UNIVERSIDADE CRUZEIRO DO SUL LETRAS (PORTUGUS / INGLS) LNGUA INGLESA I

APOSTILA TEXTOS, RESUMOS GRAMATICAIS E EXERCCIOS 2 SEMESTRE 2010

PROF. SANDRA R. F. MOREIRA

UNIVERSIDADE CRUZEIRO DO SUL PLANO DE ENSINO - 2010 / 2 SEMESTRE (Verso No-Oficial) CINCIAS HUMANAS E SOCIAIS Curso: Letras (Portugus/Ingls) Disciplina: Lngua Inglesa I Semestre: 1 Professor Responsvel: Professor(es) Executor(es):
EMENTA

C/H semanal: 3

C/H semestral: 60

Sandra Regina Fonseca Moreira Leila Leonel de Freitas Moreira Sandra Regina Fonseca Moreira

Estudo introdutrio das estruturas lingusticas, bem como o desenvolvimento da competncia comunicativa em Lngua Inglesa em situaes de interao nos diferentes contextos de uso, com nfase na habilidade de leitura e compreenso textual a partir de textos autnticos de gneros diversos.
OBJETIVOS

Cognitivos

O aluno dever adquirir conhecimentos prticos e tericos relativos: a) Lngua Inglesa em uso e sua estrutura lxico-gramatical e semntica; b)s estratgias de leitura do texto autntico em Lngua Inglesa; c) ordem investigativa que favorea a pesquisa num processo contnuo de construo do conhecimento. O aluno dever desenvolver habilidades de: a)utilizar adequadamente as estratgias de leitura observando os diversos gneros textuais; b) compreender os usos e funes das estruturas lxico-gramaticais apresentadas; c) aplicar os conhecimentos tericos em situaes comunicacionais que envolvam as quatro habilidades: leitura, escrita, compreenso e produo oral. O aluno dever assumir atitudes de: a)envolver-se com a Lngua Inglesa que est estudando e observar sua utilizao dentro e fora do contexto educacional; b) interessar-se pela constante atualizao e ampliao de conhecimentos acadmicos, cientficos e culturais; c) desenvolver-se como futuro profissional que possa colocar em prtica os conhecimentos adquiridos durante o curso.

Habilidades

Atitudes

UNID. C/H CONTEDO

I II

Introduo Apresentao e discusso sobre o Plano de Ensino, Bibliografias Bsica e Complementar. Avaliao inicial para diagnstico do nvel de conhecimento da Lngua Inglesa.

15 Abordagem instrumental: Estratgias de Leitura e Gramtica Textual Uso do Dicionrio e Formao de Glossrio; Guessing / Predicting;

Palavras-chave, cognatos e falsos cognatos; Skimming (Idia central); Scanning ( What, Where, Who, etc.); Formao de Palavras; Ordem das Palavras - SVO. Estudo dirigido sobre itens das estruturas verbais bsicas da Lngua Inglesa to be ( Simple and Compound Tenses); 18 There + to be; Present Continuous; Present Simple. Estudo dirigido sobre itens da estrutura morfolgica e sinttica da Lngua Inglesa Countable - Uncountable nouns; Articles ( A/An The) ; 18 Pronouns (Demosntrative, Subject, Possessive, Object); Possessive Cases ( Possessive Adjective ; Genitive Case); Adjectives / Nominal Phrases; Adverbs; Introduction to prepositions - in,at,on (time/place); 6 Avaliaes Avaliao Regimental; Avaliaes Parciais; Vistas de provas;

III

IV

ESTRATGIA DE ENSINO

Aulas prticas e expositivas em ingls e/ou portugus lecionadas utilizando-se diferentes metodologias de ensino de Lngua Inglesa; Exerccios desenvolvidos em aula sobre a estrutura e os padres lingusticos; Discusso sobre os padres da lngua em uso em textos autnticos; Leitura e discusso sobre temas diversos (cultura geral, o ensino da lngua inglesa, etc.) a partir de textos autnticos de diversas fontes ( jornais, revistas, Internet, livros de contos, etc.); Trabalho interdisciplinar de apresentao de dramatizao envolvendo uma situao do cotidiano em dilogo com a disciplina Produo Oral em Lngua Inglesa I.
AVALIAO

-Prova Regimental - 5,00 -Avaliao Parcial - 2,5 -Avaliao Parcial - 2,5

BIBLIOGRAFIA

Bsica:

Complementar:

DOOLEY, J. Grammarway 1: With Answers. England: Express Publishing, 2002. SWAN, M. The Good Grammar Book: A Grammar Practice Book For Elementary

MURPHY, R. Essential Grammar In Use: A Self-Study Reference And Practice Book For Elementar. 2. ed. Cambridge: Cambridge University Press, 2003. NAYLOR, H.; MURPHY, R. Essential

To Lower-In. Oxford: Oxford University Press, 2003. EMBRATUR. Dicionario Oxford Escolar: Para Estudantes Brasileiros de Ingles. New York: Oxford University Press, 2003. COE, N.; HARRISON, M.; PATERSON, K. Oxford Practice Grammar - Basic. Oxford: Oxford University Press, 2007.

Grammar In Use: Supplementary Exercises: With Answers. Cambridge: Cambridge University Press, 2002. LONGMAN DICIONARIO ESCOLAR: INGLES-PORTUGUES: PORTUGUESINGL. Longman Dicionario Escolar: Ingles-Portugues, Portugues - Ingles. England: Longman, 2004. SWAN, M. How English Works: A Grammar Practice Book. New York: Oxford University Press, 2000.

Tourism
The habit of working and the vocation for making businesses is a characteristic of So Paulo. Thanks to its hardworking people, paulistas managed to transform So Paulo into the most important state in economic terms in Latin America. So Paulo is not only that, however. Aside from its thousands cultural attractions, it also offers good tourism options. Bounded by the Atlantic Ocean, its coastline has 622 kilometers of beaches of all kinds and sizes. In the north shore, there are several beaches in several municipalities such as Bertioga, So Sebastio, Caraguatatuba, and Ubatuba, apart from some islands, one of which Ilha Bela, a paradise for those who like windsurfing and sailing. In the South shore, in cities such as Iguape and Canania, there are some of the planet's most important preserved natural areas, such as Estao Ecolgica Juria-Itatins and Ilha do Cardoso, in Logamar - Complexo Estuarino Lagunar de Iguape, Canania, Antonina, and Paranangu. The cliff of Serra do Mar "divides" the state's seashore and the plateau. Part of the Atlantic Forest, it was a major obstacle to be overcome in the previous centuries. Today, this door to the state's Countryside is a focus of attention of Reserva da Biosfera da Mata Atlntica and other organizations that work to preserve this ecosystem that now occupies only 5% of its original area. In the state's countryside, tourists have the chance of doing rural and ecological tourism, of knowing ranches, cities with European climate, waterfalls, caves, rivers, hills, mineral water springs, natural parks, buildings built in the 16th, 17th and 18th centuries, churches and archeological sites. The capital is also a tourist oasis. Business tourism alone is responsible for more than 45,000 events per year. There are, in the capital, some places every tourist must visit: Bela Vista (an Italian neighborhood), Liberdade (a Japanese neighborhood) and the commercial streets 25 de Maro (an Arabian neighborhood) and Jos Paulino (an Israelite neighborhood). By visiting these places, one can have a better idea of how many different types of immigrants came to So Paulo and helped develop the city.

Daniel Guimares
People in the Municipal Market

The city also offers an intense artistic and cultural life. One will only know So Paulo well if he/she visits its cultural centers and museums, where there are a number of collections of both international and national famous painters and artists. For those who like historical monuments, a visit to the city's churches is a must, specially Convento Nossa Senhora da Luz, built in 1579. Enjoy the city's nightlife and visit its hundreds of calm or busy bars, discos and nightclubs, theatres, cinemas, performances, concerts, dance shows, pubs and much more.

(text extract from: http://www.saopaulo.sp.gov.br/en/conhecasp/turismo.php. Access: 07/08/10)

Modern life pushes up cancer rate

Too much food, alcohol and sun has fuelled a massive rise in some forms of cancer, warn UK experts. Cases of melanoma, the most dangerous form of skin cancer, have risen by 40% in the past decade, figures from Cancer Research UK show. And mouth cancer, which is associated with smoking and drinking, has risen by almost a quarter. Research has suggested that around half of all cancers could be prevented by changes to lifestyle. Rates of kidney cancer and womb cancer - both linked to obesity - have also shown rapid increases over the past 10 years. Overweight and obese women are twice as likely to develop womb cancer as women of a healthy weight due to higher than normal exposure to the hormone oestrogen. Sunburn The charity is particularly concerned about rates of malignant melanoma which have doubled in women and tripled in men since the mid-80s. In 2004 there were 8,939 cases of malignant melanoma compared with 5,783 in 1995. They said heavy sun exposure accounted for the vast majority of cases. However, the figures from the UK Association of Cancer Registries show rates of cervical cancers are falling as a result of the national screening programme. And due to fewer people smoking, lung cancer rates are continuing to decrease, especially in men. Sara Hiom, Cancer Research UK's director of health information, said: "We're very concerned that cases of malignant melanoma are spiralling. "Most cases of this disease could be prevented if people protected themselves in the sun and took care not to burn." She also advised people to be on the look out for signs of mouth cancer, which include an ulcer or sore in the mouth or on the tongue, a red or white patch in the mouth or an unexplained pain in the mouth or ear, as there is a good chance of cure if caught early. "Everyone can help reduce their risk of cancer by avoiding smoking, keeping a healthy body weight, eating a balanced diet with plenty of fruit, vegetables and fibre and taking regular exercise," she added. Dr Colin Waine, chair of the National Obesity Forum, said a 10 kg weight loss reduced a person's risk of dying from cancer by 40%. "Obesity is linked with a number of cancers - post-menopausal breast cancer and endometrial cancer are the main ones in women and bowel cancer in men - and that's something we've known for a while."

Adapted from bbc.co.uk Thursday, 9 August 2007.

Reading Comprehension Exercises 1. Read the text and list below: a) cognate words: __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ b) dates and other numbers (along with the co-text): __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ c) already known words: __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 2. What are the key words identified in the text? __________________________________________________________ __________________________________________________________ __________________________________________________________
3. What kind of cancer is associated with smoking and drinking?

__________________________________________________________ 4. How could many kinds of cancers be prevented? __________________________________________________________ __________________________________________________________

5. According to the text, which are the four factors that can be linked to

the increase in the cancer rate? __________________________________________________________ __________________________________________________________ __________________________________________________________

Profile: Dr. House

by John Rigg

Dr House has a dry, cynical smile and no time to waste on his patients feelings. He is a very unconventional doctor who tells his patients they are dying. Is this simply cruel, or necessary to save their lives?

ARROGANCE
Hugh Laurie stars as Dr Gregory House in the successful US series House. Each episode focuses on a patient who is dying from a rare disease; Dr House and his team of experts must discover the cause and find a solution. Hes arrogant and cruel. Hes a grumpy, middle-aged man, who is crippled and walks with the aid of a walking stick. This is not the recipe for a successful American TV show: so why is House a worldwide success? Its the eccentricity and genius of Dr House, a man who is ready to risk his career for his patients. He refuses to accept the obvious, ignores orders to stop investigations, and eventually reveals the truth. Executive producer Paul Attanasio, inspired by the New York Times Diagnosis Column, wanted to create a medical version of the American hit series CSI. The shows principal writer David Shore decided, however, to focus on the characters of the medical team. House, an infectious disease specialist, bullies and argues with his group of young colleagues, especially Dr Eric Foreman (who regularly questions Houses ability). House also ignores hospital administrator Dr Lisa Cuddys frequent reprimands. He has just one friend who he confides in, Dr James Wilson.

ELEMENTARY...
The creator of the series, David Shore, modelled the doctors character on Sherlock Holmes (even the name House is a synonym of Ho(l)mes). Both men have supreme deductive powers, are addicted to drugs, and play musical instruments. Arthur Conan Doyle in fact based the character of Holmes on the famous medical diagnostician Joseph Bell. Hugh Laurie won the starring role in the hit series when producer Bryan Singer saw his audition: This is what the show needs, he declared, a real American actor! Hugh Laurie, an Englishman who does an excellent American accent, isnt embarrassed, but he feels guilty because he now earns far more than his father, a real doctor.

Who is Hugh Laurie?

Laurie says hes best known as a pair of ankles in the Stuart Little movies: he was the adopted mouses father. The truth is that Laurie has been a successful comedian in Britain for over 20 years: he starred with Stephen Fry in the British comedy shows A Bit of Fry and Laurie and Jeeves and Wooster. He also appeared in Rowan Atkinsons BBC series Blackadder.
Adapted from Speak Up Magazine, no. 243, August 2007.

Exercises 1. Answer the following questions based on the text: a) Whats Doctor Houses profession? __________________________________________________________________ __________________________________________________________________ b) Who is the actor that plays Dr. House? __________________________________________________________________ __________________________________________________________________ c) How is Doctor Houses behavior towards his patients? __________________________________________________________________ __________________________________________________________________ d) Where can you watch this series? __________________________________________________________________ __________________________________________________________________ e) Why is Dr. House compared to Sherlock Holmes? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Southern Food
Easy Caramel Peach Pie
By Diana Rattray, About.com

An easy caramel peach batter pie.

Cook Time: 60 minutes Ingredients:

1 cup plus 2 tablespoons sifted all-purpose flour (sift before measuring) 1 teaspoon baking powder 1/2 teaspoon cinnamon 1/2 teaspoon salt 1 cup sugar 1/4 cup butter, room temperature 1/3 cup milk 1 teaspoon vanilla 1 egg Caramel sauce, below 1 3/4 cups drained sliced peaches, reserve juice for sauce

Preparation:
Sift together the flour, baking powder, cinnamon, salt, and sugar. Add butter, milk, and vanilla. Beat for 2 minutes at medium speed of electric mixer. Add egg and beat 1 minute longer. Fold in peaches, reserving 8 slices for topping later; pour batter into unbaked pie shell. Spoon cooled caramel sauce over top of batter. Bake at 350 for 50 to 60 minutes, or until set. 10 minutes before the pie is done, quickly arrange reserved peach slices over the top. Serve peach pie warm. Caramel sauce

2/3 cup brown sugar, firmly packed 1/4 cup butter 1/4 cup reserved peach juice 2 tablespoons corn syrup

Combine all sauce ingredients in saucepan; bring to a boil. Cook for 1 minute. Cool to lukewarm. http://southernfood.about.com/od/peachpies/r/bl30627c.htm#bvmr access on Jul 11th. 2008.

Sell Your House The Easy Way with Feng Shui

From Rodika Tchi, Your Guide to Feng Shui. FREE Newsletter. Sign Up Now! Have a house to sell or looking to buy a new one? I hope you know feng shui can help you. If you plan to sell your house, or have been trying to sell it for a while, here are some proven-and-true tips to get the energy moving: 1. GO OUTSIDE. You duplex, your condo, your house, whatever it is that you are selling, and look at it from a bit of a distance. Better yet, do it with a friend who has not seen it for a while. Jot down all the thoughts that come to mind in the first 2-3 minutes. Do not censor it or get deffensive; the more open you are to criticism, the better off you will be when presenting it to other people. You might think the big purple frog looks cool by your main door and is even good feng shui (no, it is not) but potential buyers will not appreciate it. As with every sale, it is a lot about selling a specific emotion, rather than the commodity itself. Make your main entrance look fresh and inviting. 2. GO FRESH AND GO GREEN. If you own a house, definetely invest in some landscaping; it will increase your property value. Do some research and make a call to a good landscape professional; it may create a totally new energy around your home. If you live in a duplex or a condo and there is not much "outside" to work on, focus on the main entrance and bring vibrant chi, or energy, right as you come in - a big elegant plant or a vase with fresh cut flowers, good lighting, beautiful art and a feel of spaciousness/expansion the strategic placement of mirrors is the secret here! 3. LESS IS MORE. When you shop for anything, and I mean anything - clothes, appliances, food - it is often helpful to see the item in action i.e have your skirt on a manequin, try a sample of the food, etc. However, would you want to pay full price for a used item? Probably not. Think of it and apply it to your home - the less "personal", or "used" you make it, the better. Show to the best how the space can be used, but do not overdo it with personal touches. Create a spa feel in the bathroom, but do hide all your personal items (buyers do not need to know which toothpaste brand you prefer) make the kitchen smell and look good, but take it easy on how you save with recycling cans, etc etc. You get the idea. Most importantly be aware of the "almighty" triangle when selling a home: the Kitchen, the Bathroom and the Bedroom. Buyers need to know they will sleep well, eat well, and well, unwind well if they chose to buy your home. Treat their imagination well.
http://fengshui.about.com/od/usesoffengshui/qt/fengshuisell.htm

Atividade Crie perguntas iniciadas com as partculas abaixo e responda-as. Lembrem-se de que as perguntas devem propiciar respostas que levem a um conhecimento geral do texto! 1. When _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 2. Where _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 3. What _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 4. Why _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 5. How _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 6. Who _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

Roteiro de Leitura 1. Observe rapidamente o ttulo, subttulos, figuras/tabelas/grficos, layout e fonte. Em seguida, utilizando seu conhecimento de mundo e/ou tcnico, faa previses sobre o provvel assunto do texto (Predicting). 2. Skimming - Corra os olhos sobre o texto, observando de modo especial os cognatos. Nesse estgio, procure se concentrar nas informaes que voc capaz de reconhecer - no se prenda a detalhes nem a vocabulrio que desconhece. Com base nesta primeira leitura superficial, verifique se suas hipteses quanto ao texto estavam corretas. 3. Agora, volte ao texto e releia-o. Dessa vez, priorize o primeiro e o ltimo pargrafo (isto , a introduo e concluso), bem como a primeira frase de cada pargrafo. Tais locais em geral concentram grande nmero de informaes importantes. 4. Habitue-se a identificar (e at circular) as palavras-chave de cada pargrafo, isto , aquelas que tm maior peso na construo de significado dos pargrafos. Elas em geral aparecem repetidas vezes no texto, na forma de substantivos ou verbos. Desenvolver o hbito de localizar as palavras-chave contribui para facilitar a apreenso das idias principais abordadas no texto (e, conseqentemente, a redao de resumos e/ou resenhas). 5. Durante a leitura, procure sempre relacionar os pronomes empregados pelo autor as palavras a que se referem, para assim no se distanciar das idias sendo lidas. Procure tambm observar os marcadores de discurso (isto , elementos de ligao dentro de um mesmo pargrafo, ou entre pargrafos distintos), a fim de perceber as implicaes que eles trazem para o desenvolvimento global do texto. 6. Ao se deparar com algum vocbulo desconhecido, siga estes passos: a) Utilize as dicas contextuais para identificar (Guessing) o provvel significado do vocbulo. b) Determine se o vocbulo importante ou no (isto , se a palavra repetida: se atua como substantivo ou verbo; se sua compreenso prejudica o entendimento global da sentena ou pargrafo) c) Verifique se o vocbulo parte de um grupo nominal, bem como a sua funo dentro dele (ncleo ou modificador). Para melhor situar-se na orao, localize primeiro o verbo. Lembre-se de que, de modo geral, a estrutura sinttica do ingls a mesma do portugus, ou seja: sujeito+verbo+objeto/complemento d) Observe se o prprio vocbulo oferece pistas de seu significado, isto , se apresenta prefixos ou sufixos. Tais afixos, quando combinados com as informaes j obtidas atravs do contexto, podem facilitar o entendimento da raiz sob enfoque. e) Se ainda assim a informao desconhecida permanecer obscura e voc julg-la essencial para a compreenso das idias apresentadas no texto recorra ao dicionrio. No se esquea, entretanto, de sempre associ-la ao contexto em que est inserida. From Leitura em Lngua Inglesa Uma abordagem Instrumental

Class 1 Presenting other people Glossary Some family members (relatives) father pai mother me son filho daughter - filha grandfather av grandmother av grandson neto granddaughter neta brother irmo sister irm aunt tia uncle tio cousin primo(a) nephew sobrinho niece sobrinha father-in-law sogro mother-in-law sogra son-in-law genro daughter-in-law nora brother-in-law cunhado sister-in-law cunhada godfather padrinho godmother madrinha goddaughter - afilhada stepfather padrasto stepmother madrasta twins gmeos bride noiva (cerimnia) groom noivo (cerimnia) fiance noiva fianc noivo companion companheiro(a)

Note: The word parents is a false cognate as it means pais and not parentes. Useful ways of presenting somebody: This/That is my ______________. (This is my uncle Lus) These/Those are my ______________. (Those are my cousins Solange and Marcela) If you want to question somebody you may say: Who is this/that_______________? (Who is that boy?) Who are these/those_________________? (Who are those girls?) Other important sentences for the classes: What does ______________mean? (What this word mean?) How do I say _______________? (How do I say filhos in English?) Excuse me. (usada para se desculpar por algo, por exemplo, quando voc no entende o que foi dito). For extra information, see the following Units on The Good Grammar Book: Section 1 pages 2-3 Section 12 pages 160-161

Plurals: Countable Nouns Uncountable Nouns Most nouns form their plural by adding s: a car two cars torch torches

Nouns ending in s, ss, sh, ch, x, o, take es in the plural: bus buses / dress dresses / brush brushes / box boxes / tomato tomatoes EXCEPTION some nouns ending in o take only s: radio radios / piano pianos / photo photos hippo hippos / vdeo vdeos Nouns ending in a vowel + y take s in the plural: a boy two boys /

rhino

rhinos

Nouns ending in a consonant + y, drop the y and take ies in the plural: a strawberry three strawberries

Nouns ending in f or fe, drop the f or fe and take ves in the plural: a leaf four leaves / a wolf two wolves / a knife some knives EXCEPTION some nouns ending in f or fe take only s: roof roofs / giraffe giraffes / cliff cliffs IMPORTANT adjectives do not take s in the plural: a happy girl many happy girls Irregular Plurals: child children goose geese mouse mice / / / man tooth sheep men teeth sheep / / / woman foot deer women feet / ox deer oxen

Countable Nouns are nouns that can be counted: one apple, two apples, etc. Uncountable Nouns are nouns that cannot be counted and they usually have no plural. These nouns include: Food: cheese, butter, meat, salt, pepper, bacon, bread, chocolate, honey, jam, etc. Liquids: coffee, milk, water, tea, wine, lemonade, petrol, oil, etc. Materials: gold, iron, silver, wood, paper, etc. Abstract nouns: beauty, love, happiness, etc. Others: hair, money, news, snow, furniture, weather, advice, etc. We dont use a/an with uncountable nouns. We use some. We also use some with countable nouns in the plural: some cheese some bananas We can use countable and uncoutable nouns after phrases of quantity such as:
a jar a bottle a piece a loaf a cup a bar a glass a mug a kilo + a carton a bowl a can a tin (Brit.) a jug a slice a packet a pinch

of

Copula(r) Verbs (Linking Verbs) Examples of copula(r) verbs: be, seem, smell, look, appear, remain, stay, keep, sound, taste. Functions: 1. They connect the subject to a complement. So Paulo is the largest city in Brazil. Your parents are worried about you. His story seems too good to be true. Verb to be as a copula verb (am / is / are) Present Tense Possible Uses: 1. States of Existence Identifying: The woman in green dress is my mother-in-law. Deputies and Senators are constituents. Characterizing: Fernando Pessoa is a great Portuguese writer. People are generally very nervous while driving their cars. 2. Say that something/somebody exist THERE + is/are: There are too many candidates for next elections. There is a great doubt if what they say is true. 3. Auxiliary Verb in Progressive Tenses (Present Continuous) am/is/are + main verb in gerund form (-ING): Traffic is getting worse day by day. Im doing my best to explain you some uses of the verb to be. Remember: we dont use auxiliary verbs (do/does/did) if were using any form of to be verb.

Simple Present Form: We form the Simple Present like this: Plural We know You know They know Short Form I dont know You dont know He/She/It doesnt know o We dont know You dont know They dont know Interrogative-Negative Dont I know ()? Dont you know ()? Doesnt he/she/it know ()? Dont we know ()? Dont you know ()? Dont they know ()?

Affirmative Singular I know You Know He/She/It knows Negative Long Form I do not know You do not know He/She/It does not know o We do not know You do not know They do not know

Interrogative-Affirmative Do I know ()? Do you know ()? Does he/she/it know ()? Do we know ()? Do you know ()? Do they know ()?

In the affirmative sentences for he/she/it we add -s to the verb: I start - He starts o If a verb ends in -ch, -o, -sh, -x, -ss, we add -es in the affirmative sentences. catch finish pass teach do go mix catches finishes passes teaches does goes mixes

 fly try carry study

When a verb ends in a consonant + y, the y changes to ies: flies tries carries studies When a verb ends in a vowel + y, simply take -s. I buy - She buys

Use: Permanent states, repeated actions and daily routines. He works in a bank (permanent state) He takes the train to work every morning (daily routine/repeated actions) For general truths and laws of nature. The sun sets in the west. For timetables (planes, trains, etc) and programmes. The plane from Portugal arrives at 6:30.

Use of Where / When / Who / Why / How + Simple Present These particles appear before the auxiliary verbs used to create Simple Present questions. Where does he live? He lives in So Paulo. When do they have English classes? They have English classes every Monday. Who sits here? My daughter sits here. Why dont you buy a new car? Because I dont have money. How does she go to work? She goes to work by bus. Adverbs of frequency We often use adverbs of frequency with the present simple. They show us often something happens. Always Usually Often Sometimes Seldom Never 100% 75% 50% 25% 10% 0%

Adverbs of frequency go before the main verbs but after the verb to be and after auxiliary verbs such as can, do, must, etc. Peter often visits his parents. Sharon never drinks tea. Jim is always on time to work. Paul doesnt usually eat out on Sundays.

The adverbs seldom and never have a negative meaning and they are never used with word not. I never take sugar in my coffee. Pronouns Chart

Subject Pronouns Object Pronouns I me you you he him she her it it we us you you they them

Possessive Adjectives Possessive Pronouns my mine your yours his his her hers its its our ours your yours their theirs

Subject Pronouns replace a noun or the subject of the sentence: Tania works hard. She is a good employee. (Tania=She)

Object Pronouns replace the object of a sentence, going after the verb: John doesnt like children. He prefers them when they are asleep. (children=them) Possessive Adjectives come before nouns: That is my old coat! Possessive Pronouns come after the nouns related to them. They replace the nouns: That old coat is mine (mine=my coat)

Prof. Sandra Moreira 2010