Língua Inglesa III
Língua Inglesa III
Língua Inglesa III
2018
Copyright © UNIASSELVI 2018
Elaboração:
Profª Estela Maris Bogo Lorenzi
420.7
L869l Lorenzi, Estela Maris Bogo
Língua inglesa III / Estela Maria Bogo Lorenzi. Indaial:
UNIASSELVI, 2018.
199 p. : il.
ISBN 978-85-515-0145-0
Impresso por:
Apresentação
Hello, pupils!
WELCOME!
III
Por fim, na Unidade 3, apresentamos Specific English Grammar, na qual
estudaremos as questions words - WH question e o HOW and how compounds,
bem como as tag endings. O tema Job, que envolve dicas de como elaborar um
currículo e de como se comportar em uma entrevista de emprego, também
foi discutido.
NOTA
O conteúdo continua na íntegra, mas a estrutura interna foi aperfeiçoada com nova
diagramação no texto, aproveitando ao máximo o espaço da página, o que também
contribui para diminuir a extração de árvores para produção de folhas de papel, por exemplo.
Todos esses ajustes foram pensados a partir de relatos que recebemos nas pesquisas
institucionais sobre os materiais impressos, para que você, nossa maior prioridade, possa
continuar seus estudos com um material de qualidade.
IV
UNI
V
VI
Sumário
UNIT 1 – ENGLISH GRAMMAR IN USE........................................................................................... 1
VII
TOPIC 3 – THE PERFECT TENSES III................................................................................................. 59
1 INTRODUCTION.................................................................................................................................. 59
2 FUTURE PERFECT TENSE STRUCTURES..................................................................................... 59
2.1 FUTURE PERFECT TENSE – AFFIRMATIVE FORM................................................................. 60
2.2 FUTURE PERFECT TENSE – NEGATIVE FORM........................................................................ 62
2.3 FUTURE PERFECT TENSE – INTERROGATIVE FORM........................................................... 62
3 FUTURE PERFECT CONTINUOUS.................................................................................................. 64
3.1 FUTURE PERFECT CONTINUOUS TENSE – AFFIRMATIVE FORM.................................... 65
3.2 FUTURE PERFECT CONTINUOUS TENSE – NEGATIVE FORM........................................... 65
3.3 FUTURE PERFECT TENSE CONTINUOUS – INTERROGATIVE FORM.............................. 66
4 CONTEXTUALIZING THE USE OF FUTURE PERFECT TENSE .............................................. 66
4.1 READING AND COMPREHENSION TEXT WITH FUTURE PERFECT TENSES................ 67
5 MACHINES AND APPLIANCES....................................................................................................... 68
5.1 TOOLS................................................................................................................................................ 68
6 SCHOOL TEACHING TIPS ............................................................................................................... 70
6.1 LIFE EVENTS (FUTURE PERFECT).............................................................................................. 70
EXTRA READING.................................................................................................................................... 71
SUMMARY OF TOPIC 3......................................................................................................................... 73
SELF STUDY.............................................................................................................................................. 74
VIII
2.9 USING WOULD TO MAKE WISHES ABOUT THE FUTURE................................................ 105
2.10 USING AS IF/AS THOUGH........................................................................................................ 106
2.11 USING MIXED TIME IN CONDITIONAL SENTENCES...................................................... 106
3 SCHOOL TEACHING TIPS ............................................................................................................. 107
3.1 WHAT IF (MIXED CONDITIONALS)......................................................................................... 107
EXTRA READING.................................................................................................................................. 108
SUMMARY OF TOPIC 2....................................................................................................................... 110
SELF STUDY............................................................................................................................................ 111
IX
2.3 HOW MANY................................................................................................................................... 165
2.4 HOW OLD....................................................................................................................................... 166
2.5 HOW FAR........................................................................................................................................ 166
2.6 HOW OFTEN.................................................................................................................................. 167
2.7 HOW TALL...................................................................................................................................... 168
2.8 HOW HIGH..................................................................................................................................... 168
2.9 HOW LONG.................................................................................................................................... 168
2.10 HOW DEEP.................................................................................................................................... 170
3 JOBS........................................................................................................................................................ 171
3.1 INTERVIEW..................................................................................................................................... 174
3.2 CURRICULUM VITAE.................................................................................................................. 176
4 SCHOOL TEACHING TIPS ............................................................................................................. 177
4.1 ANSWERING ADS......................................................................................................................... 177
EXTRA READING.................................................................................................................................. 178
SUMMARY OF TOPIC 2....................................................................................................................... 180
SELF STUDY............................................................................................................................................ 181
REFERÊNCIAS........................................................................................................................................ 199
X
UNIT 1
OBJETIVOS DE APRENDIZAGEM
A partir do estudo desta unidade, você será capaz de:
PLANO DE ESTUDOS
Esta unidade está dividida em três tópicos. No decorrer da unidade você
encontrará autoatividades com o objetivo de reforçar o conteúdo apresentado.
1
2
UNIT 1
TOPIC 1
1 INTRODUCTION
Hello, dears! No decorrer dos estudos dos Livros Didáticos de Língua
Inglesa I e II, compreendemos que o ensino descontextualizado da gramática faz
com que nós, e também nossos alunos, fiquemos atrelados a atividades repetitivas,
dificultando o processo de aquisição da leitura, da escrita e da oralidade.
Porém, esse não é o único motivo que, por vezes, pode nos desestimular
e desinteressar o aprendizado da língua inglesa. Quando um conteúdo complexo
nos é ensinado de maneira concentrada, evidenciando o grau de dificuldade
que a língua apresenta, ao invés de estimular o uso de determinada estrutura, a
abandonamos.
3
Na forma afirmativa, para a maioria dos verbos regulares, basta acrescentar ED
aos verbos:
To Start (começar) – started (começou)
To Finish (terminar) – finished (terminou)
Para os verbos regulares que terminam com a letra E, basta acrescentar apenas
o D:
To Dance (dançar) – danced (dançou)
To Love (amar) – loved (amou)
Nos verbos regulares que terminam em Y, mas são precedidos de vogal, apenas
acrescenta-se o ED:
To Play (jogar) – played (jogou)
DICAS
É importante observar que não devemos dobrar a última letra caso a primeira
sílaba seja tônica, por exemplo, os verbos open e listen.
4
QUADRO 2 – IRREGULAR VERBS
Talvez, depois de consultar a tabela na íntegra, você ache que são muitos
verbos, mas à medida que você os utiliza fixa a escrita deles. Ainda, você deve
ter observado, acadêmico, que apesar de o verbo “ler” ter a mesma escrita no
presente e no passado, “read”, a pronúncia deste verbo no passado é diferente.
DICAS
5
DICAS
O verbo to be possui regras próprias no Simple Past, por isso, nunca é utilizado
com o auxiliar didn’t ou did. Desse modo, quando temos was e were na frase afirmativa, na
forma negativa usamos wasn’t ou weren’t e na forma interrogativa Was? ou Were?
Iniciamos nossos estudos acerca dos perfects com a tirinha de Jim Davis,
com o personagem do gato Garfield, que é uma estrela de famosas tirinhas
americanas. Na tira, Garfield utiliza a expressão: I have built, ou seja, ele utiliza
o present perfect para explicar uma ação importante que acaba de acontecer. Em
seguida, mostra-se desanimado ou cansado e acaba comendo a réplica construída,
que no caso, fora feita de chocolate.
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TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
I have studied English since 2010. (Eu estudo inglês desde 2010).
E
IMPORTANT
Você notou que a tradução do present perfect pode ser bastante variada,
dependendo do contexto?
The author Azar (1989, p. 29), says that the present perfect expresses “the idea
that something happened (or never happened) before now, at an unspecified time in the
past. The exact time it happened is not important”.
She adds that “If there is a specific mention of time, the simple past is used. The
present perfect also expresses the repetition of an activity before now. The exact time of
each repetition is not important” (AZAR, 1989, p. 29).
So, she ends up saying that “the present perfect also, when used with for or since,
expresses a situation that began in the past and continues to the present” (AZAR, 1989,
p. 29).
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UNIT 1 | ENGLISH GRAMMAR IN USE
ATENCAO
Lucy, uma personagem que geralmente atua com Charlie Brown, ambos
protagonistas do desenho animado Peanuts, do cartunista Schulz, utiliza a
expressão We've been (We have been), para reclamar para o colega do ano que está
apenas iniciando. Para fazer referência a ele (ano que acaba de iniciar), Lucy
utiliza a estrutura do present perfect, já que se trata de algo que começou, mas
ainda está sendo vivenciado.
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TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
Para a terceira pessoa do singular, he, she, it (ele, ela), usa-se has, para os
demais sujeitos, usa-se have.
E
IMPORTANT
FONTE: A autora
She has worked at that company for a long time. (Ela trabalha naquela
empresa há bastante tempo).
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UNIT 1 | ENGLISH GRAMMAR IN USE
They have loved each other since they were kids. (Eles se amam desde quando
eram crianças).
We have talked for five years. (Nós nos falamos há cinco anos).
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TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
11
UNIT 1 | ENGLISH GRAMMAR IN USE
12
TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
I have eaten meat since I was twelve years old. (Eu como carne desde os doze
anos).
She has had the same car for years. (Ela tem o mesmo carro há anos).
NOTA
I have I’ve
You have You’ve
She has She’s
He has He’s
It has It’s
We have We’ve
You have You’ve
They have They’ve
FONTE: A autora
O advérbio de tempo just indica que a ação aconteceu num passado bem
recente. Por exemplo: I have just met her. (Eu acabei de conhecê-la). He hasn’t just
woken up. (Ele não acabou de acordar).
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UNIT 1 | ENGLISH GRAMMAR IN USE
O never (nunca) é utilizado para dizer que alguma coisa não aconteceu,
como em: We have never been there. (Eu nunca estive lá). I have never got married. (Eu
nunca me casei).
O ever (alguma vez; já) é utilizado para saber se alguma ação já aconteceu
alguma vez. É frequentemente empregado em perguntas, como em: Has Jenny
ever travelled abroad? (Jenny já viajou para o exterior?). Have you ever gone to a rock
concert? (Você já foi a um show de rock?).
E, por fim, o advérbio for (há), que também mostra que determinada ação
iniciou no passado e continua até o presente, como em: My parents have lived in
this house for ten years. (Meus pais moram nesta casa há dez anos). Our dog has been
with us for a long time. (Nosso cachorro está conosco há muito tempo).
Murphy (1994, p. 14) says that “the present perfect simple is have/has + past
participle. The past participle often ends in -ed (finished/decides, etc.), but many important
verbs are irregular (lost/done/been/written etc.)”.
He adds that “when we use the present perfect there is always a connection with
now” (MURPHY, 1994, p. 14). The action in the past has a result now, take a look in
some examples:
Where’s your book? I don’t know. I have lost it. (I haven’t got it now)
She told me her surname, but I have forgotten it. (I can’t remember it now)
Is Bob here? No, he has gone out. (he is out now)
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TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
I can’t find my wallet. Have you seen it? (Do you know where it is now?)
You can use the present perfect with JUST, ALREADY and YET:
JUST – a short time ago – example: Would you like something to drink? No,
thanks. I have just had a lemonade.
ALREADY – says that something happened sooner than expected – example:
Don’t forget to post the postcard, will you? I have just posted it.
YET – until now – It used only in questions and negative sentences, example: I
have written the postcard, but I have not posted it yet.
Murphy (1994, p. 14) warns that there is a difference between gone (to) and been
(to), as in: Bob is away on holiday. He has gone to Brazil (= he is there now or his way
there). Beth is back home from holiday now. She has been to Spain (= she has now come
back from Spain).
DICAS
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UNIT 1 | ENGLISH GRAMMAR IN USE
FIGURA 3 – CALVIN
Continuamos nosso estudo com uma tira de uma série criada pelo
autor norte-americano Bill Watterson, intitulada Calvin and Hobbes. O uso da
estrutura “You haven't earned e I've never heard” foi utilizada pelos personagens. No
caso dessa tirinha, os personagens são Calvin e Suzy.
Calvin pede para copiar as respostas de Suzy e ela não deixa. Tanto
quando ela explica o motivo da recusa como quando ele comenta a resposta dela,
o present perfect foi utilizado e, como já mencionamos, serve para fazer referência a
situações sem tempo determinado, como o apresentado na tira.
I haven’t eaten meat since I was ten years old. (Eu não como carne desde os
dez anos de idade).
They have not phoned. (Eles não ligaram).
She hasn’t made many mistakes. (Ela não cometeu muitos erros).
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TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
FONTE: A autora
FONTE: A autora
17
UNIT 1 | ENGLISH GRAMMAR IN USE
I haven't Oh my
eaten goodness!
anything in I wish I had
four days. your
willpower.
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TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
FONTE: A autora
SELF STUDY
Read the poem The Circle of Life, by Taos Pueblo Native, 1974:
19
UNIT 1 | ENGLISH GRAMMAR IN USE
Já o present perfect continuous apresenta uma ação que não foi concluída,
isto é, ela (a ação) ainda está acontecendo. Esta estrutura é formada pelo verbo to
have (have/has) + o verbo to be conjugado no present perfect (presente perfeito) + o
gerúndio (-ING) do verbo principal. Como em: I have been working on a new project.
(Eu tenho estado a trabalhar em um novo projeto.) (TORRES, 2007).
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TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
SELF STUDY
21
UNIT 1 | ENGLISH GRAMMAR IN USE
She has been studying Portuguese for five years. (Ela estuda português há dez
anos).
She has been driving for hours. (Ele está dirigindo há horas).
They have been playing basketball for a few minutes. (Eles estão jogando
basquetebol há alguns minutos).
My brother has been taking karate lessons. (Meu irmão está fazendo aulas de
caratê).
UNI
Azar (1989, p. 36), explains that this tense is used to indicate “the duration os an
activity that began in the past and continues to the present. When the tense has this meaning,
it is used with time words such as for, since all morning, all day, all week”. Take a look:
The same author says that “when the tense is used without any specific mention
of time, it expresses a general activity in progress recently, lately” (AZAR, 1989, p. 36).
For example: I have been thinking about changing my major.
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TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
Azar (1989, p. 36) says that with “certain verbs (most notably live, work, teach)
there is little or no difference in meaning between the two tenses when since or for is
used”. Example: I have lived here since 1990. I have been living here since 1990.
Now, let’s compare the present continuous tense and the present perfect
continuous tense. Take a look:
NOW NOW
Don’t disturb me now. I ‘m working. I’ve working hard, so now I’m going to have a rest.
We need an umbrella. It’s raining. The ground is wet. It’s been raining.
Harry up! We’re waiting. We’re been waiting for an hour.
FONTE: A autora
SELF STUDY
a) The train started two hours ago. It’s still raining now. It _________________
for two hours.
b) We started waiting for the bus 20 minutes ago. We’re still waiting now. We
_________________ for 20 minutes.
c) I started Spanish classes in December. I’m still learning Spanish now. I
___________________ since December.
d) Ann began looking for a job six months ago. She’s still looking now.
____________________ for six months.
e) Mary started working in London on 18 January. She’s still working there
now. ____________________ since 18th January.
f) Years ago you started writing to a penfriend. You still write to each other
regularly now. We __________________________ for years.
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UNIT 1 | ENGLISH GRAMMAR IN USE
You haven’t been sleeping well for a few nights. (Você não está dormindo bem
há algumas noites).
Ann hasn’t been going out with that boy. (Ana não está saindo com aquele
garoto).
The kids haven’t been riding their bike at night. It’s too dangerous. (As crianças
não estão andando de bicicleta à noite. É muito perigoso).
NOTA
Acompanhe os exemplos:
Have you been working since 11 a.m.? (Você está trabalhando desde às 11
horas?)
Has he been seeing her without permission? (Ele a está vendo sem permissão?)
Have you been living here for a long time? (Você está morando aqui há muito
tempo?)
Look how to conjugate the verb to play with the present perfect continuous in the
affirmative, negative and interrogative forms:
24
TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
E
IMPORTANT
We studied that “the present perfect tense refers to an action or state that either
occurred at an indefinite time in the past” (e.g., we have talked before) or “began in the
past and continued to the present time” (e.g., he has grown impatient over the last hour).
This tense is formed by have / has + the past participle (MURPHY, 1994, p. 17).
We know that the present perfect continuous is used basically “to emphasize
the continuity of an action that started in the past and extends to the present and/ or
future”. We form the present perfect continuous “using two elements, which are: the
present perfect of the verb “to be” (have/ has been) and the present particle of the main
verb (base+ing)” (MURPHY, 1994, p. 20).
25
UNIT 1 | ENGLISH GRAMMAR IN USE
Tropical Forests cover only two percent of the earth is surface, but 70% of
all plants and animals live there. To provide land for farming, ranching and
other activities, people have been cutting or burning down those forests.
More than half of the world is tropical forests have disappeared since the
beginning of last century. In the Amazon, scientists estimate that an area of
forest the size of a football field is destroyed every minute.
The destruction of tropical forest. The extiction of animal and plant species.
The pollution of soils, lakes, rivers, and seas. Air pollution. Acid rain. The threats
to our environment are nothing new. Man is use (and abuse) of natural resources
has been in the newspapers for a long time, but in the last decades the human
impact on the environment has been absolutely disastrous. Modern man has
seen the world as something to conquer, dominate, and exploit. He has been
treating the environment as an endless source of resources, a kind of Ali Baba
is cave providing for all needs and all desires.
So, what is next? Should we give up? Let it happen? The challenge is to find
new ways to protect and preserve our environment. But we have been saying
that for years... It is time to stop cutting down forests and cut down deforestation
instead! Have you ever herd the phrase "The world is coming to an end"?
26
TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
Vocabulary:
Ali Baba’s cave: a place where a great treasure is hidden
Challenge: something difficult calling for work or effort
To conquer: to fight and take control of
Deforestation: the destruction of a forest
Environment: everything that surrounds a person, animal or plant
To exploit: to make full use of
To give up: to stop trying to do something; to surrender
Instead: in place of another thing
Leukemia: a cancer in which the body makes too many white blood cells
To provide: to supply, to furnish
Resources: useful things in general
Source: origin
Threat: the possibility that something very bad will happen
1) General comprehension:
(a) The rosy periwinkle has saved ( ) most of its tropical forests.
(b) Many children have suffered from ( ) since the beginning of last century.
(c) Environmental problems have been ( ) a type of cancer called leukemia.
(d) More than 50 percent of the world’s ( ) the lives of many children.
tropical forests have disappeared ( ) in the newspapers of many years.
(e) Madagascar has lost
27
UNIT 1 | ENGLISH GRAMMAR IN USE
DICAS
Respostas:
2) (a) The rosy periwinkle has saved (e) most of its tropical forests.
(b) Many children have suffered from (d) since the beginning of last century.
(c) Environmental problems have been (b) a type of cancer called leukemia.
(d) More than 50 percent of the word's (a) the lives of many children.
tropical forests have disappeared (c) in the newspapers of many years.
(e) Madagascar has lost
3) a) ago
b) since
c) for
d) for
e) ago
f) since
g) for
h) ago
6 THE WEATHER
The weather is a practical topic in the English classes. This topic is so importante
because the weather can influence, for example, our fashion choices. And the topic
weather can be used to start a talk with someone that we don’t know, so, it can be used as
a good ice breaker to start a conversation (CHIN, 2009).
Unlike many countries, Americans talk abouy the weather in degrees Fahrenheit
[FÆR ən haiyt] and not Celsius [SEL siy yəs].
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TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
SELF STUDY
Vicky is talking to Guga about different cities in Florida. What does she
like about Orlando?
Guga: What's the weather like in St. Augustine now?
Vicky: It's hot because it's summer there now.
Guga: And it's winter here. It's very cold today.
Vicky: Yes, it is. I think the temprature is 12 degrees.
Guga: What's the weather like in St. Augustine in winter?
Vicky: It's not very cold, but it's colder than here.
Guga: Does it snow in Florida?
Vicky: No, it doesn’t. It never snows there, but it rains a lot in the summer.
Guga: Is St. Augustine close to Miami?
Vicky: More or less. It's closer to Orlando than to Miami.
Guga: I would like to visit Miami one day.
Vicky: Miami is nice, but Orlando is more interesting.
Guga: Why?
Vicky: Because you can go to Disney World and lots of other great places.
Guga: Disney World? Wow!
Vicky: It's a great place. We can go together.
Here are some expressions we use to talk about the weather in English:
The word “Sunny” is so used, take a look: “It’s really sunny today!”, “The sun is
so bright”, “There’s a mix of sun and clouds today”, “It’s so perfect outside; not a cloud
in the sky”, “Seventy two degrees (72°) and sunny. A perfect summer day!”, “It’s so
sunny. I can lay out today!”, “You got a nice suntan on vacation!”, “It’s really sunny
out. Make sure you put on some sunscreen”, “Don’t forget to put on suntan lotion”
FONTE: Disponível em: <https://www.elementalenglish.com/weather-vocabulary/>. Acesso em:
19 nov. 2017.
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UNIT 1 | ENGLISH GRAMMAR IN USE
“Rain”: “It’s raining out. You’ll need an umbrella.”, “It’s raining pretty
hard out there.”, “You should wear your rain coat today.”, “It’s not raining too hard.
It’s just drizzling out.”, “Bring an umbrella just in case, since it will be raining on
and off today.”
FONTE: Disponível em: <https://www.elementalenglish.com/weather-vocabulary/>. Acesso em:
19 nov. 2017.
“Fog”: “Be careful when you drive. It’s really foggy outside. You can’t see far in
front of you.”, “It’s so foggy out. You better drive with your fog lights on.”
FONTE: Disponível em: <https://www.elementalenglish.com/weather-vocabulary/>. Acesso em:
19 nov. 2017.
“Humidity”: “It’s so hot and humid outside. The air feels so thick and sticky.”,
“It’s so humid out; I sweat the second I walk outside!”, “I hate these humid summers.
I really prefer the dry summer air out west.”
FONTE: Disponível em: <https://www.elementalenglish.com/weather-vocabulary/>. Acesso em:
19 nov. 2017.
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TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
6.1 SEASONS
We have four seasons, but not all of America experiences them: winter, spring,
summer, fall (USA) or autumn (UK).
In fact, during the winter storms in the north and middle of America, many
of us dream of moving to Hawaii, Florida and California! San Diego, California, for
example, is considered to have the most perfect and sunny weather in the country.
FONTE: Adapatado de: <https://www.elementalenglish.com/weather-vocabulary/>. Acesso em:
19 nov. 2017.
SELF STUDY
Now read the text about seasons and answer the question:
Spring, summer, autumn and winter are the four seasons. It is spring now.
March, April and May are spring months. In spring it is warn. The weather
is fine. You can see flowers in the fields.
It is summer. June, July and August are summer months.
In summer it is hot. The weather is fine. The days are long and the nights
are short. The fields and the trees are green.
It is autumn. September, October and November are autumn months.
In autumn it is cool. The weather is bad.
The trees are yellow and red. You can see apples in the trees.
It is winter. December, January and February are winter months.
It is cold in winter. The weather is cold. The days are short and the nights
are long.
The streets, the trees and the fields are white with snow.
FONTE: Disponível em: <http://e-lib.gasu.ru/eposobia/titova/R_3_8.html>. Acesso em: 19
nov. 2017.
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UNIT 1 | ENGLISH GRAMMAR IN USE
FONTE: A autora
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TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
Procedure:
1) Give each student a question card. If making your own, use two
different colors of 3” X 5” card. Call all students (half the class) with a yellow
card (for example) to the front and have them stand in a line facing the class.
2) The other half of the class stands in front of the first line. If there are an
odd number of students, either one questioner waits for someone to question,
or the extra person in the answer line waits until the line moves.
3) Each person with a yellow question card (for example) questions the
student standing in font of him/her. The student asking the question fills in the
blanks with the correct form of the verb given on the card. When everyone has
answered the question, the students in the answer line move down one and
are asked a new question. Continue until all the students in the answer line
have talked to every student in the question line. (the students in the question
line do not move).
4) The students in the lines now switch positions, and the former
answerers are now the questioners.
What have you ____________ (eat) this Who have you _______ (speak) to before class
morning? today?
What have you ___________ (forget) to What have you _____ (think) about doing after
do? class?
Where have you _____ (go) shopping? What have you ________ (give) a friend?
How much money have you _____ (lend) What have you ________ (send) to your family
a friend? recently?
What habit have you ________________ How often have you ________ (be) to the
(quit)? movies this month?
What have you __________ (tell) a family What have you ________________ (lose)
member more than once? recently?
FONTE: WOODWARD, Jane W. Fun with grammar. New Jersey: Prentice Hall Regents, 1997.
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UNIT 1 | ENGLISH GRAMMAR IN USE
EXTRA READING
Para o brasileiro, o que importa é ação executada, e não até que ponto
suas consequências abrangem o presente. Até aqui, nosso aluno leva a culpa de
não pensar em inglês, o que não deixa de ser verdade. Porém, a dificuldade de
34
TOPIC 1 | THE PAST TENSE AND THE PERFECT TENSES
DICAS
35
SUMMARY OF TOPIC 1
Neste tópico, você aprendeu que:
• O presente perfeito contínuo é usado para expressar uma ação que ocorreu no
passado e continua até o presente.
• Na forma afirmativa utilizamos o verbo auxiliar has para he, she, it e have para I,
you, we, they acompanhado de been e do verbo principal no gerúndio.
36
SELF STUDY
FONTE: MURPHY, Raymond. English Grammar in Use. Cambridge University Press, USA,
1994. Second edition.
37
a) ( ) Incentivar a redução do uso de celular pelos alunos.
b) ( ) Facilitar o aprendizado do uso de extintores.
c) ( ) Oferecer informações da vida cotidiana em redes sociais.
d) ( ) Demonstrar que alguns cartazes incitam o uso de celulares em lugares
perigosos.
e) ( ) Abordar contextos que envolvem o uso de tecnologia, cada vez mais
comum.
38
UNIT 1
TOPIC 2
1 INTRODUCTION
Hello, boys and girls! Depois de aprendermos os present perfects, chegou a
hora de abordarmos os past perfects. Para começarmos, é interessante fazermos
a conexão com algumas ideias fundamentais, uma delas é compreender que o
present perfect e past perfect têm ocasiões certas para serem utilizados.
Outra ideia que precisa ser indicada é que é necessário lembrar de que o
contexto necessita ser compreendido para o uso correto dos tempos verbais. Ele, o
contexto, é um elemento fundamental para sabermos o que dizer e utilizar na hora
de falar ou escrever algo. Ou seja, quando estamos com alguma dúvida no uso
do present perfect e do past perfect, por exemplo, observar seu contexto muito nos
auxiliará, pois as línguas não se resumem em regras, nem em palavras soltas, ok?
No caso dos past perfects, utilizamos sempre o had para todos os pronomes
pessoais, o auxiliar não varia. Observe alguns exemplos:
Como você deve ter notado, o had foi utilizado com todos os pronomes e
os verbos to travel, to go e to write, após o had foram conjugados todos na forma do
particípio passado, ou seja, traveled, gone e written.
Agora, tente traduzir as sentenças que seguem, utilizando o past perfect tense:
E, então? Conseguiu traduzir estas sentenças para o inglês? Ok, aí vai uma
dica: Você terá que utilizar o past perfect, ou seja, basta traduzir as sentenças para
o inglês ao “pé da letra”, sem utilizar muitas regras. Veja:
40
TOPIC 2 | THE PERFECT TENSES II
FONTE: A autora
DICAS
Na forma afirmativa, você pode escrever assim: I’d gone, they’d sent, she’d
washed, etc.
41
UNIT 1 | ENGLISH GRAMMAR IN USE
Now in English: Murphy (1994, p. 30) teaches that “the past perfect is had +
past participle”.
When we talk about something that happened in the past, we need to use the
simple past tense, as: Bob arrived at the party. This is the starting point of the story. If we
want to talk about things that happened before this time, we need to use the past perfect
tense, as: When Bob arrived at the party, Sarah had already gone home (MURPHY, 1994).
Take a look in the comparation adapted from Murphy (1994, p. 30), showed
below:
Who is that man? I have never seen his before. I didn’t know who he was. I had never seen his before
(=before that time)
DICAS
The past perfect tense expresses an activity that was completed BEFORE
another activity or time in the past.
42
TOPIC 2 | THE PERFECT TENSES II
FONTE: A autora
Observe o exemplo: I hadn’t heard you because I was listening to music. (Eu
não ouvi você porque eu estava ouvindo música).
Had I written?
Had you written?
Had she written?
Had he written?
Had It written?
Had we written?
Had you written?
Had they written?
FONTE: A autora
43
UNIT 1 | ENGLISH GRAMMAR IN USE
SELF STUDY
A) Read the situations and write sentences from the words in brackets.
1) You went to Beth’s house but she wasn’t there. (she/ go/ out).
__________________________________________________________________
2) You went back to your home town after many years. It wasn’t the same as
before. (it/ change/ a lot)
__________________________________________________________________
3) I invited Judy to the party but she couldn’t come. (she/ arrange/ to do
something else)
__________________________________________________________________
4) You went to the cinema last night. You arrived at the cinema late. (the film/
already/ begin)
__________________________________________________________________
5) I was very pleased to see Tim again after such a long time. (I/ not/ see/ him
for five years)
__________________________________________________________________
6) I offered Sue something to eat but she wasn’t hungry. (she/ just/ have/
breakfast)
__________________________________________________________________
FONTE: A autora
44
TOPIC 2 | THE PERFECT TENSES II
Assim, utilizamos o past perfect continuous tense quando uma ação iniciou no
passado e não se findou até outro período do passado. Nesta estrutura, expressões
como for two minutes (por dois minutos), for three weeks (por três semanas) ou for
one hour (por uma hora) são muito utilizadas, como em: She had been talking for
five hours with her sister before her mum arrived. (Ela esteve conversando com a irmã
dela por cinco horas antes que a mãe dela chegasse).
O past perfect continuous tense também pode ser empregado para expressar a
causa de algo no passado, como em: Peter failed the middle term because he had not been
going class. (Pedro reprovou na primeira prova porque não estava indo às aulas).
I was tired because I had been studying for several hours. (Eu estava cansada
porque eu tinha estudado há muitas horas).
We didn’t go to the party because It had been raining all the afternoon. (Nós
não fomos para a festa porque tinha chovido a tarde toda).
Now in English, by Azar (1989, p. 39), the past perfect progressive “emphasizes
the duration of an activity that was in progress before another activity or time in the
past”. For example: The police had been looking for criminal for three years before they
caught him.
This tense also “may express an activity in progress recent to another time or
activity in the past”. For example: When he got home, his hair was still wet because he
had been swimming.
45
UNIT 1 | ENGLISH GRAMMAR IN USE
FONTE: A autora
I didn’t know why I had a stomachache. I hadn’t been eating too much. (Eu não
sei porque tive dor de barriga. Eu não tinha comido muito).
She didn’t come but I hadn’t been waiting for her for a long time. (Ela não veio,
mas eu não tinha esperado muito por ela).
FONTE: A autora
46
TOPIC 2 | THE PERFECT TENSES II
SELF STUDY
A) Put the verb into the most suitable form, past continuous (I was doing), past
perfect (I had done) or past perfect continuous (I had been doing).
E
IMPORTANT
The words for and since are used to talk about the duration of the action. e.g:
They had been trying to fix the tractor for seven days but in vain. We had been trying to
contact her since dawn when she finally picked up the phone. The words when and till are
often used to introduce the past time reference. e.g: She had been preparing the meals for 3
hours when the guests arrived. She had been preparing the meals until the guests arrived.
The words before and after are used to show the sequence of events and the order of
those events in the past time. Before is always followed by the simple past as it indicates the
second action. e.g: They had been living here for 5 years before they decided to move to
Agadir. After is followed by the past perfect or past perfect continuous to emphasize the prior
action. e.g: They became rich after they had been working hard for years.
Vamos entender como isso funciona mais de perto! Stay with us!
48
TOPIC 2 | THE PERFECT TENSES II
She smoothly dropped the golden pen she had been writing with, and she
fainted in silence. The words she had been writing were glowing so magically
that she couldn't bear their charming powers. Unfortunately, I missed the
scene because I had been busy cleaning the window pane to get a clear view of
the world outside. What a dim idea!
The perfect world I had been trying to visualize was not outside. On the
contrary, everything was inside, but I hadn't been digging in the right place
using the right tools; otherwise I could have discovered a mine where from I
could extract treasures like the hectic refining words that our brains perpetually
generate to confuse or to excite us, and sometimes even to send us into a deep
trance. The inside fantastic world of ecstasy exists and it is more authentic than
the one people usually try to perceive through each others' eyes.
Just start the journey inwards, and you will discover a multidimensional
world that you could never imagine it had been there long before your
expedition.
FONTE: Disponível em: <http://www.angelfire.com/pro/eng43/ppp2.html#top>. Acesso em: 2
dez. 2017.
Take a look:
She smoothly dropped the golden pen she had been writing with, and she
fainted in silence. The words she had been writing were glowing so magically
that she couldn't bear their charming powers. Unfortunately, I missed the
scene because I had been busy cleaning the window pane to get a clear view of
the world outside. What a dim idea!
The perfect world I had been trying to visualize was not outside. On the
contrary, everything was inside, but I hadn't been digging in the right place
using the right tools; otherwise I could have discovered a mine where from I
could extract treasures like the hectic refining words that our brains perpetually
generate to confuse or to excite us, and sometimes even to send us into a deep
trance. The inside fantastic world of ecstasy exists and it is more authentic than
the one people usually try to perceive through each others' eyes.
49
UNIT 1 | ENGLISH GRAMMAR IN USE
Just start the journey inwards, and you will discover a multidimensional
world that you could never imagine it had been there long before your
expedition.
FONTE: Disponível em: <http://www.angelfire.com/pro/eng43/ppp2.html#top>. Acesso em: 2
dez. 2017.
4 MEANS OF TRANSPORTATION
Quando falamos em means of transportation, estamos nos referindo também
ao mode of transport, or the numerous modes used for a movement.
For each mode, there are several means of transport. They are:
50
TOPIC 2 | THE PERFECT TENSES II
sailboat (séilbóut) - veleiro
scooter (skúter) - patinete
ship (ship) - navio
skateboard (skéitbord) - prancha de skate
streetcar (stríit car) - bonde
subway (sábwuéi) - metrô
taxi cab (táxi cáb) - táxi
train (tréin) - trem
truck (trák) - caminhão
van (van) - furgão
wagon (wágon) - caminhão
FONTE: Disponível em: <http://www.shertonenglishpt.com/pt/gramatica/vocabulario-em-
ingles/meios-transporte>. Acesso em: 10 dez. 2017.
DICAS
Temos, acadêmico, alguns verbos que são utilizados com os transportes, take
a look: Catch a bus/train – I am going to catch a bus to work today. Drive a car – I am going
to drive my car to the service station. Ride a bike/motorbike – I am going to ride my bike to
the shops. Get a plane/taxi – I am going to get a plane to London. Caso queira saber mais
sobre isso, acesse o link e assista ao vídeo intitulado Transportation, vocabular and frasal
verbs: <https://www.engvid.com/transportation-vocabulary-phrasal-verbs/>.
1) Give each student a question card. If making your own, use two
different colors of 3” X 5” card. Call all students (half the class) with a yellow
card (for example) to the front and have them stand in a line facing the class.
51
UNIT 1 | ENGLISH GRAMMAR IN USE
2) The other half of the class stands in front of the first line. If there are an
odd number of students, either one questioner waits for someone to question,
or the extra person in the answer line waits until the line moves.
3) Each person with a yellow question card (for example) questions the
student standing in font of him/her. The student asking the question fills in the
blanks with the correct form of the verb given on the card. When everyone has
answered the question, the students in the answer line move down one and
are asked a new question. Continue until all the students in the answer line
have talked to every student in the question line. (the students in the question
line do not move).
4) The students in the lines now switch positions, and the former
answerers are now the questioners.
Where _____ (you, study) English before Who (if anyone) ______ (you, know) in this
you _____ (come) to this school? class when you _____ (start) to study here?
What _____ (you, hear) about this school How many times _____ (you, see) a movie in
before you _____ (come) here? English before you _____ (come) to this city?
What _____ (you, already, do) before you What _____ (you, already, eat) before you
_____ (leave) home this morning? _____ (come) to class?
When you _____ (leave) for class this Who _____ (already, get up) when you _____
morning, _____ (the sun, come up)? (leave) home this morning?
What ______ (you, never, see) before you What ______ (you, never eat) before you
_____ (go) to a museum? _____ (go) to a Mexican restaurant?
Where _____ (you, be) before you _____ Before you _____ (go) to bed last night, what
(get) home yesterday? _____ (you, already, do) ?
FONTE: WOODWARD, Jane W. Fun with grammar. New Jersey: Prentice Hall Regents, 1997.
52
TOPIC 2 | THE PERFECT TENSES II
EXTRA READING
In the early 1900s scientists discovered that X [ênfase na ação dos cientistas].
Scientists have discovered that X [ênfase no fato que agora sabemos].
53
UNIT 1 | ENGLISH GRAMMAR IN USE
FONTE: EL-DASH, Linda Gentry. A questão de aspecto nos tempos verbais em inglês. Campinas,
44(2) - jul./dez. 2005. p. 211 a 212. Disponível em: <https://periodicos.sbu.unicamp.br/ojs/index.
php/tla/article/view/8639404>. Acesso em: 3 dez. 2017.
DICAS
54
SUMMARY OF TOPIC 2
Neste tópico, você aprendeu que:
• O passado perfeito ou past perfect é utilizado para descrever uma ação que
aconteceu no passado antes de outra ação também ocorrida no passado.
• No passado perfeito, usamos o auxiliar had para todas as pessoas e, assim como
no presente perfeito, também empregamos o verbo principal no particípio.
55
SELF STUDY
1 Complete the sentences with the past perfect or past perfect continuous
correct form of the verbs in brackets. Use contractions where possible.
a) Peter was Sally's best friend. She ______ (know) him all her life.
b) The children were wet because they _____ (play) football in the rain.
c) We were very hungry because we _____ (not / eat).
d) I was delighted when I found my Keys. I ______ (look) for them for hours.
e) She was exhausted because she _____ (work) since eight o'clock that
morning.
f) Everything was white because it ______ (snow).
g) The passengers were cross because the airline _____ (lose) everyone's bags.
h) I _____ (not / see) Jacob for several years, but I recognised him immediately.
56
No que se refere ao uso do celular em sala de aula, o objetivo do texto é:
57
58
UNIT 1
TOPIC 3
1 INTRODUCTION
Conforme já mencionamos, inclusive em outros materiais de estudos,
no ensino e na aprendizagem da língua inglesa, assim como em outras línguas,
existem os chamados tempos verbais, que são as variações do verbo utilizadas
para indicar em qual momento a ação ou o ato aconteceu.
Para que isso aconteça, além do domínio dos tempos verbais, é necessário
entender o contexto. Afinal, o que significa isso? O contexto nada mais
é do que “aquilo que compõe o texto na sua totalidade. Ele é o conjunto dos
elementos textuais em que se encontra uma palavra ou uma passagem, e que
modifica ou esclarece seu sentido” (CHIN, 2009, p. 13).
Let’s go ahead!
Assim, esse tempo verbal, indicado pelo will have e com o past participle
do verbo principal, é utilizado para descrever ações que ocorreram antes de um
tempo determinado no futuro, como em: I will have started a new course by next
year. (Eu terei começado um curso novo até o próximo ano) (MURPHY, 1994).
Ele também é utilizado para descrever ações que ocorrerão antes de outra
ação no futuro, como em: By the time my mother get home, I will have finished my
homework. (No momento em que a minha mãe chegar em casa, eu terei terminado
minha lição de casa) (MURPHY, 1994)
59
UNIT 1 | ENGLISH GRAMMAR IN USE
NOTA
Azar (1989, p. 53), says that “the future perfect expresses an activity that will be
completed before another time or event in the future”. Examples:
I will graduate in June. I will see you in July. By the next time I see you, I will
have graduated.
I will have finished my homework by the time I go out on a date tonight.
Notice in the examples: by the time introduces a time clause; the simple presente
is used in a time clause.
DICAS
“We use will have to say that something will already be complete”. Example:
Kevin’s football match ends at 9:15. So after this time, for example at 9:30, the match will
have finished (MURPHY, 1994).
60
TOPIC 3 | THE PERFECT TENSES III
FONTE: A autora
DICAS
61
UNIT 1 | ENGLISH GRAMMAR IN USE
Observe:
They will not have finished the job by April. (Eles não terão terminado o
trabalho em abril).
When Mom arrives, I'll not have washed the dishes yet. (Quando mamãe chegar
eu não terei lavado a louça ainda).
FONTE: A autora
Observe:
Will + subject + have + past participle of the main verb +? (question mark)
62
TOPIC 3 | THE PERFECT TENSES III
INTERROGATIVE FORM
Will I have worked?
Will you have worked?
Will he have worked?
Will she have worked?
Will it have worked?
Will you have worked?
Will we have worked?
Will they have worked?
FONTE: A autora
DICAS
63
UNIT 1 | ENGLISH GRAMMAR IN USE
FONTE: A autora
Azar (1989, p. 53) says that the future perfect progressive “emphasizes the duration
of an activity that will be in progress before vanother time or event in the future”. Examples:
When professor Jones retires next month, he will taught for 45 years.
When professor Jones retires next month, he will have been teaching for 45 years.
Sometimes the future perfect continuous and the future perfect continuous “give
the same meaning, as the examples showed. Also notice that the activity expressed by
either of these two tenses may begin in the past” (AZAR, 1989, p. 53).
DICAS
64
TOPIC 3 | THE PERFECT TENSES III
E
IMPORTANT
Example: You will not have been running for two hours. (Você não tem estado
correndo por duas horas).
65
UNIT 1 | ENGLISH GRAMMAR IN USE
Example: Will you have been running for two hours? (Você tem estado
correndo por duas horas?)
Now, let's see the conjugation of the verb to live in the affirmative, negative and
interrogative forms of the future perfect continuous tense:
66
TOPIC 3 | THE PERFECT TENSES III
Text 1: Who is he? What will he have done? What will have happened?
Mr. Jones, is a farmer. He owns a big farm. He plants crops in his fields
in the spring. By the time he finishes planting this spring, he will have planted
10 acres of crops. He is going to have planted many crops.
Text 2: Who are they? What will they have been doing?
Paul and Lindsey are going on a sleigh ride to their friend's house for the
weekend. The snow will be deep, but their horse is very strong. They are going
to travel a long way. They will have been riding in the sleigh for over an hour
by the time they arrive.
Paul's horse, Midnight, will pull the sleigh over the snow. When they
arrive, Midnight will be tired because he is going to have been pulling the
sleigh for over an hour. Midnight will need food and rest because he will have
been pulling the sleigh over all that snow.
FONTE: Disponível em: <http://www.really-learn-english.com/support-files/future-perfect-
progressive-story-1.pdf>. Acesso em: 10 dez. 2017.
Now, answer the question about the texts. Use future perfect tense or
future perfect continuous tense:
1) How many acres of crops will Mr. Jones have planted by the time he finishes
planting this spring?
___________________________________________________________________
2) By the time Paul and Lindsey arrive, how long will they have been riding
in the sleigh?
___________________________________________________________________
67
UNIT 1 | ENGLISH GRAMMAR IN USE
Resposta:
1) Answer: Mr. Jones will have planted 10 acres of crops by the time he finishes
planting this spring.
2) Answer: By the time Paul and Lindsey arrive, they will have been riding in
the sleigh for over an hour.
5.1 TOOLS
A lista que segue nos apresenta algumas tools do nosso cotidiano. Take a
look:
Ax – machado
Bolt – parafuso
Can opener – abridor de latas
Screwdriver – chave de fenda
Pipe Wrench – chave de grifo
Wrench – chave inglesa
Chisel – talhadeira
Corkscrew – saca-rolhas
Drill – furadeira
Drill bit – broca
File – lima
Glass Cutter – cortador de vidro
Hammer – martelo
Hatchet – machadinha
Hoe – enxada
Ladder – escada de mão
Level – nivelador
Mason’s trowel – colher de pedreiro
Measuring tape – fita métrica
Nail – prego
68
TOPIC 3 | THE PERFECT TENSES III
Nut – porca
Penknife – canivete
Pipe Wrench – chave de grifo
Pickax – picareta
Plane – plaina
Pliers – alicate
Power drill – furadeira elétrica
Sandpaper – lixa
Saw – serra
Scalpel – escalpelo, bisturi
Scissors – tesoura
Screw – parafuso
Screwdriver – chave de fenda
Shears – podadeira
Spade/shovel – pá
Spanner/wrench – chave inglesa
Tool box – caixa de ferramentas
FONTE: Disponível em: <https://www.estudopratico.com.br/conheca-os-nomes-de-
equipamentos-e-ferramentas-em-ingles/>. Acesso em: 10 dez. 2017.
FIGURA 9 – TOOLS
bit
chuck
mallet handsaw
claw
sandpaper
blade
file
chisel
69
UNIT 1 | ENGLISH GRAMMAR IN USE
DICAS
Aqui há, acadêmico, algumas frases úteis acerca das tools: Where is the nearest
tool store? Onde fica a loja de ferramentas mais próxima? Which tools are the most important
to have? Que ferramentas são as mais importantes para se ter? Is this tool dangerous? Essa
ferramenta é perigosa? Do you know anyone who knows how to use tools? Você conhece
alguém que sabe usar ferramentas? Could you lend me your tools? Você poderia me
emprestar suas ferramentas? Could you teach me how to use this tool? Você poderia me
ensinar a usar essa ferramenta?
1) Divide the class into the groups of three or four. Each group brainstorms
a list of events that may happen to them in the future (get married, have
children, get a degree, go to a university, finish the English program, return
home, buy a car etc.)
70
TOPIC 3 | THE PERFECT TENSES III
3) Each student reads his/her sentences to the group. The group decides
if the sentences are grammatically correct. The group may also want to
comment on logic. (for example, do they want to accept By the time I finish the
ESL program, I will have gotten my BA degree or By the time I finish the ESL
program, I will have returned to my country as logical?)
FONTE: WOODWARD, Jane W. Fun with grammar. New Jersey: Prentice Hall Regents, 1997.
EXTRA READING
O simple present pode ser usado para nos referirmos a algo planejado
ou agendado, em um futuro próximo: Veja alguns exemplos: The train arrives at
6:30 in the morning (O trem chegará às 6h30min da manhã). The holidays start next
week (As férias começarão na próxima semana). It is my birthday tomorrow (Meu
aniversário é amanhã).
Tanto o simple presente quanto o present continuous são usados para nos
referirmos a um futuro sobre o qual temos algum grau de certeza.
71
UNIT 1 | ENGLISH GRAMMAR IN USE
Esse tempo não é usado com muita frequência em inglês, mas é importante
que você o conheça e saiba como pode ser empregado. O future perfect é a forma
verbal que expressa que uma ação estará completa, antes de algum momento no
futuro.
Esse tempo pode ser usado para expressar: uma ação que ocorrerá antes
de outra no futuro; uma ação que ocorrerá antes de um determinado momento no
futuro; um estado que permanecerá até algum momento no futuro.
Exemplos de uso do future perfect: He will have prepared by the time he leaves
the house (Ele estará pronto até a hora em que sair de casa). Aqui, o future perfect é
usado para se referir a uma ação que ocorrerá antes de outra no futuro. She will
have returned home by 6 o’clock (Ela terá voltado para casa às 6 horas). Este é um
exemplo de uso do future perfect para expressar uma ação que será realizada
antes de um determinado momento (data ou horário) no futuro. In September I
will have lived here for eight years (Em setembro, terei vivido aqui por oito anos).
Aqui, o future perfect foi empregado para se referir a um estado que se manterá até
determinado momento no futuro.
72
SUMMARY OF TOPIC 3
Neste tópico, você aprendeu que:
• O tempo verbal future perfect é um tempo verbal que descreve ações que estarão
terminadas em um deterinado momento no futuro.
• O future perfect continuous tem sua estrutura formada por: o sujeito, o auxiliar
modal will, o have, o futuro perfeito do verbo to be, o verbo principal no presente
acrescido da partícula ING.
73
SELF STUDY
1 Classifique em: FP para future perfect e FPC para future perfect continuous:
74
UNIT 2
OBJETIVOS DE APRENDIZAGEM
A partir do estudo desta unidade, você estará apto a:
PLANO DE ESTUDOS
Esta unidade está dividida em três tópicos. No decorrer da unidade você en-
contrará autoatividades com o objetivo de reforçar o conteúdo apresentado.
75
76
UNIT 2
TOPIC 1
CONDITIONAL SENTENCES I
1 INTRODUCTION
Hello, dears! Agora que já conhecemos e aprendemos as estruturas do
presente, passado e também do futuro, estudaremos as orações condicionais que,
em inglês, são chamadas de conditional sentences.
Afinal, você sabe o que é uma clause? Isso mesmo, acadêmico, quando
entendemos o termo clause fica fácil pensarmos nas orações condicionais, pois a
oração condicional é um período composto por subordinação que contém uma
oração principal e uma oração subordinada. Be calm! Let us take a look in this topic
with some examples in English!
77
UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
You will get wet – oração principal – expressa o resultado que vai ocorrer caso a
condição seja cumprida. Também é uma clause – sujeito: YOU – predicado – will get wet.
If I go to the cinema, I pay for the ticket. Se eu vou ao cinema, eu pago o ingresso
– em outras palavras, sempre que eu vou ao cinema, eu pago o ingresso.
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TOPIC 1 | CONDITIONAL SENTENCES I
FIGURA 10 – CONDITIONAL
De tal modo que a main clause, que é a oração principal, apresenta uma
consequência enquanto a oração condicional explana uma condição e, geralmente,
o when ou if são as partículas que as introduzem. Observe o exemplo a seguir:
If you heat ice, it turns to water. (Se você aquecer o gelo, ele vira água.)
When you heat ice, it turns to water. (Quando você aquecer o gelo, ele vira
água.)
If it rains today, I won’t go to the movies. (Caso chova hoje, eu não irei ao
cinema.)
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UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
If it is a stormy
night, I get very
frightened
If you want to be healthy, you need to eat some salad. (Se você quer ser saudável,
você precisa comer um pouco de salada.)
Dogs die if they don’t have food and water. (Cachorros morrem se eles não
têm comida e água.)
Call me if you need help. (Ligue-me se você precisar de ajuda.)
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TOPIC 1 | CONDITIONAL SENTENCES I
If I have money, I will buy a pair of shoes. (Se eu tiver dinheiro, eu comprarei
um par de sapatos.)
He will go to Europe if his passport gets ready. (Ele irá para a Europa se o seu
passaporte ficar pronto.)
If it is a sunny day, I will go to the beach. (Se o dia estiver ensolarado, eu irei
para a praia.)
DICAS
If you want to go to the museums, change your clothes. (Se você quer ir ao
museu, troque de roupa.)
Call me if you need a ride. (Ligue-me se você precisar de carona.)
If you want to eat pizza, we can go to the restaurant today. (Se você quiser
comer pizza, nós podemos ir ao restaurante hoje.). Observe the picture:
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UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
FIRST CONDITIONAL
We can use other modal verbs in the result part of the sentence.
For example:
IF CONDITION RESULT SITUATION
she gets good If the condition is met, then
If she will go to university.
grades, she definitely will go
he gets good gra- He is not sure about going
If he way go to university.
des, to university.
The speaker is expressing
she gets good she should go to uni-
If his or her opinion, giving
grades, versity.
advice.
he gets good gra- This means that it is pos-
If he can go to university.
des, sible.
she gets good she could go to univer- This means that it is possi-
If
grades, sity. ble, but not that likely.
he gets good gra- he might go to univer- This means that it is possi-
If
des, sity. ble, but not that likely.
if + passado simples + would, could, might, should + verbo no infinivo (sem o to)
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TOPIC 1 | CONDITIONAL SENTENCES I
If I won on the lottery, I would buy a house at the beach. (Se eu ganhar na
loteria, eu compraria uma casa na praia.)
If I lost my job, I would be very sad. (Se eu perdesse o meu emprego, eu
ficaria muito triste.)
If the students studied more, they might pass the tests. (Se os estudantes
estudassem mais, eles poderiam passar nos testes.)
If I were a boy, I would understand you. (Se eu fosse um garoto, eu entenderia
você.)
NOTA
If + passado perfeito + would have, could have, might have + verbo no particípio
If she had woken up earlier, she wouldn’t have lost the bus. (Se ela tivesse
acordado cedo, ela não teria perdido o ônibus.)
If he had called me, I could have come to help. (Se ele tivesse me ligado, eu
poderia ter vindo ajudar.)
E
IMPORTANT
Azar (1989, p. 347) says that the “conditional sentences are also known as
conditional clauses or if clauses. They are used to express that the action in the main
clause (without if) can only take place if a certain condition” (in the clause with if) is
fulfilled.
Here we are going to show a summary of the three more used types of conditional
sentences:
84
TOPIC 1 | CONDITIONAL SENTENCES I
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UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
FONTE: A autora
E
IMPORTANT
Student, pay attention that the emphatic were to can be used to describe
hypothetical scenarios in the present, future, and past.
86
TOPIC 1 | CONDITIONAL SENTENCES I
Even if emphasises that something will happen, would happen or would have
happened whatever the condition. Example: Even if we leave right now, we still won't
catch the train.
Unless is followed by an affirmative verb to express "if ... not". Example: My leg's
broken. I can't stand up unless you help me. (I can't stand up if you don't help me).
FONTE: Disponível em: <http://www.grammaring.com/if-even-if-only-if-as-long-as-provided-
supposing-unless-but-for-if-necessary-if-so-in-case-etc>. Acesso em: 4 jan. 2018.
E
IMPORTANT
Pay attention: If the if-clause is first, the subject and the auxiliary in the main
clause are inverted.
3 HUMAN BODY
Aprender novas palavras ou vocabulário é a consequência do ensino e
aprendizagem ou do estudo de textos e frases em inglês.
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UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
• bite the hand that feeds you: Essa expressão é utilizada para tratar especialmente
com alguém que te ajudou de alguma maneira (algo como cuspir no prato que
comeu). Examples: I have no intention to bite the hands that feeds me. Não tenho
a intenção de cuspir no prato que comi. You should not bite the hand that feeds
you. Não cuspa no prato em que comeu.
• keep an ear to the ground: Manter-se informado sobre as últimas novidades, ficar
por dentro, prestar atenção nas coisas para saber o que está acontecendo ou pode
acontecer no trabalho ou no mundo dos negócios. Examples: Carla had her ear to the
ground, hoping to find out about new ideas. Carla mantinha-se informada, na
esperança de encontrar novas ideias. Let’s keep our ears to the ground. I know
they’re up to something. Vamos ficar por dentro das coisas. Eu sei que eles
estão aprontando alguma.
• keep someone on their toes: Expressão para manter alguém ocupado, focado no que
está fazendo. Examples: He gave me a couple of extra things to do just to keep me
on my toes. Ele me deu mais umas coisinhas extras para fazer só para me
manter ocupado. He keeps changing the rules, just to keep us on our toes. Ele
vive mudando as regras só para nos manter focados/alertas.
• give someone the cold shoulder: Utilizamos essa expressão para tratar com
indiferença, ignorar, tratar com frieza, como em: He gave me the cold shoulder
the whole evening. Ele me tratou com indiferença a noite toda. Why are they
giving us the cold shoulder? Have we done anything bad? Por que eles estão
ignorando a gente? Fizemos algo de errado?
• get something off your chest: Utilizado para desabafar, botar pra fora, confessar,
abrir-se. Examples: You will feel better if you get it off your chest. Você vai se
sentir melhor se botar isso para fora. He came to see me because he wanted to
get something off his chest. Ele veio falar comigo, pois queria confessar algo.
88
TOPIC 1 | CONDITIONAL SENTENCES I
• have a chip on one’s shoulder: Have a chip on one’s shoulder, é utilizado para
expressar estar de mal com a vida, ter um passado mal resolvido, refere-se a estar
com raiva ou magoado por causa de algo que aconteceu no passado, como em: She
has a chip on her shoulder about not having been to university. Ela está de mal
com a vida por não ter feito faculdade. Man, you sure do have a chip on your
shoulder today. Damn! Meu, você está mesmo de mal com a vida hoje. Caraca!
• on the tip of your tongue: Expressão que evidencia o termo na ponta da língua.
Examples: I have their names right on the tip of my tongue. I’ll think of it in a
second. Estou com os nomes deles aqui na ponta da língua. Vou lembrar
daqui a pouquinho. Marcos had the answer on the tip of his tongue, but Marcela
said it first. O Marcos estava com a resposta na ponta da língua, mas a
Marcela respondeu primeiro.
• see eye to eye: Essa é a conhecida expressão para dizer: concordar. Examples: They
don’t like each other very much. But, when it comes to money, they usually see
eye to eye. Eles não se gostam muito. Mas, em se tratando de dinheiro, eles
geralmente concordam. It’s funny how they’ve become friends even though
they don’t seem to see eye to eye on anything. É curioso como eles se tornaram
amigos mesmo não concordando em tudo.
• bang one’s head against a (brick) wall: Utilizado para perder tempo e esforço
tentando fazer com que algo aconteça ou alguém mude de opinião, como em: You’re
banging your head against a brick wall trying to get her to change her mind. Você
está perdendo seu tempo tentando fazer com que ela mude de ideia. I have
tried many times to convince him to stop smoking, but I’m beating my head against
the wall. Por várias vezes eu tentei convencê-lo a parar de fumar, mas estou
só dando murro em ponta de faca.
• stick your neck out: Significa arriscar-se, arriscar o pescoço, correr o risco. Examples:
I’m going to stick my neck out for you and present your idea to the boss. Vou arriscar
meu pescoço por você e apresentar a sua ideia ao chefe. I’m going to stick my
neck out and ask for a rise. Vou correr o risco e pedir um aumento.
FONTE: Adaptado de <https://www.inglesnapontadalingua.com.br/2013/07/expressoes-
idiomaticas-em-ingles-com-partes-do-corpo.html>. Acesso em: 2 jan. 2018.
Now, let’s see some parts of the external parts of the body, in the picture that
follow and in the list below:
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UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
90
TOPIC 1 | CONDITIONAL SENTENCES I
SELF STUDY
3. He has a stiff neck.
a) Pescoço
b) Cabelo
c) Mão
8. Give me your hand.
a) Mão
b) Cabeça
c) Perna
FONTE: Disponível em: <https://www.englishexperts.com.br/forum/exercicio-nomes-das-
partes-do-corpo-humano-em-ingles-t20514.html>. Acesso em: 3 jan. 2018.
91
UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
Coração Heart
Estômago Stomach
Esôfago Esophagus
Faringe Pharynx
Fígado Liver
Garganta Throat
Gengiva Gum
Língua Tongue
Músculo Muscle
Narina Nostril
Nariz Nose
Osso Bone
Palato / Céu da Boca Palate / Roof of the Mouth
Pulmão Lung
Rim Kidney
Intestino Intestine (small, large)
Dente (s) Tooth, teeth
Bexiga Bladder
Espermatozoides e óvulo Sperm and eggs
Útero Uterus
Cérebro Brain
DICAS
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TOPIC 1 | CONDITIONAL SENTENCES I
SELF STUDY
a) KIDNEY - a pair of organs in the abdominal cavity of mammals, birds, and reptiles,
excreting urine.
b) LIVER - ___________________________________________________________
____________________________________________________________________
c) STOMACH - ______________________________________________________
____________________________________________________________________
d) HEART - __________________________________________________________
____________________________________________________________________
1) Divide the class into small groups. Give each group the same number
of cards. Be sure to give an even number to each group. If this is not possible,
give one group one pair more than the others. Use the cards in worksheet
(below) or make your own.
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UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
one in Exchange, and they cannot take a card unless the other group agrees to
the trade.)
3) When one group has matched all its cards, the game stops. A group
member reads the matches, and the rest of the class must agree that they are
logical. If all matches are accepted, that group is the winner. If one or more
matches is rejected, the game proceeds until the next group feels it is finished.
If you catch a cold You need to take some medicine and keep warm
If I had been tired I would have taken a nap
If I had a dog I would take him for a walk
If you eat a loto f ice cream You will gain weight
If I had been as sick as you I wouldn’t have gone to school
If you study hard You get good grades
If I had had a dog I wouldn’t have been afraid to be alone
FONTE: WOODWARD, Jane W. Fun with grammar. New Jersey: Prentice Hall Regents, 1997, p.
332.
94
TOPIC 1 | CONDITIONAL SENTENCES I
EXTRA READING
By Christopher Bergland
To find clues for healthy living today, we must look to our past. The history
of human evolution shows a definitive link between our physical health and
psychological well-being. The Greeks understood the importance of a Sound Mind
in a Sound Body. That credo became the foundation of their civilization. For clues
on how we can best survive the 21st century we should look to the wisdom held in
our ancestry and evolutionary biology.
In this entry I will explore ways in which modern living is causing our bodies
and minds to short-circuit. I will recap the major periods of human evolution and
offer a simple prescriptive that can insulate you from the “future shock” that rapid
advances in technology have created in our bodies, minds, and society.
The 7 Habits for a Healthy Mind in a Healthy body are simple daily lifestyle
choices. These 7 principles are the foundation of The Athlete’s Way philosophy:
1. Daily Physicality: Exercise for at least 20 minutes most days of the week.
2. Intellectual Curiosity: Spend some time in focused thought, exploring new
ideas every day.
3. Foster Creativity: Challenge your mind to connect unrelated ideas in new and
useful ways.
4. Human Unity: Create and maintain close-knit human bonds and a social
support network.
5. Spiritual Connectedness: Identify a Source of inspiration that is bigger than you.
6. Energy Balance: Balance Calories in/Calories out, and reduce your carbon
footprint.
7. Voluntary Simplicity: Embrace the liberty that comes with wanting and needing
less.
95
SUMMARY OF TOPIC 1
Neste tópico, você aprendeu que:
• Quando queremos expressar uma ação que não foi realizada no passado, isto
é, quando queremos explanar algo que poderia ter acontecido, caso ou se outro
fato tivesse acontecido, utilizamos a terceira condicional.
96
SELF STUDY
1 Put the verbs in brackets into the gaps. Form a conditional sentence – type I.
Only use the will-future in the main clauses.
2 Put the verbs in brackets into the gaps. Form a conditional sentence – type II.
3 Put the verbs in brackets into the gaps. Form a conditional sentence – type III.
Example: If I _______ (to go) to the cinema, I ________ (to watch) an interesting
film.
Answer: If I had gone to the cinema, I would have watched an interesting
film.
a) If the weather _____________ (to be) nice, they _____________ (to play)
football.
b) If we ___________ (to go) to a good restaurant, we _____ (to have) a better
dinner.
c) If John _____________ (to learn) more words, he _______ (to write) a good
report.
d) If the boys _________ (to take) the bus to school, they ________ (to arrive)
on time.
e) If the teacher ___________ (to explain) the homework, I _____________ (to
do) it.
f) If they _______ (to wait) for another 10 minutes, they _______ (to see) the
pop star.
g) If the police _____________ (to come) earlier, they ________ (to arrest) the
burglar.
h) If you _______ (to buy) fresh green vegetable, your salad _______ (to taste)
better.
i) If Alex _____________ (to ask) me, I _____________ (to email) the documents.
j) If he _____________ (to speak) more slowy, Peggy ________ (to understand)
him.
FONTE: Disponível em: <https://alineprofessora.wordpress.com/2012/03/11/exercicios-
conditional-sentences/>. Acesso em: 3 jan. 2018.
98
UNIT 2 TOPIC 2
CONDITIONAL SENTENCES II
1 INTRODUCTION
Hello, guys! Como estudamos, as conditional sentences são sentenças que
expressam uma condição, isto é, quando estamos conversando com alguém
ou quando escrevemos alguma coisa, nós podemos falar e/ou escrever sobre
condições.
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UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
If this thing had happened that thing would happen. Como aquilo não ocorreu,
isto também não está acontecendo.
DICAS
No tipo de condicional mista, com a formação: If + simple past + perfect conditional, faz
indicação a uma situação irreal no presente e seu resultado provável (mas irreal) no passado.
Nesses casos, o marco temporal na oração if é agora ou sempre, enquanto que a oração
principal faz referência ao passado, como em: If I wasn't afraid of spiders, que expressa uma
ideia contrária à realidade atual, pois tenho medo de aranhas. I would have picked it up é
contrário à realidade no passado, pois eu não peguei a aranha.
In the example A, the simple present is used in the result clause to express a
habitual activity or situation (AZAR, 1989). (No exemplo A, o presente simples é
usado na parte da oração que expressa resultado para mostrar uma atividade ou
situação habitual.)
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TOPIC 2 | CONDITIONAL SENTENCES II
In the example B, either the simple present or the simple future is used in the
result clause to express an established, predictable fact (AZAR, 1989). (No exemplo B,
o presente simples ou o futuro simples é utilizado na parte da oração de resultado
para expressar um fato estabelecido e previsível.)
The letters C and D show the simple future that is used in the result clause when
the sentence concerns a particular activity or situation in the future (AZAR, 1989).
(As letras C e D mostram o futuro simples, que é usado na oração de resultado
quando a frase diz respeito a uma determinada atividade ou situação no futuro.)
NOTA
The simple present, not the simple future, is used in the “if clause”.
If I taught this class, I wouldn’t give tests. - In truth, I don’t teach this class.
If he were here right now, he would help us. - In truth, he is not here right now.
If I were you, I would accept the invitation. - In truth, I am not you.
E
IMPORTANT
“Were” is used for both singular and plural subjects. “Was” (with I, he, she, it)
is sometimes used in very informal speech but is not generally considered grammaticslly
acceptable (AZAR, 1989, p. 348).
If you had told me about the problem, I would have helped you. - In truth,
you did not tell me about it.
If they had studied, they would have passed the exam. - In truth, they did
not study. They failed the exam.
If I hadn’t slipped on the ice, I wouldn’t have broken my arm. - In truth,
I slipped on the ice. I broke my arm (AZAR, 1989, p. 349).
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UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
E
IMPORTANT
The auxiliary verbs are almost always contracted in speech. If you’d told me, I
would’ve helped you (or I’d’ve helped you).
If I were a bird, I could fly home. COULD FLY – would be able to fly.
If I could sing as well as you, I would join the opera. COULD SING – were able
to sing.
If I don’t get a scholarship, I might get a job instead of going to graduate school
next fall. I MIGHT GET – maybe I will get.
If you were a better student, you might get better grades. YOU MIGHT GET –
maybe you would get.
If John should call, tell him I’ll be back around five. In this sentence, we have: If
John should call indicates a little more uncertainty or doubt than If John calls, but the
meaning of the two is basically the same.
If there should be another world war, the continued existence of the human race
would be in jeopardy. In this example, we can think that If there should be indicates
more uncertainty or doubt than If there were.
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TOPIC 2 | CONDITIONAL SENTENCES II
2.6 OMITTING IF
With were, had (past perfect), and should, sometimes IF is omitted and the
subject and verb are inverted (AZAR, 1989). Take a look in the examples below:
FIGURA 16 – OMITTING IF
First
If Robert should come Should Robert come early,
Conditional
eraly, we will start at 9 am. we will start at 9 am.
(only with were)
Second
If I were rich, I would go on Were I rch, I would go on a
Continional
a world tour. wordl tour.
(only with were)
Third
If Nicole had trained more, Had Nicole trained more,
Conditional
she would have won. she would have won.
(all mthe time)
Azar (1989, p. 352) says that in particularly types 2 and 3, “if” can be omitted
from the conditional clauses. “In this case the subject and the auxiliary are inverted. First
Conditional (only with should)”. Example: If John should come early, we will start at 9
am. Should John come early, we will start at 9 am. “Second Conditional (only with were)
If I were rich, I would go on a world tour. Were I rich, I would go on a world tour”. “Third
Conditional (all the time)”.
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UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
NOTA
In the negative, not follows the subject. It is not contrancted with the auxiliary verb:
CORRECT: Had I not seen it with my own eyes, I wouldn’t have believed it.
INCORRECT: Hadn’t I seen it with my own eys, I wouldn’t have believed it.
I would have gone with you, but I had to study. (implied condition: (…) if I
hadn’t had to study).
I never would have succeeded without your help. (implied condition: (…) if
you hadn’t helped me).
Conditional verbs are frequently used following otherwise. In the sentence: “She
ran; otherwise, she would have missed her bus”, the implied IF CLAUSE is: if she had
not run… (AZAR, 1989).
104
TOPIC 2 | CONDITIONAL SENTENCES II
She will not tell me. I wish (that) she would tell me.
A wish about the future He isn’t going to be here. I wish he were going to be here.
She can’t come tomorrow. I wish she could come tomorrow.
I wish I knew French.
I don’t know French.
I wish it weren’t raining right
A wish about the present It is raining right now.
now.
I can’t speak Japanese.
I wish I could speak Japanese.
John didn’t come. I wish John had come*.
A wish about the past
Mary couldn’t come. I wish Mary could have come.
NOTA
Examples:
In: “It’s going to be a good party. I wish you would come”. (I want you to come)
“We’re going to be late. I wish you would hurry”. (I want you to hurry): I WISH YOU
WOULD… is often used to make a request (AZAR, 1989, p. 364).
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UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
Usually the idea following AS IF/ AS THOUGH is untrue. In this case, verb
usage is similar to that in conditional sentences. Noticed the examples:
DICAS
Aprenda mais sobre este tópico estudando através dos slides. Acesse o link:
<https://www.slideshare.net/indahgokilnimuet/the-use-of-as-if-or-as-though>.
Notice that past and present times are mixed in the sentences in the following
examples:
TRUE: I did not eat breakfast several hours ago, so I am hungry now.
CONDITIONAL: If I had eaten breakfast several hours ago, I would not be hungry now.
TRUE: He is not a good student. He did not study for the test yesterday.
CONDITIONAL: If he were a good student, he would have studied for the test.
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TOPIC 2 | CONDITIONAL SENTENCES II
DICAS
1) Break the class into pairs or groups of three or four. Explain (or review)
that some actions have results not only in the time they happened, but can also
carry over into the present or future.
107
UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
SUGGESTIONS:
If I had written my essay last weekend.
If I had gone to bed earlier last night.
If I had washed my hair yesterday.
If I had gone to the movies with my friends last night.
If I had studied more English in my own country.
FONTE: WOODWARD, Jane W. Fun with grammar. New Jersey: Prentice Hall Regents, 1997, p.
319
EXTRA READING
[…]
108
TOPIC 2 | CONDITIONAL SENTENCES II
é veiculada nessas aulas? Como essa imbricada relação é tratada quando professores
não licenciados lecionam inglês como LE em situações como as apontadas? Ou ainda
algo que pode parecer tão grave quanto à situação dos não graduados, o que dizer
das licenciaturas que se furtam a debater como aspectos culturais e críticos podem
fazer a diferença nas relações desenvolvidas em sala de aula?
DICAS
109
SUMMARY OF TOPIC 2
Neste tópico, você aprendeu que:
• The true in the present or future; the untrue in the present or future; the untrue
in the past; the using progressive verbs form; the using could, might and
should; the omitting if; the implied conditions; the verb forms following wish;
the using would to make wishes about the future; the using as if/as though
and the using mixed time in conditional sentences, were showed in this topic
through examples. Please come back and study this part again.
110
SELF STUDY
1 Complete the sentence with the verb in parentheses (true in the present or
future):
4 Give a sentence with the same meaning by omitting IF from the conditional
sentence:
a) The other team commited a foul, but the referee didn’t see it. If the referee
had seen it, our team would have won the game. _______________________
__________________________________________________________________
5 Give sentences with the same meaning by using “if clauses” (implied clauses):
a) I would have visited you, but I didn’t know that you were at home.
____________________________________________________________________
111
112
UNIT2 TOPIC 3
1 INTRODUCTION
Hello, how are you doing?
Pois bem, vamos conhecer mais de perto os modal verbs, que na língua
portuguesa são chamados de verbos modais.
2 MODALS
Antes de abordarmos os modal verbs na íntegra, necessitamos relembrar o
que são verbos auxiliares e principais.
Você percebe, acadêmico, que há dois verbos nessa oração: is (está)
e singing (cantando). Agora analise:
Beth is a song.
Beth singing a song.
Já na segunda linha, por mais que falte um verbo, você consegue entender
qual ação está acontecendo, que é cantando uma canção. Então, o verbo singing é
o verbo principal, pois é ele que está carregando todo o sentido da frase.
114
TOPIC 3 | MODAL AUXILIARIES AND SIMILAR EXPRESSIONS
Revisitada essa parte gramatical, vamos aos verbos modais que, como
mencionamos, são verbos distintos dos outros estudados até o momento, pois
possuem características próprias.
Azar (1989, p. 68), says that the modal auxiliaries generally “express a speaker’s
atitudes, or moods. For example, modals can express that a speaker feels something is
necessary, advisable, permissible, possible, or probable, and in addition, they can convey
the strength of these attitudes”.
UNI
Adiante você verá que o único modal verb que não segue essa regra é o ought,
que sempre será seguido pela partícula to. Example: She ought to sell her old bike. (Ela
deveria vender a bicicleta velha dela).
115
FIGURA 19 – MODAL VERBS
You look very pale. You should go to the doctor.
You shouldn't eat so many sweets. It's bad for you teeth
verbs já mencionadas.
UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
116
You don't have to
do all the exercises,
only the first one.
FIGURA 20 – CAN
We use CAN to say something is possible or that somebody has the ability to do
something. We use can + the verb in the infinitive form (can swim / can walk etc.)(AZAR,
1989). Examples:
The negative of this modal verb is CAN’T, or CANNOT, for example: You are
afraid you can’t pass in the tests (AZAR, 1989).
Be able to… is possible instead of can, but can is more usual. Example: Are you
able to speak any foreign languages?
Quando estamos tratando sobre uma capacidade, o verbo modal can pode
ser substituído por be able to. Be é o verbo to be e deve ser flexionado. Look: He can ride
a bike (Ele consegue andar de bicicleta) ou He is able to ride a bike. I can speak Japanese
(Eu consigo falar japonês) ou I am able to speak Japanese. They can’t understand me
(Eles não conseguem me entender) ou They aren’t able to understand me.
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UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
The interrogative of this modal verb is the use of CAN before the subject or
pronoun, for example: Can you see that beautiful bird? (AZAR, 1989).
SELF STUDY
a) You phone Ann but somebody else answers. Ann isn’t there. You want to
leave a message for her. You say:
____________________________________________________________________
b) You are a tourist. You want to go to the station but you don’t know where it
is. You ask at your hotel. You say:
____________________________________________________________________
c) You are in a clothes shop. You see some trousers you like and you want to
try them on. You say to the shop assistant:
_____________________________________________________________________________
d) You have a car. You have to go to the same place as John, who hasn’t got a
car. You want to give him a lift. You say to John:
____________________________________________________________________
118
TOPIC 3 | MODAL AUXILIARIES AND SIMILAR EXPRESSIONS
FIGURA 21 – COULD
DICAS
Acadêmico, o be able to, o mesmo utilizado para o can, serve para could
quando se quer expressar capacidade. Neste caso, o verbo to be deve estar no passado, isto
é, was/were: He could swim well (Ele conseguia nadar bem) ou He was able to swim well,
We couldn’t run fast (Nós não conseguíamos correr rápido) ou We weren’t able to run fast.
119
UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
SELF STUDY
1) Read the situations and write questions beginning Do you think… could….?
a) You want to borrow your friend’s camera. What do you say? Do you think
_________________________________________________________________
b) You are at a friend’s house and you want to use her phone. What do you
say? _____________________________________________________________
c) You’ve written a letter in English. Before you send it, you want an English
friend to check it. What do you ask him?_______________________________
d) You want to leave work early because you have some things to do. What do
you ask your boss ?________________________________________________
e) The woman in the next room is playing music. It’s very loud. You want her
to turn it down. What do you say to her?______________________________
f) You are phoning the owner of a flat which was advertised in a newspaper.
You are interested in the flat and you want to come and see it today. What
do you say to the own er?___________________________________________
But there is a difference between must and have to and sometimes this is important.
Pay attention:
Must is personal. We use must when we give Have to is impersonal. We use have to for facts,
our personal feelings. not for our personal feelings.
Example: You must do something = I (the Example: You have to do something = because of
speaker) say it is necessary: a rule or the situation:
She’s a really nice person. You must meet You can’t turn right here. You have to turn left. =
her. = I say this is necessary. because of the traffic system.
FONTE: A autora
120
TOPIC 3 | MODAL AUXILIARIES AND SIMILAR EXPRESSIONS
DICAS
If you are not sure which to use, it is usually safer to use have to.
• Use must to talk about the present or future, but not the past. Example: We must go
now. We must go tomorrow. (but not We must go yesterday).
• Use have to in all forms: I had to go to the hospital (past), Have you ever had to go to
hospital? (present perfect).
• In questions and negative sentences with have to, we normally use do/does/did: What
do I have to do to get a driving licence? Not What have I to do?
NOTA
121
UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
FIGURA 22 – MUST
DICAS
Utilizamos o had to para indicar uma obrigação no passado, pois o must não
é aplicável. I had to stay home yesterday. I had to study.
122
TOPIC 3 | MODAL AUXILIARIES AND SIMILAR EXPRESSIONS
NOTA
O verbo modal can é informal, enquanto may é formal. O mesmo ocorre com
could (informal) e might (formal).
The negative forms are may not and might not (mightn’t). Example: Ann may
not come to the party tonight. She isn’t well = perhaps she will not come.
E
IMPORTANT
Usually it doesn’t matter whether you use may or might. But we use only might
(not may) when the situation is not real, as in: If I knew them better, I might invite them to
dinner. (The situation here is not real because I don’t know them very well, so I’m not going
to invite them. MAY is not possible in this example (MURPHY, 1994).
123
UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
124
TOPIC 3 | MODAL AUXILIARIES AND SIMILAR EXPRESSIONS
FIGURA 24 – SHOULD
WELL, YOUSHOULDSTARTEACH THAT COULD RUIN A
YOU THINK YOU DAY WITH A SONG IN
CAN MAKE UP THAT'SNOT GOOD BREAKFAST
YOUR HEART, A GLEAM
EACH MORNING ENOUGH... IN YOUR EYE AND
WITH A SMILE ON PEACE IN YOUR SOUL!
YOUR FACE...
In "you should start each day with a song … in your soul", should expresses an
idea of advice. And Lucy, in the comic strip, uses should to give an advice about what
Snoopy needs to do.
DICAS
Embora seja dificilmente utilizado, ought to tem o mesmo significado que should
e também indica conselho. Você pode utilizar tanto um quanto o outro. Example: Children ought
to obey their parents (Crianças devem obedecer aos seus pais). Na forma negativa, você pode
apenas acrescentar o not ou utilizar a forma contraída: shouldn’t. Perceba, acadêmico, que o
ought to é utilizado com a partícula to.
Murphy (1994, p. 68) says that we can “use should after a number of verbs,
especially with: suggest, propose, recommend, insist, demand, etc”. Example: They
insisted that we should have dinner with them.
You can say IF something SHOULD happen… For example: If Tom should phone
while I’m out, tell him I’ll phone him back later (MURPHY, 1994).
SELF STUDY
1) For each situation write a sentence with should or shouldn’t + one of the
following:
Go away for a few days – go to bed so late – look for another job – put some
pictures on the walls – take a photograph – use her car so much.
125
UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
The negative form is I’d better not = I had better not. Example: Are you going out
tonight? I’d better not. I’ve got a lot of work to do.
126
TOPIC 3 | MODAL AUXILIARIES AND SIMILAR EXPRESSIONS
ATENCAO
The form is had better, HAD is a past form, but in this expression the meaning
is present or future, not past: I’d better go to the bank now / tomorrow.
SELF STUDY
We can also use would when you talk about things that happened regularly in
the past: When we were children, we lived by the sea. In Summer, if the weather was fine,
we would all get up early ando go for a swim. = we did this regularly (MURPHY, 1994).
Would rather quer dizer a mesma coisa que would prefer. Usamos would
rather sem a preposição to. Example: I don’t want to go by train. I’d rather drive. (Não
quero ir de trem. Prefiro dirigir). Would you rather have tea of coffee? (Você prefere
tomar chá ou café?) (MURPHY, 1994).
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UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
'Would rather' is use to In contrast to ' would rather' HAD BETTER is user to give
say that one person would prefers refer to general pre- advice. It is romed with the
prefer another or others to do reference, not current ones. bare infinitive (without to).
something.
PREFER is followed by a Example:
'Would rather' is followed by verb in the ing-form and 'to' You had better lose some
the bare infinitive (without weight.
to) and than. Example:
I prefer reading books to Wishes about the past
Example: watching stupid films. are followed by the past
I would rather read the participle:
newspaper rather than watch I had better arrived earlier.
the news report. Short form: 'd (you'd) better
Negative form:
short form: 'd rather had better + not verb
A forma negativa é I’d rather not + o verbo sem a preposição to. Example: I’d
rather not go out this evening. I’m way too tired. (Prefiro não sair hoje à noite. Estou
cansadíssimo) (MURPHY, 1994). Leia a tirinha e compreenda a aplicabilidade do
would rather.
128
TOPIC 3 | MODAL AUXILIARIES AND SIMILAR EXPRESSIONS
DICAS
Que tal assistir a um vídeo que aborda essa temática? Acesse o link: <https://
www.youtube.com/watch?v=ilCHCVNfYCM> e aprenda ainda mais sobre esse importante
tópico.
I used to live abroad (Eu costumava morar fora do país) – affirmative form.
I didn’t use to live abroad (Eu não costumava morar fora do país) – negative form.
129
UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
FIGURA 28 – USED TO
play
go
swim
make
teach
study
You can buy
always use
past simple
instead of
USED TO.
For repeated actions in the past, which are usually finished
NOTA
130
TOPIC 3 | MODAL AUXILIARIES AND SIMILAR EXPRESSIONS
1) Copy the worksheets (using two colors of paper) and cut them into
individual cards so that you have one card for each student, or make your
own 3” X 5” cards in two colors. (Using two colors makes it easies to give
directions and see that everyone is where he/sheshould be.) You will need only
one worksheet if you have 12 or fewer students.
2) Call all the students holding one color card to the front of the class
and have them form a line. This is the question line. The other students come
forward and stand in front of a student in the question line.
3) The students in the question line read the questions on their cards
to the classmates in front of them. The students in the answer line must give
advice. After answering a question, the students in the answer line move to
the next position. The students in the question linedo not move. Continue
until the students in the answer line are back where they started (they have
given advice to all the students in the question line). Now the students change
positions. The students who answered questions are now the question line.
They take out their cardsto ask questions, and the opposite students answer.
131
UNIT 2 | UNDERSTANDING OTHER ENGLISH GRAMMAR TOPICS
FONTE: WOODWARD, Jane W. Fun with grammar. New Jersey: Prentice Hall Regents, 1997.
p. 197.
EXTRA READING
When I was a boy, I couldn't go out like my other friends. My mom always
used to tell me "you should't be outside with those kids, you could be doing
something more productive instead". I used to think "If you just would let me live
my life..." but I never said a word.
When I was 15, my mom died and I know I shouldn't take that as a pretext
of what I did with my life. I remember that I started smoking and drinking (like
my other friends) and when I was 17 I became addicted to heroin. Then my friends
started telling me "You ought to stop partying all day, you look like crap". But I
never listened to them, I knew I could die but I didn't really care.
You could have an accident and you're with your girlfriend... You ought
to stop at the side of the freeway and let her drive". But once again, I didn't listen.
I'm not sure of what happened next. I just remember I got knocked out and my
head was bleeding so bad...
132
TOPIC 3 | MODAL AUXILIARIES AND SIMILAR EXPRESSIONS
Just take care and would you do me a favor?". I didn't say a word... She
whispered once again "Things could have been better, youknow? I should have
know that you would never change". And she closed her eyes. I was speechless, I
couldn't believe she was dead.
Then, the ambulance arrived and I wish I would have died as well. When
I got home, I thought "man, look what you've done... She's dead because of you,
you must change, you have to do better with your life, you can't live like this,
you'll end up worse than your mom or her".
And this time, I did listen to that voice. I started college and I'll become a
lawyer soon. I miss my girlfriend so much, but I know if she could say something
now, she probably would say "I'm proud of you, you dared to change and your
mom would be proud of you as well, we might be together some day, but for
now, do the best you can.
133
SUMMARY OF TOPIC 3
Neste tópico, você aprendeu que:
• A regra dos verbos modais é a mesma tanto para as pessoas do singular quando
as do plural.
• Can e could podem ser substituídos por be able to quando se quer expressar uma
capacidade.
• Must indica uma obrigação e pode ser substituído por have to. Para indicar uma
obrigação no passado, usa-se had to.
• Para aconselhar, usa-se o verbo modal should e ele pode ser substituído pelo
modal ought to.
• Para frases com os verbos modais na forma negativa, basta acrescentar o not
após o modal.
134
SELF STUDY
1 Read the text and answer the questions. Observe the use of modal verbs.
a) ( ) Uma ordem
b) ( ) Uma obrigação
c) ( ) Uma proibição
d) ( ) Uma advertência
a) must
b) mustn’t
c) might
d) can
a) may
b) can
135
c) would
d) should
136
4. Are you used to...with people that way?
a) Deal
b) Dealing
c) Dealt
137
138
UNIT 3
OBJETIVOS DE APRENDIZAGEM
A partir do estudo desta unidade, você será capaz de:
PLANO DE ESTUDOS
Esta unidade está dividida em três tópicos. No decorrer da unidade você en-
contrará autoatividades com o objetivo de reforçar o conteúdo apresentado.
TOPIC 1 – QUESTIONS I
TOPIC 2 – QUESTIONS II
139
140
UNIT 3
TOPIC 1
QUESTIONS I
1 INTRODUCTION
Hello, pupils! Dê uma olhada à sua volta! Você perceberá muitas palavras
na língua inglesa. Muitas das expressões e dos vocábulos que utilizamos nem
sequer precisamos de um curso de inglês para entendê-los. Quando estamos em
um shopping, por exemplo, há sales e offs por toda a parte. Mesmo estando aqui, no
Brasil, nós utilizamos muitas palavras na língua estrangeira para nos comunicar
e, por vezes, nem percebemos.
A língua inglesa está o tempo todo no nosso cotidiano. A cada dia que
passa ela se torna mais importante e mais útil para nos conectarmos com o mundo
que nos rodeia.
Visto isso, acadêmico, chegou a hora de lapidar seu aprendizado com uma
boa dicção, leitura e compreensão através da aplicabilidade de regras gramaticais
corretas.
Don't waste your time! Get ready to learn English right now!
2 WH QUESTION WORDS
As palavras interrogativas ou question words são chamadas dessa maneira
porque elas iniciam muitas perguntas na língua inglesa.
141
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
Now, lets remember some important things about yes/no and information
questions.
Take a look:
142
TOPIC 1 | QUESTIONS I
2.1 WHAT
A question word WHAT é utilizada para pedir sobre objetos, situações,
assuntos abstratos, por exemplo: tempo, sentimento, coisas que não conhecemos,
profissões, horas. Na língua portuguesa traduzimos what como o que? quê? qual?
ATENCAO
143
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
FIGURA 29 – WHAT
2.2 WHERE
O WHERE é utilizado em situações em que queremos saber sobre a
localização. A tradução de where é onde?
Now, take a look at the comic strip below. Pay attention to the last part:
144
TOPIC 1 | QUESTIONS I
FIGURA 30 – WHERE
Mais uma vez, acadêmico, Garfield aprontando com suas ironias. Aqui,
ele utilizou o WHERE para nos questionar: Now, Where’s the nest with the bacon?
Agora, onde está o ninho com o bacon?
2.3 WHY
A question word WHY é indicada para pedir o por quê de algo. A resposta,
geralmente, inicia com because. Take a look to the comic strip that follow:
FIGURA 31 – WHY
145
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
2.4 WHO
Let’s start taking a look to the comic strip that follow. Pay attention to the last
part:
FIGURA 32 – WHO
146
TOPIC 1 | QUESTIONS I
2.4.1 Whom
WHOM é, como o WHO, estudado anteriormente, “um pronome
interrogativo e também se refere a uma pessoa, mas, ao invés de substituir o
sujeito na frase (aquele que faz uma ação), ele é utilizado no lugar da pessoa que
sofre a ação” (TORRES, 2007, p. 49).
NOTA
Examples:
147
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
ATENCAO
Agora, vamos acompanhar as dicas que seguem, elas oferecem uma clara
explanação acerca de dúvidas que você, acadêmico, pode ter sobre essa temática:
148
TOPIC 1 | QUESTIONS I
2.5 WHICH
A question word WHICH é utilizada quando temos opções limitadas. Tem
como tradução que? qual? Pode ser utilizado para falar de objetos, situações
abstratas, cores, entre outros.
NOTA
FIGURA 33 – WHICH
149
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
2.6 WHOSE
WHOSE é uma palavra interrogativa utilizada para pedir quem é o dono
de algo. É traduzido como de quem é?
FIGURA 34 – WHOSE
2.7 WHEN
WHEN é uma palavra interrogativa utilizada quando queremos saber
quando algo aconteceu, acontece ou irá acontecer.
FIGURA 35 – WHEN
SELF STUDY
2) Fill in the blank of each question with the correct ‘wh-’ question word (when,
where, why, who, whose, what and which). Then from the 13 sentences (A-
M) below, choose the most appropriate answer to each question and write
the letter in the space provided.
151
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
Question Answer
3 PLACES
Hello, dear pupils! To learn places, we suggest that you listen and do an exercise
about them. Then, look at the map and listen to the directions while you do the other
exercises.
Access the link below and let’s practice the exercise about places. Enjoy it!
152
TOPIC 1 | QUESTIONS I
FIGURA 36 – PLACES
153
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
• Use transitions
Separate each leg of the route with a transition.
after that
then
next
when you get to…go…
finally
• Use landmarks
Tell the person what to watch for.
You will see a large clock on the right.
You will pass a gas station.
It’s across from the blue church.
• Offer warnings
Stay in the right lane.
It’s a very busy road.
It’s a big hill. (if they are walking or on a bike)
There might be construction.
If you pass the … you went too far.
There’s no parking.
154
TOPIC 1 | QUESTIONS I
• Repeat yourself
If YOU repeat the directions again, the other person will feel more confident.
Repeat important details including street names and turns. You can also ask the
other person to repeat the directions back to you.
• Clarify
Make sure that the other person understood your directions. Say: “Did you get all
that?”
155
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
1) Arrange students in pairs and give one student the worksheet A and the other
worksheet B. They should separately to write the appropriate question for each answer. The
questions must correspond to the underlined word. For example, given the answer Kathy
worked yesterday, the correct question is When did Kathy work? Such questions as Where
did Kathy work? or Did Kathy work? would not be acceptable.
2) The partners exchanges papers and check each other’s questions. They also help
other rewrite any questions not worked.
Worksheet A
Write a question for each of the answers. Use a question word that corresponds to the
underlined parts of the sentence.
Worksheet B
Write a question for each of the answers. Use a question word that corresponds to the
underlined parts of the sentence.
156
TOPIC 1 | QUESTIONS I
DICAS
EXTRA READING
Doubt vs Question
By Denilso de Lima
Afinal, question significa pergunta, questão; e, doubt significa dúvida.
Imagine que você está em uma aula ou palestra e resolve dizer “Eu tenho
uma dúvida”. O mais lógico para se dizer nesse caso parece ser “I have a doubt“,
certo? Afinal, o que você tem é uma pergunta, logo o melhor a dizer nessa situação é
“I have a question” ou “I have a few questions”. Portanto, se alguém estiver explicando
algo e você não entende muito bem, certamente fará uma pergunta (ou várias) para
entender melhor o assunto. Então, diga “I have a question” (eu tenho uma pergunta,
eu tenho uma dúvida).
157
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
Agora digamos que você queira dizer “uma dúvida muito comum entre…”. O
mais comum quando se trata de perguntas sobre o uso de um produto, expressão,
palavra etc., é dizer “a very common question among…”. Veja alguns exemplos:
• Chris was confident that we would be ready on time, but I had my doubts. (Chris
tinha plena certeza de que ficaríamos prontas a tempo, eu tinha minhas dúvidas. [ou, eu
não estava muito certo disso]).
• There seems to be some doubt as to whether this is legal. (Parece haver algumas
dúvidas/incertezas se isso é legal).
• He is still in some doubt about whether to go or not. (Ele ainda está em dúvida se vai
ou não. | Ele ainda não decidiu se vai ou não. | Ele ainda não tem certeza se vai ou não).
158
TOPIC 1 | QUESTIONS I
a sentence or phrase that is used to ask for information or to test someone’s knowledge
Ou seja, se você quiser pedir mais informações sobre algo que não ficou
muito claro, deverá usar a palavra question.
159
SUMMARY OF TOPIC 1
160
SELF STUDY
PORQUE
161
II- A aprendizagem da língua inglesa no Ensino Fundamental preconizada
nos parâmetros curriculares tem como um de seus objetivos centrais a
promoção de conhecimento acerca de costumes e valores atrelados às
diferentes culturas anglófonas para que os estudantes possam, assim,
desenvolver uma consciência mais crítica a respeito da diferença entre
consumo cultural e transformação social.
162
UNIT 3
TOPIC 2
QUESTIONS II
1 INTRODUCTION
As question words, como mencionamos, são palavras interrogativas que são
utilizadas para obtermos respostas mais específicas. As palavras interrogativas
costumam ser colocadas antes de verbos auxiliares ou de verbos modais.
Elas são chamadas também de WH words, pois a maioria das question
words tem em seu início WH, como em: WHat? WHere? WHo?
2 HOW COMPOUNDS
O termo HOW significa na língua portuguesa “como”. Essa palavra,
acompanhada de seus compostos, nos possibilita outros significados.
Assim, com o termo how podemos compor: how deep, how far, how high, how
long, how many, how much, how often, how old, how tal, how … like? how big, entre outros.
E
IMPORTANT
163
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
2.1 HOW
Utilizamos a palavra interrogativa how para pedir sobre a maneira como
algo é, foi ou está. How tem como tradução na língua portuguesa “como”.
ATENCAO
Apesar de How não iniciar com WH, ele também, em muitos livros, é incluído
nas Wh questions.
E
IMPORTANT
How soon, How fast e How cold também são muito utilizados. Example: How
soon can you get here? In ten minutes, How fast were you driving? 50 miles an hours, How
cold is it? Ten below zero.
Take a look to the comic strip below, it shows how we can use HOW MUCH:
164
TOPIC 2 | QUESTIONS II
165
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
ATENCAO
DICAS
Que tal, acadêmico, você ouvir e cantar a música How Far I'll Go, de Alessia
Cara, presente na trilha sonora do filme “Moana: Um Mar de Aventuras”? Acesse o link: <https://
www.youtube.com/watch?v=ZNra8eK0K6k>.
166
TOPIC 2 | QUESTIONS II
I've been standing at the edge of the I know everybody on this island
water Has a role on this island
'Long as I can remember So maybe I can roll with mine
Never really knowing why I can lead with pride
I wish I could be the perfect daughter I can make us strong
But I come back to the water I'll be satisfied if I play along
No matter how hard I try But the voice inside sings a
Every turn I take different song
Every trail I track What is wrong with me?
Every path I make See the light as it shines on the
Every road leads back sea?
To the place I know It's blinding
Where I cannot go But no one knows
Though I long to be How deep it goes
See the line where the sky meets the And it seems like it's calling out
sea? to me
It calls me So come find me
And no one knows And let me know
How far it goes What's beyond that line
If the wind on my sail on the sea Will I cross that line?
Stays behind me See the line where the sky meets
One day I'll know the sea?
If I go there's just no telling It calls me
How far I'll go And no one knows
Oh oh oh oh, oh oh oh oh oh oh How far it goes
Oh oh oh oh, oh oh oh oh oh, oh, oh If the wind on my sail on the sea
I know everybody on this island Stays behind me
Seems so happy on this island One day I'll know
Everything is by design How far I'll go
167
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
168
TOPIC 2 | QUESTIONS II
SELF STUDY
How Long
By Charlie Puth
ATENCAO
170
TOPIC 2 | QUESTIONS II
3 JOBS
Compreendemos que para desenvolver habilidades em uma língua
estrangeira, necessitamos buscar oportunidades de contato com a língua, neste
caso, a inglesa.
TURO S
ESTUDOS FU
Um aplicativo muito interessante que pode ser consultado é o TED, que oferece
diversas palestras ministradas por profissionais reconhecidos e qualificados em suas áreas, em
língua inglesa. Há ainda outro aplicativo, Speak English, do APPJUNGS, que oferece acesso a
estruturas utilizadas em diversos contextos de interação. Você poderá ouvir um falante nativo
e gravar sua própria fala buscando reproduzir a pronúncia adequada.
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UNIT 3 | SPECIFIC ENGLISH GRAMMAR
ATENCAO
Você sabe o que é um jargão? Ele é o nome dado a um tipo de linguagem pouco
compreensível aos que não estão inseridos no contexto ao qual pertence determinado grupo
sociocultural ou profissional. O jargão possui palavras cujos significados são desconhecidos
pela maioria das pessoas fora da área profissional que o engloba, ou seja, é uma linguagem
com palavras de uso técnico, utilizada por profissionais da medicina, da informática, das
empresas e do direito, entre outras.
172
TOPIC 2 | QUESTIONS II
DICAS
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UNIT 3 | SPECIFIC ENGLISH GRAMMAR
Hair dressers Cut and style people's hair. They work in a hair salon.
Judges Judge and sentence people. They work in a law court.
They work in a law court
Lawyers Defend and prosecute people.
and in a lawyers office.
They work in a hospital or
Nurses Look after patients.
doctor's surgery.
Opticians Look after people's eye sight. They work in an opticians.
They work in a hotel or
Porters Carry other people's bags and luggage.
train station.
Receptionists Meet and greet visitors. They work in reception.
Sales Assistants Sell goods and look after customers. They work in a shop.
Arrange appointments, type letters and
Secretaries They work in an office.
organise meetings.
Surgeons Operate on people who are sick. They work in a hospital.
They work in factories and
Tailors Design, make, alter or repair garments.
shops.
Teachers Teach people. They work in a school.
Technicians Organise and repair technical equipment. They work everywhere!
They work in a veterinary
Vets Look after people's animals.
surgery or vets.
Waiters/
Serve people food and drink. They work in a restaurant.
Waitresses
They work in factories and
Welders Weld metal to make things.
construction.
FONTE: Disponível em: <https://www.learnenglish.de/vocabulary/jobs.html>. Acesso em: 10 fev.
2018.
3.1 INTERVIEW
Antes de iniciarmos nosso estudo sobre interviewing, vamos compreender
melhor a diferença entre as palavras job e work. Job é um substantivo contável,
enquanto work é um substantivo incontável. Work é um verbo, job não.
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TOPIC 2 | QUESTIONS II
Por isso, vamos conhecer algumas perguntas que normalmente são feitas
em entrevistas de emprego. Leia e pense a melhor resposta. Vamos às perguntas:
175
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
176
TOPIC 2 | QUESTIONS II
Enjoy it!
1) Group students in pair and give Partner A one ad, Partner B a different ad. Car
or apartment ads work well. The students take turns role playing telephone conversations
based on the ads. For example, Partner A calls Partner B and asks question about his/her ad.
3) Reserve roles, with student B calling student A to inquire about his/her ad.
Note: Each student in a pair needs a different ad, but all student As can have the
same ad, and all students Bs a different one. That is, you will need only two ads and copy
the number you need for your class. If you want the student pairs to act out their role
playing for the class, you may want to provide a different ad for each student. This way,
all conversation will be different when they are presented to the class.
177
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
EXTRA READING
Depois de mais de décadas escondido nos endereços dos nossos e-mails, foi
apenas em 2010 que o arroba virou tendência. Para isso, bastou a administradora
do Museu de Arte Moderna de Nova York (MoMA), Paola Antonelli, decretar.
178
TOPIC 2 | QUESTIONS II
As razões? Primeiro por ser um ícone que já existia nos teclados e não
tinha nenhuma função para a maioria da população. Segundo, porque os norte-
americanos chamam o sinal de "at", abreviação da expressão at the rate of (à
medida que). At tem a função de lugar: onde, está. Traduzindo um endereço
de e-mail, a escolha fica óbvia. O usuário fulano de tal está no provedor X:
fulanodetal@provedorX.
179
SUMMARY OF TOPIC 2
• Com o termo how podemos compor: how deep, how far, how high, how long, how
many, how much, how often, how old, how tal, how … like? how big, entre outros.
180
SELF STUDY
2 Read the text below and answer the question about it:
Some weeks after Leo Johnson had sent his resumé to Glow Co., a big
fashion company, he was invited for an interview with Mr. Glen Custer, the
general manager.
181
a) ( ) answered objectively all the questions Mr. Custer asked him.
b) ( ) didn’t answer all the questions during the interview.
c) ( ) was insecure about some questions.
d) ( ) Has experience in bank management.
e) ( ) wants to work for Glow Co. for some time.
3) Mr. Custer probably gave the job to Leo Johnson because he:
4) The expressions “Hummm” and “Uh uh” in the text probably mean:
6) Leo Johnson nunca esteve empregado. Transcreva uma frase do texto que
justifique esta afirmação.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
182
UNIT 3
TOPIC 3
QUESTIONS III
1 INTRODUCTION
Hello, pupil! Agora que já estudamos as WH questions and How compounds,
podemos adentrar a uma outra fase, as tag questions.
2 TAG ENDINGS
As tag questions são pequenas perguntas colocadas no final das orações
para pedir uma informação ou anuência do que foi dito.
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UNIT 3 | SPECIFIC ENGLISH GRAMMAR
Azar (1989, p. A16) says that a tag question “is a question added at the end of
a sentence. Speakers use tag questions chiefly to make sure their information is correct or
to seek agrément”.
• With a rising intonation if the speaker is truly seeking to ascertain that his/her
information, idea, belief is correct (AZAR, 1989).
• With a falling intonation if the speaker is expressing an idea with which she/he is
almost certain the listener will agree (AZAR, 1989).
184
TOPIC 3 | QUESTIONS III
“né?” ou “não é?” para se obter algum tipo de afirmação ou confirmação. Elas são
sempre separadas por vírgulas.
Quando se trata de uma frase afirmativa, a question tag ao final dela será
negativa. Quando temos uma frase negativa, a question tag ao final dela será
afirmativa.
Jen is happy with the good news, isn’t she? (Jen está feliz com a boa notícia, não
está?)
Your dad doesn’t like sports, does he? (O seu pai não gosta de esportes, gosta?)
They are going to live in Boston, aren’t they? (Eles vão morar em Boston, não vão?)
We have to go to school, don’t we? (Nós temos que ir para a escola, não é?)
She will study two more years, won’t she? (Ela estudará mais dois anos, não é?)
He broke his arm, didn’t he? (Ele quebrou o braço, não é?)
We can’t play outside, can we? (Nós não podemos brincar lá fora, podemos?)
They should invite him, shouldn’t they? (Elas deveriam convidar ele, não
deveriam?)
ATENCAO
Se a frase iniciar com I am, a question tag utilizada deve ser aren’t I. Example:
I am smart, aren’t I? (Eu sou esperta, não sou?). Quando se sugere algo iniciando com let’s, a
question tag será formada por shall we. Example: Let’s go to the movies, shall we? (Vamos
ao cinema?).
You study Spanish, don’t you? (Você estuda espanhol, né? ou Você estuda
espanhol, não estuda?)
She is American, isn’t she? (Ela é americana, né? ou Ela é americana, não é?)
They will travel next year, won’t they? (Eles viajarão ano que vem, né? ou
Eles viajarão ano que vem, não viajarão?)
185
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
Como você pode notar, acadêmico, as questions tags auxiliam a tornar
o diálogo mais amistoso. Quando utilizamos as tags em um bate-papo, você
automaticamente convida a outra pessoa a expressar o que pensa sobre
determinado assunto ou apenas pede para confirmar a informação que você
acabou de dizer.
ATENCAO
After the imperative mood (Do…/ Don’t do…) the tag is usually …will you?
186
TOPIC 3 | QUESTIONS III
THIS/THAT is your book, isn’t it? The tag pronoun for this/that = it.
THESE/THOSE are yours, aren’t they? The tag pronoun for these/those = they.
SELF STUDY
187
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
I don't understand.
I have a question.
Excuse me
I'm sorry
Please
Thank you
You're welcome
Absent
Present
Late
Student
Classmate
Teacher
blackboard
blackboard eraser
book
bookshelf
bulletin board
calendar
chair
188
TOPIC 3 | QUESTIONS III
chalk
clock
computer
desk
dictionary
eraser
globe
map
notebook
pen
pencil
pencil sharpener
table
textbook
wall
white boar
FONTE: Disponível em: <http://moabadultesl.weebly.com/in-the-classroom.html>. Acesso em:
11 fev. 2018
light
19
curtain
7 wall blackboard
21 20
teacher
1
door textbook
22 2
chalk dictionary
5 4
ballponit pen
eraser 9 student
8 blackboard 6 3
eraser 18
desk
16 book
notebook
12 17
11 14
pencil table
10
mechanical
pencil 15
13 (two labels) chair
bag 23 classroom
189
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
SELF STUDY
1) Now, choose ten school things and write 10 sentences with them:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Business Studies: Here you learn about how the business world works.
Drama: A class where you can try acting and learn about the theatre.
Economics: Here we learn about how trade, industry and money is organized in the world.
Geography: The study of the world's land, rivers, mountains, weather and how it all works.
History: The study of the past and how past events shaped our world.
Mathematics (also Math in USA; Maths in UK): The study of numbers, shapes and
spaces.
Physical Education: Learning how to play sports and getting some exercise.
Religious Education / Studies: The study of belief sytems and God.
Science: Usually this subject is taught in three fields:
Biology: The study of living things like plants, animals and humans.
Chemistry: The study of different substances and how they interact.
Physics: The study of matter and energy and how they affect each other.
FONTE: Disponível em: <https://www.ecenglish.com/learnenglish/lessons/education-
vocabulary>. Acesse em: 11 fev. 2018.
Portuguese English
Creche Day-care
Pré-escola Pre-school
Ensino Fundamental (1 a 4/5 série) Elementary School or Grade School
Ensino fundamental (5 a 8/9 série) Middle School
Ensino Médio High School
Faculdade College / University
Mestrado Master’s
Doutorado (PHD) Doctorate (PHD)
FONTE: Disponível em: <https://dynamicenglishblog.wordpress.com/2015/03/05/como-dizer-
as-series-escolares-em-ingles/>. Acesso em: 11 fev. 2018.
190
TOPIC 3 | QUESTIONS III
SELF STUDY
Enjoy it!
191
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
Procedure:
1) Give each student a copy of the worksheet below. Direct the students to fill in
the missing tag questions.
2) The students then circulate, asking their classmates the questions. When they
receive a yes answer, they write the student’s name on the line.
3) if you do this as a competition, the first student who finishes is the winner.
Otherwise, after all students have finished or a certain period of time has passed, ask
students at random to give answers.
Examples:
EXTRA READING
USO DO DICIONÁRIO
By Denise Voltolini
Isso não quer dizer que você não possa consultar um dicionário, pelo
contrário, se você não conseguiu entender uma passagem do texto por causa de
uma palavra, deve sim procurar um dicionário para ajudá-lo.
Ao consultar o dicionário, você verá que uma só palavra pode ter mais de
um significado e você deve selecionar a tradução que faz sentido dentro daquele
contexto, ou a frase pode ficar confusa.
Certa vez, em uma aula, ao corrigir uma tarefa, foi possível observar um
exemplo em que a palavra usada para se expressar não foi a correta. O exercício
era simples. O aluno precisava escrever um pequeno parágrafo sobre a sua rotina:
192
TOPIC 3 | QUESTIONS III
Por isso a frase elaborada pelo aluno estava incorreta, porque ele não
estava se referindo à roupa e sim que, após escovar os dentes, fazia o uso de fio
dental para limpar os dentes.
193
UNIT 3 | SPECIFIC ENGLISH GRAMMAR
194
SUMMARY OF TOPIC 3
• As tag questions são pequenas perguntas colocadas no final das orações para
pedir uma informação ou anuência do que foi dito.
• As tag questions são formadas por duas frases. A primeira é formada de um
sujeito, um auxiliar, verbo principal e um complemento (objeto direto, indireto
etc.).
195
SELF STUDY
1 Read the situation and write a sentence with a question tag. In each situation
you are asking your friend to agree with you:
a) You look out of the window. The sky is blue and the sun is shining. What do
you say to your friend? (beautiful day) ________________________________
b) You’re with a friend outside a restaurant. You’re looking at the prices, which
are very high. What do you say? (expensive) It ________________________
c) You’ve just come of the cinema with a friend. You really enjoyed the film.
What do you say to your friend? (great) The fil ________________________
d) You and a friend are listening to a woman singing. You like her voice very
much. What do you say to your friend? (a lovely voice) She _____________
e) You are trying on a jacket. You look in the mirror and you don’t like
what you see. What do you say to your friend? (not, look, very good)
It_____________________________
f) Your friend’s hair is much shorter than when you last met. What do you say
to her/him? (have/ your hair/ cut) You ________________________________
g) You and a friend are walking over a wooden bridge. It is very old and
some parts are broken. What do you say? (not/ very safe) This bridge
___________________________
Questão 13: Um dos temas do livro The heart of darkness, de Joseph Conrad,
é o modelo de colonização europeu vigente até o início do século XX. No
trecho transcrito abaixo, o marinheiro Marlow, um dos personagens da obra,
descreve como imagina ter sido a chegada, com o objetivo de colonização, de
tripulações de navios romanos à Inglaterra.
“I was thinking of very old times, when the Romans first came here, nineteen hundred
years ago — the other day…. But darkness was here yesterday. Imagine the feelings of
a commander of a fine — what d’ye call ‘em? — trireme in the Mediterranean, ordered
suddenly to the north; run overland across the Gauls in a hurry; put in charge of one
of these craft the legionaries —a wonderful lot of handy men they must have been,
too —used to build, apparently by the hundred, in a month or two, if we may believe
196
what we read. Imagine him here — the very end of the world, a sea the colour of lead,
a sky the colour of smoke, a kind of ship about as rigid as a concertina — and going
up this river with stores, or orders, or what you like. Sandbanks, marshes, forests,
savages, —precious little to eat fit for a civilized man, nothing but Thames water to
drink. No Falernian wine here, no going ashore. Here and there a military camp lost in
a wilderness, like a needle in a bundle of hay — cold, fog, tempests, disease, and death
— death skulking in the air, in the water, in the bush”.
PORQUE
197
198
REFERÊNCIAS
AZAR, Betty S. Understanding and using English grammar. 2. ed. New Jersey:
Prentice Hall, 1989.
CHIMIM, Renata. I learn English: student book. 1. ed. São Paulo: Pearson
Education do Brasil, 2013.
199