaniment.

Music in Ancient Rome and Greece

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Greece was the root of all Classical art, so it's no coincidence that Classical music is
rooted in Grecian innovations. In 600 BCE, famed mathematician Pythagorus dissected
music as a science and developed the keystone of modern music: the octave scale. The
importance of this event is obvious. Music was a passion of the Greeks. With their
surplus of leisure time (thanks to slave labor) they were able to cultivate great artistic
skills. Trumpet competitions were common spectator events in Greece by 400 BCE. It
was in Greece that the first bricks in music theory's foundation were layed. Aristotle
wrote on music theory scientifically, and brought about a method of notation in 350
BCE. The work of that genius is still studied today.

The next significant step in music's evolution was by Boethius. In 521 CE he brought
the Greek system of notation to Western Europe, allowing the musicians there to scribe
accurately the folk songs of their lands. Incidentally, it was Boethius who first wrote on
the idea of the opera.

Music in the Middle Ages

Most of the music created after Rome fell was commissioned by the church. The
Catholic religion has a long history of involvement (for better or worse) with the
musical arts. In 600 CE Pope Gregory had the Schola Cantarum built. This was the first
music school in Europe.

Meanwhile in China, music was progressing also: it was reported that in 612 CE there
were orchestras with hundreds of musicians performing for the assorted dynasties.
Although the specific music from this period in China is unknown, the distinct style
supposed to have developed there is reflected even in recent orchestral Asiatic pieces.

In 650 CE a new system of writing music was developed using "neumes" as a notation
for groups of notes in music.

144 years after the Schola Cantarum was built, a singing school opened in the
Monastery of Fuda, fueling the interest in musical vocation. And by 790 CE, there were
splinters of the Schola Cantarum in Paris, Cologne and Metz. In 800 CE the great
unifier Charlemagne had poems and psalms set to music. In 850 CE Catholic musicians
had a breakthrough by inventing the church "modes." These modes would later
metamorphose into today's major and minor scales. In 855 CE, the first polyphonic (2
unrelated melodies/voices at once) piece was recorded, and by 1056 this polyphonic
style replaced Gregorian chants as the music of choice (even after the Church made
polyphonic music "illegal"; this ban was later lifted). In 980 CE, the great tome
Antiphononium Codex Montpellier was scribed.

In 1000 CE Guido D'Arezzo made many improvements in music theory. He first

improved and reworked standard notation to be more user-friendly by adding time
signatures. Then he invented solfege. This is the vocal note scale: do, re, mi, fa, so, la
,ti, do. This innovation has affected almost every modern vocalist.

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In 1100 CE, a new secular movement began. This separation of Church from music was
a straddling one, and soon this new "folk" music was looked down upon as pagan and
borderline blasphemous.

The Renaissance

On the dawn of the Renaissance in 1465 the printing press was first used to print music.
By using a press a composer could organize his pieces and profit from them with great
ease. In 1490 Boethius's writings on opera were republished in Italian.

With the onset of the Renaissance, the rules of music were about to change drastically.
This was the beginning of a new enlightened age that would showcase some of the
greatest musical minds ever produced.

The history of music at this point is best told by the styles that emerged and
thecomposers who lived after the Renaissance.

CELINE DION

From humble beginnings in a rural French Canadian home town, Celine Dion has risen
to international superstardom like a shooting star. Celine has been called the premier
contemporary pop vocalist of the Nineties. She has earned music industry accolades
from around the world: Grammy Awards in the US, Juno and Felix Awards in Canada,
and a World Music Award recognizing her status as the best-selling female artist of all
time. The entire world has seen Celine Dion literally transform herself from a gifted
pre-adolescent into an international superstar.
Born in Charlemagne (a small town 30 miles east of Montreal, Quebec, Canada), Celine
is the youngest of 14 children of a highly musical family. Her parents, both musicians,
operated a small club, and on weekends, the entire family performed and entertained the
local population. From the tender age of 5, Celine sang with her siblings and quickly
acquired the ability to perform live. At the age of twelve, together with her mother and
one of her brothers, Celine composed a French song which would forever alter the
course of her life.
The demo tape containing the song was brought to the attention of René Angélil, a well
respected personal manager. In January 1981, René was so taken by the voice of the
young Celine, that he became determined to make her an internationally known talent –
he even mortgaged his house to finance the recording of Celine’s debut album!
Celine began to receive recognition for her talent in 1982, winning the Gold Medal at
the Yamaha World Song Festival in Tokyo, along with the coveted Musician’s Award
for Top Performer. In 1983, she became the first Canadian ever to receive a Gold
Record in France.
The streak of recognition had only just begun.

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HOMEWORK!
WRITE TEXT ABOUT SONGS, SINGERS AND MUSIC STILE YOU LIKE
MORE AND TELL THE HISTORY OF A FAVOURITE SINGER BRIEFLY.

RESEARCH FOR A VIDEO ON THE YOU TUBE CALLED Amy

Winehouse, Biography
AND LATER WRITE A RESUME WITH YOUR OWN WORDS.

MAKE AT LEAST 20 SENTENCES WITH THE VERBS BELOW (IN THE

PAST PERFECT CONTINUOUS, PRESENT PERFECT CONTINUOUS AND
USING THE MODAL VERBS)

To obey (obeyed): obedecer

To object (objected): contester
To observe (observed): observer
To obtain (obtained): obter
To offend (offended): offender
To offer (offered): oferecer
To open (opened): abrir
To order (ordered): ordenar/pedir
To overflow (overflowed): alagar
To owe (owed): dever(dever dinheiro)
To pack (packed): empacotar
To paint (painted): pintar
To park (parked): estacionar
To pass (passed): passer/ocorrer
To paste (pasted): colar
To pause (paused): pausar
To peel (peeled): descascar
To perform (performed): realizar/cumprir
To phone (phoned): telefonar

219
To plan (planned): planejar
To place (placed): por/colocar
To play (played): jogar/brincar/tocar
To please (pleased): agradar
To point (pointed): apontar
To polish (polished): polir
To possess (possessed): possuir
To post (posted): postar/colocar no correio
To practice (practised): praticar
To pray (prayed): orar/rezar
To precede (preceded): proceder/anteceder
To prefer (preferred): preferir
To prepare (prepared): preparer
To present (presented): apresentar
To press (pressed): apertar/forçar
To pretend (pretended): finger
To prevent (prevented): previnir
To print (printed): imprimir
To produce (produced): produzir

MAKE 10 SENTENCES USING THE PHRASAL VERBS BELOW (IN THE

PAST PERFECT CONTINUOUS, PRESENT PERFECT CONTINUOUS AND
FUTURE PERFECT CONTINUOUS)
To fill in: preencher
To fill something up: encher até o topo
To give someone away: denunciar/
To give away: dar de grace
To give something back: devolver
To give in: ceder
To give up: desistir
To go after someone: seguir alguem
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To go against: se opor
To go ahead: preseguir
To go back: retornar
To go out: sair de casa
To go out with someone: ter encontro om alguem

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 LESSON 14
READ THE RESUME OF THE LAST ACTIVITY

THE LIFE IN UNITED KINGDOM

The United Kingdom is made up of four separate countries: England, Wales, Scotland
and Northern Ireland. More than 61 million people live here.
England, Scotland and Wales share the island of Great Britain, whilst Northern
Ireland occupies the northern end of the adjoining country of Ireland. Great Britain
measures a maximum 874 miles (1,407 km) by road from top to bottom. This is from
John O'Groats in north-eastern Scotland to Land's End at the western tip of Cornwall.
The total land area is 93,000 square miles (244,820 sq km).
England is the largest of the four nations, and the most densely populated, especially
in the South East. Western areas of Great Britain tend to be mountainous and rugged,
and the countryside becomes flatter to the east.
The weather varies according to region, although in general the UK has a mild and
damp climate. Winters are wet rather than very cold, and snow is rare.. Scotland and
Northern Ireland, the most northern parts of the country, have the coldest winters and
most snow. The South is the warmest and driest part of the country. Western areas get
the most rainfall. Students should remember that the British climate is changeable – a
rainy day can be followed by one which is warm and sunny.
London is the capital of the UK and England, and our biggest city. Edinburgh is the
capital of Scotland, Belfast the capital of Northern Ireland and Cardiff the capital of
Wales. for more information.
to go to the VisitBritain website for more information.

History and politics

Britain and the English language have been shaped by other cultures. Roman and
French invaders brought roads, law, and a strong Latin and French input to the English
language.
The King had absolute power until a revolt among high-ranking citizens in 1215.
Parliamentary government was established in 1689 by a Bill of Rights.
Scotland and England were joined in an Act of Union in 1707. Men and women got the
right to vote in 1918, although this was not on an equal basis until 1928.

222
Politics
The Queen is officially head of state and has an active role in Government. Britons are
not citizens, but subjects of the Queen.
The London-based government and Parliament were responsible for the whole UK until
1999 when stronger local government was introduced in Scotland, Wales and Northern
Ireland. Now the Scottish Parliament, the National Assembly for Wales, and the
Northern Ireland Assembly decide many policies, including education and health.
Foreign policy and taxation are still decided centrally.
The UK Parliament, which sits in the House of Commons in London, has Members of
Parliament (MPs) representing every area of the UK, including Wales, Scotland and
Northern Ireland.
There are 646 MPs, each representing an area (constituency). Most belong to one of
the three main political parties. Each parliament can last up to five years, though
elections may be held more often if a Government loses an important vote or think they
would win.
The UK's voting system means that in each constituency the person who gets the most
votes becomes the MP. The biggest political party then forms a Government. The
party's leader becomes the Prime Minister, who then chooses who will join the
Government.
Legislation is debated, amended and passed in the House of Commons and also in the
upper chamber, called the House of Lords. Members of the House of Lords are not
elected. The Queen, who is the head of State, has a major role in the political process.
She is consulted each week by the Prime Minister, is involved in changes of
Government, and plays a formal role in the annual State Opening of Parliament.
The UK is a member of the European Union (EU) but it does not use the Euro.

People in the UK
21st century Britain has a very diverse population. The UK has always welcomed
immigrants and in the past fifty years numbers have dramatically increased, initially
from former British Empire countries and more recently from EU partners. Britain has
also welcomed many refugees.
The biggest changes have been in cities, where shops and restaurants sell food from
many different cultures. Pupils in some London schools have more than 50 different
home languages.
Smaller towns and villages may retain a more traditional British culture. It is illegal to
discriminate against people in the UK because of their race, gender, sexuality or
disability. The UK is a very tolerant society and most people live happily side by side.
Civil partnerships are legal ceremonies which give same-sex couples similar rights
as marriage. Since civil partnerships became law in 2004, and around 8,000 couples a
year have gone through the ceremony.

Languages
English is the official language of the UK. In Wales, around 20 per cent of the
population also speak Welsh, and most official communications, including road signs,
are in English and Welsh.
In Northern Ireland about 7 per cent of the population speak Irish. In Scotland, a small
percentage speaks Scottish Gaelic and a third speak Scots. The most common other

223
languages spoken by people living in the UK include Punjabi, Bengali, Urdu, Sylheti,
Cantonese, Greek and Italian.
Students often ask about the different regional accents in the UK. These do exist but the
pronunciation differences are smaller than would be found between British, Australian
and American English. Teachers and host families will always speak very clearly for
students, and they are unlikely to encounter any problems with local accents.

Family life
Two-thirds of mothers of young children go out to work in the UK, often part-time.
Marriage rates are at their lowest since records began, as people increasingly live
together. On average, women marry at nearly 30 and men at 32.
Civil partnerships are legal ceremonies which give same-sex couples the same rights as
marriage. Since civil partnerships became law in 2004, around 8,000 couples a year
have gone through the ceremony.

Media and communications

The British media is dominated by the public service broadcaster, the BBC. Anyone
who owns a television set must buy an annual television licence, which funds the BBC.
The BBC broadcasts four main television channels, six national radio channels and has
a widely-respected website which covers news, current affairs and entertainment. It
does not show advertisements.
There are several other main television channels available on all television sets, and a
large selection of digital channels only available with special equipment or through a
satellite dish.
National newspapers range from the serious to the sensational. British people love word
jokes – puns – and this is reflected in the headlines of all newspapers.
Public phones are not common now that most people have mobiles, but are available in
pubs and hotels, as well as street phone boxes. They are coin or card operated.
Stamps for letters and cards can be bought in supermarkets and small shops as well as
post offices. You can buy either first class or second class: first class is faster but more
expensive. Red letter boxes for posting are on many streets.

Getting around
Transport links are good and it is possible to get to most places by plane, coach, bus and
train. There are also cycle tracks in many towns and cities, and also long distance routes
across the countryside.

Flying: There are now airports serving the UK's cities and many major towns, and it
can often be cheaper to fly than take the train.

Train travel: All cities and most of the major towns have a train service. Most of the
lines radiate out from London, which has four major railway stations sending trains to
different areas. Long-distance services, such as between London and Edinburgh, are
very fast: local services can be slower. Train travel can be very expensive. It is worth
advising students to buy student travel tickets or to book in advance to get the best deals

Coach travel: National Express coach services cover most of the UK and are very
cheap

224
Driving: We drive on the left in the UK. Students used to automatic cars may need to
specifically request this if they want to hire a vehicle. If your driving licence was issued
outside the UK there may be restrictions on what and for how long you can drive here.
for more information.
Roads are often very busy in the morning and evening, particularly on Fridays and
before national holiday weekends. Radio traffic reports are broadcast regularly

Coach travel: National Express coach services cover most of the UK and are a very
cheap way to travel.

Driving: Unlike most of the world, cars drive on the left in the UK. Students hiring cars
may need to specifically request one with an automatic gear change if this is what they
require. Major roads and those in the cities can become very crowded at peak times in
the morning and evening, particularly on Fridays and before national holidays. Radio
traffic reports are broadcast regularly.
If you are a visitor, resident or student and have a driving licence issued in the country
you have come from, there are certain conditions that affect how long you can drive,
and what you can drive in the UK.
Local travel

Inside London: London's underground train service, often called the Tube, is the
quickest way to get around most of the city although it has limited stops south of the
River Thames. It runs till late at night. There is also an extensive urban overground
railway network.
The bus is a good way to see London and to travel to most areas, though it can be
slower than the Tube. Buy Travelcards (daily, weekly, monthly or annual), or get an
Oyster card which can be topped up with cash for the cheapest way to use London's
public transport. For details see
Black cabs (taxis) can be hailed from the pavement. These are much safer than any
other car service in London.
Driving: This is not the best way to get around London as there is a central area toll (the
congestion charge), it is busy, and parking is difficult and expensive.

Outside London: Major cities have good bus services and often a metro or tram. Cycle
lanes are common on roads and pavements. Towns usually have bus services.
Taxis/private hire cars/minicabs: Taxis are the safest option for getting home late at
night. Drivers are regulated and checked often. Taxis can be hired with a wave on the
street. Private hire cars (also known as mini-cabs) are also regulated but must be
booked.

Travelling outside the UK

The UK is a perfect base for travelling in Europe. There are ferry ports along the east
and south coasts, with direct services to Scandinavia, Holland and France. It is also easy
to get to France through the Channel Tunnel, either on the Eurostar train from London
St Pancras or driving from Dover.
Europe is a short flight from most airports and many airlines offer low-cost tickets. A
Schengen visa allows non-EEA nationals the right to enter any of the 25 Schengen
countries as a visitor for a maximum stay of 90 days in a 6 month period. The United
Kingdom is not currently a member of the Schengen Visa Scheme.

225
If the student is visiting only one country in the Schengen area, they should apply to the
embassy of that country. If visiting several of the 25 countries, they should apply to the
embassy of whichever country is their 'main destination' - the country in which they
plan to spend the most time during their trip.
If visiting several countries in the Schengen area without having a main destination,
they should submit an application to the embassy of the country where they will first
enter the Schengen area.

HOMEWORK!
MAKE A WORDING ABOUT WHICH COUNTRY YOU WOULD LIKE TO
LIVE AND WHY. DESCRIBE ALL FEATURES OF THIS PLACE. (30 L)

RESEARCH FOR A VIDEO ON THE YOU TUBE CALLED Land of Hope

and Glory British Country Life BBC Documentary 2016 AND
WRITE A RESUME.

MAKE AT LEAST 20 SENTENCES USING THE VERBS BELOW (IN THE

SIMPLE PRESENT, CONDITIONAL AND PRESENT PERFECT)
To program (programmed): programar
To promise (promised): prometer
To protect (protected): proteger
To provide (provided): fornecer/prover
To pull (pulled): puxar/extrair
To punish (punished): punir
To push (pushed): empurrar
To queue (queued): enfileirar
To rain (rained): chover
To raise (raised): aumentar
To reach (reached): alcançar/atingir
To realize (realized): perceber
To receive (received): receber
To recognize (recognized): reconhecer
To record (recorded): graver
To reduce (reduced): reduzir

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To reflect (reflected): refletir
To refuse (refused): recusar
To regret (regretted): lamentar
To relax (relaxed); relaxer
To release (released): liberar/libertar
To rely (relied): depender
To remain (remained): permanecer
To remember (remembered): lembrar-se
To remind (reminded): fazer lembrar
To remove (removed): remover
To rent (rented): alugar
To repair (repaired): reparar
To repeat (repeated): repetir
To replace (replaced): substituir
To reply (replied): responder
To report (reported): relater/reporter
To reproduce (reproduced): reproduzir
To request (requested): solicitor
To rescue (rescued): resgatar
To retire (retired): aposentar-se
To return (returned): retornar
To rince (rinced): enxaguar
To risk (risked): arriscar
To rob (robbed): roubar
To row (rowed): remar
To rub (rubbed): massagear
To ruin (ruined): arruinar

MAKE 10 SENTENCES USING THE PHRASAL VERBS BELOW (IN THE

SIMPLE PRESENT, PRESENT PERFECT AND PRESENT PERFECT
CONTINUOUS)
227
To get around: locomover-se
To get excited: animar-se
To grow apart: deixar de ser amigo
To grow back: crecerde novo
To grow up: tornar-se adulto
To grow out of something: ficar grande para
To grow into something: ficar grande para caber
To hand in something: submeter algo
To hand something out: distribuir
To hand something over: dar contra vontade/ de má vontade
To hang in: ficar tranqüilo
To hang on: esperar um pouco
To hang out: relaxer
To hang up: desligar o telephone
To hold someone/something back: previnir
To hold back: esconder emoçoes
To hold on: esperarum pouco
To hold onto: segurar firme
Hold someone/something up: roubar
To come near: aproximar-se
To come on: vir/ aproximar-se
To keep away: afastar-se
To stay back: ficar para trás/ ficar atrás

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 LESSON 15
READ THE RESUME OF THE LAST ACTIVITY

THE INVENTION OF THE INTERNET

Unlike technologies such as the light bulb or the telephone, the Internet has no single
“inventor.” Instead, it has evolved over time. The Internet got its start in the United
States more than 50 years ago as a government weapon in the Cold War. For years,
scientists and researchers used it to communicate and share data with one another.
Today, we use the Internet for almost everything, and for many people it would be
impossible to imagine life without it.

THE SPUTNIK SCARE

On October 4, 1957, the Soviet Union launched the world’s first manmade satellite into
orbit. The satellite, known as Sputnik, did not do much: It tumbled aimlessly around in
outer space, sending blips and bleeps from its radio transmitters as it circled the Earth.
Still, to many Americans, the beach-ball-sized Sputnik was proof of something
alarming: While the brightest scientists and engineers in the United States had been
designing bigger cars and better television sets, it seemed, the Soviets had been focusing
on less frivolous things—and they were going to win the Cold War because of it.

Did You Know?

Today, almost one-third of the world’s 6.8 billion people use the Internet
regularly.

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After Sputnik’s launch, many Americans began to think more seriously about science
and technology. Schools added courses on subjects like chemistry, physics and calculus.
Corporations took government grants and invested them in scientific research and
development. And the federal government itself formed new agencies, such as the
National Aeronautics and Space Administration (NASA) and the Department of
Defense’s Advanced Research Projects Agency (ARPA), to develop space-age
technologies such as rockets, weapons and computers.

THE BIRTH OF THE ARPANET

Scientists and military experts were especially concerned about what might happen in
the event of a Soviet attack on the nation’s telephone system. Just one missile, they
feared, could destroy the whole network of lines and wires that made efficient long-
distance communication possible. In 1962, a scientist from M.I.T. and ARPA named
J.C.R. Licklider proposed a solution to this problem: a “galactic network” of computers
that could talk to one another. Such a network would enable government leaders to
communicate even if the Soviets destroyed the telephone system.

In 1965, another M.I.T. scientist developed a way of sending information from one
computer to another that he called “packet switching.” Packet switching breaks data
down into blocks, or packets, before sending it to its destination. That way, each packet
can take its own route from place to place. Without packet switching, the government’s
computer network—now known as the ARPAnet—would have been just as vulnerable
to enemy attacks as the phone system.

“LOGIN”

In 1969, ARPAnet delivered its first message: a “node-to-node” communication from

one computer to another. (The first computer was located in a research lab at UCLA and
the second was at Stanford; each one was the size of a small house.) The message—
“LOGIN”—was short and simple, but it crashed the fledgling ARPA network anyway:
The Stanford computer only received the note’s first two letters.

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THE NETWORK GROWS

By the end of 1969, just four computers were connected to the ARPAnet, but the
network grew steadily during the 1970s. In 1971, it added the University of Hawaii’s
ALOHAnet, and two years later it added networks at London’s University College and
the Royal Radar Establishment in Norway. As packet-switched computer networks
multiplied, however, it became more difficult for them to integrate into a single
worldwide “Internet.”

By the end of the 1970s, a computer scientist named Vinton Cerf had begun to solve
this problem by developing a way for all of the computers on all of the world’s mini-
networks to communicate with one another. He called his invention “Transmission
Control Protocol,” or TCP. (Later, he added an additional protocol, known as “Internet
Protocol.” The acronym we use to refer to these today is TCP/IP.) One writer describes
Cerf’s protocol as “the ‘handshake’ that introduces distant and different computers to
each other in a virtual space.”

THE WORLD WIDE WEB

Cerf’s protocol transformed the Internet into a worldwide network. Throughout the
1980s, researchers and scientists used it to send files and data from one computer to
another. However, in 1991 the Internet changed again. That year, a computer
programmer in Switzerland named Tim Berners-Lee introduced the World Wide Web:
an Internet that was not simply a way to send files from one place to another but was
itself a “web” of information that anyone on the Internet could retrieve. Berners-Lee
created the Internet that we know today.

Since then, the Internet has changed in many ways. In 1992, a group of students and
researchers at the University of Illinois developed a sophisticated browser that they
called Mosaic. (It later became Netscape.) Mosaic offered a user-friendly way to search
the Web: It allowed users to see words and pictures on the same page for the first time
and to navigate using scrollbars and clickable links. That same year, Congress decided
that the Web could be used for commercial purposes. As a result, companies of all kinds
hurried to set up websites of their own, and e-commerce entrepreneurs began to use the
Internet to sell goods directly to customers. More recently, social networking sites like
Facebook have become a popular way for people of all ages to stay connected.
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The History of Social Media

Today, social media is a term that everyone knows. Even the most remote areas of the
world have at least heard of Facebook and Twitter, and are probably using them on a
regular basis. But it wasn’t always that way. Social media, in its present form, has been
around a relatively short term and even though you probably can’t imagine living
without it now, except for the last few decades, everyone did.

Of course, how you define social media can determine where you actually start
the history of the medium.
For example: some people define communication by letters via the postal service as
social media, but most people define it as the ability to use the internet to share and
communicate instantly with others, even across great distances. That means, that social
media can be traced back to one website in particular – and no, it wasn’t Facebook.

1997: The Birth of Social Media

The first social media site that everyone can agree actually was social media was a
website called Six Degrees. It was named after the ‘six degrees of separation’
theory and lasted from 1997 to 2001. Six Degrees allowed users to create a profile and
then friend other users. Six Degrees even allowed those who didn’t register as users to
confirm friendships and connected quite a few people this way.
From Six Degrees, the internet moved into the era of blogging and instant messaging.
Although blogging may not seem like social media precisely, the term fits because
people were suddenly able to communicate with a blog other instantly as well as other
readers. The term “blog” is a form of the phrase “Weblog” which was coined by Jorn
Barger, an early blogger that was the editor of the site “Robot Wisdom.”

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From there, ICQ was born and most members of Generation X remember ICQ and the
service that was created shortly thereafter, America Online, with AOL’s instant
messenger especially prominent in the social media lineup.

2000: The Internet is Everywhere

By the year 2000, around 100 million people had access to the internet, and it became
quite common for people to be engaged socially online. Of course, then it was looked at
as an odd hobby at best. Still, more and more people began to utilize chat rooms for
making friends, dating and discussing topics that they wanted to talk about. But the
huge boom of social media was still to come.

2003: The First Social Media Surge

Although the younger generation of today might not know about it, back in the early
2000’s the website MySpace was the popular place to set up a profile and make friends.
MySpace was the original social media profile website, leading into and inspiring
websites like Facebook.

But even though MySpace has a very small user base today compared to Facebook and
Twitter, there are musicians who have used MySpace to promote their music and even
be heard by record producers and other artists. Colbie Caillat is an example.

Another website that was one of the beginning social media websites was LinkedIn, still
a social media website today, geared specifically towards professionals who want to
network with each other.

In fact, most of the social media websites we have today are similar to LinkedIn, in that
they are specifically about one particular thing, or they have some kind of unique

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quality that has made them popular. While MySpace was a general social media site,
LinkedIn was, and is still is, meant for professional businesspeople to connect with each
other to network, find jobs and socialize.

2005: Facebook and Twitter

In 2004, Mark Zuckerberg launched what would soon become the social media giant
that would set the bar for all other social media services. Facebook is the number one
social media website today and it currently boasts over a billion users.

However, back in 2004, Facebook (TheFacebook.com then) was launched just for
Harvard students. Zuckerberg saw the potential and released the service to the world at
the website facebook.com.

In 2006, the popularity of text messaging or SMS inspired Jack Dorsey, Biz Stone,
Noah Glass and Evan Williams to create Twitter, a service that had the unique
distinction of allowing users to send “tweets” of 140 characters or less. Today, Twitter
has over 500 million users.

Around 2010: The Rest of the Pack

Before long, there were dozens of other websites providing social media services of
some kind. Flickr was one of the earliest and still is one of the most popular photo
sharing sites, but others include Photobucket and Instagram, with Instagram gaining
popularity today as one of the top social media sites to include on business cards and
other media.
Tumblr, a microblogging website started in 2007 by David Karp and now owned by
Yahoo, is one of the sites that could be seen sprouting up in the late 2000s. Foursquare
was quite a popular website for a while, particularly with smartphones being used so
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extensively, and then there is Pinterest, Spotify, and many others. Some of the most
popular social media platforms in the late 2000’s included: Google Buzz, Loopt, Blippy,
and Groupon.

One of the things that started happening right in this time period is that social media not
only became widely used, it also became widespread in business.

Websites were starting to list their social media addresses, businesses would include
Facebook and Twitter addresses on their television commercials and many tools were
being built to include social media on websites – for example: WordPress plugins that
would allow users to include not only links to their social media websites, but also to
include their latest social media posts directly on their websites.

Social media icons were seen everywhere and it became almost unusual to see
businesses or brands without them.

In addition, social media began to be one of the ways in which internet marketers and
website owners would boost the visibility of their websites. The benefits of social media
marketing for business began to become quite clear to business owners large and small.
Social media bookmarking became quite popular and there were services that would
bookmark a post or a website across dozens or even hundreds of social media services.

Social Media Today

Social media today consists of thousands of social media platforms, all serving the same
– but slightly different purpose. Of course, some social media platforms are more
popular than others, but even the smaller ones get used by a portion of the population
because each one caters to a very different type of person.

235
For example: Instagram caters to the kind of person that communicates through
photographs best, and other platforms such as Twitter are perfect for those who
communicate in short bursts of information. As mentioned, businesses are using social
media to promote their products and services in a brand new way and so each form of
social media serves a purpose that the others available may not.

The Future of Social Media

Although it is impossible to know what the future of social media holds, it is clear that it
will continue. Humans are social animals and the more ability to communicate with
each other on the level that each person likes best, the more prevalent social media will
become. With new and exciting technologies just around the corner, social media will
be interesting to see in the coming decades.

HOMEWORK!

WATCH 3 NEWS ON THE YOY TUBE AND REWRITE WITH YOUR OWN
WORDS.
MAKE AT LEAST 20 SENTENCES USING THE VERBS BELOW (IN THE
SIMPLE PAST, USING THE MODAL VERBS AND IN THE PRESENT
PERFECT)
To rule (ruled): reger/ regrar
To sack (sacked): saquear
To sail (sailed): navegar
To satisfy (satisfaied): satisfazer
To save (saved): salvar
To scream (screamed): gritar
To serach (searched): buscar
To separate (separated): separar
To serve (served): servir

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To settle (settled): estabelecer
To shave (shaved): barbear-se
To shelter (sheltered): proteger/resguardar
To shop (shopped): comprar
To sigh (sighed): suspirar
To sign (signed): assinar/firmar
To signal (signalled): fazer sinais/ assinalar
To sin (sinned): pecar
To ski (skied): esquiar
To slip (slipped): deslizar
To slow (slowed): diminuir a velocidade
To smell (smelled): cheirar
To smoke (smoked): fumar
To sneeze (sneezed): espirrar
To snore (snored): roncar
To snow (snowed): nevar
To sound (sounded): soar (som)
To spell (spelled): soletrar
To spill (spilled): derramar
To spoil (spoiled): malcriar/ estragar
To start (started): começar
To stay (stayed): permanecer/ficar
To stop (stopped): parar
To succeed (succeeded): ter exito
To suffer (sufferd): sofrer
To suggest (suggested): sugerir
To supply (supplied): prover/ fornecer
To glimpse (glimpsed): vislumbrar

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MAKE 10 SENTENCES USING THE PHRASAL VERBS BELOW (IN THE
SIMPLE PRESENT AND THE SIMPLE PAST)
To keep on doing something: continuar fazendo
To keep something from someone: omitir
To keep something up: manter bem/no mesmo nivel
To let down: desapontar
To let someone down: deixar pra baixo
To let someone in: permitir entrar
To log in (on): entrar (logar em site)
To log out (off): sair (site)
To look after someone/something: cuidar
To look for someone/something: procurer
To look forward to something: esperar anciosamente
To look into something: investigar
To look something over: examiner
To look up to someone: respeitar

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 LESSON 16
READ THE RESUME OF THE LAST ACTIVITY
What is economics?
Understanding the discipline

 Why are some countries rich and some countries poor?

 What happened in 2008 to cause the worst recession since the 1930s?
 Why have income and wealth become more unequally distributed over the
past few decades?
 How will population aging affect life in the coming decades?
 How will the workforce change with advances in robotics, automation, and
artificial intelligence?
Economics is a discipline that can help us answer these questions. Economics can
actually be defined a few different ways: it’s the study of scarcity, the study of how
people use resources, or the study of decision-making. Economics often involves topics
like wealth, finance, recessions, and banking, leading to the misconception that
economics is all about money and the stock market. Actually, it’s a much broader
discipline that helps us understand historical trends, interpret today’s headlines, and
make predictions for coming decades.
One of the central tenets of economics is that people want certain things and will change
their behavior to get those things – in other words, people will respond to incentives. A
good school district provides an incentive for parents to try to move to a neighborhood
if they want to ensure their kids get a good education. Lower wages in another country
provide an incentive for a factory to relocate overseas to cut down on costs. High taxes
provide an incentive for people to look for ways to hide their income because they want
to keep more of their money.
Economic study ranges from the very small to the very large. The study of choices by
individuals (like how someone decides to budget their paycheck each month) is
called microeconomics. Researchers have used the tools of microeconomics to measure
the link between health and economic well-being, study the impact of microloans in

239
poor countries, and understand why people never seem to save as much for retirement
as they would like.
The study of governments, industries, central banking, and the boom and bust of the
business cycle is calledmacroeconomics. Macroeconomics can help us answer some of
the biggest questions about how and why recessions occur, how surges in immigration
or gas prices will affect the economy, or what the aging of the Baby Boomer generation
could do to the national debt.
Important public policy debates revolve around questions of economics. Governments
the world over employ economists to help understand how government health programs
will affect the incentives of doctors, whether farm subsidies will raise or lower prices at
the grocery store, and the best ways to fight poverty.
Much of economics involves using data gathered by governments, businesses, or in the
laboratory to test hypotheses about whether a certain program, event, or incentive will
have the expected effect. Another branch of economics focuses on using economic
theory to make predictions about how people and markets will behave.
The American Economic Association is dedicated in part to helping students and the
public at large discover the field of economics. Browse our resources page and check
out the links below to learn more.

Global Economic Crisis

The current financial crisis is the worst the world has seen since the Great Depression of
the 1930s. For younger generations, accustomed to mild recessions of the new phase of
globalization, the misery of the Great Depression is hitherto nothing more than a distant
legend. However, the collapse of two Bear Stearns Hedge funds in summer of 2007

240
exposed what came to be known as the subprime mortgage crisis, reintroducing the
world to an era of bank failures, a credit crunch, private defaults and massive layoffs. In
the new, globalized world of closely interdependent economies, the crisis affected
almost every part of the world, receiving extensive coverage in the international media.
“In an Interconnected World, American Homeowner Woes Can Be Felt from Beijing to
Rio de Janeiro,” observed the International Herald Tribune at the onset of the crisis.
“Chinese Steelmakers Shiver, Indian Miners Catch Flu,” noted the Hindustan Times.
“US and China Must Tame Imbalances Together,” suggested YaleGlobal, as the
frenzied search for a solution continues around the globe.
In this special report, YaleGlobal offers essential information on why the crisis started,
how it affected the industries and consumers around the world, and what solutions have
been proposed by experts and regulators across countries.

HOMEWORK!

WRITE A TEXT ABOUT HOW IS THE BRAZILIAN ECONOMICS? (30L)

RESEARCH ON THE YOU TUBE FOR A VIDEO CALLED The Stock

Market Documentary - World Documentary HD AND WRITE A

RESUME.

MAKE AT LEAST 20 SENTENCES USING THE VERBS BELOW (IN THE

PRESENT CONTINUOUS, PRESENT PERFECT CONTINUOUS)

To support (supported): apoiar

To suppose (supposed): supor

To surprise (surprised): surpreender

To surround (surrounded): rodear

To suspect (suspected): suspeitar

To suspend (suspended): suspender

To switch (switched): agitar/mudar

To use (used): usar

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To wait (waited): esperar

To walk (walked): caminhar

To want (wanted): querer

To warn (warned): advertir

To wash (washed): lavar

To waste (wasted): desperdiçar

To watch (watched): assistir

To weigh (weighed): pesar

To welcome (welcomed): dar boas vindas

To whisper (whispered): susurrar

To whistle (whistled): assobiar

To wipe (wiped): limpar

To wish (wished): desejar

To wonder (wondered): penguntar-se/imaginar

To work (worked): trabalhar

To worry (worried): preocupar-se

To relinquish (relinquished): desistir/renunciar

To renounce (renounced): renunciar

To foreclose (foreclosed): excluir

To exclude (excluded): excluir

To overtake (overtook/overtaken): ultrapassar

To overcome (overcame/overcome): supercar

To dazzle (dazzled): deslumbrar-se

To fiddle (fiddled): perder tempo

To take charge (took/taken): encarregar-se/ tomar posse

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To suffice (sufficed): bastar

To prevail (prevailed): prevalecer

To beg (begged): implorer

To boast (boasted): vangloriar-se

To swallow (swallowed): engolir

To yearn (yearned): ansiar/aspirer

To update (updated): atualizar

MAKE 10 SENTENCES USING THE PHRASAL VERBS BELOW (IN THE

SIMPLE PRESENT AND SIMPLE PAST)

To make up: desculpar-se

To make someone up: maquiar

To mix up: confundir

To pass out: desmaiar

To pass something out: distribuir algo para varias pessoas

To pay someone back: pagar dinheiro devido

To pay for something: ser punido

To pick something out: escolher

To point someone/something out: apontar com o dedo

To put something down: por algo no chão

To put someone down: insultar

To put something off: adiar

To put up with something/someone: tolerar

To put something on: vestir

To run into something/someone: encontrar inesperadamente

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 To run over/through something: revisar

To run over someone/something: atropelar

LESSON 17
READ THE RESUME OF THE LAST ACTIVITY
USOS DA VOZ PASSIVA
1. A voz passiva é empregada para enfatizar mais a ação ou o seu resultado do que
a pessoa que pratica a ação. Assim é enfatizado o que acontece a alguém ou a algo:
Alfred raises cows and pigs. (active voice) - Dá ênfase a Alfred.
Cows and pigs are raised by Alfred. (passive voice) - Dâ ênfase ao que Alfred cria -
vacas e porcos.

2. Em situaçãos formais, na linguagem jornalística, acadêmica e em descrições

técnicas e/ou científicas*:
Heart disease is considered the leading cause of death in the United States.
The balloon is positioned in an area of blockage and is inflated.
* Na maioria das vezes, o agente da passiva não é mencionado nestes tipos de escrita,
pois o mais importante, nestes casos, é o resultado, a ação e não quem a praticou.

3. Usa-se a voz passiva, em Inglês, quando o sujeito é indefinido, equivalente ao

nosso sujeito indeterminado:
They play baseball everywhere in the United States. (active
voice)
(Jogam beisebol por toda parte nos Estados Unidos.)
Baseball is played everywhere in the United States. (passive
voice)
(O beisebol é jogado em toda parte nos Estados Unidos.)

People eat avocado with sugar in Brazil. (active voice)

(No Brasil, as pessoas comem abacate com açúcar.)
Avocado is eaten with sugar in Brazil. (passive voice)
(No Brasil, abacate é comido com açúcar.)
Observe que o uso da voz ativa com they ou people (as pessoas, a gente) é mais comum
na linguagem informal, ao passo que a voz passiva é mais usada na linguagem formal.

4. Em Português, temos a voz passiva analítica (Fernanda foi socorrida por Rafael)
e a voz passiva sintética (Vendem-se roupas usadas); no Inglês, porém, existe
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apenas uma forma para a voz passiva, que equivale às duas formas em Português.
A construção com one (linguagem escrita ou formal) e com you (linguagem falada,
informal) também é empregada nestes casos:
It is said that power and ambition corrupt people. (Diz-se que o poder e a ambição
corrompem as pessoas.)
It is reported that... (Relata-se que...)
English is spoken in Australia. (Fala-se inglês na Austrália.)
A lot of rice is eaten in China. (Come-se muito arroz na China.)
A lot has been written about that. (Tem-se escrito muito sobre isso.)
One doesn't know exactly what happened that night. (Não se sabe ao certo o que
aconteceu naquela noite.)
You never know what to do in a moment like this. (Nunca se sabe/A gente nunca sabe
o que fazer em um momento como esse.)
You can't work in such an environment. (Não se pode trabalhar num ambiente desses.)
You shouldn't believe everything you read. (Não se deve acreditar em tudo o que se
lê.)

5. Somente verbos transitivos podem ser transformados em construção passiva. Verbos

intransitivos não possuem objeto, dessa forma não há como formar o sujeito na voz
passiva, já que o objeto da voz ativa torna-se o sujeito da voz passiva. Alguns verbos
transitivos também não podem ser transformados em construção passiva; a maioria
deles são verbos que se referem a estados e não a ações,
como fit, have, lack, resemble, suit. Veja alguns exemplos de frases com verbos
transitivos em que a voz passiva não ocorre:
They have a nice house. (NOT A nice house is had by
them.)
My shoes don't fit me. (NOT I'm not fitted by my shoes.)
She was having a bath. (NOT A bath was being had by
her.)
Angela resembles a Greek goddess. (NOT A Greek goddess
is resembled by Angela.)
Your mother lacks tact. (NOT Tact is lacked by your
mother.)
6. Em estruturas ativas, os verbos hear, see, make e help podem ser seguidos por objeto
+ verbo no infinitivo sem to, já em estruturas passivas, estes verbos devem ser seguidos
pelo verbo com oto. Observe:
- I saw him (to) come out of the house. (active structure)
He was seen to come out of the house. (passive structure)
- They made him (to) tell them everything. (active structure)

245
He was made to tell them everything. (passive structure)
- They helped him (to) get out of the country. (active structure)
He was helped to get out of the country. (passive structure)

7. Alguns verbos
como say, believe, consider, expect, know, report, think, understand, allegeadmitem duas
formas para a voz passiva. Observe alguns exemplos:

She is said to work 14 hours a day.

ou
It is said that she works 14 hours a
day.

The boy is believed to be wearing a white pullover and blue jeans.

ou
It is believed that the boy is wearing a white pullover and blue jeans.
The strike is expected to end soon. ou It is expected that it will end soon.
He is alleged to have hit a policeman. ou It is alleged that he hit a policeman.
John is said to be working very hard.
ou
It is said that John is working very hard.
Two people are reported to have been injured in the explosion.
ou
It is reported that two people were injured in the explosion.
He has been said to love Lauren. ou It has been said that he loves Lauren.
Mark was believed to have translated the lyrics. ou It was believed that Mark had
translated the lyrics.

8. Para formar a interrogativa, antepomos ao sujeito o verbo auxiliar que compõe o

tempo verbal da voz passiva. Para a negativa, basta acrescentar not ao auxiliar.
Observe:
The office is cleaned every day. (affirmative form)
Is the office cleaned every day? (interrogative form)
The office is not cleaned every day. (negative form)

OBSERVAÇÃO: Os tempos verbais Present Perfect Progressive, Past Perfect

Progressive, Future Progressive e Future Perfect Progressive não são comuns na voz
passiva.

(BE) SUPPOSED TO
- Algumas vezes, (it is) supposed to ... significa o mesmo que (it is) said to ... Observe:

246
I want to see that film. It is supposed to be good. (= it is said to be good.)

Contudo, em alguns casos, supposed to tem um significado diferente. Isso ocorre

quando usamos esta expressão para dizer que algo
é planejado (intended), programado, combinado (arranged) ou esperado(expected).
Veja:
The plan is supposed to be a secret, but everybody seems to know about it.
(= the plan is intended to be a secret.)
What are you doing at work? You're supposed to be on holiday.
(= you are arranged to be on holiday)
Our guests were supposed to come at 8:30, but they were late.
Cecily was supposed to call me last night, but she didn't.
I'd better hurry. I'm supposed to be meeting Erica in ten minutes.

- You are not supposed to do something significa o mesmo que it is not allowed or
advisible:
You are not supposed to park your car here. It is private parking only.
Bernard is much better after his illness, but he is still not supposed to do any heavy
work.

USO DO GET EM CONSTRUÇÃO PASSIVA:

- Às vezes, pode-se usar get ao invés de be na voz passiva:

I got bitten by a dog. (= I was bitten...)

Richard got promoted last weekend. (= Richard was promoted...)

The cat always gets scared when the dog barks. (= The cat always is scared...)
There was an accident, but nobody got hurt. (= ..., but nobody was hurt.)
I never get invited to parties. (= I am never invited to parties.)
→ Get pode ser empregado nos seguintes casos:
1) Para expressar mudanças ou acontecimentos, geralmente inesperados e acidentais:
Mark got hurt in the car crash.
2) Para descrever o feito negativo de uma ação sobre alguém:
The computer got broken.
3) Para descrever rotinas:

247
The gym gets cleaned every Sundays.
4) Para descrever o resultado de uma ação deempenhada por alguém em benefício
próprio:
He worked hard and got elected the Director of the company.
- O uso de get em construções passivas é considerado bastante informal e não é comum
quando nos referimos a ações que ocorreram há muito tempo e ações planejadas:
This house was built in 1815. (NOT This house got built in 1815.)
Parliament was opened on Thursday. (NOT Parliament got opened on Thursday.)
- Existem, porém, muitas outras situações em que o get não pode ser usado. Observe os
exemplos abaixo:
That actor is admired by many people.
NUNCA: That actor gets admired by many people.
Jamey is liked by everybody.
NUNCA: Jamey gets liked by everybody.

CONSTRUÇÃO DA VOZ PASSIVA COM VERBOS QUE EXIGEM

PREPOSIÇÕES:
- Os objetos de verbos que exigem preposições (look at, listen to, pay for, etc) podem
tornar-se o sujeito em construções passivas. Observe:
We have looked at the plan carefully. (active voice)
(objeto)
The plan has been carefully looked at. (passive voice)
(suj.)
Nobody listens to her. (active voice)
(obj.)
She is never listen to. (passive voice)
(suj.)
Somebody has paid for your meal. (active voice)
(objeto)
Your meal has been paid for. (passive voice)
(sujeito)

Atente para a ordem das palavras (word order); a preposição não pode ser
suprimida.
I don't like to be shouted at.

- Se já há objeto direto na oração, o segundo objeto (objeto preposicionado), que vem

depois da preposição, não pode transformar-se em sujeito na voz passiva:

248
They threw stones at him. (active voice)
(o. d.) (o. p.)
Stones were thrown at him. (passive voice)
(suj.)

They stole a bicycle from him. (active voice)

(o. d.) (o. p.)
A bicycle was stolen from him. (passive voice)
(sujeito)

They poured water on us. (active voice)

(o. d.) (o. p.)
Water was poured on us. (passive voice)
(suj.)

Observe que pronomes e substantivos possessivos também não podem tornar-se

sujeito na voz passiva:
They called Mr. Peteron's name. (active voice)
Mr. Peterson's name was called. (passive voice)
I broke her mirror. (active voice)
Her mirror was broken. (passive voice)

NOW, MAKE 5 SENTENCES AND AFTER PUT THEM IN THE PASSIVE

VOICE

THE INDUSTRIAL REVOLUTION

The Industrial Revolution, which took place from the 18th to 19th centuries, was a
period during which predominantly agrarian, rural societies in Europe and America
249
became industrial and urban. Prior to the Industrial Revolution, which began in Britain
in the late 1700s, manufacturing was often done in people’s homes, using hand tools or
basic machines. Industrialization marked a shift to powered, special-purpose machinery,
factories and mass production. The iron and textile industries, along with the
development of the steam engine, played central roles in the Industrial Revolution,
which also saw improved systems of transportation, communication and banking. While
industrialization brought about an increased volume and variety of manufactured goods
and an improved standard of living for some, it also resulted in often grim employment
and living conditions for the poor and working classes.

BRITAIN: BIRTHPLACE OF THE INDUSTRIAL REVOLUTION

Before the advent of the Industrial Revolution, most people resided in small, rural
communities where their daily existences revolved around farming. Life for the average
person was difficult, as incomes were meager, and malnourishment and disease were
common. People produced the bulk of their own food, clothing, furniture and tools.
Most manufacturing was done in homes or small, rural shops, using hand tools or
simple machines.

Did You Know?

The word "luddite" refers to a person who is opposed to technological change. The term
is derived from a group of early 19th century English workers who attacked factories
and destroyed machinery as a means of protest. They were supposedly led by a man
named Ned Ludd, though he may have been an apocryphal figure.

A number of factors contributed to Britain’s role as the birthplace of the Industrial

Revolution. For one, it had great deposits of coal and iron ore, which proved essential
for industrialization. Additionally, Britain was a politically stable society, as well as the
world’s leading colonial power, which meant its colonies could serve as a source for
raw materials, as well as a marketplace for manufactured goods.

As demand for British goods increased, merchants needed more cost-effective methods
of production, which led to the rise of mechanization and the factory system.

250
INNOVATION AND INDUSTRIALIZATION

The textile industry, in particular, was transformed by industrialization. Before

mechanization and factories, textiles were made mainly in people’s homes (giving rise
to the term cottage industry), with merchants often providing the raw materials and
basic equipment, and then picking up the finished product. Workers set their own
schedules under this system, which proved difficult for merchants to regulate and
resulted in numerous inefficiencies. In the 1700s, a series of innovations led to ever-
increasing productivity, while requiring less human energy. For example, around 1764,
Englishman James Hargreaves (1722-1778) invented the spinning jenny (“jenny” was
an early abbreviation of the word “engine”), a machine that enabled an individual to
produce multiple spools of threads simultaneously. By the time of Hargreaves’ death,
there were over 20,000 spinning jennys in use across Britain. The spinning jenny was
improved upon by British inventor Samuel Compton’s (1753-1827) spinning mule, as
well as later machines. Another key innovation in textiles, the power loom, which
mechanized the process of weaving cloth, was developed in the 1780s by English
inventor Edmund Cartwright (1743-1823).

Developments in the iron industry also played a central role in the Industrial
Revolution. In the early 18th century, Englishman Abraham Darby (1678-1717)
discovered a cheaper, easier method to produce cast iron, using a coke-fueled (as
opposed to charcoal-fired) furnace. In the 1850s, British engineer Henry Bessemer
(1813-1898) developed the first inexpensive process for mass-producing steel. Both iron
and steel became essential materials, used to make everything from appliances, tools
and machines, to ships, buildings and infrastructure.

The steam engine was also integral to industrialization. In 1712, Englishman Thomas
Newcomen (1664-1729) developed the first practical steam engine (which was used
primarily to pump water out of mines). By the 1770s, Scottish inventor James Watt
(1736-1819) had improved on Newcomen’s work, and the steam engine went on to
power machinery, locomotives and ships during the Industrial Revolution.

TRANSPORTATION AND THE INDUSTRIAL REVOLUTION

The transportation industry also underwent significant transformation during the

Industrial Revolution. Before the advent of the steam engine, raw materials and finished
251
goods were hauled and distributed via horse-drawn wagons, and by boats along canals
and rivers. In the early 1800s, American Robert Fulton (1765-1815) built the first
commercially successful steamboat, and by the mid-19th century, steamships were
carrying freight across the Atlantic. As steam-powered ships were making their debut,
the steam locomotive was also coming into use. In the early 1800s, British engineer
Richard Trevithick (1771-1833) constructed the first railway steam locomotive. In
1830, England’s Liverpool and Manchester Railway became the first to offer regular,
timetabled passenger services. By 1850, Britain had more than 6,000 miles of railroad
track. Additionally, around 1820, Scottish engineer John McAdam (1756-1836)
developed a new process for road construction. His technique, which became known as
macadam, resulted in roads that were smoother, more durable and less muddy.

COMMUNICATION AND BANKING IN THE INDUSTRIAL REVOLUTION

Communication became easier during the Industrial Revolution with such inventions as
the telegraph. In 1837, two Brits, William Cooke (1806-1879) and Charles Wheatstone
(1802-1875), patented the first commercial electrical telegraph. By 1840, railways were
a Cooke-Wheatstone system, and in 1866, a telegraph cable was successfully laid across
the Atlantic.The Industrial Revolution also saw the rise of banks and industrial
financiers, as well as a factory system dependent on owners and managers. A stock
exchange was established in London in the 1770s; the New York Stock Exchange was
founded in the early 1790s. In 1776, Scottish social philosopher Adam Smith (1723-
1790), who is regarded as the founder of modern economics, published “The Wealth of
Nations.” In it, Smith promoted an economic system based on free enterprise, the
private ownership of means of production, and lack of government interference.

QUALITY OF LIFE DURING INDUSTRIALIZATION

The Industrial Revolution brought about a greater volume and variety of factory-
produced goods and raised the standard of living for many people, particularly for the
middle and upper classes. However, life for the poor and working classes continued to
be filled with challenges. Wages for those who labored in factories were low and
working conditions could be dangerous and monotonous. Unskilled workers had little
job security and were easily replaceable. Children were part of the labor force and often
worked long hours and were used for such highly hazardous tasks as cleaning the
machinery. In the early 1860s, an estimated one-fifth of the workers in Britain’s textile

252
industry were younger than 15. Industrialization also meant that some craftspeople were
replaced by machines. Additionally, urban, industrialized areas were unable to keep
pace with the flow of arriving workers from the countryside, resulting in inadequate,
overcrowded housing and polluted, unsanitary living conditions in which disease was
rampant. Conditions for Britain’s working-class began to gradually improve by the later
part of the 19th century, as the government instituted various labor reforms and workers
gained the right to form trade unions.

INDUSTRIALIZATION MOVES BEYOND BRITAIN

The British enacted legislation to prohibit the export of their technology and skilled
workers; however, they had little success in this regard. Industrialization spread from
Britain to other European countries, including Belgium, France and Germany, and to the
United States. By the mid-19th century, industrialization was well-established
throughout the western part of Europe and America’s northeastern region. By the early
20th century, the U.S. had become the world’s leading industrial nation.

HOMEWORK!

WRITE A LITTLE TEXT ABOUT THE IMPORTANCE OF THE INDUSTRIAL

REVOLUTION FOR ALL WORLD. (20 L)

WATCH THE DOCUMENTARY ON THE YOU TUBE The history of the

Rockefellers AND WRITE A RESUME.

MAKE 10 SENTENCES USING THE PHRASAL VERBS BELOW (IN THE

PRESENT PERFECT CONTINUOUS, PAST PERFECT CONTINUOUS AND
FUTURE PERFECT CONTINUOUS)

To set something up: organizar

To set up: configurar

To switch something off: desligar (coisas à energia)

To switch something on: ligar (coisas à energia)

To take after someone: se parecer

To take something back: pegar de volta

253
To take something apart: quebrar em pedaços

To take off: voar/decolar

To take something off: remover

To take someone out: levar alguem para sair

To tear something up: rasgar em pedaços

To think back: relembrar

To think something over: conciderar

To turn something down: recusar/diminuir volume

To turn something up: aumentar volume

To turn something off: desligar

To turn something on: ligar

To turn up: aparecer derrepente

To host = sediar

To come to terms = começar a aceitar

To make a profit = lucrar

To complain = reclamar

To miss out: perder/sair perdendo

To leave out: deixar para trás

254
LESSON 18
READ THE RESUME OF THE LAST ACTIVITY

Uma dessas expressões é “have nothing to do with something” ou “have nothing to

do with someone“. Isso aí significa “não ter nada a ver com algo” e “não ter nada a
ver com alguém“:

That has nothing to do with me. (Isso não tem nada a ver comigo.)
We had nothing to do with their decision. (Não tivemos nada a ver com a decisão
deles.)
It’s nothing to do with you. Don’t worry! (Não tem nada a ver com você. Não
esquenta!)

Quando a ideia é dizer que não queremos nos envolver com algo, podemos dizer “want
nothing to do with“. Em português, é comum dizermos “não querer saber de algo ou
alguém” para passar a ideia de que não queremos nos envolver nem um pouco. Veja os
exemplos e suas equivalências:

I want nothing to do with that stuff. (Eu não quero nem saber disso.)
I want nothing to do with her. (Não quero nem saber dela.)
We wanted nothing to do with their talk. (A gente não quis nem saber do papo deles.)

Ha uma música cujo título é Sweet Nothing. Esse

título veio da expressão “sweet nothings“. Essa expressão serve para se referir àquelas
palavras românticas que um casal apaixonado diz um ou outro. Mas, são apenas
palavras doces e românticas sussurradas ao pé do ouvido (de novo isso!). Quaisquer
palavras românticas, melosas, carinhosas faladas no ouvido da pessoa amada apenas
para estimular um pouco mais a relação é conhecida como “sweet nothings“

They were whispering sweet nothings to each other. (Eles estavam sussurrando
palavras de amor um ao outro.)
She whispered sweet nothings in my ear. (Ela susurrou juras de amor em meu
ouvido.)
They stared into each other’s eyes and talked sweet nothings. (Eles ficaram um
olhando para outro e trocaram juras de amor.)

Uma expressão que eu acho bem interessante é nothing but. Isso a gente tem de
traduzir como “só“, no sentido de “somente“. Trata-se de uma expressão chatinha às
vezes, pois muita gente ao vê-la fica sem saber direito o que quer dizer. O problema é
que nem sempre dá para traduzir como “só“. Veja as equivalências das sentenças a
seguir e você entenderá melhor a confusão.
255
She had nothing but bad luck. (Ela só teve azar.)
You’re nothing but a jerk. (Você não passa de um babaca.) [melhor que, Você só é
um babaca]
They’ve shown us nothing but kindness. (Ele foram bastante gentis com a gente.)
(melhor que, Eles só nos mostraram gentilezas.)

Quando queremos comparar algo dizendo “não há nada pior que…“, “não há nada
melhor que…“, “não há nada mais interessante que…“, etc., em inglês teremos de usar
a estrutura “there’s nothing worse than…“, “there’s nothing better than…” e o que mais
você quiser.

There’s nothing worse than having no friends. (Não tem nada pior do que não ter
amigos.)

There’s nothing more interesting than watching Discovery Channel. (Não tem nada
mais interessante do que assistir ao Discovery Channel.)
There’s nothing better than being with your family and friends, you know. (Não há
nada melhor do que estar com sua família e amigos, tá ligado!)

Para terminar esta dica, anote aí que tem também uma expressão muito usada quando
queremos dizer que algo é muito simples e fácil de se fazer: there’s nothing to it. Isso
aí já pode ser traduzido como “Fácim, Fácim!“, “Nada demais“, “Simples assim!” e
qualquer outra expressão que temos em português para dizer que algo é muito fácil de
ser feito.

All you have to do is press this button. See! There’s nothing to it! (Tudo o que você
tem de fazer é apertar esse botão. Tá vendo! Fácim, Fácim!)
Anyone can use a computer. There’s nothing to it! (Qualquer um consegue usar um
computador. Muito simples!)

256
 THE FRENCH REVOLUTION

A watershed event in modern European history, the French Revolution began in 1789
and ended in the late 1790s with the ascent of Napoleon Bonaparte. During this period,
French citizens razed and redesigned their country’s political landscape, uprooting
centuries-old institutions such as absolute monarchy and the feudal system. Like the
American Revolution before it, the French Revolution was influenced by Enlightenment
ideals, particularly the concepts of popular sovereignty and inalienable rights. Although
it failed to achieve all of its goals and at times degenerated into a chaotic bloodbath, the
movement played a critical role in shaping modern nations by showing the world the
power inherent in the will of the people.

PRELUDE TO THE FRENCH REVOLUTION: MONARCHY IN CRISIS

As the 18th century drew to a close, France’s costly involvement in the American
Revolution and extravagant spending by King Louis XVI (1754-1793) and his
predecessor had left the country on the brink of bankruptcy. Not only were the royal
coffers depleted, but two decades of poor cereal harvests, drought, cattle disease and
skyrocketing bread prices had kindled unrest among peasants and the urban poor. Many
expressed their desperation and resentment toward a regime that imposed heavy taxes
yet failed to provide relief by rioting, looting and striking.

257
Did You Know?
Over 17,000 people were officially tried and executed during the Reign of
Terror, and an unknown number of others died in prison or without trial.

In the fall of 1786, Louis XVI’s controller general, Charles Alexandre de Calonne
(1734-1802), proposed a financial reform package that included a universal land tax
from which the privileged classes would no longer be exempt. To garner support for
these measures and forestall a growing aristocratic revolt, the king summoned the
Estates-General (“les états généraux”)–an assembly representing France’s clergy,
nobility and middle class–for the first time since 1614. The meeting was scheduled for
May 5, 1789; in the meantime, delegates of the three estates from each locality would
compile lists of grievances (“cahiers de doléances”) to present to the king.

THE FRENCH REVOLUTION AT VERSAILLES: RISE OF THE THIRD

ESTATE

France’s population had changed considerably since 1614. The non-aristocratic

members of the Third Estate now represented 98 percent of the people but could still be
outvoted by the other two bodies. In the lead-up to the May 5 meeting, the Third Estate
began to mobilize support for equal representation and the abolishment of the noble
veto–in other words, they wanted voting by head and not by status. While all of the
orders shared a common desire for fiscal and judicial reform as well as a more
representative form of government, the nobles in particular were loath to give up the
privileges they enjoyed under the traditional system.

By the time the Estates-General convened at Versailles, the highly public debate over its
voting process had erupted into hostility between the three orders, eclipsing the original
purpose of the meeting and the authority of the man who had convened it. On June 17,
with talks over procedure stalled, the Third Estate met alone and formally adopted the
title of National Assembly; three days later, they met in a nearby indoor tennis court and
took the so-called Tennis Court Oath (“serment du jeu de paume”), vowing not to
disperse until constitutional reform had been achieved. Within a week, most of the
clerical deputies and 47 liberal nobles had joined them, and on June 27 Louis XVI
grudgingly absorbed all three orders into the new assembly.

258
THE FRENCH REVOLUTION HITS THE STREETS: THE BASTILLE AND
THE GREAT FEAR

On June 12, as the National Assembly (known as the National Constituent Assembly
during its work on a constitution) continued to meet at Versailles, fear and violence
consumed the capital. Though enthusiastic about the recent breakdown of royal power,
Parisians grew panicked as rumors of an impending military coup began to circulate. A
popular insurgency culminated on July 14 when rioters stormed the Bastille fortress in
an attempt to secure gunpowder and weapons; many consider this event, now
commemorated in France as a national holiday, as the start of the French Revolution.

The wave of revolutionary fervor and widespread hysteria quickly swept the
countryside. Revolting against years of exploitation, peasants looted and burned the
homes of tax collectors, landlords and the seigniorial elite. Known as the Great Fear (“la
Grande peur”), the agrarian insurrection hastened the growing exodus of nobles from
the country and inspired the National Constituent Assembly to abolish feudalism on
August 4, 1789, signing what the historian Georges Lefebvre later called the “death
certificate of the old order.”

THE FRENCH REVOLUTION’S POLITICAL CULTURE: DRAFTING A

CONSTITUTION

On August 4, the Assembly adopted the Declaration of the Rights of Man and of the
Citizen (“Déclaration des droits de l’homme et du citoyen”), a statement of democratic
principles grounded in the philosophical and political ideas ofEnlightenment thinkers
like Jean-Jacques Rousseau (1712-1778). The document proclaimed the Assembly’s
commitment to replace the ancien régime with a system based on equal opportunity,
freedom of speech, popular sovereignty and representative government.

Drafting a formal constitution proved much more of a challenge for the National
Constituent Assembly, which had the added burden of functioning as a legislature
during harsh economic times. For months, its members wrestled with fundamental
questions about the shape and expanse of France’s new political landscape. For
instance, who would be responsible for electing delegates? Would the clergy owe
allegiance to the Roman Catholic Church or the French government? Perhaps most

259
importantly, how much authority would the king, his public image further weakened
after a failed attempt to flee in June 1791, retain? Adopted on September 3, 1791,
France’s first written constitution echoed the more moderate voices in the Assembly,
establishing a constitutional monarchy in which the king enjoyed royal veto power and
the ability to appoint ministers. This compromise did not sit well with influential
radicals like Maximilien de Robespierre (1758-1794), Camille Desmoulins (1760-1794)
and Georges Danton (1759-1794), who began drumming up popular support for a more
republican form of government and the trial of Louis XVI.

THE FRENCH REVOLUTION TURNS RADICAL: TERROR AND REVOLT

In April 1792, the newly elected Legislative Assembly declared war on Austria and
Prussia, where it believed that French émigrés were building counterrevolutionary
alliances; it also hoped to spread its revolutionary ideals across Europe through warfare.
On the domestic front, meanwhile, the political crisis took a radical turn when a group
of insurgents led by the extremist Jacobins attacked the royal residence in Paris and
arrested the king on August 10, 1792. The following month, amid a wave of violence in
which Parisian insurrectionists massacred hundreds of accused counterrevolutionaries,
the Legislative Assembly was replaced by the National Convention, which proclaimed
the abolition of the monarchy and the establishment of the French republic. On January
21, 1793, it sent King Louis XVI, condemned to death for high treason and crimes
against the state, to the guillotine; his wife Marie-Antoinette (1755-1793) suffered the
same fate nine months later.

Following the king’s execution, war with various European powers and intense
divisions within the National Convention ushered the French Revolution into its most
violent and turbulent phase. In June 1793, the Jacobins seized control of the National
Convention from the more moderate Girondins and instituted a series of radical
measures, including the establishment of a new calendar and the eradication of
Christianity. They also unleashed the bloody Reign of Terror (“la Terreur”), a 10-month
period in which suspected enemies of the revolution were guillotined by the thousands.
Many of the killings were carried out under orders from Robespierre, who dominated
the draconian Committee of Public Safety until his own execution on July 28, 1794. His
death marked the beginning of the Thermidorian Reaction, a moderate phase in which
the French people revolted against the Reign of Terror’s excesses.

260
THE FRENCH REVOLUTION ENDS: NAPOLEON’S RISE

On August 22, 1795, the National Convention, composed largely of Girondins who had
survived the Reign of Terror, approved a new constitution that created France’s first
bicameral legislature. Executive power would lie in the hands of a five-member
Directory (“Directoire”) appointed by parliament. Royalists and Jacobins protested the
new regime but were swiftly silenced by the army, now led by a young and successful
general named Napoleon Bonaparte (1769-1821).

The Directory’s four years in power were riddled with financial crises, popular
discontent, inefficiency and, above all, political corruption. By the late 1790s, the
directors relied almost entirely on the military to maintain their authority and had ceded
much of their power to the generals in the field. On November 9, 1799, as frustration
with their leadership reached a fever pitch, Bonaparte staged a coup d’état, abolishing
the Directory and appointing himself France’s “first consul.” The event marked the end
of the French Revolution and the beginning of the Napoleonic era, in which France
would come to dominate much of continental Europe.

HOMEWORK!

RESEARCH A NEWS ON THE INTERNET AND REWRITE.

CREATE A LITTLE TEXT WITH THE VERBS BELOW

To try something on: provar (roupa)

To try something out: testar

To use something up: acabar

To wake up: levanter-se da cama

To warm someone/something up: aumentar temperature/esquentar

To warm up: aquecer-se/preparer para exercício (aquecimento)

To wear off: acabar

To work out: exercitar-se/ ser bem sucedido

To work something out: caulcular

261
To go along with: acompanhar/fazer compania

To keep up with: acompanhar/estar a par de

262
MASTER ENGLISH
BOOK FOUR

263
LESSON 19
READ THE RESUME OF THE LAST ACTIVITY
EXPRESSIOSN WITH GET

get away with murder

» safar-se de algo, não levar a culpa por algo

 He always gets away with murder. (Ele sempre se safa das coisas que apronta.)
 You’ll spoil your kids if you keep letting them get away with murder like that.
(Você vai estragar seus filhos se continuar passando a mão na cabeça deles dessa
maneira.)

get doing something

» começar fazendo algo

 We got talking about the old days. (A gente começou falando sobre os velhos
tempos.)
 I think we should get going. (Acho bom a gente começar indo.)

it gets me… | what gets me…

» o que me incomoda/irrita…

 What gets me is their attitude. (O que me irrita é a atitude delas.)

 It really gets me the way he leaves wet towels on the bathroom floor. (O que me
irrita mesmo é a mania que ele tem de deixar toalhas molhadas no chão do
banheiro.)
get it

» entender alguém ou algo

 Oh, I get it now. (Ah, agora eu entendi.)

 I don’t get it – It doesn’t make any sense. (Não entendo – Isso não faz o menor
sentido.)

get a move on

» anda logo, anda rápido, apresse-se

 Come on, you two, get a move on! (Vamos logo, vocês dois, apressem-se!)
 We need to get a move on if we’re going to catch that train. (A gente precisa
andar rápido se quiser pegar o trem.)

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get to grips with something

» começar a entender algo, começar a lidar com algo (geralmente de um modo mais
sério)

 So far we have failed to come to grips with the magnitude of this problem. (Até
agora nós não conseguimos lidar seriamente com a grandeza deste problema.)
 I’ve never really got to grips with this new technology. (Eu nunca consegui
entender bem esta nova tecnologia.)

get even

» vingar-se, dar o troco, dar na mesma moeda, querer revanche

 I cannot accept the defeat – I want to get even. (Eu não consigo aceitar a derrota
– Eu quero revanche.)
 He swore he’d get even with Lee for humiliating him. (Ele prometeu que ia se
vingar do Lee por ter humilhado ele.)

get rid of something

» livrar-se de algo

 I can’t wait to get rid of that ugly old couch. (Não vejo a hora de me livrar desse
sofá velho horroroso.)
 Get rid of these old shoes! (Joga esses sapatos velhos fora.)

When the going gets tough…

» quando as coisas se complicarem, quando as coisas ficarem complicadas

 When the going gets tough, I will be there to help you. (Quando as coisas se
complicarem, estarei lá para te ajudar.)
 When the going gets tough, just give me a call. (Quando as coisas ficarem
complicadas, me dá uma ligadinha.)

Just getting by

» Estou me virando, levando a vida, empurrando com a barriga (essa é uma resposta
para quando perguntam como estão as coisas)

– So, how are you doing? (E aí, como é que você está?)
– Just getting by. (Me virando. | Dando meus pulos.)

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 ENGLISH HOLIDAYS

There are lots of events you can get involved with in the UK, from street parties to
traditional festivals!
On ‘bank holidays’, most shops, businesses and institutions are closed. Some of the
events below are bank holidays, but not all – and there are different dates in England,
Wales, Scotland and Northern Ireland. Please visit the gov.uk website for a list of all
bank holidays.
There are many more events across the UK, throughout the year. You can find out more
at Visit Britainand Discover Northern Ireland, or browse our Holidays, festivals and
events section for even more ideas – and to read about other international students'
experiences!
So what's going on in 2016? Scroll down or jump straight to:

January

1st – New Year’s Day. On New Year’s Eve (31 December), it is traditional to celebrate
midnight with your friends or family and to sing ‘Auld lang syne’, a folk song with
words by the Scottish poet Robert Burns. The party can last well into New Year’s Day!
Many people make ‘New Year’s resolutions’, promising to achieve a goal or break a
bad habit in the coming year.
In Scotland, the celebration of the new year is called Hogmanay. There are big parties
across the country – expect lots of music, dancing, food and fireworks –
but Edinburgh hosts some of the biggest.
25th – Burns’ Night (Scotland). Many Scottish people hold a special supper (dinner) on
Burns’ Night, a celebration of Robert Burns, with toasts and readings of his poetry. Men
might wear kilts, there may be bagpipe music, and people will almost certainly eat
haggis (the traditional Scottish dish of sheeps’ heart, liver and lungs) with neeps
(turnips) and tatties (potatoes).

February

8th – Chinese New Year. Outside Asia, the world’s biggest celebration of Chinese New
Year is in London – each year there is a parade through Chinatown in the West End,
with free performances of music, dance and acrobatics, a feast of food and fireworks.
There are many more events around the UK, so find out what's on in your area – cities
including Manchester, Nottingham, Liverpool and Birminghamusually host colourful
street parties.

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 Find out more in Chinese New Year.

Chinese New Year in London

(Photo ©VisitBritain/Grant Pritchard)
9th – Shrove Tuesday or ‘Pancake Day’. Lent is the traditional Christian period of
fasting, which lasts for 40 days. Shrove Tuesday is the day before Lent, when
households would traditionally use up their eggs, milk and sugar by making pancakes.
Nowadays, even if they are not religious, many people still make and eat pancakes on
this day.
Some towns in the UK also hold ‘pancake races’, where contestants toss pancakes in a
frying pan while running for the finish line. One of the most famous is in Olney,
Buckinghamshire, where it’s believed the first Pancake Day race took place in 1445.
Find out more about Shrove Tuesday traditions in How to celebrate Pancake Day.
14th – Valentine’s Day. Love is in the air! Historically the Feast of St Valentine,
nowadays this is a celebration of romance. Many people in the UK go out for dinner
with their sweethearts, and give them a Valentine’s card, chocolate or flowers. If you’re
single, you might receive an anonymous card from a ‘secret admirer’! Find out how
students mark the event in our Valentine's Day article.

March

1st – St David’s Day (Wales). St David is the patron saint of Wales, and March 1 is a
celebration of Welsh culture. People in Wales might wear a daffodil and eat cawl, a
soup of seasonal vegetables and lamb or bacon. Events are held across Wales, including
a large parade in Cardiff.
6th – Mother’s Day. Mother’s Day is a day to celebrate motherhood, and to thank
mothers for everything they do throughout the year. Many people give their mothers a
card or gift, treat them to a day out or cook a meal.
17th – St Patrick’s Day (Northern Ireland). The Feast of St Patrick is a national
holiday in Ireland, and is now celebrated by Irish communities all around the world. In
the UK, there are St Patrick’s Day events in cities
including Birmingham, Nottingham, Manchester and London, as well as Belfast. Many
people go out with friends, wearing green or a shamrock symbol (the lucky clover) and
drinking Guinness, the Irish dark beer. Get top tips with our feature How to celebrate St
Patrick's Day in style.
23rd – Holi Day. The 'festival of colours', the end of the winter season in the Hindu
calendar, falls on this day in 2016. In several places in the UK, including London,
Manchester, Bristol and Belfast, people celebrate the event by running through the

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streets and throwing coloured paint all over each other! Check out Celebrating Holi in
the UK to find out more.
25th–28th – Easter weekend. Easter is a Christian holiday celebrating the resurrection
of Jesus Christ. It is always on a Sunday in March or April (called Easter Sunday), and
the previous Friday (Good Friday) and following Monday (Easter Monday) are bank
holidays. People celebrate Easter in different ways, but many give each other chocolate
eggs and eat ‘hot cross buns’ (sweet buns with a cross design), while children decorate
eggs or take part in Easter egg hunts.

April

1st – April Fools’ Day. For one day of the year, it is acceptable – even encouraged! – to
play tricks, pranks and practical jokes. Even newspapers, TV and radio shows often
feature fake stories on April 1. It’s customary to reveal the joke by saying ‘April fool!’
(the person who falls for the joke is the ‘fool’), and to stop playing tricks at midday.
23rd – St George’s Day (England). The legend is that St George was a Roman soldier
who killed a dragon to rescue a princess. He is now the patron saint of England, and this
is England’s national day. You might still see St George’s Cross (a red cross on a white
background, England’s national flag) or events with morris dancing (an English folk
dance), but it is not a bank holiday and most people don’t hold special celebrations.
April 23 is also known as William Shakespeare’s birthday, when events take place to
honour the playwright... and 2016 will be the 400th anniversary of his death. The
British Council is hosting a year-long programme of events to mark this occasion with
Shakespeare Lives. Check out our dedicatedShakespeare Lives section on Education
UK, or visit www.shakespearelives.org to see how you can get involved.

St George's Day at Wrest Park (Photo ©VisitBritain/Grant Pritchard)

May

1st – Beltane. Beltane (or Beltain) is the Celtic festival of fire, which celebrates fertility
and marks the start of summer. With its roots in ancient Scotland, Ireland and the Isle of
Man, modern versions of the event are becoming more popular – some of the largest are
in Edinburgh, Thornborough in Yorkshire andButser Ancient Farm in Hampshire,
where the traditional 30-foot Wicker Man is burned at sunset.
2nd and 30th – Bank holidays. There are two Mondays in May when people have the
day off work or school and (if we’re lucky!) spend some time outdoors enjoying the
spring sunshine.

June

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13th – The Queen’s Official Birthday. Although the Queen’s real birthday is on the
21st of April, it has been a tradition since 1748 to celebrate the king or queen’s birthday
in June. A military parade known as Trooping the Colour is held in London, attended by
the Royal Family. (Click here to see footage of the procession!)
19th – Father’s Day. Father’s Day is a day to show appreciation to fathers,
grandfathers, stepfathers and fathers-in-law. Many people in the UK give their father a
card or gift, have a meal together or go out for drinks.
21st – Summer solstice. The ancient monument of Stonehenge in Wiltshire has its true
moment in the sun as people celebrate the longest day and shortest night of the year.
Stand inside the monument facing northeast, toward a stone outside the circle called the
Heel Stone, and you'll see the sun rise like a blazing fire – a sight that brings in pagans
and sun-lovers of all beliefs!

Sunrise over Stonehenge (Photo ©VisitBritain/Richard Allen)

27th–July 10th– Wimbledon Tennis Championships. Wimbledon, the world’s oldest
tennis tournament, is a summer highlight for sports fans. Held at the All England Club
in London since 1877, Wimbledon is known for the tennis players’ white dress code and
the tradition for spectators to eat strawberries and cream. Find out more in Sport in the
UK.

July

5th – Eid al-Fitr. Marking the end of the month-long fast of Ramadan, Eid al-Fitr is
widely celebrated by Muslim communities in the UK. Each community usually
organises its own events, but there are some large celebrations and feasts in city centres,
such as in London and Birmingham.
29th–6th August – Eisteddfod. The National Eisteddfod is Wales’ biggest artistic event
and one of Europe's oldest cultural festivals. This is a chance to hear Welsh music and
literature, see dance and theatre performances, shop for books and crafts, and much
more.

August

5th–29th – Edinburgh Festival Fringe. The largest arts festival in the world, ‘the
Fringe’ features over 40,000 performances and more than 2,500 shows at 250 venues.
Any type of performance may participate, across theatre, comedy, music and dance, and
many students visit Edinburgh to put on their own shows. For more, read our Edinburgh
Festivals guide.

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27-28th – Notting Hill Carnival. Held in west London over a bank holiday
weekend, Notting Hill Carnivalis Europe’s biggest street festival. Around 1 million
people go to see colourful floats and dancers in flamboyant costumes, hear music from
salsa to reggae, and taste Caribbean food from street stalls. Bring your party spirit,
enough cash and a lot of patience – it can be very crowded.

Notting Hill Carnival (Photo ©VisitBritain/Jon Spaull)

September

16th–20th – London Fashion Week. London Fashion Week sets the global fashion
agenda, alongside the other big shows in Paris, Milan and New York. These are for
industry insiders, but you can get tickets to London Fashion Weekend for a taste of the
fashion show experience. There are two each year – the first London Fashion Week is in
February, with the Weekend on 19-23 February. Students get involved too, with events
including student and graduate showcases and networking opportunities. Find out more
in our London Fashion Week article.

October

31st – Halloween. The modern way of celebrating Halloween is based on the Christian
feast of All Hallows’ Eve and the Celtic festival of Samhain. Children go trick-or-
treating (knocking on neighbours’ doors to ask for sweets) or carve pumpkins, while
older students go to parties and Halloween events at pubs, clubs or Students’ Unions.
The important thing is to dress up as gruesomely as you dare!
If you want to get really spooky, check out our Haunted UK article to find out how to
visit the scariest locations in the UK.

November

All month – Movember. If you’re seeing more moustaches than usual, you’re not
imagining it – throughout November, the charity campaign of Movember invites men to
grow a moustache and raise awareness of men’s health issues.
5th – Bonfire night. Historically, this marks the anniversary of Guy Fawkes’ plot to
blow up the House of Lords and assassinate King James I in 1605 – the failed
'gunpowder plot' is remembered in the children’s rhyme ‘Remember, remember the 5th
of November; gunpowder, treason and plot’. Today, it is commemorated with
spectacular displays of fireworks.
There will be firework displays in most cities, but one of the best places to be is in the
medieval town ofLewes, East Sussex – here, the fireworks are accompanied by
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colourful parades, music, costumes and the traditional ‘guy’, an effigy made of straw or
paper to burn on the bonfire.
Find out more in An international student's guide to Bonfire Night.
11th – Remembrance Day. Each year in the UK, November 11 is a memorial day to
honour members of the armed forces. The aim is to remember those who lost their lives
in battle, so many peace campaigners also support the event. The Royal British
Legion charity sells paper poppy flowers to raise funds for veterans and their families
(the poppy is a symbol of Remembrance Day), and it is customary to observe a two-
minute silence at 11am.
30th – St Andrew’s Day (Scotland). Honouring its patron saint, St Andrew’s Day is
Scotland’s national day. There are many events across Scotland, including traditional
meals, poetry readings, bagpipe music and country dancing. This is a great opportunity
to go to a ceilidh – a party with Gaelic folk music and dancing. Fortunately, there is
usually a ‘dance caller’ to teach the steps!
30th – Diwali. Diwali (or Deepavali) is the Festival of Lights for Hindu, Sikh and Jain
communities. Cities including Leicester (which hosts one of the biggest Diwali
celebrations outside India), London and Nottingham have extravagant street parties with
traditional food, music, crafts and dancing – and of course, displays of lights, lanterns,
candles and fireworks. Read Celebrating Diwali in the UK to find out more.

December

London's Trafalgar Square in December (Photo ©VisitBritain/Britain on View)

Throughout December, there are countless winter markets and festive visitor attractions
across the UK. Look out for events advertised in local magazines and at your school,
college or university, or check out our December Diary countdown! Some of our
favourites are:
 Winter Wonderland in London’s Hyde Park. In addition to a traditional Christmas
market, this huge site features carnival rides, two circuses, an ice skating rink,
fake snow and an exhibition of ice sculptures… and enough hot chocolate and
mulled wine to keep you warm.
 Hogwarts in the snow, a wintry version of the Harry Potter tour at Warner Bros.
Studios in Leavesden (near London). Watch snow fall over the original model of
Hogwarts castle, and see the Great Hall set for Christmas dinner.
 Birmingham’s Frankfurt Christmas Market, the largest German market outside
Germany and Austria, complete with glühwein (mulled wine), wursts (sausages),
pretzels and sweet treats. You can also shop for unique gifts from local artists at
the Craft Fair.
 The winter festival at the Eden Project in Cornwall. Usually an educational
ecology park, in December the Eden Project is transformed with Christmas trees, a
choir, real reindeer and an ice rink, with ice skating classes for all ages.
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  Belfast’s Christmas Market. If you’re studying in Northern Ireland, visit the
multicultural market outside Belfast’s City Hall for festive food and drink from
around the world, crafts, gifts and Christmas decorations.
 Pantomimes. The traditional Christmas ‘panto’ is a mix of slapstick comedy and
musical theatre, with silly costumes and audience participation. Pantomimes are
usually for children, but it’s worth seeing one for a uniquely British experience.
24 –1st Jan – Hanukkah. Jewish communities across the UK will be celebrating
th

Hanukkah (Chanukah), the Festival of Lights, from December 6 to 14 in 2015. In

London, the Menorah in Trafalgar Square is the largest in Europe. It’s usually lit by the
Mayor of London on the first day of Hanukkah, at an event with free doughnuts and live
music.
25th – Christmas. Most people in the UK celebrate Christmas, even if they are not
religious. There will be Christmas trees, presents, carol singing, mulled wine (warm,
spiced red wine), mince pies (small pies with a sweet fruit filling) and if it snows,
snowmen and snowball fights! The traditional Christmas dinner is a whole roast turkey
with roast potatoes, vegetables, gravy and Christmas pudding for dessert (a steamed
sponge pudding with dried fruit) – but each family has its own variations. Read our
students' guide to a UK Christmas.
26th – Boxing Day. The day after Christmas is called Boxing Day, and is a bank holiday
in the UK. It’s believed to have been named after the ‘Christmas box’ of money or gifts
which employers used to give to servants and tradesmen. Nowadays, there are no
particular Boxing Day customs, but most people spend the day with their families,
going for a walk, watching sports or eating the Christmas leftovers.

HOMWORK!

WRITE A TEXT ABOUT THE HOLIDAYS YOU LIKE MORE AND WHY. (30
L)

WATCH THE DOCUMENTARY ON THE YOU TUBE History of the

British Empire │Documentary Full Movie AND WRITE A RESUME.

RESEARCH A NEW IN ENGLISH AND REWRITE.

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LESSON 20
READ THE RESUME OF THE LAST ACTIVITY

Expressões com a palavra Thing

Você talvez não saiba disso, mas a palavra “thing” é uma das mais usadas em inglês.
Portanto, esta é uma daquelas palavrinhas que deve estar na ponta da língua.

Mas, não se engane! Ter a palavra “thing” na ponta da língua não é o mesmo que saber
seu significado mais comum: coisa. Veja alguns exemplos:

 What’s that thing over there? (O que é aquela coisa ali?)

 This is the kind of thing I hate. (Esse é o tipo de coisa que odeio.)
 Who’s left this thing here? (Quem deixou essa coisa aqui?)
 Can you bring me a few things from the supermarket? (Você pode me trazer
umas coisas do mercado?)
 You can put your thing in that drawer? (Você pode colocar suas tralhas naquela
gaveta?)

Veja que podemos ainda, em um contexto bem mais informal, traduzir “thing”
por troço, bagulho, treco, tralha. Muitas vezes essas são sinônimos informais para a
palavra “coisa” em português. Logo, não há problema algum em usá-las.

Mas, como eu disse antes, saber só isso não significa que você já sabe tudo sobre a
palavra “thing”. Afinal, o que faz com que essa palavrinha seja tão comum em inglês é a
quantidade de expressões que existem com ela.

Assim, vale muito a pena aprender expressões com a palavra thing. Assim, compartilho
abaixo algumas expressões comuns para deixar você ainda mais com o Inglês na Ponta
da Língua.

THE MAIN THING

» o mais importante

 The main thing is that you keep calm. (O mais importante é que você mantenha
a calma.)
 I think the main thing right now is what we’re not hearing. (Eu acho que o mais
importante no momento é o que nós não estamos ouvindo.)
 We gotta keep the main thing the main thing. (Temos de manter o mais
importante como o mais importante.)

Uma coisa curiosa a ser dita aqui é que quando usamos “thing” junto com um adjetivo,
podemos simplesmente não traduzir a palavra “thing”:

 The funny thing was, Greg had more money than I did. (O estranho era que o
Greg tinha mais dinheiro que eu.)

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  The best thing is, John isn’t there anymore. (O melhor é que o John não está
mais lá.)
 The weird thing was Mary trying to open the door. (O estranho era a Mary
tentando abrir a porta.)

(YOU) WON’T FEEL A THING

» (você) não vai sentir nadinha

Seguindo esse mesmo rumo, há também a expressão “I didn’t see a thing”, que
significa “eu não vi nadinha”. Lembrando que você pode mudar as pessoas e o tempo
verbal nessas sentenças:

 He didn’t feel a thing. (Ele não sentiu nadinha.)

 They haven’t seen a thing. (Elas não viram nada.)
 I’m not feeling a thing not at all. (Eu não estou sentido nadinha nadinha.)
 We haven’t seen a thing like that till now. (A gente não tinha visto nada assim
até o momento.)

NOT KNOW A THING ABOUT

» não saber nada sobre algo, não saber o básico sobre algo, não entender nada sobre
algo

 She doesn’t know a thing about computers. (Ela não entende nada de
computadores.)
 We don’t know a thing about them. (A gente não sabe nada sobre eles.)
 Thomas was wise enough to know he really didn’t know a thing about love. (O
Thomas era esperto o bastante para reconhecer que ele não entendia nada
sobre o amor.)
 Jean confessed she didn’t know a thing about cooking when she got married. (A
Jean confessou que ele não sabia nada de cozinha quando se casou.)

THE THING IS

» Essa expressão costuma ser usada usada para explicar algo, identificar um ponto
central em uma conversa. Pode ser traduzida como: o lance é que, o lance é o seguinte,
o fato é que, o fato é o seguinte.

 The thing is, they just don’t have enough police on duty at night. (O fato é que
simplesmente não há policiais o suficiente no turno da noite.)
 Well, the thing is, I’m not in the mood today. I just wanna stay in and relax.
(Bom, o lance é o seguinte: não estou muito animado hoje. Eu só quero ficar em
casa e relaxar.)

Caso queiramos acrescentar um outro ponto, aí é só dizer: the other point is.

274
  The other thing is, government seems to be not interested in investing on
security and hiring more police officers. (O outro fato é o goveno não parece
estar interessado em investir na segurança e contratar mais policiais.)

THE ONLY THING IS

» Essa é usada para ressaltar um problema; logo, podemos traduzi como o único
problema é que

 The only thing is, we don’t have enough money to buy a new computer. (O
único problema é que não temos dinheiro o bastante para comprarmos um novo
computador.)

Para encerrar esta dica, tenho de dizer que a palavra thing é muitas vezes usada para se
referir a algo que é comum entre as duas pessoas. Ou seja, um assunto conversado
anteriormente e que é comum às pessoas. Veja o pequeno diálogo abaixo:

– Hey, remember that thing? (Ei, lembra daquele lance?)

– What thing? (Que lance?)
– The thing I told you last Sunday!? (O lance que te contei no domingo)
– Oh! That thing! Yeah, what about it? (Ah! Aquele lance! Sim, o que que tem?)

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 How France Became the Fashion Capital of The World

Chanel, Dior, Saint Laurent, Hermes, Louis Vuitton…the list is extensive and ever-
expanding. French designers have long created the most renowned and coveted fashion
brands in the world. Stylistically innovative and technically exceptional, the outstanding
reputation of the French clothing industry can be traced as far back as the 17th century,
and it is a reputation that has only continued to strengthen since.

The French arguably owe their original chic to King Louis XIV, the ‘Sun King’ whose
reign began in 1643. Louis had particularly lavish taste, evident in the
spectacular Palace of Versailles (the expansion of which he commissioned) as well as in
the way that he dressed. Recognizing the importance of luxury goods to the national
economy, Louis brought a number of artistic industries, including the textile trade,
under the control of the royal court, which became the worldwide arbiter of style. For
centuries to come, the highest quality fabric and materials were to be found in France.
Thus when the craft of haute couture (fitting clothing to a specific client) flourished in
the late 19th century, seamstresses and tailors had no choice but to establish their
premises in France. Charles Frederick Worth, the Englishman credited with developing
a haute couture industry, was the first to open his business on Paris’s Rue de la Paix,
with several other fashion houses following suit – Paul Poiret and Madeleine Vionnet

276
among them. Before long, Paris had become a thriving fashion hub, while French
designs were being replicated the world over.
Of these fashion houses, arguably the most famous – as remains the case today – was
that of Coco Chanel. To say that Chanel changed the fashion industry would be an
understatement – she completely deconstructed women’s clothing as it had been known
by eradicating the corset, an incredibly painful undergarment which manipulated the
upper-body into the culturally-idealistic shape. She instead favored loose free-flowing
designs, the popularity of which soared during the 1920s, becoming the look that was to
define an era – the ‘flapper style.’
France’s fashion industry significantly languished during the Second World War. Under
Nazi occupation Chanel’s store was forced to close, along with several other maisons de
couture. The USA took advantage of the opportunity to establish its own sartorial
presence, diverting the attention of the press towards American designers like Claire
McCardell.

After years of strict rationing and textile shortages, the clothing industry’s revival was
to be brought around by yet another French visionary. Christian Dior dominated post-
war fashion with what came to be known as the ‘new look.’ Characterized by a nipped-
in waist and an A-line skirt falling to mid-calf, the ‘new look’ made for a feminine and
elegant silhouette. It was controversial at first, not least because Dior’s extravagant
garments required a great deal of fabric amidst ongoing shortages in the war’s
aftermath. In response to criticism, the French designer defiantly declared that
‘Europe has had enough of bombs, now it wants to see fireworks.’ Promoting post-war
optimism, Dior’s house was subsequently inundated with orders, reinstating Paris as the
most fashionable city in the world.
The 20th century saw a plethora of designers surface. In Paris, the likes of Hubert de
Givenchy and Pierre Balmain emerged, both of whom maintained the reputation of the
French industry. But there was an increasingly significant level of competition arising
from both the USA and Italy, where in 1951 businessman Giovanni Battista Giorgini
arranged a show promoting the work of Italian designers, which proved remarkably
successful and served to establish the country as a powerful fashion contender.

But perhaps the most significant challenge to France’s preeminence came during the
1960s. ‘Youth culture’ was rapidly developing in London, with Mary Quant leading the
charge. Quant was a British designer whose daringly short ‘mini-skirts’ were adored by
the increasingly influential younger generations promoting emancipation and sexual
liberation – the fundamental principles of various counter-culture movements that
would prevail throughout the decade. Quant’s audacious designs were quite the contrast
to the sophisticated, rather formal creations produced in Paris, which were marketed at a
considerably older demographic.
But it was the young Yves Saint Laurent who had perhaps the most significant impact
upon the industry towards the end of the 1960s and into the following decade. Saint
Laurent was not only responsible for the transition of a number of men’s designs into
the female wardrobe – most notably ‘le smoking,’ or ‘dinner jacket’ – his was also the
first couture brand to produce a ready-to-wear collection. By doing so, he rendered
ready-to-wear fashionable, becoming increasingly popular with the public for whom the
rather elitist fashion industry suddenly became much more accessible. Nowadays,
almost all of what were originally couture houses produce ready-to-wear lines, which
receive significantly higher press coverage than the couture collections and are also
much more profitable.

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Paris remains today an official fashion capital, alongside Milan, New York and London
as well as an increasing number of cities seeking to cement their presence in the
industry – Barcelona, Berlin, and Singapore especially. Despite a considerable degree of
competition from these cities, fashion is a deep-rooted aspect of France’s culture and its
international profile – and most likely always will be.

HOMEWORK!

WRITE A TEXT ABOUT WHANT KIND OF CLOTHS YOU GENERALLY

USE DAILY AND WHY.

WATCH THREE NEWS ON THE YOU TUBE OF BBC AND WRITE A

RESUME.

RESEARCH THREE NEWS OF THE NEW YORK TIMES AND REWRITE.

278
LESSON 21
READ THE RESUME OF THE LAST ACTIVITY

Phrasal Verbs to make a decision and plans

 I’ll sleep on it.

Esse sleep on it significa que você quer justamente pensar a respeito. Geralmente, esse
phrasal verb indica que você vai dar uma resposta no dia seguinte. Afinal, you’ll sleep
on it. Veja outros exemplos:

 Let me sleep on it and I’ll give you an answer tomorrow. (Deixe-me pensar a
respeito e te dou uma resposta amanhã.)
 You don’t have to give me your decision now. Sleep on it, and let me know
tomorrow morning. (Você não tem que me dar sua decisão agora. Pense a
respeito e me fale amanhã cedo.)
 Can I sleep on it before giving you my decision? (Posso pensar a respeito antes
de te dar minha decisão?)

Outro phrasal verbs usado nesses momento de decisões é weigh up. Mas, saiba que ele
sempre vem acompanhado de “pros and cons”. Ou seja, weigh up the pros and cons,
que significa avaliar os prós e os contras, pesar os prós e os contras:

 We need to give this some more thought and weigh up the pros and cons very
carefully. (Precisamos dar mais uma pensada nisso e pesar os prós e os contras
minuciosamente.)
 Have you ever weighed up the pros and cons of having a beer? (Você já avaliou
os prós e os contras de se tomar cerveja?)
 I weighed up the pros and cons a million times, and the results were always the
same: I needed her. (Eu pesei os prós e os contras inúmeras vezes e os
resultados foram sempre os mesmos: eu precisava dela.)

Para facilitar anote aí que as combinações (collocations) mais comuns com o phrasal
verbs weigh up são:

 weigh up the options (avaliar as opções)

 weigh up the consequences (avaliar as consequências)
 weigh up the advantages and disadvantages (analisar as vantagens e
desvantagens)
 weigh up the risks (analisar os riscos)
 weigh up the alternatives (avaliar as alternativas)
 weigh up the costs (avaliar os custos)
 weigh up the possibilities (analisar as possibilidades)
 weigh up the factors (analisar os fatores)
 weigh up the situation (avaliar a situação)

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Outra coisa que devemos fazer ao tomarmos uma decisão é plan ahead. Isto é, planejar
para o futuro. Quando você plan ahead, você pensa cuidadosamente em como será o
futuro, as ações a serem tomadas e coisas assim.

 The most successful people are always planning ahead. (As pessoas mais bem
sucedidas estão sempre planejando o futuro.)
 You have to plan ahead to get to the top. (É preciso planejar com antecedência
para atingir o topo.)
 It’s a good thing you planned ahead, otherwise we might have never found a
hotel. (Que bom que você planejou com antecedência, do contrário poderíamos
não ter encontrado um hotel.)

Além de plan ahead, você pode ainda dizer think ahead e look ahead. Todos, no
contexto certo, passar a ideia de planejar com antecedência.

HOOK UP

Um dos significado de hook up é conectar, montar. Pode ser quando você decide
conectar dois equipamentos elétricos ou eletrônicos ou quando monta um equipamento.
Ou mesmo quando alguém está ligada a uma máquina por questões de saúde.

 First you have to hook up the mike to your computer. (Primeiro você tem de
conectar o microfone ao computador.)
 She hooked up her earphones to the cell phone. (Ela conectou o fone ao celular.)
 Grandma was unconscious and hooked up to a life support machine. (A vovó
estava insconsciente e ligada a uma máquina para mantê-la viva.)
 We just moved and I haven’t hooked up my computer yet. (Acabamos de nos
mudar e ainda não montei o computador.)
 You just hook the car and the trailer up. (É só juntar/conectar o carro e o
trailer.)
 The government wants to hook up all classrooms to the internet. (O governo
quer conectar/ligar todas as salas de aula à internet.)

Hook up só fica complicado quando se refere a relacionamentos amorosos. Nesse caso,

somente o contexto deixará claro o que realmente está sendo dito. Para entender melhor,
veja a sentença abaixo:

 Paulo hooked up with Carla.

Sem o contexto não dá para saber se Paulo e Carla se encontraram para bater um papo
ou se tiveram relações sexuais. Além disso, podemos ficar na dúvida se eles começaram
a fazer alguma coisa juntos. Portanto, somente o contexto – a situação, o rumo da
conversa – deixará claro qual o significado de hook up nesse caso: se encontrar,
começar um relacionamento, ter relações sexuais ou fazer algo juntos.

 We must hook up again soon. (A gente deve se encontrar de novo logo logo.)
 While traveling, he hooked up with a group of British tourists. (Na viagem, ele
se juntou a um grupo de turistas britânicos.)
 I hooked up with the rest of my friends at Cristina’s birthday party. (Me
encontrei com o resto da turma na festa de aniversário da Cristina.)

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  Marcela and Rafael hooked up last night after the party. (Marcela e Rafael
andaram se pegando ontem à noite depois da festa.)
 How did your parents hook up? (Como seus pais se conheceram?)

Outro uso que tem se tornado frequente é aquele no qual hook up é usado para se referir
a alimentos.

 Got some chocolate? So, hook me up! (Tem chocolate aí? Então, me dá um
pouco!)
 They hooked us up with some food. (Eles deram um pouco de comida pra
gente.)

A SIGN IS BORN: 1923

Hollywood, which by now represented not just a city, but also an industry, a lifestyle
and, increasingly, an aspiration, was officially crowned when the “Hollywoodland” sign
was erected in 1923.

Built by Los Angeles Times publisher Harry Chandler as an epic $21,000 billboard for
his upscale Hollywoodland real estate development, the Sign soon took on the role of
giant marquee for a city that was constantly announcing its own gala premiere.

Dates and debates swirl about when the Hollywoodland Real Estate development – and
the massive electric sign that advertised it – actually came into being. But a review of
local newspapers from the era (i.e., The Los Angeles Times, Holly Leaves, Los Angeles

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Record, Los Angeles Examiner and the Hollywood Daily Citizen) clears up any
confusion. For instance, a Hollywoodland ad in the Los Angeles Times (June 10, 1923)
states that the real estate development launched in late March of that year and that by
June, 200 men were employed, 7 miles of road had been cut and 300,000 cubic yards of
dirt had been moved.

And while some sources still cite that the Sign was born in 1924, the correct date is
indisputably 1923. The earliest found mention of the Sign appeared on December 14,
1923 in a Holly Leaves article about the Mulholland Highway soon to be built, which
would extend from “…from the western end of the (Griffith Park) road, under the
electric sign of Hollywoodland, around Lake Hollywood and across the dam.”

Just two weeks later another Los Angeles Timesarticle (December 30, 1923) with the
headline “Hollywood Electric Sign Reached by Car,” reported on actor Harry Neville’s
epic, experimental trip to test whether a motorcar could reach the Sign on the unpaved
grade, and whether the car’s brakes would work on the precipitous path down.
According to the article, “A motley crowd of hillclimbers, workmen, salesmen and
curiousity thrill-seekers …stood by with fear and trembling as the loose dirt began to
give way but Neville stuck by the ship…” to make it safely back to the “wide smooth
roads of Hollywoodland.”

There has also been debate about whether the Sign was originally erected without lights
(with the thousands of bulbs added later). However, historic photos from the Bruce
Torrence Hollywood Photograph collection, taken just as the Sign was being erected,
show workers carrying parts of the Sign that include the original lights in frames or
“troughs.” Bruce Torrence, curator of the photo collection, notes that the shape of the
light boxes indicate that these sections were probably part of the letter “A” and possibly
the “L.”

Confusion solved: by the end of 1923, the Hollywood Sign was fully erected, a high-
profile beacon – lights ablaze – for the fast-growing Los Angeles metropolis.

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The “billboard” was massive. Each of the original 13 letters was 30 feet wide
and approximately 43 feet tall, constructed of 3×9′ metal squares rigged together by an
intricate frame of scaffolding, pipes, wires and telephone poles.

All of this material had to be dragged up precipitous Mt. Lee by laborers on simple dirt
paths.

Few know that a giant white dot (35 feet in diameter, with 20-watt lights on the
perimeter) was constructed below the Sign to catch the eye. The Sign itself featured
4,000 20-watt bulbs, spaced 8 inches apart.

At night the Sign blinked into the Hollywood night: first “Holly” then “wood” and
finally “land,” punctuated by a giant period. The effect was truly spectacular,
particularly for pre-Vegas sensibilities.

Originally intended to last just a year and a half, the Sign has endured more than eight
decades – and is still going strong.

HOMEWORK!

MAKE A WORDING ABOUT WHICH MOVIE GENDER YOU LIKE MORE

AND WHY. WHAT WAS THA LAST MOVIE DID YOU WATCH?

MAKE 10 SENTENCES USING THE PHRASAL VERBS LEARNED ABOVE.

WATCH THE DOCUMENTARY ON THE YOU TUBE Meryl Streep |

Actress Documentary AND WRITE A RESUME ABOUT.

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LESSON 22
READ THE RESUME OF THE LAST ACTIVITY

Bring about

provocar algo, acarretar algo, fazer com que algo aconteça

 The 1960’s youth movement brought about a change in American culture and
politics. (O movimento jovem da década de 1960 provocou uma mudança na
cultura e política americana.)
 Moving to Portugal brought about great changes in her life. (Mudar para
Portugal ocasionou mudanças grandiosas na vida dela.)
 We wanted change but were doing nothing to bring it about. (Nós queríamos
mudanças mas não estávamos fazendo nada que levasse a isso.)

Bring around (AmE), Bring round (BrE)

convencer alguém, persuadir alguém

 Carlos was sure he could bring them round to the deal. (Carlos tinha certeza que
conseguiria convencê-los para o negócio.)
 He’s always trying to bring us around to his way of thinking. (Ele vive tentando
nos convencer a pensar como ele.)
 He didn’t like the plan at first, but we managed to bring him round. (A princípio
ele não gostou do plano, mas nós conseguimos convencê-lo.)

Bring forward

antecipar (referindo-se à data ou horário de algo)

 The meeting was brought forward to Wednesday. (A reunião foi antecipada para
quarta-feira.)
 They brought the date of the wedding forward so that her cousins could attend.
(Eles anteciparam a data do casamento para que os primos delas pudessem estar
presentes.)

Bring in

apresentar (referindo-se à leis, regras, regulamentações, sistemas, etc.)

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  The council will bring in new regulations to restrict parking in that area. (O
conselho apresentará novas regras para restringir o estacionamento naquela
área.)
 New measures will be brought in to ensure that this never happens again. (Novas
medidas serão apresentadas para garantir que isso nunca volte a acontecer.)

Bring off

ser bem sucedido, alcançar um objetivo, realizar algo muito difícil, levar a cabo, ter
êxito em

 It’s a challenging role. She’s the only actress I know with enough talent to bring
it off. (É um papel que exige muito. Ela é a única atriz que conheço com talento
o bastante para interpretá-lo.)
 They brought off the most daring robbery in history. (Eles conseguiram
realizar o roubo mais ousado da história.)

Bring out

realçar, destacar, evidenciar, salientar

 Wine brings out the flavor of the meat. (O vinho realça o sabor da carne.)
 That shirt you’re wearing brings out the color of your eyes. (Essa camisa que
você está usando destaca a cor de seus olhos.)

Bring to

reanimar (uma pessoa após desmaio)

 He fainted but we managed to bring him to. (Ele desmaiou mas conseguimos
reanimá-lo.)
 We were worried but the doctor was able to bring her to. (Estávamos
preocupados mas o médico conseguiu reanimá-la.)
 We used smelling salts to bring her to after she fainted. (A gente usou sais
aromáticos para reanimá-la após o desmaio.)

Bring together

reunir, juntar, conquistar

 The event was known for bringing together politicians, business leaders, and
academics. (O evento era conhecido por reunir políticos, lideranças comerciais e
estudiosos.)
 The group aims to bring residents together to solve local problems. (O grupo
tem como objetivo reunir os moradores para solucionar problemas locais.)

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Bring through

ajudar a superar (um momento difícil), ajudar a passar (por um momento difícil),
ajudar a vencer (uma situação difícil)

 Liz was brought through the ordeal by her friends. (Liz superou as dificuldades
com o apoio das amigas.)
 Team spirit brought us through those difficult days (O espírito de equipe nos
ajudou a vencer aqueles dias difíceis.)

Bring up

mencionar algo, falar sobre algo

 Why did you have to bring that up? (Por que você tinha de mencionar isso?)
 I hate to bring this up, but you still owe me R$50,00. (Odeio falar sobre isso,
mas você ainda me deve R$50,00.)
 Why don’t you bring that up at our next meeting? (Por que você não menciona
isso em nossa próxima reunião?)

Thanksgiving History

Thanksgiving is a particularly American holiday. The word evokes images of football,

family reunions, roasted turkey with stuffing, pumpkin pie and, of course, the Pilgrims
and Wampanoag, the acknowledged founders of the feast. But was it always so? Read
on to find out...
This article explores the development of our modern holiday. For information on food
at the First Thanksgiving, go to Partakers of our Plenty. For additional children's
resources on Thanksgiving, you might want to view Scholastic's Virtual Field Trip to
Plimoth Plantation, explore our Online Learning Center, or visit our Homework
Help page. If you'd like to join us for Thanksgiving dinner, please visit
our Thanksgiving Dining and Special Events page.

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Giving thanks for the Creator’s gifts had always been a part of Wampanoag daily life.
From ancient times, Native People of North America have held ceremonies to give
thanks for successful harvests, for the hope of a good growing season in the early
spring, and for other good fortune such as the birth of a child. Giving thanks was, and
still is, the primary reason for ceremonies or celebrations.

As with Native traditions in America, celebrations - complete with merrymaking and

feasting - in England and throughout Europe after a successful crop are as ancient as the
harvest-time itself. In 1621, when their labors were rewarded with a bountiful harvest
after a year of sickness and scarcity, the Pilgrims gave thanks to God and celebrated His
bounty in the Harvest Home tradition with feasting and sport (recreation). To these
people of strong Christian faith, this was not merely a revel; it was also a joyous
outpouring of gratitude.

The arrival of the Pilgrims and Puritans brought new Thanksgiving traditions to the
American scene. Today’s national Thanksgiving celebration is a blend of two traditions:
the New England custom of rejoicing after a successful harvest, based on ancient
English harvest festivals; and the Puritan Thanksgiving, a solemn religious observance
combining prayer and feasting.

Florida, Texas, Maine and Virginia each declare itself the site of the First Thanksgiving
and historical documents support the various claims. Spanish explorers and other
English Colonists celebrated religious services of thanksgiving years

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before Mayflower arrived. However, few people knew about these events until the 20th
century. They were isolated celebrations, forgotten long before the establishment of the
American holiday, and they played no role in the evolution of Thanksgiving. But as
James W. Baker states in his book, Thanksgiving: The Biography of an American
Holiday, "despite disagreements over the details" the 3-day event in Plymouth in the fall
of 1621 was "the historical birth of the American Thanksgiving holiday."

So how did the Pilgrims and Wampanoag come to be identified with the First
Thanksgiving?

HARVEST HOME OR THANKSGIVING?

In a letter from “E.W.” (Edward Winslow) to a friend in England, he says: “And God be
praised, we had a good increase…. Our harvest being gotten in, our governor sent four
men on fowling that so we might after a special manner rejoice together….” Winslow
continues, “These things I thought good to let you understand… that you might on our
behalf give God thanks who hath dealt so favourably with us.”
In 1622, without his approval, Winslow’s letter was printed in a pamphlet that historians
commonly call Mourt’s Relation. This published description of the First Thanksgiving
was lost during the Colonial period. It was rediscovered in Philadelphia around 1820.
Antiquarian Alexander Young included the entire text in his Chronicles of the Pilgrim
Fathers (1841). Reverend Young saw a similarity between his contemporary American
Thanksgiving and the 1621 Harvest Feast. In the footnotes that accompanied Winslow’s

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letter, Young writes, “This was the first Thanksgiving, the harvest festival of New
England. On this occasion they no doubt feasted on the wild turkey as well as venison.”

PURITAN HOLIDAY

The American Thanksgiving also has its origin in the faith practices of Puritan New
England, where strict Calvinist doctrine sanctioned only the Sabbath, fast days and
thanksgivings as religious holidays or “holy days.” To the Puritans, a true
“thanksgiving” was a day of prayer and pious humiliation, thanking God for His special
Providence. Auspicious events, such as the sudden ending of war, drought or pestilence,
might inspire a thanksgiving proclamation. It was like having an extra Sabbath during
the week. Fasts and thanksgivings never fell on a Sunday. In the early 1600s, they were
not annual events. Simultaneously instituted in Plymouth, Connecticut and
Massachusetts, Thanksgiving became a regular event by the middle of the 17th century
and it was proclaimed each autumn by the individual Colonies.

The holiday changed as the dogmatic Puritans of the 17th century evolved into the 18th
century’s more cosmopolitan Yankees. By the 1700s, the emotional significance of the
New England family united around a dinner table overshadowed the civil and religious
importance of Thanksgiving. Carried by Yankee emigrants moving westward and the
popular press, New England’s holiday traditions would spread to the rest of the nation.

NATIONAL FEAST

The Continental Congress proclaimed the first national Thanksgiving in 1777. A

somber event, it specifically recommended “that servile labor and such recreations

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(although at other times innocent) may be unbecoming the purpose of this appointment
[and should] be omitted on so solemn an occasion.”

Presidents Washington, Adams and Monroe proclaimed national Thanksgivings, but the
custom fell out of use by 1815, after which the celebration of the holiday was limited to
individual state observances. By the 1850s, almost every state and territory celebrated
Thanksgiving.

Many people felt that this family holiday should be a national celebration, especially
Sarah Josepha Hale, the influential editor of the popular women’s magazine Godey’s
Lady’s Book. In 1827, she began a campaign to reinstate the holiday after the model of
the first Presidents. She publicly petitioned several Presidents to make it an annual
event. Sarah Josepha Hale’s efforts finally succeeded in 1863, when she was able to
convince President Lincoln that a national Thanksgiving might serve to unite a war-torn
country. The President declared two national Thanksgivings that year, one for August 6
celebrating the victory at Gettysburg and a second for the last Thursday in November.
Neither Lincoln nor his successors, however, made the holiday a fixed annual event. A
President still had to proclaim Thanksgiving each year, and the last Thursday in
November became the customary date. In a controversial move, Franklin Delano

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Roosevelt lengthened the Christmas shopping season by declaring Thanksgiving for the
next-to-the-last Thursday in November. Two years later, in 1941, Congress responded
by permanently establishing the holiday as the fourth Thursday in the month.

THE PILGRIM AND WAMPANOAG ROLE

The Pilgrims and the Wampanoag were not particularly identified with Thanksgiving
until about 1900, though interest in the Pilgrims as historic figures began shortly before
the American Revolution.

With the publication of Longfellow’s best-selling poem The Courtship of Miles

Standish (1848) and the recovery of Governor Bradford’s lost manuscript Of Plimoth
Plantation (1855), public interest in the Pilgrims and Wampanoag grew just as
Thanksgiving became nationally important. Until the third quarter of the 19th century,
music, literature and popular art concentrated on the Pilgrims’ landing at Plymouth
Rock and their first encounters with Native People on Cape Cod.

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After 1890, representations of the Pilgrims and the Wampanoag began to reflect a shift
of interest to the 1621 harvest celebration. By the beginning of the 20th century, the
Pilgrims and the Thanksgiving holiday were used to teach children about American
freedom and how to be good citizens. Each November, in classrooms across the
country, students participated in Thanksgiving pageants, sang songs about
Thanksgiving, and built log cabins to represent the homes of the Pilgrims. Immigrant
children also learned that all Americans ate turkey for Thanksgiving dinner. The last
lesson was especially effective with the recollections of most immigrant children in the
20th century including stories of rushing home after school in November to beg their
parents to buy and roast a turkey for a holiday dinner.

TURKEY AND ALL THE TRIMMINGS

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The classic Thanksgiving menu of turkey, cranberries, pumpkin pie, and root vegetables
is based on New England fall harvests. In the 19th century, as the holiday spread across
the country, local cooks modified the menu both by choice (“this is what we like to
eat”) and by necessity (“this is what we have to eat”). Today, many Americans delight
in giving regional produce, recipes and seasonings a place on the Thanksgiving table. In
New Mexico, chiles and other southwestern flavors are used in stuffing, while on the
Chesapeake Bay, the local favorite, crab, often shows up as a holiday appetizer or as an
ingredient in dressing. In Minnesota, the turkey might be stuffed with wild rice, and in
Washington State, locally grown hazelnuts are featured in stuffing and desserts. In
Indiana, persimmon puddings are a favorite Thanksgiving dessert, and in Key West, key
lime pie joins pumpkin pie on the holiday table. Some specialties have even become
ubiquitous regional additions to local Thanksgiving menus; in Baltimore, for instance, it
is common to find sauerkraut alongside the Thanksgiving turkey.
Most of these regional variations have remained largely a local phenomenon, a means of
connecting with local harvests and specialty foods. However this is not true of
influential southern Thanksgiving trends that had a tremendous impact on the 20th-
century Thanksgiving menu.

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Corn, sweet potatoes, and pork form the backbone of traditional southern home
cooking, and these staple foods provided the main ingredients in southern Thanksgiving
additions like ham, sweet potato casseroles, pies and puddings, and corn bread dressing.
Other popular southern contributions include ambrosia (a layered fruit salad
traditionally made with citrus fruits and coconut; some more recent recipes use mini-
marshmallows and canned fruits), biscuits, a host of vegetable casseroles, and even
macaroni and cheese. Unlike the traditional New England menu, with its mince, apple
and pumpkin pie dessert course, southerners added a range and selection of desserts
unknown in northern dining rooms, including regional cakes, pies, puddings, and
numerous cobblers. Many of these Thanksgiving menu additions spread across the
country with relocating southerners. Southern cookbooks (of which there are hundreds)
and magazines also helped popularize many of these dishes in places far beyond their
southern roots. Some, like sweet potato casserole, pecan pie, and corn bread dressing,
have become as expected on the Thanksgiving table as turkey and cranberry sauce.

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THANKSGIVING

If there is one day each year when food and family take center stage, it is Thanksgiving.
It is a holiday about “going home” with all the emotional content those two words
imply. The Sunday following Thanksgiving is always the busiest travel day of the year
in the United States. Each day of the long Thanksgiving weekend, more than 10 million
people take to the skies. Another 40 million Americans drive 100 miles or more to have
Thanksgiving dinner. And the nation’s railways teem with travelers going home for the
holiday.

Despite modern-age turmoil—and perhaps, even more so, because of it—gathering

together in grateful appreciation for a Thanksgiving celebration with friends and

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family is a deeply meaningful and comforting annual ritual to most Americans. The
need to connect with loved ones and to express our gratitude is at the heart of all this
feasting, prayerful thanks, recreation, and nostalgia for a simpler time. And somewhere
in the bustling activity of every November's Thanksgiving is the abiding National
memory of a moment in Plymouth, nearly 400 years ago, when two distinct cultures, on
the brink of profound and irrevocable change, shared an autumn feast.

PRIMARY SOURCES

Very little is known about the 1621 event in Plymouth that is the model for our
Thanksgiving. The only references to the event are reprinted below:

“And God be praised we had a good increase… Our harvest being gotten in, our
governor sent four men on fowling, that so we might after a special manner rejoice
together after we had gathered the fruit of our labors. They four in one day killed as
much fowl as, with a little help beside, served the company almost a week. At which
time, amongst other recreations, we exercised our arms, many of the Indians coming
amongst us, and among the rest their greatest king Massasoit, with some ninety men,
whom for three days we entertained and feasted, and they went out and killed five deer,
which they brought to the plantation and bestowed on our governor, and upon the
captain and others. And although it be not always so plentiful as it was at this time with
us, yet by the goodness of God, we are so far from want that we often wish you
partakers of our plenty.”

Edward Winslow, Mourt’s Relation: D.B. Heath, ed. Applewood Books. Cambridge,
1986. p 82

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“They began now to gather in the small harvest they had, and to fit up their houses and
dwellings against winter, being all well recovered in health and strength and had all
things in good plenty. For as some were thus employed in affairs abroad, others were
exercised in fishing, about cod and bass and other fish of which they took good store, of
which every family had their portion. All the summer there was no want; and now
began to come in store of fowl, as winter approached, of which is place did abound
when they came first (but afterward decreased by degrees). And besides waterfowl there
was great store of wild turkeys, of which they took many, besides venison, etc. Besides,
they had about a peck a meal a week to a person, or now since harvest, Indian corn to
that proportion. Which made many afterwards write so largely of their plenty here to
their friends in England, which were not feigned but true reports.

HOMEWORK!

MAKE 10 SENTENCES USING THE PHRASAL VERBS LEARNED ABOVE.

RESEARCH THREE NEWS IN THE INTERNET AND REWRITE.

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LESSON 23
READ THE RESUME OF THE LAST ACTIVITY

as a matter of fact

» na verdade, na realidade

 As a matter of fact, we live next door to him. (Na verdade, nós somos vizinhos
dele.)
 I wasn’t annoyed. As a matter of fact, I was pleased. (Não fiquei chateado. Na
verdade, fiquei content.)
 I know you think Michelle’s kinda boring, but as a matter of fact she’s an
amazing person. (Eu sei que você acha a Michelle meio chata, mas na verdade
ela é uma pessoa maravilhosa.)

be just a matter of opinion

» ser apenas uma questão de opinião

 Well, that’s just a matter of opinion, you know. (Bom, isso é só uma questão de
opinião, entende!)
 Is ethics just a matter of opinion? (Ética é apenas uma questão de opinião?)

matter

» importar, influir, interessar; ser importante, ser relevante, ter importância, ter
relevância, ter peso; fazer diferença

 Matter is one of those words that matter a lot. (Matter is uma daquelas palavras
que fazem muita diferença.)
 What really matters is that we’re all safe. (O que realmente importa é que
estamos todos à salvo.)
 It’s the only thing that matters to him. (É a única coisa que importa para ele.)

the heart of the matter

» o x da questão

 Let us take a minute and really get to the heart of the matter. (Vamos parar um
minutinho e irmos direto ao x da questão.)
 That’s an incredibly interesting question and right to the heart of the matter.
(Essa é questão extremamente interessante e vai direto ao ponto.)

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a matter of principle

» uma questão de princípios

 It’s not a matter of opinion. As a matter of fact, this is a matter of principle that
really matters to me. (Não é uma questão de opinião. Na verdade, esta é uma
questão de princípios que tem muita importância para mim.)

[Matter também significa questão nas combinações: a matter of practice (uma questão
de prática), a matter of luck (uma questão de sorte), a matter of time (uma questão de
tempo), a matter of life and death (uma questão de vida ou morte) e outras.]

What’s the matter?

» Qual o problema?; O que há de errado?; Que qui foi?; O que houve? [usado quando
você deseja demonstrar preocupação com as demais pessoas]

 So, what’s the matter? Why this face? (E aí, qual o problema? Por que essa
cara?)

What’s the matter with you?

» O que há de errado com você? Ficou doido foi? [usado quando a outra pessoa fez/está
fazendo/fará algo errado ou imbecil. Soa como algo rude ou ofensivo.]

 You what? I can’t believe it! What’s the matter with you? (Você o quê? Não
acredito nisso? Ficou doido foi?)

It doesn’t matter to me.

Essa expressão tem, conforme entonação, dois sentidos diferentes.

» E eu com isso?; E daí?; A mim pouco importa! [O tom da voz indica que a pessoa não
está interessada trazido pela outra pessoa. Nesse caso soa como algo rude e indelicado.]

– Marcela got a big raise at work? She’s getting a lot more money now.
– It doesn’t matter to me. (E eu com isso?; Não dou a mínima!)

» Tanto faz; Pra mim dá no mesmo; Não faz mal; Como quiser [O tom da voz indica
que a pessoa não se importa com determinada decisão ou escolha. Não soa como algo
rude e indelicado.]

 Oh, you pick where we eat dinner. It doesn’t matter to me. (Ah, você escolhe
onde iremos jantar. Pra mim tanto faz!)

– Hey, which color do you prefer: green or yellow? (Ei, que cor você prefere: verde ou
amarelo?)
– It doesn’t matter to me. (Pra mim dá na mesma!)

No matter how…

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» por mais que, mesmo que, ainda que

 It’s not going to work, no matter how hard you try. (Não vai funcionar, por mais
que você tente.)
 Your contribution, no matter how modest, is very important. (Sua colaboração,
mesmo que modesta, é muito importante.)

Lembre-se que temos ainda: no matter what (qualquer que seja, seja lá qual for, seja
lá como for), no matter where (onde quer que, seja lá onde você).

Henry Ford Biography

Henry Ford - Political Involvement (TV-14; 2:03) As Henry Ford rose on the national
stage he began to speak out about political issues and his opposition to World War I
which was going on at the time.

Synopsis
Born on July 30, 1863, near Dearborn, Michigan, Henry Ford created the Ford Model T
car in 1908 and went on to develop the assembly line mode of production, which
revolutionized the industry. As a result, Ford sold millions of cars and became a world-
famous company head. The company lost its market dominance but had a lasting impact
on other technological development and U.S. infrastructure.

Early Life
Famed automobile manufacturer Henry Ford was born on July 30, 1863, on his family's
farm in Wayne County, near Dearborn, Michigan. When Ford was 13 years old, his
father gifted him a pocket watch, which the young boy promptly took apart and
reassembled. Friends and neighbors were impressed, and requested that he fix their
timepieces too.

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Unsatistfied with farm work, Ford left home the following year, at the age of 16, to take
an apprenticeship as a machinist in Detroit. In the years that followed, he would learn to
skillfully operate and service steam engines, and would also study bookkeeping.

Early Career
In 1888, Ford married Clara Ala Bryant and briefly returned to farming to support his
wife and son, Edsel. But three years later, he was hired as an engineer for the Edison
Illuminating Company. In 1893, his natural talents earned him a promotion to chief
engineer.

All the while, Ford developed his plans for a horseless carriage, and in 1896, he
constructed his first model, the Ford Quadricycle. Within the same year, he attended a
meeting with Edison executives and found himself presenting his automobile plans to
Thomas Edison. The lighting genius encouraged Ford to build a second, better model.

Ford Motor Company

After a few trials building cars and companies, in 1903, Henry Ford established the
Ford Motor Company. Ford introduced the Model T in October of 1908, and for several
years, the company posted 100 percent gains.

However, more than for his profits, Ford became renowned for his revolutionary vision:
the manufacture of an inexpensive automobile made by skilled workers who earn steady
wages.

In 1914, he sponsored the development of the moving assembly line technique of mass
production. Simultaneously, he introduced the $5-per-day wage ($110 in 2011) as a
method of keeping the best workers loyal to his company. Simple to drive and cheap to
repair, half of all cars in America in 1918 were Model T's.

Philosophy, Philanthropy and Anti-Semitism

From a social perspective, Henry Ford's was marked by seemingly contradictory
viewpoints. In business, Ford offered profit sharing to select employees who stayed
with the company for six months and, most important, who conducted their lives in a
respectable manner.

The company's "Social Department" looked into an employee’s drinking, gambling and
otherwise uncouth activities to determine eligibility for participation. Ford was also an
ardent pacifist and opposed World War I, even funding a peace ship to Europe. Later, in
1936, Ford and his family established the Ford Foundation to provide ongoing grants
for research, education and development. But despite these philanthropic leanings, Ford
was also a committed anti-Semite, going as far as to support a weekly newspaper, The
Dearborn Independent, which furthered such views.

Henry Ford died of a cerebral hemorrhage on April 7, 1947, at the age of 83, near his
Dearborn estate, Fair Lane. Ford, considered one of America's leading businessmen, is

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credited today for helping to build America's economy during the nation's vulnerable
early years. His legacy will live on for decades to come.

HOMEWORK!

MAKE 15 SENTENCES USING THE EXPRESSIONS LEARNED ABOVE.

WATCH THREE NEWS ON THE YOU TUBE AND WRITE A RESUME.

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LESSON 24
READ THE RESUME OF THE LAST ACTIVITY

Phrasal Verb: Gloss Over

A definição para o phrasal verb gloss over é ignorar ou evitar fatos desagradáveis. Em
português, dizemos “disfarçar”, “encobrir”, “fazer pouco caso”, “dar pouca atenção”,
“não dar importância”, “atenuar”, “deixar passar”, “escamotear”, .

Exemplos
 She glossed over the company’s fall in profits. (Ela fez pouco caso da queda nos
lucros da empresa.)
 He tried to gloss over his own mistakes. (Ele tentou encobrir os próprios erros.)
 The film was well researched, but it glossed over the important issues. (A
pesquisa para o filme foi bem feita, mas deixou passar alguns pontos relevantes.)
 They could no longer gloss over their failures. (Eles não tinham mais como
disfarçar as falhas.)
 This is such a serious matter that I do not wish to gloss over it. (Este é um
assunto tão sério que eu não tenho a intenção de escamoteá-lo.)
 Glossing over the issue never does any good. (Dar pouca importância ao fato
não é nada legal.)

Agora que você já sabe o que significa gloss over, leia também as dicas abaixo para
continuar aprendendo mais sobre phrasal verbs.

Usos e Significados de Anyway

Com a ajuda de um dicionário, a gente aprende que anyway significa “assim mesmo”,
“mesmo”, “de qualquer maneira”, “de qualquer jeito”, “de qualquer forma”. Isso é pode
ser comprovado lendo os exemplos abaixo:

 Mom said no, but we went anyway. (A mamãe disse não, mas a gente foi assim
mesmo.)
 No problem! I have to go there anyway. (Sem problemas! Eu tenho de ir lá
mesmo.)
 She was ill, but I went to her home anyway. (Ela estava doente, mas eu fui pra
casa dela assim mesmo.)
 This idea probably won’t work, but let’s try it anyway. (É bem provável que esta
ideia não dê certo, mas de qualquer forma vamos tentá-la.)

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  I’m afraid we can’t come, but thanks for the invitation anyway. (Sinto não
podermos ir, mas de qualquer foram obrigado pelo convite.)

Outra coisa interessante a aprender é que algumas pessoas escrevem e dizem

“anyways”. Na gramática normativa da língua inglesa isso é considerado um erro.
Afinal, o certo é “anyway” e não “anyways”. Mas, não se assuste ao ouvir ou ler um
“anyways” por aí!

Para começar, anote aí que “anyway” é usado para mudar o assunto de um conversar ou
voltar a um assunto que estava sendo discutido anteriormente. Nesse caso, podemos
traduzi-la por “bem”, “bom” ou “enfim”. Veja os exemplos para entender melhor:

 Anyway, to get back to what I was saying… (Bom, voltando ao que eu estava
dizendo…)
 Oh, really? Anyway, so you’re not coming with us tomorrow?* (Eita, sério!?
Bom, então você não vai com a gente amanhã?)
 I think she’s around my age, but anyway, she’s pregnant. (Eu acho que ela tem
minha idade, mas enfim, ela está grávida.)
 I slept late, went shopping. It was ok. But anyway, do you wanna go out tonight?
(Dormi até tarde, fiz compras. Foi tranquilo. Mas enfim, você tá a fim de sair
hoje à noite?)
 Anyway, what did you do? (Enfim, o que você fez?)
 I’m glad you came. Anyway, one of the reasons I asked you here today is…
(Fico feliz que você tenha vindo. Bom, uma das razões que eu pedi para você vir
aqui hoje é…)
 Anyway, let’s forget about that for now. (Bom, vamos deixar isso de lado por
enquanto.)

* Lembre-se que no inglês falado (spoken English) a entonação marca a pergunta; logo,
não há a necessidade de dizer “so, are you not coming with us tomorrow”, que soaria até
estranho nesse contexto.

Anyway é também usado para finalizar uma conversa. Nesse caso, é muito comum
dizermos “Well, anyway…”. Veja:

 Well, anyway… I have to go now. (Bom, eu tenho que ir agora.)

 Well, anyway, it’s late. See you all tomorrow, guys. (Bom, está tarde. Até
amanhã, pessoal.)
 Well, anyway, I have some issues to solve right now. So, I better be going.
(Bom, tenho umas coisas para resolver algo. Então, vou indo nessa.)
 It was really nice meeting you. Anyway, I gotta be going now, but text me
sometime. (Foi um prazer enorme te encontrar. Enfim, tenho que ir, mas me
mande uma mensagem qualquer dia.)
 Anyway, I’d better let you have your lunch. Bye. (Bom, é melhor eu deixar você
terminar de almoçar. Tchau.)

Muitas vezes, usamos a expressão “but anyway” no final de algo que estamos dizendo
para indicar que queremos dizer algo mais; mas, esse algo mais fica no ar. Isso
geralmente acontece ao fazermos um comentário negativo sobre algo ou alguém.

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  Well, the place was awful, the food was terrible, the service was really bad, but
anyway… (Bom, o local era horrível, a comida era péssima, o atendimento uma
porcaria, mas enfim…)
 She’s is weird, her friends are unreliable, her sister’s not a good person, but
anyway… (Ela é esquisita, os amigos dela não são de confiança, a irmã dela
não é boa peça, mas enfim…)

Também fazemos uso de anyway para indicar que o que foi dito anteriormente não é tão
importante assim, o que realmente importa é o que será dito na sequência.

 I’m not sure what time I’ll arrive, maybe 7 ou 8. Anyway, I’ll certainly be there
before eight thirty. (Não tenho certeza que horas eu chegarei, talvez as 7 ou 8.
Enfim, eu sem dúvida estarei aí antes das 8:30.)

MOST USED PHRASAL VEBS IN ENGLISH

go on

» continuar

 The meeting went on a lot longer than we expected. (A reunião continuou um

pouco mais do que esperávamos.)
 He went on for a while before before stopping for lunch. (Ele continuou por
mais alguns instantes antes de parar para almoçar.)
 We can’t go on like this anymore. (A gente não pode mais continuar assim.)

carry out

» cumprir, desempenhar, realizar (fazer um trabalho, atividade, pesquisa, etc.)

 It was not easy to carry out the research without funding. (Não foi fácil realizar a
pesquisa sem apoio financeiro.)
 The building work was carried out by a local contractor. (As obras do prédio
foram realizadas por um construtor local.)
set up

» abrir (um negócio), organizar, planejar

 The whole thing was set up beforehand. (A coisa toda foi planejada com
antecedência.)
 They plan to set up a new business downtown. (Eles planejam abrir um novo
negócio no centro da cidade.)

pick up

» pegar (alguém em algum local)

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  Will you pick me up after the movies? (Dá pra você me pegar depois do filme?)
 She dropped by just to pick up her sister. (Ela deu passadinha só para pegar a
irmã.)

look for

» procurar (por alguém ou algo)

Aprenda mais sobre esse phrasal verb lendo a dica Phrasal Verbs Look Up e Look
For. Se quiser, leia também Phrasal Verbs com Look.

come back

» retornar, voltar

 We can come back to that issue later. (Podemos voltar a esse assunto depois.)
 We’ll definitely come back next year. (A gente certamente vai voltar no próximo
ano.)

point out

» ressaltar, comentar, salientar, mostrar, chamar a atenção (para algo)

 She pointed out that it was getting late. (Ela comentou que estava ficando tarde.)
 We would like to point out that a great deal is yet to be done. (Gostaríamos de
salientar que ainda há muito a ser feito.)
 Thanks for pointing that out. (Obrigado por ressaltar isso.)

find out

» descobrir

 How did you find out? (Como você descobriu? | Como você ficou sabendo?)
 We have to find out what he’s up to? (A gente tem de descobrir o que ele anda
aprontando?)

Leia e ouça a dica (podcast) Phrasal Verb Find Out, para saber ainda mais sobre seus
usos.

take up

» tomar (tempo ou espaço), ocupar

 I don’t wish to take up more time than necessary. (Não pretendo tomar mais
tempo do que o necessário.)

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  These files take up a lot of disk space. (Estes arquivos ocupam muito espaço no
computador.)
 I’ll try not to take up too much of your time. (Vou procurar não tomar muito do
seu tempo.)
call for

» exigir, demandar, pedir

 Hard times call for tough measures. (Tempo difíceis demandam medidas
extremas.)
 Several of his colleagues were calling for his resignation. (Vários de seus
colegas estavam exigindo sua renúncia.)
 Protesters were calling for a ban on the production of GM foods. (Os
manifestantes estavam pedindo o fim da produção de alimentos geneticamente
modificados.)

Question Tags
Aren’t I?

Sempre que a sentença principal for afirmativa com “I am” (I’m), a question tag
será “aren’t I?“. Veja os exemplos:

 I am getting crazy, aren’t I?

 I’m going to help you, aren’t I?
 I’m sitting here, aren’t I?
 I’m disturbing you, aren’t I?

Note que isso só acontece se a sentença principal for afirmativa. Caso ela seja
negativa, a formação da question tag segue o padrão normal:

 I’m not getting crazy, am I?

 I’m not going to help you, am I?
 I’m not sitting here, am I
 I’m not disturbing you, am I?

Everybody, Everyone, Somebody, Someone

Use sempre o pronome they para essas palavras. Além disso, lembre-se que embora
a sentença principal esteja no singular, a question tag será sempre no plural:

 Everyone was trying to help her, weren’t they?

 Everybody loves Chris, don’t they?
 Someone helped you, didn’t they?
 Somebody will stay here with you, won’t they?

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 Nobody, No one

O pronome para essas palavras também é they. Mas, com elas é preciso observar
que são palavras negativas; logo, a question tag será afirmativa:

 Nobody phoned, did they?

 Nobody will help you, will they?
 No one likes her, do they?
 No one can dance like that, can they?

Nothing

Com nothing o será sempre it. Note, porém, que nothing é também uma
palavra negativa; portanto, a question tag será afirmativa:

 Nothing can go wrong, can it?

 Nothing will happen, will it?
 Nothing worked out the way you wanted, did it?
 Nothing should be there, should it?

Let’s

Ao usar let’s para fazer sugestões, a question tag será sempre “shall we?“:

 Let’s do this, shall we?

 Let’s help them, shall we?
 Let’s have a party, shall we?
 Let’s stay here for a while, shall we?

I don’t think…, I think…, I suppose…, I feel… I guess…

Faça de conta que essa expressões não existem na frase principal e forme a question
tag com a sentença seguinte. Achou isso estranho!? Então, veja os exemplos:

 I think she’s Brazilian, isn’t she?

 I don’t think it will rain tomorrow, will it?
 I suppose you’re tired, aren’t you?
 I really feel she’s making a mistake, isn’t she?
 I guess she doesn’t like us, does she?

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 A brief history of the UK Parliament

The Scottish referendum looks set to bring change to the UK Parliament. But
Westminster has seen plenty of that over the past 900 years.

Talking shop

Parliament started life as an English affair. It was not much of a Parliament - more of a
talking shop for the king and rich men. The king asked their advice, but did what he
wanted. These meetings morphed into a formal arrangement which eventually became
the House of Lords. In those days - and for several centuries later - England was busy
fighting with Scotland and raiding Wales.

Swamp thing

By the 13th Century, a parliament was when kings met up with English barons to raise
cash for fighting wars - mostly against Scotland. Thanks to Magna Carta of 1215, kings
were now obliged to ask before taking anyone's money. That did not stop the rows
though. Some barons got fed up with Henry III - not least because of his failed,
expensive battles in Wales. The ambitious Simon de Montfort sidelined Henry and
made himself ruler. De Montfort was a big fan of Parliament. The one in 1265 was the
first to involve "ordinary" folk - knights, not just the super-rich. And it was the first time
elections were held - the first stirrings of the House of Commons we know today. The
venue was usually Westminster, where one enterprising monarch had built a massive

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hall on a swamp, which grew into the Palace of Westminster. Westminster Hall is still
in use today.

Scottish independence - a grisly end

Scotland had its own parliament from the 13th century, which was occasionally held in
open air. In those days, though, the king had the real power. So one of the early
campaigns for independence was sparked by an English king declaring himself king of
Scotland. William Wallace led the rebellion. In those days campaign weapons were
bows and arrows. Wallace was eventually found guilty of treason. He was dragged
through the streets of London naked before being hanged, drawn and quartered.

Money talks

In the early days there were no rules on who could vote. But a feeling developed that
too many "persons of low estate" were doing so. So from 1430 you could only vote if
you owned property worth 40 shillings. The rule stayed in place for 400 years.

Same king - different parliament

Ireland also had its own parliament from the 13th Century. In 1542, Irish MPs decided
that whoever was king of England should also be king of Ireland. They kept their
parliament going though.

First steps towards a UK parliament

The seeds of a UK Parliament were sown in 1542 when Wales came on board. At the
time, Wales was a patchwork of independent areas. But along came Henry VIII, a man
fond of dramatic gestures. Having given the Catholic Church its marching orders, he
was worried that the Catholics would not go quietly. To stop the Welsh coming under
their influence, he decided Wales would be ruled by England. By now Parliament was a
full-blooded institution and Wales was allowed to send representatives. Henry called it
an Act of Union but it was more of a forced marriage.

An imperfect union

By 1603, England and Scotland had the same king but different parliaments. King
James tried to persuade the English Parliament to bring the Scottish Parliament into the
fold. But English MPs refused to let any Scots into the Westminster club.

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Parliament bites

The Commons got into its stride in the 1620s. Turbulent years and a great time to be a
journalist. Fights in the chamber... the king trying to arrest MPs. Eventually, Charles I
dissolved Parliament for 11 years. He brought it back because he was short of money
for a war with... Scotland. The rows got worse, leading to a war between Parliament and
the king. The king was put on trial and then executed. Hard to imagine nowadays but
the Commons voted to abolish the monarchy altogether.

A brief UK parliament

After the civil war, England became a republic under Oliver Cromwell. Cromwell had
big ideas. He annexed Scotland and Ireland into a full union with a single parliament at
Westminster. The 1654 parliament was the first one in which the whole of Britain was
represented. But Cromwell dissolved it pretty quickly when MPs refused to do his
bidding.

An expanding union

Big changes for Parliament from 1707 when Scotland became a fully paid-up member.
Again, it was about fears of a Catholic takeover - to stop a Catholic king forming a rival
power base in Scotland. It was also prompted by the failure of a colonial venture in
central America, which left Scotland bankrupt and in need of money - even if it was
English cash. The 1707 Act of Union brought England and Scotland together - with one
king and no more Scottish Parliament. Scottish MPs and Lords made their way down to
Westminster. But there were complaints, elegantly summed up by Robert Burns, that
Scotland had been "bought and sold for English gold".

The final piece - Ireland

At the end of the 18th Century, there was a powerful campaign for Irish independence
from England. The English response? To crush the rebellion brutally and bring Ireland
firmly into the UK with another Act of Union. That was the end of the Irish Parliament.
A hundred Irish MPs turned up at Westminster. By now, the Commons chamber was
getting pretty crowded.

Big changes

The fledgling UK Parliament - now made up of English, Irish, Scottish and Welsh MPs
- had a lot to grapple with in the 19th Century. The assassination of a prime minister
and the start of big changes to Parliament - with more men being given the vote and
people being allowed to vote in secret.

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Ireland question

There was a succession of rebellions in Ireland, throughout the 19th Century, against
Britain. Moderate rebels settled on "Home Rule" as the way forward - which included
bringing back an Irish Parliament. Just as the Westminster Parliament looked set to
agree, World War One broke out. Finally in 1920 - after a rebellion which became a
civil war - a law was passed dividing Ireland into north and south. Northern Ireland was
given its own parliament, which was suspended 1972 because of the Troubles. The
south became a new independent Irish state. And, of course, this arrangement was
fiercely controversial for most of the 20th Century.

Votes for women

For the first 800 years or so Parliament was a club for men. Women finally got the vote
in 1918 after the campaign by the Suffragettes. The first woman elected to the
Commons, in 1918, was Countess Constance Markievicz but as a member of Sinn Fein
she refused to take her seat. The first woman to take her seat was Viscountess Nancy
Astor in 1919.

Not forgotten

The desire for Scottish independence has never gone away. The Scottish National Party
was created in 1934 and won its first seat at Westminster in 1945. The SNP managed an
all-time high of 11 Westminster seats in 1974. Five years later there was a referendum
on Scottish devolution. A small majority voted in favour. But the proposal did not get
the support of the required 40% of the electorate. Welsh nationalists created Plaid
Cymru in 1925, reaching a peak of four Westminster seats in 1992. It is a peculiar
situation for nationalist MPs - sitting in a parliament that they do not want to be a part
of. For Irish nationalist politicians - Sinn Fein - the answer is to win a seat but never
turn up at Westminster.

Parliament had its first major jolt to the system in a long while when Labour came into
government in 1997. Tony Blair decided to complete some unfinished business. Along
came a Parliament for Scotland with powers to make laws on education, health and
crime. Labour hoped devolution would kill off Scottish nationalism for good. But the
SNP ended up winning the Scottish parliamentary elections in 2007. For Northern
Ireland and Wales, there were assemblies.

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