Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
2018
Copyright © UNIASSELVI 2018
Elaboração:
Profª. Estela Maris Bogo Lorenzi
L869l
ISBN 978-85-515-0236-5
CDD 428.24
Impresso por:
Apresentação
A compreensão plena da gramática, bem como a melhor maneira de
nos expressarmos quando escrevemos, envolve mais do que simplesmente
conhecer as regras da língua inglesa. Muitas são as estratégias e as habilidades
desenvolvidas e postas em prática para realizar tais ações. O livro de estudos
de língua Inglesa IV visa auxiliar você, acadêmico, a compreender o uso
da gramática de forma contextualizada por meio de frases, textos e muitos
exemplos. Vamos conhecer um pouco mais sobre esta obra?
A partir do estudo deste material, espero que você vença mais uma
etapa de compreensão do uso e da aplicabilidade da gramática na língua
inglesa. Busque sempre se atualizar e conhecer mais sobre a temática por meio
das propostas oferecidas ao longo deste livro didático e a partir de sua própria
curiosidade. Coloco-me à disposição para que você esclareça suas dúvidas e me
dê sugestões. Desejo uma ótima jornada de estudos e até a próxima!
III
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
V
VI
Sumário
UNIDADE 1 – THE PASSIVE............................................................................................................... 1
TÓPICO 3 – SPEECHES........................................................................................................................ 53
1 INTRODUCTION................................................................................................................................ 53
2 DIRECT SPEECH................................................................................................................................. 53
2.1 DIRECT SPEECH IN QUESTION SENTENCES........................................................................ 56
3 INDIRECT/REPORTED SPEECH.................................................................................................... 57
3.1 REPORTED SPEECH – HE SAID THAT..................................................................................... 60
VII
3.2 REPORTED SPEECH – SAY AND TELL..................................................................................... 62
3.3 REPORTED SPEECH – TALK AND SPEAK.............................................................................. 62
4 DETECTIVE STORIES....................................................................................................................... 63
4.1 KNOWING DETECTIVE/THRILLERS STORIES...................................................................... 63
SUMMARY 3........................................................................................................................................... 65
SELF STUDY............................................................................................................................................ 66
VIII
UNIDADE 3 – SUPLEMENTAL GRAMMAR UNIT....................................................................... 121
REFERÊNCIAS........................................................................................................................................ 189
IX
X
UNIDADE 1
THE PASSIVE
OBJETIVOS DE APRENDIZAGEM
A partir do estudo desta unidade, você será capaz de:
PLANO DE ESTUDOS
Esta unidade está dividida em três tópicos. Ao final da cada um deles, você poderá
dispor de atividades que o(a) auxiliarão na fixação do conteúdo apresentado.
TÓPICO 3 – SPEECHES
1
2
UNIDADE 1
TÓPICO 1
1 INTRODUCTION
Olá, acadêmico! Sabemos que aprender uma língua estrangeira não é uma
atividade recente. A necessidade de aprender uma segunda língua já ocorria no
início da civilização humana, quando, naquela época, civilizações falantes de
diferentes línguas a fim de comercializarem seus produtos se comunicavam com
outras civilizações.
3
UNIDADE 1 | THE PASSIVE
Assim, sentenças na active voice, ou voz ativa, são aquelas frases em que
o sujeito que pratica a ação está em destaque. Já em sentenças na passive voice, ou
voz passiva, o objeto que recebe a ação é que está em evidência. Muito parecido
com a língua portuguesa, não é mesmo?
ACTIVE VOICE
Take a look at the example:
PASSIVE VOICE
Take a look at the example:
4
TÓPICO 1 | PASSIVE VOICE STRUCTURES
DICAS
Acadêmico, você percebeu que as frases na voz ativa são mais comuns. A
estrutura da voz ativa é a primeira que aprendemos e a que utilizamos diariamente. Porém, é
muito importante saber elaborar frases na voz passiva para conseguir fluência no aprendizado
da língua inglesa.
5
UNIDADE 1 | THE PASSIVE
DICAS
Você observou, acadêmico, que o uso da active voice com they ou people
é mais comum na linguagem informal, ao passo que a passive voice é mais utilizada na
linguagem formal.
4. Na língua portuguesa, temos a voz passiva analítica, como em: Paula foi
socorrida por Rodrigo, e a voz passiva sintética, como em: Vendem-se
bicicletas usadas. Na língua inglesa, existe apenas uma forma para a passive
voice, que equivale às duas formas da língua portuguesa. A partícula ONE,
utilizada na linguagem escrita ou formal, e com YOU, linguagem falada ou
informal que também é empregada nestes casos:
• It is reported that...
(Relata-se que...)
6
TÓPICO 1 | PASSIVE VOICE STRUCTURES
5.
Lembre-se, acadêmico, que só os verbos transitivos podem ser
transformados em passive voice. Verbos intransitivos não têm objeto, logo
não podemos formar o sujeito na passive voice, já que o objeto da active
voice se torna o sujeito da passive voice. Alguns verbos transitivos também
não podem ser transformados em passivos, a maioria deles são verbos
que se referem a estados e não a ações, como have, lack, fit, resemble, suit.
Observe exemplos de frases com VERBOS TRANSITIVOS em que a voz
passiva NÃO OCORRE:
DICAS
7
UNIDADE 1 | THE PASSIVE
DICAS
(BE) SUPPOSED TO
8
TÓPICO 1 | PASSIVE VOICE STRUCTURES
• I want to see that movie. It is supposed to be cool or It is said to be cool.
• The plan is supposed to be a secret, but everybody seems to know about it OR the
plan is intended to be a secret.
GET
A utilização do get na passive voice, às vezes, utiliza o GET em vez do BE, como em:
9
UNIDADE 1 | THE PASSIVE
• Tom is liked by everybody.
• NEVER: Tom gets liked by everybody.
TURO S
ESTUDOS FU
Agora, observe a ordem das palavras, a preposição não pode ser eliminada.
10
TÓPICO 1 | PASSIVE VOICE STRUCTURES
11
UNIDADE 1 | THE PASSIVE
THIS MEANS: Lisa arranged for somebody else to repair the roof. She didn't repair it
herself.
DICAS
12
TÓPICO 1 | PASSIVE VOICE STRUCTURES
Did she make those curtains herself? Yes, she enjoys making things.
Did she have those curtains made? No, she made them herself.
13
UNIDADE 1 | THE PASSIVE
John and Beth had all their money stolen while they were in Paris.
14
TÓPICO 1 | PASSIVE VOICE STRUCTURES
Example:
Example:
15
UNIDADE 1 | THE PASSIVE
Example:
16
TÓPICO 1 | PASSIVE VOICE STRUCTURES
Example:
Example:
◦ Have you heard the news? The President HAS BEEN SHOT!
◦ HAVE you ever BEEN BITTEN by a dog?
◦ Are you going to the party? No, I HAVEN’T BEEN INVITED.
17
UNIDADE 1 | THE PASSIVE
Example:
◦ The vegetables didn’t taste very good. They HAD BEEN COOKED for too long.
◦ The car was three years old but HADN’T BEEN USED very much.
18
TÓPICO 1 | PASSIVE VOICE STRUCTURES
Assim, constituímos a passive voice com Going to, utilizando o AM/ IS/ ARE
GOING TO BE + particípio do verbo.
Affirmative Form: By next week, the school will have been painted by John.
Negative Form: By next week, the school won’t have been painted by John.
Interrogative Form: Will the school have been painted by next week by John?
Now, let's see if you really understood the formation of the passive voice in each
of the tenses.
Observe a tabela que segue, ela nos mostra a voz passiva nas formas
afirmativa, negativa e interrogativa em cada um dos tempos verbais estudados
anteriormente:
19
UNIDADE 1 | THE PASSIVE
WAS/WERE + PARTICÍPIO
The house was painted by Paul.
Simple Past Paul painted the house.
The house wasn't painted by Paul.
Was the house painted by Paul?
WILL BE + PARTICÍPIO
The house will be painted by Paul.
Simple Future Paul will paint the house.
The house won't be painted by Paul.
Will the house be painted by Paul?
20
TÓPICO 1 | PASSIVE VOICE STRUCTURES
DICAS
3 MOVIES
Aprender uma língua estrangeira, por vezes, parece complicado, porém
se você conseguir aliar a aprendizagem do idioma a algo que você goste, isso o
auxiliará muito.
21
UNIDADE 1 | THE PASSIVE
Como você pode notar – se tentar aprender isso lendo – pode ser
bastante confuso. Embora as quatro frases sejam escritas de maneira diferente,
elas utilizam exatamente as mesmas palavras. Apesar disso, se você ouvir essas
frases ditas em voz alta, elas farão sentido perfeitamente!
Assim, destacamos filmes e apresentamos dicas para que você possa (re)
assisti-los para repensar sua aprendizagem na língua inglesa de maneira divertida
e eficaz.
Acompanhe:
22
TÓPICO 1 | PASSIVE VOICE STRUCTURES
DICAS
DICAS
23
UNIDADE 1 | THE PASSIVE
Harry Potter: se você gosta de magia, Harry Potter vai levá-lo pelos
mistérios de Hogwarts e do mundo da bruxaria. Uma série de sete livros (e
oito filmes) sobre a batalha entre os bruxos bons e malvados. A história gira em
torno dos personagens principais Harry Potter e Lorde Voldemort. Depois de
assisti-lo, a magia nunca mais será a mesma.
DICAS
24
TÓPICO 1 | PASSIVE VOICE STRUCTURES
Star Wars é outra série de filmes épica e a série não foi filmada em
ordem. Se você quiser assisti-lo do começo ao fim, é melhor seguir nessa
ordem: 4, 5, 1, 2, 3, 6. Ambientado no universo Star Wars, essa história retrata
a longa batalha entre duas forças opostas desse universo “the Jedi Order” e
“the Sith Lords”. Na série Star Wars, acredita-se que existe a “Force” (Força)
que mantém o universo em ordem. Enquanto a ordem dos Jedis acredita na
compaixão e bondade ao usar a “Force”, os Sith Lords usam a Força através
do ódio, raiva, inveja e outros sentimentos negativos. Nessa batalha milenar
entre os dois lados, os guerreiros Jedis e os Sith Lords lutam numa sequência
emocionante de seis filmes. Não há outro filme parecido com Star Wars. Você
com certeza deve assistir!
DICAS
25
UNIDADE 1 | THE PASSIVE
Lord of the Rings (O Senhor dos Anéis) é outra grande série de filmes
que trata sobre magia. Situadas na Terra Média (Middle Earth), há três raças
principais: anões, humanos, elfos, e outras raças, por exemplo, os hobbits, orcs
e lobos. O filme mostra a história da rebelião liderada por Sauron, o mais vil
dos seres em todas as terras daquele tempo. Para lutar contra ele, um pequeno
grupo de guerreiros assume a difícil missão de destruir o anel que contém a
força do próprio Sauron, o que resultaria na destruição do vilão.
DICAS
Now let's get to know a little more about the genres of the movies!
26
TÓPICO 1 | PASSIVE VOICE STRUCTURES
FONTE: <http://www.moviepredators.com/movie-articles/why-do-we-have-genres-of-film/>.
Acesso em: 2 jun. 2018.
● Action – These types of movies are high octane, big budget movies that show many
physical stunts. If there is heroism, fights involving guns, swords or karate moves,
horseback action or any destructive forces of nature, your keyword is Action. In these
movies, it’s usually a fight between the good guys and bad guys, an example is the
movie Fight Club.
● Adventure – Do you like thrilling stories that take you to wondrous places? They
are like action films, but the action may be less, and more weight will be given to
experiences. Indian Jones movies belong to this category.
● Comedies – They are loved by young and old for the feel-good content. A comedy
can be based on innocent humor, exaggerations, facial expressions or downright
crude jokes. Meet the Fockers is an example.
● Crime and Gangster Films – Such films trace the lives of fictional and true
criminals, gangs or mobsters. Serial killer films may be included here, an example is
the movie Gangs of New York.
● Drama films – They are sensible movies with a strong plot. Dramas depict true stories
or real-like situations. The character development is note-worthy, Little Women is an
example.
● Epics/Historical films – An epic involves elements like war, romance and
adventure. The sets are created carefully to reflect the time. Ben Hur is a classic
example. Historical movies tend to pay homage to a legend or hero.
27
UNIDADE 1 | THE PASSIVE
● Horror – You either love them or hate them. These films expose our fears and give
rise to nightmares. For some, horror films provide catharsis, but others can barely sit
through a movie, due to the violence and gory scenes. Jaws are an example.
● Musicals/Dance films – These are entertaining films that are based on full scale
scores or song and dance. They can either be delightful, light-hearted films for the
while family (i.e. The Sound of Music) or contain a dark aspect (Sweeney Todd) that
is explored through music.
● War films – These are very true to real life and often depict the waste of war.
Attention is given to acts of heroism, the human spirit, psychological damage to
soldiers and the pain of families waiting at home. Flags of Our Fathers is an example.
● Westerns – This genre is central to American culture and to its film industry. They
speak of the days of expansion and the trials with Native Indians. The plots and
characters are very distinctive. Remember Butch Cassidy and the Sundance Kid?
● Animation – Computer graphics and special effects are the backbone of these films
which are enjoyed by the young and old. Finding Nemo is an example.
● Thrillers – They differ from Horror because they are more provocative than scary.
The Bone Collector is an example.
● Sci-Fi – If you like futuristic scenes, movies like Star Wars will intrigue you. They
can be classified as adventure films too.
FIGURA 2 – GENRES
28
TÓPICO 1 | PASSIVE VOICE STRUCTURES
Procedure:
1) Select either a short video (no more than 30 minutes) or an excerpt from a longer video.
Use about 10 minutes of an action-packed scene. Go over vocabulary that the students
will need in order to understand the video and to write their sentences. I recommend
including this on the worksheet.
2) Go over the questions on the worksheet so the students know in advance what to look
for when you show the video. Use a variety of tenses in your questions.
Examples:
Be sure the students understand that they must reply in the passive. They cannot
answer, “The balloon flew away”, to the first question (above). They must answer with a
response such as “The balloon was taken by the gang of boys”. Students have a tendency
to answer in the active voice for question in the future, so you may want to solicit some
responses in the passive or have the students brainstorm answers to the questions in groups.
3) Show the video. Let the students take notes if they want.
4) Arrange the students in groups of three or four to discuss the video and try to form
answers to the questions.
5) For homework, have the students write out the answers to the questions, using only the
passive voice.
29
UNIDADE 1 | THE PASSIVE
WORKSHEET
Answer the question about the movie excerpt you just watched. Use the vocabulary
words below to help you. Be sure to answer in complete sentences, using the passive.
FONTE: WOODWARD, Jane W. Fun with grammar. New Jersey: Prentice Hall Regents, 1997.
30
TÓPICO 1 | PASSIVE VOICE STRUCTURES
EXTRA READING
Netflix é uma variação de netflicks. Flicks é o plural de flick, que é uma
opção informal para se dizer filme em inglês. Mais comumente dizemos "movie"
(inglês americano) ou "film" (inglês britânico).
31
SUMMARY 1
Neste tópico, você aprendeu que:
• As sentenças na active voice, ou voz ativa, são frases em que o sujeito que pratica a
ação está em destaque. Já em sentenças na passive voice, ou voz passiva, o objeto que
recebe a ação é que está em evidência, muito parecido com a língua portuguesa.
• A passive voice é utilizada para destacar mais a ação ou o seu resultado do que a
pessoa que pratica a ação. Assim, é ressaltado o que acontece a alguém ou a algo.
• Na língua portuguesa, temos a voz passiva analítica, vista em: “Paula foi
socorrida por Rodrigo”; e a voz passiva sintética, vista em: “Vendem-se
bicicletas usadas”. Na língua inglesa, existe apenas uma forma para a passive
voice, que equivale às duas formas da língua portuguesa.
32
SELF STUDY
1 Put the verb into the correct form, PRESENT SIMPLE or PAST SIMPLE, ACTIVE
or PASSIVE, Follow the example:
7 Ron’s parent’s ____________________ (die) when he was very young. He and his
sister __________________________ (bring) up by their grandparents.
11 Why ______________________ (Sue/ resign) from her job? Didn’t she enjoy it?
12 Why ______________________ (Bill/ sack) from his job? What did he do wrong?
14
I saw an accident last night. Somebody _____________________ (call)an
ambulance but nobody ______________________ (injure) so the ambulance
_____________________ (not/ need).
15
Where ______________________ (these photographs/ take)? In London?
_____________________ (you/ take) them?
33
34
UNIDADE 1
TÓPICO 2
1 INTRODUCTION
Como estudamos, estamos mais acostumados a utilizar a forma ativa,
active voice, e acabamos nos confundindo na hora de escrever a mesma sentença
para a voz passiva, passive voice.
Let us go ahead!
"In English we have the I.O. that is Indirect Object and D.O. that is Direct Object.
Either an indirect object or a direct object may become the subject of a passive sentence."
Examples:
The examples 1, 2, 3 and 4 have the same meaning. Note that in the number 4, when
the direct object becomes the subject, TO is usually used in front of the indirect object.
35
UNIDADE 1 | THE PASSIVE
DICAS
FONTE: AZAR, Betty S. Understanding and using English grammar. 2. ed. New Jersey:
Prentice Hall, 1989.
We write the past – passive form of modals using: MODAL + HAVE BEEN +
PAST PARTICIPLE. Look the examples:
FONTE: AZAR, Betty S. Understanding and using English grammar. 2. ed. New Jersey:
Prentice Hall, 1989.
36
TÓPICO 2 | OTHER PARTICULARITIES ABOUT PASSIVE
4 STATIVE PASSIVES
Observe the examples:
Azar (1989) says that in example 1 and 2: old and green are adjectives. They
describe the door. In the example 3, locked is a past participle. It is used as an adjective,
because it describes the door.
When the passive form expresses an existing state rather than an action, it is
called the “stative passive”.
Often stative passive verbs are followed by a preposition other than by.
37
UNIDADE 1 | THE PASSIVE
The examples show idiomatic usage of the passive form. These sentences have no
equivalent active sentences.
FONTE: AZAR, Betty S. Understanding and using English grammar. 2. ed. New Jersey: Prentice
Hall, 1989.
There was a fight at the party but nobody got hurt. (= nobody was hurt)
I’m surprised Ann didn’t get offered the job (…Ann wasn’t offered the job)
You can use GET to say that something happens to somebody or something,
especially if this is unplanned or unexpected:
You can use GET only when things happen or change. For example, you cannot
use GET in these sentences:
He was a mystery man. Nothing was known about him. (not “got known”)
We use GET mainly in informal spoken English. You can use BE in all situations.
38
TÓPICO 2 | OTHER PARTICULARITIES ABOUT PASSIVE
DICAS
We also use GET in the following expressions (which are not passive in meaning):
Get married
Get divorced
Get dressed (= put on your clothes)
Get changed (= change your clothes)
FONTE: MURPHY, Raymond. English Grammar in Use. 2. ed. Cambridge University Press, USA, 1994.
de
autoativida
Complete the sentences using GET/ GOT + one of these verbs (in the correct
form): Follow the model!
FONTE: MURPHY, Raymond. English Grammar in Use. 2. ed. Cambridge University Press,
USA, 1994.
39
UNIDADE 1 | THE PASSIVE
6 PARTICIPLE ADJECTIVES
The present participle conveys as an active meaning. The noun it modifies does
something. For example: The problem confuses the students. It is a confusing problem.
The noun ‘problem’ does something; it ‘confuses’. Thus, it is described as a ‘confusing
problem’.
The past participle conveys a passive meaning. For example: The students are
confused by the problem. They are confused students. So, the students are confused by
something. Thus, they are described as ‘confused students’.
In the example: The story amuses the children. It is an amusing story; the noun
STORY performs the action.
In the example: The children are amused by the story. They are amused children;
the noun CHILDREN receives the action.
FONTE: AZAR, Betty S. Understanding and using English grammar. 2. ed. New Jersey:
Prentice Hall, 1989. p. 130.
7 FAIRY TALES
O gênero contos de fadas, muito utilizado na Língua Portuguesa, pode
auxiliar na aquisição e na construção de conhecimentos em língua estrangeira. Para
isso, os contos devem ser transmitidos aos estudantes, neste caso, na língua inglesa.
40
TÓPICO 2 | OTHER PARTICULARITIES ABOUT PASSIVE
41
UNIDADE 1 | THE PASSIVE
42
TÓPICO 2 | OTHER PARTICULARITIES ABOUT PASSIVE
Fee-fi-fo-fum! (Fee-fi-fofum!)
I smell the blood of an Englishman, (Sinto cheiro de sangue de inglês,)
Be he alive, or be he dead, (Esteja ele vivo ou morto,)
I’ll grind his bones to make my bread. (Vou esmagar seus ossos para fazer
meu pão.)
Ao chegar ao chão, Jack pede ajuda para sua mãe, que traz
um axe (machado) para o filho. Assim, eles conseguem derrotar o gigante. Em
algumas versões, a mulher do gigante explica que seu marido havia matado
o pai de Jack e roubado as moedas dele, o que justificaria os atos do garoto
como vengence (vingança) pela morte de seu pai.
43
UNIDADE 1 | THE PASSIVE
FIGURA 6 – RAPUNZEL
DICAS
Há diversos links com fairy tales, em inglês. Ouvi-los e aprender com eles é
muito interessante! Aqui está uma dica: The Nursery e Beauty and the Beast.
Acesse: https://www.youtube.com/watch?v=8d-yfanAfF0
https://www.youtube.com/watch?v=IMrMILXMUaQ. Acesso em: 6 dez. 2018.
44
TÓPICO 2 | OTHER PARTICULARITIES ABOUT PASSIVE
8.1 MATCH
Materials: Worksheet
Dynamic: Pairs / small groups
Time: 20 minutes
Procedure:
1) Arrange students in pairs or groups of three or four and give a copy of the worksheet to
each group.
2) The students are to choose two related words on the worksheet and make a passive
sentence using them. They will have to supply their own verbs and other words.
Words chosen: Children, Aladdin
Possible sentence: Aladdin is loved by children
Words chosen: dog, bone
Possible sentence: Bones are eaten by dogs
3) As a follow-up the next day, might make a worksheet of inappropriate passive sentences.
The students would correct the sentences and explain what was wrong: the sentences
are illogical, silly, do not have correct subject/verb agreement, or do not use the passive.
45
UNIDADE 1 | THE PASSIVE
WORKSHEET
Answer the question about the movie excerpt you just watched. Use the vocabulary
words below to help you. Be sure to answer in complete sentences, using the passive.
1) ______________________________________________________________
2) ______________________________________________________________
3) ______________________________________________________________
4) ______________________________________________________________
5) ______________________________________________________________
6) ______________________________________________________________
7) ______________________________________________________________
8) ______________________________________________________________
9) ______________________________________________________________
10) _____________________________________________________________
46
TÓPICO 2 | OTHER PARTICULARITIES ABOUT PASSIVE
EXTRA READING
Fairy tales provide a wealth of possibilities for teaching English topics. Each fairy
tale has its own magical setting and is split into several scenes. Within each scene there
are sets of vocabulary that you can exploit. Below we will look at a few of the better-known
fairy tales and highlight some of the possible areas you can concentrate on in class.
FAIRY TALES
FONTE: <https://readerswarehouse.co.za/9781848690868>.
Acesso em: 10 jun. 2018.
Author: Jo Bertrand
Aims:
• For the learners to hear in English what are probably familiar stories in their own
language.
• To allow the children to see English in an imaginative context.
• To introduce various vocabulary sets such as family, food, clothes or parts of the body.
• To help older primary school children notice language areas such as past simple,
comparatives, etc.
Materials:
47
UNIDADE 1 | THE PASSIVE
Cinderella
• Past simple: tried on, waved, turned (Remember to let the children notice the difference.
You don’t need to give them a lecture on the different uses and forms of the past tense!)
Snow White
48
TÓPICO 2 | OTHER PARTICULARITIES ABOUT PASSIVE
• Comparatives and superlatives: 'You’re pretty, but Snow White is prettier. She’s the
prettiest of them all.'
• Have got: 'What have you got in your basket?' 'I’ve got two apples.'
49
UNIDADE 1 | THE PASSIVE
Post-reading activities
Links
There are Brit Lit Kits with a wide range of materials and ideas for teaching Little Red
Riding Hood and Jack and the Beanstalk.
https://www.teachingenglish.org.uk/article/little-red-riding-hood
https://www.teachingenglish.org.uk/article/jack-beanstalk
This site has some condensed fairy tales to be further simplified. Some can be listened to
on-line. http://www.childrenstory.com/tales/index.htm
The Learn English Kids website has various animated fairy tales and other traditional
stories with activities for children.
https://learnenglishkids.britishcouncil.org/en/category/topics/traditional-stories
The BBC has various animated fairy tales resources.
http://www.bbc.co.uk/learning/schoolradio/subjects/english
50
SUMMARY 2
Neste tópico, você aprendeu que:
• In English we have the I.O. that is Indirect Object and D.O. that is Direct Object.
Either an indirect object or a direct object may become the subject of a passive sentence.
• We write the past - passive form of modals using: MODAL + HAVE BEEN + PAST.
• When the passive form expresses an existing state rather than an action, it is called the
“stative passive”.
• You can use GET to say that something happens to somebody or something, especially
if this is unplanned or unexpected.
• We use GET mainly in informal spoken English. You can use BE in all situations.
51
SELF STUDY
1) Find the I.O. in the sentence below, and make it the focus of attention by using it as
the subject of a passive sentence:
52
UNIDADE 1
TÓPICO 3
SPEECHES
1 INTRODUCTION
Neste tópico abordaremos os discursos direto e indireto, na língua inglesa,
ou seja, direct and indirect or reported speeches.
ou,
Assim, vamos falar sobre reported speech, que utilizamos para relatar o que
uma pessoa falou com nossas próprias palavras, não é necessário usar citações ou
aspas e a fala pode vir ou não antecedida por that. Já o direct speech repete, ao pé
da letra, a fala da pessoa.
2 DIRECT SPEECH
O direct speech, como mencionado, repete ou apresenta a mensagem
exatamente com as palavras que foram ditas. Quando o direct speech é utilizado
de maneira escrita, necessitamos inserir as palavras ditas entre aspas (“ ”) sem
nenhuma mudança.
Podemos também, por exemplo, relatar algo que está sendo falado neste
momento, como uma conversa pelo telefone ou citar uma conversa prévia para
alguma pessoa em um momento futuro. Take o look in some examples:
53
UNIDADE 1 | THE PASSIVE
UNI
Now, in English:
Direct speech is a representation of the actual words someone said. A direct speech
report usually has a reporting verb in the past simple. The most common reporting verb
is said. The reporting clause may come first or second.
The reporting clause may sometimes come in the middle of the reported
clause, especially in literary styles:
We can use adverbs with the reporting verb to describe the way someone said
something. This is more common when the reporting clause comes second:
54
TÓPICO 3 | SPEECHES
novels and short stories, when the reporting clause comes second, we often invert the
subject (s) and reporting verb (v):
“Things have always been the same in this village,” [V] said [S] the old man.
“Hold on! I’m coming!” [V] cried [S] Maurice.
So, then this guy says, “I’ve got something for you. Come over here.” And he
picked up a box and he says, “Open that.”
We can make the direct speech even more vivid and dramatic by using the
present continuous. This is very informal:
And he’s looking at me and he’s asking, “Who are you?” and I said, “I’m
your nephew” and he’s mumbling, “I don’t know you. I’ve never seen you before in
my life.”
She says, “What’s going on here?” and I say, “Nothing. There’s nothing
happening – everything’s okay.”
ATENCAO
55
UNIDADE 1 | THE PASSIVE
DICAS
"Where does Peter live?" She asked him where Peter lived.
"Have you been to Bristol before?" She asked if I had been to Bristol before.
56
TÓPICO 3 | SPEECHES
"How old is your mother?", he asked. He asked how old her mother was.
The policeman said to the boy, "Where do you live?" The policeman asked the boy where he lived.
"What time does the train arrive?" she asked. She asked what time the train arrived.
"When can we have dinner?" she asked. She asked when they could have dinner.
Peter said to John, "Why are you so late?" Peter asked John why he was so late.
3 INDIRECT/REPORTED SPEECH
O reported speech é utilizado para dizer ou apresentar algo no passado.
Desse modo, normalmente, o tempo verbal das palavras é alterado. Utilizamos
verbos declarativos como say, tell e ask. O emprego do termo that pode ser usado
para introduzir o discurso emitido. As aspas não são utilizadas com o reported
speech.
FIGURA 7 – HAGAR
FONTE: <http://hagarthehorrible.com/comics/november-11-2015/>.
Acesso em: 17 jun. 2018.
Take a look in the questions below, they are from Hamlet to her mother Helga, in
the direct speech:
57
UNIDADE 1 | THE PASSIVE
58
TÓPICO 3 | SPEECHES
59
UNIDADE 1 | THE PASSIVE
FONTE: <https://www.youtube.com/watch?v=Wmb6xZCC1WE>.
Acesso em: 17 jun. 2018.
Pupil, imagine you want to tell somebody else what Tom said. There are TWO
ways of doing this:
You can repeat Tom’s words (direct speech): Tom said, “I’m feeling ill.”
Or,
You can use reported speech: Tom said that he was feeling ill.
COMPARE:
When we use reported speech, the main verb of the sentence is usually past (Tom
said that…/ I told her that…etc.). The rest of the sentence is usually past too:
60
TÓPICO 3 | SPEECHES
You can leave out that: Tom said (that) he was feeling ill.
In general, the present form in direct speech changes to the PAST form in reported
speech:
Am/is – was
Are – were
Do/does – did
Have/has – had
Will – would
Can – could
Want/ like/ know/ go – wanted, liked, knew, went.
Now, compare direct speech and reported speech: You met Judy. Here are some
of the things she said to you in direct speech.
JUDY
Later you tell somebody what Judy said. You use reported speech:
61
UNIDADE 1 | THE PASSIVE
DICAS
The past simple (did/ saw/ knew etc.) can usually stay the same in reported
speech, or you can change it to the past perfect (had done/ had seen/ had known).
Direct – Tom said: “I WOKE up feeling ill, so I DIDN’T GO to work”.
Reported – Tom said (that) he WOKE up feeling ill, so he DIDN’T GO to work. OR Tom said
(that) he HAD WOKEN up feeling ill, so he HADN’T GONE to work.
FONTE: MURPHY, Raymond. English Grammar in Use. 2. ed. USA: Cambridge University
Press, 1994. Second edition.
She told him that she was happy. = She told him she was happy.
62
TÓPICO 3 | SPEECHES
4 DETECTIVE STORIES
63
UNIDADE 1 | THE PASSIVE
DICAS
64
SUMMARY 3
Neste tópico, você aprendeu que:
65
SELF STUDY
66
UNIDADE 2
OBJETIVOS DE APRENDIZAGEM
A partir dos estudos desta unidade, você será capaz de:
PLANO DE ESTUDOS
Esta unidade está dividida em três tópicos. Ao final de cada um deles, você
encontrará atividades que auxiliarão na fixação do conteúdo apresentado.
67
68
UNIDADE 2
TÓPICO 1
KNOWING GERUNDS
1 INTRODUCTION
Hello, pupils! Você deve estar se perguntando: como utilizar o gerúndio na
língua inglesa, não é mesmo? Agora, quem pergunta sou eu! Será que o gerúndio,
na língua inglesa, é utilizado da mesma maneira como o gerúndio na língua
portuguesa? Afinal, acadêmico, você sabe o que é gerúndio?
1) WALKING is a good exercise. WALKING = gerund, used as the subject of the sentence.
2) Bob and Ann are PLAYING tennis. PLAYING = present, used in the present
progressive/continuous tense.
3) I heard some SURPRISING news. SURPRISING = present, used as an adjective.
69
UNIDADE 2 | GERUNDS AND INFINITIVES
a) Playing tennis is fun. Playing is a gerund. It is used as the subject of the sentence.
subject verb Playing tennis is a gerund phrase.
c) He is excited about playing tennis. Playing is used as the object of the preposition
preposition object about.
Azar (1989, p. 151) says that “a gerund is frequently used as the object of a
preposition”. As in:
In: I’m used to sleeping with the window, TO is a preposition, not part of an
infinitive form, so a gerund follows.
In: We talked about not going to the meeting, but finally decided we should go,
NOT precedes a gerund as a negative form.
70
TÓPICO 1 | KNOWING GERUNDS
de
autoativida
How would you complete the following sentences by using the verbs in
parentheses?
Azar (1989, p. 154) says that “gerunds are used as the objects of certain verbs”.
For example: I enjoy playing tennis, ENJOY is followed by a gerund – PLAYING –.
ENJOY is not followed by an infinitive. So, it is INCORRECT to say: I enjoy to play
tennis. Common verbs that are followed by gerund are given below:
VERB + GERUND
Enjoy – appreciate – mind – quit (give up) – finish (get through) – avoid – postpone (put off) – delay –
keep (keep on) – consider (think about) – discuss (talk about) – mention – suggest – stop.
STOP can also be followed immediately by an infinitive of purpose (in order to).
1) Stop + gerund: When the professor entered the room, the students stooped talking. The room became quiet.
2) Stop + infinitive of purpose: When I was walking down the street, I ran into an old friend. I supposed
to talk to him (I stopped walking in order to talk to him).
71
UNIDADE 2 | GERUNDS AND INFINITIVES
Joe quit smoking. Both have the same meaning. Some two-word verbs, GIVE
UP, are followed by gerunds. These two-word verbs are
Joe gave up smoking. given in parentheses in the list above.
4 GO + GERUND
GO is followed by a gerund in certain idiomatic expressions to express, for the
most part, recreational activities (AZAR, 1989). For example:
FIGURA 1 – GO + ING
FONTE: <https://institutoae.com.br/como-usar-go-ing-gerundio-para-descrever-fun-
activities/>. Acesso em: 7 jul. 2018.
72
TÓPICO 1 | KNOWING GERUNDS
FONTE: <https://institutoae.com.br/como-usar-go-ing-gerundio-para-descrever-fun-activities/>.
Acesso em: 7 jul. 2018.
QUADRO 4 – GO + GERUND
GO + GERUND
73
UNIDADE 2 | GERUNDS AND INFINITIVES
74
TÓPICO 1 | KNOWING GERUNDS
de
autoativida
Mr. Lee complained about OUR COMING to class late (FORMAL). O Sr. Lee
reclamou da nossa chegada à aula tarde. “Coming to class late” occurred before “Mr.
Lee complained” so a past gerund is also possible: Mr. Lee complained about OUR HAVING
COME to class late. In informal English, the object form – us, for example, – is frequently
used, as in: Mr. Lee complained about US COMING to class late (INFORMAL).
Azar (1989, p.182) says that in “very formal English, a possessive noun – Mary’s,
for example, – is used to modify a gerund”, as in: Mr. Lee complained about MARY’S
COMING to class late (FORMAL). The possessive form is often not used in informal
English, as in: Mr. Lee complained about MARY COMING to class late (INFORMAL).
de
autoativida
Combine the following. Change “that fact” to a gerund phrase. Use formal
English. Discuss informal usage.
75
UNIDADE 2 | GERUNDS AND INFINITIVES
FONTE: A autora
have fun
have a trouble
+ ING
have difficulty
FONTE: A autora
76
TÓPICO 1 | KNOWING GERUNDS
Sam SPENDS most of his time STUDYING. SPEND + expression of time or money + -ING
I WASTE a lot of time WATCHING TV. WASTE + expression of time or money + -ING
She SAT at her desk WRITING a letter. SIT + expression of place + -ING
I STOOD there WONDERING what to do next. STAND + expression of place + -ING
He IS LYING in bed READING a novel. LIE + expression of place + -ING
FONTE: A autora
77
UNIDADE 2 | GERUNDS AND INFINITIVES
• New Year’s Day (January 1st): usually celebrated with parties the night before. On
January 1st, some people institute lifestyle changes known as “New Year’s Resolutions”.
FONTE: <http://www.biggrovetavern.com/Events/EventDetails/ArtMID/492/ArticleID/154/>.
Acesso em: 15 jul. 2018.
• Martin Luther King Jr. Day (3rd Monday in January): Marks the birthday of the
African American minster who led a nonviolent civil rights movement in the 1960s.
78
TÓPICO 1 | KNOWING GERUNDS
FONTE: <http://www.thereadingpoint.com/president-day-washington-birthday-quote-saying-
slogan-sms-text-messages-fb-whatsapp-status/>. Acesso em: 15 jul. 2018.
79
UNIDADE 2 | GERUNDS AND INFINITIVES
• Memorial Day (last Monday in May): americans honor the dead (particularly those
killed in war) by visiting cemeteries, flying the American flag and attending special
gatherings and church services.
• Independence Day (July 4th): marks the 1776 signing of the Declaration of
Independence; parades, barbecues and fireworks displays take place.
FONTE: <https://jbhnews.com/4th-july-meaning-importance-ways-american-independence-
day-celebrated/20268/>. Acesso em: 15 jul. 2018.
80
TÓPICO 1 | KNOWING GERUNDS
• Labor Day (1st Monday in September): Tribute to the U.S. workforce; typically
celebrated with parades and backyard parties. Labor Day is also the unofficial end of
the summer season.
FONTE: <https://www.facebook.com/AbolishChristopherColumbusDay/>.
Acesso em: 15 jul. 2018.
81
UNIDADE 2 | GERUNDS AND INFINITIVES
FONTE: <https://www.dogonews.com/2017/11/7/the-reason-we-celebrate-veterans-day>.
Acesso em: 15 jul. 2018.
FONTE: <https://pt.depositphotos.com/127115956/stock-illustration-thanksgiving-day-vector-
banner-emblem.html >. Acesso em: 15 jul. 2018.
82
TÓPICO 1 | KNOWING GERUNDS
E
IMPORTANT
Because of the nation’s large Christian population, many schools and businesses
in the United States close for non-secular holidays such as Christmas (December 25th) and
Easter (early spring). Americans of countless faiths also observe religious holidays. Notable
examples are Ramadan (observed by Muslims in autumn), Kwanzaa (an African tradition
taking place in late December) and Jewish High Holy Days in September.
Inauguration Day (January 20th; every four years): each new presidential term
begins with a confirmation ceremony at the Capitol in Washington, DC.
Groundhog Day (February 2nd): marks a milestone between winter and spring.
St. Patrick’s Day (March 17th): revelers of all ethnicities honor Ireland’s patron
saint with food, drink, music and dancing.
April Fools’ Day (April 1st): pranks and practical jokes abound on this just-for-
fun holiday.
Cinco de Mayo (May 5th): a celebration of Mexican heritage and pride; observed
by Latin Americans and native citizens alike.
Halloween (October 31st): people of all ages wear costumes, eat candy and attend
parties and dances.
83
UNIDADE 2 | GERUNDS AND INFINITIVES
DICAS
GO + GERUND
Time: 20 minutes
Procedure:
2) Give each student a card with a common GO + GERUND activity written on it (worksheet
77, cut up, or your own). Whisper explanations or give alternative cards to students who are
unsure of/ reluctant to perform their assigned activity.
3) One by one, students pantomime their activities for the class. A student volunteer writes
the activity on the board as it is guessed.
Variation:
Have pairs of students make up short lists of related vocabulary for each GO + GERUND
activity (tent, sleeping bag, grizzly bear etc., for go camping).
QUADRO 9 – WORKSHEET
84
TÓPICO 1 | KNOWING GERUNDS
EXTRA READING
Fernanda Bandeira
Você já deve ter visto em filmes e séries o dia do Halloween nos EUA e se
encantado com a cultura das “Gostosuras ou Travessuras?” (Trick or Treat?), mas
o que a noite de fantasias assustadoras ou divertidas representa para a América?
Por ser uma festa pagã, foi condenada na Europa durante a Idade Média,
quando passou a ser chamada de Dia das Bruxas. Aqueles que comemoravam a
data eram perseguidos e condenados à fogueira pela Inquisição. Ainda, com o
objetivo de diminuir as influências pagãs na Europa Medieval, a Igreja cristianizou
a festa, criando o Dia de Finados (2 de novembro).
Símbolos e Tradições
A festa, por estar relacionada à morte, resgata elementos e figuras
assustadoras. São símbolos comuns da festa: fantasmas, bruxas, zumbis, caveiras,
monstros, gatos negros e até personagens como Drácula e Frankenstein.
As crianças também participam. Com a ajuda dos pais, usam fantasias
assustadoras e partem de porta em porta na vizinhança e soltam a frase “doçura
ou travessura”. Felizes, terminam a noite do 31 de outubro com sacos cheios de
guloseimas, balas, chocolates e doces.
85
UNIDADE 2 | GERUNDS AND INFINITIVES
Halloween no Brasil
No Brasil, a comemoração da data é recente. Chegou ao nosso país através
da grande influência da cultura americana, principalmente pela televisão. Os
cursos de língua inglesa também colaboram para a propagação da festa em
território nacional, pois valorizam e comemoram a data com seus alunos: uma
forma de vivenciar com os estudantes a cultura norte-americana.
Críticas
Muitos brasileiros defendem que a data nada tem a ver com nossa cultura
e, portanto, deveria ser deixada de lado. Argumentam que o Brasil tem um
rico folclore que deveria ser mais valorizado. Para tanto, foi criado pelo governo,
em 2005, o Dia do Saci (comemorado também em 31 de outubro).
A comemoração também recebe fortes críticas dos setores religiosos,
principalmente das religiões cristãs. O argumento é que a festa dissemina,
principalmente entre crianças e jovens, ideias e imagens que não correspondem
aos princípios e valores cristãos. De acordo ainda com os religiosos, as imagens
valorizadas no Halloween são negativas e contrárias à prática do bem.
Programação
Na festa dos adultos, você pode se fantasiar ou não, depende do dress code
(pedido no convite). Entretanto, sempre é mais legal caprichar no visual, com
roupa e maquiagem peculiares.
Curiosidades
1) Colheita: você sabe de onde veio a ideia de usar espantalhos nas noites de
Halloween, rendendo até menções em filmes de terror? Exatamente, da colheita.
Os americanos colhiam muito milho e usavam os espantalhos para afugentar
os pássaros invasores.
86
2) Fogueira: representava o ritual para afastar a peste negra e a bruxaria.
4) Objetivo: além de encarar os medos de uma forma descontraída, o Dia das Bruxas
ainda mantém a ideia da celebração da colheita e faz uma homenagem aos mortos.
FONTE: BANDEIRA, Fernanda. Saiba o que há por trás da tradição do dia das bruxas norte-
americano. 2018. Disponível em: <https://www.suapesquisa.com/datascomemorativas/halloween.
htm>. Acesso em: 15 jul. 2018.
87
SUMMARY 1
Neste tópico, você aprendeu que:
• There are some expressions considered special in English and they must be followed
by –ing.
88
SELF STUDY
a) How would you complete the following sentences by using the verbs in parentheses?
1) Charles fought his lovely confinement by _____________ (to think) of his wife and
by _____________ (to write) romantic verses for her.
3) The Pope prohibited monks from _____________ (to perform) any type of surgery.
5) A language is such a complex structure it can’t come into _____________ (to be)
at once.
89
90
UNIDADE 2 TÓPICO 2
1 INTRODUÇÃO
Hello, dear pupils! Neste segundo tópico, estudaremos um pouco
mais de perto o modo infinitive, que é a forma original do verbo e pode
aparecer com ou sem a partícula to.
Você já deve ter notado que, na língua inglesa, quando utilizamos dois verbos
juntos, o segundo verbo virá na forma do infinitive e que estará, na maioria das vezes,
acompanhado pela partícula to. But, don’t worry! Vamos ver tudo em partes!
Azar (1989, p. 157) teaches that “in the negative form, NOT precedes the
infinitive”. As in:
91
UNIDADE 2 | GERUNDS AND INFINITIVES
• Após os verbos MAKE (fazer) e LET (deixar, permitir): It makes me think twice
(Isso me faz pensar duas vezes); Don’t let the children see my face (Não deixe as
crianças verem meu rosto).
• Após as palavras EXCEPT = BUT (exceto): Do nothing but (except) listen (Não
faça nada a não ser (exceto) ouvir).
• Após modais (will, would, shall, should, can, could, may, might, must): They can’t
remain listen (Eles não podem permanecer em silêncio); It may rain (Pode chover).
E
IMPORTANT
• Certos verbos podem ser seguidos por gerund ou infinitive, tais como: attempt
(tentar); begin (começar); continue (continuar); hate (odiar); intend (pretender); like
(gostar); love (amar); permit (permitir); prefer (preferir); start (começar); stop (parar):
He started experimenting/to experiment with this equipment (Ele começou a
fazer experiências com o equipamento).
E
IMPORTANT
92
TÓPICO 2 | VERBS FOLLOWED BY INFINITIVES
de
autoativida
93
UNIDADE 2 | GERUNDS AND INFINITIVES
94
TÓPICO 2 | VERBS FOLLOWED BY INFINITIVES
E
IMPORTANT
Well, exception with the phrase BE USED FOR that expresses the typical or
general PURPOSE of a thing. In this case, the preposition FOR is followed by a gerund,
as in: A saw is used for cutting wood. Uma serra é usada para cortar madeira. Also,
possible: A saw is used to cut wood. Uma serra é usada para cortar madeira.
95
UNIDADE 2 | GERUNDS AND INFINITIVES
de
autoativida
Azar (1989) teaches that HELP is often followed by the simple form of a verb,
as in: My brother HELPED me WASH my car. An infinitive is also possible, as in: My
brother HELPED me to wash my car. So, both examples are correct.
96
TÓPICO 2 | VERBS FOLLOWED BY INFINITIVES
Azar (1989) says that the causative MAKE followed by simple form of a verb,
not an infinitive. So, it is incorrect to say: She made him to clean his room. MAKE gives
the idea that X forces Y to do something. In: Mrs. Lee MADE her son CLEAN his room,
means that Mrs. Lee’s son had no choice.
Azar (1989) teaches us that the causative HAVE is followed by simple form of a
verb, not an infinitive. So, it is incorrect to say: I had him to repair the leak. HAVE gives
the idea that X requests Y to do something. In: I HAD the plumber REPAIR the leak,
means that the plumber repaired the leak because I asked him to.
The causative GET is followed by an infinitive. GET gives the idea that X
persuades Y to do something. In: The students GOT the teacher TO DISMISS class early,
means that the students managed to persuade the teacher to let them leave early.
E
IMPORTANT
The past participle is used after HAVE and GET to give a passive meaning. In this
case, there is usually little or no difference in meaning between HAVE and GET. In: I HAD my
watch REPAIRED (by someone) and I GOT my watch REPAIRED (by someone), I caused my
watch to be repaired by someone.
7 HEALTH PROBLEMS
Segundo Schultz (2006), quando falamos em estudar vocabulário, vários
aspectos que o conceito abrange necessitam ser entendidos. Um deles é que o
vocabulário não se limita apenas na aprendizagem de palavras. As locuções
idiomáticas e muitas frases utilizadas para poderem expressar ideias comuns
devem ser levadas em conta.
DICAS
DICAS
O link a seguir apresenta algumas expressões que podem ilustrar uma aula
no Ensino Fundamental II sobre Health Problems. FONTE: <https://www.youtube.com/
watch?v=Zm1KKcgQ7DM>. Acesso em: 4 out. 2018.
O vocábulo illness é utilizado tanto para doenças físicas como para doenças
mentais. Na verdade, ele é mais utilizado quando se menciona o período em que
se esteve doente ou que determinada pessoa esteve adoecida. Não utilizamos o
termo illness para manifestar problemas e/ou doenças consideradas mais simples,
como um resfriado ou dor de cabeça.
Então, de uma maneira bem simples, podemos dizer que to be ill, que
significa estar doente, é uma expressão utilizada mais no inglês britânico, pois
os americanos preferem dizer to be sick. Quando queremos dizer que há uma
criança/mulher/homem/menina doente, a palavra mais comum é sick: sick child,
sick woman, sick man, sick girl.
98
TÓPICO 2 | VERBS FOLLOWED BY INFINITIVES
um abscesso an abscess
alergia allergy
anemia anemia
artrite arthritis
asma asthma
dor nas costas backache
um machucado a bruise
catapora chicken pox
bronquite bronchitis
cólicas cramps
diabetes diabetes
enjoo nausea
queimadura solar sunburn
uma inflamação an inflammation
E
IMPORTANT
A expressão para falar de dores e males é I have... ou I've got (contração de I
have got), que significa eu peguei/eu estou com. Costuma ser seguida de a/an: I have a
cold (Estou resfriado/a), I've got a backache (Estou com dor nas costas). Às vezes, o artigo
não é usado: I have sunburn (Estou com queimadura solar).
99
UNIDADE 2 | GERUNDS AND INFINITIVES
100
TÓPICO 2 | VERBS FOLLOWED BY INFINITIVES
infecção infection
menstruação period, menstruation
pomada ointment
queimadura burn
receita prescription
remédio medicine
resfriado cold
sala de espera waiting room
sangue blood
seringa syringe
supositório suppository
surdo deaf
termômetro thermometer
tipo sanguíneo blood type
tosse cough
xarope syrup
E
IMPORTANT
101
UNIDADE 2 | GERUNDS AND INFINITIVES
DICAS
WHICH IS IT?
Materials: Worksheet
Time: 15 minutes
Procedure:
1) Arrange students in groups of three or four and give each group one copy of the worksheet.
2) Read the following questions to the class one at a time. The students should decide
together in their groups which choice on the worksheet to circle.
1) In which case have gas prices risen too high for John?
2) In which case is Mary thinking back about what she did earlier that day?
3) In which case have I already told you something before I began the sentence?
4) In which case was the air conditioner only one of the options Thu tried?
5) In which case did Kim have a responsibility to do something?
3) Go over the correct answers by assigning one set of sentences to each group. Have the
group act the two sentences so that the answer to the question is obvious to all.
FONTE: WOODWARD, Jane W. Fun with grammar. New Jersey:Prentice Hall Regents, 1997.
102
TÓPICO 2 | VERBS FOLLOWED BY INFINITIVES
EXTRA READING
Symptoms of bladder problems include difficult or painful urination, frequent
urination, loss of bladder control, blood in urine, waking frequently at night to urinate or
wetting the bed at night, or leaking urine.
103
UNIDADE 2 | GERUNDS AND INFINITIVES
FONTE: CUNHA, John P. Symptoms of 12 serious diseases and health problems facts. 2018.
Disponível em: <https://www.medicinenet.com/symptoms_of_serious_diseases_and_health_
problems/article.htm>. Acesso em: 20 jul. 2018.
104
SUMMARY 2
Neste tópico, você aprendeu que:
• O infinitive sem o TO: após os verbos MAKE (fazer) e LET (deixar, permitir).
• O infinitive sem o TO: certos verbos podem ser seguidos por gerund ou infinitive.
• Os verbos MAKE, HAVE e GET podem ser utilizados para expressar a ideia de
que X faz Y fazer algo.
105
SELF STUDY
1 Research in other books and complete the sentences about illness or disease:
106
UNIDADE 2 TÓPICO 3
1 INTRODUCTION
Hello, pupils! Agora que já estudamos os gerunds e os infinitives, é hora de
compreendermos sua aplicabilidade nas conversas do seu cotidiano.
Gerunds podem ser alterados com formas possessivas, como em: I liked her
singing. Já os infinitives são utilizados depois de adjetivos e advérbios, como em:
It's hard to wake up early. Também podem explicar a razão pela qual algo acontece,
por exemplo: Students come to New York to study English.
107
UNIDADE 2 | GERUNDS AND INFINITIVES
The verbs BEGIN, START, CONTINUE, LIKE, LOVE, HATE, CAN’T STAND,
CAN’T BEAR, PREFER may be followed by either an infinitive or a gerund with little or
no difference in meaning (AZAR, 1989):
If the main verb is progressive, an infinitive (not a gerund) is usually used. As in:
It was beginning to rain (AZAR, 1989).
UNI
108
TÓPICO 3 | GERUNDS AND INFINITIVES
FORGET + gerund: forget something that happened in the past, as in: I’ll never
forget seeing the Alps for the first time.
E
IMPORTANT
REGRET + gerund: regret something that happened in the past, as in: I regret
lending him some money. He never paid me back.
Let’s go ahead!
109
UNIDADE 2 | GERUNDS AND INFINITIVES
Azar (1989, p. 172) shows that “an infinitive is used as the subject of a sentence,
as in: To ride with a drunk driver is dangerous. However, an infinitive is more commonly
used with IT, as in: It is dangerous to ride with a drunk driver”. The word IT refers to
and has the same meaning as the infinitive phrase at end of the sentence.
E
IMPORTANT
Glad to
Happy to
Pleased to
Delighted to
Content to
Relieved to
Lucky to
Fortunate to
Proud to
Ashamed to
110
TÓPICO 3 | GERUNDS AND INFINITIVES
Ready to
Prepared to
Anxious to
Eager to
Willing to
Motivated to
Determined to
Careful to
Hesitant to
Reluctant to
Afraid to
SORRY TO
SAD TO
UPSET TO
DISAPPOINTED TO
SURPRISED TO
AMAZED TO
ASTONISHED TO
SHOCKED TO
STUNNED TO
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autoativida
111
UNIDADE 2 | GERUNDS AND INFINITIVES
FIGURA 11 – TOO/ENOUGH
FONTE: <http://englishthroughlaxas.blogspot.com/2013/10/288-enough-too-infinitives.html>.
Acesso em: 21 jul. 2018.
In: That box is TOO HEAVY for Bob TO LIFE. It is impossible for Bob to lift that box.
In: The box is VERY HEAVY, but Bob can lift it = It is possible but difficult for
Bob to lift that box.
ENOUGH may precede a noun, as in: I have ENOUGH STRENGTH to lift that
box, or follow a noun as in: I have STRENGTH ENOUGH to lift that box.
112
TÓPICO 3 | GERUNDS AND INFINITIVES
PAST INFINITIVE: to have + past participle: The rain seems to have stopped.
The event expressed by a past infinitive or past gerund happened before the time of the
main verb. In the example, the rain seems now to have stopped a few minutes ago.
PAST GERUND: having + past participle: I appreciate having had the opportunity
to meet the king. I met the king yesterday. I appreciate now having had the opportunity
to meet the king yesterday.
In certain situations, a gerund may follow NEED. In this case, the gerund carries
a passive meaning. Usually the situations involve fixing or improving something. The
sentences below have the same meaning:
113
UNIDADE 2 | GERUNDS AND INFINITIVES
Sometimes (not always) there is a clear difference between using the simple form
or the -ing form. In: I HEARD a famous opera star SING at the concert last night; I heard
the singing from beginning to end. In: When I walked into the apartment, I HEARD my
roommate SINGING in the shower; the singing was in progress when I heard it.
9 MUSICAL INSTRUMENTS
A música é uma grande aliada na hora de aprender inglês e, na maioria
das vezes, ela está presente na vida das pessoas. Como já estudamos nos livros
anteriores, nós sabemos o quanto algo que está presente em nossas vidas ajuda
a ampliar o vocabulário, a ter fluência nas diversas situações do nosso cotidiano.
114
TÓPICO 3 | GERUNDS AND INFINITIVES
E
IMPORTANT
Quando você quer expressar se sabe ou não tocar algum instrumento, utilize
sempre o verbo PLAY. Veja: I can play the piano very well (Eu toco piano muito bem). I can’t
play the drums because my coordination is not that good. Eu não posso tocar bateria pois
minha coordenação não é tão boa.
• accordion
• bagpipes
• banjo
• bass drum
• bell lyre
• bugle
• castanets
• cello
• chimes
• clarinet
• claves
• cornet
• cowbell
• crash cymbal
• drum
• drum set
• electric guitar
• flute
• French horn
• grand piano
• guitar
• harmonica
• harp
• kettledrum
• mandolin
• maracas
• marimba
• piano
• saxophone
115
UNIDADE 2 | GERUNDS AND INFINITIVES
• splash cymbal
• steel drums
• tenor drum
• triangle
• trombone
• trumpet
• tuba
• vibraphone
• violin
• xylophone
de
autoativida
Agora, que tal traduzir e até procurar as imagens dos instrumentos musicais?
DICAS
Materials: worksheet
Dynamic: groups
Time: 15 minutes
Procedure:
1) Arrange students in groups of 6 to 8 and have each group stand together. Give each group
a situation cad from the worksheet.
2) As in a party setting (but with a time limit), students mingle by asking questions or making
statements and suggestions about the situation. They must use verbs followed by infinitives
or gerunds whenever possible.
3) A different situation may be given to the group after a few minutes of talking.
4) As follow-up activity on the same day, students can write the questions or statements on
the board that they remember from the party interaction.
116
TÓPICO 3 | GERUNDS AND INFINITIVES
Worksheet:
Situation #1 Situation #2
Situation #3 Situation #4
Complain about the rising cost of living such Give advice on (a) losing weight and (b) gaining
as health care, car insurance etc. Try to end the confidence to make a good impression on people
conversation on a positive note. (boss, spouse, girlfriend/boyfriend etc.).
FONTE: WOODWARD, Jane W. Fun with grammar. New Jersey: Prentice Hall Regents, 1997.
117
UNIDADE 2 | GERUNDS AND INFINITIVES
EXTRA READING
Aquisição de vocabulário
FONTE: MOREIRA, Marcos Paulo. A música e seus efeitos na aprendizagem de língua inglesa. 2018.
Disponível em: <https://www.englishexperts.com.br/a-musica-e-seus-efeitos-na-aprendizagem-
de-lingua-inglesa/>. Acesso em: 17 out. 2018.
118
SUMMARY 3
Neste tópico, você aprendeu que:
• The verbs BEGIN, START, CONTINUE, LIKE, LOVE, HATE, CAN’T STAND,
CAN’T BEAR, PREFER may be followed by either an infinitive or a gerund with little
or no difference in meaning.
• A gerund is frequently used as the subject of a sentence: Riding with a drunk driver is
dangerous.
• PASSIVE GERUND: being + past participle: I appreciated being invited to your home.
• PAST INFINITIVE: to have + past participle: The rain seems to have stopped.
• PAST GERUND: having + past participle: I appreciate having had the opportunity to
meet the king.
• PAST – PASSIVE GERUND: having been + past participle: I appreciate having been
told the news.
119
SELF STUDY
1 Make one sentence from two. Complete the new sentence using TOO or ENOUGH:
a) We couldn’t eat the food. It was too hot. The food was too hot to eat.
b) I can’t drink this coffee. It’s too hot. This coffee is __________________________.
c) Nobody could move the piano. It was too heavy. The piano __________________.
d) I don’t wear this coat in winter. It isn’t warm enough. This coat________________.
e) I can’t explain the situation. It is too complicated. The situation _______________.
f) Three people can’t sit on this sofa. It isn’t wide enough. This sofa _____________.
g) We couldn’t climb over the wall. It was too high. The wall ___________________.
f) You can’t see some things without a microscope. They are too small. Some_____
__________________________________________________________________.
120
UNIDADE 3
OBJETIVOS DE APRENDIZAGEM
A partir dos estudos desta unidade, você será capaz de:
PLANO DE ESTUDOS
Esta unidade está dividida em três tópicos. Ao final da cada um deles, você
encontrará atividades que auxiliarão na fixação do conteúdo apresentado.
121
122
UNIDADE 3
TÓPICO 1
1 INTRODUÇÃO
Hello, pupils! Chegamos, depois de um árduo estudo, na Unidade 3 do
Livro de Estudos de Língua Inglesa IV. Este livro pertence aos materiais que
constituem a parte gramatical da língua inglesa do curso de Letras/Inglês.
123
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
124
TÓPICO 1 | NEGATIVE AND ARTICLES
E
IMPORTANT
Muitas vezes, você ouve dizer AIN’T. Ele significa AM NOT, ISN’T ou AREN’T.
AIN’T não é um termo que a língua inglesa considera correto, mas muitas pessoas utilizam o
AIN’T cotidianamente. É frequentemente utilizado para fazer graça ou piadas.
Azar (1989, p. 18) says that “in addition to not, the following are negative
adverbs”: never, rarely, seldom, hardly (ever), scarcely (ever), barely (ever). Examples:
I never go there.
I have hardly ever gone there.
Azar (1989, p. 18) teaches that the term “NO also expresses a negative idea”, as
in: There’s no chalk in the drawer. Now, compare NOT versus NO. Take a look in some
examples:
125
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
E
IMPORTANT
Azar (1989, p. 18) says that “not is used to make a verb negative as the first example”.
No is used as an adjective in front of a noun – MONEY –, as in the second example above.
de
autoativida
Change the following into the negative in two ways: use NOT... ANY in one
sentence and NO in the other:
E
IMPORTANT
126
TÓPICO 1 | NEGATIVE AND ARTICLES
E
IMPORTANT
de
autoativida
E
IMPORTANT
127
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
de
autoativida
1) We rarely go to movies._____________________________________________
2) I hardly ever agree with her._________________________________________
128
TÓPICO 1 | NEGATIVE AND ARTICLES
E
IMPORTANT
Usually, A/AN is used with a singular generic count noun. Examples: A window
is made of glass. A doctor heals sick people. Parents must give a child love. A box has six
sides. An apple can be red, green or yellow.
THE is sometimes used with a singular generic count noun (not a plural generic count noun,
not a generic noncount noun). “Generic THE” is commonly used with, in particular: (1) species
of animals: The whale is the largest mammal on earth; (2) inventions: The computer will play
an increasingly large role in all of our lives; (3) musical instruments: Do you play the guitar?
Now, let remember the use of A or SOME. Take a look in Azar (1989, p. 20)
explanation:
We are going to finish this part with the using of THE. Take a look below:
129
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
GUIDELINE: use THE when you know or assume that your listener is familiar
with and thinking about the same specific thing or person you are talking about. Now, pay
attention in the sentences below:
Yesterday I saw some dogs. THE DOGS were chasing a cat. THE CAT was
chasing a mouse. THE MOUSE ran into a hole. THE HOLE was very small.
GUIDELINE: We use THE for the second mention of an indefinite noun. Você
entendeu, acadêmico? Observe:
Now, take a look in some INCORRECT and CORRECT sentences with THE:
130
TÓPICO 1 | NEGATIVE AND ARTICLES
GUIDELINE: you do not use THE with a plural count noun (for example:
apples) or a noncount noun (for example: gold) when you are making a generalization.
Now, let us understand other sentences with THE:
E
IMPORTANT
The is not used for the second mention of a generic noun. COMPARE:
6 MAKE X DO
FIGURA 1 – MAKE
FONTE: <https://www.tirinhasengracadas.com.br/2018/03/ingles-eu-compro-na-loja.html>.
Acesso em: 20 ago. 2018.
131
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
E
IMPORTANT
132
TÓPICO 1 | NEGATIVE AND ARTICLES
E
IMPORTANT
E
IMPORTANT
Make the bed é uma expressão idiomática. Foi construída assim e gera dúvidas.
Conforme a regra do verbo make, entenderíamos como construir uma cama, mas aqui o
significado é outro. Make the bed significa arrumar a cama. Se quisermos falar “construir
uma cama”, devemos dizer build a bed.
DICAS
133
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
Observe a figura que segue. Ela apresenta diferenças entre o MAKE e o DO:
FIGURA 2 – MAKE X DO
134
TÓPICO 1 | NEGATIVE AND ARTICLES
DICAS
As atividades foram escolhidas de acordo com a temática abordada em cada unidade. Assim,
você terá em mãos um rico material com atividades e/ou exercícios diversos para aplicar em
sala de aula. Stay with us!
ARTICLES PASS-ALONG
Materials: Worksheet
Dynamic: Groups
Time: 15 minutes
Procedure:
1) Divide the class into groups of four or five. Give each group a copy of the worksheet.
2) Assign a time limit and have the students in each group work together to fill in the missing
articles. Have the groups correct each other’s papers as you go over them aloud.
3) Divide the class into large groups or, if you have a small class, do the game as a whole-
class activity. Give each student a copy of the handout. Have students write their names
on the page and fill in as many articles as possible in the time allowed. When you say
“pass”, they pass the paper to the next student. They can also correct any errors they see.
Continue until most or all of the blanks have been filled in. Have students correct the last
paper they ended up with (unless it is their own).
Worksheet:
FONTE: WOODWARD, Jane W. Fun with grammar. New Jersey: Prentice Hall Regents, 1997.
135
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
EXTRA READING
Laurence Anthony
1 Growth of ESP
From the early 1960's, English for Specific Purposes (ESP) has grown to become
one of the most prominent areas of EFL teaching today. Its development is reflected in
the increasing number of universities offering an MA in ESP (e.g. The University of
Birmingham, and Aston University in the UK) and in the number of ESP courses offered
to overseas students in English speaking countries.
In Japan too, the ESP movement has shown a slow but definite growth over
the past few years. In particular, increased interest has been spurred as a result of the
Mombusho's decision in 1994 to largely hand over control of university curriculums to
the universities themselves. This has led to a rapid growth in English courses aimed at
specific disciplines, e.g. English for Chemists, in place of the more traditional 'General
English' courses.
The ESP community in Japan has also become more defined with the JACET
ESP SIG set up in 1996 (currently with 28 members) and the JALT N-SIG to be formed
shortly. Finally, on November 8th this year the ESP community came together as a whole
at the first Japan Conference on English for Specific Purposes, held on the campus of Aizu
University, Fukushima Prefecture.
2 What is ESP?
As described above, ESP has had a relatively long time to mature and so we
would expect the ESP community to have a clear idea about what ESP means. Strangely,
however, this does not seem to be the case. In October this year, for example, a very heated
debate took place on the TESP-L e-mail discussion list about whether or not English for
Academic Purposes (EAP) could be considered part of ESP in general.
At the Japan Conference on ESP also, clear differences in how people interpreted
the meaning of ESP could be seen. Some people described ESP as simply being the teaching
of English for any purpose that could be specified. Others, however, were more precise,
describing it as the teaching of English used in academic studies or the teaching of English
for vocational or professional purposes.
136
At the conference, guests were honored to have as the main speaker, Tony Dudley-
Evans, co-editor of the ESP Journal mentioned above. Very aware of the current confusion
amongst the ESP community in Japan, Dudley-Evans set out in his one-hour speech to
clarify the meaning of ESP, giving an extended definition of ESP in terms of 'absolute'
and 'variable' characteristics (see below).
Absolute Characteristics
1. ESP is defined to meet specific needs of the learners.
2. ESP makes use of underlying methodology and activities of the discipline it serves.
3. ESP is centered on the language appropriate to these activities in terms of grammar,
lexis, register, study skills, discourse and genre.
Variable Characteristics
1. ESP may be related to or designed for specific disciplines.
2. ESP may use, in specific teaching situations, a different methodology from that of
General English.
3. ESP is likely to be designed for adult learners, either at a tertiary level institution or
in a professional work situation. It could, however, be for learners at secondary school
level.
4. ESP is generally designed for intermediate or advanced students.
5. Most ESP courses assume some basic knowledge of the language systems.
From the definition, we can see that ESP can but is not necessarily concerned
with a specific discipline, nor does it have to be aimed at a certain age group or ability
range. ESP should be seen simple as an 'approach' to teaching, or what Dudley-Evans
describes as an 'attitude of mind'.
If we agree with this definition, we begin to see how broad ESP really is. In fact,
one may ask 'what is the difference between the ESP and General English approach?'
Hutchinson et al. (1987:53) answer this quite simply, "in theory nothing, in practice a
great deal". When their book was written, of course, the last statement was quite true.
137
At the time, teachers of General English courses, while acknowledging that
students had a specific purpose for studying English, would rarely conduct a needs
analysis to find out what was necessary to actually achieve it.
Teachers nowadays, however, are much more aware of the importance of needs
analysis, and certainly materials writers think very carefully about the goals of learners
at all stages of materials production. Perhaps this demonstrates the influence that the ESP
approach has had on English teaching in general. Clearly, the line between where General
English courses stop and ESP courses start has become very vague indeed.
Rather ironically, while many General English teachers can be described as using
an ESP approach, basing their syllabi on a learner needs analysis and their own specialist
knowledge of using English for real communication, it is the majority of so-called ESP
teachers that are using an approach furthest from that described above.
If the ESP community hopes to grow and flourish in the future, it is vital that the
community as a whole understands what ESP actually represents. Only then, can new
members join with confidence, and existing members carry on the practices which have
brought ESP to the position it has in EFL teaching today. In Japan in particular, ESP is
still in its infancy and so now is the ideal time to form such a consensus.
Perhaps this can stem from the Dudley-Evans' definition given in this article but
I suspect a more rigorous version will be coming soon, in his book on ESP to be published
in 1998. Of course, interested parties are also strongly urged to attend the next Japan
Conference on ESP, which is certain to focus again on this topic.
FONTE: ANTHONY, Laurence. English for specific purposes: what does it mean? why is it different?
2018. Disponível em: <https://www.laurenceanthony.net/abstracts/ESParticle.html>. Acesso em:
24 ago. 2018.
138
SUMMARY 1
● Temos, também, os advérbios negativos, que são: never, rarely, seldom, hardly
(ever), scarcely (ever), barely (ever).
● The sentences double negative are confusing and grammatically incorrect sentences
that contains two negatives in the same clause.
● Use THE when you know or assume that your listener is familiar with and thinking
about the same specific thing or person you are talking about.
● You do not use THE with a plural count noun (for example: apples) or a no count noun
(for example: gold) when you are making a generalization.
139
SELF STUDY
TEXTO 1
Technology is a tool. It’s not a learning outcome. Too often do we get distracted by all
the activities and actions we can performs with tablet or some other device. They are
all exciting things, to be sure. But these are not actually learning outcomes. You could
have a 1:1 tablet classroom where your students create a bazillion (it’s a word, I swear)
presentations all about how much they’re learning. But they’re not really learning.
They’re using a device.
Don’t get me wrong, you can do a lot of good with technology in the classroom. That’s
the whole reason edtech sites. But technology is a tool that’s meant to be added to your
toolbox just like anything else. It may be a powerful tool, it’s a tool nonetheless.
TEXTO 2
Educational applications let students experience a new learning culture. The teacher is
no longer the sole, mono-directional provider of knowledge. Rather, they play the role
of an equal participant within a community of practice; everybody can learn from their
peers within the context of Web 2.0 scenarios.
140
By constantly communicating and collaborating with other group members, everyone
will automatically get reflective input and feedback on their English as a foreign
language (EFL) performance. Many Web 2.0 apps support democratic learning settings
where students form an intensive collaboration with their teacher or, even better, with
a coach. This more egalitarian learning environment usually generates a very positive
attitude towards learning a language.
FONTE: STRASSER, T. Mind the app! Inspiring internet tools and activities to engage your
students. Rum: Helbling Languages, 2012.
a) I e II.
b) I e III.
c) III e IV.
d) I, II e IV.
e) II, III e IV.
141
142
UNIDADE 3
TÓPICO 2
1 INTRODUÇÃO
Hello, pupils! Iniciamos este interessante tópico com a tirinha que segue:
FONTE: <http://inglessim.blogspot.com/2015/01/ingles-com-snoopy-sleep-sleep-in.html>.
Acesso em: 25 ago. 2018.
143
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
2 PHRASAL VERBS
Azar (1989, p. 26) teaches that the term phrasal verb refers to:
O verbo get out, por exemplo, é um phrasal verb, mas a sua tradução literal
não revela o seu verdadeiro significado ou, pelo menos, não é algo aceitável na
língua portuguesa. Get significa receber ou pegar e out significa fora. Dizer que get
out significa receber um fora é um erro gravíssimo e que não encontra respaldo na
gramática da língua portuguesa. Assim, revela a complexidade desses verbos e a
confusão que eles podem causar.
144
TÓPICO 2 | PHRASAL VERBS AND PREPOSITIONAL VERBS
de
autoativida
Read the text and complete with the correct Phrasal Verbs:
COMPUTERS
Yesterday I went to a friend’s house to use her computer because I wanted to send a photo
by e-mail to my uncle, who lives in the USA. Unfortunately, her computer is rather old and
slow, so when I turned it on it took ages to ___________________. Eventually the computer
asked for her windows password, so I asked her to ________________it_______________
for me. Her scanner is quite old too, but it works well, so I __________________my photo
and after another long wait it was ready. I wanted to write a long e-mail to my uncle, but I
had to go to the shops before they closed and I was __________________time, so I just
wrote a short message, attached the photo and clicked ‘send’. Then I logged off and waited
for the computer to ___________________.
145
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
146
TÓPICO 2 | PHRASAL VERBS AND PREPOSITIONAL VERBS
Registrar-se em um
We will get the hotel keys
Check in (at...) hotel, aeroporto etc. Inseparável
when we check in.
na chegada
I watched the car leave
Entregar algo
Check sth<->in Separável and then went to check
(bagagem)
in my suitcases.
Deixar um hotel, um Guests should check out
Check out (of...) Inseparável
hospital of their rooms by noon.
We'll have to check him
Check sb/sth<->out Investigar Separável out before we employ
him.
I brought you some flowers
Cheer up Animar-se Inseparável
to cheer you up.
Contribuir com If everyone chips in
Chip in dinheiro, "fazer uma Inseparável we'll be able to buy her
vaquinha" a nice present.
Who's going to clean up
Clean sth<->up Organizar, limpar Separável
this mess?
Encontrar por acaso Mary came across some
Come across sb/sth Inseparável
alguém ou algo old friends in a pub.
Separar-se, desfazer- The top and the bottom
Come apart se em pedaços, Inseparável come apart if you pull
quebrar, desmoronar hard enough.
I think I'm coming
Come down with sth Ficar doente Inseparável
down with flu.
That mark on your dress
Come off Sair, desaparecer Inseparável
won't ome off.
Paul's book is coming
Come out Publicar Inseparável
out next week.
Come over/around Dar uma passada em Jill came over last night
Inseparável
(to) algum lugar and stayed for hours.
Contar algo ou I'm counting on you to
Count on sb/sth Inseparável
alguém help me.
Please cross out your
Cross sth<->out Riscar uma palavra Separável old address and write
your new one.
Cut back on sth Reduzir, diminuir, My doctor wants me to
Separável
Cut sth<->back consumir menos cut back on sweets.
The doctor told him
Reduzir, diminuir,
Cut down on sth Inseparável to cut down on his
consumir menos
smoking.
They cut down a tree in
Cut sth<->down Cortar, derrubar algo Separável
front of my house.
They kept cutting in on
Cut in on sb/sth Interromper Inseparável
our conversation.
147
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
148
TÓPICO 2 | PHRASAL VERBS AND PREPOSITIONAL VERBS
149
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
He is always getting at
Get at sb Criticar Inseparável
me.
I tried to get my ideas
Get sth<->across Comunicar-se, fazer-se entender Separável across to her but she
didn't listen to me.
Get along/on (with My wife and my mother
Dar-se bem com alguém Inseparável
sb) get along/on very well.
They know how to get
Get around sb Persuadir Inseparável
around their boss.
I hope to get around to
Get around to sth Encontrar tempo para fazer algo Inseparável
calling you tomorrow.
We are getting away for a
Get away Sair de férias Inseparável
few days next week.
I won't be able to get
Get away (from...) Sair de algum lugar Inseparável away from the office before
6.
Get away (from Escapar de alguém ou de algum A prisoner got away from
Inseparável
sb/...) lugar the jail this afternoon.
What time did you get
Get back Voltar, retornar Inseparável
back last night?
She has got her old job
Get sth<->back Receber algo de volta Separável
back.
She got back at him
Get back at sb Vingar-se Inseparável
because he lied to her.
Could we get back to the
Get back to sth Retornar para algo Inseparável
question of animals?
He got in the truck and
Get in Entrar (veículo, casa etc.) Inseparável
drove off.
Sair (do trabalho com permissão);
Could I get off work early
Get off descer (do carro, do ônibus, do Inseparável
tomorrow
trem, da bicicleta)
Usado para falar ou perguntar
como alguém está progredindo How are you getting on
Get on with sth ou se saindo em alguma situação Inseparável at work?
específica; continuar, prosseguir
fazendo algo
Entrar em algo (carro, ônibus, The bus stopped to let
Get on/Get onto Inseparável
trem etc.) more people get on.
Sair de algum lugar; livrar-se de
Get out (of sth) Inseparável Get out of my house now!
algo
She can't get over her
Get over sth Superar (problemas) Inseparável
shyness.
Recuperar-se de uma doença,
Finally, he has got the
Get over sth/sb perda, dificuldade, término de Inseparável
divorce.
relacionamento etc.
I'm trying to get through
Get through (to sb) Fazer contato por telefone Inseparável but her line is always
busy.
150
TÓPICO 2 | PHRASAL VERBS AND PREPOSITIONAL VERBS
151
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
152
TÓPICO 2 | PHRASAL VERBS AND PREPOSITIONAL VERBS
153
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
154
TÓPICO 2 | PHRASAL VERBS AND PREPOSITIONAL VERBS
155
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
156
TÓPICO 2 | PHRASAL VERBS AND PREPOSITIONAL VERBS
157
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
158
TÓPICO 2 | PHRASAL VERBS AND PREPOSITIONAL VERBS
Azar (1989, p. 26) says that “a pronoun comes between the verb and the preposition
if the phrasal verb is separable”, as in:
I HANDED it IN yesterday.
I HANDED IN it yesterday.
159
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
back out: voltar atrás (em um acordo etc.); não cumprir uma promessa;
abandonar algo sem estar completo; desistir de algo.
bear up: suportar, resistir, enfrentar da melhor maneira possível uma situação
difícil.
160
TÓPICO 2 | PHRASAL VERBS AND PREPOSITIONAL VERBS
come out: aparecer (Sol, Lua etc.); abrir (flores); publicar, produzir.
die off: morrer um após o outro até não sobrar nenhum, sofrer um declínio na
população.
drop in/drop over: dar uma passada na casa de alguém ou em algum lugar.
drop out: não fazer mais parte de algo; abandonar (escola, universidade etc.);
afastar-se da sociedade.
161
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
hang around: ficar sem fazer nada; esperar sem fazer nada.
162
TÓPICO 2 | PHRASAL VERBS AND PREPOSITIONAL VERBS
pick up: melhorar; soprar mais forte (vento), aumentar (vendas etc.).
pull through: melhorar, recuperar-se (de alguma doença, operação etc); sair-se
bem em algo difícil.
step aside: mover-se para o lado, abrir caminho para alguém passar.
163
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
turn up: chegar; aparecer (algo que foi perdido) por acaso.
3 PREPOSITIONAL VERBS
Tanto na língua portuguesa, como na língua inglesa, muitos verbos
são acompanhados por preposições, ou seja, necessitam que uma preposição
venha em seguida para expressar o sentido completo da frase. Os verbos são
os prepositional verbs, verbos preposicionados, e sempre precisam de um objeto
direto após a preposição.
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TÓPICO 2 | PHRASAL VERBS AND PREPOSITIONAL VERBS
3.1 CHARACTERISTICS
Podemos dizer, como uma primeira característica, que os prepositional
verbs podem ser transitivos ou intransitivos. Ainda, são inseparáveis, ou seja,
o objeto direto não pode estar entre o verbo e a preposição. Por exemplo: Did
you talk about me? Did you talk me about?
A: How much did you PAY FOR that shirt? (Quanto você pagou por esta
camisa?)
B: I paid 100 reais (Paguei 100 reais).
E
IMPORTANT
165
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
QUADRO 8 – DOWN, IN, UP
Example 1 Example 2
I ran down the road. X Please sit down.
He's in his office. X You can go in.
Something is climbing up my leg. X She's not up yet.
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TÓPICO 2 | PHRASAL VERBS AND PREPOSITIONAL VERBS
FIGURA 4 – LOOK
FONTE: <https://d1ejxu6vysztl5.cloudfront.net/comics/garfield/2003/2003-07-25.gif>.
Acesso em: 25 ago. 2018.
O verbo see é utilizado quando queremos ver algo que vem em direção à
vista e que não procurávamos. For example: Did you see that blue butterfly? Eu não
estava procurando por isso, apenas apareceu. Agora, vamos observar o uso do see
na tira que segue:
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UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
FIGURA 5 – SEE
FONTE: <https://78.media.tumblr.com/3da3976aad6124f5c2e1f00626ca311c/tumblr_
p3xo38btqC1un2gnxo1_1280.gif>. Acesso em: 25 ago. 2018.
O verbo watch é utilizado quando queremos olhar para algo com cuidado,
geralmente para algo que está se movendo. For example: Watch TV! A TV não se
move, mas você observa as imagens em movimento com cuidado. Compreenda o
uso do watch na tirinha que segue:
FIGURA 6 – WATCH
FONTE: <https://d1ejxu6vysztl5.cloudfront.net/comics/garfield/2006/2006-12-14.gif>.
Acesso em: 25 ago. 2018.
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TÓPICO 2 | PHRASAL VERBS AND PREPOSITIONAL VERBS
FIGURA 7 – STARE
FONTE: <https://d1ejxu6vysztl5.cloudfront.net/comics/garfield/2016/2016-09-24.gif>.
Acesso em: 25 ago. 2018.
DICAS
Acadêmico, sua atuação será na escola. Nas unidades deste livro de estudos,
apresentaremos atividades e/ou dinâmicas que auxiliarão no cotidiano da sala de aula.
As atividades foram escolhidas de acordo com a temática abordada em cada unidade de
ensino. Stay with us!
Dynamic: Teams
Time: 30 minutes
Procedure:
1 Put a sentence using a phrasal verb on one side of as many index cards as you need.
Review and discuss phrasal verbs. Have the students create sentences or dialogues and
practice orally.
2 Divide the class into two teams, A and B. Arrange the teams so that Team A’s desks are
directly across from (and touching) Team B’s desks. If using tables, have Team A sit on one
side and Team B on the other side.
3 Show the students the front of a card. The first student (A or B) who answers with a
phrasal verb that correctly replaces the verb on the card gets a point for his/her team. If
that student can then use the phrasal verb in a sentence with the correct tense, his/her
team gets an extra point. Example:
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UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
Sample cards:
FRONT BACK
I raised my childen in Ohio. Bring up
I met John by chance at the mall. Run into
Tell Jill to return my call. Call back
Please be sure to arrive for the test at exactly 8:00. Show up
FONTE: WOODWARD, Jane W. Fun with grammar. New Jersey: Prentice Hall Regents, 1997.
170
TÓPICO 2 | PHRASAL VERBS AND PREPOSITIONAL VERBS
EXTRA READING
I have believed for a while that mobiles, mobile phone masts and another technology
are harmful to our health, due to the exposure of radiation. Scientists at the very least
think mobile phones should be used as little as possible.
They think it is better to be cautious about using mobiles and a lot of scientists
believe they are harmful to your health. Mobile phones are particularly bad for children.
The phone companies will tell you that they are safe. But remember they are
selling a product so they are hardly going to put you off buying their product by telling
you it is unsafe. Where there is a lot of money involved there tends to be corruption. So,
don't think that they or the government, who get a tax of the money from the use of masts
and mobile phones that are put up, have your best interests in mind.
After all people said that smoking, asbestos, a medication called Thalidomide,
pesticides and so on were either safe or wouldn't cause you serious harm. However, they were
wrong as they caused cancer, disability and terrible illnesses.
I think technology will be to the next generation what drink, smoking and drugs
have been to previous generations. In fact, research claims mobile phones could kill more
people than smoking.
Wireless (wi-fi) can cause headaches, nausea, tiredness and memory loss in
some people. Technology can be particularly hazardous if you are sensitive to it. We have
so much technology now there is 24-hour television, computers, Nintendo games, phones
and so on. It is not just mobiles but Dect phones (cordless) too and on top of all this there
is wireless as well.
Electrical gadgets in the bedroom can also cause sleep problems. It is best to have no
electronic items in your bedroom. But if you can't do without them at least make sure you
don't have a computer, cordless phone or mobile in your bedroom or at least make sure that are
turned off. Cordless phones emit a high amount of radiation this is because they have to be on
all the time so that the phone can be charged up. If you didn't do this the phone wouldn't work.
So, keep your technology use to a limited amount of time each day. Particularly keep
your use of mobile phones to a minimum and use a landline instead, because mobile phones
can cause cancerous brain tumours if they are used for a long period of time over the years.
Always remember that your health is very important as you might find you are
unable to return to good health once you have lost it. To find out more about protecting
yourself from these dangers visit www.wiredchild.org.
FONTE: KOLLACK, I. Technology and your health. 2017. Disponível em: <http://www.
childrenswebmagazine.com/Technology%20and%20your%20Health.htm>. Acesso em: 10 jun. 2018.
171
SUMMARY 2
• Phrasal verb refers to a verb and preposition which together have a special meaning.
• Os phrasal verbs são muito comuns na língua inglesa. Eles tornam a linguagem
mais informal e estão presentes em muitas situações, tanto no cotidiano quanto
nas situações que requerem um certo nível de formalidade.
• Os intransitive phrasal verbs são verbos que não podem ser utilizados com
objetos diretos.
172
SELF STUDY
2. Seek 5. Finish
a) look forward to a) be out
b) look for b) be through
c) look after c) be in
3. Edaucate 6. Descend
a) bring back a) go down
b) bring about b) go up
c) bring up c) go out
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174
UNIDADE 3
TÓPICO 3
1 INTRODUÇÃO
Hi, pupils! Chegamos ao fim de mais uma unidade de estudos, ou seja, estamos
na Unidade 3, Tópico 3 do Livro de Estudos de Língua Inglesa IV. Você, certamente,
carrega um leque de conhecimentos que faz você lidar com a língua inglesa com
muita propriedade no que diz respeito à estrutura gramatical e suas particularidades.
2 FALSE QUESTIONS
Já estudamos, acadêmico, que WHAT, WHERE, WHY, WHO, WHICH, WHOSE
and HOW, dentre outros termos, são palavras interrogativas e podem introduzir:
Você percebeu, acadêmico, que no segundo caso, nas false questions, apenas
a primeira parte da sentença assume a forma interrogativa? Vamos observar mais
exempos e compreender mais de perto:
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UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
So, we can notice that embedded questions are structured differently than direct
questions. Segue um quadro que aponta tais diferenças:
FONTE: <https://writingcenter.gmu.edu/guides/word-order-in-statements-with-embedded-
questions>. Acesso em: 26 ago. 2018.
de
autoativida
176
TÓPICO 3 | EMBEDDED QUESTION AND AGREEMENT
3 AGREEMENTS
Os sujeitos e os verbos necessitam CONCORDAR em número, ou seja,
singular ou plural. Assim, se um sujeito é singular, seu verbo também estará no
singular; se um sujeito está no plural, seu verbo também estará no plural.
FIGURA 8 – PLURAL
DICAS
É claro que existem mais regras acerca dos sujeitos e verbos. FONTE: <https://
webapps.towson.edu/ows/sub-verb.htm>. Acesso em: 17 out. 2018.
• He e she, his e her, se quisermos ser precisos. Por exemplo: Each student has to
bring his or her own material. Each child arrives at 9:00. He or she stays in this room.
• He, his, se não houver necessidade de precisão. Por exemplo: Each person is
going to his place.
177
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
de
autoativida
A B
178
TÓPICO 3 | EMBEDDED QUESTION AND AGREEMENT
Até mesmo nos dias atuais você ainda irá ouvir pessoas comparando o
inglês britânico e o americano e discutindo qual é o "melhor tipo de inglês". Tais
discussões, todavia, revelam uma preferência pessoal de alguém.
Hoje em dia, o inglês se tornou uma Língua Franca, falado com muitos
sotaques e por muitas pessoas no mundo. Em vista da diversidade cultural, a noção
de que o inglês britânico é o "melhor tipo de inglês" é claramente ultrapassada.
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UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
E
IMPORTANT
Língua Franca: Uma língua universal. O termo Língua Franca vem do Latim e se refere
originalmente a uma língua utilizada como meio de comunicação entre povos de diferentes
línguas (como o Latim já foi utilizado certa vez).
Celtas: Um dos antigos povos indo-europeus da Europa Ocidental e Central que mais tarde
migrou para os países conhecidos hoje como Irlanda, Escócia e País de Gales, bem como
para partes da França, Espanha e Portugal.
180
TÓPICO 3 | EMBEDDED QUESTION AND AGREEMENT
Há uma história de um inglês que visitava Nova Iorque pela primeira vez
e parou um homem para perguntar como se chegava ao underground. A resposta
que ele recebeu do nova-iorquino foi bastante direta e rude: "Não sei. Por que
você não tenta se matar?" O nova-iorquino achou, de modo errôneo, que o inglês
estava interessado em se encontrar com o próprio Lúcifer. Pouco sabia o nova-
iorquino que, no inglês britânico, o underground (também conhecido como tube) é
nada mais nada menos que o subway.
A: subway
B: underground
P: Metrô
181
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
No inglês americano, o Simple Past pode ser utilizado com already, just e
yet. No inglês britânico, utilizamos o Present Perfect com tais advérbios:
(BrE) (AmE)
I HAVE already given her the present. I already gave her the present.
I'VE just seen her. I just saw her.
HAVE you heard the news yet? DID you heard the news yet?
FONTE: A autora
No inglês britânico podemos utilizar have got ou have para expressar
posse em qualquer tipo de frase. No inglês americano somente have pode ser
utilizado em frases negativas e interrogativas.
QUADRO 11 – TO HAVE
(BrE) (AmE)
They have/have got two computers
Have you got a computer? Yes, I have. Do you have a computer? Yes, I do.
FONTE: A autora
• Preposições e partículas
182
TÓPICO 3 | EMBEDDED QUESTION AND AGREEMENT
FONTE: A autora
• Forma do Advérbio
DICAS
Dynamic: pairs
Time: 40 minutes
Procedure:
1. Either provide a newspaper article for each student, or ask students to bring one to class (a
previous night’s homework assignment). If you have time, distribute old news magazines which
students can use to find articles. You may want to suggest an approximate size for these articles.
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UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
2. Have students read the article and write five to eight WH questions based on it.
3. Divide the class into pairs. Have the partners check each other’s questions for grammatical
accuracy. Then the partners trade articles and answer the questions by reviewing the
material in the news articles.
FONTE: WOODWARD, Jane W. Fun with grammar. New Jersey: Prentice Hall Regents, 1997.
184
TÓPICO 3 | EMBEDDED QUESTION AND AGREEMENT
EXTRA READING
COMPUTER ADDICTION
Computer addiction, like any addiction, can creep up on a person without one
being aware of it. Talk shows are full of people whose relationships have been torn apart
by one partner's computer addiction. Spending hours chatting online, surfing the web or
playing computer games can cause relationships to deteriorate as other parts of a person's
life are neglected.
The newly diagnosed computer addiction has gained much press attention
recently, as children have also been affected. A recent research study showed that some
children suffer from computer rage when they are forbidden to play computer games. The
results are sudden uncontrolled periods of anger and behavioral traits similar to those of
an addict going cold turkey.
Another way to assess computer addiction is to assess one's quality of life before
and after the computer arrived. Many people have lost jobs due to their computer addiction.
Constantly logging onto Internet at work has caused many people to be dismissed,
often after repeated warnings were issued. Money is another factor. Some people have
gone into debt and lost great amounts of money using online services and chartrooms.
185
UNIDADE 3 | SUPLEMENTAL GRAMMAR UNIT
As with any addiction, steps can be taken to treat computer addiction. Limiting
the amount of time spent on the computer or playing video games is a simple step. If your
computer is on all the time, switch it off. Guidelines for children suggest allowing no more
than one hour per night on the PC or playing video games.
Computer addiction is said to be on the increase. More and more people are spending
time in cyberspace in a virtual world of their own making. If not treated, this condition can
lead to diminished social skills and deterioration in the addict's quality of life.
186
SUMMARY 3
187
SELF STUDY
1) Tick the right sentences. Underline and correct the mistakes. Observe the model:
1. Can you tell me where can I catch the bus ? where I can______________________
2. How far is it to Miami ?_______________________________________________
3. Do you know how old the children are ? __________________________________
4. Do you know where does he live ?________________________________________
5. Do you know who was Glenn talking to ?_________________________________
6. Can you tell me where can I buy red roses ?________________________________
7. What kind of book you are looking for ?___________________________________
8. Can you tell me where did they send the letter to ?___________________________
9. Do you know where is the post office ?____________________________________
10. Can you tell me when does the class end ?________________________________
2 Ask questions. Use “Do you know…” or “Can you tell me…” Observe the model:
188
REFERÊNCIAS
AZAR, Betty S. Understanding and using english grammar. 2. ed. New Jersey:
Prentice Hall, 1989.
COELHO, Nelly Novaes. O conto de fadas. 2. ed. São Paulo: Ática, 2003.
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