Apostila Quimica e Biotecnologia

Prévia do material em texto

1 
 
 
 
INGLÊS INSTRUMENTAL 
QUÍMICA E 
BIOTECNOLOGIA 
 
 
 
 
PROFESSOR: Vinicius França da Silveira 
 
 
 
 
 
ETECAP 
 
 
 
2 
 
Esta apostila tem como objetivo trabalhar com Inglês Instrumental 
nos cursos técnicos. A parte voltada somente para leitura foi 
pautada no material elaborado pelo professor doutor Guilherme 
Jotto Kawachi do CEL/Unicamp, a quem sou grato por ceder 
prontamente os arquivos. Já com relação a outros textos e 
materiais, coloquei as referências em notas de rodapé. Cabe 
mencionar dois trabalhos que também foram um norte para esta 
apostila: o livro de Rosângela Munhoz, Inglês Instrumental – 
Estratégias de Leitura (Módulo I), Editora Texto Novo (CEETEPS), 
2000 e a apostila elaborada pela professora Márcia Rejani para a 
Etec Getúlio Vargas - Inglês Instrumental –Adm (2010). 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
3 
 
Índice 
 Página 
UNIT 1 – Como ler em outra língua 4 
UNIT 2 – Contexto e estratégias de leitura 7 
UNIT 2 (Part II) – Contexto e estratégias de leitura 11 
UNIT 3 – Escrevendo um currículo em inglês 13 
UNIT 4 – Grupos Nominais 18 
UNIT 5 – Escrevendo uma carta de apresentação 24 
UNIT 6 – Analisando vagas de emprego 27 
UNIT 7 – Cognatos e falsos cognatos 30 
UNIT 8 – Escrevendo e-mails 36 
UNIT 9 – Elementos de referência 41 
UUNIT 10 - Falando ao telefone e se apresentando 45 
UNIT 11 – Formação de palavras 51 
UNIT 12 – Tempos Verbais 57 
APÊNDICE A – Link para glossário de termos técnicos 61 
APÊNDICE B – Verbos Irregulares 
 
 
 
 
 
 
 
4 
 
UNIT 1 
COMO LER EM OUTRA LÍNGUA? 
Estratégias iniciais, tipos de leitor, conscientização 
 
1. TIPOS DE LEITOR 
Leia a charge abaixo e observe os dois tipos de leitores abordados. 
Quais são eles? Que características possuem? 
 
 
2. ESTRATÉGIAS INICIAIS DE LEITURA E 
CONSCIENTIZAÇÃO
1
 
 
Exercício 1 (Em grupos de 4 ou 5 alunos): 
 
Você vai ler um texto em português, tente encontrar palavras adequadas 
para substituir pelas palavras estranhas que você encontrar. 
Ao terminar o exercício leia o texto com as palavras que você selecionou 
para a classe, justificando suas escolhas. 
 
1
 As atividades dessa seção foram retiradas do excelente livro de Rosângela Munhoz: Inglês 
Instrumental – Estratégias de Leitura (Módulo I), Editora Texto Novo (CEETEPS), 2000. 
5 
 
 
TEXT: Uma situação muito charocada 
Ontem eu estava na baca de mena zunica quando algo muito 
charocado me aconteceu. 
Estavamos em uma boletinha, quando resolvi ir ao tineiro; 
quando voltei percebi que todas as pessoas sulupiavam para 
mim e binavam; não me dolotei e continuei laninhando. 
Já tinha lotuado um dois cricks e laminhando por toda dará, 
quando uma zunica se aproximou e tritou que eu havia 
farenido de telar o cílter da malta quando fui ao tineiro; o pior 
de tudo é que eu estava felhando uma fubépa xelena! 
 
Exercício 2 (Em grupos de 4 ou 5 alunos): 
 
Observe o texto a seguir, em dinamarquês, e veja se você consegue 
responder as questões: 
 
1. Que tipo de texto é este? 
2. Qual é o objetivo deste texto? 
3. Quem você acha que estaria interessado em ler um texto deste tipo? 
4. Onde você acha que poderia encontrar este texto? 
5. Há palavras parecidas com o português ou com outra língua que você 
conhece? Quais são elas? Sublinhe-as no teto. 
 
 
 
 
6 
 
CASINO AALBORG 
 
Ved Straden, 14-16 Tlf. 98 10 15 50. Glaed dig til spaendende og 
morsomme timer I selskab med festlige mennesker i en 
international atmosfaere. Aben alle ugens dagen fra kl. 20.00 – 
04.00. Entré DKK 50,00, -. Der er legimationspligt I henhold til 
dansk lov. Ingen adgang for unge under 18 ar. 
 
Leia novamente o texto e tente encontrar respostas para estas perguntas: 
 
1. Qual é o horário de atendimento do casino? 
2. Quanto custa o ingresso? 
3. Qual é o telefone do casino? 
4.Quem pode frequentar o casino? 
 
 
 
7 
 
UNIT 2 
 
CONTEXTO E ESTRATÉGIAS DE LEITURA 
 
 
1. Observe a imagem abaixo e responda as perguntas que seguem. 
 
 
 
 
a) É possível deduzir o assunto do texto a partir das imagens e do título? 
Explique. 
 
b) A partir das imagens, que tipo de informação pode-se encontrar... 
- no primeiro tópico? 
- no segundo tópico? 
-no terceiro? 
-no último? 
 
8 
 
c) Quem você deve contatar para obter mais informações? De que forma 
é feito este contato? 
 
d) Que tipo de empresa é essa? Você já utilizou empresas similares na 
sua região? 
 
e) Quais estratégias / linguagens auxiliaram sua compreensão? 
 
 
 2. Faça o mesmo com a imagem a seguir. 
 
 
 
a) De onde essa imagem foi retirada? Como é possível saber? 
 
b) Qual o significado do desenho? 
 
c) Destaque palavras parecidas com o português e suas traduções. 
 
c) Considerando todo esse contexto, qual seria a tradução de “Career 
Development” e “Applicant manual”? 
 
3. As palavras a seguir estão no próximo texto. Seria possível deduzir 
seu significado sem o contexto? 
 
9 
 
a) proceed 
b) account 
c) guide 
d) information 
f) profile 
g) apply 
 
4. Agora, leia o trecho seguinte do manual e responda as perguntas. 
 
1. Introduction 
 
You want to apply for a job at Mauritius Revenue Authority, but you don't 
know exactly how to proceed. This guide will help you through the 
application process, from submitting your information to changing your 
account password and updating your profile as a returning applicant. 
 
5. Ainda acerca desse mesmo parágrafo, aponte três atividades que o 
manual irá ajudar o candidato a desempenhar. 
 
6. Continue lendo os próximos parágrafos e responda as perguntas. 
 
2. Accessing our job lists 
 
Before you can apply for a Job at MRA, you need to know the current 
vacancies at MRA. You can access the jobs using the steps below: 
Step 1: Open internet browser 
Step 2: Access MRA website on www.mra.mu and click on Careers 
 
a) De acordo com o contexto, qual o significado das seguintes palavras: 
- vacancies 
- steps 
-open 
 
b) Como é possível acessar as listas de emprego? 
 
 
3. Application for jobs 
 
The MRA application form consists of the following sections: 
 1. Your Information 
 2. Work and Education History 
http://www.mra.mu/
10 
 
 3. Other History 
 4. Review and Submit 
 
c) Levando em consideração todos os pontos lidos até agora, qual seria o 
significado da palavra "application"? 
 
d) Através do contexto, aponte o significado das seguintes palavras: 
- form 
- following 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
11 
 
UNIT 2 - PART II 
 
CONTEXTO E ESTRATÉGIAS DE LEITURA 
 
 
1. Leia o texto abaixo e responda as perguntas que seguem. 
 
GENERAL CHEMISTRY AND BIOTECHNOLOGY LABORATORY 
MANUAL 
 
FRANKLIN AND MARSHALL COLLEGE 111/112 LABORATORY 
Reference Material 
 
• Goals forLaboratory Experiments and Report 1 
• Guidelines for Carrying Out Experiments 7 
• Guidelines for Laboratory Reports 11 
• Volumetric Analysis 58 
• Qualitative Analysis Techniques 84 
• Appendix II – Experimental Procedures 114 
• Appendix III – Instrumentation Procedures 116 
• Periodic Table of the Elements inside back cover 
 
a) Observando o layout e o título, que tipo de texto é este? Onde podemos 
encontrá-lo? Você já teve contato com este tipo de texto? 
 
b)Qual o nome do laboratório? 
 
c) Observe as palavras sublinhas e, por meio do contexto, atribua um 
significado a elas: 
 
- chemistry = ___________________________________ 
- college = _________________________________ 
- reference = _____________________________________ 
-goals=__________________________________________ 
- carrying out = _____________________________________ 
-reports=__________________________________________ 
- procedures = _______________________________________ 
-table = _______________________________________ 
 
12 
 
 
d) Observando o manual, aponte em que página é possível... 
 
-realizar análise volumétrica 
-encontrar guias para relatórios 
-encontrar guias para experimentos 
-encontrar objetivos para experimentos e relatórios 
-verificar procedimentos específicos 
- encontrar uma tabela periódica 
 
 2. Leia mais uma parte do manual. 
 
 
Goals for Laboratory 
Experiments and Reports 
 
 
 
a) Relacionando com o índice, que parte do manual é essa? 
 
b) De acordo com a sua experiência, quais seriam as etapas para 
realizar um experimento? Pense em três objetivos. 
 
c) Qual é o objetivo 1 do manual? 
 
d) Pelo contexto, qual a tradução da palavra data? 
Goal 1 
• Establish a scientific question and understand how to 
answer it experimentally (see lab projects for general 
considerations) 
Goal 2 
• Collect scientific data by safely and correctly carrying out 
chemical experiments (see pg 7 for guidelines) 
Goal 3 
• Analyze data to arrive at a scientific conclusion 
13 
 
 
e) Qual é o objetivo 2? 
 
 f) O que há na página 7? 
 
g) Qual é o objetivo 3? 
 
 
HOMEWORK 
 
A partir dessa lição e da anterior, crie uma lista de palavras novas para 
você e que você acha que serão úteis no futuro. Encontre 2 exemplos 
para cada palavra e traga na próxima aula para entregar para o 
professor. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
14 
 
UNIT 3 
ESCREVENDO UM CURRÍCULO 
Definição 
CV stands for curriculum vitae - a Latin expression meaning 'life story'. (In 
American English it is called a resume.) It summarizes your education, 
achievements and job history for prospective employers and so it should be 
carefully prepared. A CV is usually sent with a covering letter. 
Dicas para escrever um bom CV 
from https://www.totaljobs.com/careers-advice/cvs-and-applications/successful-cv 
1. Keep it real! 
Usually a CV should be no more than two pages – and that's two pages of A4 
paper! Employers spend, on average, just 8 seconds looking at any one CV. 
 
2. Tailor it 
We've all done it. Whizzed the same CV out to lots of employers to save 
time... Stop! Take the time to change your CV for each role that you apply 
for. Research the company and use the job advert to work out EXACTLY what 
skills you should point out to them. 
 
3. Include a personal statement 
Don‘t just assume an employer will see how your experience relates to their 
job. Instead, use a short personal statement to explain why you are the best 
person for the job. This should be reflected in your cover letter as well see 
our tips to the perfect cover letter 
 
4. Don't leave gaps 
We are a cynical bunch and leaving obvious gaps on your CV immediately 
makes employers suspicious – and they won't give you the benefit of the 
doubt. If you‘ve been out of work it can be a worry but just put a positive 
spin on it. Did you do a course, volunteer work or develop soft skills such as 
communication, teamwork or project management? If so, shout about it! 
 
https://www.totaljobs.com/careers-advice/interviews/how-to-do-interview-research
https://www.totaljobs.com/careers-advice/cvs-and-applications/how-to-write-a-cover-letter
https://www.totaljobs.com/JobSearch/Results.aspx?Keywords=volunteer&LTxt=&Radius=10
15 
 
5. Keep it current 
You should keep your CV up-to-date whether you‘re looking for a job or not. 
Every time something significant occurs in your career, record it so you don't 
later forget something that could be important. 
 
6. The error of your ways 
Employers DO look for mistakes on CVs and if they find them, it makes you 
look really bad. David Hipkin, head of recruitment and resourcing at Reed 
Business Information, warns, 'With most employers experiencing massive 
volumes of applicants right now, giving them the excuse to dismiss your 
application because of avoidable errors is not going to help you secure an 
interview.' 
 
7. Tell the truth 
Everyone lies on their CV, right? NO! Stop! Blatant lies on your CV can land 
you in a whole heap of trouble when it comes to employers checking 
your background and references. The last thing you want is to start work and 
then lose your new job for lying. 
 
8. The maths 
This may sound dull but by backing up your achievements with numbers it 
makes selling yourself much easier. When writing your work history, don‘t just 
say that you increased sales; tell them you increased sales by 70% over a six 
month period. Get it? Big numbers are especially good (although don't forget 
point 7 of our list!). 
 
9. Make it look good 
We live in a world where image is everything, and that also goes for your CV. 
Take some time to pretty it up... Use bullet points and keep sentences short. 
Use the graphic design trick of leaving plenty of white space around text and 
between categories to make the layout easy on the eye. 
 
10. Make it keyword friendly 
If you‘ve uploaded your CV to a job site so recruiters can find you, keywords 
are very important. Job titles and job buzzwords will help a search engine pick 
out your CV from the pile. 
https://www.totaljobs.com/
https://www.totaljobs.com/insidejob/are-references-important/
16 
 
 
Exercises
2
 
1. CV includes the following parts. Can you match them with the 
definitions? 
Education Referees Personal Details Profile 
Additional Skills Interests Professional Experience 
1. ____________________________ nationality, age etc. 
2. ____________________________ a few lines summarizing who you 
are, what you're good at and what makes you special 
3. ____________________________ schools, university, other training 
and qualifications 
4. ____________________________ previous jobs and what your role 
was; 
5. ____________________________ do you like reading, dancing, 
football, etc? 
6. ____________________________ things you can do that weren't part 
of your formal training, such as languages, computer skills etc. 
7. ____________________________ former bosses, teachers or other 
people who would be willing to confirm that you are a good candidate. 
 
2. In which part of the CV will you include the following 
information? 
 Fluent in English: 
 Nationality - German: 
 Concept AG - Assistant Project Manager: 
 Excellentcommunication skills: 
 Full driving license: 
 Diploma in English with Business Studies: 
 Skiing and windsurfing: 
 Computer literate: 
 Able to work on own initiative and under pressure: 
 Responsible for customer service: 
 Dr H. Mayer, University of Bath: 
3. Read an example CV and write yours. Your teacher will help 
you to choose an imaginary position to apply for. 
 
2
 source: https://busyteacher.org/19059-writing-a-cv.html 
17 
 
 
Carmen Lopez Duran 
Address Avenida de la Plata 47 
Grenada 18 752 Spain 
Tel 123 456 789 
Email Carmello@ etc.com 
Date of birth 25 Nov 1980 
Profile 
I am keen to follow a career in Tourism or Hotel Management. I am well-organized, 
highly motivated and have excellent communication skills. In addition I am reliable, 
flexible, and quick to learn. 
Education 
1998 – 2000 Universidad de Granada Diploma in Business Studies with 
Tourism 
1990 – 1998 Instituto Cervantes, Granada Bachillerato (A Level equivalent) 
Grade B 
Professional Experience 
2000 - present Hotel Xyz, Notown 
Assistant to Conference Manager 
Responsible for providing administrative support, answering 
enquiries, taking bookings, arranging catering. 
Employee of the Year, 2001. 
Summer 2000 Company Xyz. Notown 
Social/Sports Officer 
In charge of escorting groups of foreign students, 
Arranging schedules, planning social events, 
Organizing sports activities, managing a budget. 
Interests 
Yoga, swimming, skiing, classical music, theatre, current affairs 
Additional Skills 
 Fluent English - IELTS score 6.5 
 Working knowledge of French 
 Clean driving licence 
18 
 
 Computer literate (Word, Excel, Powerpoint) 
 
Referees 
Antonio Palma Plazas, Conference Manager, Primavera Hotels 
Mercedes Garrido Vazquez, Regional Director, Eurostudy Ltd 
Examples taken from http://www.bbc.co.uk/ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
http://www.bbc.co.uk/worldservice/learningenglish/business/getthatjob/unit2cvs/page2.shtml
19 
 
UNIT 4 
GRUPOS NOMINAIS 
 
1) Observe as siglas abaixo. Quais seriam seus significados, em 
português e em inglês? 
 
OTAN NATO 
OVNI UFO 
EUA USA 
SIDA AIDS 
 
2) Faça o mesmo com as siglas abaixo. 
 
VIP WWW 
ID SOS 
IMF FBI 
CD ROM EU 
 
3) Observe que alguns dos itens acima, na tabela, não podem ser 
considerados grupos nominais. Quais seriam? Por quê? 
 
4. Observe os exemplos: 
 
1. Biblioteca famosa 
 Famous library 
 
2. Uma biblioteca famosa e organizada 
 A famous and organized library 
 
3. Nações Unidas 
 United Nations 
 
 Como você pode observar, a colocação do adjetivo em PORTUGUÊS é 
diferente da colocação em inglês, isto é, em INGLÊS o adjetivo vem antes do 
substantivo. 
 
 Em inglês, como em português, existe sempre a palavra principal 
(headword ou headnoun) em cada grupo nominal e os vizinhos, que 
especificam o núcleo, são chamados de modificadores (modifers). 
 
 Em PORTUGUÊS, os grupos nominais geralmente têm os modificadores 
depois do núcleo, enquanto em INGLÊS os modificadores aparecem antes do 
núcleo. 
 
 
 
20 
 
Modifier HEADWORD Modifier Modifier 
Uma biblioteca muito antiga. 
Modifier Modifier Modifier HEADWORD 
A Very old library. 
 
Os grupos nominais podem ser formados por: 
 
ADJETIVO + SUBSTANTIVO 
 
Specialized services 
Fast food 
New edition 
SUBSTANTIVO + 
SUBSTANTIVO 
 
History class 
Book author 
Movie director 
SUBSTANTIVO + 
PREPOSIÇÃO + 
SUBSTANTIVO 
 
House of Congress 
United States of America 
History of libraries 
 
5. Traduza os seguintes grupos nominais e circule o núcleo: 
 
a) Academic researchers 
b) programming language 
c) Training days and research visits 
d) the Catalogue of Illuminated Manuscripts 
e) radical innovation process 
f) government controlled economy 
g) distance education 
h) English language teaching 
 
6. No texto abaixo, encontre um grupo nominal formado: 
 
 
a) por adjetvo + substantvo: 
b) por substantvo + substantvo: 
c) com ―of‖: 
 
 
7. Destaque os grupos nominais presentes no parágrafo abaixo. 
Traduza os grupos e circule o núcleo de cada um. 
21 
 
 
Training days and research visits 
 
Our Postgraduate Research Training Days offer good workshops and 
networking opportunities, focusing on your research subject, to help you get 
the most out of our resources and facilities. 
Training Days are offered in history, modern foreign languages, English 
literature and social sciences. 
For big groups, if the Training Days do not meet your requirements, we offer 
groups visits. If you wish to be part of the team, talk to us through our e-mail 
address or our telephone number. 
9. Observe a figura abaixo e responda as perguntas. 
22 
 
 
a) Qual a relação entre as figuras e as palavras? Explique. 
 
b) Encontre 6 grupos nominais, indique suas traduções e destaque seus 
núcleos. 
 
09. Leia o texto abaixo. 
 
ABSTRACT 3 
Pharmaceutical and biotechnology industries comprise a major production 
subsystem of the health industrial complex in Brazil. It stands out for both its 
economic importance and its prominent role in developing new technologies 
in strategic areas. Strengthening the local production of generic drugs in the 
last decade has significantly increased the number of Brazilian companies in 
the local pharmaceutical market and has been an important turning point for 
this industry‘s growth. 
Keywords: Chemical Industry. Technological Development. National 
Science. Technology and Biotechnology Industries. 
 
a) Que tipo de texto é esse? Como é possível responder? 
b) Quem seriam os possíveis autores deste texto? 
c) Todas as palavras-chave são grupos nominais. Aponte suas traduções e 
seus núcleos. 
 
10. Em grupos / pares, circule os grupos nominas, traduza-os e 
destaque seus núcleos. 
 
a) In Columbus, Ohio, there is a cable television system called Qube. People 
who use this system receive television programs and product information. 
 
b) Burglar alarm systems could be hooked up to the Qube cable, alerting the 
police department to the presence of a vandal or burglar. 
 
3
 https://www.ncbi.nlm.nih.gov/pubmed/23532311 
23 
 
 
c) TV food advertisements, a billion-a-year business, persuade young viewers 
to try new food products. 
 
d) It is likely that children who see only food in cellophane bags or in brightly-
coloured cardboard boxes believe that food has to taste sweet to be good. 
11) Observe o modelo de flyer de divulgação de uma empresa e 
indique os grupos nominais presentes nele.
 
HOMEWORK 
Busque um flyer de divulgação de uma empresa na internet e 
destaque os grupos nominais presentes nele, bem como a tradução 
de cada um e seus núcleos. 
24 
 
UNIT 5 
ESCREVENDO UMA CARTA DE APRESENTAÇÃO
4
 
1) Definição 
A letter of application, also known as a cover letter, is a document sent with 
your resume to provide additional information about your skills and 
experience. The letter of application is intended to provide detailed 
information on why are you are a qualified candidate for the job you are 
applying for. Effective application letters explain the reasons for your interest 
in the specific organization and identify your most relevant skills or 
experiences. 
2) O que incluir na sua carta 
As with all cover letters, the body of this job application letter is divided into 
three sections: 
the introduction, which should include why the application is writing; 
the body, which discusses relevant qualifications; 
 the closing, which thanks the reader and provides contact information and 
follow-up details. 
3) Exemplo de Carta de Apresentação 
John Donaldson 
8 Sue Circle 
Smithtown, CA 08067 
909-555-5555 
john.donaldson@emailexample.com 
George Gilhooley 
XYZ Company 
87 Delaware Road 
Hatfield, CA 08065 
Dear Mr. Gilhooley,I am writing to apply for the programmer position advertised in the Times 
Union. As requested, I am enclosing a completed job application, my 
certification, my resume, and three references. 
 
4
 Adaptado de https://www.thebalancecareers.com/job-application-letter-sample-2062548. 
https://www.thebalancecareers.com/cover-letters-4161919
https://www.thebalancecareers.com/job-resumes-4161923
https://www.thebalancecareers.com/cover-letters-4161919
25 
 
The opportunity presented in this listing is very appealing to me, and I believe 
that my strong technical experience and education will make me a very 
competitive candidate for this position. The key strengths that I possess for 
success in this position include: 
 I have successfully designed, developed, and supported live use 
applications. 
 I strive for continued excellence. 
 I provide exceptional contributions to customer service for all 
customers. 
With a BS degree in Computer Programming, I have a full understanding of 
the full lifecycle of a software development project. I also have experience in 
learning and excelling at new technologies as needed. Please see my resume 
for additional information on my experience. 
I can be reached anytime via email at john.donaldson@emailexample.com or 
my cell phone, 909-555-5555. 
Thank you for your time and consideration. I look forward to speaking with 
you about this employment opportunity. 
Sincerely, 
Signature (for hard copy letter) 
John Donaldson 
4) Dicas para escrever uma Carta de Apresentação 
 Get off to a direct start: In your first paragraph, explain why you 
are writing. Mention the job title and company name, and also where 
you came across the job listing. While you can also briefly mention why 
you are a strong candidate, this section should be short and to-the-
point. 
 
 Offer something different than what's in your resume: It's rare 
to send an application letter without also sending a resume. Your 
application letter, therefore, should not duplicate your resume. Your 
language can be a bit more personal than in resume bullet points — 
you can tell a narrative about your work experience and career. 
 
 Make a good case. Your first goal with this letter is to move on to the 
next step: an interview. Your overarching goal, of course, is to get a 
job offer. Use your application letter to further both of these causes. 
Offer details about your experience and background that show why 
you are a good candidate. How have other jobs prepared you for the 
26 
 
position? What would you bring to the position, and to the 
company? Use this space to emphasize your strengths. 
 
 Close with all the important details. Include a thank you at the 
end of your letter. You can also share your contact information. If 
you'd like, mention how you will follow up. 
5) Modelo de Carta de apresentação
5
 
 
(seu endereço) __________________ 
 __________________ 
 (data) ______/______/_____ 
(o endereço do empregador) 
__________________________ 
__________________________ 
 
Dear Sir(s)/ Madam, 
I would like to apply for the vacancy as a ______________(emprego) advertised in 
___________ (nome do local do anúncio) of ________ (data). 
I am ___________(sua idade) and at the moment I 
__________________________(escolar e o que você está estudando) I am good at 
_____________________________________________________________________
__________________ ( suas qualidades). 
_____________________________________________________________________
__________________( experiências anteriores). 
I am very interested in working as ________________(emprego desejado), because 
_________ 
_________________________( motivo para se inscrever na vaga). 
I am available for an interview ______________________ (data e horário) and I can 
start working _______________________ (data de início), but if is inconvenient for 
you, I would be happy to arrange another date. 
 
I look forward to hearing from you soon. 
 Yours faithfully, 
 ____________________ 
 (assinatura) 
 _____________________ 
 (seu nome em letra maiúscula)
 
5
 Adpatado de https://busyteacher.org/16178-application-letter-writing.html 
 
https://www.thebalancecareers.com/tips-for-including-strengths-in-a-resume-and-cover-letter-2063296
27 
 
 
 
UNIT 6 
ANALISANDO VAGAS DE EMPREGO
6
 
 
 
1) Leia os quarto anúncios de emprego abaixo e complete a tabela com 
as diferenças e semelhanças entre eles (grupos). 
 
 
AD 1 
Chemistry Research Scientist - Food 
Salary: Negotiable based on experience + Healthcare + Dental * 
Location:North Yorkshire 
Job Type: Permanent 
 
Role: Study Director / Senior Scientist. Are you an outstanding Chemist looking 
to work for a progressive, entrepreneurial business? Known for their scientific 
excellence and their commitment to customer service, CSG is... 
 
 
 
 
AD2 
Fuels Technology – Petroleum Chemistry 
Salary: Excellent Job benefits 
Job Type: permanent 
Location:Orfordshire 
 
A world leading speciality chemical manufacturing business is currently seeking 
a Fuels Technologist to join their team in Oxford on a permanent basis. Based 
within their formulation team, you will play a key role in providing innovative 
solutions to formulation challenges, lead new product development projects...
 
6
 Anúncios retirados do site www.jobsitte.co.uk. Esta atividade foi elaborada pela professora Márcia 
Rejani em sua apostila de Inglês Instrumental –Adm (2010) para a Etec Getúlio Vargas. 
http://www.jobsitte.co.uk/
28 
 
 
 
 
 
 
 
AD 3 
Biochemist - Pharmaceutical 
Salary: £27000 - £40000 per annum 
Job Type: Contract 
Location: London 
An excellent opportunity for a graduate Biochemist, with some experience in a 
regulated commercial QC lab environment, to progress your career with one of 
the most unique and highly respected Pharmaceutical companies in the country. 
If you have knowledge of... 
 
 
 
 
 
 
AD 4 
Analytical Chemist – Food 
Salary: Unspecified 
Job Type: Contract 
Location: London 
 
A food manufacture is looking for an Analytical Chemist to join 
their chemistry team. You will provide a Food Chemistry testing service to 
the company and their external clients. You will have a degree or... 
 
 
 
 
 
 
29 
 
 
 
 
 
semelhanças 
 
 
 
 
 
diferenças 
 
 
Homework 
ESCOLHA UM DOS ANÚNCIOS E ELABORE SEU CURRÍCULO E CARTA DE 
APRESENTAÇÃO EM INGLÊS. 
 
 
 
30 
 
 
UNIT 7 
COGNATOS E FALSO COGNATOS 
 
 
Leia o texto abaixo em espanhol. O que há de estranho com ele? 
 
 
LA PRESUNTA ABUELITA7 
 
Había una vez una niña que fue a pasear al bosque. De repente se acordó de 
que no le había comprado ningún regalo a su abuelita. Pasó por un parque y 
arrancó unos lindos pimpollos rojos. Cuando llegó al bosque vio una carpa entre 
los árboles y alrededor unos cachorros de león comiendo carne. 
El corazón le empezó a latir muy fuerte. En cuanto pasó, los leones se pararon 
y empezaron a caminar atrás de ella. Buscó algún sitio para refugiarse y no lo 
encontró. Eso le pareció espantoso. A lo lejos vio un bulto que se movía y 
pensó que había alguien que la podría ayudar. Cuando se acercó vio un oso de 
espalda. Se quedó en silencio un rato hasta que el oso desapareció y luego, 
como la noche llegaba,se decidió a prender fuego para cocinar un pastel de 
berro que sacó del bolso. Empezó a preparar el estofado y lavó también unas 
ciruelas. 
 
1. Leia o texto abaixo e responda as perguntas. 
 
A DAY AT WORK 
In the morning I attended a meeting between management and union 
representatives. The discussion was very comprehensive, covering topics like 
working hours, days off, retirement age, etc. Both sides were interested in an 
agreement and ready to compromise. The secretary recorded everything in the 
notes. Eventually, they decided to set a new meeting to sign the final draft of the 
agreement. Back at the office, a colleague of mine asked me if I had realized that 
the proposed agreement would be partially against the company policy not to accept 
workers that have already retired. I pretended to be really busy and late for an 
appointment, and left for the cafeteria. Actually, I didn't want to discuss the matter 
at that particular moment because there were some strangers in the office. After 
lunch I attended a lecture given by the mayor, who is an expert in tax legislation 
and has a graduate degree in political science. He said his government intends to 
assist welfare programs and senior citizens, raise funds to improve college education 
and build a public library, and establish tougher limits on vehicle emissions because 
he assumes this is what the people expect from the government. 
 
Source: http://www.supportiveenglish.com/2012/04/text-comprehension-exercises-false_04.html 
 
 
7
 http://dumarti.com/habla/la-presunta-abuelita-falsos-cognatos/ 
31 
 
a) Qual é o assunto principal do texto? 
 
b) O que possivelmente dificulta a compreensão deste texto? 
 
c) Releia o texto e preencha a tabela com as seguintes informações: 
 
A PALAVRA... PARECE... MAS SIGNIFICA... 
attended 
Union 
 
 
 
discussion 
 
 
comprehensive 
 
compromise 
 
recorded 
 
realized 
 
policy 
 
 
pretend 
 
 
appointment 
 
 
cafeteria 
 
Actually 
 
ATENÇÃO!! 
 
 É possível classificar as palavras em língua em três classes: cognates, false 
cognates and non-cognates. 
 
 Cognatos podem ser: 
 
- idênticos (hospital, nuclear, banana, chocolate) 
- muito parecidos (infection, information, concentrate, telephone) 
- um pouco parecidos (electricity, pressure, effect, success) 
32 
 
 
 Toda vez que você ler um texto, tente identificar essas palavras. 
 
 Cuidado com falsos cognatos! 
 
 
2. Leia o exemplo abaixo e responda: como seria a tradução dos termos 
em negrito? 
 
Do you realize that he actually pretends to be a scholar? 
 
realize = 
actually = 
pretend = 
scholar = 
 
Pensando nos reais sentidos das palavras em negrito, como ficaria a tradução 
da oração? 
 
3. Nas frases abaixo, identifique o falso cognato e substitua-o pela 
palavra adequada. 
 
1. I pretend to discuss the advantages and disadvantages of using e-mail. 
 
2. I‘m actually studying mechanical engineering. 
 
3. When you buy something, always ask for a recipe, because you might need 
it later. 
 
4. In the English course, you don‘t have to decorate the words. 
 
33 
 
5. You can buy books at the library. 
 
6. The doctor gave the patient a recipe. 
 
7. I put my money in several applications. 
 
8. There are many fabrics in big cities, like Campinas. 
 
9. I pretend to study English tomorrow. 
 
10. I will go to Itápolis to visit my parents. 
 
11. I love to watch novels on TV. 
 
12. My favorite lunch is a chesseburger. 
 
13. I don‘t like to watch films with legends. 
 
4. Leia o título do texto e identifique os cognatos, os falsos cognatos e 
seus sentidos. 
 
Mall in Brazil Composts to Reduce Carbon 
Footprint
8
 
 
 
8
 https://learningenglish.voanews.com/a/mall-in-brazil-compost-to-reduce-carbon-
footprint/2925784.html 
34 
 
5. Leia, na sequência, as definições de três palavras do título. Qual 
seria, então, suas traduções em português? 
 
mall noun [C] a large building or group of buildings containing stores of ma
nydifferent kinds and sizes 
 
comp
ost 
verb [T] to decay plant material and add it to soil to improve its quality 
 
footpr
int 
noun [C] Someone's carbon footprint is a measurement of the amount 
of carbon dioxide that their activities produce. 
 
6. Agora, leia o texto e responda as perguntas que seguem. 
 
A shopping center in Brazil is growing vegetables on its rooftop using 
waste collected from the mall’s restaurants. The garden is on the roof 
of the Eldorado shopping center in Sao Paolo. Workers there use trash 
from the restaurants to create compost for the garden. 
 
 
PARÁGRAFO 1 
 
a) O que é que está sendo cultivado no shopping Eldorado, em São Paulo? 
b) Em que parte do shopping isso está ocorrendo? 
c) O que está sendo usado para adubar o solo? 
 
 
Workers grow different kinds of fruits and vegetables on the rooftop 
garden, including tomatoes, lettuce and eggplant. The fruits and 
vegetables grown there provide free food for the employees. Mall 
officials also hope to reduce the amount of waste that would end up 
in a garbage dump. This, they hope, will reduce carbon gases entering 
the atmosphere. 
 
PARÁGRAFO 2 
 
a) Quais legumes estão sendo cultivados? 
b) Há 3 objetivos com esse projeto. Quais são eles? 
 
 
Cicero Evangelista leads the waste recycling effort. He says about 400 
kilograms of organic waste are created every day from the mall’s food 
court. He says, "We weigh the material and add enzymes that 
eliminate bacteria, reduce humidity and accelerate decomposition. 
This is how we turn organic waste into organic compost." 
http://dictionary.cambridge.org/pt/help/codes.html
http://dictionary.cambridge.org/pt/help/codes.html
http://dictionary.cambridge.org/pt/dicionario/ingles/plant
http://dictionary.cambridge.org/pt/dicionario/ingles/material
http://dictionary.cambridge.org/pt/dicionario/ingles/soil
http://dictionary.cambridge.org/pt/dicionario/ingles/improve
http://dictionary.cambridge.org/pt/dicionario/ingles/it-s
http://dictionary.cambridge.org/pt/dicionario/ingles/quality
http://dictionary.cambridge.org/pt/dicionario/ingles/carbon
http://dictionary.cambridge.org/pt/dicionario/ingles/footprint
http://dictionary.cambridge.org/pt/dicionario/ingles/measurement
http://dictionary.cambridge.org/pt/dicionario/ingles/amount
http://dictionary.cambridge.org/pt/dicionario/ingles/carbon
http://dictionary.cambridge.org/pt/dicionario/ingles/dioxide
http://dictionary.cambridge.org/pt/dicionario/ingles/their
http://dictionary.cambridge.org/pt/dicionario/ingles/activity
http://dictionary.cambridge.org/pt/dicionario/ingles/produce
35 
 
 
 
PARÁGRAFO 3 
 
a) O que faz Cícero Evangelista? 
b) A que se refere o número 400? 
c) Explique, seguindo as palavras de Cícero Evangelista, como o processo é 
feito. 
 
Officials at the shopping center want to save as much waste as 
possible. So, they held workshops for employees to learn how to best 
collect waste from their stores. Neide Lopes is a food court worker. 
She says it is helpful to put in the extra work. "The initiative is active 
and creative. It is a way of reducing waste, and we receive food that 
we don't have to pay for, that's the best part!" 
 
 
PARÁGRAFO 4 
 
a) Qual foi o objetivo dos workshops realizados? 
b) Quem é Neide Lopes? 
c) De acordo com ela, qual é a melhor parte do projeto? 
 
Homework 
 
Circule, no texto, todos os cognatos e falsos cognatos que encontrar. 
Nesse último caso, aponte seus significados. 
 
 
 
 
 
 
 
 
 
 
 
 
36 
 
UNIT 8 
ESCREVENDO E-MAILS
9
 
 
 
 
1) Leia os e-mails abaixo e responda as perguntas. 
 
 
EMAIL #1: 
Dear Mr. Watkins, 
With reference to your letter on March 15
th
, unfortunately I am unable to attend the 
video conference meeting on Friday due to a previous engagement. However, I wouldbe very grateful if you could send me a copy of the agenda. Please find attached the 
marketing document. I look forward to hearing from you in the near future. 
Yours sincerely, 
 David Bell 
-Questions: 
1. Is this email formal, neutral or informal? 
__________________________________________ 
2. Why do you think that? 
________________________________________________________ 
 
EMAIL #2: 
Hi Simon, 
Great news! Got the contract! Let me know if you’re interested in working with us on 
this one. I’ll keep you posted over the next couple of days to check out your needs so I 
can tell HQ. Attached are the pics of our recent holiday party. What you think? 
 Best wishes, 
 Paul 
-Questions: 
1. Is this email formal, neutral or informal? 
__________________________________________ 
2. Why do you think that? 
________________________________________________________ 
 
EMAIL #3: 
Hey Joe, 
I am writing to ask you about your opinion of the new summary of the final report 
(Chapter 7). We will make an individual document for your internal use. Could you 
possibly send me the marketing strategy for the new product being produced on 
assembly line eight? I am sorry about the website; we are experiencing some technical 
difficulties. If you have any questions, contact me on my office number. Look forward 
to hearing from you. 
Denise 
-Questions: 
1. Is this email formal, neutral or informal? 
__________________________________________ 
2. Why do you think that? 
________________________________________________________ 
 
 
9
 https://busyteacher.org/21141-writing-emails.html 
37 
 
 
 
2 Complete a tabela abaixo com expressões encontradas nos e-mails acima. 
 
 
 
 
 
 
38 
 
3) Decida se cada par de sentenças abaixo tem o mesmo significado 
(não se preocupe com o grau de formalidade ainda).
10
 
Opening 
a) Dear Sir or Madam/ To whom it may concern 
b) Thank you for your email yesterday/ Thanks for your email yesterday. 
c) Thank you for writing back to me so quickly./ Thanks for your quick reply. 
 d) This is Alex from the British Council/ My name is Alex Case and I work for 
the British Council 
 e) I hope you are well./ How are you?/ How‘s it going?/ How are things? 
f) I hope you weren‘t (too) affected by the recent…/ I hope you are okay./ Are 
you okay? 
 g) This is just a quick note to say…/ I have to go to a meeting in a minute but 
I thought I‘d better let you know… 
 h) I am writing to you in connection with…/ I am writing to you about… 
i) I am writing to you in order to…/ I am writing to you to… 
j) Regarding…/ Re: 
l) Thanks for making the time to see me yesterday./ Thanks for taking the time 
to meet with me yesterday. 
 
10
 from https://www.usingenglish.com/files/pdf/emails-opening-closing.pdf 
39 
 
m) Long time no see./ Sorry it‘s taken me so long to reply to your email. 
Closing 
a) Thank you for your cooperation./ Thanks in advance. 
b) I look forward to your reply./ I look forward to hearing from you. 
c) I look forward to hearing from you./ I look forward to hearing from you 
soon. 
d) I look forward to hearing from you soon./ I expect to hear from you soon. 
 e) I look forward to hearing from you./ I‘m looking forward to hearing from 
you./ Looking forward to hearing from you. 
f) I‘m looking forward to hearing from you./ I am waiting for your reply. 
g) Please get back to me as soon as you can./ Please reply asap. 
h) Thanks/ Cheers 
 i) Thanks in advance/ Thanks again 
 j) If you need any further information, please do not hesitate to contact me./ If 
you need to know anything else, just let me know. 
l) Any feedback you can give me on this would be greatly appreciated./ If you 
have any further questions, please contact me at any time. 
4) A respeito daqueles que têm o mesmo significado, diga se eles têm 
diferenças quanto ao grau de formalidade. 
40 
 
 
Homework 
Escreva um e-mail formal e outro informal e entregue ao professor. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
41 
 
UNIT 9 
ELEMENTOS DE REFERÊNCIA 
 
Quando escrevemos um texto, normalmente não usamos a mesma 
palavra várias vezes. Geralmente, usamos outras palavras que significam 
quase a mesma coisa. Tais palavras são chamadas "elementos de referência" 
ou, de acordo com algumas gramáticas, pronomes. Algumas vezes, pronomes 
são usados ao invés de substantivos. Eles são importantes para a leitura pois, 
em muitos casos, retomam algo que já foi mencionado e, portanto, fazem 
referência a pontos do texto que podem ser cruciais para a construção de 
sentidos na leitura. 
São 5 os principais pronomes em inglês: 
 
 
Além disso, também é importante conhecermos os pronomes 
relativos e demonstrativos. 
 
 
 
1. 
 
1.Observe as tirinhas abaixo. Circule os pronomes que 
encontrar e aponte a que eles se referem. 
 
 
SUBJECT 
PRONOUNS 
 
 
I like 
languages. 
OBJECT 
PRONOUNS 
 
Give me the 
book, please. 
POSSESSIVE 
ADJECTIVES 
 
I gave her my 
book. 
POSSESSIVE 
PRONOUNS 
 
She gave me 
hers. 
REFLEXIVE/EMPHATIC 
PRONOUNS 
 
 
I cut myself. 
 I mine myself 
 You yours yourself 
 He his himself 
 She hers herself 
 It its itself 
 We ours ourselves 
 You yours yourselves 
 They theirs themselves 
RELATIVE PRONOUNS DEMONSTRATIVE 
PRONOUNS 
That This 
Who That 
Which These 
Whose Those 
Whom 
42 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
43 
 
 
Leia as frases abaixo e indique a que se referem os pronomes 
sublinhados. 
 
1. The Spanish explorers wanted to take the gold of the Indians. To do this, 
they had to conquer them. 
 
2. The Spaniards conquered many South American Indians nearly 500 years 
ago. This was possible because of their superior weapons. 
 
3. Many attempts were made by the Spaniards to recover the gold in and around 
Lake Guatavita. Some were successful, but most were not. 
 
4. To the people who study them, the stories about riches of the Indians are 
extremely informative. They study each one to gain insights into the culture 
of the region. 
 
5. The stories were all passed by word of mouth from one generation to the 
next, and they all dealt with great riches. These characteristics are often 
found in primitive legends. 
 
3. No e-mail abaixo, encontre os elementos de referência, destaque-os e 
indique a quê se referem. 
 
To: peter03@wyz.com 
CC: Accounts Payable 
Subject: Request for copy of invoice 
 
Dear Peter, 
 
I'm LMN from the Accounts Payable department at GHI. Ltd. I understand that 
we have an invoice outstanding with your company since 07/01/2010. This 
email is to request you for a copy of the invoice, so that we can clear it for 
payment at the earliest. 
 
Thank you, 
 
John Adams, 
Senior Executive 
Accounts Payable, 
GHI. Ltd 
 
 
Qual é o requerimento do remetente do e-mail? 
 
 
44 
 
4) Leia esse diálogo de uma reunião de negócios e destaque os 
elementos de referência a quê se referem. 
 
Meeting Chairman: If we are all here, let's get started. First of all, I'd 
like you to please join me in welcoming Jack Peterson, our Southwest 
Area Sales Vice President. 
Jack Peterson: Thank you for having me. 
Meeting Chairman: I'd also like to introduce Margaret Simmons who 
recently joined our team. 
Margaret Simmons: May I also introduce my assistant, Bob Hamp. 
Meeting Chairman: Welcome Bob. I'm afraid our national sales 
director, Anne Trusting, can't be with us today. She is in Kobe at the 
moment. 
HOMEWORK 
 
Responda essas perguntas sobre o texto: 
 
Qual o nome dos novos participantes? 
Quem está ausente da reunião e onde essa pessoase encontra? 
Qual o cargo que ela ocupa? 
 
 
 
 
 
 
 
 
 
 
 
 
https://www.thoughtco.com/phrases-for-running-a-business-meeting-1209021
45 
 
UNIT 10 
FALANDO AO TELEFONE E SE 
APRESENTANDO
11
 
 
1) Leia as conversas de telefone abaixo. 
 
A 
-Hello, Tom speaking. 
-Hi Tom, this is Mary. Is your brother in? 
-No, he‘s at the cinema. Can I take a message? 
-Yes, could you tell him to call me back, please? 
-Sure. 
-Thanks. Bye. 
-Bye. 
 
B 
-Good morning, Robert Smith speaking. 
-Good morning. This is Gerhard Maier. I would like to speak to Mr. Brown. 
-Oh, sorry. Mr. Brown is not here, yet. 
-Could you tell me when he will be in? 
-Probably around 4 p.m. 
-All right, I will call again later then. Thank you. 
-You‘re welcome. Bye. 
-Bye. 
 
C 
A: Hello. 
B: Hey is Sasha there? 
A: Uh, yeah. Who‟s this? 
B: It‟s Pip. 
A: Hang on just a second (wait a minute), Pip… Sasha, phone‟s for you. 
C: Who is it? 
A: It‟s Pip. 
C: Hey, what’s up (slang way to say “What are you doing?”) 
B: Nothing. Just chillin„ (relaxing) at home. How bout you? 
C: Just hanging out. 
 
11
 from https://www.learning-english-online.net/speaking/dialogues/talking-on-the-phone/ and 
https://blogs.transparent.com/english/formal-and-informal-phone-calls/. 
https://www.learning-english-online.net/speaking/dialogues/talking-on-the-phone/
46 
 
(…) 
 
 D 
A: Good afternoon, this is Rachel. How may I help you? 
B: Hello. Is Mr. Savinov available? 
A: May I ask who‟s calling? 
B: My name is Mr. Wilson. I‟m calling in regards to our meeting this week. 
A: Would you mind holding for a minute, Mr. Wilson? 
B: Not at all. 
A: Thanks so much. 
C: Hello. 
A: Mr. Savinov, you have a phone call from a Mr. Wilson about a meeting this 
week. 
C: Great. Put him through (transfer the call to me). Hello, Mr. Wilson. What 
can I do for you? 
B: Hi, Mr. Savinov. I was just calling to confirm the details of our meeting. 
What‟s a good time for you? 
(…) 
 
2) Quais conversas são formais e quais são informais. Aponte as 
diferenças entre elas em termos de vocabulário, expressões, etc. 
 
3) Agora, pratique a conversa abaixo. 
 
Hello, this is _______________. How can I help you? 
Yes can I speak to ______________, please? 
Who‘s calling please? 
It‘s ____________________. 
Please hold and I‘ll put you through. 
Thank you. 
 
4) Observe abaixo as expressões mais comuns usadas em conversas de telefone.
12
 
 
 
 
12
 Adaptado de https://www.learn-english-today.com/business-english/telephone.html 
47 
 
Making contact  Hello / Good morning / Good afternoon ... 
 This is John Brown speaking 
 Could I speak to ......... please? 
 I'd like to speak to ..... ..... 
 I'm trying to contact .......... 
Giving more 
information 
 I'm calling from Tokyo / Paris / New York / 
Sydney ... 
 I'm calling on behalf of Mr. X ... 
Taking a call  X speaking. 
 Can I help you? 
Asking for a name 
or information 
 Who's calling please? 
 Who's speaking? 
 Where are you calling from? 
 Are you sure you have the right number / 
name? 
Asking the caller 
to wait 
 Hold the line please. 
 Could you hold on please? 
 Just a moment please. 
Connecting  Thank you for holding. 
 The line's free now ... I'll put you through. 
 I'll connect you now / I'm connecting you now. 
Giving negative  I'm afraid the line's engaged. Could you call 
48 
 
information back later? 
 I'm afraid she's in a meeting at the moment. 
 I'm sorry. He's out of the office today. 
Telephone problems  The line is very bad ... Could you speak up 
please? 
 Could you repeat that please? 
 I'm afraid I can't hear you. 
 Sorry. I didn't catch that. Could you say that 
again please? 
Leaving or taking 
a message 
 Can I leave / take a message? 
 Could you give him/her a message? 
 Could you ask him/her to call me back? 
 Could you tell him/her that I called? 
 Could you give me your name please? 
 
Se apresentando 
 
1) Leia abaixo a explicação sobre apresentações em situações de 
negócios.
13
 
In this example, Peter and Jane are meeting for the first time at the company. 
Peter: Hello. My name‘s Peter. What‘s your name? 
Jane: Hello. My name‘s Jane. Nice to meet you, Peter. 
Peter: You too. How are you Peter? 
 
13
 Adaptado de https://www.thoughtco.com/beginner-dialogues-introducing-yourself-1210037. 
 
49 
 
Jane: I am fine. And you? 
Peter: I am ok, thanks. What‘s your position at the company? 
Jane: I am an accountant. I work in the accounting department. 
Peter: And where are you from? 
Jane: I am from London. 
Key Vocabulary 
In the previous example, Peter and Jane several important phrases to ask 
questions and to learn more about each other, including: 
 My name is... 
 Where are you from? 
 I'm from... (city, state, or country) 
Introducing Other People 
Introductions are also useful when more than two people are present, such as a 
business meeting. Look at the example and the use of ―Pleased to meet you.‖. 
Ken: Peter, I'd like you to meet Mary. 
Peter: Pleased to meet you. 
Mary: You too. 
Ken: Mary works for ... 
In informal situations, especially in North America, introductions are also made 
simply saying, "This is (name)." It is also common to just say "Hi" or "Hello" as 
a response in this informal setting. 
Ken: Peter, this is Mary. 
Peter: How do you do? 
Mary: Hi! Pleased to meet you. 
Ken: Mary works for ... 
Key Vocabulary 
As you can see in the previous examples, there are a number of phrases that 
are commonly used to introduce strangers: 
https://www.thoughtco.com/useful-phrases-for-business-meeting-1209020
50 
 
 (name), I don't think you've met (name). 
 I don't think you know (name) 
 May I introduce you to (name) 
 (name), do you know (name)? 
 (name), I'd like you to meet (name) 
Saying Hello and Goodbye 
Many people begin and end conversations by saying hello and goodbye to each 
other. Doing so is considered good manners in many parts of the English-
speaking world, and it's also a simple way to express friendly interest in 
whoever you're chatting with. In this brief scenario, two people have just met. 
A simple greeting, followed by asking about the other person is all that's 
needed to begin a courteous introduction. 
Jane: Hello, Peter. How are you? 
Peter: Fine, thanks. How are you? 
Jane: I'm fine, thank you. 
Once you're finished speaking with someone, it's customary to say goodbye as 
you both part, as in this example: 
Peter: Goodbye, Jane. See you tomorrow! 
Jane: Bye bye, Peter. Have a nice evening. 
Peter: Thanks, you too! 
Jane: Thanks. 
Key Vocabulary 
In both of the previous example, Peter and Jane aren't just being polite; they're 
also expressing concern and friendship for each other. Key phrases to 
remember include: 
 Hello... How are you? 
 I'm fine, thank you 
 Goodbye 
 See you... (tomorrow, this weekend, next week, etc.) 
 Have a nice... (day, evening, week, etc.) 
Homework 
 
Crie um diálogo curto de uma ligação de negócios e também de 
apresentação. Tente utilizar as expressões estudas. 
51 
 
 
UNIT 11 
WORD FORMATION 
 
A formação de palavras em inglês, da mesma forma que em português, se dá, 
em grande parte, via o acréscimo de prefixos e/ou sufixos. Dessa forma, uma 
das 
maneiras de se chegar ao sentido de uma palavra desconhecida é através do 
reconhecimento de seus prefixos e/ou sufixos. 
 
 A maioria dos prefixos e sufixos da língua inglesa é semelhante àqueles 
existentes na língua portuguesa. Eles são, portanto, fáceis de serem 
reconhecidos, pois têm a mesma origem greco-romana. Dessa forma, alguns 
afixos são exatamente iguais aos da nossa língua: 
 
Ocasional = ocasional 
Redistribution = redistribuição 
Similar =similar 
Improper = impróprio 
 
 Alguns outros, todavia, têm forma semelhante ou muito próxima do 
português: 
 
different = diferente 
Disobey = desobedecer 
diference = diferente 
Counter-argument = contra-argumento 
 
 Outros seguem um padrão ou uma regularidade em português: 
 
Ity – dade 
 
Electricity = eletricidade 
-able, -ible = -ável, -ível 
 
Lovable - amável 
Possible = possível 
-ion, -aton = -ção, -são 
 
Information = informação 
Comprehension = compreensão 
-ize, ify- = izar, -icar 
 
Maximize = maximizar 
Classify = classificar 
 
 Alguns, porém, são totalmente diferentes do português. Por isso, seu 
reconhecimento pode ser mais problemático e acarretar em dificuldades de 
compreensão de texto. 
 
-ness Happiness 
-dom Freedom 
-hood Brotherhood 
-er Player, teacher 
52 
 
-ship Friendship 
 
Portanto, localizar a palavra base (ou raiz) e reconhecer o sentido de prefixos e 
sufixos pode ser um dos caminhos para se chegar ao sentido de uma palavra 
desconhecida. 
 
Observe, agora, uma lista de prefixos, atentando para suas classes gramaticais. 
 
PREFIXO EXEMPLO TRADUÇÃO 
-un 
Unhappy 
undo 
unauthorized 
unethical 
-non 
Non-verbal 
Non-smoker 
-in/im/il/ir 
Incorrect 
Impatient 
Illogical 
irresponsible 
-dis 
Disconnect 
Disobey 
dislike 
-de 
Decentralize 
deforestation 
-mis 
Misunderstand 
Miscalculate 
mistreat 
-over 
Overconfident 
Overreact 
overwork 
-under Underestimate 
 
______________________________________________________________________
_ 
 
Note, agora, os vários sufixos existentes em inglês. 
 
-ful 
Colorful 
faithful 
beautiful 
powerful 
useful 
respectful 
careful 
-less 
Helpless 
Useless 
Painless 
Careless 
53 
 
Endless 
Timeless 
Topless 
Speechless 
wireless 
-hood 
Motherhood 
neighborhood 
 
-ship 
Friendship 
Relationship 
Partnership 
Scholarship 
citizenship 
-ness 
Happiness 
Richness 
Seriousness 
Appropriateness 
Awareness 
Craziness 
-ity 
Activity 
Complexity 
Possibility 
Probability 
Productivity 
Responsibility 
Sincerity 
simplicity 
-tion 
Information 
Complication 
Commission 
Creation 
Confusion 
discussion 
location 
qualification 
-able/-ible 
Accessible 
Adorable 
forgettable 
sensible 
valuable 
comprehensible 
washable 
drinkable 
-ive/-ative 
Active 
Defensive 
Intensive 
Communicative 
Provocative 
talkative 
54 
 
-ly 
Completely 
Immensely 
Largely 
Totally 
Positively 
Definitely 
Lately 
Fortunately 
 
1. No quadro abaixo, aponte as traduções das palavras formadas por 
prefixos. 
 
 
Tradução 
- coauthor 
 
- illegal 
 
- miscalculate 
 
- reuse 
 
- intercontinental 
 
- enrich 
 
- subclass 
 
- underdeveloped 
 
- intolerant 
 
- overdose 
 
- underline 
 
- depopulate 
 
- unusual 
 
- dislike 
 
- unlike 
 
 
2. Faça o mesmo com os sufixos na tabela abaixo. 
 
 
 
Tradução 
- magnetism 
 
- happiness 
 
- humanity 
 
- impression 
 
- judgment 
 
- management 
 
- exactness 
 
- scientist 
 
- governor 
 
- kingdom 
 
- considerable 
 
- capable 
 
- brainless 
 
55 
 
- curious 
 
- famous 
 
- simplify 
 
- neutralize 
 
- prioritize 
 
- clarify 
 
- mainly 
 
- mostly 
 
- simply 
 
- interactive 
 
- printer 
 
 
3. Traduza as palavras abaixo: 
 
Unimaginative 
Analytical 
flexibility 
inflexible 
Hypothetical 
Theoretical 
Symbolize 
Demystify 
Disassemble 
Interchangeable 
Incomparable 
Unhappy 
Inevitable 
Inevitably 
Unhappily 
 
 
 
4. Leia o seguinte texto e responda as perguntas. 
 
Can Music Save Your Life? 
 
By Mark Edmundson 
 
Does music constantly provide revelation—or does it have some other 
effects, maybe less desirable? 
For those of us who teach, the question is especially evident. Our 
students tend to spend hours a day plugged into their tunes. Yet, at 
least in my experience, they are reluctant to talk about music. They'll 
talk about sex, they'll talk about drugs—but rock 'n' roll, or whatever 
else they may be listening to. 
56 
 
 
a) Quais palavras, nos parágrafos anteriores, são formadas por prefixos e/ou 
sufixos? 
Indique seus sentidos. 
 
b) Sobre que assuntos os alunos gostam de falar? 
 
C) Você gosta de ouvir música? Por quê? 
 
d) Leia abaixo o trecho de uma música popular de Nat King Cole e 
identifique duas palavras com sufixos. 
 
Unforgettable in every way 
And forever more, that's how you'll stay 
That's why, darling, it's incredible 
That someone so unforgettable 
Thinks that I am unforgettable too 
 
Homework 
 
Busque uma música em inglês que você goste e tente encontrar palavras 
que tenham prefixos e sufixos nela, indicando suas traduções. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
57 
 
Unit 12 
Tempos Verbais 
 
Nesta lição vamos estudar alguns tempos verbais em inglês, em 
especial, o presente simples e o passado simples. 
 
1) Como é sua rotina? Que atividades você realiza durante o dia? Leia 
sobre a rotina de Tim. 
Tim’s routine14 
Tim works for a company in Sacramento, California. He's a customer service 
representative. He gets up at six o'clock each workday. He drives to work and 
begins his job at eight o'clock. He speaks to people on the telephone to help 
them with their banking problems. People telephone the bank to ask questions 
about their accounts. He doesn't give information about accounts until people 
answer a few questions. Tim asks callers their birth date, the last four digits of 
their social security number and their address. If a person gives incorrect 
information, Tim asks him to call back with the correct information. Tim is polite 
and friendly with everyone. He has lunch in a park next to his office. He returns 
home at five o'clock in the evening. After work, he goes to the gym to work 
out. He has dinner at seven o'clock. Tim likes watching TV after dinner. He goes 
to bed at eleven o'clock at night. 
2) Circule os verbos no presente simples e traduza-os. 
3) Responda as seguintes perguntas: 
a) Onde Tim trabalha? 
b) Qual é o emprego dele? 
c) O que ele faz no trabalho? 
 
14
 https://www.thoughtco.com/quiz-tims-day-1210052 
58 
 
d) Que horas ele chega em casa e que horas ele vai dormir? 
e) Que atividades ele faz após o trabalho? 
 
4) Complete o texto abaixo usando o presente simples. 
 
Kristin___________(wake up) everyday at 7. She ________(brush) her teeth 
and then______(take) a shower. Then she _______(meet) with her friend 
Jennifer and together they ________(have) breakfast at a little dinner near the 
office. They _________(get) to the office at around 8:30. Kristin ________(go) 
to the first floor, where she ________(work), and Jennifer __________(take) 
the elevator to the 11th floor, where her office______________ 
(be)._________________Later, they ___________(meet) again at 12 to have 
lunch. Kristin is a vegetarian. She_____________(eat – neg.) meat.15 
 
5) O que você sabe sobre Steve Jobs? Leia esta pequena biografia 
sobre ele. 
Steve Jobs was the co-founder and CEO of Apple Inc. and former CEO of Pixar 
Animation Studios. He was the largest individual shareholder in Walt Disney. 
Jobs‘ name is associated with innovative products like the iPod, iPhone, iTunes 
and iPad. He was a much-respected corporate leader whose management style 
is studied worldwide. His attention to design, function and style won him 
millions of fans. 
Jobs was born in San Francisco in 1955. He became interested in computers 
when he was a teenager and attended lectures after school at Hewlett Packard. 
In 1974, Jobs got a job as a technician at the video game maker Atari. He 
saved enough money to backpack around India and then returned to Atari, 
where he met Apple co-founder Steve Wozniak. 
Jobs and Wozniak founded Apple in 1976. Jobs persuaded Wozniak to make a 
computer and sell it. Together, they developed the Mac. It was the first small 
computer witha user-friendly interface to be commercially successful. Jobs also 
 
15
 https://brainly.com.br/tarefa/88746 
59 
 
built the computer on which the World Wide Web was created. He developed a 
passion for style and functional perfection, which became Apple trademarks. 
Jobs guided Apple to be a major player in the digital revolution. The 
introduction of the iMac and other cutting-edge products made Apple a 
powerful brand with a loyal following. Jobs also enjoyed considerable success at 
Pixar. He created Oscar-winning movies such as ‗Toy Story‘ and ‗Finding Nemo‘. 
Jobs‘ advice for success is: ―You‘ve got to find what you love." He died in 
October 2011, aged 56. 
Sources: http://www.wikipedia.org/ and assorted biographies. 
6) Circule os verbos no passado e traduza-os. 
7) Responda as questões abaixo: 
a) Que empresas Steve Jobs criou? 
b) Que aparelhos tecnológicos ele inventou? 
c) Onde ele nasceu? Em que ano? 
d) O que Jobs fez na Índia? 
e) Qual o conselho de Jobs para o sucesso? 
8) Complete o texto com o passado simples dos verbos.
16
 
Anna's holiday ____________ (be) great last summer. She _______________ 
(stay) in a college in England for two weeks. She ________________ (have) 
classes in the mornings and in the afternoons she ________________ (do) 
some sports like swimming or tennis. In the evenings she often 
__________________ (go) dancing or ________________ (watch) films with 
her new friends. At weekends they __________________ (drive) to some 
interesting places. Once they __________________ (visit) Marwell Zoo where 
they _______________ (see) some beautiful animals. Anna 
____________________ (not like) the food at the college but that 
_____________________ (not be) a problem. She ____________________ 
(meet) a lot of people and ____________________ (learn) some English. All 
the students in her class ________________ (be) sorry to go home. They all 
_________________ (promise) to come back next summer. 
 
16
 http://www.es.edu.rs/download/e_ucionica/PRACTICE_UNIT_2.pdf 
60 
 
9) Complete o texto abaixo om o presente ou passado dos verbos. 
 
Friends forever17 
 
Jason and I ______________ (study) together at college when we 
______________ (be) younger. We got along very well then. When we first 
______________, (meet) we liked each other immediately, and we 
______________ (end up) sharing a house for nearly three years. 
We soon ______________ (find out) that we ______________ (have) a 
______________ (argue) about was the housework. Jason is a very neat 
person and I think life is too short to worry about things like that, so I am 
completely messy. 
Our lives ______________ (be) very different nowadays. When we 
______________ (graduate) three years ago, we ______________ (take) 
separate ways. I ______________ (go) back to my home town and 
______________ (get) a job in an art gallery. I organize school visits to the 
gallery. I like my job because it ______________ (give) me the opportunity to 
help young people get involved in the arts. I ______________ (not/earn) very 
much in this job, but I get a lot of personal satisfaction from it. Jason 
______________ (think) I‘m crazy because money is very important to him 
now. He‘s earning quite a lot, but he ______________ (not/have) time to 
spend whit his family and friends. I ______________ (not/see) him very often 
now. When he ______________ (came) for the weekend we have fun, but our 
lifestyle are so different now that we ______________ (not/have) very much to 
talk about. 
 
 
 
 
 
 
 
 
 
 
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61 
 
Apêndice A 
 
Links para glossários inglês/português 
Química: 
https://crispassinato.files.wordpress.com/2016/03/dicionario_ingles_portugues-
termos-tc3a9cnicos.pdf 
Biotecnologia: 
http://www.fao.org/docrep/003/x3910e/x3910e04.htm 
OBS.: Esse é um glossário inglês-inglês. Não foi encontrado um glossário inglês-
port. 
 
 
 
 
 
 
 
 
 
 
 
 
 
http://www.fao.org/docrep/003/x3910e/x3910e04.htm
62 
 
Apêndice B 
Verbos irregulares em inglês: 
 
Base form Past form Past participle Portuguese translation 
arise arose arisen surgir, erguer-se 
awake awoke awoken despertar 
be was, were been ser, estar 
bear bore borne suportar, ser portador de 
beat beat beaten bater 
become became become tornar-se 
befall befell befallen acontecer 
beget begot begotten, begot procriar, gerar 
begin began begun começar 
behold beheld beheld contemplar 
bend bent bent curvar 
bet bet bet apostar 
bid bid bid oferecer, fazer uma oferta 
bind bound bound unir, encadernar, obrigar-se 
bite bit bitten morder 
bleed bled bled sangrar, ter hemorragia 
blow blew blown assoprar, explodir 
break broke broken quebrar 
breed bred bred procriar, reproduzir 
bring brought brought trazer 
63 
 
Base form Past form Past participle Portuguese translation 
broadcast broadcast broadcast irradiar, transmitir (sinal de rádio ou TV) 
build built built construir 
buy bought bought comprar 
cast cast cast atirar, deitar 
catch caught caught pegar, capturar 
choose chose chosen escolher 
cling clung clung aderir, segurar-se 
come came come vir 
cost cost cost custar 
creep crept crept rastejar 
cut cut cut cortar 
deal dealt dealt negociar, tratar 
dig dug dug cavocar 
do did done fazer ** 
draw drew drawn tracionar, desenhar ** 
drink drank drunk beber 
drive drove driven dirigir, ir de carro 
eat ate eaten comer 
fall fell fallen cair 
feed fed fed alimentar 
feel felt felt sentir, sentir-se 
fight fought fought lutar 
find found found achar, encontrar 
64 
 
Base form Past form Past participle Portuguese translation 
flee fled fled fugir, escapar 
fling flung flung arremessar 
fly flew flown voar, pilotar 
forbid forbade forbidden proibir 
forget forgot forgot, forgotten esquecer 
forgive forgave forgiven perdoar 
freeze froze frozen congelar, paralisar 
get got gotten, got obter ** 
give gave given dar 
go went gone ir 
grind ground ground moer 
grow grew grown crescer, cultivar 
have had had ter, beber, comer 
hear heard heard ouvir 
hide hid hidden, hid esconder 
hit hit hit bater 
hold held held segurar 
hurt hurt hurt machucar 
keep kept kept guardar, manter 
know knew known saber, conhecer 
lay laid laid colocar em posição horizontal, assentar 
lead led led liderar 
leave left left deixar, partir 
65 
 
Base form Past form Past participle Portuguese translation 
lend lent lent dar emprestado 
let let let deixar, alugar 
lie lay lain deitar 
lose lost lost perder, extraviar 
make made made fazer, fabricar ** 
mean meant meant significar, querer dizer 
meet met met encontrar, conhecer 
overcome overcame overcome superar 
overtake overtook overtaken alcançar, surpreender 
pay paid paid pagar 
put put put colocar 
quit quit quit abandonar 
read read read ler 
ride rode ridden andar (de bicicleta, moto, a cavalo) 
ring rang rung tocar (campainha, etc.) 
rise rose risen subir, erguer-se 
run ran run correr, concorrer, dirigir 
saw sawed sawn serrar 
say said said dizer 
see saw seen ver 
seek sought sought procurar obter, objetivar 
sell sold sold vender 
send sent sent mandar 
66 
 
Base form Past form Past participle Portuguese translation 
set set set pôr em determinada condição, marcar, ajustar ** 
shake shook shaken sacudir, tremer 
shed shed shed soltar, deixar cair ** 
shine shone shone brilhar, reluzir 
shoot shot shot atirar, alvejar 
show showed shown mostrar, exibir 
shrink shrank shrunk encolher, contrair 
shut shut shut fechar, cerrar 
sing sang sung cantar 
sink sank sunk afundar, submergir 
sit sat sat sentar 
slay slew slain matar, assassinar 
sleep slept slept dormir 
slide slid slid deslizar, escorregarsling slung slung atirar, arremessar 
speak spoke spoken falar 
spend spent spent gastar 
spin spun spun fiar, rodopiar 
spit spit, spat spit, spat cuspir 
spread spread spread espalhar 
spring sprang sprung fazer saltar 
stand stood stood parar de pé, aguentar 
steal stole stolen roubar 
67 
 
Base form Past form Past participle Portuguese translation 
stick stuck stuck cravar, fincar, enfiar 
sting stung stung picar (inseto) 
stink stank stunk cheirar mal 
strike struck struck golpear, desferir, atacar 
string strung strung encordoar, amarrar 
strive strove striven esforçar-se, lutar 
swear swore sworn jurar, prometer, assegurar 
sweep swept swept varrer 
swim swam swum nadar 
swing swung swung balançar, alternar 
take took taken tomar ** 
teach taught taught ensinar, dar aula 
tear tore torn rasgar, despedaçar 
tell told told dizer, contar 
think thought thought pensar 
throw threw thrown atirar, arremessar 
tread trod trodden pisar, trilhar 
undergo underwent undergone submeter-se a, suportar 
understand understood understood entender 
uphold upheld upheld sustentar, apoiar, defender 
wear wore worn vestir, usar, gastar 
win won won vencer, ganhar 
wind wound wound enrolar, rodar, dar corda 
68 
 
Base form Past form Past participle Portuguese translation 
write wrote written escrever, redigir