LÍNGUA INGLESA - Banco do Brasildocs.aprovaconcursos.com.br/aprova/materias_adicionais/...aquele que faz a ação do verbo. Por este motivo, são usados antes do verbo. Por este motivo,

Prof. Renato Baggio Língua Inglesa p/ BB

Aula 01.

Prof. Renato Baggio www.aprovaconcursos.com.br Página 1 de 5

LÍNGUA INGLESA - Banco do Brasil

Professor: RENATO BAGGIO

Aula: 01


Aula 01.

Apresentação

O professor Renato Baggio tem 39 anos é formado em Publicidade ePropaganda e tem sua formação como professor de Inglês pelaInternational House de Londres, Inglaterra. Estudou letras Português-Inglês pelo COC-SP e também fez cursos de aperfeiçoamento naEurocentres em Londres. Leciona há 21 anos com experiência de 10anos em concursos pré-vestibulares.

Olá estimados alunos! Sejam bem vindos às aulas de Inglês! Nelasprocurarei trazer uma abordagem diferente durante nossas aulas paraque consigamos obter máximo rendimento nesse curto espaço detempo! Conto com a dedicação de vocês bem como com um feedbackdurante nossas aulas para que possamos atender as suasnecessidades da maneira mais personalizada possível! Um ótimo cursoa todos e bons estudos!



Aula 01.

Inglês

Pronouns

1.1. Personal Pronouns

Há dois tipos de pronomes pessoais: os Subjective Pronouns e os Objective Pronouns.

Os Subjective Pronouns funcionam como sujeito da frase, ou seja, aquele que faz a ação do verbo. Por este motivo, são usados antes do verbo. Já os Objective Pronouns funcionam como o objeto da frase, ou seja, aquelesque sofrem a ação do verbo. Logo, são usados depois do verbo.

SUBJECTIVE PRONOUNS OBJECTIVE PRONOUNS

I ME

YOU YOU

HE HIM

SHE HER

IT IT

WE US

YOU YOU

THEY THEM

Usados Antes do Verbo Usados Depois do Verbo

Ex.: I want to talk to her about the problem.

Ex.: John and Meg study with Bob. (He) (her)

Ex.: Jane is worried about Susan. (She) (her)

Exercises

1. Escolha um dos pronomes em negrito que completa a frase corretamente ereescreva-o ao lado de cada frase, no espaço dado: Depois, escolha a alternativa que apresenta a sequência correta dos pronomes que você escolheu.



Aula 01.

01. This is a big house. I like its / it’s colour. 02. My brother and I want to visit us / our grandmother. 03. Jim is a good boy. I like he / him. 04. Where do you / yours live? 05. I don’t remember where I left my / mine book.

a) its – our – him – you – my b) its – us – he – you – my c) it’s – us – he – you – mine d) it’s – us – him – yours – my e) its – our – he – yours – mine

Alzheimer's EyeTesting for Alzheimer's disease might be as easy as going to the eye doctor.By Victor Limjoco

Researchers at Boston's Brigham and Women's Hospital announced this week that a laser scan for the eyes has so far been 100 percent accurate as an early detectorfor Alzheimer's disease in mice. This is proof-of-concept evidence for early detection. It says that we're on the right track," lead researcher Lee Goldstein says. Goldstein's team used the laser scan eye test to compare mice that were genetically engineered to develop Alzheimer's with normal mice. The laser scan found beta-amyloid protein in the eyes of the Alzheimer's mice well before any evidence was shown in the brain. In Alzheimer's patients the betaamyloid protein ultimately builds up into plaques between nerve cells in the brain. The laser directs a low-intensity beam of light into the lens of the eye, which bounces off of specific particles, similar to how the sun's light bounces off particles of water in clouds. This produces a "scatter pattern," which scientists use to look for beta-amyloid protein inthe eye. According to the National Institute onAging, Alzheimer's disease affects up to 4.5 million Americans. Alzheimer's patientsstart to forget loved ones, dates, or how to do simple math. As the disease progresses, Alzheimer's patients can lose the ability to care for themselves and even to speak. In 2003, oldstein and others published in The Lancet that the beta-amyloid protein can be found in the eyes of Alzheimer's patients. "This was the first evidence outside of the brain that Alzheimer's was a systemic disorder," he says. "That's important because it allows us to monitor the progression of the disease in parts of the body other than the brain." Goldstein says that these tests could mean better therapy options for those diagnosed early, potentially decades before lesionsform in the brain. "Alzheimer's disease is very difficult to diagnose at any age," he says. "But in order for us to treat this disease we must be able to diagnose it early and intervene early."Goldstein's eye test is now in the first stage of experimental trials in people.

Fonte: http://www.discover.com/web-exclusives/detectingalzheimers-eye-scan/

2. De acordo com o texto, o ‘laser scan’ nos olhos representa um grande avanço nas pesquisassobre o mal de Alzheimer porque:



Aula 01.

a) Propicia o diagnóstico de enfermidades paralelas (perda da fala e da memória, depressão) em pacientes portadores da doença e o encaminhamento destes a terapias adequadas.b) Detecta plaquetas da proteína ‘beta-amyloid’ entre as células nervosas do cérebro. c) reduz a probabilidade de pacientes portadores da Alzheimer desenvolverem cegueira em estágio avançado da doença.d) Oferece 100% de exatidão para detectar o mal de Alzheimer em mulheres.e) Possibilita verificar a presença da proteína ‘beta-amyloid’ e, conseqüentemente, efetuar o diagnóstico precoce da doença.3. De acordo com o texto, é correto afirmar que:a) Os testes foram feitos inicialmente em ratos, com grande precisão, e agora estãocomeçando a ser realizados em pessoas. b) Após testes realizados em norte-americanos, o ‘laser scan’ será em breve disponibilizado para uso comercial.c) O mal de Alzheimer, difícil de ser diagnosticado, dispõe, no entanto, de muitas opções de terapia.d) O feixe de luz emitido pelo ‘laser scan’ desencadeia uma reação nas partículas de água dos olhos dos pacientes de Alzheimer, produzindo a proteína ‘beta-amyloid’. e) A proteína ‘beta-amyloid’ causa desordem sistêmica no cérebro do portador de Alzheimer.

GABARITO1 - A2 - E3 - A



Aula 02.




Aula: 02


Aula 02.

Inglês

Pronouns

1.0. Possessive Pronouns

Há dois tipos de pronomes possessivos: Os Possessive Adjectives e os Possessive Pronouns.

Os Possessive Adjectives são seguidos de um substantivo. Já os Possessive Pronouns não podem ser seguidos de um substantivo. Elessão usados depois do substantivo ao qual se referem, para evitar redundância.

POSSESSIVE ADJECTIVES POSSESSIVE PRONOUNS

MY MINE

YOUR YOURS

HIS HIS

HER HERS

ITS ITS

OUR OURS

YOUR YOURS

THEIR THEIRS

Antes do Substantivo Depois do Substantivo

Ex.: I have my friends and you have your friends. I have my friends and you have yours.

Ex.: These are my books. Where are your books?These are my books. Where are yours?

1.3. Reflexive Pronouns

Os pronomes reflexivos concordam com os pronomes pessoais (sujeitos das frases). Eles podem se referir ao sujeito ou ao objeto da frase.

Os pronomes reflexivos possuem 3 usos:a) Uso reflexivob) Uso enfáticoc) Uso idiomático



Aula 02.

SUBJECTIVE PRONOUNS REFLEXIVE PRONOUNS

I MYSELF

YOU YOURSELF

HE HIMSELF

SHE HERSELF

IT ITSELF

WE OURSELVES

YOU YOURSELVES

THEY THEMSELVES

a) Uso reflexivo – para indicar que a ação reflete-se no próprio causador:Ex.: The man cut himself.

b) Uso enfático – para dar ênfase (destaque) a uma pessoa ou objeto:I myself fixed the computer. Jane herself cleaned the house.

c) Uso idiomático – é freqüentemente usado com a preposição “by” para substituira palavra “ALONE” (=só; sozinho):I finished the report alone. = I finished the report by myself.

Exercises

Take the Stairs

“Take the stairs” is a common exercise tip in lifestyle behavior modification programs,once strictly a mainstay of alternative health clinics and now part of everyday medicine atthe country’s biggest hospitals and clinics. The accessible act of bypassing the escalatoror elevator can help keep off pounds and even extend your life, according to research. Asone study at Cleveland Clinic showed, covering two flights of stairs daily can result in aloss of up to 1010 pounds in a year. Other findings indicate that using the stairs 10minutes per day can add one to two years to your life.

From Seattle Times,August 13, 2000Vocabulary:Tip: dicaHealth: saúdeEscalator: escada rolanteStairs: escada



Aula 02.

Flight of stair: lance de escada

1. Mark the FALSE statement. a) Taking the stairs can make one’s life longer.b) Climbing stairs regularly can result in weight loss.c) The treatment offered by alternative health clinics is more accessible and healthier. d) The advantages of taking the stairs are supported by scientific research.e) The use of stairs is now recommended in health treatments.

2. Escolha as alternativas corretas:I. O texto sugere que deveríamos optar mais pelas escadas ao invés deelevadores e escadas rolantes. II. Optar por usar escadas ao invés de elevadores pode emagrecer. III. Usar a escada pode aumentar a expectativa de vida.

Com relação às afirmações anteriores:a) Todas são falsas. b) Apenas a II é falsa. c) As alternativas I e III são verdadeiras. d) Todas são verdadeiras. e) As alternativas II e III são falsas.

3. The main purpose of this passage is to (o principal objetivo do texto é):a) Inform people about the benefits of taking the stairs. b) Criticize those who prefer to take the elevators and escalators.c) Argue that taking the stairs is the latest fashion in health clinics. d) Complain against people who do not work out on a daily basis.e) Present an efficient substitute for a low-fat diet.

4. Na frase “Take the stairs is a common exercise tip”, a palavra ‘common’ é omesmo que:a) unimportant b) simplec) easyd) importante) insignificant

5. Em qual fonte impressa é mais provável encontrarmos um texto como este?a) Gibib) Dicionárioc) Revista de Modasd) Enciclopédiae) Artigo de revista científica

Abortion Pill

Women living in France can have an abortion with a pill. The pill is called RU486. It makes having an abortion easy and without surgery. Women in America do not have



Aula 02.

access to this pill. A congresswoman sent a letter. She thinks that women should be ableto get the pill in the United States. Another person thinks that American women should not have it. Some people worry about the new pill. They think it might teach people that abortion is no big deal. It will be harder to understand abortion if it is done with a pill. Some doctors think that this pill is safe. A group of California doctors is working to get the pill approved. Another doctor said that abortion is legal in California. He said science can make it safer for women. He wants to study the pill in California. No one knows when the pill will be available to women in the United States. It is clear that many women want the choice.

Fonte: http://www.cdlponline.org/index.cfm?fuseaction=activity1&topicID=2&storyID=21Vocabulary:Pill: pílula; comprimido.Big deal: grande coisa. Teach: ensinar

6. According to the text:a) Everybody is against the new pill. (*against= contra)b) Everybody is in favor of the new pill. c) There are controversies about the new pill in different countries.d) No doctors approved the new idea. e) People want to have access to the pill in Brazil.

7. Mark True or False to the following statements according to the text:I. Many people are using the pill illegally. II. The new pill must be used during a surgery. III. Some people worry that the pill will motivate people to abort.

Mark the correct alternative:a) F – F – T b) T – T – T c) F – F – F d) T – F – T e) T – F – F

8. According to the text, it is correct to say that:a) People don’t want the pill in America. They think it will teach people to abort. b) Some doctors want the pill to be approved in America. c) People in France don’t want the pill to be approved in America. d) In France, abortion is illegal. e) The pill is effective, but it is dangerous for women.

Text I

Salegen is a new medicine sold in tablet form used in the treatment of xerostoma, a disease also known as dry mouth syndrome. Its active ingredient is pilocarpine, a substance extracted from jaborandi, a plant native to the Amazon tropical rain forest. TheBrazilian Indians have known about jaborandi’s therapeutic properties for generations.


http://www.cdlponline.org/index.cfm?fuseaction=activity1&topicID=2&storyID=21


Aula 02.

The American lab that developed the new drug could have saved itself a lot of research by just knowing what jaborandi means – in Tupi-Guarani dialect the word means “slobber-mouth plant”. This shrub-like tree has been used since immemorial times by the Indians for inducing salivation. Pilocarpus jaborandi is an integral part of Brazilian folk medicine and has innumerous healing qualities. Dozens of international pharmaceutical laboratories have patented material from the rain forest and gone on to develop products, sometimes even using the original Indian name. But the Indians whose knowledge led to the particular plant being used receive no compensation.

Vocabulary:Shrub-like : parecida com um arbusto.Dry : secaSlobber: baba; babarHealing: cicatrizante

9. Xerostoma is a disease in which a person:a) can’t stop salivating. b) isn’t able to produce saliva. c) can’t control salivating to excess. d) can’t swallow her / his own saliva. e) isn’t able to induce salivation even with stimulation.

10. According to the text:a) The Brazilian Indians knew about the substance but didn't want to help. b) The Brazilian Indians used the jaborandi plant as food. c) The Indians were paid for the information about the plant. d) The Indians never received anything from the laboratories which produce medication from their plant. e) The Brazilian Indians opened laboratories which now produce medication for people all over the world.

GABARITO1 - C2 - D3 - A4 - B5 - E6 - C7 - A8 - B9 - B10 - D



Aula 03.




Aula: 03


Aula 03.

Inglês

SIMPLE PRESENT

1.1. CONCEITO

O Simple Present é mais usado para falar de coisas que acontecem habitualmente e verdades absolutas, entretanto, ele pode ainda ser usado para falar do futuro ou até mesmo do passado!

1.2. VERB TO BE

I AM I’M

YOU ARE YOU’RE

HE

IS

HE’S

SHE SHE’S

IT IT’S

WE ARE WE’RE

YOU ARE YOU’RE

THEY ARE THEY’RE

VERB TO BE = SER / ESTAR

Ex.: I am a doctor. = Eu sou um médico. Ex.: I am tired. = Eu estou cansado

Ex.: They are students. = Eles são alunos.Ex.: They are worried about the test. = Eles estão preocupados com a prova.

VERB TO BE - FORM AffirmativeEx.: I am tired.

NegativeEx.: I am not tired. / I’m not tired.

InterrogativeEx.: Am I tired? Ex.: Why am I tired?



Aula 03.

1 ) AffirmativeEx.: She is beautiful.

NegativeEx.: She isn’t beautiful.

InterrogativeEx.: Is she beautiful?

2) AffirmativeEx.: We are lost.

NegativeEx.: We aren’t lost.

InterrogativeEx.: Are we lost?

1.3. ESTRUTURA Como saber se um verbo está no Simple Present no texto da prova?

AFFIRMATIVE NEGATIVE INTERROGATIVE

I WORK I DON’T WORK DO I WORK

YOU WORK YOU DON’T WORK DO YOU WORK

HE HE HE

SHE WORKS SHE DOESN’T WORK DOES SHE WORK

IT IT IT

WE WORK WE DON’T WORK DO WE WORK

THEY WORK THEY DON’T WORK DO THEY WORK



Aula 03.

SIMPLE PRESENT - FORM

1) AffirmativeEx.: I like to read.

NegativeEx.: I don’t like to read.

InterrogativeEx.: Do you like to read? > Why do you like to read?

2)AffirmativeEx.: She likes to read.

NegativeEx.: She doesn’t like to read.

InterrogativeEx.: Does she like to read?

1.4. USO

a) AÇÕES HABITUAISEx.: Josh usually travels to the beach at weekends.

b) FATOSEx.: The moon is our natural satellite.

c) FUTURO PROGRAMADOEx.: The bus leaves at 10 o’clock.

d) PASSADOEx.: In 1945 the World War II ends.

EXERCISES

CESGRANRIO - Concurso Petrobras - 2012Text IA Day in the Life of the Women of O&Gby Jaime KammerzellFrom Rigzone Contributor. Tuesday, February 14, 2012

Although far fewer women work in the oil and gas(O&G) industry compared to men, many women findrewarding careers in the industry. Five women wereasked the same questions regarding their careerchoices in the oil and gas industry.



Aula 03.

Question 1: Why did you choose the oil and gasindustry?Woman 1: Cool technology, applying science andmoney.Woman 2: It seemed interesting and the pay wasgood.Woman 3: They offered me a job! I couldn’t turn downthe great starting salary and a chance to live in NewOrleans.Woman 4: I did not really choose the oil and gasindustry as much as it chose me.Woman 5: I chose the oil and gas industry because ofthe challenging projects, and I want to be part of ourcountry’s energy solution.Question 2: How did you get your start in the oiland gas industry?Woman 1: I went to a university that all major oilcompanies recruit. I received a summer internship withTexaco before my last year of my Master’s degree.Woman 2: I was recruited at a Texas Tech EngineeringJob Fair.Woman 3: At the time, campus recruiters cameto the geosciences department of my universityannually and they sponsored scholarships forgraduate students to help complete their research.Even though my Master’s thesis was more gearedtoward environmental studies, as a recipient of oneof these scholarships, my graduate advisor stronglyencouraged me to participate when the time came forO&G Industry interviews.Woman 4: I was working for a company in anotherstate where oil and gas was not its primary business.When the company sold its division in the statewhere I was working, they offered me a position atthe company’s headquarters in Houston managingthe aftermarket sales for the company’s largestregion. Aftermarket sales supported the on-highway,construction, industrial, agricultural and the oil andgas markets. After one year, the company asked meto take the position of managing their marine andoffshore power products division. I held that positionfor three years. I left that company to join a new startupcompany where I hold the position of president.Woman 5: My first job in the oil and gas industry wasan internship with Mobil Oil Corp., in New Orleans.I worked with a lot of smart, focused and talentedgeoscientists and engineers.Question 3: Describe your typical day.Woman 1: Tough one to describe a typical day. Igenerally read email, go to a couple of meetings and



Aula 03.

work with the field’s earth model or look at seismic.Woman 2: I talk with clients, help prepare bids andwork on getting projects out the door. My days arenever the same, which is what I love about the job Ihave.Woman 3: I usually work from 7:30 a.m. – 6:30 p.m.(although the official day is shorter). We call the fieldevery morning for an update on operations, security,construction, facilities and production engineeringactivities. I work with my team leads on short-termand long-term projects to enhance production (a lot ofemails and Powerpoint). I usually have 2-3 meetingsper day to discuss/prioritize/review ongoing orupcoming work (production optimization, simulationmodeling, drilling plans, geologic interpretation,workovers, etc.). Beyond our team, I also participatein a number of broader business initiatives andleadership teams.Woman 4: A typical day is a hectic day for me. Myday usually starts well before 8 a.m. with phonecalls and emails with our facility in Norway, as wellas other business relationships abroad. At the office,I am involved in the daily business operations andalso stay closely involved in the projects and thesales efforts. On any given day I am working onbudgets and finance, attending project meetings,attending engineering meetings, reviewing drawingsand technical specifications, meeting with clientsand prospective clients, reviewing sales proposals,evaluating new business opportunities and making alot of decisions.Woman 5: On most days I work on my computerto complete my projects. I interpret logs, createmaps, research local and regional geology or writedocuments. I go to project meetings almost every day.I typically work only during business hours, but thereare times when I get calls at night or on weekendsfrom a rig or other geologists for assistance with atechnical problem.Adapted from URL: <http://www.rigzone.com/news/article.asp?a_id=11508>. Retrieved on February 14, 2012.

11 According to Text I, when asked about their choice of the oil and gas industry,(A) all the interviewees pointed out the relevance of having a green job.(B) all the women felt really committed to solving the nation’s energy problems.(C) all the interviewees mentioned that the challenges of the field attracted them.(D) just one of the women commented that she was attracted by the location of the job.(E) no interviewee considered the salary an important factor for accepting the job.



Aula 03.

12 In Text I, using the interviewees’ experience, it can be said that getting a job in the O&G industry can result from all the following situations, EXCEPT(A) participating in a job fair.(B) taking part in O&G Industry interviews.(C) applying to specific job ads via internet sites.(D) attending a university where major oil companies look for prospective employees.(E) getting previous experience in an internship program with an O&G organization.

13 In Text I, according to the answers to the third question in the interview,(A) Woman 1 implies that every day is the same for her, since she performs exactly the same tasks routinely.(B) Woman 2 complains against her very boring schedule at the office, dealing with strictly technical issues.(C) Woman 3 always works off hours and does not get involved with the operations in the field.(D) Woman 4 has negotiations with the international branches and gets involved in commercial and technical issues.(E) Woman 5 does not need to worry about preparing written materials nor deciding on last-minute technical issues at nights or on weekends.

14 Based on the meanings of the words in Text I,(A) major (line 22) and main express opposite ideas.(B) headquarters (line 40) could be substituted by main office.(C) smart (line 51) and intelligent are antonyms.(D) enhance (line 66) and reduce express similar ideas.(E) prospective (line 84) and former are synonyms.

15 The sentence, in Text I, in which the boldfaced expression introduces an idea of addition is(A) “Although far fewer women work in the oil and gas (O&G) industry compared tomen, many women find rewarding careers in the industry.” (lines 1-3)(B) “I chose the oil and gas industry because of the challenging projects,” (lines 17-18)(C) “Even though my Master’s thesis was more geared toward environmental studies,” (lines 31-32)(D) “as well as other business relationships abroad.” (lines 76-77)(E) “but there are times when I get calls at night or on weekends from a rig or other geologists for assistance with a technical problem.” (lines 91-94)

16 In Text I, the expression “turn down” in “I couldn’t turn down the great starting salary and a chance to live in New Orleans” (lines 12-14) could be replaced, without change in meaning, by(A) refuse(B) take(C) accept(D) request(E) understand



Aula 03.

17 The only fragment from Text I that presents a series of actions exclusively performed in the past is(A) “I chose the oil and gas industry because of the challenging projects, and I want to be part of our country’s energy solution.” (lines 17-19)(B) “I held that position for three years. I left that company to join a new startup company where I hold the position of president.” (lines 46-48)(C) “My first job in the oil and gas industry was an internship with Mobil Oil Corp., in New Orleans. I worked with a lot of smart, focused and talented geoscientistsand engineers.” (lines 49-52)(D) “At the office, I am involved in the daily business operations and also stay closely involved in the projects and the sales efforts.” (lines 77-80)(E) “On most days I work on my computer to complete my projects. I interpret logs, create maps, research local and regional geology or write documents.” (lines 87-90)

Text IIHow To Start A Career In The Oil And Gas Industry:What Employers SayBy Katie WeirFrom Talent Acquisition Specialist, CampusTalisman EnergyHow to start your career, step by stepFix up your resumé – take it to your careercentre at your university and they’ll help you.Write a compelling cover letter that speaks toyour best qualities – save the pretentious languagefor your English papers.Join a professional association and attendtheir events – if you feel uncomfortable attendingalone, try volunteering at them. By having a job to do,it gives you an excuse to interact with the attendees,and an easy way to start up a conversation the nexttime you see them.Do your research – I can’t stress this enough. Iwant students to apply to Talisman, not because wehave open jobs, but because they actually have aninterest in what we’re doing, and want to be a part of it.Be confident, but stay humble – it’s importantto communicate your abilities effectively, but it’s alsoimportant to be conscious of the phrase: “sense ofentitlement.” This generation entering the workforcehas already been branded with the word “entitlement,”so students will need to fight against this bias from thevery beginning of any relationship with people in theindustry – be aware that you will need to roll up yoursleeves and work hard for the first couple years, andyou will be rewarded in the end.

Retrieved and adapted from URL: <http://talentegg.ca/incubator/2010/11/29/how-to-start-a-career-in-the-oil-and-gas-industry-what-employers-say/>. Acess on: February 14, 2012.



Aula 03.

18 The main purpose of Text II is to(A) teach prospective workers how to prepare cover letters to impress employers.(B) advise the readers about the importance of researching for open jobs in institutional websites.(C) criticize job candidates who are excessively confident and feel that the world owes them something.(D) alert the readers to the importance of joining a professional association to have free access to their events.(E) list relevant hints for those interested in entering the job market and building a successful professional life.

19 The fragment that closes Text II, “be aware that you will need to roll up your sleeves and work hard for the first couple years, and you will be rewarded in the end.” (lines 23-25), implies that one must(A) make an effort to commit totally to one’s job in the initial phase, in order to reachsuccess in the future.(B) wear formal clothes to work so that, as years go by, a couple of top-rank officerscan recognize one’s worth.(C) accept jobs with severe routines only in order to obtain early promotions.(D) avoid postponing assigned tasks and wearing inappropriate clothes in the working environment.(E) show commitment to the working routine and demand the rewards frequently offered to senior employees.

20 Concerning Texts I and II, it is possible to affirm that(A) neither text points out ways to get rewarding jobs in the O&G industry.(B) both texts discuss strategies to ask for promotion in the O&G industry.(C) both texts present ways of starting successful careers in the O&G industry.(D) only Text I encourages prospective employees of O&G industries to plan their careers in advance.(E) only Text II provides hints on how to give up highly-paid jobs in the O&G industry.

Gabarito:

11- D 12- C 13- D 14- B 15- D 16- A 17- C 18- E 19- A 20- C



Aula 04.




Aula: 04


Aula 04.

Inglês

PRESENT CONTINUOUS

1.1. CONCEITO

Também chamado de Present Progressive, normalmente O Present Continuous é usado para indicar uma ação que está acontecendo agora (neste momento) e que ainda não acabou. Ele pode, entretanto, indicar outrostipos de ação como veremos adiante.

1.2. Present Continuous - FORM

O Present Continuous é formado pelo Verbo To Be no presente, acrescido de outro verbo na forma do Gerúndio.

Ex.: I am studying now.

AffirmativeEx.: My father is working now.

NegativeEx.: My father isn’t working now.

InterrogativeEx.: Is my father working now?Ex.: Why is my father working now?

1.3. USO

a) AÇÕES EM ANDAMENTOEx.: Jane is studying in her room now.

b) AÇÕES TEMPORÁRIASEx.: I am living with some friends until the end of the month.

c) FUTURO PLANEJADOEx.: We are traveling to London next month.

d) AÇÕES REPETIDASEx.: My car is always breaking down.



Aula 04.

CUIDADO! Tudo o que está acontecendo possui ING mas nem tudo o que possui ING está acontecendo!

COMPARE: 1 – Smoking is bad for you. (Fumar faz mal à você.)

2 – I like dancing(Eu gosto de dançar)

3 – I am interested in learning French. (Eu estou interessado em aprender francês.)

4 – It is a boring movie.(É um filme chato.)

Exercise

Read the text

Ask women what disease they fear most, and the vast majority will answer: breast cancer. They may even cite the ominous statistic that 1 in 8 women will develop breast cancer at some point in her life. But what most women don’t realize is that they actually have far more to fear from heart disease, which will strike 1 out of every 3. More than 2 million European women die each year of cardiovascular disease – that’s 43% of all deaths – making their hearts, not breast cancer (with 5% of deaths annually), their No 1 killer.

Women and heart disease? Better believe it. For while most people still think of cardiovascular trouble as mainly a man’s problem, the reality is that heart disease has never discriminated between the sexes. In fact, for a varietyof complex reasons, the condition is more often fatal in women than in men and is more likely to leave women severely disabled by a stroke or congestiveheart failure. True, women don’t usually start showing signs until their 60s – about 10 years after men first develop symptoms. And hormones seem to play a protective role in women before menopause. But the common belief that premenopausal women are immune to heart problems is just plain wrong.In Britain alone, heart disease kills over 1,500 women younger than 45 each year.

1. The text says that:a) breast cancer has been women’s top killer.b) men tend to experience heart attacks earlier than women.c) hormones protect women over sixty from heart disease.d) men’s cardiovascular systems demand more special attention than women’s.



Aula 04.

e) women but not men may be disabled by heart failure.

2. What does “the vast majority” (line 1) refer to?a) premenopausal women.b) European women.c) disabled women.d) British women.e) women in general.

Gabarito 1 - b2 - e

3. Marque um “X” na letra F para as frases que estiverem dando a idéia de futuro e Apara as frases que estiverem dando a idéia de ações em andamento.

a) Paul is washing his car. ( ) F ( ) Ab) Steven is going back to Canada next month. ( ) F ( ) Ac) Jenniffer isn’t coming to the party. She is sick. ( ) F ( ) Ad) I’m waiting for the show to start. ( ) F ( ) Ae) Please don`t open the window. I am feeling cold. ( ) F ( ) A

Circle the letter with the correct answers:a) F - A - F - A - A b) A - F - F - A - A c) A - F - A - A - F d) A - A - F - A - A e) F - F - F - A - A

Gabarito 3 - b

Read the text:

Working women in Japan are more likely to be married than not these days, a sharpreversal of the traditional pattern. But for most of them, continuing to work after thewedding is an easier choice than having children.

Despite some tentative attempts by government and business to make the working worldand parenthood compatible, mothers say Japan’s business culture remains unfriendly tothem. Business meetings often begin at 6 p.m. or later, long hours of unpaid overtime areexpected and companies routinely transfer employees to different cities for years. As aresult, many women are choosing work over babies, causing the Japanese birthrate tofall to a record low in 1999 – average 1.34 babies per woman – an added wore for thisaging nation.

(The Washington Post National Weekly Edition. August 21, 2000)

4. According to the passage, the majority of working women in Japan:

a) expect to stop working after getting married.b) do not like the idea of having children.


1.0


Aula 04.

c) are choosing to remain single in order to keep their jobs.d) have been afraid to fight against traditional roles.e) would rather keep their jobs than have children.

5. Which of these statements is true according to the passage?

a) The Japanese birthrate used to be much lower.b) The percentage of marriages in Japan has fallen lately.c) The Japanese population is getting older.d) Japan’s population has stopped growing since 1999.e) Working women do not have more than one child.

In Victorian England, the valet, the master’s personal servant, had muchprestige within the household. First he had to have, clean and repaired, the correct outfitfor every occasion, to attend to his master’s toilette (perhaps using his own recipe forshaving soap or boot polish) including the ironing of shoelaces and the washing of smallchange. The valet traveled everywhere of consequence with his master, deciphering traintimetables and taking charge of values and cash. And he was privy to many close-keptsecrets. Abroad he acted as courier and interpreter, and might well have had morecontacts and knowledge of foreign ways than his master. He needed to be fit, for the rosebefore his master could not until long after he had retired.

from: Pitkin Guides, 1998

6. The text does not inform us that the valets:

a) had many and many valuables of their own.b) always worked very long hours every day.c) were usually very close to their master.d) were more important than other servants.e) knew what clothes should be worn on different occasions.

7. the word “change” could be translated as:

a) corrente.b) troco.c) roupa.d) moeda.e) louça.

8. The expression “of consequence” means the same as:

a) abroad.b) distant.c) rich.d) foreign.e) important.

9. The expression “to be fit” tells us that the valet needed to be:

a) obedient.


1.0


Aula 04.

b) tall.c) intelligent.d) clean.e) healthy.

Gabarito4 - E5 - C6 - A7 - B8 - E9 - E


Prof. Renato Baggio Língua Inglesa p/ Concurso Banco do Brasil

Aula 05.


LÍNGUA INGLESA - BANCO DO BRASIL


Aula: 05


Aula 05.

Inglês

SIMPLE PAST

1.1. CONCEITO

O Simple Past é um tempo verbal usado para indicar ações completas no passado com tempo definido.

1.2. VERB TO BE

VERB TO BE = SER / ESTAR

Ex.: I was sick last night.Eu estava doente noite passada.

Ex.: I was short when I was a kid. Eu era baixo quando era criança.

Ex.: They were tired after the game.Eles estavam cansados depois do jogo.

Ex.: They were friends in the past. Eles eram amigos no passado.

VERB TO BE - FORM

AffirmativeEx.: She was tired.

NegativeEx.: She wasn’t tired.


I WAS

YOU WERE

HE

WAS SHE

IT

WE WERE

YOU WERE

THEY WERE


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InterrogativeEx.: Was she tired? Ex.: Why was she tired?

1.3. ESTRUTURA

Além do verbo To Be, há dois tipos de verbos no Simple Past. Os Verbos Regulares e os Verbos Irregulares.

REGULAR VERBS – São acrescidos de “ED” ao final do verbo para formar o passado. Ex.: Work – workedWatch – watched

IRREGULAR VERBS - Não são acrescidos de “ED” para formar o passado.Ex.:Go – went Cut – cut

SIMPLE PAST- FORM 1) AffirmativeEx.: I worked a lot yesterday.

NegativeEx.: I didn’t work a lot yesterday.

InterrogativeEx.: Did you work a lot yesterday?

2) AffirmativeEx.: She went out last night.

NegativeEx.: She didn’t go out last night.

InterrogativeEx.: Did she go out last night?

Exercises

In the twentieth century, architects in large cities designed structures in a waythat reduced noise and yet made living as comfortable as possible. They usedsuch techniques as making walls hollow and filling this wall space withmaterials that absorb noise. Thick carpets and heavy curtains were used tocover floors and windows. Air conditioners and furnaces were designed to



Aula 05.

filter air through soundproofing materials. However, after much time andeffort had been spent in making buildings less noisy, it was discovered thatpeople also reacted adversely to the lack of sound. Now architects aredesigning structures which reduce undesirable noise but retain the kind ofnoise that people seem to need.

(Jolene Gear & Robert Gear)Vocabulary :Noise: barulhoHollow: vazioFill: preencherFurnace: fornoLack: ausência; falta deRetain: manter:

01. Na linha 2, “they” refere-se a: a) architectsb) cities c) structures d) techniques e) materials

02. A alternativa cujo conteúdo não é mencionado como um amortecedor do som é: a) Thick carpets and heavy curtains b) Filled hollow walls c) Air conditioners and furnaces d) Soundproof material e) Air filters

03. Atualmente, os arquitetos estão projetando: a) o barulho ideal.b) estruturas com um pouco de barulho.c) construções adversas. d) técnicas barulhentas.e) novas técnicas de impedir o barulho. 04. As pessoas vivem mais confortavelmente com: a) noisy furnaces b) silence c) reduced noise d) undesirable noises e) heavy curtains

FINDING A SCAPEGOAT WHEN EPIDEMICS STRIKEThe swine flu outbreak of 2009 has been nowhere near as virulent as the pandemics throughout history. However, as history has shown, someone getsthe blame for the spread of epidemics — at first Mexico, with attacks on Mexicans in other countries. In May, a Mexican soccer player who said he wascalled a “leper” by a Chilean opponent spat on his tormentor. In June,



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Argentines stoned Chilean buses, saying they were importing disease. When Argentina’s caseload soared, European countries warned their citizens against visiting it. “When disease strikes and humans suffer,” said Dr.Liise-anne Pirofski, an expert on the history of epidemics, “the need to understand why is very powerful. And, unfortunately, identification of a scapegoat is sometimes inevitable.” The most visible aspect of blame, of course, is what name a disease gets. The World Health Organization has struggled to avoid the names given the Spanish, Hong Kong and Asian flus, instructing itsrepresentatives to shift from “swine flu” to “H1N1” to “A (H1N1) S.O.I.V.” (the last four initials stand for“swine-origin influenza virus”) to, recently, “Pandemic (H1N1) 2009.” Headlinewriters have rebelled, and ignored them. The truth is that diseases are so complex that pointing blame is useless, simply deflecting blame may be moreefficient.Adapted from http://www.nytimes.com/2009/09/01, September, 2009.

05. Which alternative best describes the general idea of the text?A) The swine flu is not as strong as other pandemics in history.B) When epidemics strike people must find its cause and origin in order to understand it.C) The European countries were prejudiced against Argentina.D) How the name of H1N1 has changed so far.E) The headline writers insist on finding thescapegoats for the epidemics.

06. According to the text, in paragraph three the sentence “When Argentina’s caseload soared” means:A) The number of cases of H1N1 patients in Argentina went up.B) The virus was discovered in Argentina.C) The virus was brought by Chileans to Argentina.D) The number of cases of H1N1 patients in Argentina got stable.E) The number of cases of H1N1 patients in Argentina went down.

gabarito1 - a2 - e 3 - b 4 - c 5 - b 6 - a



Aula 06.




Aula: 06


Aula 06.

PAST CONTINUOUS

1.1. CONCEITO O Past Continuous é usado para nos referirmos a algo que estava acontecendo em torno deum momento específico no passado ou que estava acontecendo o tempo todo num períodode tempo no passado.

1.2. Past Continuous - FORM O Past Continuous é formado pelo Verbo To Be no passado acrescido de outro verbo naforma do Gerúndio.

Ex.: I was studying when you called me last night.

PAST CONTINUOUS- FORM

AffirmativeEx.: John was studying.

NegativeEx.: John wasn’t studying.

InterrogativeEx.: Was John studying?Ex.: What was John studying?

1.3. USO a) O Past Continuous é usado juntamente com o Simple Past quando dizemos que algoaconteceu enquanto outra ação estava em andamento.Ex.: I was taking a shower when Jane called me. b) O Past Continuous pode ainda ser usado para indicar duas ações que estavamacontecendo simultaneamente. Ex.: Bob was studying while Jane was cooking.

CUIDADO! CAREFUL! CUIDADO! CAREFUL!Tudo o que está acontecendo possui ING mas nem tudo o que possui ING está acontecendo!

COMPARE: 1 Smoking is bad for you.



Aula 06.

(Fumar faz mal à você.)

2 – I like dancing(Eu gosto de dançar) 3 – I am interested in learning French. (Eu estou interessado em aprender francês.

4 – It is a boring movie.(É um filme chato.

Exercises1. Complete the sentences with the Simple Past or the Past Continuous of the verbs inbrackets:

a) As I _____________ (drive) home, a policeman __________ (stop) me and _______ (ask) me for mydriving license.

b) Last night when I ________ (arrive) home, myparents _______________ (have) dinner.

c) The secretary ___________ (type) a letter when her boss _______ (ask) her for somecoffee.

d) When I __________ (wake) up this morning it _______________ (rain).

Gabaritoa - was driving / stopped / askedb - arrived / were havingc - was typing / asked d - woke up / was raining

CONJUNCTIONS1.1. CONCEITO

Conjunções são palavras que unem orações em frases. Além de formar frases, asconjunções também nos mostram como os significados de tais orações estão relacionados,dão sentido e coerência ao texto deixando-o mais bem articulado.

As conjunções podem ser coordenativas ou subordinativas. As conjunções coordenativas unem duas orações que são gramaticalmente independentesuma da outra. (and ; or; but; etc.) Ex.: I like music. I don’t play any musical instrument. I like music but I don’t play any musical instrument.

As conjunções subordinativas servem para unir uma oração que é parte de outra, ou seja,uma oração que depende da outra. Por isso, tal oração é chamada de oração subordinada. (because; although; when; etc.)Prof. Renato Baggio www.aprovaconcursos.com.br Página 3 de 9


Aula 06.

Ex.: I don’t smoke. It is bad for my health. I don’t smoke because it is bad for my health.

Conjunção Tradução

And e

But mas

Or ou

Although/though embora

However apesar de; entretanto

In spite of/despite apesar de

When quando

Whenever sempre que

While enquanto; enquanto que

As soon as logo que

Till/ until até

In order to a fim de

So that de modo que

Because por que

As porque; , assim que

Since desde; já que; porque

Therefore portanto

Nevertheless todavia; contudo

Besides além de



Aula 06.

Moreover além do mais

Unless a menos que

EXERCISES

Read the text:

One More Reason To Eat Your VeggiesIf you’re worried about prostate cancer, it might pay to eat an apple a day. Or an onion. Researchersat the Mayo Clinic in Rochester, Minn., report that a natural substance called Quercetin significantly reduced the ability of prostate tumor cells to absorb the hormone they need to develop and proliferate. Quercetin is found in apples, onions, leafy vegetables, green and black tea, beans, and red wine. The team, led by Dr. Nianzeng Xing, cautioned that the study has been done only on cancer cells cultivated in the lab, and Quercetin hasn’t been tested in human patients. But it has two advantages as a potential treatment: it is abundant and safe. Prostate cancer, the most common cancer in men, will strike 198,100 Americans this year and kill 31,500, according to the American Cancer Society. Existing treatments have severe side effects, so scientists have been searching for a safer one. The researchers found that Quercetin reduced prostate cancer cells’ absorption of androgens, the male hormones that stimulate prostate cancer. Next, the Mayo team will test Quercetin in mice that have been bioengineered to develop prostate cancer.

(In: Business Week, April 9, 2001. p. 106.) Vocabulary:it might pay – vale a penaonion – cebolaresearch – pesquisadevelop – desenvolverleafy – folhosolab – laboratóriocell – célulasafe – segurostrike – atacarside effect – efeito colateralmice – camundongos



Aula 05.

veggies - vegetais

01. Pode-se dizer que a intenção principal do texto é:a) ( ) Apresentar um relato preliminar de uma pesquisa que visa a prevenção do câncerde próstata. b) ( ) Incentivar a ingestão de frutas e legumes no combate à célula cancerosa denominada Quercetina. c) ( ) Questionar os efeitos colaterais apresentados por uma substância que combate o câncer de próstata. d) ( ) Discutir um trabalho científico sobre os hormônios absorvidos pelas células cancerosas em sua proliferação. e) ( ) Relatar uma pesquisa sobre a mortalidade de homens americanos decorrente de câncer de próstata.

02. O estudo mencionado no texto foi realizado pela equipe liderada pelo Dr. Nianzeng Xing em: a) ( ) Homens norte-americanos de meia-idade. b) ( ) Diversos tipos de ratos geneticamente modificados. c) ( ) Frutas e vegetais modificados em laboratório. d) ( ) Células cancerosas cultivadas em laboratório. e) ( ) Ratos tratados com o objetivo de desenvolver câncer de próstata.

03. Marque a alternativa que apresenta a melhor maneira de completar a frase que segue usando o Simple Past e o Past Continuous:

“As I __________ (drive) home, a policeman __________ (stop) me and __________ (ask) me for my driving license.”

a) drove – was stopping – asked b) was driving – was stopping – asked c) drove – stopped – was asking d) was driving – stopped – was askinge) was driving – stopped – asked

GABARITO

1 - A 2 - D3 - E



Aula 05.

Concurso: EPE - 2012Banca: CESGRANRIO (Fundação Cesgranrio)Cargo: Assistente AdministrativoInstituição: EPE (Empresa de Pesquisa Energética)Área de Atuação: OutrasAplicada em: 09/2012Nível: Ensino Médio

LÍNGUA INGLESAText IArctic E&P activity heats upBy Jessica TippeeAssistant Editor

Not Mexico, not Brazil. The next offshore frontieris the Arctic, according to Andrew Reid, CEO of energyanalysts Douglas-Westwood Company. “More than400 fields have been discovered to date in the Arctic,

5 providing reserves in excess of 240 Bboe (billions ofbarrels of oil equivalent)” Reid said. He was a guestspeaker at a recent conference of the InternationalAssociation of Drilling Contractors (IADC), an agencythat has exclusively represented the worldwide oil and

10 gas drilling industry since 1940. Reid also affirmedthat “There is no doubt that further drilling activity inthis region could have a major impact on offshoreproduction in the foreseeable future.”

Meanwhile, Infield Systems Ltd. has identified15 more than 130 Bboe in discovered oil, gas, and

condensate reserves throughout the offshore arcticand sub-arctic regions. Around 114 Bboe are gasreserves, and 16 Bbbl (billions of barrels) are oil.Infield’s additional report on offshore arctic oil and gas

20 prospects through 2017 includes current and futureoffshore oil and gas developments within the ArcticCircle, and in the “sub-arctic” regions of SakhalinIsland, the Jeanne d’Arc basin offshore easternCanada, and the Cook Inlet off Alaska.25Arctic capital expenditure should increase morethan $7 billion annually through 2017. Russia, withits reserves, should largely drive this expenditure,especially during 2013-2015, assuming theShtokman project goes ahead. This project includes

30 a comprehensive development of satellites in theBarents Sea, and joint development of thePrirazlomnoye and Dolginskoye oil fields in thePechora Sea.

Prirazlomnaya is the first offshore ice-resistant35 stationary platform designed and built in Russia

measuring 126 m (413 ft) wide by 126 m long. With aweight of 117,000 tons, the platform can accommodate


https://www.aprovaconcursos.com.br/questoes-de-concurso/concurso/epe-2012


Aula 05.

a crew of up to 200, and provide year-round operation.The platform is designed to withstand temperatures

40 that can drop to −50º C (−58º F) during winter, and iceformation – the location is typically free from ice for110 days each year.

The platform will provide drilling, production, and oilstorage services, along with preparation and shipment

45 of final products from the Prirazlomnoye field. Gazpromexpects to drill up to 40 directional wells. Dutchcontractor Tideway has been dumping 100,000 metrictons of stone (110,231 tons) as an erosion protectionsystem around the platform to secure it to the seabed.

50 The development is targeting annual production ofmore than 6 million tons (43.8 MMbbl). Associatedproduced gas will be used for the platform’s needs.Production operations are scheduled to start this year.Offshore Magazine. May 2, 2012 . Volume 72, Issue 5Available at: <http://www.offshore-mag.com/articles/print/volume-72/issue-5/international-report/arctic-e-p-activity-heats-up.html>.Retrieved on: 9 May 2012. Adapted.

11 According to Text I, it is clear that(A) Brazil will be the new promising offshore frontier.(B) Andrew Reid is anticipating reserves in excess of 240 Bboe for Mexico.(C) the Arctic will be exploited by Douglas-Westwood Company.(D) the Arctic will have drilling difficulties in its foreseeable future, concerning oil extraction.(E) IADC has worked for drilling contractors’ interests worldwide for over 70 years.

12 According to Text I, Infield Systems Ltd has(A) located 16 Bbbl of oil throughout the offshore arctic and sub-arctic regions.(B) reported 114 Bboe of gas prospects.(C) started exploring the Jeanne d’Arc basin offshore eastern Canada, but will only include the Cook Inlet off Alaska in 2017.(D) found 130 Bboe in oil and gas on Sakhalin Island.(E) broadcast a potential for more than 130 Bboe in gas reserves, but only expects to findit by 2017.

13 According to Text I, if the Shtokman project goes ahead, it(A) will make Arctic capital expenditure decrease.(B) will increase in a total of $7 billions until 2017.(C) will reopen during 2013-2015 in a joint development of the Prirazlomnoye and Dolginskoye fields .(D) will include development of both Prirazlomnoye and Dolginskoye oil fields in the Pechora Sea.(E) is not part of the Russian investments.

14 According to Text I, the platform will NOT provide(A) gas storage(B) oil drilling



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(C) transportation of final products(D) preparation of final products(E) up to 40 directional wells

15 In Text I, the idea expressed by the word in boldface type is described in(A) frontier (line 1) – country(B) guest (line 6) – invited(C) doubt (line 11) – certainty(D) further (line 11) – within(E) major (line 12) – destructive

Gabarito:11 - E12 - A13 - D14 - A15 - B



Aula 07.




Aula: 07


Aula 07.

Inglês

PRESENT PERFECT

1.1. CONCEITO É uma outra forma de indicar o passado, embora ele seja um tempo presente. O Present Perfect sempre fala do agora.

Compare:1- He has lost his key. (Present Perfect)(Ele não tem a chave agora)

2 - He lost his key. (Simple Past) (Não se sabe se ele tem a chave ou não... só se sabe que ele a perdeu em algum momento no passado)

1.2. Present Perfect - form Como reconhecer a estrutura do Present Perfect no texto? O Present Perfect é formado a partir do auxiliar HAVE e do verbo principal no Passado Particípio.

Ex.: I have seen an accident.

I HAVE I’VE

YOU HAVE YOU’VE

HE HE’S

SHE HAS SEEN = SHE’S SEEN

IT IT’S

WE HAVE WE’VE

THEY HAVE THEY’VE

AffirmativeEx.: I have seen this movie before. NegativeEx.: I haven’t seen this movie before. InterrogativeEx.: Have you seen this movie before?Where have you seen this movie before?



Aula 07.

AffirmativeEx.: She’s seen this movie before. NegativeEx.: She hasn’t seen this movie before. InterrogativeEx.: Has she seen this movie before?Where has she seen this movie before?

QUAL A DIFERENÇA ENTRE O SIMPLE PAST E O PRESENT PERFECT?

SIMPLE PAST 1) Ações completas no passado.

Ex.: I studied Cantonese for 2 years. 2) Não possui relação com o presente.Ex.: I broke my leg.

PRESENT PERFECT1) Ações “continuam”no presente.

Ex.: I have studied Cantonese for 2 years. 2) Possui resultado ou consequência no presente. Ex.: I have broken my leg.

EXERCISES

Leia o texto a seguir

Jorge Mario Pedro Vargas Llosa, was born on March 28, 1936, in the Peruvian provincial city of Arequipa. He is a writer, politician, journalist, essayist, and Nobel Prize laureate. Vargas Llosa is one of Latin America's most significant novelists andessayists, and one of the leading authors of his generation. Some critics consider him to have had a larger international impact and worldwide audience than any other writer of the Latin American Boom. He was awarded the 2010 Nobel Prize in Literature "for his cartography of structures of power and his trenchant images of the individual's resistance, revolt, and defeat". Vargas Llosa rose to fame in the 1960s with novels such as The Time of the Hero (La ciudad y los perros, literally The City and the Dogs, 1963/1966), The Green House (La casa verde, 1965/1968), and the monumental Conversation in the Cathedral (Conversación en la catedral, 1969/1975). He writes prolifically across an array of literary genres, including literarycriticism andjournalism. His novels include comedies, murder mysteries, historical novels, and political thrillers. Several, such as Captain Pantoja and the Special Service (1973/1978) and Aunt Julia and the Scriptwriter (1977/1982), have been adapted as feature films. Many of Vargas Llosa's works are influenced by the writer's perception of Peruvian society and his own experiences as a native Peruvian. Increasingly, however, he has expanded his range, and tackled themes that arise from other parts of the world. Another change over the course of his career has been a shift from a style and approach associated with literary modernism, to a sometimes playful postmodernism.Like many Latin American authors, Vargas Llosa has been politically active throughout his career; over the course of his life, he has gradually moved from thepolitical left towards liberalism or neoliberalism, a definitively more conservative political position. While he initially supported the Cuban revolutionary government ofFidel Castro, Vargas Llosa later became disenchanted with the Cuban dictator and



Aula 07.

his authoritarian regime. He ran for the Peruvian presidency in 1990 with the center-right Frente Democrático (FREDEMO) coalition, advocating neoliberal reforms.

(Adapted from www.wikipedia.org)

17 - Are these statements about Vargas Llosa TRUE (T) or FALSE (F), according to the text?( ) He was born in the city of Arequipa, Peru.( ) He is a journalist, a lawyer, a writer and a Nobel Prize laureate.( ) Some critics consider him to be the greatest writer in the Americas.( ) He is one of the leading writers of the Latin American Boom.( ) He was awarded the Nobel Prize in Literature in 1990.

Mark the alternative which presents the correct sequence, from top to bottom.a) F – T – F – T – F.b) T – F – F – T – F.c) F – T – T – F – T.d) T – T – F – F – T.e) T – F – T – T – F.

2 - Which of these statements DOES NOT CORRESPOND to information givenin the text about Vargas Llosa?a) He became famous in the 1960’s.b) His texts involve a wide range of literary genres.c) Most of his novels have been adapted to films.d) His novels include themes such as politics, murder mysteries and thrillers.e) One of the first novels he wrote was The Time of the Hero.

3 - According to the text, Vargas Llosa’s writings:a) do not evolve around themes concerning different parts of the world.b) are all about his early life in Arequipa.c) have shifted from a romantic to a modern style.d) should be more universal and deal with themes related to the most important cultures.e) have been influenced by the society of his country.

4 - According to the text, Vargas Llosa:a) has been politically active only after 1990, when he ran for President.b) became the President of Peru in 1990.c) strongly supports Fidel Castro and his revolutionary government.d) has moved from the left to a more liberal or neoliberal political position.e) is a member of the communist party in Peru.

GABARITO1 - b2 - c3 - e4 - d


http://www.wikipedia.org/


Aula 07.

Hiroshima and Nagasaki – Should the Bombs have been Dropped?

On August 6th, 1945, at 8:16 a.m., the first atomic bomb exploded inHiroshima, Japan. On August t 9th, 1945, at approximately 11:01a.m., thesecond atomic bomb exploded in Nagasaki, Japan.

The bomb which was dropped on Hiroshima carried the equivalent of20,000 tons of TNT. Everything within four square miles was desolated. Thebomb dropped in Nagasaki contained the equivalent of 21,000 tons of TNT,and destroyed everything within three square miles.

Many years after the bombing of Japan, many people still question thedecision of Truman to drop the atomic bombs on Hiroshima and Nagasaki.Some say it was an immoral act of injustice, yet others say it was the onlyway to stop the war. Nevertheless, after the damages were assessed,everybody realized what a horrible and fatal mistake it was – in fact, theatomic bomb had done more harm than good.

Vocabulary:assess: avaliarton: toneladasquare mile: milha quadradanevertheless: todavia; contudodamage: estragoharm: prejuízo; mal; dano

01. Write T (true) or F (false) to the statements according to the text:a) Hiroshima had been evacuated before the bomb exploded in 1945.b) Nagasaki was destroyed by a second atomic bomb 3 days after the first explosion in Hiroshima. c) Many people think the use of atomic bombs in Hiroshima and Nagasaki wasthe only way to stop World War II.d) After the atomic bomb was dropped, everybody realized that it was really the best thing that could be done.e) It is believed that there were other ways to stop the war.

Circle the correct letter.a) F – T – T – F – T b) T – F – T – F – T c) F – F – T – T – F d) T – T – T – F – F e) F – F – T – F – F

02. Mark an “X” to the correct statement(s) based on the text:I. In the sentence, “It carried with it the equivalent of 20,000 tons of TNT”; the word “it” refers to the “atomic bomb”.II. In the sentence, “…yet others say it was the only way to stop the war”; the word yet could be replaced by still, without changing the meaning of the sentence. III. The sentence “Many years after the bombing of Japan…” is in the Present Continuous tense.



Aula 07.

Which are the correct letters? a) I and III b) II and III c) I, II and III d) I and II e) none

03. Circle the only correct sentence according to the text:a) The bomb was not a mistake. It was the only way to stop the war. b) Hiroshima and Nagasaki were destroyed by the same bomb. c) Many people believe Truman’s decision to drop the bomb was wrong. d) The bombs destroyed a lot of things but they were good in the end. e) Truman was in Japan during the bombing.

Gabarito1 - A2 - D3 - C


Prof. Renato Baggio Disciplina p/ Concurso Banco do Brasil

Aulas 08




Aula: 08


Aulas 08

Present Perfect – Special Cases

1) Ações repetidas no passado:Ex.: I’ve seen that film many times

2) Ações completas num período de tempo inacabado:Ex.: I’ve met Jane today.

3) Already = já:Ex.: I have already finished my project.

4) Yet = ainda / jáEx.: Have you talked to Steve yet?

I haven’t read the forms yet.

5) Lately = ultimamenteRecently = recentementeEx.: I have worked a lot lately.

6) Ever (“alguma vez” / já)Never = nuncaEx.: Have you ever eaten snails?

This is the best film I’ve ever seen. I’ve never been to Japan.

7) Just = “acabou de”Ex.: I have just seen an accident.

8) Since / ForEx.: I have studied Cantonese for 3 years.

I have studied Cantonese since 2001.

9) John has been to London VS.

John has gone to London

01. Read the sentences and circle the option that best completes eachsentence.

a. Look at this place! The hurricane _________ everything! There is nothing left!. A destroyed B has destroyed C was destroying D was destroyed by

b. Jane and Jack _________ together for a long time.



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A has been B have been C was D were

c. Toni _________ to Canada. He’s coming back only next year. A has been B went C has gone D was went

d. Tom _________ to London. He’s going there for the first time. A have never been B has just been C has already been D has neverbeene. Have you finished your homework _________?A just B ever C yet D never

02. Qual das frases abaixo está no Present Perfect?a) ( ) She went to the beach with her family last week.b) ( ) Peter finished his project last week.c) ( ) Steve’s never been to Japan.d) ( ) Susan and Kate were very tired after the game yesterday.e) ( ) Carol studied French for 3 years.

03. Marque a alternativa errada com relação ao uso do Present Perfect.a) ( ) We’ve already finished our homework.b) ( ) Steve and Jack has studied together.c) ( ) They haven’t visited us yet. d) ( ) I have seen a terrible accident once. e) ( ) The computer has helped me in my work.

04. Marque a alternativa correta com relação ao uso do Present Perfect.a) ( ) We’ve already finish our homework.b) ( ) Steve and Jack has studied together.c) ( ) They didn’t visited us yet. d) ( ) I have seen a terrible accident once. e) ( ) The band have played great songs

05. Complete as orações com o Simple Past ou o Present Perfect. a) The boys __________________a lot for the test .That’s why they should

have gotten a better grade. (study)b) Look! Those houses __________________repaired. They are really

beautiful now.(be) c) My friends and I __________________ a lot recently. (go out)d) He __________________married for ten years. Now he is divorced. (be)e) My cat __________________last year. (die)f) I __________________in São Paulo since the begging in of this year.(live) g) It __________________a lot since last night. I don’t know how they are

going to cross that river. (rain)h) My brother __________________ his arm when he was a child. (break)i) We __________________money for years. Soon we will be able to buy a

new house. (save)j) John __________________ to Recife before. (be)



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06. Leia as frases a seguir e marque com um “X” aquelas que apresentam ouso correto do Present Perfect e do Simple Past:a. ( ) John has had many jobs before he came to live in Bristol. b. ( ) Peter is getting prepared for the marathon. He runned 10 km yesterday.c. ( ) Did you saw the news last night?d. ( ) We didn’t like the film we saw at the cinema. e. ( ) Have you cleaned your bedroom already?f. ( ) What did you had for dinner last night?

Texto para simples prática de leitura.

Dutch eye surgeons have implanted tiny pieces of jewelry called “JewelEye” in the mucous membrane of the eyes of six women and one man in cosmetic surgery pioneered by an ophthalmic surgery research and development institutein Rotterdam. The procedure involves inserting a 0.13 inch wide piece of specially developed jewelry - the range includes a glittering half-moon or heart - into the eye’s mucous membrane under local anaesthetic at a cost of $610 to $1,232.“In my view it is a little more subtle than (body) piercing. It is a bit of a fun thing and a very personal thing for people,” said Gerrit Melles, director of the Netherlands Institute for Innovative Ocular Surgery. The piece of jewelry is inserted in the conjunctiva -- the mucous membrane lining the inner surface of the eyelids and front of the eyeball -- in sterile conditions using an operating microscope in a procedure taking about 15 minutes. “Without doing any harm to the eye we can implant a jewel in the conjunctiva,” Melles said. “So far we have not seen any side effects or complications and we don’t expect any in the future.” The Rotterdam-based institute, which develops new ocular surgical techniques in corneal, cataract and retinal surgery, developed and patented the jewelry made with special materials and the surgical procedure. The institute, which carries out the procedure in cooperation with an eye clinic near the city of Utrecht, said it has a waiting list for people who wanted the implant. From: http://msnbc.msn.com/id/4685961/



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Soda consumption increases risk of stroke and vascular diseaseBy John Phillip

Americans drink more than 216 liters of carbonatedsoft drinks each year, a number that continues toincrease at an alarming rate. Many people use low caloriediet soda in a futile effort to lose weight. Yet

5 they find that these drinks have the opposite effectleading them to be overweight or obese.The high acid content in most carbonatedbeverages removes calcium and other critical nutrientsfrom the bone and tissues, significantly increasing

10 disease risk over years of consumption.Researchers from Cleveland Clinic’s WellnessInstitute and Harvard University have reported theresult of a study in the American Journal of ClinicalNutrition, the first to examine soda’s effect on stroke

15 risk and vascular diseases.Past studies have linked sugar-sweetenedbeverage consumption with weight gain, diabetes,high blood pressure, high cholesterol, gout andcoronary artery disease, but current research has

20 implicated diet soft drink consumption with increaseddisease risk and weight gain due to depletion ofessential minerals.Lead study author Dr Adam Bernstein noted“Soda remains the largest source of added sugar in

25 the diet. What we’re beginning to understand is thatregular intake of these beverages sets off a chainreaction in the body that can potentially lead to manydiseases, including stroke. Researchers analyzedsoda consumption among 43,371 men and 84,085

30 women over a time span of nearly thirty years. Duringthat time, 2,938 strokes were documented in womenwhile 1,416 strokes were documented in men.”Despite the millions of dollars spent by sodamarketers to instill the virtues of drinking soda,

35 there is nothing healthy about consuming any type



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of carbonated beverage. Moreover, the study didnote that drinking coffee was associated with a 10%lower risk of stroke, compared to drinking sweetenedbeverages.

40 Regarding low calorie drinks, researchersconcluded “older adults who drank diet soda dailyhad a 43% increased risk of heart attacks or strokescompared to those that never drank diet soda”.The suggestion is to substitute carbonated

45 beverage consumption with an antioxidant packedcup of green tea or coffee to significantly reduce riskof strokes and vascular diseases.Alexander’s Gas & Oil Connections Magazine. May 12, 2012Available at: <http://www.gasandoil.com/oilaround/other/3425a2d6a41705a0f36cf3796041db1e>. Retrieved on: 9 May 2012. Adapted.

16 - According to Text II, a detrimental habit among Americans is a(n)(A) decreasing number of people taking calcium supplements.(B) decreasing amount of high acid nutrients in the daily diet.(C) decreasing amount of overweight and obese peoplelooking for medical assistance.(D) increasing intake of soda each year.(E) increasing number of people on a low calorie diet .

17 - One negative effect of sugar-sweetened beverage consumption and one negative effect of diet soft drink consumption are respectively(A) coronary artery disease and liver disease(B) gout and vitamin suppression(C) low cholesterol and weight gain(D) mineral suppression and high blood pressure(E) weight gain and essential mineral suppression

18 - According to Text II, Dr. Adam Bernstein affirmed that (A) stroke cannot be linked to soda nor to food intake with elevated sugar levels.(B) soda has been researched not only by 43,371 men butalso by 84,085 women.(C) soda intake is responsible for the largest sourceof sugar intake and for a detrimental chain reactionconnected to the appearance of serious diseases.(D) researchers cannot pinpoint connections betweensoda intake and any serious diseases.(E) over the time span of thirty years of soda consumptionmore men have been affected by stroke than women.

19 - In Text II, the idea expressed by the word in boldface type is described in(A) alarming (line 3) – soothing(B) futile (line 4) – important(C) Yet (line 4) – But(D) content (line 7) – happy(E) stroke (line 14) – death



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20 - In Text II, the word those (line 43) refers to(A) stroke(B) drinks(C) adults(D) researchers(E) heart attacks

Gabarito:

1 - (Gabarito: B)(Gabarito: C)(Gabarito: C)(Gabarito: D)(Gabarito: B)

2- c 3 - b 4 - d5 a) have studiedb) have beenc) have gone outd) wase) diedf) have livedg) has rainedh) brokei) have savedj) hasn’t been / has been

6 - Estão corretasa - d - e

Gabarito questões de 16 a 2016 - D17 - E18 - C19 - C20 - C



Aula 09.




Aula: 09


Aula 09.

Inglês

PAST PERFECT 1.1. CONCEITO Indica uma ação que ocorreu antes de outra ação que também estava no passado. Ele dá ordem aos eventos ocorridos no passado.

Ex.: Steve had left the building in time.

O Past Perfect é muito usado com o Simple Past.Ex: The students had finished the exercise when the teacher entered the classroom.

1.2. PAST PERFECT - FORM AffirmativeEx.: She had been to Scotland before.

NegativeEx.: She hadn’t been to Scotland before. InterrogativeEx.: Had she been to Scotland before?Why had she been to Scotland before?

1.3. USO O Past Perfect sempre indica a ação que aconteceu mais no passado, ou seja,aquela ação que, numa sequência cronológica de eventos, aconteceu primeiramente.

PAST PERFECT CONTINUOUS 1.1. CONCEITO

Indica uma ação que esteve em andamento antes de outra ação passada.

Ex.: I had been waiting for a long time when I finally realized I was in the wrong line.



Aula 09.

Note que o Past Perfect Continuous também é muito usado juntamente com oSimple Past.

1.2. PAST PERFECT CONTINUOUS - FORM Affirmative Ex.: They had been waiting for a long time.

Negative Ex.: They hadn’t been waiting for a long time.

Interrogative Ex.: Had they been waiting for a long time?

EXERCISES

Scientist invents easy solution for hard water problems

I recently moved into a new home, and I was disappointed to find thatthe water pressure was not as high as at my previous house. One of myneighbors told me the problem was hard water—that our water supply contains lotsof minerals, like calcium and magnesium. This causes scales to build up in pipes,appliances, fixtures and even the water heater. I had heard that hard watersolutions were costly and inconvenient, so I asked him what he’d done about theproblem. That’s when he told me about ClearWave, a remarkable water conditionerthat helps reduce scale building-up and helps prevent new scales from forming.

An innovative solution. ClearWave uses the latest microprocessortechnology to electronically generate inaudible waveforms. They help keep calciumcarbonate particles, or scale, dissolved in the water. The water treated byClearWave continues to dissolve the scale as it flows through the pipes. Over time,it helps solve hard water problems in the entire system, from the water heater andpipes to appliances and shower heads. This will result in a variety of benefits for youand your home. You’ll find yourself using less soap and detergent, and yourappliances will operate more efficiently. ClearWave works with all types of pipe andinstalls easily with ordinary household tools.

No salt, no chemicals, no plumbing. Pure water contains nothing but H20.When it comes out of the ground, however, water is rich in a multitude of minerals,such as calcium and magnesium. In the past, there have been three basic methodsused to control the problem of hard water and scale formation. One method is toremove the minerals through ion exchange, using salt. A second method involvesadding chemicals, such as phosphates, to the water. Both of these methods changethe makeup of the water and require the homeowner to continuously replenish thesalts or chemicals—as well as performing periodic maintenance on the equipment.A third method involves using magnets and electrostatic devices to cause electricalchanges in the water that affects the scaling characteristics of the minerals. Thismethod is similar to that used by ClearWave, with an important difference. Theelectric field generated by ClearWave is continually applied to the water, while amagnetic field relies on the movement of the water to produce the changes.



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ClearWave is a revolutionary new product that solves your home’s hard water problems without salt, chemicals or plumbing.

(From Popular Science)

Vocabulary

appliances – utensílios, instrumentos, dispositivosscales – uma substância branca que se forma em volta e dentro dos canos ourecipientesbuilding-up – formação, desenvolvimento, acumulaçãowater supply – abastecimento de águainaudible waveforms – ondas sonoras inaudíveis pipes – canoswater heater - aquecedor de água

01. Mark with an “X”. According to the text, hard water is the water that is full ofproblems caused by:

a) many species of dangerous bacteria originated from a lot of garbage.b) some scientific products that are prepared in order to cultivate land for growingplants.c) the accumulation of a considerable amount of minerals in the water containers.d) insecticide accumulated in the ground and in the rivers.e) the rain that falls from very polluted clouds and harms all the green plants.

02. According to the text, it is true or false to say that:(....) ClearWave uses salt to remove the minerals from water while other methodsdo not.(....) Two methods require continuous replenishment of salts or chemicals andperiodic maintenance on the equipment.(....) The water pressure was not as high as at the author’s previous house becausethe water supply contains lots of minerals.(....) ClearWave does not work well to dissolve the scale while it flows inside thepipes.(....) The ClearWave is a water conditioner that helps reduce the white substancesaccumulated inside the water pipes or containers.

The correct sequence is:a) F - F - T - T - Fb) F - T - T - F - Tc) F - T - F - F - Td) T - T - F - T - Fe) T - F - T - T - T

GABARITO1 - C2 - B



Aula 10.




Aula: 10


Aula 10.

Inglês

Adjectives

Os adjetivos são palavras que têm a função de transformar os substantivos. Eles nãopossuem plural e não possuem formas para masculino e feminino, ou seja, não variamquanto ao número e gênero.Os adjetivos que descrevem cor, qualidade, tamanho (ex: good; bad; big; small; blue;yellow...) ou podem ser aqueles que estabelecem restrições à quantidade, posse,distância, etc. (ex: my car, few students, distant place, etc...)

Alguns adjetivos terminam em ED, portanto devemos cuidar com o contexto para quenão confundamos com os verbos regulares, que são aqueles que levam ED para formaro passado. Já outros terminam em ING, exigindo o mesmo cuidado para que não sejam confundidoscom formas do gerúndio.

Alguns adjetivos que levam ED:aged idoso(a) ragged maltrapilho / ásperobeloved amado sacred sagradoblessed abençoado wicked perverso / malignocrooked torto wretched desprezívelcursed amaldiçoado(a) one/three/four-legged de uma / três/

quarto pernas.naked pelado / nu

Adjetivos que levam ING:Compare.a) This movie is boring. (Este filme é chato)b) I’m bored with this movie. (Eu fico entediado com este filme)No primeiro caso, o adjetivo se refere a uma mera característica do substantivo. Nosegundo caso, o adjetivo expressa um sentimento de uma pessoa em relação a algo.Sempre que isso acontecer, devemos usar o adjetivo terminado em ING.

Ordem dos AdjetivosExistem muitas regras para determinar a ordem dos adjetivos e muitos gramáticosdiscordam quanto ao seu uso. Veja algumas das regras mais importantes parasabermos a ordem dos adjetivos numa frase:

1) Regra Geral: Normalmente os adjetivos seguem a seguinte ordem: Colour - cor Origin - origem Material -material Purpose - propósito Noun - substantivo

a blue Italian glass flower vasea brown German pottery beer mug

2) Adjetivos de tamanho, comprimento, altura ou idade geralmente são usadosantes dos adjetivos de cor, origem, material e propósito:



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a square wooden table. (not: wooden square table)(Uma mesa de madeira quadrada) a tall modern glass building. (um prédio de vidro alto e moderno)

3) Adjetivos de julgamento e atitude geralmente são usados antes de todos osoutros.

A silly tall guy. (um cara alto e tolo) A lovely young man. (um jovem adorável)

4) NúmerosTambém são usados antes dos demais adjetivos:

Six comfortable chairs. (seis cadeiras confortáveis) The four first days. (os quatro primeiros dias)

5) Vírgulas

Usamos vírgulas quando temos uma sequência longa de adjetivos, especialmente emdescrições físicas, para adjetivos que dão o mesmo tipo de informação. Ex.: A lovely, long, cool, refreshing cocktail. * Vírgulas podem ser eliminadas antes de adjetivos comuns curtos:Ex.: a short(,) dark(,) handsome cowboy.

6) Verb To Be and Copular VerbsOs adjetivos vêm depois do verbo To Be e dos chamados Copular Verbs – (look, feel,smell, taste, become, remain, stay, appear, seem and sound).

Ex.: The weather is nice today. (O tempo está bom hoje)I’m thirsty. (Eu estou com sede)The film was interesting. (O filme foi interessante)He’s been tired. (Ele tem estado cansado)This meat smells good. (Essa carne cheira bem)That food tastes awful. (Aquela comida está com gosto horrível)She looks beautiful. (Ela está bonita)

EXERCISES

1. Coloque as palavras na ordem correta:a) had – a – She – vacation – fantastic ____ ____________________________________b) rock – does – music – like - ? – she _____ ____________________________________c) loves – black – he – new – car – your.________________________________________

2. Use um substantivo e um adjetivo de cada quadro para completar as frases:

Adjectives Nouns



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foreign – hot water - cloudssharp – dark languages – airfresh – awful knife - accident

a) We need some ____________. Open the window, please!b) They need a ____________ to cut that meat. c) Do you speak any ____________________?d) It’s going to rain. Look at those ____________ !e) There’s no ____________ in the shower.f) We saw an ____________ last year.

3. Choose the adjectives that best complete the each sentence and circle them.

a) I was disappointed / disappointing with the film. I had expected it to be better.b) Are you interesting / interested in Arts?c) The film I saw yesterday was quite exciting / excited. d) It’s very embarrassed / embarrassing when you forget about an appointment youhad.e) Do you easily get embarrassed / embarrassing?f) I was amazing / amazed by the result of my test.

4. Put the adjectives in brackets in the correct position:Ex.: a beautiful table (wooden / round) – a beautiful round wooden table.

a) a simple ring (gold) - b) a new jacket (nice) - c) a new jacket (green) - d) an old apartment (beautiful) - e) blue gloves (leather) - f) an Australian film (old) -

Gabarito:

1)a. She had a fantastic vacation.b. Does she like rock music?c. He loves your new black car.

2)a. fresh airb. sharp knifec. foreign languagesd. dark cloudse. hot waterf. awful accident

3)a. amazed b. interested c. exciting



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d. embarrassing e. embarrassed f. disappointed

4)a. a simple gold ringb. a nice new jacketc. a new green jacketd. an old Australian filme. blue leather glovesf. a beautiful old house

Concurso: BNDES - 2012Banca: CESGRANRIO (Fundação Cesgranrio)Cargo: Técnico AdministrativoInstituição: BNDES (Banco Nacional de Desenvolvimento Econômico e Social)Área de Atuação: Bancária Aplicada em: 03/2013 Nível: Ensino Médio

Better Education Quality NeededFormal education and skills aren’t connecting in LatinAmerica.By Gabriel Sanchez ZinnyEducation advocates in Latin America havelong pushed for expanded access for all students.Indeed, access has improved, with secondary schoolcompletion rates climbing from 30 to 50 percent overthe past two decades. However, there is a growingrealization that greater access alone will do little goodwithout higher quality.Business leaders, in particular, have argued thatthere is a profound disconnect between what schoolsare teaching and what is actually required for a workerto succeed in a globalized, innovation-driven, andknowledge-based modern economy. “There are verytalented people in the region. All they need is a chanceto develop,” says Felipe Vergara, co-founder ofLumni, a company that invests in students’ educationin exchange for a fixed portion of the income they willgo on to receive with their improved career path.At the same time that the private sector isbeginning to take matters into its own hands, a newreport from a team of Inter-American DevelopmentBank education researchers, led by Marina Bassi andJaime Vargas, has shed new light on the failures ofLatin American education systems to prepare studentsfor the job market. Entitled “Disconnected: Skills,Education and Employment in Latin America”, the


https://www.aprovaconcursos.com.br/questoes-de-concurso/concurso/bndes-2012


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report uses surveys of both students and employersacross the region to understand why and how this gapin skills is occurring.The results are surprising. While access hasincreased, in two other critical areas - quality andrelevance - there has been little to no progress, leavingstudents unprepared for the demands of the modernworkplace. The employers surveyed all pointed to theimportance of what are known as “socio-emotionalskills”, in contrast to traditional cognitive skills suchas literacy and basic mathematics. Socio-emotionalskills relate to personality, and include punctuality,politeness, work ethics, responsibility, empathy, andadaptability, and are especially critical for workersand managers in a globalized economy defined by itsunpredictability and dynamism.While high costs are certainly playing a role, it isclear that addressing the skills gap in Latin Americawill require a multifaceted approach. As the authorsof “Disconnected” argue, schools must find ways tobecome more engaged with the productive economythat surrounds them, and improve their ability to instilland evaluate the type of skills that the private sector islooking for. This effort should go beyond increasing theaccess and completion of secondary school. It shouldinvolve more research, better teacher recruitmentand evaluation, and incentives for developing socioemotionalskills.Companies have a strong role to play, and someof them are just not giving up. As Juan Iramain, VicePresident of Public Affairs and Communicationsin Coca Cola’s South Latin region, puts it, “at theCoca-Cola Company we understand that in order tocatch up with the necessary level of sustainabilityof the globalized world, our business should relyon the sustainability of the communities in whichwe operate. For some time now, therefore, we havebeen dealing with specialized NGOs to strengthen thework of parents and school. The aim is not only forstudents to complete the school year, but also thatthey incorporate the curiosity and lifelong learningcapabilities needed to work in the labor market ofthe 21st century. We just can’t put up with a schoolprogram that cannot prepare youngsters for a bettersociety”.But above all, as the authors Marina Bassi andJaime Vargas have argued, we must continue thisdialogue between governments and the privatesector so that education reform can lead to increasedopportunity and economic development across the



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region.Available at: <http://www.latinbusinesschronicle.com/app/article.aspx?id=5623>.Retrieved on: 20 May 2012. Adapted.

51 - According to the text, in Latin America, education advocates(A) have reason to suppose that secondary education problems have all ended.(B) have reason to suppose that secondary education problems with quality have improved.(C) can be happy because education quality rate has climbed over 30 percent.(D) could be happy concerning students’ access to secondary school and completion of the course.(E) should be very concerned with the poor rate of access to secondary school.

52 - In the text, the word in italics describes the idea expressedby the boldfaced word in(A) argued (line 8) - asked(B) actually (line 10) -really(C) talented (line 13) - unskilled(D) income (line 16) -input(E) path (line 17) - origin

53 - The failures of Latin American education systems havebeen pointed out by(A) students(B) the job market(C) the private sector business(D) a team of education researchers(E) business leaders such as Marina Bassi and JaimeVargas

54 - An example of socio-emotional skill is(A) work ethics(B) intelligence(C) basic math knowledge(D) general culture knowledge(E) reading and writing abilities

55 - In the excerpt of the text - “are especially critical for workers and managers in a globalized economy defined by its unpredictability and dynamism.” - (lines 39 - 41) the possessive pronoun its refers to(A) workers(B) unpredictability(C) managers(D) dynamism(E) economy

56 - What measure has not proven sufficient in the past to address the skills gap in Latin American Education?(A) Lowering the high costs of education.



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(B) Adopting a multifaceted approach.(C) Increasing the access and completion rates.(D) Incrementing school’s engagement with the productive economy.(E) Fostering incentives for developing socio-emotional skills.

57 - Based on the meanings in the text, the boldfaced verbal expression describes the same as the verb in:(A) giving up (line 55) - resisting(B) puts it (line 57) - says(C) to catch up with (lines 58-59) - to leave(D) rely on (lines 60-61) - divide(E) put up with (line 68) - test

58 - According to the text, the ultimate solution to better education proposed by the authors of the “Disconnected” Report is to(A) wait for better economic development.(B) extinguish with the education reform.(C) increase opportunities for economic development.(D) challenge young managers across the region.(E) reinforce the interface between business managers and members of the government.

Gabarito:

51 - D52 - B53 - D54 - A55 - E56 - C57 - B58 - E



Aula 11.




Aula: 11


Aula 11.

Inglês

ADVERBS

Advérbios são palavras que dão ou acrescentam significado a um verbo, a um adjetivo ou a um outro advérbio. Observe:

Ex1.: He ran very slowly. (Ele correu vagarosamente)

*O advérbio slowly indica o modo como ele correu, acrescentando um significado amais ao verbo ran. Assim, temos uma ideia mais clara e específica de como a açãoaconteceu.

Ex2.: That restaurant is reasonably cheap. (Aquele restaurante é razoavelmente barato)

*Neste caso, o advérbio reasonably acrescenta significado ao adjetivo cheap.

Ex3.: Paul learns languages incredibly quickly. (Paul aprende línguas incrivelmente rápido)

*Neste caso temos o advérbio incredibly acrescentando significado a um outro advérbio; quickly.

Vamos estudar quatro tipos de advérbios: advérbios de modo, advérbios de lugar, advérbios de frequência e advérbios de tempo.

➨ Adverbs of Manner - Advérbios de Modo

Advérbios de modo são aqueles que indicam “como” uma ação acontece.

Ex.: He spoke fast. (Ele falou rápido)* Para descobrirmos se um advérbio é de modo, basta olharmos para o verbo e perguntarmos: Como? No exemplo acima, basta perguntarmos: “Como ele falou?” Se obtermos resposta para a pergunta, significa que se trata de um advérbio de modo: Ele falou rápido.

Os advérbios de modo se originam a partir dos adjetivos. Existem algumas regras para formação de tais advérbios: 1) Regra Geral: acrescenta-se “LY” ao adjetivo.Ex.: bad – badly

slow – slowly

2) Adjetivos terminados em “Y”: troca-se o “Y” por “I” e acrescenta-se “LY”.Ex.: happy - happily



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easy - easily

3) Adjetivos terminados em “LE”: troca-se o ”LE” por “LY”.Ex.: simple – simply

incredible – incredibly

4) Adjetivos terminados em “IC”: acrescenta-se “AL” + “LY” ao adjetivo.Ex.: systematic – systematically

heroic – heroically

5) Exceções: Alguns advérbios de modo não seguem tais regras:Ex.: good – well

fast – fast hard – hard

Her job is hard (adjetivo) She works hard. (advérbio)Ben is a fast runner. (adjetivo) Ben runs fast. (advérbio)The bus was late / early.

(adjetivo) I went to bed late / early.

(advérbio)

Attention!Há palavras que terminam em “LY” e não são advérbios. São adjetivos! Ex.: friendly livelyelderlylonely sillylovely

➨ Adverbs of PlaceTodas as expressões de lugar são advérbios de lugar.Ex.: She burnt herself at home.

He is at the bank.

➨Adverbs of TimeTodas as expressões de tempo são advérbios de tempo.Ex.: We had lunch at two o’clock in the afternoon yesterday.

➨ Adverbs of FrequencyEstes advérbios indicam a frequência com que uma ação está sendo executada. Há dois tipos de advérbios de frequência: 1) Advérbios de frequência definida – são aqueles em que o intervalo de tempo entre uma ação e outra é definida, ou seja, intervalos de tempo iguais:Ex.: I take cooking classes every Friday. (Eu tenho aulas de culinária toda sexta-feira.)



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2) Advérbios de frequência indefinida - são aqueles em que se sabe o intervalo de tempo para uma ação se repetir:Ex.: I always go to the club. (Eu sempre vou ao clube.)

Outros exemplos de advérbios de frequência:

Adverbs Translation Adverbs Translationalways sempre once a week uma vez por semanaseldom raramente twice a week duas vezes por semanasometimes ás vezes at weekends nos fins de semananever nunca every other day dias alternados often frequentemente every day todos os dias usually geralmente three / four times a week três/quarto vezes por semanafrequently frequentemente etc..

Position of Adverbs

Os advérbios de frequência podem ser colocados em diferentes posições numa frase:

1) Advérbios de Frequência Indefinida:

a) São usados após o verbo “To be”:Ex.: Some people are always complaining about everything.

b) Na frente dos demais verbos:Ex.: They usually play soccer at weekends.

2) Advérbios de Frequência Definida:

a) São usados sempre no final da frase:Ex.: We go to the beach every year.

* Há casos em que os advérbios podem se usados em outras posições numa frase,como por exemplo o advérbio de frequência indefinida “sometimes”. Ele pode ser usado no início, meio ou fim de uma mesma frase:Ex.: Sometimes I go to the park.

I sometimes go to the park. I go to the park sometimes.

Para os advérbios de modo, lugar e tempo seguimos regras um pouco diferentes dos advérbios de frequência:

1) Para verbos de movimento, a ordem fica:


Adverbs of Frequency

Adverbs of Manner; Place and Time


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PLACE – MANNER - TIMEEx.: They got there precisely at 9 o’clock.

São alguns verbos de movimento: arrive / go / come / walk / run / etc.

2) Para os demais verbos, a ordem fica:MANNER – PLACE – TIMEEx.: We spoke loudly at the cinema yesterday.

Se um dos três tipos de advérbio não existir na frase, a ordem continua sendo a mesma.

EXERCICIOS

1. Escolha um verbo e um advérbio do quadro abaixo para completar as sentenças:

work carefullylisten hardcome quicklysleep well

explain clearly

a) I need your help. ________________!b) They are very tired because they ________________ all day long.c) ________________ to what I’ll say. It’s very important. d) Good night! ________________.e) The children understand everything because the teachers ________________.

2. Circle the word that best completes each sentence:

a) The girls speak English fluent / fluently.b) The girls speak fluent / fluently English.c) Can you speak slow / slowly, please?d) Why are you so slow / slowly?e) Why do walk so slow / slowly?f) Some companies pay their workers very bad / badly.g) This soup smells bad / badly.

Gabarito:

1)a. explain clearlyb. work hardc. Listen carefullyd. Sleep welle. come quickly

2)



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a. bad b. fluent c. slowlyd. slow e. slowlyf. badlyg. fluently

A SUSTAINABLE WAY OF LIVING

1. In today’s world, some people worry about the planet. They dislike the inefficiency ofmodern homes and disagree with the idea that we are unable to change the way we live.For these people, the ideal home is one that does not harm the Earth.

2. Michael Reynolds is a building designer. He started designing homes based onsustainable principles in Taos, New Mexico, U.S.A., more than 25 years ago. Now over1,000 homes around the world incorporate his “living” building systems. These homes,called earthships, have built-in systems that take into account every human impact andneed, for this reason they are called “ships”. They are designed to make a family feelindependent and free as if they were on a long voyage, only in this case the ship is theirhome, their voyage is on Earth, and their goal is to live in harmony with theirenvironment.

3. Believe it or not, an earthship is made from old tires filled with earth. The walls aremade of empty tin cans. The earthship and similar innovative designs can use manyother recycled materials, limited only by the imagination. Earthships are designed tocollect and store their own energy from a variety of sources. The majority of electricalenergy comes from the sun and wind. Earthships are built to catch and use water fromthe local environment without bringing in water from a centralized source. Water used inan earthship is harvested from rain or snow.

4. Earthships are based on the idea of a sustainable society, which is defined as one thatsatisfies its needs without diminishing the prospects of future generations. Nowadays,sustainable building is emerging as a responsible way for humanity to preserve thehealth and safety of the planet. As Michael Reynolds says, “Perhaps one day, morepeople will care about the planet. It’s unfortunate that some people might think this kindof living is inconvenient. It isn’t at all. I love my earthship!”

Adapted from: READING KEYS. Macmillan Publishers Limited: Miles Craven

3. Which is the correct way to complete the following sentence, according to thetext?

“Some people think that …”

a) modern homes are cheap and unhealthy. b) earthships are only for people with good imagination.c) efficient homes should not damage the Earth. d) living in an earthship is expensive.



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e) in the future all homes will be made of old tires.

4. Which is the only incorrect statement?“As for the earthship, we can say that…”

a) it is made of recyclable materials. b) it works with solar and wind energy. c) it collects and stores its own energy.d) it just functions on rainy days. e) it provides an autonomous way of living.

5. What does the text say about Michael Reynolds?

a) His building concepts are not restricted to the U.S.A. b) He developed innovative ideas about transportation.c) One thousand people live in the homes he designed.d) The houses he designs are intended to substitute all houses on the planet.e) He understands those who prefer to live in traditional homes.

6. Considering the text, compare the meanings of each pair of sentences andselect the one in which the meanings of sentences A and B are similar.

a) A. Earthships have built-in systems that care for people’s necessities. (paragraph 2) B. People’s needs are ignored when building the earthship’s systems. b) A. Earthships are designed to make families feel independent. (paragraph 2) B. Families can be more self-sufficient living in an earthship.

c) A. An earthship is made from old tires filled with earth. (paragraph 3) B. The material of the houses comes from traditional sources.

d) A. Water used in an earthship is collected from rain or snow. (paragraph 3) B. An earthship uses water from rain and snow to function.

e) A. The aim of sustainable building is to preserve the well-being of our planet. B. Sustainable building is detached from the idea of human well-being. (paragraph 4)

Gabarito:3 - C4 - D5 - A6 - B



Aula 12.




Aula: 12


Aula 12.

InglêsDegrees of Adjectives

1.1. Conceito

Normalmente aprendemos algumas coisas básicas sobre os adjetivos em ingles: Eles são usados antes do substantivo ao qual se referem e depois do verbo To Be. Sabe-se também que eles não sofrem variações quanto ao número e gênero. Entretanto é possível trabalharmos os graus dos adjetivos. Em inglês os adjetivos podem variar em 2 graus: Comparativo e Superlativo.

1.2. Comparative degrees:a) Equalityb) Superiorityc) Inferiority

a) Comparative of Equalityas + adjective + as

AffirmativeEx.: Jennifer Lopez is as beautiful as Angelina Jolie.

NegativeEx.: Jennifer Lopez isn’t as beautiful as Angelina Jolie.Jennifer Lopez isn’t so beautiful as Angelina Jolie.

b) Comparative of Inferiorityless + adjective + (than)

Ex.: The interviewee was less articulate than the reporter.

c) Comparative of Superiorityadjective + ER (than)

more + adjective (than)

Ex.: Tim is taller than his brother. Women are more emotional than men

1.3. Superlative Degree:InferioritySuperiority

a) Superlative of Inferioritythe least + adjective

Ex.: Susan was the least worried student in class.

b) Superlative of Superiority



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adjective + ESTthe most + adjective

Ex.: Steve is the tallest boy in his class. Studying is one of the most important things to do in life.

Adjective Comparative (ER) Superlative (EST)

TALL taller (than) the tallest

BIG bigger (than) the biggest

EASY easier (than) the easiest

COY coyer (than) the coyest

DIFFICULT more difficult (than) the most difficult

Irregular Comparative and Superlative forms

good better the best

bad worse the worst

far farther / further the farthest / furthest

TEXTO

Take a WalkIt’s the perfect exercise for fighting fat – as well as fatigue and stress. Here’s how todo it right.Though you may not think of walking as a wonderful form of exercise, it is. Walkingpromotes cardiovascular fitness, tones up all your muscles and is a great fat burnertoo. If you walk briskly for 45 minutes a day, by the end of a year you’ll have lostmore than 20 pounds, without dieting! So imagine what walking does when you dodiet. Since your metabolism speeds up, weight comes off faster and tends to stayoff.

Some other advantages of walking: it requires no special skills or equipment, itcan be done almost anywhere at any time, and it’s virtually injury-free, provided youwear proper shoes, start off slowly and don’t overdo in the beginning.

1. Todos são benefícios de caminhar, exceto:a) Melhora o desempenho do coração. b) Combate a gordura. c) Diminui as calorias dos alimentosd) Tonifica os músculose) Combate o estresse.

2. According to the text, write TRUE or FALSE.

What is good about walking?I. ( ) It is perfect for fighting.II. ( ) It is excellent for the heart.III. ( ) It's harmless unless you overdo in the beginning.



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IV. ( ) Walking for 45 minutes a day, by the end of a year you'll have lost up to 8kilos.

Mark the correct sequence of answers:a) F – T – T – F b) T – T – T – F c) F – T – F – T d) F – F – F – T e) T – F – F – T

3. Match:I. Walking fast for 45 minutes a day... ( ) you lose more weight. II. When you walk fast and go on a diet... ( ) makes you lose up to 20

pounds a year. III. It is very improbable that... ( ) you will get hurt by walking.

The correct sequence is:a) I – III – II b) II – I – III c) III – I – II d) III – II – I e) I – II – III

4. Mark the only correct alternative:a) Walking is difficult. b) You need special places to walk. c) Walking is bad for old people. d) There is a right way to do walking. e) Walking causes fatigue.

GABARITO1 - C2 - A3 - B4 - D



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Aula: 13


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The Genitive Case (O Caso Genitivo)

Utilizamos o genitive case (or possessive case) para expressar a relação de posse entre os dois elementos.

Veja como se processa o genitive case: The house of Jane.

A expressão que indica o (a) possuidor(a), no exemplo of Jane, passa para Jane's, ou seja, elimina-se a preposição of, coloca-se em seu lugar uma apóstrofo seguido de s. Por outro lado, suprime-se o artigo The do The house e invertem-se os elementos da frase. Assim: Jane's house. A casa de Jane.

Note que a tradução é a mesma.Esquematizando, fica:

O genitive case é usado quando o elemento possuidor é pessoa ou animal.

Ex.: The paintings of Renoir. Renoir's paintings. (Os quadros de Renoir.)

Veja alguns casos especiais.

1) Quando o possuidor estiver no plural terminado por s, recebe apenas apóstrofo.

Ex.: The eyes of those girls. Those girls’ eyes. (Os olhos daquelas garotas)

2) Quando o possuidor estiver no plural e não terminar por s, recebe o apóstrofo e s.

Ex.: The rush of the children. The children’s rush. (A pressa das crianças)

3) Nomes próprios, clássicos ou históricos, terminados por s, recebem só oapóstrofo.

Ex.: The theorems of Pythagoras.Pythagoras’s theorems. (Os teoremas de Pitágoras.)

Exemplos de nomes clássicos ou históricos terminados por s: Moses, Jesus, Péricles, Sócrates, Strauss, Brahms, Archimedes, Achiles, Hercules,Descartes e outros.

4) Nomes próprios que não sejam clássicos ou históricos recebem apóstrofo e s.

Ex.: The last contract of Julia Roberts. Prof. Renato Baggio www.aprovaconcursos.com.br Página 2 de 7


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Julia Robert’s last contract. (O último contrato de Julia Roberts)

5) Quando houver vários possuidores e a coisa possuída for comum a todos, só o último possuidor recebe apóstrofo e s ou apóstrofo.

Ex.: The house of Jack and Carol. Jack and Carol’s house. (A casa de Jack e Carol.)

The toys of Bill and Chuck. Bill and Chuck’s toys. (Os brinquedos de Bill e Chuck – note que a

posse é coletiva).

6) Quando houver dois ou mais possuidores e o objeto possuído pertencer a cada um deles (posse individual), todos os possuidores recebem apóstrofo e s ou apóstrofo.

Ex.: The parties of Suzy and Kate. Suzy's and Kate’s parties. (As festas de Suzy e Kate)

7) Substantivos compostos recebem s no elemento final. Ex.: The house of my mother-in-law.

My mother-in-law’s house. (A casa da minha sogra)

8) Um nome seguido de um título recebe o s no título e não no nome. Ex.: The story of Alexander the Great.

Alexander the Great’s story. (A história de Alexandre o Grande.)

9) Os substantivos relacionados abaixo (e também outros quando são evidentes) podem ser omitidos na relação de posse:

Cathedral HouseChurch

ShopMagazineRestaurant

College Hospital Office

Ex.: a) I am going to my friend’s. (house)

Eu vou ao meu amigo, isto é, à casa do meu amigo. - A palavra omitida foi “house”

b) He is going to the doctor’s. (office)Ele está indo para o doutor, isto é, para o consultório dele. - Apalavra omitida foi “office”

c) Will and Paula will get married at St. Peter’s. (church) O Will e a Paula vão se casar na São Pedro, isto é, à igreja. - A palavra omitida foi “church”.

d) My mother always buys me Adidas’ (tennis shoes)Minha mãe sempre compra adidas para mim.- A palavra omitida foi “tennis shoes”.


AtençãoEm alguns casos, é possível dar a idéia de posse invertendo a ordem entre possuidor possuído, mas sem usar – s:Ex.: The cover of the book.. → The book cover. (A capa do livro.)

The door of the car. → The car door. (A porta do carro.)


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10) Recorre-se ao genitive case para evitar repetições:Ex.: My dog is much more obedient than Paul’s.

Meu cachorro é muito mais obediente do que o de Paul.

Attention!Não se usa o genitive case quando o elemento possuidor for inanimado.Ex.: The leaves of the tree. (As folhas da árvore.)

The color of the car. (A cor do carro.)

Porém há exceções:

Special Casesa) Usa-se o genitive case quando o possuidor for: elementos da natureza,

com sea (mar), moon (Lua), sun (Sol), earth (Terra); e mais: court (tribunal) e country (país).

Ex.: The rays of the sun. – The sun’s rays. The gravity of the earth. – The earth’s gravity. The history of Brazil. – Brazil’s history. The waves of the sea. – The sea’s waves. The beauties of nature. – Nature’s beauties. The population of the world. – The world’s population.

b) O genitive case também é usado em expressões de tempo, medida, valor, espaço, tamanho e distância.

Ex.: One week’s holiday. (Férias de uma semana)Today’s newspaper. (O jornal de hoje)Tem kilometer’s avenue. (Avenida de dez quilômetros)One dollar’s worth. (O valor de um dólar)Five shilling’s worth of grapes. (Cinco xelins de uvas)

c) E também nas expressões: Ex.: For goodness’ sake. (Pelo amor de Deus)

For heaven’s sake. (Valha-me Deus)The majority’s opinion. (A opinião da maioria. The crowd’s shout. (O grito da multidão)

EXERCISES

Leia o texto e marque a alternativa correta:TEENAGERS’ EATING HABITS



Aulas13

According to a recent Health Authority survey, eating habits among thegreat majority of teenagers are changing for the better. However, the habit ofeating too many sweet foods still persists. The report found that a third of 11-year-old boys and two-thirds of 11-year-old girls are on a diet. However, two out of three boys still eat fried food atleast every other day, although a surprising seventy-five per cent now prefer toeat healthier cereal and wholemeal bread for breakfast. In addition, almost allyoung people appear to be cutting down on food such as hamburgers andsausages. Nevertheless, over half of those interviewed still eat meat every day. The report concluded that, despite much more awareness of healthiereating among the 11-16 age group, sweet snacks are still the weakness formost young people. Four out of five teenagers still find fizzy drinks, crisps andchocolate irresistible, and hardly any of the teenagers said they would givethem up.

From: Intermediate Matters. Jan B. R. Gower,

Longman, p. 109. (adapted).Vocabulary:health:saúdeevery other day: dias alternadoswholemeal bread: pão integralnevertheless: contudodespite: apesar deawareness: consciênciagive up: desistirfizzy drinks: bebidas gasosas 1. Despite the changes, some bad eating habits still persist among

teenagers. What are some of these BAD eating habits, according tothe text? Choose the CORRECT proposition(s) to complete thefollowing sentence:

Young people find it difficult to stop eating ...

I. between meals.II. sweet snacks.

III. hamburgers.IV. fried food.V. cereals.

a) ( ) As alternativas I e V estão corretas. b) ( ) As alternativas II; III e IV estão corretas.c) ( ) As alternativas I; II e III estão erradas.d) ( ) As alternativas III e IV estão erradas.e) ( ) As alternativas III e V estão corretas.

2. According to the text, the eating habits of many teenagers are changingfor the better. What are some of these GOOD changes? Choose theCORRECT proposition(s) and mark the correct alternative:



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I. ( ) Many teenagers are giving up such things as fizzy drinks, crispsand chocolate.

II. ( ) A large number of boys and girls are taking care of their weight.III. ( ) Breakfast has become a healthier meal for the majority of young

people.IV. ( ) Besides eating better, teenagers are also taking vitamin

supplements.V. ( ) The 11-16 age group now avoids food which has additives.

a) ( ) As alternativas II e III estão erradas.b) ( ) As alternativas I; IV e V estão erradasc) ( ) As alternativas II; IV e V estão corretas.d) ( ) As alternativas I;II e III estão corretas. e) ( ) As alternativas III; IV e V estão erradas.

Abortion PillWomen living in France can have an abortion with a pill. The pill is called RU486. It makes having an abortion easy and without surgery. Women in America do not have access to this pill. A congresswoman sent a letter. She thinks that women should be able to get the pill in the United States. Another person thinks that American women should not have it. Some people worry about the new pill. They think it might teach people that abortion is no big deal. It will be harder to understand abortion if it is done with apill. Some doctors think that this pill is safe. A group of California doctors is working to get the pill approved. Another doctor said that abortion is legal in California. He said science can make it safer for women. He wants to study the pill in California. No one knows when the pill will be available to women in the United States. It isclear that many women want the choice.

Fonte: http://www.cdlponline.org/index.cfm?fuseaction=activity1&topicID=2&storyID=21

Vocabulary:Pill: pílula; comprimido.Big deal: grande coisa. Teach: ensinar

3. According to the text:a) Everybody is against the new pill. (*against= contra)b) Everybody is in favor of the new pill. c) No doctors approved the new idea. d) There are controversies about the new pill in different countries.e) People want to have access to the pill in Brazil.

4. Mark True or False to the following statements according to the text:I. Many people are using the pill illegally. II. The new pill must be used during a surgery. III. Some people worry that the pill will motivate people to abort.





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Mark the correct alternative:a) F – F – T b) T – T – T c) F – F – F d) T – F – T e) T – F – F

5. According to the text, it is correct to say that:a) People don’t want the pill in America. They think it will teach people to abort. b) People in France don’t want the pill to be approved in America. c) Some doctors want the pill to be approved in America. d) In France, abortion is illegal. e) The pill is effective, but it is dangerous for women.

Gabarito1 - B2 - B3 - D4 - A5 - C



Aula 14.




Aula: 143


Aula 14.

Inglês

RELATIVE PRONOUNS

1.1. CONCEITO Os pronomes relativos se relacionam a um substantivo ou a um pronome anteriormente mencionado.

Eles podem ser usados para definir o substantivo ao qual se referem ou para simplesmente acrescentar informação sobre o mesmo.

São eles:

WHO WHOSEWHOM WHYWHICH WHERETHAT WHEN

Ex.: The man who was involved in the accident is my cousin. (Defining Relative Clause)

Ex.: Rage, which is a bad feeling, gets people to do stupid things.(Non-defining Relative Clause) 1.2. RELATIVE PRONOUNS - FORM

a) WHO = que ( sujeito)Ex.: The girl who is playing is country champion.

b) WHOM = que / quem (objeto) – Geralmente vem acompanhado de preposição. Ex.: The woman to whom I talked on the phone was nice to me. Não pode ser substituído por “that”.

c) WHICH = usado para coisas ou animais. Ex.: The car which I like is very expensive.

d) WHOSE = indica “posse”: CUJO/ CUJA Ex.: The boy whose girlfriend disappeared is my friend.

e) WHERE = indica lugar. Ex.: A department store is a place where you can buy goods. f) WHEN = indica tempo - quando. Ex.: Easter is a time when people celebrate Jesus’ ressurrection.



Aula 14.

1.3. OMITINDO O PRONOME RELATIVO

The magazine which I bought is for my sister. (podemos omitir o which)

The magazine which is on the floor is mine. (não podemos omitir o which)

That is the girl who talked to me. (não podemos omitir o who)

That is the girl who I saw last night. (podemos omitir o who)

TEXTOWhat is acne?

Acne is not just a problem for teenagers, it can affect people from ages 10 through 40. It is not unusual for women, in particular, to develop acne in their mid-to-late 20’s. Acne can appear as any of the following:

Blackheads -- are caused by partially blocked pores. The "black" appearance of them is not caused by dirt, but by the melanin pigment from the dead skin cells.Whiteheads -- are caused by completely blocked pores. The white appearance of them is caused by the bacteria inside the blocked pore turning the sebum to "free fatty acid".Papules -- are small, red, tender bumps or spots.Pustules -- are larger, red and inflamed pus-filled spots.Nodules -- are large hard bumps under the skin's surface.Cysts -- are similar to nodules, but can be deeply inflamed and infected.

These blemishes occur wherever there are many oil (sebaceous) glands, mainly on the face, chest, and back. You can do a lot to treat your acne using products available at a drugstore or cosmetic counter that do not require a prescription. However, for more serious cases of acne, you should consult a doctor.

What causes acne?No one factor causes acne. Acne happens when oil (sebaceous) glands come to lifearound puberty stimulated by male hormones from the adrenal glands of both boys and girls. Oil is a natural substance which lubricates and protects the skin, and under certain circumstances, cells that are close to the surface block the openings of sebaceous glands and cause a buildup of oil underneath. This oil stimulates bacteria, (which live in everyone's skin and generally cause no problems), to multiply and cause surrounding tissues to become inflamed.If the inflammation is right near the surface, you get a pustule; if it's deeper, a papule (pimple); deeper still and it's a cyst. If the oil breaks though to the surface, the result is a "whitehead." If the oil becomes oxidized (that is, acted on by oxygen in the air), the oil changes from white to black, and the result is a "blackhead."Some factors that don’t usually cause acne, at least by themselves are: ← Heredity: With the exception of very severe acne, most people do not have the problem exactly as their parents did. Almost everyone has some acne at some pointin their life.


http://www.medicinenet.com/script/main/art.asp?articlekey=3725







Aula 14.

← Food: All over the world, parents tell teens to avoid pizza, chocolate, greasy and fried foods, and junk food. While these foods may not be good for overall health, they don't cause acne or make it worse. ← Dirt: Some individuals have more "oily" skin than others (as mentioned above, "Blackheads" are oxidized oil, not dirt). Sweat does not cause acne, therefore, it is not necessary to shower instantly after exercise for fear that sweat will clog pores. On the other hand, excessive washing can dry and irritate the skin. ← Stress: Some people get so upset by their pimples that they pick at them and make them last longer. Stress, however, does not play much of a direct role in causing acne. ← Hormones: Some women break out cyclically, but most women (and men) don't. Some oral contraceptive pills may help relieve acne, but unless a woman has abnormal menstrual periods and excessive hair growth, it’s unlikely that hormones play much of a role in causing acne. ← Cosmetics: Most cosmetic and skin care products are not pore-clogging (“comedogenic.”) Of the many available brands, those which are listed as “water-based” or “oil-free” are generally a better choice. In occasional patients, contributing factors may be:← Pressure: In some patients, pressure from helmets, chinstraps, collars, and the like can aggravate acne. ← Drugs: Some medications may cause or worsen acne, such as those containing iodides, bromides, or oral or injected steroids (either the medically prescribed prednisone or the steroids bodybuilders or athletes take.) Most cases of acne, however, are not drug-related. ← Occupations: In some jobs, exposure to industrial products like cutting oils may produce acne.

http://www.acne-advice.com/articles/types_of_acne.shtmlhttp://www.medicinenet.com/acne/article.htm

Vocabulary:Sebum: The semifluid secretion of the sebaceous glands, consisting chiefly of fat, keratin, and cellular material.Spots: a small round mark on the skin, different in colour or texture from the surface. Blemish: a mark that spoils something that is beautiful.Bumps: a swelling on the body. Pimple: a small raised spot on the skin.

1. According to the text: a)Acne can affect people at any age, specially women in their mid-twenties.b)Blackheads, Whiteheads, papules and nodules are forms of acne. c) Acne most commonly occurs on peoples’ face, hands, chest and back. d)Acne is caused by hormones but it can be also caused by some greasy foods. e)According to the text, men tend to have more problems with acne than women.

2. Circle the only correct letter according to the text: a. Blackheads are dirty, so you should clean them frequently. b. Whiteheads are white because that’s the colour of the bacteria inside them. c. Pustules are red because they contain blood in them. d. Nodules are similar to cysts but cysts are deeper and also infected.


http://www.medicinenet.com/acne/article.htm

http://www.acne-advice.com/articles/types_of_acne.shtml








Aula 14.

e. Acne is not a serious problems, so cases of acne are never treated by doctors.

3. Match the factors with their correct explanation:a. Heredityb. Foodc. Stressd. Hormonese. Drugs( ) There isn’t a strong connection between your emotional health and acne. ( ) Women can avoid some acne by taking them in the form of contraceptive pills.( ) Just because you parents had acne, that doesn’t mean you will have it, too. ( ) Depending on what you take, they can make acne worse. ( ) Not everything you ingest will be good for you but it certainly won’t cause you acne.

It is becoming more and more important to eat the right food.Experts say that the type of food you eat can damage your health. If you eat the right food, you will have a better chance of living a long and healthy life.If you eat a lot of processed food, you will be more likely to have problems with your health. If people eat food with a lot of fat in it, they will have a greater risk of getting heart disease.

In some countries, people eat less fat in their diet. Scientists have shown that fewer people get heart disease in these countries. In Spain and Italy, for example, most people have less fat in their diets than people in England. And in England, the rate of heart disease is double the rate in Spain or Italy.

So if you eat less fatty food, you'll live longer. You'll feel better, feel fitter, and have more energy if you change to a simpler and healthier diet.

From:Break into English Vocabulary

likely: describes something that will probably happen or is expected rate: an amount or level of payment

4. According to the text, what sort of food is BAD for you? Circle the only correct letter.

a) Italian food.b) Fruit and vegetables.c) Fatty food.d) Simple food.e) Diet food.

5. According to the text, what happens in countries where the diet is high in fat? Circle the only correct letter.

a) People get fatter.





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b) The rate of heart disease is greater.c) The population has a better life.d) People are healthier.e) There are less sick people.

6. The text says that in Spain people eat __________ than in England. Circle the only correct letter to complete the space.

a) less fatty foodb) more energetic foodc) less foodd) much more fatty foode) more food

Texto somente para a prática da leitura.Fibrodysplasia Ossificans Progressiva

Fibrodysplasia ossificans progressiva (FOP) is an extremely rare disease which affects the connective tissue. A mutation of the body's repair mechanism causes fibrous tissue (including muscle, tendon, and ligament) tobe ossified when damaged. In many cases, injuries can cause joints to become permanently frozen in place. Surgical removal of the extra bone growths has been shown to cause the body to "repair" the affected area with more bone.

GABARITO:1 - B2 - D3 - C - D - A - E - B4 - C5 - B6 - A



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Aula: 15


Aula 15

InglêsTHE FUTURE

Há várias maneiras de expressarmos o futuro em inglês, como por exemplo o Simple Present e o Present Continuous, que já foram estudados anteriormente

SIMPLE PRESENT – indica o futuro programadoEx.: The president arrives at 7:00 pm; then he delivers his speech.

At 8:00 he starts the press conference.

PRESENT CONTINUOUS - Também usamos o Present Continuous para expressar ações planejadas (personal arrangements). Ex.: Are you taking a long vacation this year?

No, I’m working this year!

As duas formas mais comuns de expressar ações futuras, entretanto, são o Simple Future e o Going to future:

1.1. SIMPLE FUTURE - FORM Para escrevermos uma frase usando o Simple Future basta usarmos o auxiliar WILL juntamente com qualquer verbo na sua forma do infinitivo sem a partícula “to”.

AffirmativeEx.: Jane will study architecture next year.

NegativeEX.: I won’t work with my father.

Interrogative Ex.: Will she study medicine? Yes, she will. / No, she won’t.

1.2. USO

Há várias sugestões para o uso do will como auxiliar do futuro. Abaixo temos os 4 casos principais.



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1 – Para fazermos previsões:Ex.: The party will be very nice.

2 – Para expressarmos promessas: Ex.: I promise I will not tell him about the surprise party.

3 – Para indicar, em estilo formal, eventos programados no futuro: Ex.: The wedding will take place at the Saint Theresa Church on June 27, and the reception will be at the Bourbon Hotel.

4 – Para indicar uma ação futura que foi decidida no momento em que se fala:Ex.: The air conditioning is too cold. I will have someone turn it off right now.

CUIDADO! CAREFUL! CUIDADO! CAREFUL!

Nem sempre a palavra WILL indica um auxiliar do futuro. Will também pode ser a palavra “vontade”ou ainda a palavra “testamento”.

1.2. GOING TO - FUTURE A outra maneira de indicarmos o futuro é usando o “Going To” igualmente seguido de qualquer verbo na sua forma do infinitivo.

1.3. GOING TO - Form AffirmativeEx.: He is going to study for the test.

Negative Ex.: He isn’t going to study for the test.

Interrogative Ex.: Is he going to study for the test?

Why is he going to study for the test?

1.4. USOS 1 - O “going to” future é normalmente usado para descrever planos, em estiloinformal:Ex.: He’s going to travel on the weekend.

2 - Prever o futuro com base em evidências do presente:Ex1.: Look at the sky. It’s going to rain.Ex2.: They are going to have another baby.

3 - Dizer que uma ação futura ou evento está para acontecer ou começou a acontecer:



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Ex.: Look out! The dog is going to escape!

Magnificent Obsession

There’s a club in the United States called the Traveler’s Century Club.That does not refer to either the nineteenth or the twentieth centuries, but tothe fact that members must have visited at least one hundred of the countrieson the club’s official list. Most new members will probably still have a longway to go before they exhaust the list, which has no fewer than three hundredand eight “countries” on it.

But if anyone does eventually visit all three hundred and eight, he orshe will find that someone has been there before them. John Clouse, a lawyerfrom Indiana, has been to all of them and his “achievement” has beenofficially recognized in the Guinness Book of World Records, which calls him“the world’s most traveled man”.

Septuagenarian Clouse, who was born in 1925, describes his obsessionas “an illness” and says that he inherited it from his father. However, when hewas a young man, he was unaware of the force that was to dominate his life.His first trip outside the United States was during the Second World War,when he was almost twenty. Since then, Clouse has crossed the Atlantic morethan a hundred times and the Pacificmore than forty.

If anyone has been “everywhere”, it must be Clouse, who has spent agreat deal of time and money doing so – most of the places, near the bottomof the club list (the so called “non-sovereign countries”), are isolated rocksand atolls in the middle of oceans and there is no regular transportation tothem.

Naturally, Clouse has enjoyed his time in many of the places he hasvisited, but his favorite city of all is not one which could be called exotic. It isthe “city of light”: Paris. Nor is Clouse’s favorite country one of those a longway down the list (except for an alphabetical list!). It is the United States and,naturally, he has visited all fifty states, most of them many times over.

Will anyone ever match Clouse’s achievement? Will anyone be crazyenough to want to equal it?Clouse says that his obsession is hereditary. In that case, a future contenderfor the crown of “most traveled human being” might be his son, George.Thanks presumably to his father, George qualified as a Century Club memberbefore he was even five years old! Perhaps it’s not surprising that under“marital status”, his father’s documents state “divorced”.(TAYLOR, James et alles. Reading Structure & Strategy. Macmillan Ed.,1996 –

Texto adaptado.)

01. De acordo com o texto, analise, quanto à veracidade (V) ou falsidade (F), as proposições abaixo.( ) Tanto a cidade quanto o país eleitos por Clouse como seus favoritos, não se encontram entre os últimos da lista oficial do Clube.( ) Segundo o locutor, desde jovem Clouse tinha consciência de que não podia viver sem viajar.



Aula 15

( ) O nome do Clube relaciona-se ao fato de seus membros precisarem ter visitado, pelo menos, cempaíses daqueles constantes de sua lista oficial.

Assinale a alternativa que preenche corretamente os parênteses, de cima para baixo.a) F – F – Vb) V – F – Fc) F – V – Vd) V – F – Ve) F – V – F

02. No enunciado ‘But if anyone does eventually visit...’, o termo ‘eventually’ émelhor traduzido pora) intencionalmente.b) antecipadamente.c) inicialmente.d) acidentalmente.e) finalmente.

03. Analise, quanto à veracidade (V) ou falsidade(F), as proposições abaixo sobre John Clouse.

( ) Advogado de Indiana, na faixa dos 70 anos, viajou por 308 países e é considerado a “pessoa mais viajada do mundo”.( ) Sua primeira viagem para fora dos Estados Unidos foi na companhia do pai, durante a SegundaGuerra Mundial.( ) Visitou alguns países de difícil acesso, mas que faziam parte da lista do Clube.Assinale a alternativa que preenche corretamente os parênteses, de cima para baixo.a) V – F – Fb) V – V – Vc) V – F – Vd) V – V – Fe) F – F – V

GABARITO1 - D2 - E3 - C



Aula 16.




Aula: 16


Aula 16.

Inglês

PLURALS

Somente substantivos contáveis possuem plural em inglês. Adjetivos não possuem forma no plural. Vale lembrar que nem sempre o “S” indica plural no inglês. Como veremos a seguir, há palavras que não possuem “S” e encontram-se no plural. Há também palavras que possuem “S” e não estão no plural.

Ex.: Singular – He bought a good car yesterday.

Plural – He bought good cars yesterday.

Observe que o adjetivo não possui plural.

Regular Plural: Acrescenta-se ‘S’.

Irregular Plurala) Substantivos terminados em S, SS, SH, CH, X e O: Acrescenta-se ES:

* Quando o CH tiver som de ‘k’, acrescentamos apenas “S”:


adjetivo substantivo

adjetivo substantivo

girl - girls book - booksboy - boys tie - tiesspoon - spoons car - cars

bus - buses tomato - tomatoeskiss - kisses box - boxesbeach - beachesdish - dishestomato - tomatoesbox - boxes

epoch – epochsmonarch - monarchspatriarch - patriarchsstomach - stomachs


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b)


Cons + Y → iesStrawberry – strawberriesComedy – comediesGrocery – groceriesBaby – babiesCandy - candies

F, FE → VES

Wolf → wolvesKnife → knivesLeaf → leavesWife → wives

Special Casesman men tooth teethwoman women goose geesegentleman gentlemen mouse micechild children louse liceox oxen die dicefoot feet

Some words ending in “O” do not take “ES”;only “S”:autos stereos zooskilos casinos studios


Aula 16.

Casos Especiais

1) Há substantivos que levam “S” mas que podem ser usados tanto no plural como no singular:

means (Ex.: A means of transport. or: Many means of transport.) series (Ex.: ‘Friends’ is a television series. or: There are many good

television series.) species (Ex.: A species of fish. or: A lot of species of fish.)

2) Alguns substantivos são formados de duas partes, logo estão sempre no plural:trousers jeans; shorts and pantspyjamas glasses scissors

Para usá-los, usamos verbos no plural ou podemos usar a expressão “a pair of”:Ex.: ‘Those are nice trousers’ or ‘That’s a nice pair of trousers’.

3) Há alguns substantivos que terminam em “-ics” que geralmente não são plural:athleticsgymnasticsmathematicseconomicspoliticsphysicsetc.

4) Há substantivos que não levam “S” mas que são geralmente usados com o verbo no plural, pois indicam grupos de pessoas: (Às vezes são usados com o verbo no singular)

government (governo) police (polícia) commitee (comitê, comissão)

Ex.: The government want to increase some taxes next year. (Ou The government wants to …) (they)

Sugestão de site para praticar exercícios:www.englisch-hilfen.de/en

EXERCISESReligion and Human Behavior

Does life have meaning? What gives it meaning? Why do we act the way we do? What is the best way to live? How can we be happy? How can we find peace?



Aula 16.

These are questions that people have struggled with throughout history.Philosophers, psychologists, sociologists, and physicists are among themany thinkers who have tried to give us answers. We look for answers withinourselves, but few are satisfactory. In the end, it is religion that gives most ofthe world answers to these questions.Hundreds of religions exist in the world, yet all religions try to answer the same questions. Every religion teaches basic ideas that help humans understand their nature and their behavior. Every religion describes two sidesof human nature the animal and the divine. It is these opposing sides that cause conflicts. Every religion gives people a method that they can follow to resolve the conflicts. All religions have a goal, which is in one form or another, the transformation of humans from the animal to the divine. This spiritual transformation is common to all religions, though it has many names: nirvana, heaven, salvation.All cultures in the world have religious beliefs. For that reason, every part of life is affected by religions, whose teachings offer guidelines on ways to live.

Glossary:behavior = comportamentostruggle = lutargoal = objetivothough = embora

01. According to the text, among the different things that affect the way people think and act, perhaps the most powerful is:

a) philosophyb) psychologyc) religiond) sociologye) physics

02. According to the text, the relation between number of religions and object of investigation is that:

a) there are different religions in the world and they all try to answer the samequestions.b) there is only one religion in the world and it answers only one questions.c) there isn't any religion able to answer all the questions people have. d) there are hundreds of religions in the world and they answer differentquestions.e) there are few religions and they offer the same answers to the samequestions.

03. According to the text, paragraph 3 says that the objective of every religionis:

a) political transformationb) physical transformationc) material transformation



Aula 16.

d) spiritual transformatione) financial transformation

04. In the sentence “What gives it meaning?” (line 1), the underlined wordrefers to:

a) lifeb) peacec) healthd) moneye) happiness

GABARITO1 - C2 - A3 - D4 - A



Aula 17.




Aula: 17


Aula 17.

Inglês

Quantifiers

Os Quantificadores são pronomes que precedem e modificam os substantivos etêm a função de determinar sua quantidade. Para sabermos usá-los, é preciso queconheçamos as diferenças entre substantivos contáveis e incontáveis. Lembramosque são chamados substantivos incontáveis, aqueles que não possuem formaplural, ou seja, devem ser usados somente na forma do singular:Ex.: money, weather, advice, information, etc.

São chamados substantivos contáveis aqueles que podem ser passados para oplural, ou seja, podem ser usados tanto no singular quanto no plural, dependendodo que se quer dizer:Ex.: girl, chair, friend, person, etc.

1) Much (muito):É usado com substantivos incontáveis, ou seja, serve para indicar grandequantidade de um substantivo que não pode ser usado no plural. Ex.: There’s much information about the course on the internet. (Há muitainformação sobre o curso na internet.)

2) Little (pouco):É o antônimo de much sendo igualmente usado com substantivos incontáveis,entretanto indica pequena quantidade de algo:Ex.: There’s little water in the pool so we won’t be able to swim. (Há pouca água napiscina,logo, não poderemos nadar.)

3) Many (muitos):É usado com substantivos contáveis servindo para indicar grande quantidade dealgo. Quando usamos many, devemos usar o substantivo na forma do plural:Ex.: I have many friends in Los Angeles. (Tenho muitos amigos em Los Angeles.)

4) Few (poucos):É o antônimo de many sendo igualmente usado com substantivos contáveis noplural.Ex.: There were few people at the party. (Haviam poucas pessoas na festa.)

5) Plenty (mais do que suficiente):Ex.: There’s no need to hurry. We’ve got plenty of time.

6) A Lot of (muito; muitos; muita; muitas)É usado tanto com substantivos contáveis como incontáveis, para indicar grandequantidade de algo:Ex.: There is a lot of food in the refrigerator. (Há muita comida na geladeira)



Aula 17.

Attention! 1 - Much e Many são usados especialmente em frases negativas e interrogativas.Pode-se usar também “a lot of”:Ex.: I didn’t spend much money. (ou I didn’t spend a lot of money.)

Do you know many people here? (ou Do you know a lot of people here?) I don’t go out much. (ou I don’t go out a lot.)

2 – Many também é usado em afirmativas, porém, na língua falada, a lot (of) émais comum. Ex.: A lot of people like to drive fast in Brazil. ou: Many people like to drive fast inBrazil.

3 - TOO MUCH e SO MUCH são usados normalmente em afirmativas:Ex.: We spent too much money the last time we traveled. (Nós gastamos dinheirodemais na última vez que viajamos.)

Special Cases:Compare as seguintes frases:* I have a few friends.* I have few friends,

Ao compararmos as duas frases percebemos que elas são quase iguais e assimpodemos achar que seu significados também sejam semelhantes. Entretanto issonão é verdade. A presença do artigo na frente do pronome few, faz com que hajauma mudança na mensagem da frase. Observe as diferenças a seguir:

1) Little e Few possuem idéia negativa:Ex.: Let’s hurry. There’s little time. (a idéia e de que não há tempo suficiente.)

He’s always alone. He hás few friends. (a idéia é de que ele não tem amigoso suficiente.)

2) A little e A few possuem idéia positiva:Ex.: Let’s have a drink. We’ve got a little time before the bus leaves.

I like it here. I’ve got a few friends and I like them all.

PORÉm, quando usados com “only”, a little e a few passam a ter significadosnegativos:Ex.: This house is not big enough. There are only a few rooms.

EXERCISES

BudapestFor many centuries, Budapest was two cities, with Buda on the west side of

the Danube River and Pest on the east side. Budapest became one city in 1872, and it has been the capital city of Hungary ever since.

The population of Budapest is about two million, and the city is a very popularplace for tourists. Visitors like to take boat rides along the Danube. Budapest is alsoknown for its exciting nightlife. The best time to visit is the summer since Budapest is very cold in the winter.

Become = tornar-se



Aula 17.

Known = conhecida Since = já que; porque; desde

Los AngelesLos Angeles was founded in 1781. With 3.8 million people, it is now the

biggest city in California and the second largest city in the United States. It is famous for its modern freeways, its movie stars, and its smog. When the city is really smoggy, you can’t see the nearby mountains. The weather is usually dry and warm.

Visitors like to go to the film studios and drive along Hollywood Boulevard. There are some good beaches near the city, and Los Angeles is also close to Disneyland.

Freeways = rodovias Smog = mistura de nevoeiro e poluição Dry = seco Weather = tempo

TaipeiSince its founding in the eighteenth century, Taipei has grown to a population

of 2.7 million people and has become the cultural, industrial, and administrative center of the island of Taiwan. It’s an exciting city, but the weather is humid and not always pleasant.

Taipei is also a busy city, and the streets are always full of people. There is an excellent museum that many tourists visit. It’s a fairly expensive city, but not more expensive than some other Asian cities, so many tourists go to Taipei to shop.

Has grown = cresceu Pleasant = agradável Busy = agitada Shop = comprar

1. Leia o texto sobre Budapeste e marque a única alternativa correta:a) Budapeste continua sendo duas cidades desde o ano de 1872. b) Budapeste deixou de ser a capital da Hungria depois que foi dividida em duas cidades. c) Budapeste não tem vida noturna. d) Os visitantes gostam de fazer um passeio de barco pelo Danúbio, rio que dividia a cidade no passado. e) A cidade tem esse nome devido ao fato de que no passado uma peste quase dizimou a população de toda a cidade.

2. A palavra “since”, na frase “The best time to visit is the summer since Budapest is very cold in the winter”, pode ser traduzida por:a) assim sendo.b) desde jác) já que d) desdee) desde então

3. Leia o texto sobre Los Angeles e marque a única alternativa correta:a) Los Angeles é maior do que a Califórnia.



Aula 17.

b) Los Angeles pe famosa por ser uma cidade com pouca poluição. c) Los Angeles é conhecida por abrigar um parque da Disneylândia.d) As montanhas perto da cidade nunca são vistas devido à forte neblina presente o ano todo. e) Os artistas e estúdios de Hollywood são um atrativo para os visitantes que também gostam de dirigir pela Hollywood Boulevard.

GABARITO1 - D2 - C3 - E



Aula 18.




Aula: 18


Aula 18.

Inglês

INDEFINITE PRONOUNS

SOME = algum(a/as), alguns, um pouco de, aproximadamente.

1. “Some” é comumente usado em frases afirmativas, Ex.: Kurt bought some batteries for his flashlight.

Kate needs to buy some equipment.

2. “Some” pode ser usado em interrogativas quando expressamos umoferecimento, um pedido ou uma pergunta em que se espera obter umaresposta positiva (sim).

Oferecimento: Would you like some wine? Pedido: Can you give me some money? Expectativa de resposta positiva: Do you mind if I put some music on?

3. “Some” ainda pode ser usado para expressar numerais significando“aproximadamente”:

There are some fifty students in my classroom. I have met some fifty people interested in extreme sports.

ANY = algum(a/as), alguns, nenhum(a), qualquer.

1. “Any” é usado mais comumente em frases interrogativas significandoalgum(a/as):

Do they have any children? Do you have any money?

2. Em frases negativas, significando nenhum(a): They don’t need any help to climb that mountain. We don’t have any special equipment.

3. Em frases afirmativas, significando “qualquer”: You can choose any place to camp. I’d like to practice any extreme sport.

NO = nenhum / nenhuma.

“No” deve ser usado em frases afirmativas imediatamente antes de umsubstantivo, tanto no singular como no plural.



Aula 18.

Some extreme sports require no special equipment. We must get to the top of the mountain before sunset. We have

no time to rest.

No = not any There aren’t any stores open. There are no stores open. (Não há nenhuma loja aberta)

Watch outAny também é usado com palavras no sentido negativo: never (nunca), without(sem), hardly, scarcely (quase nunca), etc.

NONE = nenhum(a)

How to use NONE?

1. “None” é usado com o verbo na forma afirmativa e não deve ser seguidode substantivo. None é usado sozinho quando o substantivo a que ele serefere já foi mencionado anteriormente:

Have you ever practiced any extreme sports? – No, I havepracticed none.

None = no + substantivoI have no money = I have none.

2. “None” pode ser usado antes de pronomes (e.g. my, this, it, us)ou doartigo “the”:

None of the boys finished the Project. (Nenhum dos garotosterminou o projeto)

None of us speaks Russian. (Nenhum de nós fala Russo)

“Some, Any e No” podem dar origem a compostos que seguirão as mesmasregras mencionadas anteriormente.

SOMEHOW = de algum modoSOMETIME = algum dia, um diaANYHOW = de algum modo, de nenhum modo, de qualquer modo.

As regras estudadas para some, any e no valem também para as formascompostas:

There is somebody in the kitchen. Is there anybody in the bedroom? No, there isn’t anybody there. (No, there is nobody there.)

They didn’t feel anything. Did you buy anything yesterday?



Aula 18.

Did you go anywhere last night?

No, I didn’t go anywhere. No, I went nowhere.

TAKE A LOOK!

No, nobody, nothing, nowhere, no, none são usados em sentençasnegativas, porém nunca usados com outra palavra negativa.

There isn’t nothing in my pocket. (errado)

There is not anything in pocket. (certo)ouThere is nothing in my pocket. (certo)(Não há nada no meu bolso)



Aula 19.




Aula: 19


Aula 19.

Inglês

MODALS

Os verbos modais são verbos auxiliares que acrescentam significado a outros verbos. Eles são irregulares, ou seja, não seguem as regras de conjugação dos outros verbos na língua Inglesa. Ex.:I can cook. He can cook. (not: She cans cook.)

*Os verbos modais são seguidos da forma infinitiva dos verbos sem a partícula “to”.

1) CAN / COULD Can significa “pode” e o seu passado é could. Eles não possuem formas variadas no particípio ou gerúndio, etc. (ex.: to can / canning / etc. )Embora could seja a forma passada de can, não significa que could seja usado somente para indicar o passado. O significado de can e could pode assumir vários significados dependendo do contexto em que são usados:Ex.: Can you drive a truck?

(habilidade)You can go home if you want to.(permissão)I can hear someone playing the piano.(idéia de ação contínua – present progressive)Could I talk to you for a moment?(pedido formal)He could play the drums when he was younger. (habilidade – passado)

Forma negativa: can’t / cannot / couldn’t

*CuidadoUtilizamos o be able to para transmitir a ideia do modal “CAN” na forma do futuro:Ex.: In the future, people will be able to travel to other planets.

2) MAY / MIGHTTêm a mesma tradução de can (“pode”)e também não possuem formas variadas e também são seguidos de verbos no infinitivo. Ex.:

Jill may be late for the party. (possibilidade)May I help you? (pedir permissão)

*A diferença entre may e might é que might indica uma forma mais hesitante e menos definida que may.

3) MUST – significa ‘dever; ter que’ – indica uma obrigação ou dedução. Ex.: We must protect nature. (obrigação)



Aula 19.

Citizens must respect the law. (obrigação)She is crying. She must be suffering. (dedução)

Cuidado! Mustn’t = proibição ( e não ‘falta de obrigação’)Ex.: You mustn’t be late for the meeting.

She must study more to pass. (necessidade) You mustn’t open this Box before your birthday. (proibição)

*Para expressarmos a idéia de que algo é desnecessário, utilizamos do not need to ou do not have to:Ex.: You don’t need to have a visa to go to England.

You don’t have to get a visa to go to England.

* Must = have to / have got to / to be to

Forma Negativa: mustn’t

4) SHOULD – significa ‘deveria’. Pode ainda expressão uma obrigação moral. Ex.: You should study more. (conselho)

You are sick. You should stay home. (obrigação moral)

* Should = Ought to / had better / be supposed to

Forma negativa: shouldn’t

EXERCISES

Are you a coffee addict?What happens when you miss that morning cup of coffee? Do you feel irritable, do you get a headache, do you have problems concentrating and performing everyday tasks? If you feel any of the symptoms above, you are not alone. Dr. David Kerr of the Royal Bournemouth Hospital, in Dorset, has conducted a study on giving up coffee, and the results show that coffee can indeed be as addictive as tobacco or alcohol. Coffee is so popular because of the feelings of pleasure that it gives, along with increased energy and an improvement in mood. Dr. Kerr advises, however, that “apart from keeping you awake and acting as a stimulant, there are no positive health effects of using the drug”.

(Umesp-SP)

Vocabulary:Addictive – vicianteHeadache – dor-de-cabeçaTask – tarefaGive up – desistir; pararImprove – melhorarAdvise – aconselhar

1. De acordo com o texto, o café pode:a) causar depressãob) causar dependência



Aula 19.

c) ser usado como remédiod) baixar seu nível de energiae) acabar com a insônia

2. Na frase abaixo, quais são as palavras que substituem corretamente giving up coffee?“Dr. David Kerr has conducted a study on giving up coffee.”a) stopping drinking coffeeb) deciding to drink coffeec) starting to drink coffeed) studying the effects of coffeee) giving coffee to other people

3. De acordo com o texto:a) Foi descoberto um novo tipo de café que também funciona como combustível deautomóvel. b) Café deixa o sangue da pessoa preto. c) Dr. Kerr recomenda a todos que bebam café, embora ele mesmo não beba café por saber que faz mal pra saúde. d) Café deixa a pessoa em estado de alerta, funcionando como estimulante. e) Antigamente o café era usado como corante de roupas.

Be sure to Stretch on Flights

If you are a taking a long flight to a far away land next summer, be sure to stretch and move around on the plane. In fact, if possible, you should simulate a walking motion in your seat so that you can keep your circulation going, as the cramped airplane conditions and exposure to reduced air pressure can lead to blood clots. The condition, increasingly becoming known as "economy class syndrome", can result in life-threatening deep vein thromboses and strokes.

Vocabulary:Blood clot: coágulo sanguíneoVein: veiaStroke: derrame.

4. De acordo com o texto:a) É perigoso caminhar durante um vôo de avião;b) Não é possível simular movimentos de exercícios dentro de um avião;c) As pessoas devem simular movimentos de caminhada durante um vôo para evitar problemas de circulação;d) Existe uma síndrome contagiosa que as pessoas estão pegando umas das outras durante vôos de avião;e) Só deveríamos voar durante o verão.

5. Na expressão "economy class syndrome", as palavras economy e class são:a) verbosb) adjetivosc) substantivos



Aula 19.

d) pronomese) objetos6. O verbo destacados no texto indicam:a) obrigaçãob) conselhoc) habilidaded) permissãoe) possibilidade

Gabarito1 - B2 - A 3 - D4 - C 5 - B 6 - E



Aula 20.




Aula: 20


Aula 20.

Inglês

Past modals

Os verbos modais que foram estudados anteriormente, podem ser acrescidos do verbo “have” para formar o que chamamos de past modals. Quando isso acontece, eles passam a dar significados diferentes aos verbos, se comparados quando acompanham diretamente o verbo. No caso dos past modals, o verbo modal é seguido de have, sendo esse, seguido do verbo principal no passado particípio.Ex.:

VerboModal

Verbo‘Have’

Verbo principal – Passado Particípio (3rd form)

CouldShouldWouldMust

Have

worked gone seenworked gone seenworked gone seenworked gone seenworked gone seen

1- Could haveCould have possui uma forma contraída: could’ve. O uso mais comum para could have é quando queremos dizer que algo foi possível, mas não aconteceu.Sua estrutura é formada por could + have + verbo (particípio passado). Para formarmos negativas, basta mudarmos o could para a negativa couldn’t.Compare:The cake was so good. I could eat it all. (agora)The cake was so good. I could have eaten it all. (passado)

Ex.: “Why didn’t Lis take a ride to go to the party? She could have come with me orwith Paul.” (she could have come indica que Liz teve a chance de pegar uma carona, mas não o fez)He could have passed the exam if he had taken it. (ele teve a chance de passar no exame, mas não o fez)

Com um sentido semelhante ao mencionado, could have pode ainda expressar uma crítica.Ex.: She could have told me that she didn’t want the job. 01. Choose the option that best completes each sentence;

a) Why did you stay at home? You could watch / could have watched the filmwith us.

b) There’s a nice party at John’s tomorrow. You could go / could have gone with me.



Aula 20.

c) We are going to Europe next summer. We could visit / could have visited Ireland.

d) We went to Europe last summer. We could visit / could have visited Ireland.

e) It’s almost 8.00 o’clock. The guests could get / could have gotten here at anytime.

2 – Should have / Would have.Suas formas contraídas são Should’ve e Would’ve.São usados para falarmos de situações que são diferentes do que realmente aconteceu. Sua estrutura é formada por should / would + have + verbo (particípio passado).Para formarmos a negativa, basta colocarmos should e would para a negativa shouldn’t e wouldn’t.

Normalmente Should have dá a idéia de que não fazemos parte das situações a que nos referimos.

Ex1.: John didn’t study for the test and he failed it. He should have studied for it. (Não participamos da situação, apenas a analisamos.) No exemplo acima, John não fez o que seria o correto. A estrutura should have é usada para fazermos esta crítica.

Normalmente would have é usado quando nos colocamos no lugar do sujeitoque fez parte da situação da qual se fala.

Ex2.: John didn’t study for the test. If I were him, I would have studied for it. (Analisamos a situação nos imaginando no lugar da pessoa da qual se fala – neste caso, me coloco no lugar de John e digo o que faria se fosse ele).

3 – Must haveMust have é usado para dizermos que estamos quase certos de que algo aconteceu. Sua tradução é “deve ter”, sendo usado em inglês, no mesmo sentido que é usado em português. Must have deve ser seguido de verbo no passado particípio, assim como os outros verbos modais do passado. Ex.: I called Steve but he didn’t answer the phone. He must have gone out. (A frase “Ele deve ter saído” indica que estou quase certo do que aconteceu, ou seja, faço uma dedução de uma situação do passado)


Prof. Renato Baggio Língua Inglesa p/ Concurso banco do Brasil

Aula 21.




Aula: 21


Aula 21.

Inglês

The Passive Voice

Quando falamos a respeito de Passive Voice (Voz Passiva), estamos nos referindo a um tipo de construção de frases, no qual o sujeito sofre a ação do verbo. Se dissermos:

John loves Mary – voz ativa, pois o sujeito John é que pratica a ação. Se, porém, dissermos:

Mary is loved by John – voz passiva, pois agora Mary sofre a ação do verbo e não a pratica.

Para transformarmos uma frase em voz passiva, devemos obedecer aos seguintes princípios:

1. O objeto da voz ativa passa a ser o sujeito da voz passiva. 2. O sujeito da voz ativa passa a ser agente da passiva na voz passiva. 3. O verbo to be é usado no mesmo tempo verbal em que o verbo principal se

encontra na voz ativa. 4. O verbo principal assume a sua forma do particípio passado (a 3ª forma do

passado dos verbos, chamada comumente de 3ª coluna). 5. Se o sujeito da ativa for particularizado, determinado, ele será mantido como

agente da passiva.

Exemplos:

Sheila makes good cakes. 1. O objeto (good) cakes será sujeito da voz passiva.2. Makes: verbo no presente; portanto, usaremos o to be no presente = are. 3. Make, made, usamos a sua forma do particípio passado, made.4. O sujeito Sheila é particularizado e aprece como agente da passiva ou

substituído por um pronome oblíquo = her. Como agente da passiva, será sempre precedido pela preposição by.

Teremos então:Good cakes are made by her.

Exemplos:

They play poke here. Eles jogam pôquer aqui.

Poker is played here (by them). Pôquer é jogado aqui por eles.

1. Simple Present Se o tempo verbal for o Simple Present Tense, teremos então:



Aula 21.

Active Voice: Maggie takes the kids to school.Passive Voice: The kids are taken to school by her.

2. Simple Past

Active Voice: Pedro A. Cabral discovered Brazil in 1500. Passive Voice: Brazil was discovered in 1500 by Pedro A. Cabral.

3. Present Continuous

Active Voice: They are cleaning the room now. Passive Voice: The room is being cleaned now.

4. Past Continuous

Active Voice: My cousin was fixing the computer. Passive Voice: The computer was being fixed by my cousin.

5. Present Perfect

Active Voice: They have never seen her before. Passive Voice: She has never been seen before.

6. Past Perfect

Active Voice: The robber had broken the safe. Passive Voice: The safe had been broken by the robber.

7. Simple Future

Active Voice: Many people will watch that game. Passive Voice: That game will be watched by many people.

8. Modal Verbs: Can; May; Could; Should; Must; etc.

Active Voice: A grenade can cause a lot of destruction. Passive Voice: A lot of destruction can be caused by a grenade.

Active Voice: We must respect the law. Passive Voice: The law must be respected.



Aula 22.




Aula: 22


Aula 22.

Inglês

The Passive Voice

Special Cases:

1. Voz Ativa com dois Objetos

Quando a frase possui dois objetos, normalmente o objeto direto é uma coisa e o objeto indireto é uma pessoa. Neste caso, geralmente usamos a pessoa (objeto indireto) como o sujeito da frase na voz passiva:Veja a seguinte frase:

John gave Jane a ring for her birthday. (John deu à Jane um anel pelo seu aniversário). Jane = objeto indiretoA ring = objeto direto.

Logo: Active Voice: John gave Jane a ring for her birthday. Passive Voice: Jane was given a ring for her birthday.

Podemos usar o objeto direto (a ring) como sujeito da voz passiva quando queremos enfatizá-lo. Ex.: Active Voice: John gave Jane a ring for her birthday.Passive Voice: A ring was given to Jane for her birthday.

2. Verbos Seguidos de Preposição

Quando um verbo é seguido de preposição na voz ativa, ele deve manter sua preposição na voz passiva:

Ex.: Active Voice: They are looking at us. Passive Voice: We are being looked at.

3. Verbos que não são usados na voz passiva.Nem todos os verbos podem ser usados na voz passiva. São os chamados verbos intransitivos, ou seja, aqueles que não precisam de complementação. Sendo assim, não possuem objetos que poderiam ser o sujeito de uma frase na voz passiva. Dois exemplos são os verbos chegar (arrive) e morrer (die) que por este motivonão podem ser usados na voz passiva. O mesmo acontece com alguns stative verbs, tais como have fit (servir; ajustar) ou lack (falta; carência). Veja os exemplos abaixo:



Aula 22.

Ex.: I have a nice car. (Não é possível: A nice car is had by me)This jacket doesn’t fit me. (Não é possível: I’m not fitted by this

jacket)

Tempo verbal dasentença original

Forma Passiva Exemplo

Simple Present am/is/are + past participle Gorillas inhabit this jungle – This jungle is inhabited by gorillas.

Present Continuous am being/is being/are being + pastparticiple

Sorry, but we are remodeling the airport – Sorry, but the airport is being remodeled.

Simple Past Was/were + past participle They didn’t hear me, so I escaped. – I wasn’t heard so I escaped.

Past Continuous Was being/were being + past participle

Someone was playing the violin. – The violin was being played.

Present Perfect Have been/has been + past participle

The virus has already attacked this country. - This country hasalready been attacked by the virus.

Past Perfect Had been + past participle I realized that they had hit me on purpose. – I realized that I had been hit on purpose.

Will – Future Will be + past participle Someone will rob you if you go there. – You will be robbed if you go there.

Going to - Future Am/is/are going to + past participle

They are gong to build a bridge here. – A bridge is going to be built here.



Aula 23.




Aula: 23


Aula 23.

Inglês

IF-CLAUSES

1.1. CONCEITO

If-Clauses são também chamadas de frases condicionais (Conditional Sentences). São frases que apresentam uma condição: If = “se”. São divididas em 3 tipos básicos. Type IType IIType III

Nessa aula veremos os 3 tipos básicos e iremos além deles também.

1.2. IF-CLAUSES – MEANING and FORM

TYPE I – As frases condicionais do Tipo I são aquelas que indicam grande chance de algo acontecer ou grande chance de que algo se realize.

AFFIRMATIVEEx1.: If you study hard, you will pass.

NEGATIVE Ex2.: If you don’t study hard, you won’t pass.

AFFIRMATIVE + NEGATIVE Ex3.: If you don’t study, you will fail. Ex4.: If you study, you won’t fail.

TYPE II – As frases condicionais do Tipo II indicam pouca chance de algo acontecer ou que algo é possível que se realize. AFFIRMATIVEEx1.: If you studied, you would pass. NEGATIVEEx2.: If you didn’t study, you wouldn’t pass.

AFFIRMATIVE + NEGATIVE

Ex3.: If you didn’t study, you would fail. Ex4.: If you studied, you wouldn’t fail.



Aula 23.

TYPE III – As frases condicionais do Tipo III indicam algo impossível de se realizar. Também podemos dizer que o Tipo III indica uma possibilidade irreal.

AFFIRMATIVEEx1.: If you had studied, you would have passed. NEGATIVEEx2.: If you hadn’t studied, you wouldn’t have passed.

AFFIRMATIVE + NEGATIVE

Ex3.: If you hadn’t studied, you would have failed. Ex4.: If you had studied, you wouldn’t have failed.

TYPE 0 – As frases condicionais do Tipo 0 indicam que o resultado é sempre certo. Nesse tipo de frase condicional usamos o Simple Present em ambos oslados da frase. Veja o exemplo: Ex1.: If water reaches 100ºC, it boils. Ex2.: If you touch fire, you get burned.

1.3. Special Cases

a) “SE EU FOSSE VOCÊ” O verbo To Be no passado usado numa frase condicional, aquele sempre será WERE.

Ex.: If I were you, I would talk to her.

b) MIXED CONDITIONALSPodemos misturar os casos anteriormente citados dependendo do que queremos dizer. Ex.: If I had taken an aspirin, I wouldn’t have a headache now.

SUBSTITUINDO IF:

If pode ser substituído por palavras ou expressões com um significado similar.

As mais comuns são: as long asassuming (that)on condition (that)on the assumption (that)provided (that)supposing (that)unlesswith the condition (that)



Aula 23.

TEXTO

Teen ObesityObesity continued to increase dramatically during the late 1990s for

Americans of all ages according to the data collected and analyzed by the National Center for Health Statistics, part of the Centers for Disease Control and Prevention (CDC).

The percent of children and teens who are overweight also continues toincrease.

Among children and teens aged 6-19, 15 percent (almost 9 million) are overweight according to the 1999-2000 data, or triple what the proportion was in 1980. In addition, the data shows that another 15 percent of children and teens aged 6-19, are considered at risk of becoming overweight.

Obesity can be defined as an excessive accumulation of body fat, which results in individuals being at least 20% heavier than their ideal body weight.

"Overweight" is defined as any weight in excess of the ideal range. Obesity is a common eating disorder associated with adolescence.

Although children have fewer weight-related health problems than adults, overweight children are at high risk of becoming overweight adolescents and adults.

Overweight people of all ages are at risk for a number of health problems including heart disease, diabetes, high blood pressure, stroke and some forms of cancer.

Obesity can weaken physical health and wellbeing, and can shorten life expectancy. It can also lead to social disabilities and unhappiness, which maycause stress and even mental illness. A study released in May 2004 suggests that overweight children are more likely to be involved in bullying than normal-weight children are, both as victims and as perpetrators of teasing, name-calling and physical bullying.

The development of a personal identity and body image is an important goal for adolescents. Your parents, physician and teachers can help you. If you think you are overweight, talk to a trusted adult about what you can do to improve your health.(Disponível em<http://www.pamf.org/teen/health/diseases/obesity.html>.Acesso em 26 outubro 2005.)

1. According to the text, it is correct to say that "bullying" A) means "threatening to hurt someone or frighten them".B) is a disease caused by obesity.C) affects children and teens dramatically.D) is the opposite of "teasing" .E) started in the USA in 2004.



Aula 23.

2. Choose the alternative in which the underlined verb is used to express a possibility.A) "Obesity continued to increase..." B) "In addition, the data shows that another..." C) "Overweight people of all ages are at risk..." D) "...which may cause stress and..." E) "A study released in May 2004..."

3. De acordo com o texto, as pessoas obesas A) devem medir a pressão arterial regularmente.B) podem ter sua expectativa de vida reduzida.C) facilmente desenvolverão um tipo de câncer.D) terão uma série de problemas de saúde.E) desenvolvem cardiopatias.

4. Com base nas informações contidas no texto, a obesidade A) atinge preferencialmente as crianças e os adolescentes.B) causa mais problemas de saúde em crianças do que em adultos.C) tende a aumentar 15% em pessoas na faixa etária de 6 a 19 anos.D) afeta indivíduos de qualquer idade e pode acarretar várias patologias.E) é considerada uma ocorrência normal entre crianças e adolescentes.

Some facts about dreamsEverybody dreams every night, but people usually forget their dreams very quickly. Some people have “technicolour” dreams; others tend to dream in monochrome (black and white)You can learn a lot about yourself from your dreams. Sometimes dreams come true – they are called “telepathic” dreams. Dreams are seldom what they seem to be. They contain symbols or metaphors. Dreams are mainly visual, but it is possible to dream of music. Vocabulary:Dream: sonhoSeldom: raramente Come true: virar realidade

Some interpretations of dreams In a dream, wild animals may be an expression of our most sensual passions and they may represent our “evil instincts”. Aspiration, spirituality and freedom are symbolically represented by a bird in flight. As insects are determined and active, they may symbolize our own hard work or aspirations. Erotic dreams are considered a means of releasing sexual tension, or an expression of aspiration, hopes and desires. Vocabulary:Freedom: liberdadeMeans: meios Hope: esperançaDesire: desejo



Aula 23.

Dreams and coloursRed usually symbolizes heat, passion, fire and anger. Yellow and orange are considered positive colours, representing sunshine. They stand for optimism and joy. Blue is the colour that represents our emotions and moods. Black may reflect a feeling of depression and sadness in our life. When white emerges in your dream, it is likely that you are feeling hopeful and self-confident. Purple is considered the colour of authority. It may suggest justice or a need to be more humble. Vocabulary:Heat: calorMood: humor; temperamentoConfident: confiante

5. Circle the only correct letter according to the first text:a) People always forget all their dreams. b) Dreams are always visual.c) Some people dream of music. d) We only dream at night. e) Dreams always come true.

6. Mark True or False according to the information on the second text: I. Domestic animals represent our passions. II. When you dream of insects, I means something good for us. III. A bird in a fight symbolizes freedom. IV. Erotic dreams are connected to our desires. V. Interpretations of dreams are always wrong.

Circle the correct letter:a) All sentences are true. b) Only sentences II, IV and V are true. c) Sentences are false. d) Sentences III and IV are true. e) Only sentences II and IV are true.

7. Circle the only correct letter according to the first text:a) Each colour represents different things in our dreams. b) Blue represents a bad mood. c) Red represents the colour of flowers. d) Black represents the night. e) White represents the birds in the sky.

GABARITO1 - A2 - D3 - B4 - D5 - C



Aula 23.

6 - E7 - A



Aula 24.




Aula: 24


Aula 24.

Inglês

Reported Speech

Usamos o discurso indireto para repetirmos algo que alguém disse sem precisarmos usar aspas ou fazer citações. O Reported Speech (Discurso Indireto) é o contrário do Direct Speech (Discurso

Direto)

Direct Speech – aqui temos a repetição exata das palavras do locutor indicadas pelo uso de aspas.Ex.: He said: “I don’t want to go to school”.

Reported Speech – aqui temos a mesma mensagem, porém, sem repetir as palavras exatas do locutor. Ex.: He said (that) he didn’t want to go to school.

Há alguns verbos que podem ser usados no discurso indireto:ASK (pedir / perguntar)TELL (dizer – imperativo) – vem seguido da pessoa p/ quem se fala. SAY (dizer) – não vem seguido da pessoa p/ quem eu falo.

Macetes:

1. Dependendo da frase no discurso direto (aquela que repete exatamente as palavras de quem fala), usamos ask / tell / say / explain / etc, de maneira diferenciada.

Ex.: He said:” The film is very good”He said (that) the film was very good.

He said to us:” Study for the test!”He told us to study for the test”

He said:” Do you want to come with us?He asked us if we wanted to come with them.= He asked us whether we

wanted to come with them.



Aula 24.

* Geralmente quando passamos uma frase do discurso direto para o discurso indireto, colocamos o verbo no passado. Se ele já estiver no passado, colocamos ainda mais para o passado (Past Perfect)

Ex.: She said: “I want to go home”

She said (that) she wanted to go home.

* Cuidado com os pronomes! Eles podem mudar para que a frase faça sentido!

Ex.: She said: “I want to go home” (Ela disse: “Eu quero ir para casa)She said (that) she wanted to go home. (Ela disse que ela queria ir para

casa)

* Cuidado com o Imperativo! (Ou seja, quando há uma ordem)

Ex.: She said to me: “Close the door now!” (Ela me disse: “Fecha a porta”)She told me to close the door. (Ela me disse para fechar a porta)

Neste caso, usamos o verbo Tell (told) pois devemos mencionar para quem foi dada a ordem. O verbo Tell obriga a dizermos a quem se dirigiu a ordem. Além disso, o verbo NÃO passa para o passado como nos casos anteriores. É o

único caso em que o verbo permanece na forma básica.


Documents

LÍNGUA INGLESA - Banco do Brasildocs.aprovaconcursos.com.br/aprova/materias_adicionais/...aquele que faz a ação do verbo. Por este motivo, são usados antes do verbo. Por este motivo,