Escolar Documentos
Profissional Documentos
Cultura Documentos
AGRADECIMENTOS
Meu agradecimento aos Professores K. Ferraz e R. Schtz, que me ofereceram o
suporte necessrio no caminho do ingls instrumental; ao Professor Roberto Paquito, pelos
inmeros momentos de troca de idias, ensinamentos compartilhados e companheirismo
sempre dispensados minha pessoa; aos meus pais (Etevaldo e Alzetina) e irmos (Marcos,
Marcelo e Mrcio) pelos aprendizados durante toda a minha vida; a meus filhos Julia e
Lucca, que vieram abrilhantar minha vida e a me oferecer ainda mais motivos para viver e
sonhar; a minha namorada Marina, sempre ao meu lado e com muito carinho; e a Deus, que
sempre se mostra presente em minha vida.
Assim, dedico esta apostila aos meus alunos que so o motivo de tanto trabalho,
esforo e dedicao.
Obrigado,
Prof. Miranda Jnior.
Este trabalho foi desenvolvido e adaptado pelo autor Etevaldo de Miranda Jnior e registrado pela
AMERICAN WAY IDIOMAS LTDA conforme Lei dos Direitos Autorais. proibida a reproduo total
ou parcial, de qualquer forma ou por qualquer meio. A violao dos direitos de autor (Lei n 9.610/98)
crime estabelecido pelo artigo 184 do Cdigo Penal.
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
OBJETIVOS
O candidato dever demonstrar competncia para:
determinar a inteno comunicativa do texto;
identificar a idia central e as idias secundrias do texto;
perceber a seqncia lgica das informaes presentes no texto;
estabelecer relaes de sentido entre perodos, oraes, pargrafos, textos, etc.;
construir inferncias e explicitar informaes implcitas no texto;
identificar os mecanismos de coeso utilizados no texto;
identificar os fatores de coerncia responsveis pelo estabelecimento do sentido do texto;
identificar a natureza da relao semntica estabelecida por palavras ou expresses do texto;
distinguir registro conotativo e denotativo.
CONTEDOS
inteno comunicativa do texto;
idia central e/ou idias secundrias do texto;
seqncia lgica das informaes apresentadas no texto;
relaes de sentido entre idias contidas no texto e/ou entre textos;
inferncias e informaes implcitas (pressupostos e subentendidos) no texto;
mecanismos de coeso textual;
fatores responsveis pela coerncia textual;
sinnimos, antnimos e polissemia;
denotao e conotao.
UFRN Processo Seletivo 2011.
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
Estratgias de Leitura.
Maior sucesso ter o aluno no estudo do texto se fizer uso de algumas estratgias de leitura,
bem como todas as dicas que o prprio texto proporciona. importante que voc conhea durante nosso
estudo, a seguir, alguns desses elementos.
1. Cognates:
2. Key Words:
3. Repeated Words:
4. Skimming:
5. Scanning:
6. Prediction:
7. Typography:
8. Selectivity:
9. Tpico Frasal:
10. Noun Phrases (Grupo Nominal):
11. Deduction:
12. Referncia Textual:
13. Afixos:
14. Conjunes:
15. Verbos:
Interpretao de Textos.
Com as estratgias do Ingls Instrumental, voc concluir que:
1. No necessrio saber a traduo de todas as palavras de um texto para entender a idia principal de
cada pargrafo;
2. necessrio o uso constante de raciocnio para analisar, deduzir e concluir satisfatoriamente;
3. A cultura geral do leitor fator preponderante para o entendimento das palavras desconhecidas do
texto atravs de deduo e anlise de fotos, gravuras, tabelas, grficos, etc.
4. At 45 % das palavras de um texto so cognatos (palavras que se parecem ou so iguais s da
Lngua Portuguesa) ou so palavras j conhecidas da maioria das pessoas que vivem em um pas
altamente influenciado pela cultura dos pases de Lngua Inglesa.
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
Agora vamos utilizar a nossa tcnica dos Cognatos para resolver e acertar juntos um texto de vestibular.
Gostaria tambm que voc somasse a quantidade de cognatos existentes no texto.
1. Segundo o texto:
A)
B)
C)
D)
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
(
(
(
(
(
) Heavy
) Ugly
) Small
) Thin
) Sad
(06) Light
(07) Beautiful
(08) Short
(09) Light
(10) Thin
(
(
(
(
(
) Weak
) Tall
) Dark
) Thick
) Long
) Manter, conservar
) Escolher
) Pertencer
) Fazer
) Tornar-se
(F) To Agree
(G) To Belong
(H) To Feel
( I) To Keep
( J) To Do
(
(
(
(
(
) Concordar
) Trazer
) Sentir
) Saber, conhecer
) Encontrar
Correlacione os verbos:
(A) To Become
(B) To Find
(C) To Choose
(D) To Know
(E) To Bring
(
(
(
(
(
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
Present Tense
Afirmative
Exerccios
1.
2.
3.
4.
5.
Interrogative
Past Tense
Negative
Afirmative
Interrogative
Negative
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
Scanning.
uma estratgia de leitura no-linear em que o leitor busca objetivamente localizar as informaes em que
est interessado. Atravs do scanning o leitor objetivo e seletivo e nem sempre precisa ler o texto todo. Exemplo: a
procura dos tipos de contgio da AIDS em um texto sobre a doena.
Naquela tal pgina de esportes mencionada na estratgia anterior, se voc s quer saber a que horas ser o
jogo, voc vai ler toda a notcia falando do treino de seu time, atentamente, vendo cada detalhe, o desempenho de
cada jogador ou passar os olhos rapidamente pelo artigo, buscando apenas o que voc quer, isto , o horrio?
Acredito que seu comportamento ser o segundo. A esta leitura rpida e superficial, buscando apenas uma
informao especfica, chamamos scanning.
Ento, se voc est lendo um texto em ingls em busca de uma informao especfica, precisa voc traduzir
todo o texto? Precisa voc ficar preso naquele pedao que voc no entendeu e nada tem a ver com a informao
que voc est buscando?
(gpi Adapted by American Way staff).
Explicao:
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
1. A autora da carta:
A)
B)
C)
D)
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
B) cover.
C) July.
D) gun.
) Heavy
) Ugly
) Small
) Thin
) Sad
(06) Light
(07) Beautiful
(08) Short
(09) Light
(10) Thin
(
(
(
(
(
) Weak
) Tall
) Dark
) Thick
) Long
Correlacione os verbos:
(A) To Become
(
(B) To Find
(
(C) To Choose
(
(D) To Know
(
(E) To Bring
(
) Manter, conservar
) Escolher
) Pertencer
) Fazer
) Tornar-se
(F) To Agree
(G) To Belong
(H) To Feel
( I) To Keep
( J) To Do
(
(
(
(
(
) Concordar
) Trazer
) Sentir
) Saber, conhecer
) Encontrar
Mais um texto:
MITHOLOGY
Every people on earth has tried to give a supernatural explanation for its existence. All peoples created the
concept of some entity responsible for everything that exists. Some people created a group of entities. The
organization of these concepts is called mythology. As mythological explanations are supernatural, the basis of
mythology is the faith of a people that needs an explanation.
Many explanations for the creation of man are rather interesting. The Greek, for instance, produced one of the
most creative mythologies: they said that the Titans were the first inhabitants of the universe. One of these Titans, by
the name of Prometheus, took some clay from the ground and mixed it with his tears. After working with passion and
dedication he modeled a statue, which looked like the gods. He was so proud of his work that he decided to make a
crowd of statues, and so he did.
When Prometheus finished making that large number of statues, he, looking at them, realized that they were
dumb, still, and had no life. So, he gave some animal features to the statues: the courage of the lion, the strength of
the bull, the smartness of the fox, the friendship of the dog, and so on.
However, something was still missing in these creatures. It was Athena, the goddess of wisdom, who helped
Prometheus. She took a cup of the divine nectar and gave it to them. When they drank it, a new light sparkled in
their eyes. They were able to reason and think.
(Adapted from Internet by American Way staff.)
VERBOS:
VERBOS: d os seus significados.
* To Have: __________________.
* To Create: _________________.
* To Be: ____________________.
* To Say: ___________________.
* To Work: __________________.
* To Finish: _________________.
* To Drink: __________________.
* To Think: __________________.
* To Try: _____________________.
* To Exist: ____________________.
* To Need: ____________________.
* To Take: ____________________.
* To Decide: __________________.
* To Miss: ____________________.
* To Be able: __________________.
* To Sparkle: __________________.
* To Give: ____________________.
* To Call: ____________________.
* To Produce: ________________.
* To Mix: _____________________.
* To Make: ___________________.
* To Help: ____________________.
* To Reason: __________________.
* To Realize: __________________.
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
Palavras Essenciais:
Essenciais:
* Every: ____________________.
* All: _______________________.
* Some: ____________________.
* That: ______________________.
* As: _______________________.
* After: _______________________.
* However: ____________________.
B) instance
C) features
D) sparkled
Flash Backs
When my friend Phil, a Minister, visited Disney World, he rented a wheelchair for his
aunt, who has difficulty walking. One unforeseen benefit was that Phils whole family was
ushered to the front of the lines. At the end of the day, Phil wheeled his aunt back toward
the parking lot. Unable to find a ramp down from the sidewalk, he stopped to consider an
alternative. At that point, his impatient aunt stood up, stepped off the curb and began to
walk. Embarrassed by the looks from departing park visitors, many of whom had watched
his family bypass the long lines, Phil stepped back from the wheelchair, raised his hands
and said, Its a miracle!"
Contributed by Margie Hallw (FAAP-SP)
O narrador est imaginando como seria uma futura viagem de seu amigo Phil Disneyworld.
Phil tinha comprado uma cadeira de balano para sua tia idosa.
Phil tinha dificuldade para caminhar, ento sua tia alugou uma cadeira de rodas para ele visitar a Disneyworld.
Como a tia de Phil no conseguia andar direito, ele alugou uma cadeira de rodas para ela passar o dia na Disneyworld.
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
10
3.
PRONOMES DEMONSTRATIVOS
Singular
Exerccios
A)
B)
C)
D)
E)
F)
G)
H)
Plural
Examples
Look, (These / this / those) is my family album. See (these / this / that) two people?
Yes. Who are they?
Theyre my grandparents in front of their old farmhouse.
And who are (these / this / that) boys on the beach?
Theyre my father, my uncle Ben and their friend George.
(That / Those / These) was their first summer vacation on the beach.
And whos (these / this / those) little baby? Hes so cute!
Its not he, its she. (Those / That / These) is me when I was only three months old.
Present
Exerccios
Past
Examples
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
11
INTERROGATIVES
Interrogative
What
Where
When
Who
Which
Why
Whose
How
Exerccios
Translation
Interrogative
How old
How long
How far
How tall
How big
How deep
How often
How wide
Translation
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
12
(VUNESP)
Os resduos que as indstrias lanam nos lagos comprometem a gua potvel, mas no a natao.
Os lagos transformam as solues dos resduos industriais em gua potvel.
Os resduos que as indstrias lanam nos lagos estragam a gua potvel e prejudicam o nado.
As indstrias lanam solues nos lagos para impedir a poluio.
Devemos deixar que somente os outros cuidem do ambiente em que todos vivemos.
A vida em nosso planeta no depende da ao de cada indivduo.
Cada uma de nossas aes afeta a vida em nosso planeta.
As pessoas devem fazer o que desejarem porque h mais de um ecossistema no planeta.
conseqncias
homens
cientistas
problemas ecolgicos
(
(
(
(
(
(
(
(
(
(
) Ainda
) Todos
) Somente
) Outros
)E
) Tambm
) Ou
) Se
) Mas
) Porque
(K) Much
(L) Sometimes
(M) Lots of
(N) Before
(O) Little
(P) Few
(Q) Between
(R) Among
(S) A few
(T) Fewer
(
(
(
(
(
(
(
(
(
(
) Alguns
) As vezes
) Muito
) Menos
) Entre dois
) Pouco, pequeno
) Muito(s)
) Antes
) Poucos
) Entre mais de dois
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
13
My family is going to the beach for the weekend. Were going by bus. The bus leaves at 9:00 a.m. and its
8:30 now. (Mr. Wilsons taxi / Mr. Wilsons taxi / Mr. Wilson taxi) is waiting outside. But my (parents suitcase /
suitcases parents / parentss suitcase) is still in their bedroom. My (bicycles brother / brothers bicycle / brother
bicycle) is still in the garage, together with my (sisters surfboard / sisters surfboard / sister surfboard). Im sitting in
the taxi with my bag now. I think we arent going to catch the bus in time.
PLURAL OF NOUNS
Regra Geral
O plural em ingls formado acrescentando-se S ao substantivo.
Exs. Table Tables Boy Boys
Door Doors
School - Schools
Particularidades
1. Substantivos terminados em s, ss, sh, ch, x, z e o recebem es para formar o plural.
Exs. Bus Buses
Kiss Kisses
Brush Brushes
Watch Watches
Exerccios
Lady Ladies
City Cities
Party Parties
Dear Susan,
This is my first letter from Greenville. I love our new
house and the neighborhood. There are seven (childs /
children) in our block: three girls and four (boys / boyes). They
are all my friends now. All my things are still in the (boxes /
boxs), but that is OK. I can ride my friends bicycle and play
with their ball. Our neighbor s are very nice. Miss Baker is a
real artist. She has two (pianoes / pianos) in her living room.
Mr. Ramirez is a funny gardener. He plants (tomatoes /
tomatos) in his garden. There are two (churchs / churches)
and one school near our house. I like my new school very
much because I have only five (class / classes) a day.
Well, this is the news from here. We are all fine and
miss you. Come and visit us sometime.
Love,
Tom.
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
14
Prediction.
Prediction a atividade pela qual o aluno levado a predizer, inferir o contedo de um texto atravs do ttulo
ou de outros elementos tipogrficos, como ilustraes, por exemplo.
Sendo uma atividade do tipo pr-leitura, a prediction contribui para estimular o interesse e a curiosidade do
aluno pelo contedo de um texto que o tpico sugere.
Quanto mais cultura geral (background knowledge) tiver o leitor, mais fcil ser sua prediction.
Tomemos como o exemplo o ttulo ecologia. Um leitor com um conhecimento razovel poderia
ordinariamente predizer sobre o assunto listando palavras como:
Meio-ambiente
Poluir
Desastroso
Poluentes
Matar
Devastao
Poluio
Florestas tropicais
Animais em extino
Proteger
Protestos
Chuva cida
Estas palavras poderiam at no fazer parte do texto, mas muito provvel que faam.
Observe agora o mesmo ttulo em ingls e avalie o grau de dificuldade comparado com aquele em portugus.
Environment
To pollute
Disastrous
Pollutants
To kill
To devastate
Pollution
tropical forests
Animals in Extintion
To protect
Conhecimento Prvio.
No se prenda a traduo de textos. O fato de conhecer o assunto ali tratado pode e deve lev-lo a fazer
analogias, ligaes com as informaes que j possui, para compreender melhor as que o texto contm . Trechos no
muito claros podero ser destrinchados se voc parar e indagar-se o que sabe sobre esse assunto, se no estaria
falando sobre uma determinada informao que voc tem. Procure, ento, checar, no texto, se sua suposio est
correta. Voc poder, inclusive, deduzir palavras, j que esto dentro de um contexto que voc conhece.
Confie em voc. Desenvolva sua capacidade de deduo. Preocupe-se menos com o vocabulrio desconhecido
e mais com sua capacidade de pensar dentro de um contexto.
(gpi Adapted by American Way staff).
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
15
Mesmo que voc no tenha um, voc conhece bem um CD e o aparelho. Pense sobre o que j sabe sobre o assunto e
tente responder a esta questo da UENF (Universidade do Norte Fluminense Universidade de Campos).
In order to enjoy your music under the best conditions, always keep your discs
clean and note the following:
Do not touch the playing surface, (shiny, rainbow colored surface.)
Do not leave the discs in place with high temperatures or high humidity
where they may become warped.
Always store each disc in its case and not in the CD player.
Do not put tape or any other adhesives on the label surfaces.
Before playing back a disc, wipe any dust or fingerprints from the playback
surface with a soft cloth.
Do not use cleaners or antistatic sprays on discs, such as those used on conventional
analog phonograph records.
1. O texto acima parte de um manual de um aparelho de som. Ele aponta os cuidados que o usurio deve ter
ao manusear o CD (compact disc). Leia-o com ateno e responda em portugus a partir das informaes
obtidas em duas instrues diferentes:
___________________________________________________________________________________
2. Ser que, pelo contexto e pelo seu conhecimento do assunto, voc deduziria quais palavras do texto
corresponderiam a:
A) empenado? __________________________.
E) label ? _________________________________
F wipe ? __________________________________
G) dust ? __________________________________
D) store ? ______________________________.
(06) Wide
(07) Fat
(08) Good
(09) High
(10) Wet
(
(
(
(
(
) Healthy
) Best
) Slow
) Narrow
) Bad
Encontre os antnimos:
(A) Often
( ) Empty
(B) Wide
( ) Strange
(C) Full
( ) Ancient
(D) Healthy
( ) Brightness
(E) Darkness
( ) Seldom
(F) Far
(G) Modern
(H) Success
( I) Common
(K) Innocent
(
(
(
(
(
) Narrow
) Sick, ill
) Near
) Guilty
) Failure
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
16
Texto:
*
*
*
*
*
*
*
*
*
______________:
______________:
______________:
______________:
______________:
______________:
______________:
______________:
______________:
______________.
______________.
______________.
______________.
______________.
______________.
______________.
______________.
______________.
*
*
*
*
*
*
*
*
_________________:
_________________:
_________________:
_________________:
_________________:
_________________:
_________________:
_________________:
__________________.
__________________.
__________________.
__________________.
__________________.
__________________.
__________________.
__________________.
Vamos ao trabalho:
The Amazon Forest covers five million square kilometers an area as big as the whole of Europe
excluding Russia. It contains one third of the worlds trees.
However, the trees are disappearing. By 1974, a quarter of the forest had already been cut down, in the
following year, 1975, 4% of the remaining trees went. If the destruction of the forest continues at the same
rate, there will be nothing left by the year 2005.
Scientists say that the disappearance of the trees is already causing changes in the climate. In Peru,
there is less snow than before on the high peaks of the Andes Mountains. In Bolivia, there is less rain than
before and more wind. In some parts of northeast Brazil there is now very little rain.
(PUC/SP, Adapted by American Way staff.)
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
17
* Remaining: ____________________.
* Rate: ____________________.
3. Observe os fatos:
I Muito pouca chuva em algumas partes do pas.
II Menos chuvas que antes e mais vento.
III Menos neve nos picos altos.
Associe os fatos aos respectivos pases:
A) Bolvia Peru Brasil.
B) Brasil Peru Bolvia.
C) Rssia.
D) Cinco milhes de quilmetros quadrados.
6. A frase If the destruction of the forest continues at the same rate, exprime idia de...
A) concluso.
C) conseqncia.
B) concesso.
D) condio.
(
(
(
(
(
Encontre os antnimos:
(A) Wide
(
(B) Full
(
(C) Healthy
(
(D) Dry
(
(E) Cold
(
(F) Often
(
(G) Darkness
(
(H) Modern
(
( I) Common
(
) Contra
) Fora, distante de
) Preferencialmente
) Completo, inteiro
) L, a
) Guilty
) Near
) Hot
) Sick, ill
) Narrow
) Strange
) Ancient
) Brightness
) Failure
(06) Away
(07) Whole
(08) Enough
(09) Several
(10) Rather
( J) Soft
(K) Far
(L) Fast
(M) Innocent
(N) Deep
(O) Success
(P) Warm
(Q) Increase
(
(
(
(
(
) Sem
) Suficiente
) Poder
) Vrios, muitos (trs ou mais)
) Caminho, maneira
(
(
(
(
(
(
(
(
) Shallow
) Slow
) Hard
) Wet
) Empty
) Seldom
) Decrease
) Cool
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
18
CARUARU:
21. De acordo com os dados do texto, assinale a opo que apresenta corretamente a seqncia:
o
o
o
n de pacientes submetidos hemodilise n de bitos n de pacientes ainda em tratamento.
A) 126 40 68.
C) 68 126 40.
B) 40 68 126.
D) 40 126 68.
22. Segundo o texto, os especialistas responsveis pela apurao dos fatos.
A) no detm a qualificao necessria para operar os equipamentos.
B) encontraram evidncias de substncia txica nos equipamentos e na gua.
C) inspecionam as instalaes muito ocasionalmente.
D) no tm muita esperana de que a situao seja esclarecida.
23. A descrio do estado de sade dos indivduos afetados pelo fato denunciado encontra-se nas linhas:
A) 1 a 3.
B) 3 a 5.
C) 6 a 8.
D) 9 a 11.
24. As causas da denncia feita no incio do texto Something is killing the clients of a clinic in this Brazilian town
so explicitadas nas linhas:
A) 1 a 3
B) 2 a 5.
C) 9 a 11.
D) 11 a 14.
25. O vocbulo Which (linha 8) refere-se a:
A) experts.
B) toxic hepatitis.
C) microcystin-LR.
D) a nervous-system infection.
C) encontra-se hospitalizado.
D) inspetor h cerca de 2 anos.
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
19
De 29 a 34, as questes devero ser respondidas de acordo com a propaganda seguinte, veiculada em peridico de
circulao internacional:
A promise made.
A promise being kept.
At the 1990 World summit for Children, leaders from more than 150 nations including 71 heads of
state and government promised to achieve some major goals in child survival, development and protection by
the year 2000. To sustain momentum, government and United Nations agencies later formulated a set of intermediate goals for the end of 1995.
As this year draws to a close, more than 100 of the developing countries, with more than 90 per cent of
the developing worlds children, are on track toward meeting these goals.
At least 84 countries have met the mid-decade goal of reducing measles cases by 90 per cent. Some 145
countries have become polio-free. Malnutrition has been decreased. Iodine deficiency disorders and vitamin A
deficiency have been reduced. More than 4,000 hospitals have taken steps to encourage breastfeeding and thus
become baby friendly. Progress in education has been made.
As a result 1996 will be an even better year. Some 2,5 million fewer children will die than in 1990.
Tens of millions will avoid the scourge of malnutrition. And at least 750,000 fewer children will be disabled,
blinded, crippled, or mentally retarded.
These achievements have not always made the nightly news in years past.
But they will improve daily life of millions of families in years to come.
UNICEF
29. Na frase As this year draws to a close (05), faz-se referncia ao seguinte ano:
A) 1996.
B) 1190.
C) 2000.
D) 1995.
31. By (3 e 7) exprime:
A) meio
C) direo
B) autoria
D) proximidade
32. Dentre as frases abaixo, apenas duas representam resultados efetivamente obtidos pelo UNICEF.
Assinale a opo em que ambos os nmeros correspondem a esses resultados.
1. Reduo dos casos de deficincia nutricional
2. Eliminao da deficincia de vitamina A
3. Aumento no ndice de aleitamento materno
4. Erradicao mundial da poliomielite
A) 3 e 4
B) 1 e 4
C) 1 e 3
D) 2 e 3
33. Na frase they will improve daily life for millions of families in years to come (16), o termo they refere-se a:
A) realizaes
C) crianas
B) anos anteriores
D) casos de sarampo
34. De acordo com o texto,
A) os hospitais estimulam a reduo no consumo de iodo.
B) as metas intermedirias foram suspensas momentaneamente.
C) as conquistas do UNICEF tm freqentemente sido notcia nos ltimos anos.
D) o UNICEF est cumprindo o que prometera.
(
(
(
(
(
) Tambm, demais
) Ainda
) Tal (como)
) Quase
) At
(06) Too
(07) Such(as)
(08) Still
(09) Almost
(10) Even
(
(
(
(
(
) Ou
) Entretanto
) Porque
) Mesmo
) Tambm
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
20
Texto:
VERBOS: identifique-os.
*
*
*
*
*
____________: ___________.
____________: ___________.
____________: ___________.
____________: ___________.
____________: ___________.
Palavras Essenciais:
*
*
*
*
___________: ____________.
___________: ____________.
___________: ____________.
___________: ____________.
* Too: ___________________.
* May: ___________________.
* Even: __________________.
* Although: ______________.
* Also: _________________.
1.
A)
B)
C)
D)
2.
A)
B)
C)
D)
3.
A)
B)
C)
D)
(
(
(
(
(
) Perder
) Tornar
) Pretender
) Seguir
) Segurar
(06) To seem
(07) To intend
(08) To pretend
(09) To follow
(10) To leave
(
(
(
(
(
) Repousar
) Fingir
) Partir
) Colocar, deitar
) Parecer
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
21
Texto:
ELECTIONS IN BRAZIL
There are several political parties in Brazil. Most of them are small parties. Voting
is compulsory in Brazil if you are over 18. If you are over 16 and under 18, you may vote or
not.
National elections for president occur every four years, but first the person has to
become a candidate of his own party. Then each party holds a convention to choose its
candidate. After a number of rounds of voting, a candidate is nominated.
After the nomination comes the campaign itself. By this time there are committees
working in support of the candidates who have been nominated. There are people who
contribute to the cost of the campaign. And there are volunteers working in neighborhoods,
small districts, cities and states. Before a national election is concluded, thousands upon
thousands of Brazilians have been working to convince people to vote for a particular
candidate.
Opinion polls keep constant track of how the voters feel. Many thousands of voters
feel intimately involved. It is sometimes confusing, but in any case, it is all competitive.
Everyone runs against someone. And that is part of the pattern that keeps Brazilian involved
in their government.
(TIME 1998. Adapted by American Way staff).
AFIXOS: identifique-os.
*
*
*
*
*
________:
________:
________:
________:
________:
DEDUZIR:
*
*
*
*
*
________:
________:
________:
________:
________:
* parties: _________________________.
* holds: __________________________.
* support: ________________________.
* polls: ___________________________.
C) informar
D) defender
C) 1, 2, 4, 3
D) 4, 3, 1, 2
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
22
(
(
(
(
(
) Contra
) Bastante
) Algum
) Freqentemente
) Raramente
(06) Enough
(07) Often
(08) Anything
(09) Quite
(10) A few
(
(
(
(
(
) Alguns
) Vrios
) Nenhum lugar
) Suficiente
) Algo ou nada
LETTERS
PHOTO AGENCY SEARCH
My uncle was an accomplished photographer who took pictures for most of his 85 years.
He had quite a collection of slides, the subjects of which include nature, travel and scenes. The
nature and scenic shots are primarily of New England, Cape Cod, Israel and Puerto Rico.
Rather than relegate this beautiful work to a closet, I would like to find an agency or
agencies that might be interested in using the images for textbooks, calendars or postcards.
Where do I start to look for agencies that might be interested in this material of which I have
Bridgeport, CT
01. O autor da carta solicita revista que
A) opine sobre as fotos, as quais ele quer expor.
B) publique uma coleo de fotos que ele possui.
C) informe sobre agncias que poderiam interessar-se por sua coleo de fotos.
D) compre uma coleo de fotos de New England, Cape Cod, Israel e Puerto Rico.
02. Segundo o texto,
A) as fotos da coleo do sobrinho do autor da carta esto bem conservadas.
B) o autor da carta sobrinho de um fotgrafo falecido h mais de 85 anos.
C) o autor da carta tio de um fotgrafo profissional de talento.
D) as fotos da coleo foram tiradas por um tio do autor da carta.
03. O vocbulo quite [3] expressa
A) tempo
B) intensidade
C) conseqncia
D) possibilidade
04. A expresso rather than [8] indica
A) comparao
B) concordncia
C) preferncia
D) exceo
05. A forma verbal might be [10] exprime
A) necessidade
B) probabilidade
C) certeza
D) condio
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
23
De 06 a 08, as questes se referem ao texto seguinte, retirado da revista Newsweek (May 4, 1998).
THERE ARE
11O MILLION KILLERS AT LARGE
IN THE WORLD.
THEY OFTEN LIE IN WAIT
FOR YEARS.
THEY ATTACK MAINLY CIVILIANS.
THEY KILL OR MAIM
AT ANY TIME
THEY PICK ON MEN,
WOMEN AND CHILDREN ALIKE.
THEYRE CALLED LANDMINES.
HELP US GET RID OF THEM.
06. O texto representa uma campanha contra
A) minas terrestres
B) violncia urbana
C) mortalidade infanto-juvenil
D) ataque a civis em tempo de guerra
C) repreenso
D) advertncia
08. Na primeira orao (There are 110 million killers at large in the world), a expresso sublinhada denota noo
de
A) igualdade
B) generalidade
C) liberdade
D) quantidade
De 09 a 14, as questes se referem ao texto seguinte.
Caloric Restriction
Since 1935 researches have known that when laboratory rats and mice are fed a verylow-calorie diet 30 to 50 percent of their normal intake they live about 30 percent longer
than their well-fed confreres, as long as they get sufficient nutrition. Free radicals are
produced possibly because on a low-calorie regimen cells power-generating machinery
operates at high efficiency, as it does during exercise. There havent been solid studies on
how caloric restriction affects human beings, but researchers speculate that someday drugs
may enhance cellular efficiency without diets. Consuming fewer calories while maintaining a
healthy level of nutrients isnt easy ... so dont quit eating just yet.
Newsweek, June 30, 1997. p. 59.
09. De acordo com o texto,
A) as dietas em que h restrio calrica aumentam a produo de radicais livres.
B) os exerccios fsicos exercem pouca influncia na produo de radicais livres.
C) a quantidade de radicais livres produzidos est diretamente associada a quantidade de alimentos ingeridos.
D) o mecanismo celular opera com eficcia, destruindo radicais livres somente atravs de exerccios fsicos.
10. At o momento, no se comprovou cientificamente
A) que o aumento da eficcia celular s depende de exerccios.
B) de que forma a restrio calrica pode afetar o ser humano.
C) que o consumo de baixas calorias mantm um alto nvel de nutrientes.
D) de que forma algumas drogas inibem o aumento da eficcia celular.
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
24
C) esclarecimento.
D) conselho.
C) well-fed confreres
D) researchers
C) evoluo.
D) interferncia.
14. A locuo verbal have known [1] indica uma noo de temporalidade referente a
A) dois momentos no passado.
C) passado, exclusivamente.
B) passado e futuro.
D) passado e presente.
02. Que tcnicas seriam apresentadas pelo profissional que ministraria o curso?
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
25
03. Segundo o texto, quais os elementos que servem de justificativa para muitos brasileiros afirmarem que
o Brasil um pas multicultural?
04. De que fonte provm os dados estatsticos apresentados no texto e a que se referem?
(
(
(
(
(
(
(
(
(
(
(
(
(
) Espalhar
) Alimentar
) Procurar
) Derramar
) Esforar-se
) Evitar
) Merecer
) Desistir
) Negociar
) Significar
) Perdoar
) Prever
) Emprestar
(N) To Mean
(O) To Spill
(P) To Forgive
(Q) To Withdraw
(R) To Deal
(S) To Realize
(T) To Lend
(U) To Seek
(V) To Strive
(W) To Shout
(X) To Feed
(Y) To Warn
(Z) To Wonder
(
(
(
(
(
(
(
(
(
(
(
(
(
) Apanhar, pegar
) Pegar, segurar
) Furtar
) Fechar
) Avisar, prevenir
) Desejar saber
) Retirar
) Estragar
) Cheirar mal
) Erguer, levantar
) Deitar
) Perceber
) Proibir
Tpico Frasal.
Todo texto desenvolve uma idia central sobre um determinado assunto/tpico, e essa idia central
desenvolvida em pargrafos. Cada pargrafo, por sua vez, possui uma idia principal e a desenvolve apresentando
informaes adicionais / detalhes. A idia principal do pargrafo expressa no tpico frasal. O tpico frasal a frase
que contm, de modo geral, a idia central do pargrafo. Sua estrutura a de uma sentena completa, contendo
sujeito, verbo e geralmente complemento. Na maioria dos casos, o tpico frasal, que pode vir de forma afirmativa,
negativa ou interrogativa, a primeira fase, o que ajudar a se ter uma idia clara do que ir ser discutido no pargrafo.
As outras fases contm detalhes que sustentam a idia principal. Em geral, dois ou mais detalhes (fatos, exemplos,
motivos, definies, dados estatsticos etc.) so necessrios para desenvolver a idia principal adequadamente. Cada
pargrafo, portanto, contm apenas uma idia principal e dever ser coerente, servindo para comprovar a idia exposta.
Existem pargrafos que no apresentam o tpico frasal de maneira muito clara. Porm, a maioria deles possui um tpico
frasal bem estruturado.
TEXTO
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
26
TEXTO
Weve just heard that the American Ambassador to France was killed as he left his
home. He was shot several times by two gunmen as he got into his car at eight oclock this
morning. He died in hospital two hours later. As yet, no one has claimed responsibility for
the attack.
Segundo o texto:
a) os atiradores foram apanhados duas horas depois.
b) os agressores do embaixador fugiram para a Frana.
c) o embaixador foi atingido dentro de sua prpria casa.
d) o embaixador foi morto por atiradores ainda desconhecidos.
TEXTO
The caller asked if it was the Second Street School. The teacher said it was. The
caller said that Arley Black wasnt coming to school that day. The teacher asked if he
was sick, and the caller answered that he was, but he was sleeping then. His teacher
said that was too bad and then asked what was wrong with him. The caller said that
he was running a fever and that he had a stomachache. The teacher said he was sorry
and then asked who was speaking. The caller said that it was his father.
De acordo com o texto:
a) Arley Black morava na Second Street, perto da escola.
b) o professor de Arley Black estava doente e no pode dar suas aulas.
c) o pai de Arley Black justificou por telefone a ausncia do filho s aulas.
d) o professor ficou aborrecido por Arley Black no haver comparecido escola.
TEXTO
Alice works in a bank in the city. She is a teller and handles a lot
of money. She likes her job, but she is afraid of banks robers. One day
a well-dressed woman comes to her window and gives her a note. Alice
reads the note and begins to shake with fear. The woman is a bank
robber and wants all of Alices money.
Nesta histria, Alice:
a) foi interpelada pela mulher.
b) tinha o hbito de conferir o dinheiro.
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
27
(
(
(
(
(
) Sozinho
) Responder
) Medo
) Cho
) Dentro de
(06) Ground
(07) Fear
(08) Quite
(09) Towards
(10) Quick
(
(
(
(
(
Relacione:
(A) Although
(B) Though
(C) Thought
(D) Through
(E) Throughout
(
(
(
(
(
) Atravs
) Problema
) Embora
) Se
) Rpido
(F) Whether
(G) Trouble
(H) Quick
( I) Despite
( J) Instance
(
(
(
(
(
) Apesar de
) Achou, pensou
) Exemplo
) Embora
) Por todo(a) o(a)
G ru p o N o m in a l.
Em ingls muito comum usarmos adjetivos para qualificar um substantivo. O que veremos aqui como esse
adjetivos se juntam aos substantivos para formar os chamados grupos nominais.
Voc provavelmente sabe que h milhares de adjetivos em ingls, mas... voc consegue ler uma sentena quando h
vrios deles juntos qualificando um substantivo?
O conhecimento de como o grupo nominal se apresenta no texto importante para uma melhor compreenso de
ttulos, legendas e expresses que surgem com freqncia no corpo do texto, os quais so de essencial importncia para sua
compreenso geral.
O grupo nominal formado por palavras modificadoras (adjetivos, advrbios e at substantivos na funo de
adjetivo) e um ncleo que ser sempre um substantivo.
Observe os exemplos:
GRUPO NOMINAL
International Language
Modificador
(Adjetivo)
GRUPO NOMINAL
Moving Parts
Modificado
(ncleo-substantivo)
GRUPO NOMINAL
Computer Chips
Modificador
(Adjetivo)
importante observar que, nos textos com os quais voc lida, encontrar um, dois ou trs adjetivos sendo
usados ao mesmo tempo com um substantivo. Quando deparar-se com tais expresses, tente l-las do final para
o incio:
Agora sua vez. Leia os grupos nominais que seguem:
a) Medical Emergency _______________________________. c) Drug Problems ________________________.
b) Ultraviolet Radiation _______________________________.
TEXTO
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
28
CONJUNES
AND OR BUT BECAUSE IF WHETHER UNLESS THAT HOWEVER YET (AL)THOUGH SO THEREFORE SINCE WHEN THEN WHILE AS SUCH (AS) UNTIL BESIDES SO THAT FOR IN ORDER TO THUS DESPITE
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
29
AFIXOS
FULL LESS TY LY TION NESS OUS (A)BLE ED -
MIS/DIS/UN/IN/IM -
ER -
ING
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
30
INFINITIVE
SIMPLE PAST
PAST PARTICIPLE
TRANSLATION
To Bet
To Cost
To Cut
To Hit
To Hurt
To Let
To Put
To Quit
To Read
To Set
To Shut
To Spread
Bet/betted
Cost
Cut
Hit
Hurt
Let
Put
Quit
Read
Set
Shut
Spread
Bet/betted
Cost
Cut
Hit
Hurt
Let
Put
Quit
Read
Set
Shut
Spread
Apostar
Custar
Cortar
Bater, acertar
Ferir, magoar
Deixar, permitir
Pr, colocar
Desistir
Ler
Colocar, fixar, pr
Fechar
Espalhar, difundir
Verbos Biformes: apresentam duas formas iguais, em qualquer um dos tempos verbais.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
To Beat
To Believe
To Become
To Bleed
To Bring
To Build
To Burn
To Buy
To Catch
To Come
To Deal
To Dream
To Feed
To Feel
To Fight
To Find
To Hang
To Have
To Hear
To Hold
To Keep
To Kneel
To Lead
To Learn
To Leave
To Lend
To Light
To Lose
To Make
To Mean
To Meet
To Misunderstand
To Overcome
To Pay
To Run
Beat
Believed
Became
Bled
Brought
Built
Burnt/burned
Bought
Caught
Came
Dealt
Dreamt/dreamed
Fed
Felt
Fought
Found
Hung
Had
Heard
Held
Kept
Knelt/kneeled
Led
Learnt/learned
Left
Lent
Lit/lighted
Lost
Made
Meant
Met
Misunderstood
Overcame
Paid
Ran
Beaten
Believed
Become
Bled
Brought
Built
Burnt/burned
Bought
Caught
Come
Dealt
Dreamt/dreamed
Fed
Felt
Fought
Found
Hung
Had
Heard
Held
Kept
Knelt/kneeled
Led
Learnt/learned
Left
Lent
Lit/lighted
Lost
Made
Meant
Met
Misunderstood
Overcome
Paid
Run
Bater, golpear
Acreditar
Tornar-se, ficar
Sangrar
Trazer, conduzir
Construir
Queimar
Comprar
Apanhar, pegar
Vir, chegar
Negociar, tratar
Sonhar
Alimentar, suprir
Sentir
Lutar, brigar
Achar, encontrar
Pendurar, suspender
Ter, possuir
Ouvir
Pegar, segurar
Guardar, conservar
Ajoelhar-se
Guiar, conduzir
Aprender
Deixar, partir, sair
Emprestar
Acender, iluminar
Perder, extraviar-se
Fazer, produzir
Significar, querer dizer
Encontrar (pessoas)
Entender errado
Vencer, superar
Pagar
Correr
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
31
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
To Say
To Seek
To Sell
To Send
To Shine
To Shoot
To Sit
To Sleep
To Smell
To Spell
To Spend
To Spill
To Spoil
To Stand
To Stick
To Teach
To Tell
To Think
To Understand
To Win
Said
Sought
Sold
Sent
Shone
Shot
Sat
Slept
Smelt/smelled
Spelt/spelled
Spent
Spilt/spilled
Spoilt/spoiled
Stood
Stuck
Taught
Told
Thought
Understood
Won
Said
Sought
Sold
Sent
Shone
Shot
Sat
Slept
Smelt/smelled
Spelt/spelled
Spent
Spilt/spilled
Spoilt/spoiled
Stood
Stuck
Taught
Told
Thought
Understood
Won
Dizer
Procurar
Vender
Enviar, remeter
Brilhar
Atirar, disparar
Sentar
Dormir
Cheirar
Soletrar
Gastar, passar (tempo)
Entornar, derramar
Estragar
Levantar, agentar
Colar, afixar
Ensinar
Dizer, contar
Pensar, achar
Entender
Vencer, ganhar
To Arise
To Be
To Begin
To Bite
To Blow
To Break
To Choose
To Do
To Draw
To Drink
To Drive
To Eat
To Fall
To Fly
To Forbid
To Foresee
To Forget
To Forgive
To Freeze
To Get
To Give
To Go
To Grow
To Hide
To Know
To Lie
To Mistake
To Ride
To Ring
To Rise
To See
Arose
Was/Were
Began
Bit
Blew
Broke
Chose
Did
Drew
Drank
Drove
Ate
Fell
Flew
Forbade
Foresaw
Forgot
Forgave
Froze
Got
Gave
Went
Grew
Hid
Knew
Lay
Mistook
Rode
Rang
Rose
Saw
Arisen
Been
Begun
Bitten
Blown
Broken
Chosen
Done
Drawn
Drunk
Driven
Eaten
Fallen
Flown
Forbidden
Foreseen
Forgot(ten)
Forgiven
Frozen
Got/gotten
Given
Gone
Grown
Hidden
Known
Lain
Mistaken
Ridden
Rung
Risen
Seen
Erguer, levantar
Ser, estar
Comear, iniciar
Morder
Soprar
Quebrar, interromper
Escolher
Fazer, executar
Desenhar, puxar
Beber, embriagar-se
Dirigir, guiar
Comer
Cair
Voar
Proibir
Prever
Esquecer
Perdoar
Gelar, congelar
Obter, conseguir
Dar, conceder
Ir
Crescer, cultivar
Esconder, ocultar
Saber, conhecer
Deitar, jazer
Enganar-se
Andar (a cavalo etc)
Tocar, soar
Levantar-se, subir
Ver
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
32
99.
100.
101.
102.
103.
104.
105.
106.
107.
108.
109.
110.
111.
112.
113.
114.
115.
116.
117.
118.
119.
120.
121.
122.
123.
124.
125.
To Sew
To Shake
To Share
To Shave
To Show
To Shrink
To Shrive
To Sing
To Sink
To Slide
To Sow
To Speak
To Spring
To Steal
To Stink
To Strike
To Strive
To Swear
To Swim
To Take
To Tear
To Throw
To Undertake
To Wake
To Wear
To Withdraw
To Write
Sewed
Shook
Shared
Shaved
Showed
Shrank
Shrove
Sang
Sank
Slid
Sowed
Spoke
Sprang
Stole
Stank
Struck
Strove
Swore
Swam
Took
Tore
Threw
Undertook
Woke/waked
Wore
Withdrew
Wrote
Sewn/sewed
Shaken
Shared
Shaven/shaved
Shown/showed
Shrunk
Shriven
Sung
Sunk
Slidden/Slid
Sown/sowed
Spoken
Sprung
Stolen
Stunk
Stricken
Striven
Sworn
Swum
Taken
Torn
Thrown
Undertaken
Woken/waked
Worn
Withdrawn
Written
Coser, costurar
Agitar, sacudir
Dividir, compartilhar
Barbear-se
Mostrar, exibir
Encolher, recuar
Confessar
Cantar
Afundar
Deslizar, escorregar
Semear
Falar
Saltar, brotar
Furtar, roubar
Cheirar mal
Bater, ferir
Esforar-se
Jurar, blasfemar
Nadar
Pegar, tomar, levar
Rasgar
Lanar, arremessar
Empreender
Acordar, despertar
Usar, vestir
Retirar
Escrever
To Agree
To Ask
To Answer
To Arrive
To Call
To Clean
To Close
To Continue
To Cook
To Cross
To Cry
To Dance
To Decide
To Deserve
To Die
To Enjoy
To Escape
To Explain
To Fill
To Finish
To Fish
To Fix
To Follow
To Happen
Agreed
Asked
Answered
Arrived
Called
Cleaned
Closed
Continued
Cooked
Crossed
Cried
Danced
Decided
Deserved
Died
Enjoyed
Escaped
Explained
Filled
Finished
Fished
Fixed
Followed
Happened
Agreed
Asked
Answered
Arrived
Called
Cleaned
Closed
Continued
Cooked
Crossed
Cried
Danced
Decided
Deserved
Died
Enjoyed
Escaped
Explained
Filled
Finished
Fished
Fixed
Followed
Happened
Concordar
Perguntar
Responder
Chegar
Chamar, telefonar
Limpar
Fechar
Continuar
Cozinhar
Atravessar
Chorar
Danar
Decidir
Merecer, ser digno de
Morrer
Apreciar, desfrutar
Escapar
Explicar
Encher, preencher
Acabar
Pescar
Fixar, arrumar, consertar
Seguir
Acontecer
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
33
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186.
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200.
To Hate
To Help
To Imagine
To Intend
To Invite
To Kiss
To Lie
To Listen
To Like
To Live
To Look
To Love
To Miss
To Move
To Need
To Notice
To Offer
To Open
To Permit
To Play
To Prefer
To Pull
To Push
To Realize
To Remember
To Seem
To Shout
To Smell
To Smile
To Smoke
To Start
To Stop
To Study
To Talk
To Travel
To Try
To Touch
To Use
To Visit
To Walk
To Wander
To Want
To Warn
To Wash
To Work
To Watch
To Wait
To Wish
To Wonder
To Worry
To Whisper
Hated
Helped
Imagined
Intended
Invited
Kissed
Lied
Listened
Liked
Lived
Looked
Loved
Missed
Moved
Needed
Noticed
Offered
Opened
Permitted
Played
Preferred
Pulled
Pushed
Realized
Remembered
Seemed
Shouted
Smelled
Smiled
Smoked
Started
Stopped
Studied
Talked
Traveled
Tried
Touched
Used
Visited
Walked
Wandered
Wanted
Warned
Washed
Worked
Watched
Waited
Wished
Wondered
Worried
Whispered
Hated
Helped
Imagined
Intended
Invited
Kissed
Lied
Listened
Liked
Lived
Looked
Loved
Missed
Moved
Needed
Noticed
Offered
Opened
Permitted
Played
Preferred
Pulled
Pushed
Realized
Remembered
Seemed
Shouted
Smelled
Smiled
Smoked
Started
Stopped
Studied
Talked
Traveled
Tried
Touched
Used
Visited
Walked
Wandered
Wanted
Warned
Washed
Worked
Watched
Waited
Wished
Wondered
Worried
Whispered
Odiar
Ajudar
Imaginar
Pretender
Convidar
Beijar
Mentir
Escutar
Gostar
Morar, viver
Olhar
Amar
Sentir falta, errar o alvo
Mover, mudar-se
Precisar
Notar, perceber
Oferecer
Abrir
Permitir
Jogar, brincar
Preferir
Puxar
Empurrar
Compreender, perceber, concluir
Lembrar
Parecer
Gritar
Sentir cheiro, cheirar
Sorrir
Fumar
Comear
Parar
Estudar
Conversar
Viajar
Tentar
Tocar
Usar
Visitar
Caminhar
Vagar, perambular, andar sem rumo
Querer, desejar
Avisar, prevenir
Lavar
Trabalhar
Assistir
Esperar
Desejar
Desejar saber, querer saber
Preocupar-se
Sussurrar, murmurar, cochichar
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
34
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
35
LNGUA INGLESA
1 ANO MDULO 1 PROFS. MIRANDA JR. & ROBERTO PAQUITO.
36