Ingles Instrumental - Carolina Lopes

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Carolina Lopes
INGLÊS INSTRUMENTAL:
Leitura e Compreensão de Textos
Ficha Catalográfi ca
Inglês Instrumental
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Sumário
Apresentação da série______________________________ 5
Apresentação ___________________________________ 7
1. General Comprehension __________________________ 9
2. Prediction ___________________________________ 15
3. Skimming ___________________________________ 22
4. Scanning ___________________________________ 29
5. Word formation _______________________________ 39
6. Nominal groups and logical connectors _______________ 51
7. Main points comprehension and detailed comprehension ___ 59
8. Selectivity ___________________________________y 67
9. Contextual reference ____________________________ 76
10. Text organization _____________________________ 83
11. Textual inference _____________________________ 91
Textos complementares ___________________________ 97
Apêndice ____________________________________ 105
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Apresentação da Série
Asérie de publicações AA “Novos Autores da EPT” é parte de umconjunto extenso de ações encaminhadas pela Secretaria de AAEducação Profi ssional e Tecnológica – SETEC/MEC que demarcam AA
um período de valorização da Educação Profi ssional e Tecnológica – EPT.
A concepção das atuais políticas afi rma-se na defesa de uma EPT que 
não encerra o sentido de qualifi cação para o trabalho no limite do que é 
atividade, mas sim do que deve se explicar pelas suas fi nalidades e pelos 
seus valores, ou seja, não no que se circunscreve ao técnico, mas sim a 
existência humana e a vida. 
A extensão e diversidade das medidas em curso, que se caracterizam 
por sua natureza sistêmica, são reveladoras da face deliberada de uma 
política que visa superar uma compreensão reducionista e fragmentada
de Educação Profi ssional e Tecnológica em prol de uma visão onde parte 
e todo são inseparáveis. Neste sentido, é fundamental observar que a 
expansão da oferta com a criação de novas unidades públicas (Expansão 
das Redes Federal e Estaduais), o estabelecimento de novos referenciais
legais, normativos e pedagógicos só se confi gurarão em objetivos
verdadeiramente alcançados quando o nexo com a prática docente e a 
“sala de aula” traduzir-se em uma qualifi cação para o trabalho pautada no 
compromisso com a formação integral e cidadã. Assim, é importante que os 
processos de formação para o exercício de profi ssões técnicas e tecnológicas 
não adotem abordagens que descolem os “conhecimentos específi cos” de
seus fundamentos científi cos e teóricos, não descontextualizem os saberes
aplicados ao trabalho negando-lhe os determinantes sociais e humanos 
associados a sua produção, sob pena de uma formação meramente 
funcionalista e instrumentalizadora. É neste contexto que – embora o 
desenvolvimento das novas tecnologias e textos digitais, as contradições
e debates que o cercam – é precipitado negar a importância do livro 
como suporte ao desenvolvimento dos processos ensino aprendizagem
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sem contudo negar outras alternativas de que o professor dispõe para o
exercício da autonomia e liberdade no exercício da docência.
Por fi m, a publicação de. “Novos Autores da EPT”, contempla
entre os seus objetivos a preocupação da SETEC/MEC de inventariar e
democratizar a reconhecida produção de material destinado ao conteúdo
específi co dos cursos de formação profi ssional produzidos por professores
da Rede Federal de Educação Profi ssional Científi ca e Tecnológica.
Desejo aos professores e alunos proveitoso uso dessa publicação.
ELIEZER MOREIRA PACHECO
Secretário da SETEC/MEC 
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Apresentação
Sabe-se que o conhecimento da língua inglesa é de grande importância para a sociedade globalizada da atualidade, seu prestígio internacionale sua utilização como instrumento de estudo e trabalho para o meio 
acadêmico e científi co e para os ensinos fundamentais e médios são 
inegáveis. 
É com essa ideia que apresentamos Inglês Instrumental- Leitura e 
Compreensão de Textos, resultado do trabalho desenvolvido no Instituto 
Federal de Educação, Ciência e Tecnologia do Ceará, com o ensino da 
leitura e interpretação de textos em inglês através da abordagem English 
for Specifi c Purposes (Inglês para Propósitos Específi cos), comumente 
chamada de Inglês Instrumental.
Este livro, também proveniente de materiais utilizados em sala de 
aula nos cursos técnicos, técnicos integrados e licenciaturas, busca orientar 
estudantes acadêmicos e técnicos brasileiros para a compreensão de textos 
na língua inglesa através de estratégias de leitura. Muitos desses alunos 
necessitam compreender textos em inglês para as diversas atividades de 
pesquisa acadêmica pela Internet, bem como para leitura de sua área de 
trabalho.
Uma vez que os alunos de cursos técnicos e universitários estão
inseridos nas diversas áreas do conhecimento, este livro não aborda
uma área específi ca, mas utiliza-se de textos autênticos, como: panfl etos, 
propagandas, notícias, sites, dentre outros, para contemplar os vários 
temas nos âmbitos da educação, saúde, turismo, comportamento, cultura... 
Este material é dividido em 11 unidades, contendo, além de textos
para serem lidos, compreendidos e debatidos, estratégias de leitura, 
estrutura gramatical e vocabulário. O propósito desta abordagem é de 
leitura, por isso, a gramática servirá apenas de suporte para o entendimento
de estruturas lingüísticas com as quais nos deparamos no texto; para 
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explicações gramaticais mais aprofundadas, sugerimos o estudo individual
do aluno com gramáticas e/ou com o Apêndice.
O livro pode ser usado num curso entre 60 e até 120 horas/ aula, pois
possui textos complementares e atividades no fi nal de cada unidade que 
dão margem à sua fl exibilidade. Pode, portanto, ser adaptado, conforme
o professor, para uma menor duração de acordo com a necessidade de
cada turma. Respeitando a necessidade e a carga horária de cada turma,
o professor opte por utilizar ou não os exercícios ao fi nal de cada unidade.
Por fi m, espera-se que este material alcance o objetivo de levar o
leitor a reconhecer e lidar com elementos do texto e, através do uso da
estratégia necessária em cada situação, compreendê-lo e construir uma
visão crítica.
Carolina Bezerra de Andrade Lopes
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1. General comprehension
Nesta unidade você será capaz de ter uma compreensão geral dos textos em inglês utilizando-se de: conhecimento prévio, palavras repetidas, cognatos, marcas tipográfi cas e disposição gráfi ca.
Antes de fazermos qualquer leitura precisamos saber o seu objetivo,
para assim, sabermos que estratégias usar para o entendimento do texto. 
Existem três níveis de compreensão de leitura: compreensão geral,
compreensão detalhada e compreensão dos pontos principais. Através da 
compreensão geral, podemos descobrir qual o assunto do texto e se a sua 
leitura nos interessará e/ ou satisfará nossas necessidades.
Conhecimento prévio: ao lermos um texto, além do texto nos 
falar, nós também nos comunicamos com ele, usando nosso conhecimento
prévio, que é o nosso conhecimento de mundo. Ao ativarmos o
conhecimento prévio, fazemos inferências que nos levam a construir o
sentido do texto. Por exemplo: se o título de um texto for “Scotland Yard 
acha jóias roubadas”, provavelmente uma série de palavras e imagens vem 
a sua mente, não é? Que palavras estariam associadas a esse título? Que 
tipo de texto seria este? E quem/ ou o que é a Scotland Yard? No momento
em que ativamos nosso conhecimento de mundo já teremos andado um 
pouco no caminho rumo à compreensão do texto.
Palavras repetidas: certamente quando algo se repete, signifi ca 
que é importante. Devemos então, dar atenção especial àquelas palavras 
que aparecem mais de duas ou três vezes no texto, seja ela na sua forma 
verbal, nominal, adverbial, etc. Veja que se a palavra ‘social’ aparece nas
suas várias formas ‘society’, ‘sociable’, ‘anti-social’, muito provavelmente o 
assuntodo texto gira em torno de comportamento social. 
Cognatos1: cognatos são palavras de origem latina ou grega e que
1 Não podemos esquecer que existem falsos cognatos. Para saber mais sobre eles, 
veja na página 105.
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têm a grafi a muito parecida com o português, por exemplo: intelligent,
important, legal, family, example, economy... Você conseguiria pensar em 
mais 5 palavras cognatas? 
Marcas tipográfi cas: na maioria dos textos encontramos
informações não-verbais: fi guras, símbolos, números, dados, gráfi cos, além
de palavras destacadas em negrito, títulos, subtítulos, iniciais maiúsculas.
Todas essas informações são marcas tipográfi cas, que podem também nos
levar ao entendimento geral do texto.
Disposição gráfi ca: é a maneira como o texto está disposto. Logo
de cara podemos identifi car se o texto é uma receita, um convite, um
anúncio, um verbete, apenas, pela forma como está disposto.
Vamos praticar nossa capacidade de compreensão geral?
A seguir você lerá um texto
tirado de um panfl eto
em francês. Veja quanta
informação você consegue
retirar, mesmo que esta
seja uma língua não
conhecida sua.
Figura 1: Panfl eto em 
francês, março 2008
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1. Após a leitura do texto responda:
a.Que tipo de festividade acontecerá? ____________________
b.Qual a data de início do evento? _______________________
c. Qual a data do término do evento? _____________________
d. Que dados são pedidos? ____________________________
e. A pessoa que preencher este panfl eto estará fazendo uma
_________________
2. Leia a propaganda a seguir utilizando seu conhecimento prévio e as
marcas tipográfi cas. Converse com um colega sobre o assunto geral do
texto e o que fez você chegar a essa conclusão.
Figura 2: Panfl eto de cruzeiro em: Dorset Cruises, 2008 (leafl et)
Através do título: Brazil: One Growth Obstacle after Another, o 
que você acha que será o assunto do texto? Para que público ele deve ser 
destinado?
Leia o texto a seguir seguindo os seguintes passos:
a. Encontre 5 marcas tipográfi cas: __________________________
__________________________________________________
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b. Sublinhe as palavras cognatas
c. Circule as palavras repetidas
e. Discuta em pequenos grupos a importância das palavras cognatas e
repetidas para a compreensão do texto.
Brazil: One Growth Obstacle after Another
After just eight months in offi ce, President Luiz Inácio Lula da
Silva of the left-wing Workers’ Party has won congressional approval
for economically critical and politically controversial pension and tax
reforms. Now, however, da Silva faces a bigger challenge: reviving Brazil
‘s economy. In 2003’s fi rst half, Brazil ‘s economy fell into recession. Most 
economists expect growth for the entire year to be a miserly 1%. And a
governmentlinked research group recently embarrassed ministers by 
predicting growth of just 0.5% in 2003. Taxes are a serious obstacle to
growth. Brazil ‘s tax burden is among the highest in the world, equal to
41.7% of salaries. Reforms now proceeding through Congress will simplify 
the tax system, but won’t reduce the total burden. That will be possible 
only if interest rates fall and the government can keep spending in check, 
thereby reducing the amount of money needed to pay its own debts. For
now, Brazil’s economy is going nowhere.
By Jonathan Wheatley in São Paulo – adapted. From: Business Week
September 10, 2003
1. Sobre o texto lido acima, escreva com suas palavras o que trata o texto.
__________________________________________________
__________________________________________________
__________________________________________________ 
Agora você lerá um texto proveniente de uma página na Internet. 
Leia-o utilizando todas as estratégias em nível de compreensão geral
aprendidas até aqui. Discuta com um colega e marque, logo após, a opção
correta para a ideia geral do texto.
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Associate Degree in 
Medical Offi ce Assisting
Online Degree Program 
Our online distance education program offers students the opportunity to study a comprehensive 
curriculum in the Medical Offi ce Assisting degree program. Medical Assistants perform routine 
administrative and clinical tasks to keep physician or health care offi ces and clinics running smoothly. 
As a caring, dedicated member of a health care team, the Medical Assistant generally handles duties 
such as scheduling appointments, patient billing, health insurance coding, taking vital signs, assisting 
with patient examinations, and collecting laboratory specimens.
Through this program students will learn the skills needed to succeed in this fi eld. All of the courses 
are focused on the major. This allows students to maximize their learning in the core courses and 
succeed in their educational and career goals.
Students begin with the basics in physiology, business communication, computer fundamentals, 
patient assistance, and medical terminology. In the higher division courses students learn medical 
procedure, medical ethics, insurance coding/billing, and complete an internship. This internship 
allows students to experience the medical assisting fi eld fi rst hand. Several career fi elds this degree 
will prepare you for are:
*Medical Insurance Claim Processor
* Medical Assistant
* Outpatient/ambulatory Clinic Clerk
* Medical Receptionist
The online curriculum offers an innovative approach to higher education. Enrollment is open and 
students may begin the program at any time. All courses are provided in online classrooms, with 
on-to-one faculty mentoring. Students also have free access to our comprehensive Study Tactics 
and Resources Center, with links to subject related websites, online libraries, articles and research 
assistance. 
For more information please click here
 
© 2010 Breyer State University
6080 Center Drive 6th Floor
Los Angeles, CA 90045 
hours: Mon-Fri, 9 am to 5 Pm EST
phone: 310-242-5964 • fax: 310-242-5968
Figura 3: Águia, símbolo da Universidade estadual de Breyer em
breyerstate.com
Adapted from: http://www.breyerstate.com/
1. O assunto geral do texto é:
( ) a. Oferta de um programa de trabalho para interessados em trabalhar 
como assistentes médicos.
( ) b. Oferta de ensino superior nas áreas de fi siologia, negócios,
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terminologia médica, dentre outros. 
( ) c. Oferta de um programa de estudos à distância para interessados
em trabalhar como assistentes médicos.
( ) d. Oferta de trabalho àqueles que enviarem seus currículos pela 
internet.
2. Escreva abaixo três informações que você obteve através da leitura.
__________________________________________________
_________________________________________________
_________________________________________________
__________________________________________________
DE OLHO NA ESTRUTURA
Present Simple2
A forma verbal no presente simples é bastante usada em textos
descritivos e publicitários. Na língua inglesa é usada para: expressar
sentimentos ou opiniões; fatos; hábitos; e até ações futuras.
A. Nas frases abaixo, encontre os verbos no presente e escreva ao lado se 
a frase indica: sentimentos ou opiniões; fatos; hábitos; ou ações futuras.
a. She walks the dog everyday in the morning. 
______________________________
b. Sarah and her brother study in a boarding school.
______________________________
c. John doesn’t believe in ghosts. __________________________
d. British people drink a lot of tea. _________________________
e. I love comedies, but I hate action fi lms. ____________________
f. The train leaves at 5pm. ______________________________
g. Kids don’t normally eat vegetables. ______________________
2 Veja mais sobre o Presente Simples na página 109.
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2. Prediction
Nesta unidade você desenvolverá a estratégia de predição, tornando-se capaz de predizer o assunto do texto, partesdo texto ou palavras através do seu conhecimento prévio, título, gráfi cos e imagens.
Quando lemos um texto, apesar de conhecermos todas as palavras e 
estruturas nele contidas, nem sempre podemos chegar a perceber o sentido
integral do mesmo. De modo contrário, podemos apreender o signifi cado
do texto como um todo sem, necessariamente, dominar todas as palavras e 
estruturas. Para tanto, utilizamos algumas estratégias, como a predição. 
A partir das pistas gráfi cas, semânticas, estruturas lingüísticas,
estrutura do texto e do nosso conhecimento de mundo, podemos
examinar todo o contexto onde as palavras estão inseridas e, assim, tentar 
descobrir os signifi cados das palavras. Durante a leitura podemos fazer 
constantes suposições, que podem ser confi rmadas ou rejeitadas. Lembre-
se que a predição é uma unidade básica que pode ser usada em qualquer 
processo de leitura e, quanto mais conhecimento prévio se tem, melhor é 
a predição do texto. 
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Analisemos as partes iniciais da notícia abaixo, leia o título e
subtítulo, veja a fi gura.
UK NEWS
HEART DISEASE: WINE EACH NIGHT CAN HALVE 
CORONARY RISK FOR MEN 
(Figura 4-Homem tomando vinho em The daily express, 19th 
November, 2009)
By Victoria Fletcher
MEN who drink a bottle of wine a night can halve their risk 
of coronary heart disease, a study has suggested.
Podemos não saber todas as palavras, mas se reconhecemos algumas
palavras e cognatos, e se temos um conhecimento prévio sobre doença do
coração, saberemos mais facilmente sobre o assunto que será abordado.
Se não conseguíssemos reconhecer a palavra ‘coronary’ ativada
pelo nosso conhecimento prévio ou por se tratar de um cognato, será
que conseguiríamos entender que o texto trata de doença do coração/ 
coronária?
As pistas semânticas nos indicam um contexto imediato, ou seja,
nos indicam o sentido. Sabemos, portanto, que o contexto imediato do
texto é: saúde, coração, doença, etc.
As pistas gráfi cas nos mostram que há uma relação (seja ela
negativa ou positiva) entre as doenças do coração e o vinho, muito embora,
possamos não saber o signifi cado da palavra ‘wine’ (vinho).
As pistas lingüísticas, ou seja, as palavras ao redor de alguma
palavra que não conhecemos podem nos indicar a classe da palavra a qual 
estamos procurando entender. Por exemplo, pelas palavras que cercam a 
palavra ‘wine’, sabemos que ‘men’ é o sujeito da frase, é um substantivo;
‘drink’ é um verbo; e o que virá depois é um complemento, um objeto;
sabemos, portanto que ‘a bottle of wine’ é o complemento, se trata de um
grupo de substantivos, podendo ser uma bebida, já que ‘drink’ signifi ca 
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‘beber’/ ‘tomar’. 
Vamos, então, praticar nossa capacidade de predição? Você verá
que, quanto mais exercitamos essa estratégia, mais fácil chegamos ao 
entendimento dos textos.
1.Pense e discuta em duplas os prováveis assuntos que serão abordados 
nos próximos textos com os seguintes títulos: Drivers think they drive 
better than others; Hope for Haiti event raises millions; Not 
making your bed can be healthier. Em seguida, discuta com a turma.
__________________________________________________
_________________________________________________
_________________________________________________
__________________________________________________
__________________________________________________
2. Leia o texto abaixo.
Drivers think they drive better than others
Canadian researchers have found that most drivers think they are 
better than others behind the wheel. The team from Ottawa University 
interviewed nearly 400 motorists of all ages. They all had to answer 
questions about what they thought of their own driving skills. The question 
topics included how they react in different driving conditions, including 
terrible weather and congested roads. They then had to rate the skills of 
others on the road. The results were very similar across all age ranges – 
almost all of those interviewed believed their driving ability was better 
than that of other drivers. Older drivers in the poll were more confi dent
in their ability than younger ones. Unsurprisingly, perhaps, males had the
most confi dence in their ability to handle a car.
Lead researcher Sylvain Gagnon believes the attitudes found in his 
survey could be dangerous. Mr Gagnon said that although confi dence can be
a good thing, it often has dangerous consequences. He stated: “If you think 
that you are a better driver, then perhaps you start behaving differently 
behind the wheel and do not pay as much attention as you should. This 
might explain why young men tend to have more accidents on the roads 
than other drivers.” It is time for government road safety departments to
start taking research such as this more seriously. Traffi c accidents are a
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huge killer throughout the world. Very few drivers really think about how 
deadly their car can be in an accident. More regulation is needed as people
buy more and more cars.
Source: www.breakingnewsenglish.com, March, 2010.
3. Suas predições foram confi rmadas? Quais?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
4. Qual o assunto do texto?
__________________________________________________
__________________________________________________
__________________________________________________
5. Que informações novas o texto traz para você?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
LEITURA CRÍTICA
6. De acordo com o assunto exposto no texto, você concorda com a
afi rmação: “Mr Gagnon said that although confi dence can be a good thing,
it often has dangerous consequences”? Justifi que.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Usando as estratégias de leitura aprendidas, principalmente, a predição,
leia os textos a seguir.
 
Inglês Instrumental
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Hope for Haiti event raises millions
Some of the biggest stars in entertainment gathered on Friday night 
to help raise money for Haiti. The event, called ‘Hope for Haiti Now’, was 
organized by actor George Clooney. He persuaded dozens of singers, sports 
stars and actors to answer telephones in a telethon to raise money for the 
earthquake-hit country. Rock and pop legends performed on both sides of 
the Atlantic. Madonna, Mary J Blige, Shakira and Sting sang in New York, 
while Jay-Z, Rihanna and U2’s Bono took part in a concert in London. 
A special moment came when Haitian-American singer Wyclef Jean sang 
for his nation. The event was televised on every major TV network and 
streamed on websites around the world.
Not making your bed can be healthier
Scientists in England believe that not tidying your bed after you wake 
up may be healthier for you. Their research suggests that the dust mites
that live in our mattresses do not like messy and unmade beds. This could 
be good news for people with asthma. The research team, from Kingston 
University, said the tiny bugs could only survive in sheets and mattresses 
that were slightly damp – they live off the moisture and sweat from our 
bodies. If a bed is unmade, air circulates between the sheets and dries 
them out. Dry sheets means the creatures will die from dehydration – a
lack of water. The researchers said that the average bed contained around 
1.5 million mites. They are less than a millimetre long and they feed on the
fl akes of skin that fall from your body.
Source: www.breakingnewsenglish.com, March, 2010.
7. A partir da leitura dos dois textos acima, veja se as suas predições foram 
confi rmadas e discuta o assunto de cada texto em pequenos grupos. Em 
seguida,cada grupo apresente para a turma o assunto do texto e quais 
estratégias foram usadas para seu entendimento. 
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
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DE OLHO NA ESTRUTURA
Past Simple3
A forma verbal no passado simples é bastante usada em notícias,
biografi as e histórias narradas. Na língua inglesa é usada para contar fatos
ocorridos no passado, num dado momento e que já foram fi nalizados.
A. Nas frases abaixo, encontre os verbos no passado e escreva na tabela a
sua forma verbal no infi nitivo e a sua tradução.
a. Yesterday night, all the people were in front of the Parliament to listen
to the minister’s announcement.
b. After the accident, they carried the girls straightway to the hospital.
c. She liked the idea of having a new boyfriend.
d. Although they didn’t know each other very well, they wanted to get 
married soon.
VERBO NO PASSADO VERBO NO INFINITIVO TRADUÇÃO
a.
b.
c.
d.
 
B. Segue abaixo a continuação do texto Hope for Haiti event raises
millions. Utilizando as pistas lingüísticas e semânticas, complete as
lacunas com os verbos a seguir na forma do Past Simple.
 
 organize be say tell add explain
George Clooney ____________________ MTV about 
why he ____________________ the event: “It’s a big world out
there, and we all have a lot of responsibility to look out for people who
can’t look out for themselves,” he ____________________. He
____________________ what he asked the stars to do, saying: “You
got about 130 to 140 actors, athletes, singers and television hosts, and
they’re all coming up not to be on TV, but simply to answer the phones.” He
3 Veja mais sobre o Passado Simples na página 111 e os verbos irregulares do
passado simples na página 114.
Inglês Instrumental
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said so many stars ____________________ willing to help. Clooney 
went on to say that the telethon’s main goal was to “raise money, period. 
That’s it.” He ____________________: “If I thought that we could all
pick up shovels and go in there and not be in the way, I think a lot of 
people would do that.” Stars hope the telethon will raise $1 billion for the
earthquake victims.
Source: www.breakingnewsenglish.com, March, 2010.
Comparatives and Superlatives4
Usamos comparativos de superioridade e de igualdade ao
compararmos duas situações, pessoas, locais, etc. Por outro lado, usamos
superlativos para evidenciarmos algo diante do todo. Veja os exemplos.
 
Daniele is shorter than her sister. However, her younger sister is 
the shortest in the family.
Tulio is as intelligent as his best friend.
Shorter - comparativo de superioridade - ‘menor’/ ‘mais baixa’
Younger - comparativo de superioridade - ‘mais nova’
Shortest - superlativo - ‘a mais baixa’ (dentre todos)
As intelligent as - comparativo de igualdade - ‘tão inteligente quanto’
Best- superlativo - ‘o melhor’ (dentre todos) 
C. Procure nos três textos lidos nesta unidade: Drivers think they
drive better than others; Hope for Haiti event raises millions; 
Not making your bed can be healthier, adjetivos comparativos e/ ou 
superlativos e classifi que-os no quadro abaixo, seguindo o exemplo:
ADJETIVO COMPARATIVO (igual-
dade ou superioridade)
SUPERLATIVO
Short shorter Shortest
4 Veja mais sobre os comparativos e superlativos na página 112.
Carolina Lopes
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3. Skimming
Nesta unidade você desenvolverá a capacidade de ler um texto rapidamente captando sua ideia geral.
O skimming é uma estratégia que permite o leitor ler o textog
rapidamente, sem que perca tempo com os detalhes; nesta estratégia, ainda
se busca o nível de compreensão geral e, assim, o leitor marca apenas o
que é de seu interesse. Devem-se usar as mesmas estratégias já aprendidas
nas unidades anteriores: títulos, subtítulos, marcas tipográfi cas, cognatos e
palavras repetidas, além de uma leitura do primeiro e último parágrafo, ou das
linhas iniciais e fi nais de cada parágrafo.
1.Para praticar, veja as propagandas abaixo, faça o skimming de cada
uma. Qual a ideia central de cada propaganda? A quais públicos elas são
direcionadas? 
Figura 5: Propaganda da 
Coca-Cola em 3.bp.blogspot.
com
Source: 3.bp.
blogspot.com/.../
coke+advertisiment.jpg
Inglês Instrumental
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Figura 6: Propaganda de remédio em People, 2008
People, December 28, 2009.
2. Escreva três informações que você obteve através da propaganda acima.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
3. Pela fi gura, e de acordo com a propagada, qual o signifi cado em português
do verbo frasal ‘wind (somebody) up’?
__________________________________________________
Carolina Lopes
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Seguem duas resenhas de peças de Shakespeare. Skim as duas
resenhas e comente em duplas o assunto de cada peça.
Figura 7: Resenhas de peças de Shakespeare em The Shakespeare Globe
Trust, 2008.
From: The Shakespeare Globe Trust, Jun, 2008 (Leafl et)
4. Sobre cada resenha, escreva palavras ou passagens que comprovem a 
ideia central.
 Hamlet- ___________________________________
 ___________________________________
 ___________________________________
Inglês Instrumental
25
 Much ado about nothing - ______________________
 ______________________
LEITURA CRÍTICA- LEITURA PARA APLICAÇÃO
5. Escolha uma das peças e escreva informações que chamaram mais a sua
atenção.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
6. Dentre as duas peças, qual delas você se interessaria em assistir? 
Justifi que.
__________________________________________________
_________________________________________________
A notícia a seguir foi tirada da BBC News on line. Faça a leitura 
apenas em nível de compreensão geral. Lembre-se de se preparar para a 
leitura fazendo uso da predição, das fi guras, da disposição gráfi ca, divisão 
do texto e todos os outros elementos necessários. Não esqueça de grifar 
partes importantes e fazer anotações.
The rise of the app entrepreneur
By Mark Gregory
Technology correspondent, BBC News
The soaring popularity of smart phones 
has created a new type of entrepreneur 
- the “app developer”. 
Whether it is fi nding ladies’ toilets on 
the London underground, identifying bird 
songs, forecasting snow conditions at ski 
resorts or just buying stuff online, somebody, 
Figura 8: iphone em http://news.bbc.co.uk, March, 2010
1
2
3
4
Carolina Lopes
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somewhere has come up with a clever little computer program that lets
you do the task from your handset.
The industry has grown up around the iPhone. More than 140,000
different iPhone applications have appeared since Apple opened its Apps
Store on iTunes to outside developers in July 2008 (…)
‘Crazy ideas’
Mr Yoffi e believes apps for smart phones will go through a similar
process of evolution. 
In the longer term, he thinks smart phones will have the capability 
to act like portable subtitling machines, translating foreign languages for
those visiting foreign countries. 
But not everyone believes the centre 
of gravity in computing will shift to smart
phones. 
Among the doubters is Mr
Castelnuovo. “When something generates a
ton of excitement at a certain point people
are entering it because of the excitement
not because there’s anything solid there,”
he says “It’s a lot like the internet bust,” he
says, referring to the share price.
Figura 9: iphone 2 em http://news.bbc.co.uk, March, 2010
Adapted from: http://news.bbc.co.uk/2/hi/technology/8577334.stm__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
7. Faça o skimming de cada parágrafo da notícia lida para, assim, obter 
a ideia central do texto como um todo. Escreva a ideia central de cada
parágrafo na tabela a seguir.
5
6
7
8
9
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Inglês Instrumental
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PARÁGRAFO Ideia CENTRAL
 1
 2
 3
 4
 5 e 6
8. Marque a alternativa correta para a ideia central do texto.
( ) a. o surgimento um novo modelo de apps no mercado.
( ) b. o surgimento do desenvolvedor de apps e sua indústria.
( ) c. o surgimento de apps para smart phones e sua duração no
 mercado.
( ) d. o surgimento de novo modelo de apps e suas loucas ideias
 para o mercado.
9. Após outra leitura do texto. Responda.
a. Que expressão, no 1º. parágrafo, corresponde a ‘trazer’?
______________________________________________
b. Que expressão em português se adequaria à expressão centre of gravity, 
no 5º. parágrafo?
______________________________________________
c. No 5º. parágrafo, o que signifi ca a palavra shift?
______________________________________________
Carolina Lopes
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DE OLHO NA ESTRUTURA
Future Tenses5
Future Simple x Be going to
A forma verbal do futuro simples é usada para expressar ações que
ocorrerão num dado momento no futuro. Na língua inglesa também é
usada a forma do verbo be going to, quando se trata não só de ações, mas
de planos que serão mais prováveis acontecerem. Exemplo: I will work all 
day tomorrow; I’m going to work all day tomorrow. 
Future Progressive
O futuro progressivo, ou contínuo, marca ações em andamento, ou
seja, ações em processo num determinado tempo no futuro. Exemplo: 
Today, we will be learning the future progressive.
Present Progressive
Apesar de ter verbo no presente, o presente progressivo além de
expressar ações em processo literalmente no presente, pode também
expressar ações planejadas, compromissos, horários pré-fi xados, etc.
Exemplo: I’m leaving at 5pm.
A. No texto que você acabou de ler, encontre duas frases no futuro e
escreva-as abaixo.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
B. O que elas podem implicar para o entendimento do texto?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
5 Veja mais sobre os tempos no futuro na página 113.
Inglês Instrumental
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4. Scanning
Nesta unidade, você deverá ser capaz de ler textos e encontrarinformações específi cas de forma rápida e efi ciente.
Através da estratégia do scanning, você poderá obter informações
específi cas, como: nomes, locais, dadas, números, palavras ou grupos de
palavras, sem necessariamente ler o texto todo. O segredo do scanning é
correr os olhos para a informação desejada a partir das marcas tipográfi cas 
e, só então, ler a passagem encontrada para maiores esclarecimentos. É
preciso lembrar que as estratégias de skimming e scanning não buscam 
uma leitura superfi cial, mas fazem com que você leia de modo efi ciente e 
seletivo.
Vamos praticar nossa capacidade de scanning? O texto a seguir
é uma notícia sobre o câncer, postada no portal da BBC News. Leia a
notícia utilizando as estratégias de leitura geral, as informações visuais e 
o skimming, em seguida, discuta com um colega o assunto específi co do
texto.
__________________________________________________
__________________________________________________
__________________________________________________
Carolina Lopes
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Cancer: The facts
Friday, 10 July 2009 11:55 UK
Source: Cancer Research/NHS
Figura 10: Gráfi co cancer em news.bbc.co.uk
One in three of us will be diagnosed with cancer during our life.
The disease tends to affect older people - but can strike at any time.
Excluding certain skin cancers, there were almost 290,000 new 
cases of the disease in 2005. 
Some cancer, such as breast, are becoming more common, while
new cases of lung cancer are expected to fall away due to the drop in the
number of smokers.
However, while the overall number of new cancers is not falling, the
good news is that successful treatment rates for many of the most common
types are improving rapidly.
Source: http://news.bbc.co.uk/2/hi/health/3444635.stm
Inglês Instrumental
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1.De acordo com o texto lido, responda.
a. O estudo aborda a população de que país? ____________________
b.Em que ano os dados foram divulgados? _____________________
c.Qual a porcentagem de mortes causadas por câncer em relação às mortes 
ocorridas no ano de divulgação? _______________________
d. Qual a forma mais comum de câncer dentre as mulheres?
_______________________
e. Qual a forma mais comum de câncer dentre os homens?
_______________________
f. Qual a forma menos comum de câncer dentre as mulheres? 
_______________________
g. Qual a forma menos comum de câncer dentre os homens?
_______________________
h. Qual a maior causa de morte de câncer entre homens e mulheres? 
__________________
i. Apesar de o número geral da doença não estar caindo, qual a boa notícia
sobre esse assunto? ____________________________________
__________________________________________________
O texto a seguir não possui título. Leio-o, discuta o assunto geral e 
dê-lhe um título apropriado.
Soon after the staging of the 2004 Olympic Games in Athens, 
the Paralympic Games, for athletes with disabilities, were held. The 
programme included 18 sports, in which 4,000 athletes from 130 
countries participated. The twelve days of the event led to a series
of infrastructure changes that will very much improve the quality of life 
for citizens in Greece, especially groups of people with restricted mobility 
- such as the elderly, pregnant women, and persons with a disability. 
However, the greatest legacy of the Athens 2004 Paralympic Games will be
a new social perception of the disabled. 
Adapted from: http://www.business 2005.gr/eC_ENNewsletter 
item-asp?id=5396&lg=EN
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1.Do que o texto trata? Qual seria um possível título para o texto?
__________________________________________________
__________________________________________________
__________________________________________________
2. Preencha o quadro abaixo:
 
A) Ano da publicação do artigo R.
B) Número de países envolvidos no 
programa: 
R.
C)Local dos Jogos: R.
D) Número de atletas participantes: 
 
R.
E) Duração do evento: R.
F) Ano da ocasião do evento: R.
G) Dois grupos de pessoas que se bene-
fi ciarão com as mudanças
R.
R.
3. Qual o assunto enfatizado na conclusão?
__________________________________________________
__________________________________________________
__________________________________________________
Inglês Instrumental
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LEITURA CRÍTICA 
4. A partir do texto e do que foi proposto na conclusão, você acha que à 
época dos jogos de 2004, o grande legado poderia ser alcançado? De que 
forma? 
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
A seguir, você lerá cinco formas de entretenimento na cidade de 
Londres divulgadas em um livreto para turistas. Analise cada opção e 
resolva a questão abaixo.
Carolina Lopes
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 Figura11: Panfl eto turístico de Londres, 2008
Source: The Original London Sightseeing Tour (leafl et)
1. Complete as sentenças com as informações que estão faltando.
a. Para descobrir o lado negro da história de Londres, visite
_________________________
b. Para ter uma visão incomparável da cidade, compre os bilhetes de 
entrada para _______________________________
c. Se você se interessa por celebridades, visite
____________________________________
d. Na visita ao Kensington Palace, a última entrada é às ____________
e. O Palácio Medieval fecha _______ após a última entrada de visitantes.
f. A exibição de fotos da princesa Diana vai até ___________________
g. Há sempre algo novo no ________________________________
LEITURA PARA APLICAÇÃO
2. Dentre os locais expostos à cima, escolha o local que você gostaria de
visitar, apresente para a turma e justifi que.
Agora que você já sabe utilizar bem a estratégia de scanning, 
vamos praticar em equipes? Formem quatro equipes e leiam os anúncios, 
elaborem questões a serem respondidas pelas outras equipes; cada equipe
Inglês Instrumental
35
faça quatro perguntas para a turma, a equipe que souber o maior número
de respostas vencerá. 
Figura 12: Propagandas em revista, 2007
Source: Community enabling division of West Dorset District Council, 
2007.
Carolina Lopes
36
Leia o texto a seguir e responda às questões.
Drinking Water Wells Contaminated with Zinc
Oct. 27, 2009 -- Zinc might be seeping into
people’s drinking water, getting into their
brains, and causing problems with learning,
memory, stress and more.
The danger, according to new research,
is greatest for people who drink water from
private wells that use galvanized pipes or tanks,
especially in parts of the country where rocks
or groundwater are naturally rich in zinc, such
as the northern Rocky Mountains and central
Florida, as well as in developing countries.
That’s a rare set of conditions, and for
the vast majority of Americans who drink from the tap, water is safe -- at
least as far as zinc is concerned. The Evironmental Protection Agency sets
standards for levels of the mineral.
However, the new study, presented last week at a meeting Geophysical
Society of America in Portland, Ore., suggests that people might want to
be careful about how much zinc they’re taking in through supplements,
food and other sources, particularly this season when there’s a tendency to 
consume zinc-rich supplements, lozenges, nasal sprays and pills in order
to fi ght off both seasonal infl uenza and H1N1.
“If you’re taking cold lozenges with zinc and you’re taking a 
multivitamin with zinc and then you’re drinking water that might even be
well within the EPA standards, you could be consuming more zinc than you 
should be,” said Kathryn Conko, a chemist at the United States Geological
Survey in Reston, Va.
“All of these things can start to have an effect once you start layering 
them,” she said.
From: http://blogs.yourdiscovery.com/discovery-news/earth/
1. Skim o texto e relacione as afi rmações com os parágrafos correspondentes.
Indique ao lado de cada afi rmação, o número do parágrafo onde ela se
encontra.
Figura 13: Poço em
blogs.yourdiscovery.com
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8
9
10
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26
27
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Inglês Instrumental
37
a. Levando em conta o consumo de zinco, a água da torneira está protegida 
________________________
b. Pessoas estão ingerindo zinco através de vitaminas e suplementos.
___________________________ 
c. O perigo é maior para quem bebe água de poços com tubos galvanizados. 
___________________________
d. O zinco pode causar problemas de aprendizagem dentre outros.
___________________________
e. Você pode estar consumindo mais zinco do que deveria.
___________________________
2. Marque a opção correta para o assunto geral do texto.
( ) a. Os malefícios para quem consome água de poços.
( ) b. Os malefícios para quem toma água de poços com zinco.
( ) c. Os perigos para quem ingere vitaminas e suplementos ricos
 em zinco.
( ) d. Os malefícios da ingestão de zinco em grande quantidade.
3. Complete as frases com as informações contidas no texto.
a. Ao entrar no cérebro, o zinco pode causar problemas com
_______________, ________________ e _________________.
b. A Agência de Proteção Ambiental aponta padrões de níveis do 
____________________.
c. Os suplementos ricos em zinco estão sendo consumidos para combater 
contra a ________________ da estação ou a ________________.
d. Os lugares onde a água subterrânea é rica em zinco são:
______________________ e ______________________ 
DE OLHO NA ESTRUTURA
Present progressive 6
Usamos o presente progressivo, ou contínuo, para expressarmos 
ações que estão ocorrendo tanto no momento da fala, quanto no momento
da atualidade. As ações ainda estão em andamento, ou seja, em processo.
6 Veja mais sobre Presente Progressivo na página 110.
Carolina Lopes
38
Pode-se dizer, por exemplo, que ‘as crianças estão assistindo televisão
agora’, ou que ‘cada vez mais crianças estão assistindo televisão tarde da
noite’. Exemplo: The kids are watching TV now; Kids are watching TV 
late at night.
O presente progressivo também pode ser usado para expressar ações
no futuro, que sejam planejadas, compromissos ou datas e horários pré-
fi xados. Exemplo: I am seeing the doctor this afternoon.
A. Dentre os textos desta unidade, releia o texto Cancer: The facts e o
texto Drinking Water Wells Contaminated with Zinc. Retire de
cada texto, três frases contendo o Present Progressive. Preencha o quadro
abaixo com as frases, suas respectivas traduções e a ação que cada uma
delas expressa.
Cancer: The facts
SENTENÇA EM INGLÊS TRADUÇÃO MOMENTO DA AÇÃO
Drinking Water Wells Contaminated with Zinc
SENTENÇA EM INGLÊS TRADUÇÃO MOMENTO DA AÇÃO
Inglês Instrumental
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5. Word formation
Nesta unidade você será capaz de inferir certas palavras dentro docontexto, seja ele semântico ou lingüístico, bem como através da formação das palavras, ou seja, por prefi xação, sufi xação ou os dois 
ao mesmo tempo.
Quando lemos um texto, podemos não entender todas as palavras, 
mas podemos inferir através de duas formas: pelo contexto, seja ele 
semântico ou lingüístico; ou pela formação das palavras.
O contexto semântico é o contexto imediato, o contexto do 
sentido. Ao lermos, por exemplo, as palavras ‘blood cells’, vemos que elas
estão inseridas num contexto imediato, o qual trata de: células, corpo 
humano, medicina, biologia, etc. O contexto lingüístico é o contexto da
estrutura da frase. Através das palavras que vêm antes ou depois da que se 
deseja compreender, percebemos sua função na frase, se é sujeito, verbo, 
objeto; ou sua classe gramatical, se é substantivo, adjetivo, advérbio... 
Podemos ainda inferir o signifi cado da palavra através da sua
formação, por exemplo, podemos não entender a palavra ‘comfortable’,
mas sabemos que ela está relacionada à palavra ‘conforto’.
Vemos, assim, que algumas vezes não entendemos a palavra exatamente, 
mas somos capazes de entender o sufi ciente para continuarmos a leitura. É 
importante lembrar que seu conhecimento prévio, conhecimento de mundo e 
da estrutura lingüística o ajudarão na interação com o texto. 
Vamos praticar nossa capacidade de inferência?
Através do contexto, deduza que palavras podem ser usadas para a 
palavra zug em cada sentença.
a. Michelle came today with a bag full of junk food: pizza, chocolate bars, 
zugs and sweets. 
b.I don’t like black cars, I prefer zug ones.
c. Patricia isn’t divorced, she’s zugged.
d. Now that she’s on holiday, she’s zugging every night.
Carolina Lopes
40
PREFIX
Os prefi xos trazem o signifi cado da palavra, seu sentido; eles podem 
indicar ideia de: negação, grau ou tamanho, tempo ou ordem, locação e
outros.
Prefi xos que indicam negação:
IM-, IN-, UN-, IR-, IL-, A-, NON-, DIS- (indica ‘não’, ‘oposto a’):
inactive, impossible, unusual, irrelevant, illegal, amoral, non-smoker,
disconnect.
MIS- (indicaerro): misunderstand, miscalculate
Prefi xos que indicam grau ou tamanho:
SUPER- (acima, mais do que): superp power
OUT- (fazer algo mais agilmente do que): outrun
SUR- (sobre, acima): surtax
SUB- (menos): subhuman
OVER- (demais): overeat
UNDER- (de menos, pouco): underpriviledged
HYPER- (ao extremo): hyperyp critical
ULTRA- (ao extremo e muito mais que): ultra-violete
MINI- (pouco): miniskirt 
Prefi xos que indicam locação:
SUPER- (sobre): superp structure
SUB- (abaixo, em grau inferior): subconscious
INTER- (entre): international
TRANS- (através de): transatlantic
Prefi xos que indicam tempo e ordem:
FORE- (antes): foretell
PRE- (antes): prep -marital
POST- (depois): postp -classical
EX- (anterior): ex-husband
RE- (novamente, de volta): re-evaluate, rewrite
Outros Prefi xos:
AUTO- (próprio): autobiography
NEO- (novo): Neo-Gothic
PAN- (todo, universal): panp -African
Inglês Instrumental
41
PROTO- (primeiro, original): protop type
SEMI- (metade): semicircle
VICE- (adjunto): vice-president
1. No quadro a seguir, acrescente prefi xos às palavras primitivas e forme
as derivadas.
Un + important = unimportant
 + respect =
 + complete =
 + graduate =
 + effective =
 + real =
 + developed =
 + boyfriend =
 + man =
 
SUFIX
Os sufi xos trazem a classe gramatical da palavra. Desta maneira, eles 
formam: substantivos, verbos, advérbios e adjetivos.
Formam substantivos:
-ER, -OR (aquele que faz a ação): driver, instructor
-ANT, -ENT (agente): consultant, resident
-ATION, -TION, -ION, -MENT (estado, ação): exploration, location, 
creation, advisement
-NESS, -ITY (estado, qualidade): happiness, popularityy
-SHIP (status, condição): friendshipp, dictatorshipp, membershipp
-HOOD (status, situação, substantivo abstrato): boyhood, childhood
-IST (ocupação): violinist
-ISM (atitude, movimento político): idealism, comunism
-ING (atividade, resultado de uma atividade). O “ING” pode:
1- indicar gerúndio com característica de substantivo ou de verbo.
2- formar verbos substantivados que funcionam como adjetivo.
Carolina Lopes
42
Exemplos: 
I like listeningg to music; Playyingg tennis makes you feel good 
John is workingg now.
Infl ation is a serious problem for developingg countries.
Formam verbos
-IFY, -IZE (-ISE), -EN: simplifyy, realize ou realise, darken.
-ED (passado regular ou particípio): prepared.
Formam advérbios
-LY (equivale a -MENTE em Português): loudlyy, quicklyykk .
-WARD(S) (movimento, direção): backwardkk (s), forward.
Formam adjetivos
-ABLE, -IBLE (capaz de, com característica de): comfortable, 
responsible.
-ISH (pertencente a, parecido com): youngish, spanish.
-FUL (cheio de, caracterizado por): helpful, proposeful.
-LESS (sem, com falta de): useless, helpless.
-OUS [-EOUS, -IOUS] (caracterizado por): virtuous, courteous, 
vivacious.
-IC, -AL [-IAL, -ICAL] (relativo a): heroic, criminal, editorial, musical. 
-IVE [-ATIVE, -ITIVE] (exprimem gradação ou não gradação): 
attractive, affi rmative.
-ING (em geral, adjetivos derivados de verbos): interestingg, tiringg, 
amazingg.
2. No quadro abaixo, circule as palavras formadas por sufi xação
communism responsibility agree repeat
connect developed increasing contradict
refusal illusion partnership musical
Para as palavras não formadas por sufi xação, faça o acréscimo do sufi xo e
escreva abaixo as palavras derivadas.
__________________________________________________
__________________________________________________
__________________________________________________
Inglês Instrumental
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Você lerá trechos de dois textos extraídos do site: www.treehugger.
com que trata de causas humanas e ambientais.
1. Prepare-se para a leitura do primeiro texto através da predição, das 
imagens, do título e subtítulo. Anote abaixo suas predições.
__________________________________________________
__________________________________________________
__________________________________________________
Strange Things are Happening to the Planet
by Jesse Fox, Tel Aviv, Israel on 03.9.08
CULTURE & CELEBRITY (BOOKS)
 
Just released in paperback, mapmakers Collins Bartholomew’s 
new book Fragile Earth: What’s Happening to Our Planet? documents ?
the dramatic changes that the Earth has experienced during the past 
half century - some due to natural disasters and extreme weather events, 
others to direct human intervention in the landscape - and provides a few 
frightening visual predictions.
 From the book’s foreword: Human confl ict, caused by many factors 
including ideology and competition over resources, can cause great
damage to our world. Today’s society is capable of impacting the world
in irreversible ways and such changes can have devastating effects on 
people’s lives and on the environment.
Below are a handful of particularly striking images from the book.
Figura 14: Floresta boliviana em treehugger.com, 2010
Above: Bolivian rainforest near Santa Cruz. In 1975 (left), rich, dense and 
still largely untouched. In 2003 (right), taken over largely by agriculture.
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Figura 15: Farol Carolina do Norte em treehugger.com, 2010 
Cape Hatteras Lighthouse, North Carolina in 1996 (left) and 1999 (right),
after being moved inland.
Figura 16: Nova Orleans em em treehugger.com, 2010
Canal Street, New Orleans. Left: May 2005, the street is undergoing $13
million worth of improvements, with new sidewalks, street lights and 
200 Moroccan palms. Right: After Katrina, the street lies under water 
and many of the palms uprooted.
From: http://www.treehugger.com/culture_celebrity/?campaign=th_
nav_cult
Inglês Instrumental
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Assunto do texto: _____________________________________
__________________________________________________
__________________________________________________
Objetivo do texto: _____________________________________
__________________________________________________
__________________________________________________
2. Encontre no texto duas palavras formadas por prefi xação, em seguida,
complete o quadro com a palavra encontrada, sua tradução e o sentido do 
prefi xo.
PALAVRA TRADUÇÃO SENTIDO DO PREFIXO
 
3. Encontre no texto cinco palavras formadas por sufi xação, em seguida,
complete o quadro com a palavra encontrada, sua tradução dentro do 
contexto e classe gramatical.
PALAVRA TRADUÇÃO CLASSE GRAMATICAL
4. Agora, faça o mesmo com o segundo texto. Prepare-se para a leitura do 
texto através da predição, das imagens, do título e subtítulo. Anote abaixo 
suas predições.
__________________________________________________
__________________________________________________
__________________________________________________
Carolina Lopes
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Of All The Water in the World, Just 0.08% Makes It To Our
Faucets (Infographic)
by Jaymi Heimbuch, San Francisco, California on 03.22.10
SCIENCE & TECHNOLOGY (WATER)
The world is covered in oceans,
rivers and lakes, but when we look at how 
much actually makes it to our faucets, it
only amounts to around 0.08%. When
we account for what water is fresh, and
in the ground table, and not being used
for agriculture or industry, and not too
polluted to drink, there just isn’t much
left. 
Knowing our water footprint -
especially when it comes to the food and
products we buy - has never been more
important. It’s no wonder water footprint
labeling and water accounting has been a 
topic of interest among businesses lately. 
Check out the incredible statistics
that whittle our available water supply 
down to next to nothing, and the
surprising reasons why so little works its
way to our taps.
By the numbers: y
2.5 gallons: The sustainable amount of 
water per person much of the world is
allocated per day.
80-100 gallons: The amount of water
per day used by the average American 
citizen.
$11.3 billion: The amount of money required to provide basic levels of 
service for drinking and waste water in Africa and Asia.
88 percent: Number of deaths from diarrhea is caused from unsafe
drinking water, inadequateavailability of water for hygiene, and lack of 
access to sanitation; this translates to more than 1.5 million of the 1.9
Figura 17: Gráfi co da água
em treehugger.com, 2010
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Inglês Instrumental
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million children under fi ve who perish from diarrhea each year. This 
amounts to 18% of all under-fi ve deaths and means that more than 4,000 
children are dying every day as a result of diarrheal diseases.
$35 billion: The amount of money spent on bottled water in the most
developed countries in the world.
2.7 tons: The amount of plastic used to bottle water. 86% become garbage
or litter.
It’s time to start better appreciating, and conserving, this very fi nite
and very necessary resource. 
Adapted from: http://www.treehugger.com/fi les/2010/03/infographic-
all-the-water-in-the-world-doesnt-amount-to-much.php
Assunto do texto: ______________________________________
__________________________________________________
Objetivo do texto: _____________________________________
__________________________________________________
5. Preencha as frases com informações contidas no texto e no gráfi co.
a. _______________ é a porcentagem entre toda a água do planeta 
disponível para nossas torneiras.
b. _______________ é a quantidade de água usada em média por um
cidadão americano.
c. _______________ é a quantidade usada em garrafas plásticas cujos
_____________ por cento se tornam lixo.
d. _______________ é a porcentagem de água encanada a qual 
podemos ter acesso.
LEITURA CRÍTICA
6. No 2o. parágrafo, o autor diz: “Knowing our water footprint - especially
when it comes to the food and products we buy - has never been more
important.”. O que ele quer dizer com essa afi rmação? Você concorda com
a refl exão trazida a partir dessa refl exão? Justifi que. 
__________________________________________________
__________________________________________________
_________________________________________________
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Carolina Lopes
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LEITURA PARA APLICAÇÃO
7. Após a leitura dos dois textos, discuta em equipes o que os dois textos
têm em comum e o que é mais preocupante no que diz respeito ao assunto.
Em seguida, apresente suas refl exões para a turma. 
Skim o texto a seguir e comente com um colega a sua ideia central.
IF YOU WANT TO CULTIVATE PEACE, PROTECT CREATION 
At the beginning of this New Year, I wish to offer heartfelt greetings 
of peace to all Christian communities, international leaders, and people
of good will throughout the world. For this XLIII World Day of Peace I
have chosen the theme: If You Want to Cultivate Peace, Protect Creation. 
Respect for creation is of immense consequence, not least because
“creation is the beginning and the foundation of all God’s works”, and
its preservation has now become essential for the pacifi c coexistence of 
mankind.
(…)
A sustainable comprehensive management of the environment and
the resources of the planet demands that human intelligence be directed
to technological and scientifi c research and its practical applications. The
“new solidarity” for which John Paul II called in his Message for the 1990
World Day of Peace and the “global solidarity” for which I myself appealed
in my Message for the 2009 World Day of Peace are essential attitudes
in shaping our efforts to protect creation through a better internationally-
coordinated management of the earth’s resources, particularly today,
when there is an increasingly clear link between combating environmental
degradation and promoting an integral human development. These two
realities are inseparable, since “the integral development of individuals
necessarily entails a joint effort for the development of humanity as a
whole”. 
At present there are a number of scientifi c developments and
innovative approaches which promise to provide satisfactory and
balanced solutions to the problem of our relationship to the environment.
Encouragement needs to be given, for example, to research into effective
ways of exploiting the immense potential of solar energy. Similar attention
also needs to be paid to the world-wide problem of water and to the global
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water cycle system, which is of prime importance for life on earth and 
whose stability could be seriously jeopardized by climate change. Suitable 
strategies for rural development centred on small farmers and their families 
should be explored, as well as the implementation of appropriate policies 
for the management of forests, for waste disposal and for strengthening the 
linkage between combating climate change and overcoming poverty. 
Ambitious national policies are required, together with a necessary 
international commitment which will offer important benefi ts especially 
in the medium and long term. There is a need, in effect, to move beyond 
a purely consumerist mentality in order to promote forms of agricultural 
and industrial production capable of respecting creation and satisfying 
the primary needs of all. The ecological problem must be dealt with not
only because of the chilling prospects of environmental degradation on the
horizon; the real motivation must be the quest for authentic world-wide
solidarity inspired by the values of charity, justice and the common good. 
For that matter, as I have stated elsewhere, “technology is never merely 
technology. It reveals man and his aspirations towards development; it
expresses the inner tension that impels him gradually to overcome material 
limitations. Technology in this sense is a response to God’s command to 
till and keep the land (cf. Gen 2:15) that he has entrusted to humanity, d
and it must serve to reinforce the covenant between human beings and the
environment, a covenant that should mirror God’s creative love”. 
From the Vatican, 8 December 2009
MESSAGE OF HIS HOLINESS POPE BENEDICT XVI FOR THE 
CELEBRATION OF THE WORLD DAY OF PEACE - 1 JANUARY 
2010 
Adapted from: www.vatican.va
1.Leia o texto e escreva a mensagem transmitida nos parágrafos:
2º parágrafo: _________________________________________
__________________________________________________
__________________________________________________
3º. Parágrafo: _________________________________________
__________________________________________________
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Carolina Lopes
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__________________________________________________
2. No último parágrafo, o autor fala sobre algumas questões. Comente o
que ele fala sobre:
a. Políticas nacionais ambiciosas - __________________________
__________________________________________________
__________________________________________________
b. Consumismo - ______________________________________
__________________________________________________
__________________________________________________
c. Problema ecológico - __________________________________
__________________________________________________
__________________________________________________
d. Tecnologia - _______________________________________
__________________________________________________
__________________________________________________
3. O texto é cheio de palavras formadas por prefi xação, sufi xação e as duas ao
mesmo tempo. Faça a seguinte atividade: em equipes de 3 ou 4 integrantes,
encontre o maior número de palavras derivadas por prefi xo e sufi xo; escreva
as palavras, seus respectivos signifi cados e classes gramaticais. Vence a
equipe que obtiver mais palavras corretas.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________Inglês Instrumental
51
6. Nominal groups and
logical connectors
Nesta unidade, você deverá ser capaz de identifi car e decodifi car as palavras que compõem os grupos nominais; além disso, conseguirá identifi car e interpretar os conectores lógicos, ou seja, 
as palavras que fazem ligação entre palavras, orações ou parágrafos.
NOMINAL GROUP
Grupos nominais são grupos de palavras associadas entre si, onde 
há um ou mais elementos modifi cadores (modifi ers) e um elemento 
modifi cado ou núcleo (headword). Os modifi cadores podem ser: 
artigos, pronomes, numerais, adjetivos, advérbios ou até substantivos;
as palavras modifi cadas são substantivos. É importante enfatizar que, no 
surgimento do advérbio, este vem antes do adjetivo e o modifi ca.
O entendimento de cada palavra no grupo nominal ajuda ao 
entendimento das frases e do texto. Deve-se ter em mente que as estruturas 
da língua inglesa e portuguesa são diferentes para a formação dos grupos
nominais. Na língua inglesa, a palavra essencial para o entendimento de
um grupo nominal é a última.
Nas palavras abaixo, circule os grupos nominais e sublinhe os 
elementos modifi cados.
“It was a wonderful meeting” “This is the time of my life”
“That is a Liberal Democratic party elections manifesto”
“He is under treatment and is trying to get rid of it”
Carolina Lopes
52
“We have to look after the underdeveloped countries”
“It’s based on a learning process” “Parties are always fun”
“These are the Frequently Asked Questions”
Abaixo você lerá uma notícia tirada do jornal The Daily Express. 
Faça a predição do texto através do título e subtítulo. 
UK NEWS
HEART DISEASE: WINE EACH NIGHT CAN HALVE CORONARY 
RISK FOR MEN 
Thursday November 19,2009 - By Victoria Fletcher
MEN who drink more than a 
bottle of wine a night can halve their
risk of coronary heart disease, a study 
has suggested. 
While that might seem excessive 
the research, published in the British
Medical Journal’s magazine Heart,
claims heavy drinking may not be all 
bad news.
However, the Spanish research
found that the optimum amount to
drink is less than two glasses of wine,
or a couple of beers, a night. Men with
this intake – which falls within current
drinking guidelines – saw their risk of heart problems drop by 54 per cent.
The total former drinkers gained the least benefi t, the study found,
with a reduction in risk of only 10 per cent.
And, while many previous studies have suggested that a moderate 
intake of red wine can improve heart health by aiding blood circulation,
this report has surprised experts for suggesting that excess can be good.
The authors also claim that the same results are linked to any type of 
alcohol whether it is wine, beer or spirits.
Health advisers, battling to convince Britons to curb their drinking as
cases of liver disease and alcohol-related illnesses soar, last night warned
that the study was fl awed.
They said the effects of excess drinking on the liver and other organs
would outweigh benefi ts to heart health. 
Figura 18: Homem tomando vi-
nho em The daily express, 19th
November, 2009
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Professor Martin McKee, who is Professor of European Public 
Health at the London School of Hygiene and Tropical Medicine, said: “The 
relationship between alcohol and heart disease remains controversial. 
While there is evidence that moderate consumption is protective in people
at substantial risk of heart disease, which excludes most under 40s, we 
also know that most people underestimate how much they drink.”
“This paper adds to the existing literature but should not be
considered defi nitive.”
“Certainly, people should not be encouraged to drink more as a result 
of this research.” In the 10-year study, researchers tracked the alcohol 
intake of more than 15,500 men and almost 26,000 women aged between 
29 and 69.
A link between drinking and heart disease was found in men but not 
in women.
British Heart Foundation senior cardiac nurse Cathy Ross said: “The 
heart protective benefi ts of alcohol are well documented. But drinking in 
excess is harmful and a danger to your health generally.”
Source: http://www.express.co.uk/posts/view/141129/Heart-
disease-A-bottle-of-wine-a-night-can-halve-risk-for-men
1.Através do título e do subtítulo, escreva o que o texto trata e para quem
ele é direcionado. 
__________________________________________________
__________________________________________________
__________________________________________________
2. Preencha o quadro a seguir com os grupos nominais e seus respectivos
signifi cados.
5 GRUPOS NOMINAIS FORMADOS
POR DUAS PALAVRAS
GRUPO NOMINAL SIGNIFICADO
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Carolina Lopes
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2 GRUPOS NOMINAIS FORMADOS POR
TRÊS OU MAIS PALAVRAS
GRUPO NOMINAL SIGNIFICADO
3. Skim o texto e relacione as afi rmações com os parágrafos correspondentes.
a. O trabalho surpreendeu os peritos no assunto ao sugerir que o excesso
de bebida pode ser bom. ______________
b. A relação entre álcool e doença cardíaca continua uma controvérsia.
______________
c. Bebida em excesso pode não ser uma má notícia. 
______________
d. Uma ligação entre bebida e doença cardíaca foi descoberta em homens
e não em mulheres. ______________
4. Sobre o texto, responda.
a. De acordo com os estudos prévios, o que a ingestão moderada do vinho
tinto pode causar ao homem? 
_________________________________________________
________________________________________________
________________________________________________
b.Qual a opinião da enfermeira Cathy Ross sobre este assunto? 
__________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
c. Que evidências mostram que o assunto ainda é causa de controvérsias?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
 
Inglês Instrumental
55
LOGICAL CONNECTORS
Conectores lógicos são também conhecidos como: marcadores de 
discurso, conectivos, ou palavras de ligação ou transição; são usados para 
a clareza na ligação de ideias; podem ligar palavras, orações ou parágrafos. 
Ao compreender os conectores, se compreende sua ideia, a relação lógica 
que eles transmitem e, conseqüentemente, o texto.
Ideia/ RELAÇÃO LÓGICA CONECTOR
Adição again, also, and, as well, besides, furthermore, in addition, moreover,
Similaridade/ comparação also, in the same way, likewise, similarly
Contraste/ exceção
but, however, in spite of, on the other 
hand, nevertheless, on the contrary, 
still, yet, although, even though
Seqüencia/ ordem fi rst, second, third, ... next, then, fi nally
Exemplifi cação for example, for instance, namely,specifi cally, to illustrate, i.e, such as
Ênfase indeed, in fact, of course, truly, even
Tempo after, afterward, at last, before, cur-rently, during, earlier
Lugar/ posição
Where, wherever, above, adjacent, below, 
beyond, here, in front, in back, nearby, 
there
Causa e efeito/ conseqüência accordingly, consequently, hence, so, therefore, thus
Explicação (de causa) due to, for, in order that, as, as a result of, because (of)
Condição as long as, even if, if
Conclusão
fi nally, in a word, thus, to conclude, to 
summarize, in sum, in summary, to sum 
up
1.Volte ao primeiro texto desta unidade: Heart disease: wine each 
night can halve coronary risk for men e escreva ao lado de cada
conector a ideia a qual eles transmitem.
a. However (parag. 2) - ______________________________
Carolina Lopes
56
b. And (parag. 5) - _________________________________
c. But (parag. 9) - _________________________________O texto a seguir relata um fato ocorrido na história. Leia o texto,
discuta em pares seu assunto e apresente à turma, suas impressões.
Hiroshima 1945: right or wrong?
At fi fteen minutes past eight on the morning of August 6, 1945, an
American B29 bomber dropped an atomic bomb on the city of Hiroshima.
Forty-fi ve seconds later the bomb exploded in a blinding fl ash. A 
mushroom- shaped cloud climbed high into the sky above the city. Below.
where Hiroshima had been, burned a ball of fi re. It was 1,800 feet across
and the temperature at its center was 100 million degrees. “The war’s
over!” shouted one of the bomber’s crew. “My God,” said another, “what
have we done?”
President Truman ordered the atomic bomb to be used. He believed
that using it saved lives by ending the war quickly. At the time, and since,
people have argued fi ercely about whether he was right. Some believe that
he was. Without Hiroshima, they say, the Americans would have had to
invade Japan to end the war. Many more people than died at Hiroshima 
and Nagasaki, both Japanese and American, would have been killed.
Other people do not accept this reasoning. They argue that the Japanese
government was ready to surrender before the bombings. More than half 
a century after the destruction of Hiroshima, the argument still continues.
From: O’Callaghan, D.B, An illustrated history of the USA.
Longman,UK,1990.pp 107
1. Encontre 3 grupos nominais no texto e escreva seus signifi cados.
_________________________________________________
________________________________________________
________________________________________________
2. Que conector expressa a ideia de tempo no texto?
_________________________________________________
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3. De acordo com o texto, responda.
a. Qual a conseqüência causada pela bomba em Hiroshima?
__________________________________________________
__________________________________________________
__________________________________________________
b. Sobre a bomba americana lançada, escreva a data do lançamento e o 
presidente responsável.
__________________________________________________
 
c. Qual o motivo alegado pelo presidente dos Estados Unidos para o uso 
da bomba?
__________________________________________________
__________________________________________________
__________________________________________________
LEITURA CRÍTICA
3. O texto aborda uma discussão que acontece até hoje. Qual a sua opinião 
sobre o assunto ‘Hiroshima: certo ou errado?’?
__________________________________________________
__________________________________________________
__________________________________________________
_________________________________________________
DE OLHO NA ESTRUTURA
Present Perfect 7
Na língua inglesa, o Presente Perfeito é usado em três situações 
principais:
1-Expressar fatos que possuam uma relevância para o presente,
numa relação de causa e efeito. Exemplo: I have told you not to go out 
with this boy! / The tv has stopped workingd .
2- Expressar a duração de tempo de uma determinada ação no
passado. Exemplo: We’ve lived’ in Sao Paulo for 10 yearsd .
7 Veja mais sobre o Presente Perfeito na página 110.
Carolina Lopes
58
3- Expressar uma experiência ocorrida no passado, sem importar o
momento, mas o fato, a experiência. Exemplo: I’ve been to Canada once /
He has taken Spanish classes. 
A. Na sentença abaixo, grife a forma verbal no presente perfeito e diga em
qual das três situações descritas a cima ela se insere. 
One of the biggest infl uences during the 20th century has been the notion
of Modernism, which began as a move away from Arts and Crafts.
Modernists believed in functionalism, industrial design, technology
and machinery to create a better world. Modernism continues to play a
signifi cant role in furniture design today.
B. Releia os textos desta unidade e retire de cada um uma sentença
contendo o presente perfeito. Escreva a tradução e a situações nas quais
elas estão inseridas.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Inglês Instrumental
59
7. Main points comprehension 
and detailed comprehension
Nesta unidade você aprenderá a identifi car o tópico frasal e as sentenças de suporte e, assim, saberá chegar à compreensão dospontos principais e dos detalhes do texto. 
Para entendermos a ideia principal de um texto, faz-se necessário 
entendermos as ideias expressas em cada um de seus parágrafos. A 
compreensão dos pontos principais de cada parágrafo é apresentada 
no Tópico Frasal (Topic Sentence), onde podemos também aprender 
sobre o ponto de vista do autor e sua atitude em relação ao tema proposto. 
O Tópico Frasal é uma sentença que contém uma única ideia e indica o 
que o parágrafo vai apresentar, pode ocorrer que ele apresente um ou dois 
detalhes, como data, motivo ou exemplo para desenvolver sua ideia. Para 
a compreensão detalhada do texto, devemos fazer uma leitura mais
aprofundada. Devemos ler, portanto, as outras sentenças, pois elas contêm
os detalhes (supporting details) que darão suporte à ideia principal 
do parágrafo.
IMPORTANTE: O Tópico Frasal é uma frase completa, contendo
sujeito, verbo e, na maioria dos casos, um complemento. Para identifi carmos 
o Tópico Frasal, podemos fazer as seguintes perguntas: Quem? O que? 
Quando? Onde? Como? Por quê? Ele geralmente aparece no início dos 
parágrafos. Em alguns textos, porém, ele poderá vir em outra posição. 
Lembre-se que o Tópico Frasal só pode possuir uma ideia.
Vamos praticar a identifi cação do tópico frasal e das sentenças de
suporte?
Leia os parágrafos a seguir e escreva o tópico frasal e uma sentença
que lhe dê suporte.
Carolina Lopes
60
Mathematics
Mathematics is the study of quantity, structure, space, and change.
Mathematicians seek out patterns, formulate new conjectures, and
establish truth by rigorous deduction from appropriately chosen axioms 
and defi nitions. There is debate over whether mathematical objects
such as numbers and points exist naturally or are human creations. The 
mathematician Benjamin Peirce called mathematics “the science that
draws necessary conclusions”. Albert Einstein, on the other hand, stated 
that “as far as the laws of mathematics refer to reality, they are not certain;
and as far as they are certain, they do not refer to reality.” 
Tópico frasal - _______________________________________
__________________________________________________
Detalhe - ___________________________________________
_________________________________________________
__________________________________________________
Computational Tasks
The ability to store and execute lists of instructions called programs
makes computers extremely versatile, distinguishing them from calculators. 
The Church–Turing thesis is a mathematical statement of this versatility: 
any computer with a certain minimum capability is, in principle, capable
of performing the same tasks that any other computer can perform.
Therefore computers ranging from a netbook to a supercomputer are all
able to perform the same computational tasks, given enough time and
storage capacity.
Tópico frasal - _______________________________________
__________________________________________________
Detalhe - ___________________________________________
_________________________________________________
__________________________________________________
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Mechanical Engineering
Mechanical Engineering is an engineering discipline that experienced 
its growth during the time of World Wars and was developed from the
application of principles from physics and materials science. According
to the American Heritage Dictionary, it is the branch of engineering that
encompasses the generation and application of heat and mechanical powerand the design, production, and use of machines and tools. It is one of the
oldest and broadest engineering disciplines.
Tópico frasal - _______________________________________
__________________________________________________
Detalhe - ___________________________________________
_________________________________________________
__________________________________________________
The telecommunication revolution
In the modern age of electricity and electronics, telecommunications 
has typically involved the use of electric means such as the telegraph, the
telephone, and the teletype, developed in fi ber optics, and/or the Internet.
The fi rst breakthrough into modern electrical telecommunications came 
with the development of the telegraph during the 1830s and 1840s. The 
use of these electrical means of communications exploded into use on 
all of the continents of the world during the 19th century, and these also 
connected the continents via cables on the fl oors of the ocean. These three
systems of communications all required the use of conducting metal wires.
Tópico frasal - _______________________________________
__________________________________________________
Detalhe - ____________________________________________
__________________________________________________
__________________________________________________
Você lerá uma notícia de grande importância para não fumantes. Em
duplas, skim o texto, sublinhe os tópicos frasais e discuta o assunto. Em 
seguida apresente a turma suas descobertas.
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BBC NEWS
Monday, 22 March 2010
Lung cancer gene found
in non-smokers.
A gene that could help
explain why some non-
smokers develop lung cancer
has been pinpointed by US
researchers.
It is hoped that further
research into the GPC5 gene could
open the way for new targeted 
treatments as well as picking out 
those at high risk. But Cancer 
Research UK said more work 
was needed to work out the exact 
reason for the link.
A quarter of lung cancers 
globally occur in people who 
have never smoked, The Lancet 
Oncology reports. 
In the UK, 10% of lung cancers develop in people who do not smoke. 
The researchers said lung cancer in non-smokers was an increasing
problem but the causes were not well understood. DNA samples from 754
people who had smoked fewer than 100 cigarettes in their lifetime were
scanned to fi nd the genetic differences that seemed most likely to affect the 
risk of lung cancer. When chronic respiratory disease, exposure to second-
hand smoke, and family history of lung cancer were taken into account,
two sections of the genome seemed to be the key.
Confi rmation
The team then took the 44 most common genetic alterations seen
in the fi rst part of the study and studied them in two other groups of non-
smokers - half of whom had been diagnosed with lung cancer.
The same two genetic marks were signifi cant.
A third study of 530 patients confi rmed the result.
Figura 19: pulmão em bbc news,2010
“Smoking causes 90% of lung
cancers, but there is still a signi-
fi cant number of non-smokers
who develop the disease”
Dr Kat Arney, Cancer Research UK
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Closer analysis showed that these two bits of the genome were 
responsible for switching on and off the GPC5 gene. Further tests showed 
that activity of the GPC5 gene was 50% lower in adenocarcinoma - the most 
common form of lung cancer - than in normal lung tissue. The researchers 
believe that this lower activity of the gene could contribute to the development 
of cancer in people who do not smoke. 
In a comment piece published alongside the study, Dr Ramaswamy 
Govindan, from Washington University School of Medicine, said: “it is
far from clear” how the fi nding could predispose people to lung cancer.
More studies are needed to confi rm these preliminary observations in the 
tumour samples from those with no history of tobacco smoking.”
Dr Kat Arney, Cancer Research UK’s science information manager,
said: “Smoking causes 90% of lung cancers, but there is still a signifi cant
number of non-smokers who develop the disease. These new results could 
help to explain why, but much more work needs to be done to understand 
exactly how these gene variations are linked to lung cancer risk.”
Adapted from: BBC News, 22 March, 2010.
1. Que informações novas sobre o assunto você obteve a partir da leitura
deste texto?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
2. Mundialmente falando, quantos não fumantes são atingidos pelo câncer 
de pulmão? E em relação à Inglaterra, qual é essa proporção?
__________________________________________________
3. O que parecia ser a chave para o desenvolvimento do câncer nos não 
fumantes?
__________________________________________________
__________________________________________________
__________________________________________________
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4. Após as confi rmações dos casos, o que os pesquisadores acreditaram
contribuir para o desenvolvimento do câncer nos não fumantes?
______________________________________________
______________________________________________
______________________________________________
______________________________________________
5. Sobre o último parágrafo, preencha com o que é pedido.
a. Tópico frasal - ______________________________________
__________________________________________________
_________________________________________________
b. Sentença de suporte - _________________________________
_________________________________________________
_________________________________________________
6. Este mesmo parágrafo apresenta um contraste. Escreva este contraste e
a sua opinião sobre o assunto.
_________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
DE OLHO NA ESTRUTURA
Passive Voice8
Em língua inglesa, a voz passiva é bastante usada nos discursos
formais e também costuma aparecer em notícias. Na língua falada, ela é
usada quando não se sabe quem executou a ação ou até mesmo quando se
sabe quem o fez e não se faz necessário mencionar, pois o que importa é a 
ação e não quem a praticou. A voz passiva pode ocorrer tanto no presente,
quanto no passado ou futuro.
8 Veja mais sobre a Voz Passiva na página 117.
Inglês Instrumental
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A. Escreva as sentenças na voz ativa em português. 
VOZ PASSIVA VOZ ATIVA
Her house was invaded (Alguém) invadiu sua casa
It is hoped that further research into
the GPC5 gene could open the way ____________________
More studies are needed ____________________
Mechanical engineering was developed ____________________d
Protective benefi ts of alcohol 
are well documented ____________________d
B. Leia o texto abaixo, em seguida, responda o que se pede.
A Look at the Intriguing History of Snowboarding
By Keith Kingston
There have been many attempts at developing a modern snowboard.
In 1965, the ‘Snurfer’ (a word play on ‘snow’ and ‘surfer’) was developed 
as a child’s toy. Two skis were bound together and a rope was placed at 
the front end to afford control and stability. Over 500,000 ‘Snurfers’ were 
sold in 1966 but they were never seen as more than a child’s plaything even 
though organized competitions began to take place. The year 1969 brought 
a slightly more sophisticated snowboard based on the principles of skiing 
combinedwith surfboard styling.
The ‘Flying Yellow Banana’ was developed in 1977. This was 
nothing more than a plastic shell covered with a top surface like that of a 
skateboard, but at the time it was considered a major advance in the little 
known sport of snowboarding. The fi rst national snowboard race was held
in the area outside Woodstock and was known as ‘The Suicide Six.’ The 
race consisted of a steep downhill run called The Face in which the main 
goal was probably mere survival.
Snowboarding continued to increase in popularity over the
next several years. In 1985 the fi rst magazine dedicated specifi cally to 
snowboarding hit the newsstands with huge success and furthered the
popularity of this exciting sport. Hoards of fans began to organize regional 
events and pretty soon snowboarding events were held in all parts of the
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world. In the year 1994 snowboarding was fi nally declared an Olympic
event, much to the delight of fans. The not-so-new sport of snowboarding
was fi nally recognized and meant a huge victory for serious snowboarders
across the globe.
Adapted from: http://www.ego4u.com/en/read-on/animals/sno
wboarding?param=&mark=simpapassiv
1. Encontre no texto a frase correspondente a cada sentença abaixo. Escreva 
ao lado de cada sentença em português a sentença em inglês retirada do 
texto.
a.O snowboard foi fi nalmente declarado num evento Olímpico.d
__________________________________________________
b. A primeira corrida de snowboard foi realizada na área de fora ded
Woodstock.
_________________________________________________
c. A ‘Banana Amarela Voadora’ foi desenvolvida em 1970.
__________________________________________________
d. ‘Snurfer’ foi desenvolvida como um brinquedo infantil.
__________________________________________________
e. Ela foi considerada um importante avanço.
__________________________________________________
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Inglês Instrumental
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8. Selectivity
Nesta unidade você aprenderá a localizar e selecionar tanto as informações mais importantes do texto quanto as que são solicitadas, sejam estas palavras, sentenças e/ou partes importantes.
A seletividade é uma estratégia que pode ser sempre usada após o
skimming, quando é pedido ao leitor que encontre algo no texto ou quando
o próprio leitor quer selecionar partes importantes, sejam elas úteis a sua 
leitura ou ao seu interesse. Após a seleção do que interessa, o leitor lê apenas 
o fragmento importante para sua leitura, deixando de explorar o restante 
do texto. Importante aqui também é a seleção de palavras-chave. 
Por exemplo, na notícia abaixo, se a você interessa apenas ler algo 
sobre o Presidente, você descarta o que vai ser dito sobre a Primeira dama e 
lê apenas o fragmento sobre o Presidente. Escolha o fragmento do texto que 
o interessa e fale ao colega o que você entendeu. 
Figura 20: Notícia
dos Obama em People, 
2008
From: People 
December 28, 2009
Carolina Lopes
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Segue um trecho de um livreto com programações para turistas
em Purbeck, Reino Unido.
Be Car Free!
The best way to enjoy Purbeck’s natural splendour is to leave the car
behind and explore 
by foot or by bike.
Walking
Waymarked rambles, guided walks, self-guided trails or purely wandering
around – whatever you want from your walk, we’ve got it. Pick up one of 
our great leafl ets and discover the Wareham Two Rivers Walk, the Purbeck 
Way (including the West route), the
Wareham Forest Way, the South West Coast Path, three Swanage Town
trails, three popular walks in Purbeck, the Lawrence Trail and many more.
See our publications list on page 43 to pre-order your walks leafl ets or
Ordnance Survey map.
Cycling
Bring your own bike or hire one when you’re here - don’t miss the
opportunity to discover Purbeck by pedal power! We have a number of 
downloadable cycle routes on our website including the waymarked Sika
Trail as well as ‘Out of Car Experiences’ leafl ets. These routes cover a
variety of distances and are suitable for a range of abilities.
Buses
Regular local bus services are operated by Wilts and Dorset and the First
Southern National bus companies throughout the area. Visit Purbeck or
Swanage Information Centres for timetables, routes and discount tickets; 
alternatively call Traveline on 0871 200 22 33. The fantastic CoastlinX53
Jurassic Coast Bus travels daily from Exeter near the start of the World
Heritage Site along parts of this incredible coastline and on to Poole. These
buses are full of information and interpretation about the World Heritage
Site and allow you to hop on and off as you please. A Swanage link bus
from Wareham has also been provided, ensuring you can visit the eastern 
gateway to the site as well.
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Railways
Swanage Railway gives the perfect opportunity to discover Purbeck as it
was done in years gone by. Park your car at Norden Park & Ride and travel 
by steam train to Corfe Castle, Harmans Cross or the Victorian Resort of 
Swanage. Regular events are held by the Railway throughout the year, 
culminating in the Santa Specials in December – perfect for kids of all 
ages!
Boats
Various boat trip operators offer tours along the coastline and the River 
Frome, some specialise in wildlife trips where you can marvel at Purbeck’s 
natural beauty. Alternatively you can skipper your own vessel from Wareham, 
Swanage, Studland, Shell Bay and Lulworth Cove.
From: http://www.purbeck.gov.uk/pdf/Holiday%20Guide%202010.pdf
1.Escolha uma das modalidades de passeio que pode ser feita em Purbeck 
e apresente para a turma.
_________________________________________________
_________________________________________________
________________________________________________
2. De acordo com o texto, responda.
a. Em qual passeio as trilhas estão disponíveis no site?
__________________________________________________
b.Qual dos passeios oferece a possibilidade de bilhetes com desconto?
__________________________________________________
c. Que passeio oferece uma visita especializada na vida selvagem?
__________________________________________________
d. Como você poderá ter acesso à ‘Trilha dos dois Rios’?
__________________________________________________
e. Para conhecer a Costa Jurássica, que meio de transporte você poderá 
usar?
__________________________________________________
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f. Que passeio é perfeito para crianças?
__________________________________________________
A seguir, você lerá uma notícia envolvendo um alerta dos MPs (Membros do
Parlamento Britânico). Ela está dividida em duas partes. Através do título,
subtítulo e tópicos, o que você acha que será tratado em cada momento?
‘Invisible killer’’ - ______________________________________
__________________________________________________
Fines risk - __________________________________________
_________________________________________________
Monday, 22 March 2010
Call to tackle pollution ‘role in 50,000 early deaths’
More could be done to prevent the early deaths of up to 50,000
people each year hastened by air pollution, MPs say.
A Commons Environmental Audit Committee report said failure to
reduce pollution had put an “enormous” cost on the NHS and could cost
millions in EU fi nes.
It said the UK should be “ashamed” of its poor air quality which was
contributing to conditions such as asthma, heart disease and cancer. 
The government accepted more could be done and would consider
the report. 
‘Invisible killer’
Pollutants such as ozone, nitrogen oxides and “particulate matter”
- tiny particles - from transport and power stations have been blamed for
contributing to early deaths. 
Particulate matter is estimated to reduce people’s lives by an average
seven to eight months, while in pollution hotspots vulnerable residents, such
as those with asthma, could be dying up to nine years early, the report says. 
Air pollutionalso leads to damage to wildlife and agriculture, with
ground-level ozone estimated to reduce wheat yields in the south of Britain 
by 5% to 15%. 
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EAC chairman Tim Yeo said: “Air pollution probably causes more 
deaths than passive smoking, traffi c accidents or obesity, yet it receives
very little attention from government or the media.” 
“In the worst affected areas this invisible killer could be taking years
off the lives of people most at risk, such as those with asthma.” 
Fines risk
The health costs of pollution 
are estimated at between £8.5bn 
and £20.2bn each year, with the 
report also warning that the UK 
risks “substantial” fi nes for its 
failure to meet EU regulations on 
limiting pollutants.
The committee said major 
changes were needed to policies 
on transport, which accounts for up to 70% of pollution in towns and cities. 
It called for measures such as national standards for low emission 
zones, like the one covering London, to make it easier and cheaper for local 
authorities to implement. 
The report added more research was needed to understand the
impact of particulates created by wear on tyres and brakes and those lying
on the road which are whipped up into the air by passing vehicles.
The MPs said although climate change policies such as encouraging 
people to use public transport had helped, others policies, such as the use 
of diesel vehicles which were more fuel-effi cient, were exacerbating air 
pollution by increasing production of particulates. 
Liberal Democrat shadow energy and climate change secretary 
Simon Hughes said: “The government has scorned its legal obligations and 
instead gone full steam ahead with policies like Heathrow expansion that
will lead to more illness and premature deaths. It is time ministers cleaned 
up their act.” 
The Department for Environment, Food and Rural Affairs said it 
took improving air quality very seriously and that it had made signifi cant 
achievements such as reducing sulphur dioxide emissions by 86% since 
1990. 
The spokesperson added it was working across government to reduce 
emissions from transport and electricity generation.
From: www.news.bbc.co.uk
“The government has gone
full steam ahead with policies 
like Heathrow expansion that 
will lead to more illness and
premature death”
Simon Hughes
Liberal Democrats
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1. Em equipes de 3 ou 4 participantes, elabore 3 perguntas sobre o texto.
Cada equipe escolhe a equipe que deverá responder, caso esta souber a
resposta, ela marca o ponto, caso contrário, o ponto vai para a equipe que
fez a pergunta. Vence a equipe que obtiver mais pontos.
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________
________________________________________________
2. Quem, especifi camente, são os assassinos invisíveis?
__________________________________________________
3. As mortes causadas pela poluição do ar são comparadas e até maiores do
que quais tipos de morte?
__________________________________________________
__________________________________________________
4. Usando a seletividade, faça um breve resumo da notícia.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Leia o diálogo abaixo, no qual, um casal faz planos para celebrar o
aniversário de namoro. Que ideia engraçada é transmitida no diálogo? 
Christine: Where can we celebrate our anniversary?
George: You can decide. Anywhere is fi ne for me.
Christine: Who may we invite?
George: You must invite anyone you want to.
Christine: How much should we spend?
George: You can spend as much as you wish. 
Christine: Do you mean I ought to pay for everything.
George: Sure, dear. You want to celebrate. Not me.
Inglês Instrumental
73
1.Sublinhe no diálogo os verbos modais e dê seus signifi cados dentro do 
contexto.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
A poesia abaixo fala de atitudes e decisões. A partir do título, o que a poesia 
irá sugerir?
__________________________________________________
__________________________________________________
__________________________________________________
1. Skim o poema e selecione as palavras-chave.
THE ROAD NOT TAKEN
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I marked the fi rst for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.
Carolina Lopes
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I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.
Frost, Robert. Mountain Interval. New York: Henry Holt and Company,
1920
2. Discuta com um colega a mensagem transmitida no texto, respondendo
as questões. 
a.Que imagem o autor utiliza para se referir a ‘dúvidas’?
__________________________________________________
b.Qual a rua (ou caminho) escolhida (o) pelo autor para seguir?
__________________________________________________
c.Você escolheria o mesmo caminho? Justifi que.
__________________________________________________
__________________________________________________
__________________________________________________
DE OLHO NA ESTRUTURA
Modal Verbs
Os verbos modais são verbos que não são conjugados como os outros
na língua inglesa, eles são usados para modalizar as frases, ou seja, indicar o
modo das ações: obrigação, proibição, conselho, possibilidade, capacidade
(habilidade), desejo ou intenção. Geralmente aparece o modalizador
seguido do verbo. São estes: must (mustn’t), should (shouldn’t), may (may 
not), might (might not), can (can’t), could (couldn’t) would (wouldn’t),
will, shall. Exemplo: It might rain today. 
A. Complete a primeira coluna, primeiramente, com o verbo modal 
adequado ao contexto de cada sentença, em seguida, escreva a ideia a qual
cada modalizador expressa.
Inglês Instrumental
75
MODALIZADOR Ideia
The doctor said you
_________________ rest.
I _______________ like to
do a postgraduate course
The signs indicates that we
_______________ turn right
You _______________ talk 
on the phone during the fi lm in
the cinema.
He ______________ use the 
computer very well.
The sun shines wonderfully to-
day! We ____________ have
a hot and sunny day.
B. Encontre verbos modais na poesia acima, grife-os e diga as suas ideias.
__________________________________________________
Carolina Lopes
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9. Contextual Reference
Nesta unidade você será capaz de identifi car elementos de ligação, ouelementos transicionais e, assim, perceber as relações estabelecidasentre si e seus referentes.
A referência contextual se dá através das marcas transicionais, 
elas são usadas para unir ideias e fazer com que o texto seja de agradável
e fl uida leitura, evitando, assim, as repetições.As marcas transicionais
são representadas por pronomes que, além de substituir os substantivos,
conectam as sentenças e até os parágrafos.
Observe o parágrafo abaixo e as marcas transicionais. Utilizando
setas, tente identifi car a que palavras elas se referem. 
A computer, like any other machine, is used because it doest
certain jobs better and more effi ciently than humans. It can receive moret
information and process it faster than any human. The speed at which at
computer works means it can replace weeks or even months of pencil-and-t
paper work. Therefore, computers are used when the time saved offsets
their cost,r which is one of the many reasons theyy are used so much in
business industry, and research. 
Pronome 
Sujeito
Pronome 
Objeto
Adjetivo
Possessivo
Pronome
Posses-
sivo
Pronome
Demons-
trativo
Pro-
nome 
Relativo
Outras
palavras
I Me My Mine This Who Such
You You Your Yours That Whom One
He Him His His These Which
She Her Her Hers Those Whose The former
It It Its Its That The fi rst
We Us Our Ours The last
You You Your Yours
They Them Their Theirs
 
Inglês Instrumental
77
NEW YORK (AP)*
Press Danger
The majority of journalists who died in the line of duty during the last 
decade were killed in direct reprisal for their reporting, not while covering
combat, according to the Committee to Protect Journalists - CPJ. The New 
York-based group, which annually publishes a report on the dangers 
faced by journalists around the world, stated that of the 389 journalists 
killed between 1992 and 2001, 62 of them, 16 percent, died in cross fi re,
while 298, or 77 percent, were targeted for their work. Those who allegedly 
ordered a journalist’s murder had been arrested and prosecuted in just 
20 cases. The report also said that 1994 was the deadliest year, when 66 
journalists were killed.
*Associated Press
Adapted from: “Most journalists murdered in 1990s in reprisals, 
not combat” The Associated Press, June 3-10 and 14, 2002. 
1. Escreva a que palavras os pronomes a seguir se referem no texto. 
a. who ______________________________________________
b. whi ______________________________________________
c. them _____________________________________________
2. Escreva ao lado de cada conector a ideia associada a ele.
a. while ____________________________________________
b. when ____________________________________________
3. Após a leitura do texto, qual a relação entre a notícia e o título?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
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July 24, 2006
Food companies targeting kids online
Greedy marketing executives have found a new way of selling their
products to children - Internet games. The world’s junk food makers
are trying to sell their burgers, chocolate and soft drinks to children
who play games online. A new report says more than eighty percent of 
the world’s food companies are using this new method. The report was
created by America’s Kaiser Family Foundation. It is called “It’s Child’s
Play: Advergaming and the Online Marketing of Food to Children”. It is
the fi rst major analysis of how food companies advertise to children on the
Web. It highlights the tactics of companies such as Mars, Hersheys and
McDonalds in targeting kids. The report says online ads are more effective 
than TV ads at hooking children.
Sadly, the report brings a new word into the English vocabulary – the
“advergame”. This is a technique to get kids hooked while they are having
fun online. In addition, many other marketing tactics are used to get kids to
spend long periods of time online. The food companies fi ll the games with
logos and advertisements. They encourage children to e-mail their friendsy
about products and brands. They also recommend children join special
clubs related to the games. Children can increase their chances of winning 
games by buying the products and typing in special codes found inside the
packaging. Many people are worried about the role food advertising plays
in childhood obesity.
From: http://www.breakingnewsenglish.com/0607/060724-
advergames-e.html
1. Sobre o texto, marque as alternativas que são mencionadas.
a. ( ) Advertisers have found a way of protecting kids from adverts.
b. ( ) Junk food companies are targeting kids who play in playgrounds.
c. ( ) Over 80% of food companies use the Internet to target kids.
d. ( ) Online ads are better than TV ads at getting kids hooked on 
 products.
e. ( ) “Advergame” may become a new English word.
f. ( ) Advergames encourage kids to mail their friends about new
 products.
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Inglês Instrumental
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g. ( ) Kids can get extra online power if they buy specially-
 packaged goods.
h. ( ) Many people believe the ads can help combat childhood obesity.
LEITURA CRÍTICA
2. O texto aborda uma temática atual e preocupante. Que temática é esta? 
Por que ela é preocupante?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
3. Complete as frases de acordo com o texto e o contexto.
a. Empresas que estão usando esta tática -
__________________________________________________
b Palavra que deverá ser inserida no vocabulário inglês -
__________________________________________________
c. Ações realizadas pelas empresas para captar a atenção das crianças -
__________________________________________________
__________________________________________________
__________________________________________________
d. Palavra usada para indicar ‘fi sgar’, na forma verbal e ‘isca’, na forma 
nominal. ____________________________________________
A seguir, você lerá uma notícia publica no Jornal The Guardian. 
Prepare-se para a leitura através da predição, título, subtítulo, marcas 
tipográfi cas. Em seguida, leia fazendo uso do skimming, o scanning e a 
seletividade.
Carolina Lopes
80
UK News
SOUTH WALES HUSBAND BRIAN THOMAS STRANGLED 
WIFE AFTER HE STOPPED TAKING ANTI-DEPRESSANTS
Brian Thomas had stopped
taking pills for Parkinson’s 
disease, high blood pressure
and depression 
Figura 21: Remédios em The daily news, 2009
Thursday November 19,2009
By Jo Willey 
A HUSBAND who strangled his wife while sleeping may have
caused her death because he had stopped taking his medication,
a doctor told a court yesterday.
Father-of-two Brian Thomas, 59, killed his wife Christine, 57, as he
had a nightmare that he was fi ghting off a ¬burglar.
Thomas was taking three separate drugs but came off them as he
was concerned it affected “his performance in bed”, Swansea Crown Court
heard.
Althoughg the couple, who both had sleep disorders, had separate
rooms at home they were intimate on holiday when they shared a bed in
their camper van.
Dr Paul Skett, an expert in prescription drugs, said Thomas would
have experienced nightmares after coming off the drugs.
Hair samples showed that he may have stopped taking anti-
depressants and a drug for hand tremors up to two months before he killed
his wife. Dr Skett said: “The anti-depressant should be slowly withdrawn,
over at least two weeks. Withdrawal will cause some sleep disturbances,
most notably very vivid dreams.” 
Dr Skett told the jury that one of the effects of hand tremor drugs
was to inhibit rapid eye movement sleep, associated with dreaming. They 
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Inglês Instrumental
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parked their camper van in the seaside village of Aberporth, west Wales, 
but were disturbed by “boy racers”. They moved to a pub car park but in
the early hours Thomas made a 999 call saying he had strangled his wife. 
He was also on tablets for high blood pressure which hehad carried on 
taking.
Elwen Evans, QC, defending, said: “Mr Thomas tells us that when he 
and his wife went on holiday he stopped taking his anti-depressants and a 
drug for the symptoms of Parkinson’s Disease”.
He did this because they were sleeping together – they were intimate 
together – in a way they weren’t when they were in their separate bedrooms 
at home.”
The court also heard that Thomas had sleepwalked since childhood
and that he and his wife’s sleep disorders were a “family joke” with their
two daughters. Thomas, who was described as “happy and devoted” to
his wife of 40 years, is now said to be -“suicidal” after realising he was to
blame for her death.
Thomas, from Neath, South Wales, denies murder. The jury have
been told to clear him of murder or fi nd him not guilty by reason of insanity. 
The trial continues.
From: The guardian- UK, 19th nov, 2009
Nas questões 1 e 2, marque a opção correta.
1. The hair samples proved that he might have withdrawn taking:
a. ( ) Harmful drugs for two months before killing his wife.
b. ( ) Hand tremor drugs for at maximum two months before
 killing his wife.
c. ( ) Sleep disturbance drugs for at least two months before killing
 his wife.
d. ( ) Anti-depressants for over two months before killing his wife.
2. According to Dr Skett, the coming off of the drugs would make Thomas:
a. ( ) Experience vivid dreams
b. ( ) Have his dreams inhibited
c. ( ) Want to kill his wife
d. ( ) Have his bed performance affected
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3. Escreva ao lado de cada pronome a palavra ou expressão a qual se refere
no texto. 
a. Them ____________________________________________
b. Who _____________________________________________
c. His ______________________________________________
d. Which ____________________________________________
e. Their ____________________________________________
4. Ao lado de cada conector, escreve a ideia a qual cada conector transmite
no texto.
a. Although __________________________________________
b. When ____________________________________________
c. Because ___________________________________________
d. Since ____________________________________________
5. Conforme o último parágrafo, de que forma o júri pode assumir Thomas
como inocente?
__________________________________________________
__________________________________________________
__________________________________________________
LEITURA CRÍTICA
6. Após a leitura desta notícia, se você fosse o juiz deste caso, você
condenaria Thomas por assassinato? Justifi que.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
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10. Text organization
Nesta unidade, você aprenderá a reconhecer as funções e as estruturas organizacionais do texto, tais elementos o ajudarão no entendimento do texto como um todo. 
Os textos possuem diferentes modalidades discursivas, 
ou tipologias; as mais conhecidas são: narração, descrição e 
argumentação. A organização textual de cada modalidade acontece
de forma diferente, porém, todas elas obedecem a uma ordem lógica. 
Em geral, a ordem natural de um texto é: introdução, 
desenvolvimento e conclusão. Dentro das modalidades discursivas,
essa ordem pode ser respeitada de acordo com a característica de cada 
modalidade. Por exemplo: na descrição, a ordem lógica acontece a partir
de elementos macro para micro, ou seja, do todo para as partes (descrição
do local externo, interno, partes); para a argumentação, a ordem natural
é introdução, exposição de ideias, e considerações fi nais; para a narração, 
temos a seguinte ordem: situação (introdução/tempo/ espaço), 
problemática, solução, e avaliação (ou comentário); pode-se 
haver uma nova problemática após a avaliação, seguida de nova solução
e avaliação.
Lembre-se também que, utilizando a estratégia da organização
textual e reconhecendo as funções dos textos, você chegará muito mais 
facilmente ao entendimento deles.
Vamos exercitar o reconhecimento das funções do texto e dos 
componentes textuais?
Carolina Lopes
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1. Analise os textos a seguir identifi cando a função de cada um.
TEXT 1
1. Preheat oven to 175C (gas mark 3).
2. Cream the butter in a large bowl or in a food mixer until soft. Add the
sugar and beat until the mixture is light and fl uffy.
3. Sift in the fl our and spices and bring the mixture together to form a
dough. 
4. Using your hands, roll the dough into small balls and place them slightly 
apart on a baking tray. Bake in the oven for 13-15 min or until they are a 
light golden brown and slightly fi rm on top.
5. Carefully transfer the cookies to a wire rack to cool.
Função: ____________________________________________
TEXT 2
First, go down this street two blocks.
Then, turn/right at the traffi c light.
After that, go straight on High Street until you get to the Library.
When you get to the Library, turn right again.
Then, stay on New Avenue for about 3 meters.
It’s on your left, next to the Post Offi ce. You can’t miss it!
Função: ____________________________________________
TEXT 3 
CAUTION: Risk of electric shock. Do not open.
Função: ____________________________________________
TEXT 4 
Please note that last entrance to the Library is 15 minutes before the
advertised closing time.
From Monday 4 January 2010 to Friday 8 January 2010 inclusive the
Library will operate vacation hours: 09.00 - 18.00pm, Saturday 9 Jan
opening hours will be as usual: 09.45 - 17.30.
Função: ____________________________________________
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2. Combine os fragmentos das histórias abaixo com os seguintes 
componentes textuais:
( a ) Situação/ introdução
( b ) Problemática
( c ) Solução
( d ) Comentário/ avaliação 
( ) The beautiful princess bent over and kissed on the top of his head and 
he was instantly transformed into a prince.
( ) And so she sat down to eat with her grandmother and the woodcutter 
and forgot about the big bad wolf.
( ) Once upon a time in a farway land there lived a Prince who was looking 
for a wife.
( ) As soon as the needle pricked her fi nger, she fell into a deep sleep,
from which she would only wake if kissed by a man who truly loved
her.
June 2, 2008
New tribe found in Amazon rainforest
The Brazilian government has published photographs of an isolated 
community of indigenous people living in the Amazon rainforest. It is the
fi rst time the world has seen this tribe and the fi rst time for the tribe to see 
the outside world. Brazil’s National Indian Foundation (NIF) put the photos 
on its web site on May 29th. The foundation is a government agency that 
looks after the interests of the country’s disappearing tribes. José Carlos 
dos Reis Meirelles, an NIF offi cial, said the photographs were taken over 
several weeks in April and May. He explained: “We did the fl ights to show 
their houses, to show they are there, to show they exist.” He is worried that
the tribes-people will catch diseases they have never experienced before, 
such as infl uenza. There are also concerns that the spread of illegal logging 
will destroy their ancient way of life. 
The newly-found tribe is surely one of the last remaining peoples on 
Earth never to have had contact with modern life. The name of the tribe and 
its exact location are being kept a secret. The only information released so 
far is that the tribe lives in a remote part of the rainforest near the Brazil-
Peru border. The photographs that were taken show painted men dressed 
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in warrior costumes with bows and arrows. They were trying to shoot down
the photographer’s plane as it fl ew past. Another shot shows villagers
standing in front of their primitive thatched huts. SurvivalInternational, a 
group that fi ghts for the rights of indigenous people, warned the group and 
its unique culture is “in grave danger” of disappearing. It said: “The world
needs to wake up…and ensure that their territory is protected…Otherwise,
they will soon be made extinct.”
From: http://www.breakingnewsenglish.com/0806/080602-
rainforest.html
1. Após a leitura do texto, identifi que os componentes textuais, usando
a legenda: situação (S), problemática (P), solução (Ss), avaliação (A),
apontando para cada trecho no texto.
2. Qual o assunto abordado no texto?
__________________________________________________
__________________________________________________
__________________________________________________
3. Que palavras comprovam o que você concluiu sobre o assunto abordado
no texto?
__________________________________________________
_________________________________________________
_________________________________________________
__________________________________________________
4. Que característica da tribo chamou a atenção do governo?
__________________________________________________
5. Qual a preocupação de Meirelles em relação aos moradores da tribo? 
__________________________________________________
__________________________________________________
__________________________________________________
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A notícia que você lerá está fragmentada e fora de ordem. Leia-a utilizando 
o skimming, a seletividade e a organização textual. E, em seguida, coloque 
os fragmentos na ordem lógica.
AUSTARALIAN PILOT SAVES SIX IN EMERGENCY SEA 
LANDING
The plane, carrying a medical patient and four others, had been
unable to refuel due to stormy weather
Thursday 19 November 2009
 
( A ) An Australian pilot has been hailed as a hero after safely guiding his 
plane – carrying a medical patient and four others – into the Pacifi c ocean 
off the coast of Norfolk Island.
Captain Dominic James was praised for his “amazing” skill in landing 
the jet after running out of fuel on a fl ight from Apia, Samoa to Melbourne.
The plane had been due to stop at Norfolk Island, located about 
930 miles off the east coast of Australia, for refueling. But after several 
unsuccessful attempts to land, and fast running out of fuel, the captain
took the decision to ditch into the water.
( B ) All six were taken to hospital suffering from shock and hypothermia, 
but no one sustained serious injuries. One News reported that all but one
were able to walk.
Pel-Air Aviation chairman John Sharp said the captain and fi rst 
offi cer executed a “perfect landing”.
“Their professionalism stood out on the day and made a substantial 
difference to the outcome,” he told reporters in Sydney.
“They executed what would have to be described as a perfect landing
on water. The pilots ensured that the aircraft landed close to the coast, 
close to rescue.”
( C ) The crash bears hallmarks of the remarkable crash landing of a plane 
in New York in January. Pilot Chesley Sullenberger managed to save the
lives of all 155 people on board and was hailed as a hero after successfully 
ditching his US Airways jet into the Hudson river.
In this most recent ditching the passengers and crew were forced to
tread water for an hour and a half until rescued. Only three of the six had 
time to put lifejackets on, with the others forced to cling on until rescue 
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boats located them.
( D ) Norfolk Island airport manager Glenn Robinson was on the boat which
rescued the passengers, James and the fi rst offi cer. Robinson described
the incident as a “terrifi c result”.
“They were extremely lucky and, believe me, they all know it,” he
told Radio 3AW.
“Full credit to the pilot ... the aircraft sank fairly rapidly and he pulled
[the passengers] together,” he said. “It was just an amazing effort by him.”
People on the coast of the island, which has a population of 2,000,
spotted lights on the lifejackets and were able to direct rescuers to the six.
Adapted from: The guardian, UK, 19 November, 2009
1. Coloque os fragmentos na ordem correta (de A a D): 
1. _____________
2. _____________
3. _____________
4. _____________
2. Marque a alternativa correta para cada questão.
I. The plane was going to:
a. Norfolk Island
b. Samoa
c. Melbourne
d. New York
II. Glenn Robinson disse que o resgate foi.
a. terrível
b. bom
c. maravilhoso
d. ruim
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III. Os passageiros deviam ir direto para o hospital porque:
a. a temperatura não estava fria o sufi ciente.
b. seu estado emocional estava crítico.
c. seus corpos estavam muito machucados.
d. sua capacidade para andar era muito pouca.
3. Com suas palavras, escreva um resumo da notícia.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Você lerá um trecho com a introdução do conto de Saki: Hermann, the
irascible. Que características o trecho apresenta como uma introdução?
Hermann The Irascible
The Story of the Great Weep
It was in the second decade of the Twentieth Century, after the Great
Plague had devastated England, that Hermann the Irascible, nicknamed
also the Wise, sat on the British throne. The Mortal Sickness had swept 
away the entire Royal Family, unto the third and fourth generations, and 
thus it came to pass that Hermann the Fourteenth of Saxe-Drachsen-
Wachtelstein, who had stood thirtieth in the order of succession, found 
himself one day ruler of the British dominions within and beyond the
seas. He was one of the unexpected things that happen in politics, and 
he happened with great thoroughness. In many ways he was the most 
progressive monarch who had sat on an important throne.
From: Saki, Herman the Irascible
1. Skim o texto e escreva sua ideia central.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
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2. Escreva abaixo a palavra ou expressão retirada do texto que signifi ca:
a. ocupou o trono - _____________________________________
b. varreu - ___________________________________________
c. doença mortal - _____________________________________
d. aconteceu que - _____________________________________
e. dominador, soberano - ________________________________
3. Sobre o texto, responda.
a.Em que exato momento na segunda década do século XX, Hermann
ocupou o trono britânico? 
__________________________________________________
__________________________________________________
b. Quando Hermann viu-se o soberano dos vastos domínios britânicos? 
__________________________________________________
__________________________________________________
c. Ele foi o monarca mais progressista em relação a que monarcas?
__________________________________________________
__________________________________________________
4. Para cada resposta encontrada no item anterior, transcreva do texto a 
sentença correspondente.
a. ________________________________________________
b. ________________________________________________
c. ________________________________________________
5. Encontre no outro texto desta unidade sentenças com o mesmo tempo
verbal usado no item anterior. Explique a importância deste tempo verbal
para o entendimento do texto.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
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11. Textual inference
Nesta unidade, você usará as estratégias já aprendidas sobre a predição e o uso do contexto e desenvolveráa habilidade de fazer inferências sobre pontos importantes e desejados para a 
compreensão do texto.
A predição e o uso do contexto, seja este semântico, lingüístico 
ou visual, nos levam a entender e inferir os signifi cados de palavras
e expressões. Além desta inferência contextual, podemos usar a
inferência textual. Baseados em evidências dentro do texto, utilizamos 
a inferência textual, ela nos ajuda a fazer conclusões sobre a ideia 
transmitida em sentenças ou no texto como um todo. Percebemos,
portanto, que, neste ponto da compreensão do texto, desempenhamos 
papel ativo na produção dos sentidos, seja ele pelas marcas gráfi cas do 
texto, seja pela forma como elas nos chegam e, assim, interagimos com o 
texto interpretando-o.
Veja nos exemplos a seguir como podemos construir sentidos ao 
interpretarmos as ideias transmitidas nas sentenças. A primeira questão 
do exemplo 1 já está feita, resolva as demais.
Exemplo 1
Three years ago, at the age of 12y g , g f , Jessica started to work. She was
told that she had to keep on working until she earned enough money
to pay her family debts.
Qual das opções a seguir estaria correta?
a. Podemos concluir que Jessica: Tem muita idade para trabalhar? Tem
idade entre 10 e 12 anos? Começou a trabalhar 2 anos antes de completar 
12? Tem mais de 11 anos?
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(A resposta é a última opção, e pode ser inferida através da evidência na
primeira parte sublinhada: ‘três anos atrás, com 12 anos de idade’)
b. Podemos dizer que ela trabalhava pois precisava: Pagar uma dívida da
família? Ajudar nas despesas da casa? Pagar seus estudos?
Exemplo 2
Our In-Home Services give you better days at home. They help you 
with your house chores. They can make even the overwhelming days 
manageable.
a. Os serviços oferecidos são de: Um hospital psiquiátrico? Agência de 
serviços na empresa? Provedor de serviços domicilares? Organização
governamental?
September 4, 2009
Woman Fired for using Capital Letters
WOULD YOU GET ANGRY IF YOU GOT E-MAILS WITH LOTS
OF CAPITAL LETTERS? A New Zealand boss saw red after one of his
employees used block capitals in e-mails to colleagues. Vicki Walker, an
accountant in Auckland, was fi red after her co-workers complained about
her use of caps. Members of staff at ProCare Health were angry with Ms.
Walker for constantly fi lling her mails with sentences in capital letters, bold
and red text. They said they found the e-mails “confrontational”. Bosses at
ProCare dismissed Ms Walker for causing “disharmony” in the workplace.
Walker took the company to court and sued for unfair dismissal. She won
the case and ProCare had to pay her US$11,500 in damages and lost pay.
According to the New Zealand Herald newspaper, Ms Walker is still
not happy. She plans to appeal for further compensation. She also wants
to speak out for greater protection for offi ce workers when they are in 
disputes with big companies. Walker said too many white-collar workers
feel helpless when large employers fi re them. She says many people are not
prepared to fi ght their bosses because of the fi nancial and mental stresses
involved. She used her own experience as an example, saying: “I am a single 
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woman with a mortgage, and I had to re-mortgage my home and borrow 
money…to make it through. They nearly ruined my life.” Walker’s case 
highlights a widespread uncertainty regarding “netiquette” and e-mails.
From: http://www.breakingnewsenglish.com/0909/090904-
capital_letters.html
1. O que podemos inferir a partir das 3 primeiras sentenças do texto?
__________________________________________________
__________________________________________________
__________________________________________________
2. No Segundo parágrafo, na passagem: “She also wants to speak out for 
greater protection for offi ce workers when they are in disputes with big 
companies. Walker said too many white-collar workers feel helpless when
large employers fi re them. She says many people are not prepared to fi ght 
their bosses because of the fi nancial and mental stresses involved.”, o que”
podemos dizer que Walker fará em relação a seus colegas de trabalho?
__________________________________________________
_________________________________________________
_________________________________________________
__________________________________________________
__________________________________________________
3. Marque a opção correta sobre Walker. Pela leitura do texto, pode-se 
dizer que Walker:
a ( ) é casada
b ( ) tem mais de um fi lho
c ( ) tem pelo menos um fi lho
d ( ) não é casada
4. Para uma prática de questões de inferência, a turma toda escolha um 
texto dentre as unidades anteriores ou dos textos complementares e,
dividida em equipes, cada equipe elabore questões de inferência sobre 
o texto escolhido para serem respondidas por outra equipe. As questões 
podem ser de inferência contextual e/ou textual. Boa prática!
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23 April 2002
A Journalist killed 
Mario Coelho de Almeida Filho, editor of the small thrice-weekly A 
Verdade, distributed in the towns of Magé and Duque de Caxias (50 km
from Rio de Janeiro), was shot dead with four bullets on his way home 
on 16 August 2001. The killer was seen by several people and an identikit
portrait was made of him. The murder came the day before the journalist 
was due to give evidence in a case brought against him by the mayor of 
Duque de Caxias, José Camilo Zito dos Santos, and his wife Narriman Zito,
the mayor of Magé. The family of Coelho, who had accused the pair of fraud
in handling public funds and Mrs Zito of adultery, said he had received
threats that may have come from the two mayors. Retired military police
sergeant Manoel Daniel de Abreu Filho, who fi tted the description of the
killer and was identifi ed by witnesses, was arrested on 15 September. He
was the bodyguard of Maristela Corrêa Nazario, the sister-in-law of José 
Camilo Zito. He was freed on 9 October after the case was transferred to
the Rio police. The fi rst investigator in charge of the case said the murder
was clearly linked to the revelations in the articles. An enquiry by the
Inter-American Press Association said Coelho had received money from
some local politicians.
From: “Brazil – Annual Report 2002”, Reporters sans frontiers.
In http://www.rsf.org/article.php3?id_article=1380/http://www.
freemedia.at/Death_Watch/d_watch2001.htm
1. O que relata a notícia? 
__________________________________________________
_________________________________________________
_________________________________________________
__________________________________________________
_________________________________________________
2. Coloque os fatos abaixo na ordem cronológica:
( ) Manoel de Abreu Filho foi preso.
( ) O jornalista foi assassinado.
( ) Os prefeitos iniciaram um processo contra o jornalista.
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( ) O jornalista ia dar provas de suas alegações.
( ) O jornalista publicou artigos sobre a corrupção nos municí-
 pios de Magé e Duque de Caxias.
( ) Manoel de Abreu Filho foi solto.
( ) O caso foi transferido para o Rio.
3. Qual das palavras abaixo poderia substituir a palavra linked semd
prejudicar o sentido? 
a. ( ) Differently
b. ( ) Equally
c. ( ) Based
d. ( ) Related
London: youth culture and fashion
London’s size and class make-up was, as always, a factor. London had 
the largest working class in Europe and the combination of ‘East End boys 
and West End girls’ was a particularly potent one in the age of democracy 
and permissiveness. The transport evolution had brought London’s West 
End within reach of all and as the infrastructure of clubs and dancing venues 
took shape from the 1920s onwards, so too did the democratic mixing of 
wealthy and workers. In the 1930s a journalist observed thecrowds of East 
End young in Leicester Square’s cafes and cinemas. ‘I imagined when I fi rst 
saw them that these people, so magnifi cently colourful and glossy and self-
assured, must be very important and wealthy indeed.... But I found out that 
they were really very poor; that they invaded the West End in their tens of 
thousands only twice a week or so; that they spent next to nothing.’
From: http://www.20thcenturylondon.org.uk/server.php?show=nav.36
1.Marque a opção correta. Através da leitura do texto, pode-se dizer que a 
evolução do transporte:
a ( ) melhorou a infra-estrutura de Leste a Oeste de Londres.
b ( ) uniu geografi camente as partes Leste e Oeste da cidade.
c ( ) quebrou preconceito entre cidadãos do Leste e do Oeste da cidade.
d ( ) virou moda entre os londrinos de Leste a Oeste. 
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2.O que chamou a atenção do jornalista acerca dos jovens à época dos anos
30?
__________________________________________________
_________________________________________________
_________________________________________________
__________________________________________________
LEITURA CRÍTICA
3. Baseado no texto, você acredita que uma situação semelhante a esta 
seria capaz de ocorrer em alguma cidade do Brasil? Justifi que.
__________________________________________________
_________________________________________________
_________________________________________________
__________________________________________________
__________________________________________________
DE OLHO NA ESTRUTURA
Past Perfect 9
O Passado Perfeito, conhecido como ‘passado mais que perfeito’
em língua portuguesa, marca ações ocorridas no passado do passado. 
Geralmente, aparece em sentenças com as duas estruturas: o passado
simples (expressando a ação num passado mais recente) e o passado 
perfeito (indicando uma ação anterior a ação recente).
Exemplos: When she gotg home, her friends had already phoned.
 The bus had left when I arrived at the bus stop. 
A. Sublinhe os verbos contidos nas sentenças abaixo e, em seguida, diga
em que momento as ações ocorrem, se estão num passado recente ou num
passado mais antigo.
a. After I had selected the bibliography, I started to write the book. 
b. Before she bought her house, she had sold her old fl at.
c. By the time the police came, the suspected thief had already run away.
d. They’d fi nished their homework before their parents arrived.
9 Veja mais sobre o Passado Perfeito na página 112
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TEXTOS COMPLEMENTARES
TEXT 1
February 28, 2010 - The Most Unfortunate Names in Britain
A website in Britain has just released a study into the strange names 
some people have. TheBabyWebsite.com created a list called ‘The Most
Unfortunate Names in Britain’. Some of the names have been with people
from birth; others got the names after they married. The bizarre, unlucky 
names include Barb Dwyer, Hazel Nutt, Jo King, Justin Case, Barry Cade 
and Mary Christmas. A spokesperson for the website gave one reason 
for why people have these names, saying: “When the parents of some of 
those people named their children, many probably didn’t even realise 
the implications at the time.” He added: “Parents really do need to think 
carefully though when choosing names for their children.” 
The list is a wake-up call for today’s parents to think more carefully 
about the names they give to their children. It is very common to name 
babies after pop stars and actors. Popular names for children today include
Miley, Britney and Brad. TheBabyWebsite explained how diffi cult life must 
be with a strange name: “There must be tremendous embarrassment every 
time they have to introduce themselves to anyone, especially to a crowd.
Even their teachers must have had to hold back their smiles sometimes.” 
Americans also have some curious names, such as Carrie Oakey and Bill 
Board. We found the best married-couple names on the BBC’s website; Mr
and Mrs Mee – Rob’s a banker and Sue’s a lawyer.
From: http://www.breakingnewsenglish.com/1002/100228-
peoples_names.html
TEXT 2
January 5, 2010 - World’s Tallest Building Opens in Dubai
The world’s tallest building offi cially opened in Dubai on January 
the 4th. The height of the 828-metre Burj Khalifa was kept a secret until
the opening ceremony. It is twice the height of New York’s Empire State 
Building. Another big surprise at the opening was the renaming of the
tower. The building had always been called Burj Dubai. However, Dubai’s
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ruler announced it would now be called Burj Khalifa after the ruler of Abu
Dhabi, Dubai’s neighbour. The oil-rich emirate of Abu Dhabi helped save
Dubai from possible fi nancial collapse. The chairman of the company 
that built the Burj, Mohamed Alabbar, said the building gives “hope and
optimism”. He added: “The world has gone through …diffi cult times… this
is the beginning of a gradual move forward.” 
It is likely the Burj will remain as the world’s tallest building for a 
while to come. Since the 2008 global fi nancial crisis, there seems to be little
appetite for ambitious construction projects from property developers. The 
Burj’s owners, however, are confi dent the building will be a success. More
than 90 per cent of the space has been sold. It cost $22 billion to build and
has broken many records. The opening celebrations included the world’s 
highest fi reworks, which lit up the sky above the world’s tallest fountain.
The building houses the world’s highest mosque and swimming pool, 
located on fl oors 158 and 76. Burj Khalifa has 1,044 luxury apartments,
49 fl oors of offi ces and the 160-room Armani hotel. Around 12,000 people
will live and work in the tower.
From: http://www.breakingnewsenglish.com/1001/100105-
worlds_tallest_building.html
TEXT 3
June 2, 2008 - New tribe found in Amazon rainforest
The Brazilian government has published photographs of an isolated
community of indigenous people living in the Amazon rainforest. It is the
fi rst time the world has seen this tribe and the fi rst time for the tribe to see
the outside world. Brazil’s National Indian Foundation (NIF) put the photos
on its web site on May 29th. The foundation is a government agency that
looks after the interests of the country’s disappearing tribes. José Carlos 
dos Reis Meirelles, an NIF offi cial, said the photographs were taken over
several weeks in April and May. He explained: “We did the fl ights to show 
their houses, to show they are there, to show they exist.” He is worried that
the tribes-people will catch diseases they have never experienced before,
such as infl uenza. There are also concerns that the spread of illegal logging
will destroy their ancient way of life.
The newly-found tribe is surely one of the last remaining peoples on
Earth never to have had contact with modern life. The name of the tribe and
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its exact location are being kept a secret. The only information released so 
far is that the tribe lives in a remote part of the rainforest near the Brazil-
Peru border. The photographs that were taken show painted men dressed 
in warrior costumes with bows and arrows. They were trying to shoot down 
the photographer’s plane as it fl ew past. Another shot shows villagers 
standing in front of their primitive thatched huts. Survival International, a 
group that fi ghts for the rights of indigenous people, warned the group and
its unique culture is “in grave danger” of disappearing. It said: “The world
needs to wake up…and ensure that their territory is protected…Otherwise,
they will soon be made extinct.”
From: http://www.breakingnewsenglish.com/0806/080602-
rainforest.html
TEXT 4
Catholics set to pass Anglicans as leading UK church
Ruth Gledhill, Religion Correspondent 
Roman Catholicism is set to become the dominantreligion in Britain 
for the fi rst time since the Reformation because of massive migration from 
Catholic countries across the world. 
Catholic parishes will swell by hundreds of thousands over the next 
few years after managing years of decline, according to a new report, as 
both legal and illegal migrants enter the country.
Average Sunday attendance of both churches stood even at nearly 
one million in 2005, according to the latest statistics available for England 
and Wales, but the attendance at Mass is expected to soar. 
The report describes how many migrants have few or no documents, 
little or no English, no job to go to and nowhere to live. 
The Catholic Church is the fi rst port of call for thousands when they 
fi nd themselves in diffi culty, with up to 95 per cent from countries such as 
Poland being practising Catholics. Most of the migrants settle in London, 
where some parishes are putting on Sunday Masses from 8am to 8pm to 
cope, the report, carried out by the Von Hugel Institute at Cambridge, found. 
Figures for 2005 show that there are 4.2 million Catholics in England 
and Wales, under one fi fth the 25 million baptised Anglicans and double 
the number of Muslims.
Adapted from: The Times, February 15, 2007
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TEXT 5
Nov 29, 2005 - Romantic love lasts only a year
Italian scientists have discovered that a chemical in the brain
responsible for romantic love fades in intensity over the course of a year.
This perhaps explains why that giddy, euphoric, head-over-heels-in-love
feeling that takes our breath away at the start of a relationship diminishes
over time. Researchers from the University of Pavia determined that
levels of a protein called Nerve Growth Factor (NGF) greatly increase
when a person fi rst falls in love. Raised NGF levels spring from the rush
of adrenalin, renewed vigor and confi dence and lust for life that occur
when new love blossoms. Levels of NGF greatly decrease over a year or 
so as security within the relationship sets in. There is then less urgency to
constantly woo a potential partner to ensure they are yours.
Research leader Dr. Enzo Emanuele reported: “We have
demonstrated for the fi rst time that circulating levels of NGF are elevated 
among subjects in love, suggesting an important role for this molecule in
the social chemistry of human beings.” His research team analyzed the
protein balance in the bloodstream of 58 volunteers aged between 18 and
31. All of the participants had recently started a new relationship and had
that starry look in their eyes. The researchers compared the levels of NGF
in the starry-eyed group with those in 58 people who were single or in
steady relationships. The increased prevalence of the molecule in the new 
romantics caused sweaty palms and butterfl ies in stomachs. It may also
induce young men to buy red roses and candlelit dinners.
Source: The Psychoneuroendocrinology Journal
From: http://www.breakingnewsenglish.com/0511/051129-
romance.html
TEXT 6
Nov. 6, 2009 - Newborns Pick Up Language in the Womb
Comparing the gurgles, coos and cries of French and German
newborns, a team of scientists from both countries found that baby talk is
not, as previously assumed, universal.
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Earlier research showed that human fetuses start to memorize 
sounds from the external world by the third trimester, and are especially 
keyed in to the melodic qualities of music and speech.
Previous studies also showed that newborns prefer the voice of their
mothers, and can decipher different emotional content - anger, joy - from 
the intonation of maternal speech.
But even if tiny tots can perceive differences in language, it was 
widely thought that they were incapable of vocalizing those distinctions.
The new research, published in the upcoming issue of Current 
Biology, shows this assumption was wrong
From: http//blogs.yourdiscovery.com
TEXT 7
Poor Memory Linked to Risky Behavior in Youth
Nov. 3, 2009 - Children with weak memories are more likely to engage 
in risky behaviors like gambling, using alcohol and drugs and fi ghting, new 
research shows.
Daniel Romer of the University of Pennsylvania led the study that
followed a group of 387 boys and girls, ages 10-12, in the Philadelphia area.
The implications of the fi ndings, which Romer says are 
unprecedented, are that kids might be unwilling or even unable to think 
through the potential consequences of impulsive behavior. “The kids who 
are impulsive, they might actually have the working memory, they just 
don’t use it as much,” Romer told Discovery News.
If the fi ndings are accurate, Romer says that children who might 
potentially engage in risky behavior in the future could be identifi ed and
steered into a healthier adulthood before they even start their decline.
The children were tested using a series of established tests that 
examine impulsive behavior. They also took a separate series of tests
designed to evaluate working memory, including solving problems that
usually revolve around a long-term goal, like planning a weekly study. 
The results were published in the journal, Neuropsychologia.
The fi ndings provide hope for children who are at risk for what 
researchers and educators call a poor developmental trajectory. In 
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addition to obvious consequences later in life, such as drug addiction and
prison time, risky behavior in childhood also can lead to problems in brain
development.
From: http//blogs.yourdiscovery.com
TEXT 8
Oct. 30, 2009 - Fast Runners Have Shorter Heels, Longer Toes
Plenty of people run, but only some have the ability to fl y like the
wind.
A new study helps to explain what separates the fl eet-footed from the
heavy-footed: ankle structure and toe length.
While these aren’t the only features that make sprinters fast, subtleties
in anatomy might help coaches determine whether to steer young runners
towards distance or short races. The insights could also lead to faster sprinting
shoes and even help people stay mobile into old age.
“Track coaches always say that sprinters are born not made,” said
Stephen Piazza, a biomechanist at The Pennsylvania State University in 
University Park. “We can’t answer that question with a study like ours, but
it sounds like something that is set by genetics.”
Piazza’s study had serendipitous beginnings. He and colleagues were
working with a football player at Penn State University who wanted to
prolong his career with a scientifi c approach.
Among a battery of tests, Piazza used ultrasound to measure
something called the lever arm of the athlete’s Achilles tendon
From: http//blogs.yourdiscovery.com
TEXT 9
Happy National Chocolate Day
Oct. 28, 2009 - Today is National Chocolate Day, an occasion to
commemorate all things chocolate.
Chocolate is more than simply an indulgence. This tasty treat has
been around for more than two millennia, originating in Central America.
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The Mayans revered the cocoa bean,
dubbing it “the food of the gods.” 
Chocolate was introduced
to the Western world in the 16th
century following the arrival of 
Spanish explorers. During that time,
chocolate was used not only as a
food, but also as a currency.
The fi rst chocolate factory in
the United States was founded in
1765. These humble beginnings have spawned the multi-billion dollar
industry we know today.
Celebrate National Chocolate Day by taking a closer look at the 
history, the culture, the health benefi ts and certainly the taste of chocolate.
From: http//blogs.yourdiscovery.com
TEXT 10
Can chocolate give me a happy-high?
On Valentine’s Day 2008, the British chef and author Nigella Lawson
appeared on the National Public Radioshow “All Things Considered” to
discuss chocolate. During the interview, Lawson gave several reasons why 
she believed chocolate is so thoroughly intertwined with Valentine’s Day: 
“It gives [people] a feeling that’s meant to be comparable to the feeling
you get when you fall in love,” she said. “It’s like giddiness, feeling of 
excitement, feeling of attraction. So, in other words -- perhaps without 
knowing it -- we’re giving people a love drug”. 
Lawson, although lacking any formal training in neurology or
molecular biology, is pretty much dead on. Chocolate does, indeed, contain 
several compounds that have been shown to act on the brain in myriad 
ways, and most of them induce pleasure. It’s also long been believed that
chocolate, which is processed from the cocoa plant and is found growing
in such far-fl ung areas of the world as Malaysia, Ghana and Guatemala,
bestows heightened feelings of sexuality upon the eater. This would make 
chocolate an aphrodisiac, a notion that the Aztec ruler Montezuma reportedly 
bought into. He’s said to have drunk goblets full of a chocolate drink called 
xocolatl (“bitter water”) to provide stamina for his sexual conquests. 
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There’s also a widely held belief that chocolate can produce a euphoric
feeling akin to a runner’s high. Our understanding of euphoria-producing
compounds, put together with the modern concept of addiction, has even
led some to believe that that one can be a chocolate addict.
Is that even possible? Can a person become addicted to chocolate?
Before we get ahead of ourselves, perhaps we should answer whether
chocolate can even give its eater a high.
From: http//blogs.yourdiscovery.com
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Apêndice
FALSE COGNATES
PORTUGUÊS/INGLÊS 
(ordem alfabética)
INGLÊS/ PORTUGUÊS (ordem
referente à lista da esquerda)
Actually (adv) - na verdade , de fato Atualmente- nowadays, today
Agenda (n) - pauta do dia/ reunião Agenda - appointment book; agenda; diary 
(UK)
Antecipate (v) - prever; aguardar, fi car na
expectativa
Antecipar - to bring forward, to move
forward , to do in advance
Application (n) - inscrição, registro, uso Aplicação (fi nanceira)-investment
Appointment (n) - hora marcada, compro-
misso profi ssional 
Apontamento - note
Appreciation (n) - gratidão Apreciação - judgement
Argument (n) - discussão, bate boca Argumento - reasoning, point
Assist (v) - ajudar, dar assistência Assistir - to attend, to watch
Assume (v) - presumir, aceitar como verda-
deiro 
Assumir - to take over
Attend (v) - assistir, participar de Atender - to help; to answer; to see, to exa-
mine
Audience (n) - platéia, público Audiência - court appearance; interview
Balcony (n) - sacada, varanda suspensa Balcão - counter
Beef (n) - carne de boi/vaca Bife - steak
Cafeteria (n) - refeitório, bandejão Cafeteria - coffee shop, snack bar
Camera (n) - máquina fotográfi ca Câmara - tube (de pneu) chamber (grupo
de pessoas) 
Carton (n) - caixa de papelão, embalagem
“longa vida”
Cartão - card
China (n) – louça de porcelana
Cigar (n) - charuto Cigarro - cigarette
Collar (n) - gola, colarinho, coleira Colar - necklace
College (n) - faculdade Colégio - school
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PORTUGUÊS/INGLÊS 
(ordem alfabética)
INGLÊS/ PORTUGUÊS (ordem
referente à lista da esquerda)
Commodity (n) - artigo, mercadoria Comodidade - comfort
Competition (n) - concorrência Competição - contest
Compromise (v) - entrar em acordo, fazer 
concessão
Compromisso - appointment; date
Confi dent (adj ) - confi ante
Convenient (adj) - prático Conveniente - appropriate
Costume (n) - fantasia (roupa) Costume - custom, habit
Curso de graduação - undergraduate pro-
gram
Data (n) - dados(números, informações) Data - date
Deception (n) - logro, fraude, o ato de en-
ganar
Decepção - disappointment
Defendant (n) - réu, acusado 
Design (v, n) - projetar; projeto, estilo Designar - to appoint
Editor (n) - redator Editor - publisher
Educated (adj) - instruído Educado - polite
Emission (n) - descarga (de gases, etc.) Emissão - issuing (of a document, etc.)
Engaged (adj ) - noivo
Enroll (v) - inscrever-se, registrar-se, ma-
tricular-se 
Enrolar - to roll; to wind; to curl
Eventually (adv) - fi nalmente, conseqüen-
temente 
Eventualmente - occasionally
Exit (n, v) - saída, sair Êxito - success
Expert (n) - especialista, perito Esperto - smart, clever
Exquisite (adj.) - belo, refi nado Esquisito - strange, odd
Estrangeiro - foreigner
Estúpido - impolite, rude
Entender - understand
Fabric (n) - tecido Fábrica - plant, factory
Grip (v) - agarrar fi rme Gripe - cold, fl u, infl uenza
Idiom (n) - expressão idiomática Idioma - language
Injury (n) - ferimento Injúria - insult
Intend (v) - pretender, ter intenção 
Intoxication (n) - embriaguez, efeito de 
drogas 
Intoxicação - poisoning
Journal (n) - periódico, revista especializa-
da, diário pessoal
Jornal - newspaper
Inglês Instrumental
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PORTUGUÊS/INGLÊS 
(ordem alfabética)
INGLÊS/ PORTUGUÊS (ordem
referente à lista da esquerda)
Lamp (n) - lustre, abajur Lâmpada - light bulb
Lecture (n) - palestra Leitura - reading
Legend (n) - lenda Legenda - subtitle, caption
Library (n) - biblioteca Livraria - bookshop, bookstore
Lunch (n) - almoço Lanche - snack
Motel (n) - hotel de beira de estrada Motel - love motel
Notice (v) - notar, perceber, aviso Notícia - news
Novel (n) - romance Novela - soap opera
Offi ce (n) - escritório Ofi cial - offi cial
Parents (n) - pais Parentes - relatives
Particular (adj) - específi co, exato Particular - personal, private
Pasta (n) - massa (alimento) Pasta - paste; folder; briefcase
Policy (n) - política (diretrizes) Polícia - police
Prejudice (n) - preconceito Prejuízo - damage, loss
Pretend (v) - fi ngir Pretender - to intend, to plan
Private (adj) - particular Privado - private
Procurar - to look for
Propaganda (n) – divulgação/ propaganda
de ideias
Propaganda - advertisement, commercial
Pull (v) - puxar Pular - to jump
Push (v) - empurrar Puxar - to pull
Realize (v) - notar, perceber
Record (v, n) - gravar, disco, gravação, re-
gistro
Recordar - to remember, to recall
Requirement (n) - requisito Requerimento - request, petition
Résumé (n) - curriculum vitae, currículo Resumir - summarize
Resumo - summary
Retired (adj) - aposentado Retirado - removed
Senior (n) – idoso Senhor - gentleman, sir
Sensible (adj ) – sensato
Sensitive (adj ) - sensível
Service (n) - atendimento Serviço - job
Support (v) - apoiar Suportar (tolerar) - stand, bear
Tax (n) - imposto Taxa - rate; fee
Trainer (n) - preparador físico Treinador - coach
Turn (n, v) - vez, volta; virar, girar Turno - shift; round
Vegetables (n) - verduras, legumes Vegetais - plants
Carolina Lopes
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COMMON VERBS
Os três verbos mais comuns no inglês são: BE (ser/ estar), DO 
(fazer), HAVE (ter). Esses verbos também servem como verbos auxiliares
nos tempos compostos do inglês. 
PRONOMES VERBOS TRADUÇÃO
BE DO HAVE
I (eu) Am Do Have Sou/ faço/ tenho
YOU (tu/você) Are Do Have é/ faz/ tem
HE (ele) Is Does Has é/ faz/ tem
SHE (ela) Is Does Has é/ faz/ tem
IT (ISSO- usado para coi-
sas, objetos, fatos)
Is Does Has é/ faz/ tem
WE (nós) Are Do Have somos/ fazemos/ temos
YOU (vós/ vocês) Are Do Have são/ fazem/ tem
THEY (eles/ elas) Are Do Have são/ fazem/ tem
Outros verbos mais usados na língua inglesa são: verbos (tradução) -
exemplos
Come (vir) - I come by bus; They come from the theatre
Do (fazer tarefas/ obrigações) - I do the dishes; I do my homework; She
does the house chores
Go (ir) – They go to the movies; He goes to university, we go shopping 
Have (ter) - I have a brother; She has lunch at 12pm, we have a birthday
party tonight
Know (saber/ conhecer) - I know you; You don’t know how to play the guitar
Look (olhar/ ver) - look at me; I looked it in the newspapaer
Make (fazer- sentido de produzir)- She never makes a mistake; I will 
make a cake
Take (tomar/levar) - He’s taking a shower; I take this pill every four-
hour a day
Say (dizer) - she said good-bye; let me say a word
Think (pensar) - I think he loves me; I don’t think you like comic books
See (ver) - I see your point; I will see the doctor in the afternoon,
Want (quere) - I want you to do your homework; She wants to travel to
New York
Inglês Instrumental
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PRESENT TENSES
PRESENT SIMPLE
A forma no Presente Simples segue a seguinte regra: na terceira 
pessoa do singular, acrescenta-se “S”, e as demais permanecem com a
mesma forma do infi nitivo sem o “TO”. As exceções para o acréscimo do 
“S” seguem para palavras terminadas em: CH, SH, X, SS, O, S, Z. Todas 
elas têm “IES” na forma do presente simples. Verbos irregulares podem
ter a forma completamente modifi cada, como em “to have”, cuja terceira 
pessoa é “has”.
PRONOME
VERBOS NO PRESENT SIMPLE 
To look To take To think To Go To watch
I Look Take Think Go Watch
You Look Take Think Go Watch
He Looks Takes Thinks Goes Watches
She Looks Takes Thinks Goes Watches
It Looks Takes Thinks Goes Watches
We Look Take Think Go Watch
You Look Take Think Go Watch
They Look Take Think Go Watch
Forma afi rmativa: She likes to play football (Sujeito + verbo 
conjugado + complemento)
Forma negativa: She does not like to play fooball (Sujeito + ‘do 
not’ ou ‘does not’ + verbo no infi nitivo sem o ‘to’+ complemento); forma 
contrata (don’t/ doesn’t): She doesn’t like to play fooball 
Forma interrogativa: Does she like to play football? (Do/ does+ 
sujeito+ complemento)
Para usar a forma negativa e interrogativa, faz-se necessário o uso 
do verbo auxiliar “DO” conjugado, ou seja, na terceira pessoa do singular, 
usa-se ‘does’ e nas demais, usa-se ‘do’.
Carolina Lopes
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O único verbo dentre os verbos da língua inglesa, sem incluir os verbos
modais, que será usado nas formas negativa e interrogativa sem o verbo
auxiliar ‘do’, é o verbo ‘be’, que tem sua própria conjugação nessas formas.
Forma afi rmativa: I am a medical student/ They are medical students
Forma negativa: I am not a medical student/ They are not medical
students; forma contrata: I’m not a medical student/ They aren’t medical
students; they’re not medical students
Forma interrogativa: Am I a medical student?!/ Are they medical
students?
PRESENT PROGRESSIVE
A regra para o uso do presente progressivo segue da seguinte
maneira: verbo “BE” conjugado no presente + verbo acrescido de “ING”, o
‘ing’ indicará que o verbo está no gerúndio.
Forma afi rmativa: I am doing a research on the Portuguese language g
(estou fazendo uma pesquisa sobre a lingua portuguesa)/ he is doing a g
research.... (sujeito+verbo be conjugado+complemento); forma contrata:
I’m doing a research on the Portuguese language/ He g isn’t doing ag
research... 
Forma negativa: I am not doing a research... / He is not doing a
research (sujeito+verbo ‘be’conjugado+ing+complement); forma contrata:
I’m not doing a research.../ He’s not doing a research…
Forma interrogativa: Are you doing a research…?/ Is he doing a
research…? ( verbo ‘be’+verbo+ing+complement).
 
PRESENT PERFECT
A regra para o uso do presente perfeito segue da seguinte forma:
Forma afi rmativa: I have done my homework/ she has done
her homework (Sujeito+ HAVE /HAS(para a terceira pessoa) + verbo no
particípio passado+ complemento)
Forma negativa: I haven’t done my homework/ she hasn’t done
her homework (sujeito+have not/ has not/ haven’t/ hasn’t + verbo no
particípio passado+complement)
Forma interrogativa: have I done my homework? / Has she done
her homework? ( Have/ Has + sujeito+ verbo no particípio passado+
complement)
Inglês Instrumental
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PAST TENSES
PAST SIMPLE
A forma no Passado Simples segue a seguinte regra para todas as 
pessoas, seja do singular como do plural: os verbos regulares são acrescidos 
de “ED” e os verbos irregulares possuem suas formas próprias, que não
seguem regras específi cas. Exemplo: verbos regulares: walk - walked; play 
- played; call - called; verbos irregulares: have - had; go - went; buy - 
bought; see - saw.
As exceções para o acréscimo de “ED” seguem para palavras 
terminadas em “y” precedido de consoante. Exemplo: study- studied. 
Para palavras terminadas na seguinte ordem: consoante-vogal-consoante 
(CVC), a última letra é dobrada antes do acréscimo do “ED”. Exemplo: 
stop- stopped.
VERBOS IRREGULARES
VERBO NA
FORMA BÁSICA
VERBO NO 
PASSADO
Come Came
Become Became
Give Gave
Forgiveg Forgaveg
Buyy Boughtg
Bringg Broughtg
See Saw
Have Had
Go Went
Make Made
Beging Begang
Choose Chose
Speakp Spokep
Break Broke
Fall Fell
Sleepp Sleptp
Keepp Keptp
Feel Felt
Read Read
Put Put
Cut Cut
Meet Met
Forgetg Forgotg
Forma afi rmativa: She went to 
a disco club last night. (Sujeito+verbo-
passado+ complemento)
Forma negativa: She didn’t
go to a disco club last night. 
(sujeito+didn’t+verbo no infi nitivo sem 
o “to”-forma básica+ complemento)
Forma interrogativa: Did she go to
the disco club last night? (Did+sujeito+ 
verbo na forma básica+ complemento) 
Carolina Lopes
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PAST PERFECT
A regra do passado perfeito segue da seguinte maneira: uso do HAD
(para todas as pessoas) + verbo no particípio passado. Exemplos:
Forma afi rmativa: She had written the book. (sujeito + had + verbo
no particípio + complemento)
Forma negativa: She hadn’t written the book. (suj. + hadn’t + 
verbo no particípio + complemento)
Forma interrogativa: Had she written the book? (had + suj. + verbo
no particípio + complemento)
COMPARATIVES AND SUPERLATIVES
COMPARATIVOS REGULARES
Para formarmos os comparativos de igualdade, basta escrevermos
o adjetivo na forma básica entre ‘as’. Exemplo: delicious - as delicious as;
happy- as happy as.
Para formarmos os comparativos de superioridade, basta
acrescentarmos o “ER” ao adjetivo. Exemplo: tall- taller; fast- faster. 
As exceções para o acréscimo do “ER” seguem para palavras
terminadas em “y” precedidas de consoante, quando isso ocorre, retira-se o
‘y’ e acrescenta-se “IER”. Exemplo: happy- happRR ier; healthy- healthier. Para
palavras terminadas na seguinte ordem: consoante-vogal-consoante (CVC),
a última letra é dobrada antes do acréscimo do “ER”. Exemplo: big- biga ger. 
Quando o adjetivo é considerado longo, ou seja, com mais de duas
sílabas, usa-se o “MORE” antes do adjetivo. Exemplo: delicious - more
delicious; beautiful - more beautiful.
SUPERLATIVOS REGULARES
Para formarmos os superlativos, basta acrescentarmos “EST” ao
adjetivo e seguir às mesmas exceções dos comparativos. Exemplos: small
- smallest; big - biggest; healthy - healthiest; delicious - most delicious;
famous - most famous
COMPARATIVOS E SUPERLATIVOS IRREGULARES
Os comparativos irregulares não obedecem a regras. São estes:
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Good- better
Bad- worse
Os superlativos irregulares não obedecem a regras. São estes:
Good- best
Bad- worst
FUTURE TENSES
FUTURE SIMPLE
A forma do futuro simples usada para todas as pessoas, seja do 
singular, como do plural é:
Forma afi rmativa: She will study this afternoon (sujeito + will+ y
verbo na forma básica+ complemento); forma contrata: She’ll study thisy
afternoon.
Forma negativa: She will not study this afternoon (sujeito+will y
not+verbo na forma básica + complemento); forma contrata: She won’t 
study this afternoon.y
Forma interrogativa: Will she study this afternonn? (will + sujeito y
+ verbo na forma básica + complemento).
FUTURE PROGRESSIVE
A forma do futuro progressivo segue usando-se o verbo “WILL”+ 
“BE”+ verbo acrescido de “ING”, o ‘ing’ é a terminação que indicará que o 
verbo está no gerúndio. Esta forma é usada para todas as pessoas, seja do 
plural como do singular.
Forma afi rmativa: The actors will be practicing their lines. (sujeito
+ will + be + verbo + ing + cpmplemento) - (os atores estarão treinando 
suas falas).
Forma negativa: The actors will not be practicing their lines
(sujeito + will not + be + verbo + ing + complement); forma contrata:The 
actors won’t be practicing their lines.
Forma interrogativa: Will the actor be practicing their lines? (will 
+ sujeito + be + verbo + ing + complement)
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IRREGULAR VERBS
Segue a lista com os verbos irregulares principais em inglês. Os
outros verbos, ou seja, os regulares, possuem apenas a terminação ‘ED’.
Forma Básica
(infi nitivo sem ‘to’) Passado Simples Particípio
Awake Awoke awoken
Be was, were Been
Bear Bore Born
Beat Beat Beat
Become Became become
Begin Began begun
Bend Bent Bent
Bet Bet Bet
Bid bid/bade bid/bidden
Bind Bound bound
Bite bit bitten
Bleed Bled bled
Blow Blew blown
Break Broke broken
Breed Bred bred
Bring Brought brought
Build Built built
Burn burned/burnt burned/burnt
Burst burst burst
Buy bought bought
Catch caught caught
Choose chose chosen
Come came come
Cost cost cost
Cut cut cut
Deal dealt dealt
Dive dived/dove dived
Do did done
Draw drew drawn
Dream dreamed/dreamt dreamed/dreamt
Drive drove driven
Drink drank drunk
Eat ate eaten
Fall fell fallen
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Forma Básica
(infi nitivo sem ‘to’) Passado Simples Particípio
Feed fed fed
Feel felt felt
Fight fought fought
Find found found
Fit Fit fi t
Fling fl ung fl ung
Fly fl ew fl own
Forbid forbade forbidden
Forget forgot forgotten
Forgive forgave forgiven
Forsake forsook forsaken
Get got gotten
Give gave given
Go went gone
Grow grew grown
Hear heard heard
Hide hid hidden
Hit hit hit
Hold held held
Hurt hurt hurt
Keep kept kept
Know knew know
Lay laid laid
Lead led led
Learn learned/learnt learned/learnt
Leave left left
Lend lent lent
Let let let
Lie lay lain
Light lighted/lit lighted
Lose lost lost
Make made made
Mean meant meant
Meet met met
Misspell misspelled/misspelt misspelled/misspelt
Mistake mistook mistaken
Pay paid paid
Plead pled pled
Prove proved proved/proven
Put put put
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Forma Básica
(infi nitivo sem ‘to’) Passado Simples Particípio
Quit quit quit
Read read read
Ride rode ridden
Ring rang rung
Rise rose risen
Run ran run
Say said said
See saw seen
Seek sought sought
Sell sold sold
Send sent sent
Set set set
Shake shook shaken
Shine shone shone
Shoot shot shot
Show showed showed/shown
Shrink shrank shrunk
Shut shut shut
Sing sang sung
Sit sat sat
Sleep slept slept
Speak spoke spoken
Spend spent spent
Spill spilled/spilt spilled/spilt
Split split split
Spread spread spread
Spring sprang/sprung sprung
Stand stood stood
Steal stole stolen
Stick stuck stuck
Strike struck struck
Swear swore sworn
Sweep swept Swept
Swim swam Swum
Swing swung Swung
Take took Taken
Teach taught Taught
Tear tore Torn
Tell told Told
Think thought Thought
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Forma Básica
(infi nitivo sem ‘to’) Passado Simples Particípio
Throw threw Thrown
Tread trod Trodden
Understand understood Understood
Uphold upheld Upheld
Upset upset Upset
Wake woke Woken
Wear wore Worn
Weave weaved/wove weaved/woven
Weep wept Wept
Wind wound Wound
Win won Won
Write wrote written
PASSIVE VOICE
A voz passiva pode ser usada em qualquer tempo verbal, para indicar 
que as ações são mais importantes de quem as fez. A regra da voz passiva 
consiste em pegar o objeto na voz ativa e transformá-lo em sujeito na voz 
passiva. Por exemplo em: Cabral descobriu o Brasil (voz ativa) -> O
Brasil foi descoberto por Cabral (voz passiva). Se o verbo na voz ativa
está no presente, a voz passiva fi ca no presente; dessa forma, se o verbo 
fosse ‘descobre’, sua voz passiva seria: ‘é descoberto’.
Na língua inglesa, a forma é: sujeito (antigo objeto da voz ativa) 
+ verbo BE (no tempo verbal da voz ativa) + verbo no particípio+ 
complemento.
Exemplo:
Cabral discovered Brazil -> Brazil was discovered by Cabral.
VOZ ATIVA -> VOZ PASSIVA
Cabral will discover Brazil -> Brazil will be discovered by Cabral 
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 Tempo Sujeito Verbo Objeto
Simple Present
Ativa: Ronaldo writes a letter.
Passiva: A letter is written by Ronaldo.
Simple Past
Ativa: Ronaldo wrote a letter.
Passiva: A letter was written by Ronaldo
Present Perfect
Ativa: Ronaldo has written a letter.
Passiva: A letter has been written by Ronaldo.
Future I
Ativa: Ronaldo will write a letter
Passiva: A letter will be written by Ronaldo.
Verbo Modal -
Ex.: can
Ativa: Ronaldo can write a letter.
Passiva: A letter can be written by Ronaldo
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BIBLIOGRAFIA
ANSON, Chris M. and ROBERT A. Schwegler. The Longman Handbook 
for Writers and Readers. Second edition. (2000). Pages 118-120; 270-
272; 262-64; 369-71; 448.
FAWCETT Susan & SANDBERG, Alvin. Evergreen – A guide to Writing. 
Houghton Miffl in Boston: Company.1984
GREENBERG, Kaen. Effective Writing: Choices and Convention. New 
York: Saint Martin’s Press. 1992.
GOODMAN, Y (org.) Reading Strategies: Focus on Comprehension. Holt, 
Rinehart and Wiston, New York:1980
MOITA LOPES, L.P.Um modelo Interacional de Leitura. Ofi cina de 
Lingüística Aplicada. São Paulo: Mercado das Letras. 1996.
SWAN, Michael. Practical English Usage. Oxford: Oxford University 
Press, 2005.
WALLACE, Catherine. Reading. Oxford: Oxford University Press, 1993.
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