Manual para Quem Ensina Inglês - Christina Schumacher

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Schumacher, Cristina
Manual para quem ensina inglês : conteúdos essenciais
de estrutura, vocabulário e pronúncia para o aluno brasileiro /
Cristina Schumacher. – Rio de Janeiro : Elsevier, 2004
ISBN 978-85-352-1506-9
1. Língua inglesa – Estudo e ensino – Falantes de português.

I. Título.
04-1409. CDD – 372.6521

CDU – 372.465
Agradecimentos
Gostaríamos de agradecer à Clarissa Oliveira, nossa editora, e à Kátia Alves, do Departamento Edito-
rial, bem como a todas as pessoas da Elsevier Editora que contribuíram para a realização deste livro.
Também queremos expressar nosso reconhecimento à equipe da Linca Lingüística Empresa-
rial: Helen R. S. Conceição, Janaína Cunha, Felipe Lermen, Juliana Curcio, Bruno Kober, Ian
Bauer, Mara Rubia Mendes Disconzi, Juliana Almeida, Donna e John Cruise e Telmo Lemos da
Rosa. Pessoas que fazem jus à etimologia da palavra equipe, que vem de outra palavra que os vi-
kings usavam para navio na nossa equipe aprendemos, nos divertimos e sobretudo comparti-
lhamos.
Sumário
Introdução . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Tips for teachers: What you will find in this book (BrE) . . . . . . . . . . . . . . . . . . . 2
Dicas para professores: O que você vai encontrar neste livro (inglês britânico) . . . . 3
Determining learning styles (AmE). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Determinação de estilos de rendizagem (Inglês Americano) . . . . . . . . . . . . . . . . . 23
Roteiros de aulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Fazendo o aluno falar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Erros comuns de alunos brasileiros . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Nivelamento q . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Menu de conteúdos estruturais . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Dicas de pronúncia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Exercícios de compreensão auditiva. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Exercícios de compreensão da leitura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Cognatos de sentido diferente . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Vocabulário essencial da língua inglesa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Lista de verbos irregulares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Partes de palavras. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

Questions about English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Perguntas sobre a língua inglesa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
British and North American English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206

Inglês britânico e americano . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Dicas de livros e Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Referências bibliográficas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

Introdução
Você tem em mãos um livro que cumpre com os seguintes objetivos:

Fornecer material para as suas aulas de inglês, abordando as quatro habilidades (fala, audição, es-
crita, leitura).
Fornecer diretrizes para a opção de conteúdos a trabalhar, levando em consideração o aluno
brasileiro de inglês e suas necessidades específicas.
Fornecer meios de adaptar conteúdos sempre necessários a perfis de alunos e classes diferentes.
Fornecer caminhos para a pesquisa de materiais e fontes adicionais para enriquecimento das aulas.
Tratar de assuntos relacionados à língua inglesa, destinados a situar melhor o aprendiz (a história
da língua, as diferenças de uso entre inglês britânico e americano, como tratar a contratação de
aulas particulares, a condução das aulas em grupo e muitos assuntos mais).
Inovar os exercícios propostos, sobretudo os de compreensão oral, disponibilizando para o alu-
no diferentes sotaques numa mesma obra, já que normalmente publicam-se livros que incluem
um único modo de expressão oral, criando-se barreiras de compreensão na prática da língua.
(Nossos alunos não escolhem o sotaque dos falantes de inglês com que se comunicam!)
Dar acesso, através do site da editora www.campus.com.br, a mais material e mesmo à versão
downloadable de muitos dos capítulos deste manual.
Fornecer meios de diagnosticar os conhecimentos do aluno e mesmo de determinar seu estilo
de aprendizagem, para facilitar e intensificar a utilidade das aulas e do processo de ensino-
aprendizagem.
Este livro ainda contém um código para acesso a uma demonstração do sistema e-Linca, um
aplicativo para Internet destinado a servir de apoio para aulas, sejam em grupo ou individuais. O
sistema e-Linca foi idealizado para atender às necessidades dos alunos com muita urgência e pouco
tempo para aprender, e também dos professores que sabem que é preciso inovar e make a diffe-
rence. Algumas características do sistema:
Testes e nivelamentos personalizados;
Imagem, texto e áudio em um formato totalmente user-friendly;
Acompanhamento do desempenho dos alunos à distância;
Personalização total da aprendizagem.
Usando a senha encartada neste livro, você se registra para receber usuário e senha para visua-
lização da demonstração do e-Linca. O objetivo dessa demonstração é dar a conhecer uma ferra-
menta de apoio às aulas que pode estar ao seu alcance.
Tips for teachers
What you will find
in this book (BrE)
Classroom-based teaching
This introduction is aimed towards those teachers who are classroom-based but it is recommended,
whether practising in the private sector or not, that you read the chapter on private teaching as
well.
There are, not surprisingly, many parallels between the two teaching styles and consequently
the Private teaching chapter also has significant relevance for the classroom based teacher.
Every teacher understands the frustration of material availability. All too often, imported
textbooks are expensive to get hold of and some of the material at hand for teachers is not always
satisfactory. This book embraces many important areas of teaching with a wide range of examples,
fresh ideas and some good, solid tips.
PLACEMENT TEST AND EXERCISES

The 60-question placement test, apart from being useful for grading your students into different
ability groups, can also be used to give you, the teacher, a comprehensive idea as to the general
standard of your class. The ensuing results can help you determine what areas of English are
needing particular attention and so you can identify and focus on student weaknesses.
The 60-question placement test and the exercises also have the advantage of being
downloadable to facilitate classroom use.
The Internet is a great provider of materials and can greatly help the life of the teacher. A
wealth of material from news items to songs and poetry can easily be obtained. Within the book,
you can see how to break down texts to form interesting comprehension classes. You dont need
to rely on ready-made texts which can soon become dull and repetitive, as much for the teacher as
for the student. There are some example texts with questions to use as a role model.
COMMON BRAZILIAN ERRORS

Individual students can have individual language learning difficulties but each non-native
English-speaking nation has its own particular problem areas. Brazilians, no less, have certain
characteristic stumbling blocks. Typical problem areas for Brazilian students have been carefully
highlighted, offering the possibility of working directly with them and finding solutions, whether
they be structural or related to pronunciation. There is also a very thorough coverage of general
Dicas para professores
o que você vai encontrar
neste livro (INGLÊS BRITÂNICO)
Ensino em sala de aula

Esta introdução é dirigida àqueles professores que têm a sala de aula como base, mas é recomendada,
mesmo àqueles que não têm experiência com aulas particulares, a leitura do capítulo referente a elas.
É natural que existam muitos paralelos entre os dois estilos de ensino, por isso o capítulo que
trata de aulas particulares mostra-se igualmente relevante para o professor que leciona em sala de aula.
Todo professor conhece a frustração causada pela falta de material. Freqüentemente, os livros-
texto importados são muito caros para serem adquiridos e alguns dos materiais à disposição dos
professores são sempre insatisfatórios. Este livro aborda muitas áreas importantes do ensino com
um grande número de exemplos, sugestões atualizadas e algumas dicas bastante objetivas.
TESTE DE NIVELAMENTO E EXERCÍCIOS

As 60 perguntas do teste de nivelamento, além de serem úteis para avaliar os alunos em diferentes
grupos de habilidades, podem também ser usadas para dar a você, professor, uma idéia clara do ní-
vel geral da sua classe. Os resultados finais podem ajudá-lo a determinar que áreas da língua inglesa
precisam de mais atenção, contribuindo para a identificação das deficiências dos alunos, e uma
atenção maior a elas.
Outra vantagem é a disponibilização na internet das 60 questões do teste de nivelamento e
dos exercícios, facilitando o uso na sala de aula.
A Internet é uma grande fonte de material e pode auxiliar a vida de um professor considera-
velmente. A riqueza de materiais, desde notícias a canções e poesias, podem ser facilmente obtidos.
No livro, você verá como selecionar textos para preparar interessantes aulas de compreensão. Você
não precisa depender de textos prontos, que freqüentemente podem tornar-se monótonos e repe-
titivos, tanto para o professor quanto para o aluno. Existem alguns exemplos de textos com per-
guntas que podem ser usados como modelo.
ERROS BRASILEIROS COMUNS

Cada aluno tem dificuldades individuais ao aprender uma língua, mas há dificuldades em áreas es-
pecíficas comuns entre falantes não nativos do inglês. Os brasileiros, por exemplo, têm certos obs-
táculos característicos. Áreas problemáticas típicas para estudantes brasileiros foram cuidadosamen-
te abordadas, oferecendo a possibilidade de trabalhar diretamente com elas e achar soluções, este-
4
pronunciation which uses familiar sounds in Portuguese to help you identify the foreign sound in
English.
Cognates of different meaning, erroneously called false cognates, are another familiar source
of confusion and sometimes frustration for students. These have been carefully collated and
presented in exercise form to afford focused practice.
SPEAKING PRACTICE
Too often, speaking practice is given minimal attention or, in some cases, left out of the class
altogether. This is a serious mistake. It reduces the language learning process to a dull, passive
study of words which become meaningless and leave little chance for student inspiration. Language
is a living structure and must be given the chance to be freely expressed. There will be times when
you wish to focus on good pronunciation, and this will be the aim of the lesson. On other occasions,
you will be concentrating on the correct formation of structures and there will be other moments
when you simply want to encourage free expression and fluency. These three aspects all have their
own particular focus: correct formation of the sounds, correct formation of structure and, very
importantly, free expression in the second language. In the latter, you need stimulating and
realistic topics. You may well create your own but you will also find here a good, comprehensive
list with suggestions on how to implement them in the class. The importance of allowing your
students to speak cannot be expressed enough.
BRING ENGLISH TO LIFE

Many students enjoy the chance of appearing in front of their colleagues, while others prefer to
have a less prominent role. You can combine language study, comprehension, speaking practice
and a lot of fun by dramatising reading extracts, songs or poems. It provides the opportunity for a
lot of student creativity and it is extremely productive, stimulating and entertaining for both the
students and the teacher. Poems or songs which tell a story are excellent for this but so are either
short stories or extracts from readings.
LISTENING
The listening activities (another very important area of language acquisition), have been devised
with the focus on natural speech and communication. The topics, which cover a wide range of
vocabulary and structures, are both stimulating and realistic. There is a full range of exercises to
accompany them.
BRITISH AND AMERICAN ENGLISH

British or American English? What are the differences? Are they important? This topic has been
presented here and there is also an extensive list of vocabulary comparisons and the main structural
differences. You will draw your own conclusions as to how you approach this subject but, perhaps
the most important consideration is that your students can appreciate the differences between the
two variants but without exclusion of one or the other.
WHERE DOES ENGLISH COME FROM?

When we know the reason for something it can help us understand what we are seeing in front of
us. In a simple question and answer form you will find typical questions and answers about the origin
of English and how it has reached us in its present form today. There are also helpful explanations
about its sometimes confusing rules on spelling and pronunciation.
Dicas para professores o que você vai encontrar neste livro (inglês britânico) 5
jam elas relacionadas com a estrutura ou pronúncia. Há também uma ampla abordagem de pro-
núncia que usa sons familiares em português. Isso ajuda a identificar os sons do inglês que diferem
do português (você pode contar ainda com um grande número de exemplos gravados).
Cognatos de sentidos diferentes são outra conhecida fonte de confusão e algumas vezes de
frustração para os alunos. Esses cognatos foram cuidadosamente coletados e apresentados sob a for-
ma de exercícios para prática específica.
PRÁTICA ORAL
Muito freqüentemente, pouca ou nenhuma atenção é dada à prática oral na sala de aula. Esse é um
erro grave que reduz o processo de aprendizagem da língua a um estudo monótono e passivo de
palavras que se tornam insignificantes, contribuindo para a desmotivação do aluno. A língua é uma
estrutura viva e deve ter a chance de ser expressa livremente. Haverá momentos em que você terá
vontade de priorizar uma boa pronúncia, e esse será o objetivo da lição. Em outras ocasiões, você
concentrará as aulas na formação de estruturas corretas e haverá outros momentos em que simples-
mente desejará encorajar a livre expressão e fluência. Todos esses três aspectos têm seus focos parti-
culares: formação correta de sons, correta formação de estrutura e, o mais importante, livre expres-
são na segunda língua. Neste último, você precisará de temas estimulantes e realistas. Você pode
muito bem criar o seu próprio, mas também encontrará aqui uma lista com sugestões de como im-
plementá-los em aula. Estimular os seus alunos a falar nunca é demais.
DAR VIDA AO INGLÊS

Muitos alunos apreciam a chance de destacar-se em frente aos colegas, enquanto outros preferem
ter um papel de menor destaque. Você pode combinar estudo da língua, compreensão, prática oral
e muita diversão através de dramatização de segmentos de leitura, canções ou poemas. Isso incenti-
va a criatividade do aluno e é extremamente produtivo e estimulante, além de entreter alunos e
professor. Poemas ou canções que contam histórias são excelentes para isso, assim como contos ou
trechos de leituras.
COMPREENSÃO AUDITIVA
As atividades de compreensão auditiva (outra área muito importante da aquisição da linguagem), foram
criadas com foco no discurso natural e na comunicação. Os tópicos, que cobrem um grande número
de vocabulário e estruturas, são estimulantes e realistas. Há vários exercícios para acompanhá-los.
INGLÊS BRITÂNICO E NORTE-AMERICANO

Inglês britânico ou americano? Quais são as diferenças? Elas são importantes? Este tópico é apre-
sentado aqui e também há uma longa lista de comparações entre vocabulário e as principais dife-
renças estruturais. Você chegará às suas próprias conclusões de como abordar esse assunto, mas tal-
vez a consideração mais importante é a de que os seus alunos podem apreciar as diferenças entre as
duas variantes, mas sem exclusão de uma ou de outra.
DE ONDE VEM O INGLÊS?

Entender o porquê dos fatos nos leva a uma compreensão mais ampla do que nos rodeia. Em um
formato simples de pergunta e resposta você encontrará perguntas e respostas típicas sobre a origem
do inglês e como ele chegou até nós na sua forma atual. Há também explicações úteis sobre algu-
mas regras confusas de ortografia e pronúncia.
6
CONCLUSIONS
The purpose of this book is to give you plenty of valuable advice and material to help you plan and
carry out your classes in as productive and stimulating a way as possible, remembering also that it is
as important for the teacher as it is for the student to be inspired and stimulated in the language
learning process. There is a full list of the contents at the beginning to help you locate the area you
wish to focus on.
The book has been designed to assist you in obtaining the most from available material and
adapting it to suit your own needs and those of the students and it is hoped that it will prove an
invaluable tool for your classroom management.
Private teaching
FIRST STEPS
Acquiring private students may come through advertising but by far the most common channel is
word of mouth or recommendation which often comes to the same thing. When a student enters
into contact with you they will obviously tell you their name, how they got your name and will quite
often ask you if you have a specific method and what your price is. Give the information clearly and
directly and, before you set up the first official class, it is always a good idea to set up an interview,
which, of course, is not charged. You are, by doing this, giving the student a chance to get to know
you, to discuss their needs, past experiences and expectations, and it creates valuable space for the
initial student-teacher relationship to begin. In this calm, relaxed atmosphere you can establish the
kind of class you will give, the time, day etc and your terms and requirements. After half an hour or
so, you both have a reasonable idea of how your teaching/learning experience is going to be.
One of the most important questions in this initial interview, apart from knowing the
students past experience, is to know why they want to study English. The question of why they
have opted for private tuition is not relevant at this point. Discovering the motivation of the
student is an important key not only to know what kind of class you will be developing, but also to
give you an idea of the level of enthusiasm you can expect from them.
It is common practice in many language schools to give a placement test to students to more
easily discover their level of ability. You can discover this yourself for private students through
carefully thought out questions in an interview format or you can present a test. This book offers a
sixty question placement test if you prefer this option. The resulting percentage will give you a
good idea of the students levels and, if you pay attention to where the errors lie, you will have
valuable information for areas to work on.
WHY HAS A STUDENT OPTED FOR PRIVATE CLASSES?

It is useful to bear in mind certain probabilities as to why a student or students have opted for private
tuition as opposed to a traditional language course found in any language school. Firstly, it is
probably not for reasons of economy. Almost all language school courses are cheaper than private
classes. It is more likely to be based on two other criteria. Firstly, the student is looking for a more
personalised, one-to-one approach with the focus strictly between him/herself and the teacher or
at maximum one or two other colleagues and not dispersed among many other class mates.
Secondly, the student may be looking for more flexibility of possible class time/times and at the
same time may be wishing to avoid the formality of a language school which often imposes
obligatory progress tests that may be an unwanted pressure for some students.
CONCLUSÕES
O propósito deste livro é fornecer um grande número de conselhos valiosos e materiais para aju-
dá-lo a preparar e colocar em prática as suas aulas da maneira mais produtiva e estimulante possível,
lembrando também que é importante para o professor e para o aluno estarem motivados no pro-
cesso de aquisição da linguagem. Há uma lista com todos os conteúdos no início do livro para aju-
dá-lo a localizar a área em que deseja dar ênfase.
O livro foi desenvolvido para ajudá-lo a extrair o máximo do material disponível e adaptá-lo
às suas próprias necessidades e às dos alunos e espera firmar-se como uma ferramenta valiosa na ad-
ministração dos processos de ensino e aprendizagem.
Aulas particulares
PRIMEIROS PASSOS
A propaganda pode ser uma maneira de conseguir alunos particulares, mas de longe a divulgação
mais comum é o boca-a-boca ou a indicação. Quando um aluno entrar em contato com você, ob-
viamente vai se apresentar, dizer como o descobriu e freqüentemente perguntará se você tem um
método específico e quanto cobra. Forneça informações diretas e claras e, antes de marcar a primeira
aula oficial, é aconselhável agendar uma entrevista que não deverá ser cobrada. Fazendo isso, você
dará ao aluno a chance de conhecê-lo, discutir as necessidades, experiências passadas e as expectati-
vas dele, e criar uma valiosa oportunidade para o relacionamento professor-aluno começar. Nesse
ambiente calmo e descontraído, você pode estabelecer que tipo de aula dará, horário, dia etc. e as
suas condições e exigências. Após meia hora ou mais, ambos terão uma idéia razoável de como será
a experiência. Uma das perguntas mais importantes nessa entrevista inicial, além de saber a expe-
riência anterior do aluno, é saber por que ele quer estudar inglês. Nesse momento é relevante per-
guntar por que ele optou por aulas particulares. Descobrir a motivação do aluno é um fator impor-
tante, não somente para saber que tipo de aula desenvolverá, mas também para dar uma idéia do
nível de entusiasmo que pode se esperar dele.
Uma prática comum em muitas escolas de línguas é dar aos alunos um teste de nivelamento
para descobrir mais facilmente o nível de habilidade deles. Você pode descobrir isso sozinho com
alunos particulares, através de perguntas cuidadosamente elaboradas em formato de entrevista ou
apresentar um teste. Este livro apresenta sessenta questões de teste de nivelamento se você preferir
esta opção. O percentual lhe dará uma boa noção dos níveis dos alunos, e se você detectar a onde
estão os erros, terá informações valiosas sobre as áreas que deve trabalhar.
POR QUE UM ALUNO OPTA POR AULAS PARTICULARES?

É útil ter em mente os motivos que levaram um aluno a optar por aulas particulares e não por um
curso tradicional, que encontramos em qualquer escola de línguas. Em primeiro lugar, provavel-
mente o motivo não será problemas financeiros. Quase todos os cursos nas escolas de línguas são
mais baratos do que aulas particulares. É mais provável basear-se em outros dois critérios: (1) O
aluno está procurando uma abordagem mais personalizada, que se concentre estritamente entre
ele/ela e o professor ou no máximo mais um ou dois colegas, a fim de não se dispersar com outros;
(2) O aluno pode estar procurando por mais flexibilidade no horário de aula e, ao mesmo tempo,
desejando evitar a formalidade de uma escola de línguas, que freqüentemente impõe testes obriga-
tórios, o que pode ser uma forma de pressão indesejável para alguns.
8
The student usually understands that he/she will progress faster than in a group and, the focus
being solely teacher-student, any doubts or uncertainties are quickly dealt with. In a private class a
student can expose him/herself more readily without fear of ridicule or impatience from his/her
colleagues. This proximity of student-teacher leaves the student more alert. However, with the
lack of fellow classmates there is no space for the student to relax a moment or allow the colleagues
to do the work. This intense contact, therefore tires the student quicker than in a group
environment and, it goes without saying, puts more demand on the teacher. It is also important to
remember that with an absence of fellow classmates, in the case of one-to-one classes, you give the
student plenty of opportunity to speak. The interaction will be between you and the student but
make sure that it IS interaction and not an interesting lecture. With this more intense
teacher-student relationship, a heightening of some of the essential qualities found in a good teacher
is required, namely sensitivity, patience and flexibility.
BASIC REQUIREMENTS
These should be self-evident but, if you are teaching from home or separate premises, your room
should be light and airy. If the natural light is poor, ensure you have good artificial lighting.
Apart from a good table or desk and comfortable chairs, basic equipment should include a
white board and markers, a CD/tape player and a good mono and bilingual dictionary. Any course
books you use are a personal choice, if you still do not feel confident enough to build your own
programme based on the suggestion of contents we offer here. What shouldnt be absent from
your bookshelves are Thompson and Martinets, A Practical English Grammar and Michael
Swans, Practical English Usage for your own reference. For use with students up to upper
intermediate, Murphys, English Grammar in use both elementary and intermediate are
extremely useful for isolating and practising many aspects of grammar and usage.
If you have a video, you can use clips from films or programmes taken from one of the satellite
TV stations and, of course, there is the Internet, which gives you access to any amount of material
you may be needing.
If you are lucky enough to travel abroad, guidebooks, maps, photographs, programmes etc
are all stimulating realia to be used in class. It helps bring the idea of a real place where English is
in constant use into the classroom.
Songs have long been acknowledged as stimulating means of audio observation as well as (the
level of literacy permitting) excellent vehicles for vocabulary and structure study. However,
poetry should not be overlooked. There is a wealth of poetry to be explored spanning several
centuries. Obviously, you can try good bookshops or libraries but the Internet is an excellent
means of either finding poets or poems you already know or discovering new ones. The appreciation
of this material is manifold. It is well worth taking the time to investigate and discover.
ESTABLISHING TERMS AND CONDITIONS

Private classes are often very convenient for the student. He or she, within the availability of the
teacher, can more easily find a time suitable to his/her schedule. However, this can often lead to a
certain overflexibility which, in turn, can lead to a cancellation of classes, often at the last minute,
or simply to the student not turning up at all. In a group class, one student less does not generally
prevent the lesson from going ahead but in a one-to-one situation the teacher is left staring at the
wall and is in effect obliged to wait.
The obvious drawback from overflexibility, apart from frustration, is a financial one. However,
there are simple procedures which can prevent the teacher from suffering from financial insecurity
O aluno normalmente acredita que progredirá mais rápido do que em um grupo e, focalizan-
do estritamente professor-aluno, qualquer dúvida ou incerteza será esclarecida rapidamente. Em
uma aula particular, o aluno se expõe com mais facilidade, sem medo da exposição de suas dificul-
dades ou da impaciência dos seus colegas. Essa proximidade aluno-professor deixa o aluno mais
atento. Contudo, com a falta de colegas não há tempo para o aluno relaxar um momento ou deixar
que os colegas façam o trabalho. Esse contato intenso, por conseqüência, cansa o aluno mais ra-
pidamente do que num ambiente de grupo e, sem dúvida, exige mais do professor. É também
sempre importante lembrar que é preciso, com a ausência dos colegas, dar ao aluno bastante opor-
tunidade para falar. A interação será entre você e o aluno, mas tenha certeza de que é realmente
uma interação e não uma palestra interessante. Com essa relação aluno-professor mais intensa, au-
mentam algumas das qualidades que devem ser encontradas em um bom professor, como confi-
dencialidade, paciência e flexibilidade.
EXIGÊNCIAS BÁSICAS
Elas deveriam ser evidentes por si só, mas, se estiver lecionando em casa ou em alguma sala designada
para tal, a sua sala deve ser clara e arejada. Se a luz natural não for suficiente, certifique-se de que a ilu-
minação artificial é realmente boa. Além de uma boa mesa ou classe e cadeiras confortáveis, o equi-
pamento básico deve incluir quadro branco e marcadores, um aparelho de CD ou fita-cassete e bons
dicionários monolíngües e bilíngües. Qualquer livro-texto que você utilize é uma escolha pessoal, se
você não se sentir à vontade para, usando nossas sugestões de conteúdo aqui apresentadas, montar seu
próprio programa. O que não pode faltar na sua estante são A Practical English Grammar, de Thompson
& Martinet, e Practical English in Use, de Michael Swan, para referência própria. Para utilizar com alu-
nos até o nível upper intermediate, English Grammar in use, do Murphy. Tanto a elementar quanto a in-
termediária são extremamente úteis para separar e praticar muitos aspectos gramaticais e de uso. Se
você tiver um vídeo, pode utilizar partes de filmes ou programas tirados de canais de TV a cabo e, é
claro, da Internet, que dá acesso a uma grande quantidade de material que você poderá precisar.
Se você teve a oportunidade de viajar para o exterior, guias, mapas, fotografias, programas
etc. são materiais estimulantes que podem ser usados em aula. Isso ajuda a criar a idéia de que se está
trazendo o inglês de um lugar real, em constante uso, para dentro da sala de aula.
As músicas são vistas como uma maneira estimulante de observação auditiva, além de (depen-
dendo do nível de leitura) excelentes fontes para o estudo de vocabulário e estrutura. Contudo, a
poesia não deve ser ignorada, pois há uma riqueza a ser explorada ao longo de muitos séculos. É
claro que você pode optar por livrarias e bibliotecas, mas a Internet é um excelente meio para en-
contrar poetas e poemas conhecidos ou novos. A apreciação desse material é de grande valor. Vale
a pena dedicar o tempo para investigações e descobertas.
ESTABELECENDO NORMAS E CONDIÇÕES

As aulas particulares são freqüentemente mais convenientes para o aluno. Juntamente com a dispo-
nibilidade do professor, pode encontrar mais facilmente um horário adequado à sua agenda. Con-
tudo, isso muitas vezes pode levar a um certo excesso de flexibilidades que pode gerar cancelamen-
tos de aulas, inúmeras vezes no último minuto. Há casos em que o aluno simplesmente não aparece
mais. Em uma aula em grupo, a falta de um aluno, geralmente, não impede a continuidade da li-
ção, mas em uma situação individual o professor é obrigado a esperar.
A desvantagem mais evidente do excesso de flexibilidade, tirando a frustração, é a finan-
ceira, embora existam procedimentos simples que possam evitar que o professor sofra uma in-
10
Will the student come or not? It is important that, despite the apparent informality of a private
class, whether given at the students home or office or in the home or office of the teacher, that
neither teacher nor student forgets that this is a service and one which requires regularity and
discipline.
Some teachers feel shy about explaining their terms and regulations and perhaps feel, If Im
too rigorous in my terms, the student might look for another teacher. This in fact very rarely
occurs. If you explain very carefully your rules at the first interview, the student can decide at
that moment if they are prepared to accept them. It is very unlikely that they will say, Thank you,
Ill go away and think about it.
The exact conditions for giving private classes depend very much on the individual. One
thing is certain. You are more likely to be respected if you impose certain rules or conditions than
if you remain totally open to the convenience of the student. A student who enrols on a regular
course is expected to pay for the entire semester. It signifies a commitment between the institution
of learning and the student. Likewise, a patient who submits him or herself to some form of
psychology or psychotherapy will be expected to pay for the entire month. The psychologist or
psychiatrist has set aside this time for the patient. He or she will not schedule another patient in this
space while the patient is undergoing treatment, therefore, this space is technically unavailable for
anyone else and therefore, the patient has a certain responsibility towards it. The same applies to
the teacher and private student.
How you compose your terms is a personal decision but here are some suggestions:
A student will have 4 classes a month or 5, depending on the month. You say that the student
can cancel 1 class per month but 4 will be charged. If a student will have 8 to 10 classes per
month, then they can cancel up to 2 classes per month but 6 to 8 (depending on the month) will
be charged. In other words, up to 20% of one months classes can be cancelled but 80% will be
charged.
Some teachers prefer to use the scheme whereby a student can cancel up to 24 hours before the
class, otherwise the class will be charged. The problem with this is that many students do not
respect 24 hours and cancel at 6.00 p.m. for example, their class of 9.00 a.m. the following
morning. This leaves no time to make any adjustments to your schedule and obviously leaves
little time to reschedule another student who might be looking for a temporary new time.
A fairly sound arrangement and one which works, is to explain in the initial interview that you
will charge all classes with the exception of holidays (public or personal to the student) and
illness. There is, of course, the possibility that the student might invent an illness but this is not
common and if you have a good student-teacher relationship, it will not occur at all. It is very
important that you explain to the student that these conditions apply to all students and that, if a
student is unable to attend a class, you will offer, within availability, an alternative time. At the
same time, you explain the importance of warning you as soon as possible when they are unable
to attend so that you can liberate the class time for another student who may be looking for a
recuperation class time.
This should be your blueprint but there will obviously be exceptions in which you should use
your discretion as to whether you charge or not.
In the case of a student who travels a lot within their work, it is slightly different. You may
create your own scheme just for this student or you might adopt the right to cancel X classes
per month terms.
segurança financeira Será que o aluno virá?. É importante que, apesar da aparente infor-
malidade da aula particular, ela seja ministrada em casa ou no escritório do aluno ou do profes-
sor, e que o professor ou o aluno não esqueçam que esse é um serviço que exige regularidade e
disciplina.
Alguns professores sentem vergonha de explicar as suas normas e regulamentos e talvez
pensem, Se eu for muito rigoroso em relação às minhas condições, o aluno pode procurar por
outro professor. Na verdade, isso raramente acontece. Se você explicar cuidadosamente as
suas regras na primeira entrevista, o aluno pode decidir no momento se está preparado para
aceitá-las. É muito pouco provável que eles digam: Obrigado, já vou indo e vou pensar no as-
sunto.
As condições exatas para dar aulas particulares dependem muito de cada pessoa. Uma coisa é
certa: você provavelmente será mais respeitado se impuser certas regras ou condições do que se
mantiver totalmente livre para a conveniência do aluno. Espera-se que um aluno matriculado em
um curso regular pague o semestre inteiro. Isto significa um comprometimento entre a instituição
de ensino e o aluno. O mesmo é esperado de um paciente que se submete à alguma forma de psi-
cologia ou psicoterapia, em que se paga pelo mês inteiro. O psicólogo ou psiquiatra reservou o ho-
rário e não marcará outra pessoa nesse período enquanto o paciente estiver em tratamento. Portan-
to, o paciente deverá ter responsabilidade em relação ao compromisso assumido, principalmente
porque a reserva daquele horário impede que outro paciente seja atendido. O mesmo se aplica ao
professor e ao aluno particular.
A composição das suas normas é uma decisão pessoal, mas aqui você encontra algumas sugestões:
Um aluno terá 4 ou 5 aulas por mês, dependendo do mês. Comunique que o aluno pode cance-
lar 1 aula por mês, mas 4 serão cobradas. Se o aluno tiver de 8 a 10 aulas por mês, então poderá
cancelar até 2 aulas, mas 6 a 8 (dependendo do mês) serão cobradas. Em outras palavras, até 20%
das aulas do mês podem ser canceladas, mas 80% serão cobradas.
Alguns professores preferem usar a estratégia que permite ao aluno cancelar até 24 horas an-
tes da aula; ao contrário, a aula será cobrada. O problema é que muitos alunos não respeitam
as 24 horas e cancelam às seis da tarde a aula que seria às 9:00 da manhã seguinte, por
exemplo. Isso não permite fazer nenhum ajuste na sua agenda e obviamente deixará pouco
tempo para remarcar outro aluno que pode estar procurando por um novo horário tempo-
rário.
Um acordo justo e que funciona é explicar na entrevista inicial que você cobrará todas as au-
las, com exceção dos feriados (públicos ou pessoais do aluno) e casos de doença. Existe, com
certeza, a possibilidade de o aluno inventar uma doença, mas isso não é comum, e, se você ti-
ver um bom relacionamento com o aluno, isso não acontecerá de forma alguma. É muito im-
portante que você explique que essas condições se aplicam a todos os alunos e que, se um alu-
no não puder assistir a uma aula, você oferecerá, dentro da disponibilidade, um horário alter-
nativo. Ao mesmo tempo, quando não puderem comparecer, explique a importância de ser
avisado o mais rápido possível, para que você possa liberar o horário da aula para outro aluno
que necessite recuperar uma aula. Este deveria ser o seu plano-modelo, mas haverá exceções
em que você deverá usar seu julgamento criterioso para cobrar ou não.
No caso de um aluno que viaje muito em função do seu trabalho, é um pouco diferente.
Você pode criar o seu próprio sistema apenas para esse aluno ou poderia adotar condições
para ter o direito de cancelar aulas por mês. O importante é que você se sinta à vontade e
12
What is important is that you feel comfortable and secure as a teacher and that you respect
yourself and your professionalism.
Another question to be considered is methods of payment. This should never be a motive for
constraint or false modesty. Again, you need to state the price of your classes and the method of payment
calmly and straightforwardly at the initial interview, (or sometimes on the initial phone call).
METHODS OF PAYMENT
Students want and need to know what they will be paying and how they are expected to pay. If you
are not sure how much to charge, ask around fellow teachers and make your decision from that.
There are basically three methods to choose from:
(1) You can charge all the classes in advance at the beginning of the month.
(2) You can charge per class.
(3) You can charge at the end of the month for all the classes given.
The first option obviously has the advantage that you have guaranteed payment. However, if
a student should become ill or travel, you will need to make refunds or carry forward payment to
the following month.
The second option, charging per class, is probably not a good idea. You may end up with a
lot of small cheques, which is inconvenient and it will also be a constant diversion from the class
and always shifting the focus to payment can appear mercenary.
The third option generally works well. The student will have received his or her classes and is
now, paying for the service. Again, some flexibility may be needed. Some people receive their
salaries in the first days of the following month. Use your common sense and judgement.
It is absolutely essential that you keep a personal record of each student. There are plenty of
coloured plastic folders available at stationery stores to help you identify each student. Here, you
will have the name, telephone numbers, class days and times and level of student plus any additional
information such as special interests or requirements.
You should write down the day and date of each class and what you have covered. If you feel
you need a more elaborate lesson plan, keep it on a separate piece of paper.
If a student stops for any reason, keep the file in a safe place. A student may well return at a later
date and you have an accurate record of the work you have covered.
TEACHING FROM HOME/OFFICE OR ON LOCATION?

There can be no set rule as to which of these possibilities is preferred. Obviously, if you have
your own transportation, getting from one location to another is, without doubt, an advantage
over buses or taxis.
If you have appropriate conditions for giving classes from home or if you have an office, you
will automatically have the advantage of all your teaching material and any extra materials at hand.
The more accessible your home/office is in relation to the town or city where you are living, the
more likely you are to attract students. Remember, parking facilities are always an important
consideration.
Many students simply do not have time to get to and from your teaching room or, in the case
of group classes, it can be impractical to receive more than three students at a time, not least of all
because of coordinating the class starting time. Here, it is obviously preferable to give the classes
on location but it is important to include travel time and costs in your class rates. You can either
charge a higher class fee or charge the travel expenses as extra.
seguro como professor e respeite você mesmo, seu profissionalismo. Outra questão a ser
discutida são as formas de pagamento. Isso nunca deve ser motivo para constrangimento ou
falsa modéstia. Novamente, é necessário que você estabeleça calmamente, e antes da entre-
vista inicial, o preço de suas aulas e a forma de pagamento (ou algumas vezes em conversa
pelo telefone).
FORMAS DE PAGAMENTO
Os alunos querem e precisam saber o que estarão pagando e, como é esperado, que eles paguem
esse valor. Se você não tem certeza de quanto cobrar, pergunte para colegas e tome a sua decisão a
partir disso.
Existem basicamente três métodos que podem ser escolhidos:
(1) Cobrar adiantado todas as aulas no início do mês.
(2) Cobrar por aula.
(3) Cobrar no final do mês todas as aulas dadas.
A primeira opção tem a vantagem de garantir o pagamento. Contudo, se o aluno ficar doente
ou viajar, você terá que reembolsá-lo ou deixar essa quantia para o próximo mês.
A segunda opção, cobrar por aula, provavelmente não é uma boa idéia. Você pode ficar com
muitos cheques de valores baixos, o que é inconveniente e será uma constante distração na aula
ressaltar o pagamento, além de poder parecer mercenário.
A terceira opção geralmente funciona bem. O aluno teve as aulas e agora está pagando pelo
serviço. Novamente, é necessário ter alguma flexibilidade. Algumas pessoas recebem o seu salário
nos primeiros dias do mês seguinte. Use o seu senso comum e julgamento.
É absolutamente essencial que você mantenha um registro pessoal de cada aluno. Existem vá-
rias pastas plásticas coloridas disponíveis nas papelarias que podem ajudar a identificar cada aluno.
Nessa pasta você registrará o nome, telefone, dias e horários de aula e o nível do aluno e qualquer
informação adicional, tais como interesses especiais e exigências. É aconselhável que você escreva
o dia e a data de cada aula e o assunto trabalhado. Se você achar que precisa de um plano de aula
mais elaborado, mantenha-o em uma folha separada.
Se um aluno interromper as aulas, guarde o arquivo dele em um lugar seguro. Ele pode retor-
nar posteriormente e você terá um registro preciso dos conteúdos que foram trabalhados.
LECIONANDO EM CASA / NO ESCRITÓRIO OU NO LOCAL

Pode ser que não exista nenhuma regra estabelecida de qual dessas possibilidades é a preferida. É
claro que, se você tiver a sua condução própria, ir de um lugar para outro é sem dúvida mais fácil
do que pegar ônibus ou táxis.
Caso você tenha condições apropriadas para dar aulas em casa ou tenha um escritório, auto-
maticamente terá a vantagem de ter o seu material de aula ou extra à disposição. Quanto mais aces-
sível sua casa/escritório for em relação à cidade onde você mora, mais possibilidades terá de atrair
alunos. Lembre que estacionamento é sempre uma consideração importante.
Muitos alunos simplesmente não têm tempo para se deslocar até sua sala ou, no caso de aulas
em grupo, pode ser impraticável receber mais do que três alunos no mesmo horário, sobretudo por
causa da coordenação do início da aula. Nesse caso, é muito melhor dar aula na casa do aluno, mas
é importante incluir no preço da aula o tempo e o custo do transporte. Ou você pode cobrar um
valor mais alto ou incluir estas despesas como custo extra.
14
LEVELS OF INTER-CULTURAL PRESENCE

In some ways, cultural evidence in teaching material can cause contention and controversy. It can
be argued that habits and customs of one particular native English speaking country namely the
USA or Great Britain, are not relevant to the English language student, the argument being that
the foreign student should not be obliged to learn English through the paradigms and cultural
values of a given society but should be exposed to language acquisition purely through grammar,
syntax and communication skills. On the other hand, cultural inclusion animates the class and
helps alleviate the more monotonous aspects of the learning process. If, instead of a cultural bias, a
more diverse inter-culture can be embraced, so much the better. However, if the English teacher
is himself/herself a native English teacher or the non-native teacher has had strong exposure to a
particular culture, it is evident that this will influence the class. When such knowledge is given
voluntarily, so to speak, it can be of great interest to the student as a means of widening their
knowledge and awareness of that particular country in a conscious manner and such stimulation
naturally assists the language acquisition process.
NEVER PRETEND TO KNOW WHAT YOU DONT

A student suddenly asks you a probing question to which you dont know the answer. Whatever you
do, never bluff your way through. You dont have to be a non-native teacher to be baffled suddenly by
an unexpected aspect of grammar or vocabulary. Language is a vast territory which can often produce
unexpected conundrums or doubts. You are not expected to be a walking dictionary or grammar
reference book. The most important thing to remember is not to be afraid. If something is unclear to
the student and to you too then what do you both need? A solution! If it is vocabulary grab your
dictionary, which should always be at hand, and discover together. If it is a spelling doubt (even if it is
only you who is in doubt), check in front of the student. You are not God. If the case in question is a
grammar structure, dont shy away from the problem. Look at it head on and see if you cant work it
out together with the student. Use your white board. Write up what the student has suggested and
examine it carefully with a clear, open mind and with no trace of guilt or embarrassment. If you are
lucky, you may clear up the anomaly but even if you dont, you will have a much better idea as to
where the doubt lies and you can more easily do the necessary research for the next class.
Psychoanglotherapy
The classroom setup is established. You have created a calm and relaxed atmosphere and one in
which your student feels confident and free to make his or her learning discoveries. Within this
confidence there is also trust. The student learns to trust your judgement and your ability to guide
and instruct. You must take it as a compliment to yourself if, on occasion, your student opens up
to you in a more intimate manner. There are certain similarities between the private teachers
classroom and the psychologists or psychotherapists consulting room. Students often feel securely
isolated from their everyday routine or lifestyle and may feel the desire to talk about some aspect of
their private life. This shouldnt be something to be afraid of. In the same way that you listen to the
student in a learning context, do the same in a humane one. There will be times when you can
be of invaluable service, at no greater cost to you than a sensitive ear and a calm, gentle word. The
degree of intensity of this psychoanglotherapy may vary from something quite mild to something
which may provoke tears, which are not necessarily restricted to the female sex. Whatever the
intensity, follow it through with understanding and sensitivity.
NÍVEIS DE PRESENÇA INTERCULTURAL

De alguma maneira, questões culturais no material de ensino poderão causar discordância e con-
trovérsia. Pode-se argumentar que os hábitos e costumes de um determinado país em que o inglês
seja a língua nativa por exemplo, os Estados Unidos ou a Grã-Bretanha não são relevantes para
o aluno de língua inglesa, que um aluno estrangeiro não deve ser obrigado a aprender inglês através
de paradigmas e valores culturais de uma determinada sociedade, mas deve ser exposto à aquisição
da linguagem puramente através de gramática, sintaxe e habilidades comunicativas. Por outro lado,
a inclusão cultural anima a aula e ajuda a aliviar os aspectos mais monótonos do processo de apren-
dizagem. Em vez de preconceito cultural, uma maior diversidade intercultural poderá ser adotada.
Contudo, se o professor de inglês for um falante nativo ou não-nativo que teve grande expo-
sição a uma cultura em particular, é evidente que isso influenciará a aula. Quando tal conhecimen-
to é dado voluntariamente, ele deve ser de grande interesse para o aluno, como uma maneira de
aumentar o seu conhecimento acerca de um determinado país de modo consciente; tal estímulo
naturalmente ajuda no processo de aquisição da língua.
NUNCA FINJA SABER O QUE NÃO SABE

Um aluno de repente faz uma pergunta para lhe sondar e você não sabe a resposta. Independente do
que faça, nunca invente a resposta. Não são apenas os professores não-nativos que podem ficar con-
fusos com um aspecto inesperado da gramática ou vocabulário. A língua é um território vasto, que
freqüentemente pode produzir enigmas ou dúvidas. Você não precisa ser um dicionário ambulante
ou uma gramática de referência. O fator mais importante a ser lembrado é que não se deve ter medo.
O que você precisa se algo não está claro para o aluno e para você também? Se for vocabulário, pegue
o seu dicionário, que sempre deverá estar à mão, e descubram juntos. Se for uma dúvida de ortografia
(mesmo que só você esteja em dúvida), confira na frente do aluno. Você não é Deus. Se a pergunta
em questão é uma estrutura gramatical, não fuja do problema. Confira imediatamente e veja se não
pode trabalhar isso junto com o aluno. Use o seu quadro branco. Escreva o que os alunos sugeriram e
examine cuidadosamente sem nenhuma demonstração de culpa ou embaraço. Se você tiver sorte,
poderá solucionar a anomalia, mas, mesmo se não puder, terá uma idéia melhor se detectar onde es-
tão as dúvidas e poderá mais facilmente fazer a pesquisa necessária para a próxima aula.
Psicoangloterapia
A organização da sala de aula está estabelecida. Você criou uma atmosfera calma e descontraída
onde os seus alunos se sentem seguros e livres para fazer suas próprias descobertas no processo de
aprendizagem. Dentro dessa segurança há também confiança. O aluno aprende a confiar no seu
julgamento e habilidade para orientar e instruir. Você deve considerar um elogio para você mes-
mo, se em alguma ocasião o seu aluno fala com você de uma maneira mais informal. Existem certas
similaridades entre a sala de aula do professor particular e o consultório de psicólogo ou psicotera-
peuta. Os alunos freqüentemente sentem-se isolados da sua rotina diária ou do seu ritmo de vida e
podem sentir vontade de falar sobre algum aspecto das suas vidas pessoais. Isso não deve ser algo a
ser temido. Da mesma maneira que você ouve o aluno em um contexto de aprendizagem, faça o
mesmo de modo mais humano. Haverá vezes em que você poderá ser muito útil nessas horas,
ouvir e ter boas palavras será a única exigência. O grau de intensidade dessa psicoangloterapia pode
variar de algo ameno até algo que provoque lágrimas, o que não é restrito ao sexo feminino. Inde-
pendentemente da intensidade, siga com compreensão e receptividade. Se o aluno tiver habilidade
16
If your student has sufficient communicative ability in English, try not to let the
conversation drift into Portuguese. However, should the situation indicate this necessary,
let it go. You may also find that you can maintain your contribution in English while the
student is speaking Portuguese. Any such decisions should be taken with careful analysis of
the circumstances.
Conversation class
A student comes to you and says, Im not interested in studying grammar, I dont want to follow
a course book, I just want conversation. In most cases the request is legitimate. The student
may well have a good grounding in English, sufficient for his/her needs and simply wants the
opportunity to keep it fresh and to practise. However, there are some cases where a student may
have had bad teaching experience or even, for some personal motive, believe that he or she has a
far more thorough command of English than is really the case. In this example, your sensitivity
and discretion should allow you to slip in grammar input subtly. You may notice the student
making constant errors. Write them up. Quickly show the correct structure and spontaneously
throw in a few questions to the student, utilising the structure. The student who doesnt want
grammar classes but who is obviously in need of them will be receiving invaluable assistance
inadvertently and in a natural manner.
The conversation class itself needs to be examined carefully. The worst thing you can think
is, Oh good, Its only a conversation class this afternoon, I can relax a bit mistake!
Certainly, the class can and should be stimulating and fun but it requires very specific skills to
be really productive and successful. Firstly, you need to know your student. Its no good preparing
some fascinating material about a recent good film if the student has no interest in movies, or
enthusiastically presenting examples of a recent painting exhibition without knowing if this will
interest the student or not.
In your preliminary interview you will have established certain criteria for your classes
but there is plenty more that you need to discover to really develop a tailor-made conversation
class. In the first two or three classes, find out as much as you can about the students area of
work, their family, their hobbies and interests. You need to remain alert and aware of what
stimulates or interests them. If you are lucky, you may find an interest in common but you
may very well meet a subject which is new to you. The key is to remain 100% engaged with
your students whatever and wherever their interests lie. Its a conversation class! Ask
questions. Encourage the student to talk. You often need to disengage your own interests
and, for an hour or so, immerse yourself totally in the world of your student. This simple act of
generosity will stimulate broadening conversation and encourage the development of a strong
communicative current. Listening and complete openness of mind are essential ingredients.
Conversation is indeed an art.
You do not need to be an expert in every field but you need to learn to be a jack-of-all-trades,
or in other words, know a little about a lot. Once you have established a rapport, your conversation
will flow and develop but be careful to remember that, along with promoting fluency and free
expression, you must be monitoring the students English. In a more formal atmosphere you may
discreetly take notes and then give feedback at the end but if the conversation has become spontaneous
and free, discreet but attentive correction can be inserted immediately without impeding the flow of
conversation.
suficiente para se comunicar em inglês, tente fazer com que a conversa não seja levada para o por-
tuguês. Contudo, se a situação indicar que isso é necessário, permita-a. Você também pode achar
que pode manter a sua contribuição em inglês enquanto o aluno fala em português. Qualquer uma
dessas decisões deve ser tomada mediante análise cuidadosa das circunstâncias.
Aula de conversação
Um aluno procura você e diz: Não tenho interesse em estudar gramática, não quero seguir um li-
vro-texto, só quero aula de conversação. Na maioria das vezes o pedido é aceitável. O aluno pode
ter uma boa base de inglês, suficiente para as suas necessidades e simplesmente querer a oportuni-
dade de manter o conhecimento fresco e praticá-lo. Contudo, existem alguns casos em que o alu-
no pode ter tido uma experiência ruim ou, até mesmo por motivos pessoais, acredita que tem um
domínio de inglês maior do que realmente possui. Nesse caso, sua sensibilidade e julgamento per-
mitirão que você sutilmente entre de mansinho em alguns pontos da gramática. Talvez você
note o aluno cometer erros constantes. Anote-os. Mostre rapidamente a estrutura correta e espon-
taneamente faça algumas perguntas para o aluno utilizar essa estrutura. O aluno que não quer aulas
de gramática, mas que obviamente apresenta necessidade de tê-las, estará recebendo um auxílio de
grande valor, de forma inesperada mas natural.
A aula de conversação deve ser observada cuidadosamente. A pior coisa que você pode pensar
é: Que bom, tenho apenas uma aula de conversação essa tarde, posso relaxar um pouco. Errado!
Certamente, a aula pode e deve ser estimulante e divertida, mas exige habilidades muito espe-
cíficas para se tornar realmente produtiva e bem-sucedida. Primeiramente, você precisa conhecer
o seu aluno. Não é bom preparar um material fascinante sobre um filme recente se o aluno não se
interessa por cinema, ou apresentar com entusiasmo exemplos de uma recente exposição de pintu-
ras sem saber se isso interessará ao aluno ou não.
Na sua entrevista preliminar você terá que estabelecer um certo critério para as suas aulas, mas
há muito o que descobrir para realmente desenvolver uma aula de conversação que aborde todas as
habilidades. Nas primeiras duas ou três aulas, descubra o máximo que puder sobre a área de traba-
lho, família, passatempo e interesses do seu aluno. Você deve ficar alerta e consciente sobre os as-
suntos que lhe interessam e o estimulam. Se você tiver sorte, pode encontrar um interesse em co-
mum, mas pode muito bem encontrar um assunto que é novo para você. O segredo é permanecer
100% engajado com os seus alunos, independente de quais sejam os seus interesses. É uma aula de
conversação! Faça perguntas. Encoraje o aluno a falar. Você freqüentemente precisará se desligar
dos seus próprios interesses, durante uma hora ou mais, e mergulhar fundo no mundo do seu alu-
no. Este simples ato de generosidade irá estimular e ampliar a conversação, favorecendo o desen-
volvimento de um fluxo comunicativo mais forte. Ouvir e completar lacunas de pensamento são
ingredientes fundamentais. A conversação é sem dúvida uma arte.
Você não precisa ser um especialista em cada área, mas precisa aprender a jogar em todas as
posições; em outras palavras, saber um pouco de muitas coisas. Estabelecendo um padrão, a sua
aula de conversação fluirá, mas lembre-se de que, juntamente com o desenvolvimento da fluência
e liberdade de expressão, você deve monitorar o inglês dos alunos. Em um ambiente mais formal
você pode discretamente anotar e então dar um retorno no final da aula. Mas se a conversa se tor-
nou espontânea e livre, a correção ponderada, mas atenta, poderá ser feita sem impedir o fluxo da
conversa.
18
General points to consider

There are plenty of particular qualities well suited to a teacher whether this teacher be responsible
for a class of forty students or just one. However, it is still worth highlighting some of them here
with a view to the one-to-one or small group perspective.
As has been mentioned before, you will design your class according to the students specific
needs. These you will have established in the preliminary interview and your classes will soon take on
their required shape. In a language school setup, you are often tied to a fairly rigorous timetable and
you are obliged to cover specific topics within a time limit and often with regular, obligatory progress
tests. The great advantage with the one-to-one student is that you are not working under the same
restrictions and your freedom to diversify is therefore far greater. If a student is working towards a
particular exam, for example one of the Cambridge exams or the TOEFL, you have a duty to that
student to prepare him or her as thoroughly as possible and your opportunities for diversification will
be limited. However, if a student is interested in your classes as support for another course, for general
conversation or for a specific skill development, you can exercise greater liberty.
While you have your responsibility to a particular student, it is important to remember that
he or she is paying for a private class and therefore the student has a certain right to direct class
topics. You dont want to be dominated by a student but at the same time you must be ready to be
flexible and listen to their suggestions and requests.
Dealing with criticism

If a student offers criticism about your class, dont become immediately defensive, it shows
weakness and insecurity. Listen carefully and calmly and find out why they dont like a particular
aspect of a class. If you listen with an open mind, your knowledge and experience will allow you
to quickly make the right adjustment and, that being achieved, you can only earn respect from the
student.
Any good teacher knows that he/she needs to plan his/her class. However, there are times
when it is perfectly legitimate to either modify that plan halfway or abandon it altogether. The
most highly qualified teacher can also be the most boring. This usually occurs because he/she is
not able to listen to the student or to feel the class. It requires great sensitivity and generosity of
spirit to recognise that something you have planned carefully and are certain will be a great success
simply is not working. There is no necessity to go laboriously to the end. Perhaps the student has
had a hard morning or has personal worries. Perhaps he or she simply isnt interested in the subject
you have selected. No problem! If you are in the middle of some practice exercises abandon
them! If your student is obviously having difficulty and is showing signs of stress or boredom,
interrupt the exercise and switch to something more dynamic. You wont be abandoning the
subject in question forever. You will simply be putting it away to be retrieved later when your
student is more receptive. Being flexible creates fluidity and a change of pace. Inflexibility creates
friction and boredom. With the more experience you have, the easier it will be to automatically
divert to something else. It may be that you enter into a conversation which is of interest to your
student, or you have an article, a poem, a song, a game. There are numerous items which you
should have at your fingertips. This technique can and should be applied to a group class if you feel
that the lesson is lagging. When you have a moment to yourself, take time to analyse the lack of
enthusiasm or sense of boredom you have noticed. It may well be something very personal with
Pontos gerais a serem considerados

Existem muitas qualidades especiais que se encaixam bem em um professor, seja ele responsável
por uma aula de quarenta alunos ou de apenas um. Contudo, vale a pena ressaltar algumas delas
com a perspectiva da aula individual ou de um grupo pequeno.
Como já foi mencionado anteriormente, você preparará a sua aula de acordo com as necessi-
dades específicas dos alunos. Isso você terá estabelecido na entrevista preliminar e as suas aulas logo
tomarão a forma necessária. Na organização de uma escola de idiomas você está sempre atrelado a
um rigoroso horário e é obrigado a cobrir tópicos específicos com limite de tempo e muitas vezes
aplicar testes progressivos obrigatórios e regulares. A grande vantagem da aula individual é que
você não está trabalhando sob algumas restrições e, portanto, a sua liberdade para diversificar au-
menta. Se um aluno estiver trabalhando com o objetivo de fazer um exame de proficiência, por
exemplo, as provas da Universidade de Cambridge ou TOEFL, você tem o compromisso de pre-
parar esse aluno e as oportunidades de diversificação serão limitadas. Entretanto, se o aluno está in-
teressado nas suas aulas como reforço para um outro curso, conversação geral ou para desenvolvi-
mento de alguma habilidade específica, você terá maior liberdade.
Lidando com as críticas

Embora você tenha a responsabilidade da aula particular, é importante lembrar que ela está sendo
paga e que, portanto, o aluno tem um certo direito de direcionar os tópicos da aula. Você não quer
ser dominado pelo aluno, mas ao mesmo tempo você deve estar disposto a ser flexível e ouvir as
sugestões e pedidos dele. Se um aluno criticar a sua aula, não fique logo na defensiva. Isso mostra
fraqueza e insegurança. Ouça com calma e cuidado e descubra por que eles não gostam de um as-
pecto particular da aula. Se você apenas ouvir, seu conhecimento e experiência permitirão que faça
rapidamente os ajustes corretos e, conseguindo isso, ganhará respeito do seu aluno.
Qualquer bom professor sabe que precisa preparar as suas aulas. Contudo, algumas vezes é
preciso modificar parte desse plano ou abandoná-lo. O professor mais qualificado pode ser tam-
bém o mais monótono. Isso normalmente ocorre porque não é capaz de ouvir o aluno ou sentir
a turma. Isso exige sensibilidade e generosidade de espírito para reconhecer que algo que você pla-
nejou com cuidado e estava certo de que seria um grande sucesso simplesmente não está funcio-
nando. Não há necessidade de continuar com esse trabalho até o final. Talvez o aluno tenha tido
uma manhã difícil ou aborrecimentos pessoais. Talvez simplesmente não esteja interessado no as-
sunto que você escolheu. Não tem problema! Se você estiver no meio de um exercício, abando-
ne-o. Se o aluno apresentar dificuldades e demonstrar sinais de estresse e aborrecimento, interrom-
pa o exercício e troque para algo mais dinâmico. Você não estará abandonando a matéria em ques-
tão para sempre. Está simplesmente deixando-a de lado para ser recordada posteriormente, quando
o seu aluno estiver mais receptivo. Ser mais flexível gera fluidez e uma mudança no ritmo. A infle-
xibilidade gera atrito e aborrecimento. Quanto mais experiência você tiver, mais fácil será desviar
automaticamente para outro assunto. Talvez você inicie um assunto que seja interessante para o
seu aluno, ou tenha um artigo, um poema, uma música, um jogo. Existem inúmeros truques que
você deve ter à mão. Essa técnica pode e deve ser aplicada também para uma aula em grupo se você
sentir que a lição está se arrastando. Quando você estiver sozinho, reserve tempo para analisar a fal-
ta de entusiasmo ou algum tipo de aborrecimento que notou. A causa pode estar ligada a algum as-
sunto pessoal do aluno, mas pode também estar na maneira como você abordou o assunto. Talvez
20
the student but it could be the way you have approached the subject. Perhaps you have been too
didactic or too busy showing how well you know the subject and forgetting that it might be the
first time the student has been exposed to it. Perhaps you took too long giving explanations and
didnt allow the student to make any little discoveries for him/herself. Whatever the cause, stay
open-minded and remember that your main desire should be to simply teach as well as you are
able to.
It is useful to remember that when a student or students are exposed to you and vice versa,
there is a great current of learning and interchange in progress. It can be a truly marvellous and
creative experience. Get to know your students. The more you know them, the more sensitive
you can be to their needs and interests and the more productive, relevant and stimulating will be
your classes. The more a student can open up to you and relax, the greater his or her chances are of
learning and absorbing new information and of achieving his or her goals.
You dont have to be a clown or an entertainer, but never forget: learning a language should be
fun. Learn with the student and together you will create an atmosphere of security, free expression
and creativity. In this way your lessons will be a pleasure to both teacher and student and the language
acquisition process will be a journey of mutual discovery with all kinds of hidden surprises.
você tenha sido muito didático ou diligente mostrando o quanto domina o assunto, esquecendo
que poderia ser a primeira vez que o aluno estava sendo exposto a ele. Talvez você tenha levado
muito tempo explicando, e não permitiu que o aluno fizesse pequenas descobertas sozinho. Seja
qual for o caso, esteja aberto a colocações e lembre que o seu principal desejo deveria ser simples-
mente o de ensinar da melhor maneira possível.
É importante lembrar que, quando alunos estão expostos a você e vice-versa, há um grande
fluxo de aprendizagem e troca em processo. Pode ser uma verdadeira maravilha, uma experiência
criativa. Conheça os seus alunos. Quanto mais você os conhecer, mais sensível você pode ser às ne-
cessidades e aos interesses deles e mais produtivas, relevantes e estimulantes serão as suas aulas. Qu-
anto mais um aluno se abrir para você e relaxar, maiores serão as chances de ele aprender e absorver
novas informações e atingir as suas metas.
Você não precisa ser um palhaço ou um animador para mantê-lo atento, mas nunca se esque-
ça que aprender uma língua deve ser divertido. Aprender com o aluno cria um ambiente de segu-
rança, livre expressão e criatividade. Dessa maneira, suas aulas serão prazerosas para o professor e
para o aluno e o processo de aquisição da linguagem será uma jornada de descobertas mútuas com
todos os tipos de surpresas.
Determining
learning styles (AmE)
We often dont get as much out of studying as we should. And this goes for our work tasks as well.
Why do you think that happens? We often dont know anything about our studying/working
styles. Determining our style helps us to improve our skills and makes things much easier for
ourselves. The following survey was developed to help you assess your general approach to
learning and working.
Of course it doesnt give you a precise attitude for every situation, but it does give you a clear
indication of general style preferences.
Apply this survey to your students too, so that both you and they can get the best out of the
activities that you propose and develop together.
Put an x next to the sentences which are true for you.
Learning styles
TACTILE/KINESTHETIC/HANDS-ON LEARNING STYLE
1. I like to discover how things work by taking them apart and then putting them back together.
2. I rarely get lost.
3. I usually stand while working or studying, instead of sitting.
4. I enjoy collecting different things.
5. I am sometimes referred to as a very active person.
6. I learn and work better using movement.
7. I have the habit of eating during classes or work.
8. I like to touch and hold things.
9. I enjoy listening to music while I work or study.
10. I rather do things instead of reading about how to do them or watching a demonstration
11. I enjoy practicing sports very much.
12. I move around pretty often. Its difficult for me to sit still.
13. I use body language (especially my hands) when I talk.
14. I enjoy physical contact with my friends (patting the back, hugging, kissing on the cheek).
15. I am very creative with my hands and I enjoy making things.
Determinação de
estilos de aprendizagem
(Inglês Americano)
É comum não conseguirmos resultados tão bons quanto deveríamos no estudo. O mesmo vale
para nossas tarefas de trabalho. Por que você acha que isso acontece? Com freqüência desconhece-
mos nosso estilo de estudar/trabalhar. Descobrir nosso estilo ajuda a incrementar nossas habilidades
e tornam as coisas muito mais fáceis. O questionário abaixo foi desenvolvido para auxiliá-lo a ava-
liar sua postura em relação ao aprendizado e ao trabalho.
É claro que o teste não nos oferece uma atitude exata para cada situação, mas certamente nos
apresenta uma indicação clara de nossas preferências de estilo geral.
Aplique essa pesquisa aos seus alunos. Dessa forma, tanto você quanto eles poderão tirar
maior proveito das atividades que propõem e desenvolvem juntos.
Estilos de Aprendizagem
ESTILO DE APRENDIZAGEM TÁTIL / CINESTÉSICO / MÃOS À OBRA
1. Gosto de descobrir como as coisas funcionam desmontando-as e depois montando-as de novo.
2. Raramente me perco.
3. Geralmente fico de pé enquanto trabalho ou estudo, ao invés de ficar sentado(a).
4. Gosto de colecionar coisas diferentes.
5. As pessoas às vezes se referem a mim como uma pessoa muito ativa.
6. Aprendo e trabalho melhor usando movimento.
7. Tenho o hábito de comer durante as aulas ou o trabalho.
8. Gosto de tocar e segurar coisas.
9. Gosto de ouvir música enquanto trabalho ou estudo.
10. Prefiro fazer as coisas em vez de ler como fazê-las ou assistir a uma demonstração.
11. Gosto muito de praticar esportes.
12. Caminho de um lado para o outro com muita freqüência. Para mim, é difícil permanecer senta-
do(a).
13. Utilizo linguagem corporal (especialmente minhas mãos) quando falo.
14. Aprecio contato físico com meus(minhas) amigos(as) (dar tapinhas nas costas, abraçar, beijar na
bochecha).
15. Sou muito criativo(a) com minhas mãos e gosto de fazer coisas (dobraduras, esculturas, etc.)
com elas.
24
VISUAL LEARNING STYLE

1. When watching TV or listening to the radio, I turn up the volume really loud.
2. When I need to remember something, I try to picture it in my head.
3. I always take notes of things I must remember so I can review them later.
4. It is very hard for me to memorize the lyrics to songs.
5. I need a map rather than spoken directions when going somewhere.
6. I spell very well.
7. I dont usually get verbal instructions right away, I need them to be repeated.
8. I find it much easier to follow written instructions instead of oral ones.
9. I am very good at painting, sculpture, drawing, etc.
10. When someone is speaking to me, I observe his/her body language.
11. Whenever I need to remember something, I usually write it down or draw a picture of it.
12. I am very good at making graphs, maps, charts, etc.
13. I am very skillful at solving jigsaw puzzles.
14. I retain and understand better visual information (white boards, chalk boards, flipcharts, etc.)
15. I am able to deal with maps very well.
AUDITORY LEARNING STYLE

1. I prefer listening to the radio instead of reading the newspaper.
2. I frequently talk to myself.
3. I use my finger to point out what Im reading.
4. I dont enjoy reading from a computer screen.
5. I prefer listening to information rather than reading about it.
6. I have a very hard time interpreting graphs, maps, diagrams, etc.
7. I use jingles when I need to learn things.
8. I enjoy telling jokes and stories.
9. I have a very good time talking to other people.
10. When I need to understand something, I tend to read it aloud.
11. I prefer listening to music than looking at art forms.
12. Its easier for me to follow directions given orally than written ones.
13. My notes and notebooks are quite messy.
14. I have the habit of humming, whistling and singing to myself.
15. Whenever I hear two similar sounds, I can tell if they are the same or not.
Scoring:
Add the number of items you marked from Tactile/kinesthetic/hands on: __________________
Add the number of items you marked from: Visual ____________________________________
Add the number of items you marked from: Auditory _________________________________
Please circle the style in which you have the highest score. If two styles have the same score, you
should develop skills in both styles.
Determinação de estilos de aprendizagem (Inglês Americano) 25
ESTILO DE APRENDIZAGEM VISUAL

1. Quando assisto TV ou ouço rádio, deixo o volume bem alto.
2. Quando preciso me lembrar de alguma coisa, tento fazer uma imagem mental dela.
3. Sempre tomo nota de coisas que preciso lembrar para poder revisá-las mais tarde.
4. Tenho dificuldades para memorizar letras de músicas.
5. Preciso de um mapa para ir a algum lugar, e não que alguém simplesmente me diga como ir.
6. Sou muito bom em ortografia.
7. Em geral não compreendo instruções orais imediatamente: preciso que elas sejam repetidas.
8. Acho muito mais fácil seguir instruções escritas do que orais.
9. Sou muito bom em pintura, escultura, desenho, etc.
10. Quando alguém está falando comigo, observo a sua linguagem corporal.
11. Sempre que preciso lembrar de alguma coisa, escrevo ou faço um desenho dela.
12. Sou muito bom em fazer gráficos, mapas, tabelas, etc.
13. Tenho grande habilidade para resolver quebra-cabeças.
14. Retenho e compreendo melhor informações visuais (quadros brancos, quadros-negros, flip-
charts, etc.).
15. Tenho facilidade para lidar com mapas.
ESTILO DE APRENDIZAGEM AUDITIVO

1. Prefiro ouvir rádio a ler jornais.
2. Falo sozinho(a) com freqüência.
3. Uso o dedo para apontar o que estou lendo.
4. Não gosto de ler textos em tela de computador.
5. Prefiro ouvir informações a ler sobre elas.
6. Tenho dificuldades para interpretar gráficos, mapas, diagramas, etc.
7. Utilizo pequenas canções quando preciso aprender algo.
8. Gosto de contar piadas e histórias.
9. Tenho muito prazer em conversar com outras pessoas.
10. Quando preciso entender alguma coisa, tenho tendência a lê-la em voz alta.
11. Prefiro ouvir música apreciar outras formas de arte.
12. Para mim, é mais fácil seguir instruções orais do que escritas.
13. Minhas anotações e cadernos são muito bagunçados.
14. Tenho o hábito de assobiar e cantarolar sozinho(a).
15. Sempre que ouço dois sons semelhantes, posso dizer se são iguais ou não.
Escores:
Adicione o número de itens que você marcou na parte tátil/cinestésico/mão na massa:
Adicione o número de itens que você marcou na parte visual
Adicione o número de itens que você marcou na parte auditiva
Circule o estilo em que obteve o maior escore. Se dois estilos tiverem o mesmo escore, você deve
desenvolver habilidades em ambos.
26
UNDERSTANDING YOUR LEARNING STYLE AND MAKING IT WORK FOR YOU

If you are a tactile/kinesthetic/hands on person, here are some tips on how to develop
and use your skill:
Move around whenever you need to learn something new; read while on an exercise bike, sit
in different parts of the office or house
If possible, take frequent breaks
Stand and move around while reading or studying
Use the computer as much as possible
Build things to help you remember certain concepts
Conduct experiments whenever possible
If you are a visual person, here are some tips on how to develop and use your skill:
Try to work with illustrated material, whenever possible
Take notes during classes and at work
Study or work in a quiet place, away from disturbances
Whenever possible, use visual material such as pictures, graphs, maps, etc.
Use colored pens to highlight what is important while you read
When you attend a class or a lecture, for example, try to sit where you can see the person who is
talking so that you can see their body language
When you consider it to be appropriate, use the computer, videos, transcripts, etc.
If you are an auditory person, here are some tips on how to develop and use your skill:
Discuss your ideas out loud
Participate in discussions, debates, lectures
Record instead of taking down notes
Read out loud
Listen to the news, rather than read it
Listen to videos, tapes, etc. as much as possible.
While traveling in your car, listen to CDs or cassettes
Determinação de estilos de aprendizagem (Inglês Americano) 27
ENTENDENDO SEU ESTILO DE APRENDIZAGEM E FAZENDO-O TRABALHAR A SEU FAVOR

Se você é uma pessoa com estilo de aprendizagem tátil/cinestésico/mão-na-massa, eis aqui al-
gumas dicas para desenvolver e utilizar suas habilidades:
Caminhe pela sala sempre que precisar aprender algo novo; leia enquanto anda em uma bicicle-
ta ergométrica, sente-se em diferentes partes do escritório ou da casa.
Se possível, faça intervalos freqüentes.
Levante-se e caminhe enquanto lê ou estuda.
Use o computador o máximo que puder.
Construa métodos para ajudá-lo a memorizar certos conceitos.
Realize experiências sempre que possível.
Se você é uma pessoa com estilo de aprendizagem visual, eis aqui algumas dicas para desenvolver e
utilizar suas habilidades:
Procure trabalhar com material ilustrado, sempre que possível.
Faça anotações durante as aulas e no trabalho.
Estude ou trabalhe em um local silencioso, longe de perturbações.
Sempre que possível, utilize material visual como figuras, gráficos, mapas, etc.
Utilize canetas coloridas para destacar as partes importantes enquanto lê.
Ao assistir a uma aula ou palestra, por exemplo, procure sentar em um local de onde possa ver a
pessoa que está falando, de forma a poder observar a sua linguagem corporal.
Quando considerar apropriado, use o computador, vídeos, transcrições, etc.
Se você é uma pessoa com estilo de aprendizagem auditivo, eis aqui algumas dicas para desenvolver
e utilizar sua habilidade:
Discuta suas idéias em voz alta.
Participe de discussões, debates, palestras.
Prefira gravar as aulas, palestras etc., em vez de fazer anotações.
Leia em voz alta.
Ouça as notícias em vez de lê-las.
Ouça vídeos, fitas etc. o máximo possível.
Enquanto estiver dirigindo, ouça CDs e fitas-cassete.
Roteiros
de aulas
Ao preparar uma aula é preciso ter em mente alguns detalhes, que nos ajudam a tornar a lição orga-
nizada e coerente. Um dos principais passos relacionados à preparação de aula é a organização, i.e.,
como abordamos e desenvolvemos o assunto ou conteúdo do dia.
Primeiro passo: despertar o interesse do aluno no assunto que desejamos abordar.
Como? Há várias maneiras de se fazer isto. Podemos usar uma técnica maravilhosa que se
chama brainstorming. Se fossemos traduzir literalmente esta palavra, teríamos uma explosão cere-
bral. Brainstorming consiste em dar ao seu aluno uma palavra, uma frase, um desenho ou até uma
situação e pedir a ele que diga ou escreva tudo que lhe vem à mente, rapidamente, sem muita análi-
se daquilo que está sendo dito ou escrito. Outra forma de se iniciar uma aula é através de perguntas
gerais relacionadas ao assunto. Você pode ainda pedir relatos curtos relacionados ao tema escolhido
ou, se tiver mais tempo, pode trabalhar com colagens de revistas e jornais em inglês.
Warm-up / Pre-reading / Pre-listening / Pre-writing

Exemplo de como fazer um aquecimento antes de trabalhar com um texto que lida com o jar-
dim-de-infância (fonte: JACKSON, Shirley. Charles in American short stories, ROAD TO
READING. Compiled by Anna Maria Malkoç. English Teaching division, Educational and Cul-
tural Affairs, United States Information Agency Washington D.C.)
PRE-READING
1. What is a kindergarten? What is done in a kindergarten? Did you go to one?
2. Do you think that 5 is a good age to begin school or do you think its too early? Why, why
not?
3. Do you remember your first time at school? How was it? Did you like it or did you cry very
much and did not want to stay?
4. Would you like to be a kindergarten teacher? Do you think its easy or not? What characteristics
must a kindergarten teacher have?
A seguir, apresentamos mais uma forma de iniciar uma lição onde será lido um texto tratando
da rotina do trabalho e da importância de um equilíbrio entre a vida pessoal e a vida profissional.
(Este tema é tão vasto que você mesmo poderá encontrar textos correlatos.)
Roteiros de aulas 29
How many hours do you work per day?

Do you think you have a balance between your professional life and your personal life?
What would your ideal schedule be like?
Preparando o aluno para trabalhar com palavras que ele ainda não conhece e que supostamente
aparecem no texto a ser trabalhado:
1. When you are admitted in a new job you are
a. fired b. hired c. promoted
2. If you are dismissed from your job you are
a. promote b. fired c. hired
3. If you decide to leave your job you
a. resign b. dismiss c. admit
Como aquecer os alunos para o trabalho com uma música. Considere a música Put your lights
on, by Carlos Santana & Everlast., no trecho
... a monster under my bed...children, leave your lights on...
Uma maneira de iniciar o trabalho é formular aos alunos as seguintes perguntas:
1. Were you afraid of many things when you were a child?
2. Were you afraid of the dark?
3. Did you sleep with the lights on?
Lembre-se, você terá muito mais sucesso com a lição se você discutir o tema antes de iniciá-la. Para
isso é importante preparar a aula antes.
Você também pode iniciar uma aula com uma música mostrando ao aluno ilustrações relacio-
nadas com o tema da mesma. Você pode trazer recortes de revistas ou jornais (é sempre bom man-
ter uma pasta com diferentes tipos de desenhos). Peça aos alunos para falarem sobre esses desenhos
(brainstorming).
A música Wish List do Pearl Jam tem um conteúdo bastante rico.

I wish I was a neutron bomb, for once I could go off.
I wish I was a sacrifice, but somehow still lived on.
I wish I was a sentimental ornament you hung on
The Christmas tree. I wish I was the star that went on top.
I wish I was the evidence, I wish I was the grounds.
For 50 million hands upraised and open toward the sky.
I wish I was a sailor with someone who waited for me.
I wish I was as fortunate, as fortunate as me.
I wish I was a messenger and all the news was good.
I wish I was the full moon shining off a Camaros hood.
I wish I was an alien at home behind the sun.
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I wish I was the souvenir you kept your house key on.
I wish I was the pedal brake that you depended on.
I wish I was the verb to trust and never let you down.
I wish I was a radio song, the one that you turned up....
I wish, I wish, I wish, I wish...I guess it never stops.
Você pode escrever algumas das palavras no quadro ou até em um pedaço de papel e pedir aos
alunos que digam o que são, por exemplo alien, souvenir, full moon, a sacrifice, a messenger.
Pergunte, então, aos alunos o que essas palavras têm em comum, fazendo com que eles tentem co-
nectá-las. É muito provável que os alunos produzam histórias bem engraçadas. Let them have fun!
Reading/Listening/Writing
Agora que os alunos estão no clima desejado, você pode ir para o passo seguinte, a lição propria-
mente dita. Veja o exemplo de uma lição que trata de importantes centros financeiros (fonte:
ROTH, Milton. New Interchange. English for international communication. Business companion. Famous
business centers, p. 22, Cambridge University Press).
Nosso objetivo aqui é a leitura do texto e, posteriormente, a verificação da compreensão do
mesmo. Seguem alguns exemplos de perguntas que podem ser feitas. Lembre-se, dependendo de
quem é nosso aluno, e de qual é nosso objetivo, as perguntas podem ser feitas em português.
1. O principal assunto do texto é:
a) Os principais pontos turísticos de São Paulo e New York.
b) Os centros financeiros de duas grandes cidades.
c) A história do crescimento dos centros financeiros de duas grandes cidades.
d) A origem de grandes centros financeiros nas metrópoles.
2. De acordo com o texto,
a) A Avenida Paulista representava, desde a época colonial, um centro de negócios onde os
principais comerciantes construíam casas luxuosas devido à sua boa localização.
b) Wall Street era originalmente governada por holandeses, britânicos e norte-americanos,
constituindo distritos independentes, separados por muros.
c) A Bolsa de Valores de Nova York contribui para transformar a região em um importante
centro de negócios.
3. Assinale a alternativa incorreta com relação ao texto:
a) A Avenida Paulista é hoje, além do centro financeiro mais importante da América Latina,
um famoso ponto turístico de São Paulo.
b) É permitida a livre entrada de turistas no Federal Reserve Bank (Fed).
c) A Avenida Paulista foi se tornando gradualmente um importante centro financeiro a partir
da década de 1950.
4. A palavra its na linha ____ refere-se a:
a) people
b) city of São Paulo
c) size
d) business centers
Roteiros de aulas 31
Mais sobre músicas: Você pode retirar palavras importantes e colocar uma lacuna em seus lu-
gares. Enquanto os alunos ouvem a música, eles devem preencher estas lacunas. Esta será uma prá-
tica da habilidade auditiva e também de vocabulário.
Você também pode recortar a letra da música em tiras. Enquanto os alunos ouvem a canção,
eles devem colocar as tiras em ordem. Você pode ainda retirar algumas palavras e informar seus
opostos - coloque a dica entre parênteses ( ):
... so I must be ____ (opposite of good)
Neste caso, peça para os alunos preencherem as lacunas antes de ouvirem a música. Você tam-
bém poderá remover algumas palavras e informar ao aluno a estrutura gramatical destas palavras:
there ____ people standing all around (past of be / plural).
Também podemos preparar algumas perguntas sobre o conteúdo semântico da música e, ain-
da, podemos preparar a letra da canção com alguns erros propositais e pedir ao aluno que ouça a
música e detecte esses erros.
Como podemos trabalhar com um trecho de um vídeo? Você pode fazer perguntas no estilo
do que foi indicado acima, pode congelar a imagem em momentos importantes que tenham rela-
ção com o tema central a ser trabalhado, pode retirar o som e pedir que os alunos imaginem o que
está sendo dito e então comparar o que eles imaginam com o áudio do vídeo.
Post reading/Post listening/Post writing

Esta é a parte mais importante, pois envolve o resumo de tudo que foi visto. Novamente, temos
várias maneiras de fazer isto.
Podemos selecionar uma frase representativa, e pedir ao aluno que fale sobre ela. Assim, ele
irá resumir tudo aquilo que foi visto até aqui.
Podemos criar um caça-palavras com conteúdo extraído do texto, canção, etc. (Monte ca-
ça-palavras e exercícios no site www.puzzlemaker.com)
Dessa forma, estaremos fortalecendo o conhecimento do vocabulário visto durante a aula.
Se você tiver mais do que um aluno, poderá criar um debate; determine dois tópicos opostos,
relacionados ao tema trabalhado, e peça que cada aluno fale sobre um deles.
Finalmente, você pode pedir ao aluno que escreva sobre um tema relacionado ao texto.
Assim, estaremos verificando a habilidade do aluno em escrever em inglês.
Definitivamente, há várias maneiras de organizar uma aula. Não tenha medo de experimen-
tar! Tente coisas novas! Crie! Mas lembre-se: a preparação da aula é vital para que tudo corra bem.
Quando já temos mais experiência dentro da sala de aula, este tempo de preparação cai drastica-
mente; porém, quando estamos iniciando, é essencial ter muita atenção a cada passo.
Verifique se está tudo organizado, se você tem o número de cópias necessárias, se você sepa-
rou todo o material que pretende usar (dicionários, ilustrações, etc.)
Ensinar inglês, como qualquer outro assunto, pode ser muito gratificante. Permita que sua
imaginação voe, mas não esqueça: lecionar é como ir ao dentista. Não basta ir ao consultório e, em
casa, não escovar os dentes nem passar fio dental. O dentista faz a sua parte, e o paciente faz a sua.
Nós, professores, somos como os dentistas: precisamos preparar aulas interessantes e com conteúdo
relevante para nosso aluno. Nosso aluno, por sua vez, é o paciente. Ele deverá rever o conteúdo da
aula em casa, fazer os exercícios, manter seu caderno de palavras/fichas atualizadas, etc.
Fazendo o
aluno falar
Muitas das atividades propostas aqui são adaptações de outras com as quais entramos em contato
durante anos de trabalho nesta área, seja através da consulta a livros, seja através de treinamentos, si-
tes da Internet, sugestões de colegas, de alunos e outras fontes que nos deram inspiração para reali-
zarmos nosso trabalho. Sinta-se livre para fazer suas próprias adaptações.
Se seus alunos não puderem fazer frases inteiras em inglês, motive-os a usar o vocabulário que
puderem. Lembre-se: é melhor falar do que não fazê-lo. Algum tipo de comunicação é sempre me-
lhor do que nenhum, e a coragem de expor-se é exercitada em situações como as abaixo propostas.
I. Conversation topics
Describe an ideal weekend.
What season do you prefer? Why?
Talk about a perfect evening at home.
Talk about a perfect evening away from home.
What is something you would like to change in yourself and why?
What are your plans for after our class?
Talk about a job you would like to have and support your choice.
Describe one of your favorite films.
What is something you dont know and would like to learn?
Where would you like to live if you didnt live where you do?
Whats your favourite food?
Whats your least favourite food?
Do you watch a lot of TV? What kind of programs do you watch?
If you could meet a famous person, who would it be and why.
When youre very tired, what activities make you relax?
What is something you dont do very much but would like to do more?
Why do people visit museums? Do you like to visit museums?
Do you prefer to live in a small town or in a big city? Why?
What are the advantages and disadvantages of living in an apartment and living in a house?
What qualities should a boss have?
Fazendo o aluno falar 33
II. The squares

Esta é uma boa atividade para criar condições para conversação e praticar vocabulário relacionado
às profissões. Corte as células (squares) da tabela. Distribua as células Both, Male e Female hori-
zontalmente. Peça ao(s) aluno(s) que classifique(m) as profissões nas três colunas e explique(m) por
que o fizeram. Isto é apenas um starter. Sinta-se à vontade para criar outras tabelas envolvendo
qualquer tipo de tema (preferencialmente) controverso.
BOTH MALE FEMALE
Salesperson Professional athlete Judge

Journalist Professor Teacher
Musician Receptionist Flight attendant
Secretary Telephone operator Elementary school teacher
Nurse Dancer Surgeon
Religious leader Carpenter Bus driver
Security guard Taxi driver Airplane pilot
Soldier Police officer Fire fighter
III. The presents

Dê ao seu aluno um desses presentes e peça a ele que lhe diga o que vai fazer. É proibido recusar!
57 pink A broken wrist 386 egg 39 mice A picture of

scarves watch cases a dolphin
A purple 11 deaf A three week A broken pair
8 eggs silk tie turtles vacation on a of sunglasses
desert island
A 17 year old 37 free cooking A picture of A Minnie A five-kilo
poodle classes a worm hat container full
of snow
75 bowling A pair of blue and One green 125 transparent Several pieces of
balls red silk pants high-heeled sandal plastic folders cut up rugs
IV. Brainstorming the clouds

Quando ainda não se conhece muito bem o(s) aluno(s), uma atividade que tem resultado bastante
satisfatório é o brainstorming, em que o professor fornece algumas palavras e o aluno deve buscar
idéias correlatas aos temas sugeridos. Aqui se tem a oportunidade de medir o quanto o nosso aluno
sabe sobre os mais diversos temas selecionados pelo professor. Na primeira fileira horizontal de
nuvens, coloque as palavras que você gostaria de explorar. Peça para o aluno olhar para a primei-
ra nuvem e escrever aquilo que lhe vem à mente na nuvem que se encontra abaixo desta primeira
nuvem. Agora, com base nesta palavra que o aluno escreveu, ele deverá pensar em uma palavra que
lhe vem à mente e escrever na nuvem que se encontra imediatamente abaixo. Quando o aluno ter-
minar a primeira fila vertical, ele deve recomeçar na primeira nuvem da segunda coluna.
34
Reminds me of... Reminds me of... Reminds me of... Reminds me of...
V. Talking about the past My trip to...

Uma viagem de seu aluno pode ser uma ótima oportunidade para conversar sobre ações no passa-
do. Aqui está um roteiro para que o seu aluno possa relatar como foi esta viagem.
My Trip
City visited.
Reason of the trip:
My first impression of the city:
Where I stayed accommodation.
Was communication a problem? Why?
If you went on a business trip, describe the meetings.
If your trip was for tourism, describe the best part and the places you visited.
What was a negative aspect of the trip?
Say something curious about your trip.
Describe an incident that happened during the trip.
Describe some cultural differences you observed.
VI. Pictures 1
Esta atividade, além de permitir a prática do vocabulário, é muito divertida. Recorte as fichinhas e
coloque-as em cima da mesa, viradas para baixo. Um objetivo para o uso deste material é a prática
do passado. Proceda assim: você pega a ficha de cima e fala uma frase no passado usando o desenho
da ficha. Agora o seu aluno deverá pegar a próxima ficha e relacionar esta ficha à primeira, sempre
no passado. Por exemplo, yesterday the sun was very beautiful (primeira ficha, com desenho
do sol) so we decided to have some ice cream in the park (segunda ficha, com desenho de
um parque), e assim por diante, até que as fichas acabem. Você provavelmente terá uma história
muito engraçada no final!
Outra alternativa é colocar as fichas viradas para baixo, você pega a primeira ficha e a descre-
ve, sem que os outros vejam, e sem dizer exatamente o que está nela representado. O aluno faz o
mesmo. Lembre, estas são sugestões de atividades, sinta-se livre para criar mais!
36
VII. Complete the sentences

O aluno poderá primeiramente completar as frases por escrito e depois apresentar o que escreveu
ou você poderá pedir que complete as frases sem escrever, apenas usando seu início como inspira-
ção e conteúdo para iniciar diálogos/apresentações.
I am
I would like to be
Im a person who
I like people who
My favourite pastime is
When Im very happy I usually
When Im very sad I usually

A great place Ive been to is
I like people who
One thing I do well is
One person I really admire is
The best period of my past was
One of my strongest points is
One of my weakest points is
On weekends I usually
Someday Ill buy
I hate to
I love to
VIII. How often...?

Para praticar advérbios de freqüência.
How often do you...
... speak English? ... eat in a restaurant? ... use a computer?

... read gossip magazines? ... listen to songs in English? ... take a shower?
... cook? ... travel to a different city? ... have your hair cut?
... wake up very late? ... read a newspaper? ... play cards?
... ride a bicycle? ... eat Japanese food? ... eat Chinese food?
... watch English-language movies? ... work out? ...watch TV?
... travel to the beach? ... listen to the radio? ... go fishing?
IX. Pictures 2
A atividade a seguir pode servir tanto para conversation como writing. Selecione um dos dese-
nhos e mostre-o ao seu aluno. Leia com ele as palavras relacionadas ao desenho e, se for o caso,
acrescente mais algumas, pedindo que ele fale o que lhe ocorrer. Use para isso a técnica de brains-
torming partindo do desenho.
Peça ao aluno que fale sobre o desenho. Peça que crie uma história, usando as palavras rela-
cionadas ao desenho escolhido. Se você quiser, após a discussão poderá pedir ao aluno que escreva
um pouco sobre o que o desenho evoca. Esta segunda parte da atividade serve para que o aluno
possa fixar as palavras. Lembre-se: esses desenhos são sugestões. Você poderá recortar material de
revistas e fazer o mesmo. Só não esqueça de verificar todo o vocabulário antes!
38
Starters: fight, dating, sad, break up, ...
Starters: tooth/teeth, nervous, afraid, pain, panic...

Starters: success, effort, challenge...
Starters: computer, phone, hectic, busy...

40
Starters: maid, gossip, women...
Starters: bully, tease, fight, pick on...

Starters: snobbish, stuck up, conceited, jealous, envy...
Starters: afraid, height, phobia...

42
Starters: boring, monotonous, sleepy...
Starters: business meeting, boring, speech, lecture...

Starters: cold, flu, ill, sick, disease, feeling miserable...
Starters: yoga, meditation, concentration...

44
Starters: robbery, crime, violence...
Starters: recipe book, cook, ingredients...

Starters: artist, inspiration, canvas...
Starters: computer game, lonely, genius...

46
Starters: UFO, aliens, invasion...
Starters: symbol, ideogram, oriental...

Starters: doll, cry, destroy, brat...
Starters: soccer match, support, supporter, suffler...

Erros comuns
de alunos
brasileiros
Explicações e exercícios com respostas

Abaixo, na forma de exercícios para fixação, há uma série de imprecisões tipicamente cometidas por alunos
brasileiros de inglês. As respostas dos exercícios estão no final do capítulo.
A. Erros de estrutura da frase

A1. OMISSÃO DE SUJEITO OU OBJETO
Se seu aluno disse...

This shirt is new. Is expensive./ My boyfriend loves rocknroll. I hate./ Rained a lot during the wedding.
Explique para ele que...
Em inglês nunca construímos frases sem sujeito, a menos que seja uma frase no imperativo. Tampouco
deixamos as frases sem objeto (a não ser, é claro, no caso de verbos intransitivos como sleep). Explique
que frases onde o sujeito e/ou o objeto são inexistentes ou estão ocultos são comuns no português (Cho-
veu, Vendem-se móveis, É possível, Odeio, etc.), mas que em inglês ambos devem estar explícitos. Nas fra-
ses em que não podemos precisar o sujeito/objeto ou não queremos repeti-lo, usamos o pronome it
(Choveu = It rained / Odeio = I hate it).
A1. As frases abaixo estão embaralhadas. Coloque-as na ordem correta,

incluindo o pronome it onde for necessário:
1. I/do/./to/love
2. take/long/how/?/does
3. me/./leave/to
4. hard/goodbye/./say/to/is
5. raining/now/is/./right
6. good/bad/or/is/?
7. good/./yet/is/getting/is/,/better/but/not
Erros comuns de alunos brasileiros 49
A2. USO DE TO BE COMO AUXILIAR PARA FAZER PERGUNTAS E NEGAR NO PRESENTE

She isnt enjoy playing volleyball./ My sons arent live with me./ Are you have many CDs?/ Is he
live nearby?
Em inglês, com exceção do verbo to be, todos os verbos necessitam de um verbo auxiliar para formar
perguntas ou negações. Explique que o auxiliar para perguntas e negações no presente é o verbo to do,
que no passado é did. Mostre que, ao fazer uma construção como a da frase ao lado (Is he live nearby),
está na verdade se dizendo Está/É ele mora perto? Ensine o uso correto de do(not), does(not) e did(not)
como auxiliares. Mas é importante deixar claro que essa regra não se aplica ao verbo to be, que é capaz
de formar perguntas e negações sem o auxílio de outros verbos. Essa característica confere a esse verbo
um destaque dentro da língua inglesa que o seu correspondente no português (ser/estar) não possui.
Mostre exemplos do uso do verbo to be, comparando-o aos outros verbos e ensinando todas as suas
formas no presente, passado e particípio.
A2. Construa perguntas e negações a partir das seguintes frases:

1. He works every day from 9 AM to 5 PM.
2. Carlos likes to eat raw meat.
3. André plays cards just for fun.
4. We live in a small apartment near the City Hall.
5. Susan thinks everybody hates her.
6. You know what I mean.
7. The train arrives every day at 7 oclock.
8. My husband knows everything about me.
A3. OMISSÃO DE AUXILIARES EM NEGAÇÕES E PERGUNTAS

I not have a computer./ You and she study at the same school?/ He has a girlfriend?/ We not went to
the party last Friday./ You passed the exam?
Enquanto no português construímos negações acrescentando a palavra não e perguntas simplesmente
dando uma entonação diferente à frase, no inglês precisamos de auxiliares para esses tipos de frases. Para
perguntas e negações no passado utilizamos do/does e para as mesmas no passado utilizamos o did.
Esses auxiliares também são utilizados em respostas curtas (Yes, I do) e possuem ainda uma outra utili-
dade, menos comum, de dar ênfase a afirmações (I do intend to go, Realmente pretendo ir/Pretendo
ir mesmo). Ensine a posição correta dos auxiliares (antes do sujeito em perguntas, imediatamente antes
do not antes do verbo em negações), nas formas contraídas, e o uso do does na terceira pessoa do singu-
lar no presente.
Não esqueça de mencionar que sempre que uma frase tiver do/does/did como auxiliar, o verbo
principal ficará no infinitivo (detalhe importante principalmente no caso de frases com did).
A3. Corrija as frases a seguir:

1. You think this is a good idea?
2. My mother not cooks very well.
50
3. You not speak English?

4. I not received any email today.
5. They went to the movies together?
6. We have a party today but we not want to go.
7. Maria not knows my telephone number?
8. You have any suggestion? I not.
A4. ACRÉSCIMO DE FOR PARA EXPRESSAR FINALIDADE

I sleep early for to wake up early./ He went there for to see his girlfriend.
No inglês temos duas palavras que podem fazer o papel do para em português: o to e o for. Isso pode pro-
vocar alguma confusão. Explique que, quando nos referimos à finalidade de uma determinada ação, quan-
do queremos dizer que uma ação é causa da outra (ele foi lá para ver a namorada), sendo que as duas ações são
realizadas pela mesma pessoa, usamos o to. Muitas vezes os alunos usam a construção for to + verb por
fazer uma transposição direta da estrutura do português (para + verbo no infinitivo) para o inglês. Ensine
que a estrutura do inglês é diferente: verb + to + verb, sem o for. Faça-o memorizar a construção do
this to do that, explicando que ela pode ser substituída por quaisquer verbos que ele queira utilizar.
A4. Complete com to ou for:

1. I have nothing ____ do today.
2. Mark wrote a poem ____ his girlfriend.
3. We are working hard ____ make things better.
4. Shut up! Im trying ____ watch a movie!
5. Im doing this ____ your own good.
6. Oh no! I forgot ____ buy a present ____ my wife.
7. Check our website ____ more information.
8. I have ____ study ____ the test.
A5. EMPREGO DO PRONOME PESSOAL EM ORAÇÕES SUBORDINADAS

COM IDÉIA DE FINALIDADE E SEU INÍCIO SEM TO:

It will take two days for we get there./ She prays for he return./ We are waiting you to start.
Quando temos duas ações distintas em que uma expressa a finalidade da outra mas não são ambas reali-
zadas pelo mesmo sujeito, precisamos usar as preposições for e to, porém não em seqüência: o for vem
primeiro e indica quem realiza a segunda ação, enquanto o to indica qual a ação realizada por essa se-
gunda pessoa. A omissão de qualquer um deles torna a frase inadequada. Outro detalhe: a preposição for
exige que depois se coloque um pronome objeto (me, us, them, etc.), por isso é importante que o alu-
no tenha domínio desse conteúdo. Em frases negativas coloca-se o not imediatamente após a pessoa e
antes do to. Tendo explicado isso, mostre como fica a construção da segunda oração: for + pronome
objeto + (not)+to + verb. Para ajudá-lo a memorizar a estrutura, pode-se usar a seguinte frase: This is
something for me to remember (isso é algo para eu lembrar).
A5. Complete as frases, fazendo as alterações necessárias:

1. He/gave money/she/buy the tickets.
2. I/will speak very slowly/you/understand.
3. Bring/your phone/I/fix it.
4. I/prepared this exercise/the students/learn.
5. It/is difficult/we/arrive in time.
6. We/are waiting/they/leave.
7. It/took two hours/I/solve this puzzle.
A6. DESCONHECIMENTO DA ESTRUTURA USADA PARA INDICAR ORDENS

A OUTRA PESSOA:

My mother ordered me clean my room./ The teacher ordered her read the text.
Embora no inglês exista a palavra order e a expressão order to + verb, geralmente não se usa essa constru-
ção para indicar ordens. Normalmente utilizamos o verbo have (ou had se for passado) + pessoa que exe-
cuta a ordem + ação executada (verb) + objeto (Ex: I had my son wash my car Mandei meu filho lavar
meu carro. Há ainda uma outra possibilidade que utiliza a voz passiva: have/has/had + objeto + verbo no
particípio (+ by + pessoa que executa a ação caso se queira especificar o agente da passiva). Ex: I had my
car fixed (by the mechanic) Mandei consertar o meu carro (pelo mecânico). É importante que o aluno perce-
ba as diferenças nas estruturas do inglês e do português. Para ajudá-lo a memorizar a estrutura do inglês, você
pode começar pedindo a ele que relate algumas ordens do seu cotidiano: Mandei consertar algo (I had
something fixed), etc.
A6. Escreva as frases a seguir com a estrutura correta, supondo que são todas ordens dadas por você.
Observe a posição dos termos e o tempo solicitado. Use a estrutura do primeiro ou do segundo caso,
conforme os elementos dados:
1. my sister/my homework/do (passado; use had)
2. hair/cut (passado; use had)
3. my husband/dinner/prepare (futuro; use will have)
4. my house/clean/every Monday (presente; have)
5. my lawyer/the contract/check (futuro; use will have)
6. someone/take care of/my baby (presente; have)
7. the students/the text/read (passado; had)
A7. POSIÇÃO EQUIVOCADA DO TO BE PARA PERGUNTAS EM ORAÇÕES RELATIVAS

(EMBEDDED QUESTIONS):

I dont know where is the library./ Can you tell me what time is it?/ I wonder who is this man./ He
asked me how old am I./ Do you know when is the concert?/ I have no idea what are these things.
52

As orações relativas que usam o verbo to be obedecem à seguinte estrutura: pronome relativo
(when, what, how, etc.) + sujeito + verbo to be. Ou seja, o verbo to be vai para o final da frase, ao
contrário do português, onde em geral quem vai para o final é o sujeito (Você sabe onde é a prefeitura?).
Esse tipo de erro na verdade é muito comum, devido à presença das question words (when, what,
how, etc.) funcionado como pronomes relativos, o que ilude o aluno, levando-o a estruturar a frase
como uma pergunta (verbo imediatamente após a question word). Explique que nesse tipo de frase
a segunda oração não está funcionando como uma pergunta, mesmo que eventualmente esteja dentro
de uma (Do you know what time it is? a pergunta é Do you know?) e por isso pede uma cons-
trução diferente, com o verbo to be no fim da frase. A frase a seguir pode ser usada para ajudar na assi-
milação da estrutura: I know what it is, I know where it was, I know how it will be (eu sei o que
é, eu sei onde estava, eu sei como será).
A7. Una as estruturas:

1. I wonder. Is this correct? (use if)
2. I dont know. How much is it?
3. Could you tell me? Where is the bank?
4. Are you sure? Is this a good idea?
5. I will check. What time is it?
6. The teacher asked me. When was my birthday?
7. Do you know? What is her telephone number?
8. Does anybody know? Who is this strange guy ?
A8. USO DE HAVE PARA EXPRESSAR EXISTÊNCIA:

Has a bus stop near my house./ Had many people at the concert./ Have many beautiful beaches in Bahia.
Em português costumamos empregar o verbo ter com o sentido de haver, existir (Tem uma mosca na
minha sopa). No entanto, o seu correspondente em inglês (to have) não funciona da mesma maneira:
ele pode ser usado no sentido de possuir algo, de ter de fazer alguma coisa ou como auxiliar do
presente perfeito, mas nunca no sentido de existir, haver: nesse último caso, utilizamos a cons-
trução there + to be. É importante ressaltar que o there permanece invariável, mas o to be varia em
número, de acordo com a quantidade de coisas/pessoas presentes (there is a man / there are two
men Há um homem / Há dois homens) e em tempo, dependendo se nos referimos ao passado (there
was/were), presente ou futuro (there will be). Para ajudar o aluno a assimilar a diferença entre
there + to be e to have, ensine a ele a seguinte frase: There is something I have in my hand
(Tem algo (que eu tenho) na minha mão).
A8. Escreva as seguintes frases em inglês:

1. Tem alguma coisa que eu possa fazer?
2. Têm duas coisas que eu odeio: TV e cigarros.
3. Não tem um outro jeito de fazer isso?
4. Tem um supermercado perto da minha casa.
5. Tem alguém interessado?
6. Têm muitas cidades bonitas no Brasil.
A9. DESCONHECIMENTO DA ESTRUTURA DE FRASES COMPARATIVAS

As more you study, as more you learn./ Less you sleep, more tired you feel./ As more you practice, bet-
ter for you./ As harder you work, quicker you finish.
Esse tipo de comparação, que no português construímos utilizando quanto mais/menos (quanto mais eu
durmo, mais sono eu sinto) é construído de uma forma diferente em inglês: as duas orações são iniciadas
com the + alguma forma de comparativo, podendo ser adjetivo ou advérbio. Ensine-o a associar a for-
ma quanto mais/menos ao pronome the + comparativo. Pedir a ele que construa frases com exemplos
reais pode ajudar na assimilação da estrutura ex.: The nicer people are, the more we want to be
in their company (Quanto mais simpáticas as pessoas são, mais queremos estar em sua companhia).
A9. Escreva cada dupla de orações em uma frase, comparando uma com a outra:
1. you get close; you see
2. you climb a lot; you fall hard
3. the teacher speaks fast; I dont understand much
4. I go to bed late; I feel tired in the morning
5. you walk a lot; your legs get strong
6. we finish this task soon; we go to the beach early
B. Erros de estruturas menores
B1. USO EXCESSIVO DE THE:

The my friend won a beauty contest./ The peace is a dream of the mankind./ The Pedro speaks Spanish
very well.
Em português, utilizamos artigos definidos (o/a/os/as) com muito mais freqüência do que no inglês. Artigos
antes de pronomes possessivos (o meu quarto), tão comuns no português, não existem na língua inglesa. Tam-
pouco antes de nomes próprios (o Fulano), a menos que se queira diferenciar um Fulano de outro. O impor-
tante é que o aluno entenda que o artigo definido no inglês está relacionado à idéia de particularizar ou reto-
mar algo que já foi dito. Ao falarmos de coisas genéricas, sem especificar algo dentro de um grupo (o amor, a
paz, etc.), não utilizamos o the. Em suma: explique que, em inglês, o mais comum é a palavra vir sem o the.
B1. Complete ou não com the:

1. ___money doesnt buy ___happiness.
2. ___John is a nice guy.
3. ___John you met yesterday is not ___ John that is married to ___my sister.
4. Is ___your friend going to ____party tomorrow?
5. Only ___love can save ___ world..
6. Who was ___ first man on ___ moon? ___ Neil Armstrong.
7. I hope someday we can acheive ___peace.
8. Lets go to ___ movies.
54
B2. USO PLURAL NOS ADJETIVOS:

Goods ideas./ Interestings movies./ Three beautifuls dogs.
Em inglês, ao contrário do português (belas casas, bons negócios), não existe plural de adjetivos: os adjetivos
são invariáveis, isto é, permanecem sempre iguais, não importando a quantidade do substantivo que estão
qualificando. Os adjetivos tampouco variam em gênero, já que no inglês não existem palavras masculi-
nas ou femininas. Peça ao aluno que formule uma pequena sentença por exemplo, one new house,
two new houses como forma de assimilar e sedimentar na memória a invariabilidade do adjetivo.
B2. Traduza:
1. filmes interessantes (movie/interesting)
2. leão feroz (lion/ferocious)
3. aulas chatas (classes/boring)
4. mulheres nervosas (woman/nervous)
5. pessoas inteligentes (person/intelligent)
6. exercício fácil (exercise/easy)
B3. USO DE PLURAL EM PALAVRAS QUE NÃO O POSSUEM:

I need some informations about this course./ I will give some advices.
Em inglês há uma divisão bem nítida entre substantivos que podem ser colocados no plural (os chama-
dos countable nouns) e aqueles que não podem ser pluralizados (os chamados uncountable nouns).
No português também temos palavras que dificilmente vão para o plural (dinheiro, alívio, etc.), mas não é
algo tão rígido. Muitas palavras são incontáveis nas duas línguas (açúcar/sugar, por exemplo não dize-
mos dois açúcares), mas algumas são incontáveis apenas no inglês (furniture, information) e exigem
atenção especial. Construa uma lista de substantivos incontáveis. Também é importante mostrar a opo-
sição many/few (grande e pequena quantidade de substantivos contáveis) x much / little (grande e
pequena quantidade de substantivos incontáveis). Por fim, mostre como substantivos incontáveis po-
dem ser reduzidos a unidades (a piece of furniture/information, etc.).
B3. Complete com some, any, no e escreva s onde for necessário:

1. I want ___ advice_.
2. Give me ___ information about this person.
3. I dont have ___ problem_ talking about myself.
4. Give me ___ time. Im almost finished.
5. Put ___ sugar_ in my coffee.
6. Do you see ___ police officer around?
7. Is there ___ way I can help you?
8. He gave me ___ answer.
B4. ESQUECIMENTO DA EXISTÊNCIA DE PLURAIS IRREGULARES:

I have to wash my foots./ When I grow up I want to have many childs./ Theres a bathroom for mans
and another for womans.
Enquanto no português, salvo raríssimas exceções, o plural das palavras é sempre formado acrescentan-
do-se o s ao final da palavra, em inglês temos algumas palavras que possuem plural irregular, isto é,
que não seguem a regra geral da língua (acréscimo do s ao final da palavra, como no português, pro-
vocando, às vezes, grandes alterações na palavra. Construa uma lista com as palavras mais usadas com
plural irregular (woman/women, man/men, etc.) e peça a(o) aluno(a) que a memorize, de preferên-
cia criando exemplos.
B4. Reescreva as frases a seguir no plural ou singular, conforme estejam fornecidas:

1. My baby has only one tooth (two).
2. These men work with me at the bank.
3. There was only one person in the room (three).
4. Dont put your foot on the table!
5. I know that woman.
6. This child sings like an angel.
B5. DIFICULDADE DE USAR S PARA EXPRESSAR POSSES:

Brazil capital./ My sister house./ Andrew book.
Para indicarmos posse em inglês, além da construção usando of (The house of my sister) podemos
utilizar o s, onde o substantivo que vem depois do s pertence àquele que vem antes My sisters
house / A casa de minha irmã). O mais importante aqui é que a pessoa assimile a ordem possuidors
possuído. Peça-lhe para construir exemplos a partir do seu cotidiano. Mostre um objeto e peça que
construa uma frase dizendo a quem pertence (This is my sisters pen, etc.). Mostre também como
fica a construção no caso de palavras no plural (My sisters house).
B5. Substitua a construção com of pela construção com s:

1. the computer of my friend
2. the house of our parents
3. the dogs of her neighbours
4. the ballad of John and Yoko
5. the power of the president
6. the police department of the city
7. the Security Council of the UN
8. the husband of Laís
56
B6. DIFICULDADE DE EMPREGAR CORRETAMENTE THIS/THAT-THESE/THOSE:

I like to remember that days./ This are my two daughters.
Os pronomes demonstrativos do inglês, assim como no português, indicam a distância do objeto em rela-
ção ao falante. No inglês, utilizamos this e these para objetos/pessoas próximos e that e those para obje-
tos/pessoas distantes. Ao contrário dos adjetivos, que não variam, os pronomes demonstrativos em inglês
variam em número. Assim, quando nos referimos a algo que está próximo, utilizamos this, se for apenas
um, ou these, se for mais de um. Já quando falamos de algo distante, usamos that, quando é uma coisa só
e those, quando é mais de uma. Faça-o memorizar a seguinte frase para lembrar os pronomes: this is
here, that is there; these are here, those are there (Isto está qui, aquilo está lá, estes estão aqui, aqueles es-
tão lá).
B6. Complete com this/these e that/those:

1. Who is ___ man over there?
2. Who were ___ girls you were talking to?
3. ___ picture here was painted by me, but ___ one over there was painted by my father.
4. I dont remember what happened ___ night. It was too long ago.
5. I bought ___ book here at ___ bookstore I told you about.
6. Look at ___ picture here: It is a picture of mom and dad when they were young!
7. I remember my childhood. I will never forget ___ wonderful years.
8. Who are all ____ people in here?
B7. OMISSÃO DE ONE(S) APÓS ADJETIVOS:

I liked this book, but I hated that./ Do you prefer a black car or a green?
Em inglês não podemos deixar um adjetivo/pronome demonstrativo solto, sem um complemento. Quando
não queremos repetir uma palavra que já foi mencionada não queremos dizer, por exemplo (Do you pre-
fer a black car or a green car?), colocamos one(s) no seu lugar. Explique que, como em português, a gra-
mática não faz essa exigência de um complemento para o adjetivo, muitas vezes o one(s), quando utilizado
nesse contexto, não terá uma tradução evidente. Mas deixe claro que one(s) nunca virá após pronomes de-
monstrativos ensine a regra do my mine, etc. Para ajudar a memorizar, faça o(a) aluno(a) imaginar que
escolheu algo em uma loja dizendo I want this one, the blue one (Quero este __, o azul __.).
B7. Você tem dois espaços em branco para preencher. Em um deles você escreverá o substantivo em
parênteses e no outro, one ou ones:
1. I have two ____, ____ lives in Australia and the other ____ in Spain. (daughters)
2. I like both ____, but I cant decide which ____ is the best. (books)
3. Which kind of ____ do you prefer, old ___ or new ____? (movie)
4. There were many ____. Im glad we chose the right ____. (paths)
5. I like to divide my ___ into two groups. The good ___ stay here and the bad ___ stay there. (CDs)
6. Im sorry, we are out of black ____, but we have white ____. (shirts)
B8. USO DE ONE COMO ARTIGO INDEFINIDO:

I live in one house./ I have one job to do.
Em português, a palavra um pode ser tanto um numeral, indicando quantidade (eu tenho um real no bolso),
quanto um artigo indefinido que se refere a algo que não está especificado ou ainda não foi mencionado
(Moro em um apartamento). No inglês, é comum o aluno pensar que a palavra one dá conta dos dois senti-
dos. Explique que one serve apenas quando nos referimos à quantidade de um, em oposição a alguma ou-
tra: senão, utilizamos o artigo indefinido a. Não esqueça de ensinar que, antes de palavras que iniciam por
vogal, o artigo ganha um n e vira an. Utiliza essa expressão para esclarecer a diferença: a two, not a one.
B8. Escreva a ou one, conforme necessário:

1. My mom gave me ten reais, but I need only ___.
2. Do you have ___ better idea?
3. We are preparing ___ very special surprise for them.
4. Make up your mind! Choose ___ thing or the other.
5. I have ___ problem, but I cant tell you about it.
6. I have only ___ problem now. Which dress should I wear?
B9. USO EXCESSIVO DE MORE

This lesson is more easy than I thought./ Schumacher drives more fast than Rubinho./ São Paulo is the
more big city of South America.
Em inglês costuma-se dividir os adjetivos e advérbios em curtos ou longos. De um modo geral, os longos
possuem três ou mais sílabas. Essa distinção aparece no momento da formação do comparativo e do super-
lativo: os adjetivos/advérbios longos formam comparativo e superlativo de uma forma semelhante à do
português: more + adjetivo + than (comparativo) e the most + adjetivo (superlativo). Já os curtos for-
mam comparativo acrescentando-se er (ao final do adjetivo, sem o more (he is stronger than you), e
superlativo acrescentando-se est ao final do adjetivo, sem o most (He is the strongest man on
earth). Deve-se ensinar a perceber quando um adjetivo é longo ou curto, para que a forma correta seja
utilizada. É importante também mostrar os adjetivos que apresentam irregularidades na hora de formarem
comparativos e superlativos não são muitos: good/better/best, bad/worse/worst, etc.
B9. Forme frases com os termos dados, lembrando-se de conjugar o verbo quando for necessário e
seguindo a solicitação de comparativo (comp.) ou superlativo (super.):
1. English/be/easy/you think (comp.)
2. she/be/beautiful/girl/in class. (super.)
3. she/look/old/her mother (comp.)
4. Hendrix/be/great/guitar player/in history (super.)
5. This/be/one of the/surprising/movies/Ive ever seen. (super.)
6. I/be/tall/you/so/I/can/reach/high. (ambos comp.)
7. this guy/crazy/man/Ive ever met. (super.)
8. I/can/run/fast/a cheetah (comp.)
58
B10. DESCONHECIMENTO DO USO DE EITHER EM NEGAÇÕES

I dont like it, too./ My classmate didnt understand the text, and I didnt also.
Enquanto no português a palavra também serve tanto para frases afirmativas quanto negativas (Eu também
gosto / Eu também não gosto), no inglês temos dois também para frases afirmativas (too ou also) e um
também para frases negativas (either I dont like either Eu também não gosto). Assim, explique que
é gramaticalmente incorreto dizer uma frase como I dont like too. Faça-o memorizar a frase Im not
a fool either.
B10. Complete com too ou either:

1. You mean you didnt like this book? Well, I didnt ____.
2. I may not be a normal person, but you arent ___.
3. George said Im very egoistical, but he is ____.
4. I think so, ___.
5. I thought only I had seen the UFO, but Gabriel saw it, ___.
6. I dont want it ___.
B11. DESCONHECIMENTO DO EMPREGO DO PRONOME POSSESSIVO:

This sit is my./ This book is her but this one is our./ Rachel is a friend of their.
Em inglês, quando utilizamos um adjetivo possessivo (my, your, etc), precisamos sempre colocar em
seguida o substantivo possuído (my house, your wife). Se quisermos construir uma frase em que o
substantivo possuído está subentendido ou já foi mencionado o que tornaria desnecessário colocá-lo
novamente na frase depois do pronome possessivo (Este livro é meu, por exemplo) , usamos uma varia-
ção dos adjetivos possessivos, os pronomes possessivos, que contêm em uma palavra só o substantivo e a
quem ele pertence. No português não fazemos essa distinção. Ensine os pronomes possessivos (mine,
yours, etc.), associando-os aos respectivos adjetivos possessivos. É importante que fique claro que uma
frase como This book is my não está correta, e por quê.
B11. Complete com adjetivos ou pronomes possessivos:

1. I forgot ___ pencil. Can I borrow ___ ? (I, you)
2. This money is not ___ nor ___. Its ___. (you, I, she)
3. Are going to ___ party or to ___? (we, they)
4. I cant believe it! Arthur had ___ hair cut yesterday! (he)
5. Youve got ___ problems and Ive got ___.
6. ___ house is not as big as ___. (we, you)
7. ___ wife is a great friend of ___. (I, she)
8. The lion opened ___ mouth and the man put ___ hand inside it.
B12. USO EQUIVOCADO DE YOUR PARA REFERIR-SE AO QUE PERTENCE A ELE/ELA:

My brother brushes your teeth once a month./ Sarah is a beautiful girl, I love your green eyes.
Enquanto no português usamos os mesmos pronomes possessivos (seu(s)/sua(s)) para nos referirmos a
algo que pertence a você, ele, ela, eles e elas, no inglês temos um pronome possessivo para cada uma dessas
pessoas (a não ser os dois últimos, ambos utilizam o their). Assim, é preciso entender que your só funcio-
na para se referir a substantivos que pertencem à pessoa com quem se está falando. Para se referir a algo
que pertence a um homem usamos his, a uma mulher usamos her e mais de uma pessoa (sem incluir o
falante e a pessoa com quem se fala) usamos their. Vale também ressaltar que pronomes possessivos não
variam em gênero nem número permanecem sempre iguais.
B12. Complete com his, her ou your:

1. He lost ___ mind during the meeting yesterday.
2. Helena keeps all ___ CDs on a special shelf.
3. Walter lost ___ job but ___ wife got a promotion.
4. Youd better clean ___ room before I return!
5. She gave him ___ word that he was ___ only love.
6. Do you consider the computer ___ friend or ___ enemy?
7. He gave ___ best, but that was not enough.
8. I brought my cat, John brought ___ dog and Mary brought ___ armadillo.
B13. CONFUSÃO ENTRE ALL COM EVERY:

I phone my mom all day at 9 oclock./ You have every time of the world to do this.
Em português a palavra todo pode tanto significar integralidade (todo o dia = o dia inteiro) quanto freqüência
(todo o dia = todos os dias). Como em inglês temos uma palavra correspondente ao todo de integralidade (all)
e uma outra correspondente ao todo de freqüência (every), é comum que a pessoa faça confusão entre as
duas, já que no português usamos uma palavra só. Ensine a ele que all indica integralidade (all day = o dia
inteiro) e every indica freqüência (every day = todos os dias). Para ajudá-lo a compreender a distinção,
mostre a diferença entre He sleeps every day o que todos nós fazemos e He sleeps all day prova-
velmente uma pessoa preguiçosa.
B13. Complete com every ou all:

1. Thats ___ I have to say about this.
2. ___ 30 seconds I check my watch.
3. ___ member of the family received a gift.
4. She works ___ day. Thats why shes always so tired.
5. ___ change must be accepted by ___.
6. These are ___ my coins. ___ one of them has a story.
7. ___ you have to know about this subject, you can find in this book.
8. ___ time I start telling a joke, ___ my friends beg me to stop.
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B14. CONFUSÃO ENTRE VERY E MANY:

This is much good./ This man has many money./ I have very things to do.
Em português usamos a mesma palavra (muito(a)) para expressar abundância (muito dinheiro, muito tempo)
e intensidade (muito bom) e a mesma palavra no plural para indicar algo numeroso (muitos problemas, mui-
tas palavras). Em inglês usamos uma palavra diferente para cada um desses casos: much indica abundân-
cia de algo incontável (much time, much money), many indica algo em grande número (many
problems, many words), enquanto very intensifica um adjetivo (very good, very bad). Trabalhe a
diferença entre os 3 usos do muito em protuguês e seus correspondentes em inglês para evitar confusões.
B14. Complete com very, many ou much:

1. I have ___ things to do today.
2. This place is ___ beautiful, but theres not ___ to do here.
3. The police dont have ___ information about the incident.
4. Thank you ___ ___.
5. Youve had ___ opportunities, but youve lost them all.
6. Our new house is ___ better than the old one.
7. Im ___ concerned about this situation.
8. I have ___ books, but dont have ___ time to read.
B15. EMPREGO EQUIVOCADO DE OTHER E ANOTHER:

I want to see another faces. You should listen to others kinds of music.
Em português temos a palavra outro/a(s), que funciona tanto como adjetivo quanto como pronome e con-
corda em gênero e número com o substantivo. Em inglês temos um sistema um pouco mais complexo. Pri-
meiro, é preciso diferenciar o uso de outro como adjetivo (Preciso de outra idéia) do uso como pronome (Não
gostei desse vestido, me dê outro): independentemente de qual dos usos, sempre que nos referirmos a um subs-
tantivo no singular usamos another (I need another idea / I didnt like this dress, give me another).
Já quando nos referimos a algo no plural, usamos other quando a idéia é de adjetivo (I need other ideas) e
others quando tem a função de pronome (give me others). Para adjetivos, ensine essa frase: one day,
another day, other days. Já para pronomes, ensine: one problem or another will come to others.
B15. Preencha com another/other e another/others:

1. That was a very good joke! Tell us ____.
2. I wish I could be with my children more often, but I have ___ things to do.
3. I will give you ___ chocolate bar, but this time share it with the ___.
4. Some people enjoy studying ___ languages, but ___ dont.
5. My head aches! I guess Ill take ___ aspirin..
6. Are you telling the truth or is it just ___ excuse like the ___ ones?
B16. USO DE MORE EM VEZ DE ELSE:

Do you want to eat anything more?/ Theres nothing more for us to do here.
No português a palavra mais pode tanto significar acréscimo (Beba mais leite) quanto alternativa (Ninguém
mais sabe disso). Já no inglês, a palavra more é mais usada apenas para indicar acréscimo (drink more
milk): para expressar alternativa, usamos também a palavra else (Nobody else knows about that).
Else também é muito comum em frases com pronomes interrogativos (Who else / What else, etc.)
ou indefinidos (somebody else, something else, etc.). Essa frase pode ajudar o aluno a compreender
a diferença: Wont anyone else pay more?
B16. Coloque as palavras em ordem para formar as frases:

1. there/is/anything/else/?/to/you/want/me/do
2. else/nothing/there/be/done/to./is
3. you/else/?/besides/who/party/at/was
4. know/that/she/job/do/else/./didnt/could/the/anybody
5. her/to/./else/nothing/matters
6. else/you/what/say/can/him/about/?
7. bag/this/./else/belongs/someone/to
B17. USO EQUIVOCADO DA ESTRUTURA PARA INDICAR SUBSTITUIÇÃO:

Instead of work I think Ill sleep a little bit./ I prefer to listen to music instead to watch films.
O equivalente do português ao invés de em inglês é a construção instead of + verb + ing no início da
ação que foi ou será substituída por outra: Instead of doing this I did/will do that. Também po-
de-se colocar o instead no final da frase, mas a estrutura se modifica: I was going to do this but
decided to do that instead. Mostre a seguinte frase para memorização: Instead of crying, the
baby smiled.
B17. Una as duas frases com a expressão instead of. Inicie com instead of a oração onde há a negação e
então, omita-a:
1. He did not go to work. He went to the movies.
2. She didnt do what I told her to. She did something completely different.
3. He didnt give him the food. He taught him how to fish.
4. I wont invite all my colleagues for the party. I will only invite my friends.
5. The famous writer doesnt use a computer. He uses an old typewriter.
6. He doesnt call me by my name. He prefers to call me buddy.
B18. EMPREGO EQUIVOCADO DE WANNA, GONNA, ETC.:

Im gonna to play a concert today./ We wanna to change the world.
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Assim como no português (Cê tá bem?), no inglês também ocorre de algumas estruturas serem simplifi-
cadas ou encurtadas. Isso é próprio da língua falada, e é dominado pelos falantes nativos, mas pode ofe-
recer problemas para estrangeiros que não possuem tanto jogo de cintura com o idioma. Ensine alguns
dos encurtamentos mais comuns da língua inglesa (wanna, gotta, gonna, dunno, etc.), trabalhando
com exemplos e deixando bem claro como é a estrutura-padrão ( wanna = want to, etc.).
B18. Escreva as frases a seguir com as formas corretas dos encurtamentos:

1. Where ya going?
2. I dunno.
3. Wanna come with us?
4. Gotta get this girl out of my mind.
5. Im gonna wait a few more minutes.
6. Woncha listen ta me?
C. Erros de expressão de tempos e formas verbais

C1. OMISSÃO DO SINAL DA TERCEIRA PESSOA DO SINGULAR:

He learn very fast./ My dog like to play ball with me./ My uncle swim every day from 7 to 9.
Em inglês, ao contrário do português, os verbos não possuem uma conjugação para cada pessoa. A única
exceção fica por conta da terceira pessoa do singular do presente: nesse caso, o verbo recebe um s no
fim. Ensine que nos verbos terminados em ch, sh, ss e o acrescenta-se es ao final do verbo. Mas diga
também que essa distinção não se aplica ao passado ou ao futuro com will ou going to: nesses casos, o
verbo permanece igual para todas as pessoas.
C1. Corrija as frases a seguir, transformando-as em perguntas e em negações:

1. He work for this company.
2. Paul still live with his parents.
3. My neighbour never leave his house.
4. Linda like to play volleyball with her friends.
5. Every day he write a new song.
6. My sister know all my secrets.
7. My grandmother usually spend her weekends at the beach.
C2. USO DA FORMA DO PRESENTE PARA EXPRESSAR O PASSADO:

I visit my parents last Saturday./ I call you yesterday./ I like play soccer when I was a child.

Em inglês, o sistema de formação do passado dos verbos é muito mais simples do que no português, uma
vez que a maioria dos verbos (os chamados regulares) forma passado simplesmente acrescentando-se a
terminação -(e)d ao verbo e não há conjugação, isto é, a mesma forma serve para todas as pessoas.
Acrescente que essa forma do passado dos verbos regulares também funciona para o particípio. Isso não
significa que não haja algumas dificuldades: há uma lista de verbos irregulares que não formam passado
pela simples adição de (e)d e quase sempre possuem o particípio diferente da forma do passado. Esses
verbos devem ser decorados.
C2. Corrija o tempo dos verbos nestas frases, passando-os para o passado simples:
1. I see you in the park this morning.
2. I wake up in the middle of the night and cant sleep anymore.
3. I tell my friends about the party last Sunday.
4. I go to the movies yesterday.
5. Our team win the championship.
6. They come here on Monday and leave the day after.
7. The girl give a flower to her mother.
C3. TROCA DAS FORMAS HAD, HAVE E HAS ENTRE SI:

I had many things to do next week./ He have two children./ We has some troubles during our last trip.
O verbo to have pode apresentar alguma dificuldade no momento da memorização de suas formas.
Ensine que has é a forma de have na terceira pessoa do singular presente (chame a atenção para o s no
final do verbo, marca da terceira pessoa do singular no presente). Já o had é a forma de have ou has no
passado (aqui chame a atenção para o d típico da construção do passado no inglês).
C3. Complete as lacunas com a forma correta de to have (em alguns casos há mais de uma
possibilidade):
1. I wish I ___ a better computer.
2. She usually ___ breakfast at 7 oclock.
3. My house ___ four rooms.
4. I always ___ trouble with math.
5. I ___ a videogame when I was a child.
6. We ___ prepared everything but nobody came to our party.
7. Isabel ___ a lot of friends.
8. They ___ worked together for 20 years.
C4. DIFICULDADE DE EMPREGAR O PRESENT PERFECT:

I has there many times./ I came here since 1999.
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Existe no inglês um tempo verbal que não possui equivalente no português: ele serve para expressar ações ini-
ciadas no passado e ainda em execução ou então ações cujo momento em que ocorreram não está explícito.
Esse tempo recebe o nome de presente perfeito. Ensine a construção have/has + verbo no particípio. Mostre
frases no passado simples e no presente perfeito, deixando clara a diferença. Também mencione algumas estru-
turas que pedem o presente perfeito (I have never... / lately / recenly, etc.).
C4. De acordo com as explicações acima, corrija algumas dessas frases para o present perfect, sempre
observando se a mudança é realmente necessária. Use as contrações ve para have e s para has:
1. I lived in France for 3 years.
2. I never heard about this person.
3. Did you ever see a kangaroo?
4. I saw a kangaroo in the street yesterday.
5. The scientists discovered a new disease.
6. Last Tuesday, we went to a tango class.
7. I always tried to do my best.
8. Have you ever been to Italy?
C5. USO EQUIVOCADO DE EXPRESSÕES COM USE PARA INDICAR HÁBITOS:

I use to play soccer with my friends./ She use to call him my teddy bear./ I use to chew gum when I was a child.
No inglês o verbo use pode entrar na construção de duas expressões diferentes para expressar hábitos
uma no passado e outra no presente. Ambas equivalem ao português costumar fazer algo/estar acostumado a
fazer algo. Para falar de hábitos do passado usamos a seguinte construção: sujeito + used to + verbo na
forma básica (I used to watch TV shows when I was a child). Explique que essa contrução também
pode funcionar como o pretérito imperfeito do português. Já para hábitos do presente, usamos: sujeito
+ verb to be + used to + verbo com final ing. (I am used to watching TV shows everyday).
Procure trabalhar hábitos do passado primeiro (mais fáceis), passando depois para hábitos do presente,
chamando a atenção para o verbo com ing.
C5. Escreva as expressões a seguir como hábitos no presente e no passado, respectivamente:

1. When I was a child/receive/many presents during Christmas Nowadays/I/give/many presents and
receive almost none.
2. My parents/play/a lot/outdoors; My generation/prefer/computers and videogames.
3. John/write/poems/when he was young; now/he/write/only supermarket lists.
4. I/watch/cartoons/when I was a child; now/I/find it boring.
C6. OMISSÃO DO FINAL ING EM VERBOS APÓS PREPOSIÇÕES:

Call me before leave./ After think a lot I decided to go./ This is the American way of live.

Em inglês, sempre que um verbo for antecedido por uma preposição, ele deverá terminar com ing
(Hes good at playing guitar). O mesmo vale para o to, mas somente quanto este fizer parte de
uma expressão (Im looking forward to going to the mountains). No português os verbos
após a preposição sempre vêm no infinitivo (Gosto de escutar música). Defina bem o que são preposi-
ções, ensine as mais comuns, mostrando seus usos, e acostume o aluno à construção preposition +
verb + ing.
C6. Escreva a forma correta do verbo:

1. She is good at ____ Japanese food. (prepare)
2. Im looking forward to _____ a letter from you. (receive)
3. I acted without ____. (think)
4. She is tired of ____ the same thing over and over. (repeat)
D. Erros de preposições
D1. USO EQUIVOCADO DE TO COM MODAIS:

I cannot to go./ We must to stay here until the end./ I will to clean the house tomorrow.
Palavras como can, must, should, could, would etc. são indicadoras de um tempo verbal ou de um
modo de fazer as coisas (can = habilidade, must = obrigação, etc.). Nunca são sucedidas de to.
Faça-o produzir exemplos dentro da sua realidade (I must stop smoking, I should visit my
grandparents etc.).
D1. Coloque os termos da frase em ordem:

1. important/focus/I/will/what/important/./is/on
2. should/her/./truth/you/tell
3. not/may/./pass/you
4. play/piano/I/./could/the/younger/well/when/very/was/I
5. finish/this/./possible/she/as/as/must/soon
6. talk/can/about/./we/that
D2. OMISSÃO DE TO EM NEED E WANT + VERBO:

I want participate in this decision./ I need study for the exam.
Alguns verbos, como o need e o want precisam da preposição to para se ligarem a outros verbos.
Como no português os verbos precisar e querer não precisam de qualquer tipo de preposição para se liga-
rem a outros verbos (Preciso fazer algo / Quero comer pipoca), é comum o aluno omitir a preposição ao
construir frases correspondentes no inglês. Acostume-o à estrutura desses verbos mostrando e fazendo-o
produzir exemplos. Frase de auxílio para memorização: need to and want to + do.
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D2. Com as ações listadas abaixo, afirme ou negue fatos a seu respeito usando need
to ou want to.
1. exercise more often.
2. meet new people.
3. travel to Europe.
4. buy a new car.
5. earn more money.
6. learn a foreign language.
7. be famous.
8. eat more vegetables and drink less coffee.
D3. CONFUSÃO NO EMPREGO DE IN, ON, AT:

I live on Brazil./ I was born on 1986, on May./ The book is in the table./ At Monday.
O estudo das preposições é uma das partes mais complexas do estudo de qualquer idioma. Em inglês te-
mos 3 preposições (in, on e at) para dizer coisas que, em português, exigem apenas duas (em e a), sendo
que nem sempre há uma equivalência aquilo que em português usamos em, no inglês pode ser dito
com qualquer uma das outras três, dependendo da circunstância. A solução é ensinar as regras gerais (in
= lugares fechado, meses, etc. / on = data, dia da semana, rua, etc. / at = hora, lugar, etc.) e começar a
observar com o aluno os usos dessas preposições quando elas aparecerem.
D3. Complete com in, on ou at:

1. My brother works ___ the bank.
2. My classes start ___ Monday ___ 7 oclock.
3. I keep my money ___ my wallet.
4. Is your birthday ___ May or ___ June?
5. He lives ___ 345, São João St. ___ São Paulo.
6. Have you always lived ___ Brazil?
D4. DESCONHECIMENTO DO USO DE AMONG:

We stayed between the crowd./ Between my favourite songs, this is the one I love the most.
A palavra between (entre) serve para expressar que algo ou alguém está no meio de ou duas coi-
sas/pessoas (The house is between the school and the bank). Porém, ela não serve para expres-
sar a idéia de algo que está em meio a uma série de coisas/pessoas. Para esse último caso, usamos a pa-
lavra among (I like rock and dance, among other styles). Como as duas palavras podem ser
traduzidas para o português entre, é importante que o(a) aluno(a) perceba a diferença sutil para po-
der empregar a palavra certa. Mostre as seguinte frases para ajudá-lo(a) a perceber essa diferença: A
calculator is among the things he always puts in his briefcase. Its usually between his
cell phone and his business cards.
D4. Complete com among ou between:

1. There are no secrets ____ you and me.

2. I lost my child ____ the crowd.
3. There was some tension ____ the students because of the test.
4. The ball passed ____ his legs.
5. Im glad there is a break ____ the two classes.
6. Look what I found ____ my things!
D5. DIFERENÇA DO USO DE FROM E OF:

She comes of England./ I received a letter of him.
Enquanto no português a preposição de pode indicar tanto a pertinência (o quarto de Helena, o pai de
Laura) quanto origem (sou de São Paulo, esse carro vem da Suécia), no inglês temos uma preposição di-
ferente para cada um desses usos, o que pode gerar alguma confusão. Usamos of para indicar perti-
nência (the house of my sister) e from para indicar origem (Im from Brazil). Para não fazer
confusão, é fundamental que o aluno entenda que tipo de de ele está usando antes de fazer a transpo-
sição para o inglês.
D5. Complete com of ou from:

1. This shirt is made ___ cotton.
2. My friend went ___ São Paulo to Rio de Janeiro on foot.
3. My parents come ___ Argentina, the land ___ tango.
4. That was the most difficult moment ___ my life.
5. The rock star receives many letters ___ his fans.
6. That is not his girlfriend. Shes just a friend ___ his.
7. I took this picture ___ a short distance.
8. Carlos is very different ___ his twin brother.
Respostas
A 3. We are working hard to make things better.

4. Shut up! Im trying to watch a movie!
Exercício A1 5. Im doing this for your own good.
1. I love to do it. 6. Oh no! I forgot to buy a present for my wife.
2. How long does it take? 7. Check our website for more information.
3. Leave it to me. 8. I have to study for the test.
4. It is hard to say goodbye.
5. It is raining right now. Exercício A5
6. Is it good or bad? 1. He gave money for her to buy the tickets.
7. It is not good yet, but it is getting better. 2. I will speak very slowly for you to understand.
3. Bring your phone for me to fix it.
Exercício A2 4. I prepared this exercise for the students to learn.
1. Does he work every day from 9 AM to 5 PM? / He 5. It is difficult for us to arrive in time.
doesnt work every day from 9 AM to 5 PM 6. We are waiting for them to leave.
2. Does Carlos like to eat raw meat? / Carlos doesnt like to 7. It took two hours for me to solve this puzzle.
eat raw meat.
3. Does André play cards just for fun? / André doesnt play Exercício A6
cards just for fun. 1. I had my sister do my homework.
4. Do we live in a small apartment near the City Hall? / We 2. I had my hair cut.
dont live in a small apartment near the City Hall. 3. I will have my husband prepare dinner.
5. Does Susan think everybody hates her? / Susan doesnt 4. I have my house cleaned every Monday.
think everybody hates her. 5. I will have my lawyer check the contract.
6. Do you know what I mean? / You dont know what I 6. I have someone take care of my baby.
mean. 7. I had the students read the text.
7. Does the train arrive every day at 7 oclock? / The train
doesnt arrive every day at 7 oclock. Exercício A7
8. Does my husband know everything about me? / My 1. I wonder if this is correct.
husband doesnt know everything about me. 2. I dont know how much it is.
3. Could you tell me where the bank is?
Exercício A3 4. Are you sure this is a good idea?
1. Do you think this is a good idea? 5. I will check what time it is.
2. My mother doesnt cook very well. 6. The teacher asked me when my birthday was.
3. Dont you speak English? 7. Do you know what her telephone number is?
4. I did not receive any email today. 8. Does anybody know who this strange guy is?
5. Did they go to the movies together?
6. We have a party today but we dont want to go. Exercício A8
7. Doesnt Maria know my telephone number? 1. Is there anything I can do?
8. Do you have any suggestion? I dont. 2. There are two things I hate: TV and cigarettes.
3. Isnt there another way to do this?
Exercício A4 4. There is a supermarket near my house.
1. I have nothing to do today. 5. Is there anyone interested?
2. Mark wrote a poem for his girlfriend. 6. There are many beautiful cities in Brazil.
Exercício A9 3. Her neighbours dogs.

1. The closer you get, the better you see. 4. The ballad of John and Yoko.
2. The more you climb, the harder you fall. 5. The presidents power.
3. The faster the teacher speaks, the less I understand. 6. The citys police department.
4. The later I go to bed, the more tired I feel in the 7. The UNs Security Council.
morning. 8. Laís husband.
5. The more you walk, the stronger your legs get.
6. The sooner we finish this task, the earlier we go to the Exercício B6
beach. 1. Who is that man over there?
2. Who were those girls you were talking to?
3. This picture here was painted by me, but that one over
B there was painted by my father.
4. I dont remember what happened that night. It was too
Exercício B1 long ago.
1. Money doesnt buy happiness. 5. I bought this book here at that bookstore I told you
2. John is a nice guy. about.
3. The John you met yesterday is not the John that is 6. Look at this picture here. It is a picture of mom and dad
married to my sister. when they were young!
4. Is your friend going to the party tomorrow? 7. I remember my childhood. I will never forget those
5. Only love can save the world. wonderful years.
6. Who was the first man on the moon? Neil Armstrong. 8. Who are all these people in here?
7. I hope someday we can acheive peace.
8. Lets go to the movies. Exercício B7
1. I have two daughters, one lives in Australia and the other
Exercício B2 one in Spain.
1. interesting movies 2. I like both books, but I cant decide which one is the
2. ferocious lion best.
3. boring classes 3. Which kind of movie do you prefer, old ones or new
4. nervous women ones?
5. intelligent people 4. There were many paths. Im glad we chose the right one.
6. easy exercise 5. I like to divide my CDs into two groups. The good ones
stay here and the bad ones stay there.
Exercício B3 6. Im sorry, we are out of black shirts, but we have white
1. I want some advice. ones.
2. Give me some information about this person.
3. I dont have any problems talking about myself. Exercício B8
4. Give me some time. Im almost finished. 1. My mom gave me ten reais, but I need only one.
5. Put some sugar in my coffee. 2. Do you have a better idea?
6. Do you see any police officer around? 3. We are preparing a very special surprise for them.
7. Is there any way I can help you? 4. Make up your mind! Choose one thing or the other.
8. He gave me no answer. 5. I have a problem, but I cant tell you about it.
6. I have only one problem now. Which dress should I
Exercício B4 wear?
1. My baby has only two teeth.
2. This man works with me at the bank. Exercício B9
3. There were only three people in the room. 1. English is easier than you think.
4. Dont put your feet on the table! 2. She is the most beautiful girl in class.
5. I know those women. 3. She looks older than her mother.
6. These children sing like angels. 4. Hendrix is the greatest guitar player in history.
5. This is one of the most surprising movies Ive ever seen.
Exercício B5 6. I am taller than you, so I can reach higher.
1. My friends computer. 7. This guy is the craziest man Ive ever met.
2. Our parents house. 8. I can run faster than a cheetah.
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Exercício B10 Exercício B15

1. You mean you didnt like this book? Well, I didnt either. 1. That was a very good joke! Tell us another.
2. I may not be a normal person, but you arent either. 2. I wish I could be with my children more often, but I
3. George said Im very egoistical, but he is too. have other things to do.
4. I think so, too. 3. I will give you another chocolate bar, but this time share
5. I thought only I had seen the UFO, but Gabriel saw it, too. it with the others.
6. I dont want it either. 4. Some people enjoy studying other languages, but others
dont.
Exercício B11 5. My head aches! I guess Ill take another aspirin.
1. I forgot my pencil. Can I borrow yours? 6. Are you telling the truth or is it just another excuse like
2. This money is not yours nor mine. Its hers. the other ones?
3. Are you going to our party or to theirs?
4. I cant believe it! Arthur had his hair cut yesterday! Exercício B16
5. Youve got your problems and Ive got mine. 1. Is there anything else you want me to do?
6. Our house is not as big as yours. 2. There is nothing else to be done here.
7. My wife is a great friend of hers. 3. Who else was at the party besides you?
8. The lion opened its mouth and the man put his hand 4. She didnt know anybody else that could do the job.
inside it. 5. Nothing else matters to her.
6. What else can you say about him?
Exercício B12 7. This bag belongs to someone else.
1. He lost his mind during the meeting yesterday.
2. Helena keeps all her CDs on a special shelf. Exercício B17
3. Walter lost his job but his wife got a promotion. 1. Instead of going to work, he went to the movies.
4. Youd better clean your room before I return! 2. Instead of doing what I told her to, she did something
5. She gave him her word that he was her only love. completely different.
6. Do you consider the computer your friend or your enemy? 3. Instead of giving him the food, he taught him how to fish.
7. He gave his best, but that was not enough. 4. Instead of inviting all my colleagues for the party, I will
8. I brought my cat, John brought his dog and Mary only invite my friends.
brought her armadillo. 5. Instead of using a computer, the famous writer uses an
old typewriter.
Exercício B13 6. Instead of calling me by my name, he prefers to call me
1. Thats all I have to say about this. buddy.
2. Every 30 seconds I check my watch.
3. Every member of the family received a gift. Exercício B18
4. She works all day Thats why shes always so tired. 1. Where are you going?
5. Every change must be accepted by all. 2. I dont know.
6. These are all my coins. Every one of them has a story. 3. Do you want to come with us?
7. All you have to know about this subject, you can find in 4. Ive got to get this girl out of my mind.
this book. 5. Im going to wait a few more minutes.
8. Every time I start telling a joke, all my friends beg me to 6. Wont you listen to me?
stop.
Exercício B14 C
1. I have many things to do today.
2. This place is very beautiful, but theres not much to do Exercício C1
here. 1. He works for this company.
3. The police dont have much information about the 2. Paul still lives with his parents.
incident. 3. My neighbour never leaves his house.
4. Thank you very much. 4. Linda likes to play volleyball with her friends.
5. Youve had many opportunities, but youve lost them all. 5. Every day he writes a new song.
6. Our new house is much better than the old one. 6. My sister knows all my secrets.
7. Im very concerned about this situation. 7. My grandmother usually spends her weekends at the beach.
8. I have many books, but dont have much time to read.
Exercício C2 D
1. I saw you in the park this morning.
2. I woke up in the middle of the night and couldnt sleep Exercício D1
anymore. 1. I will focus on what is important.
3. I told my friends about the party last Sunday. 2. You should tell her the truth.
4. I went to the movies yesterday. 3. You may not pass.
5. Our team won the championship. 4. I could play the piano very well when I was younger.
6. They came here on Monday and left the day after. 5. She must finish this as soon as possible.
7. The girl gave a flower to her mother. 6. We can talk about that.
Exercício C3 Exercício D2
1. I wish I had a better computer. 1. I (dont) need to / I (dont) want to exercise more often.
2. She usually has breakfast at 7 oclock. 2. I (dont) need to / I (dont) want to meet new people.
3. My house has four rooms. 3. I (dont) need to / I (dont) want to travel to Europe.
4. I always have trouble with math. 4. I (dont) need to / I (dont) want to buy a new car.
5. I had a videogame when I was a child. 5. I (dont) need to / I (dont) want to earn more money.
6. We had prepared everything but nobody came to our 6. I (dont) need to / I (dont) want to learn a foreign
party. language.
7. Isabel has a lot of friends. 7. I (dont) need to / I (dont) want to be famous.
8. They have worked together for 20 years. 8. I (dont) need to / I (dont) want to eat more vegetables
and drink less coffee.
Exercício C4
1. Ive lived in France for 3 years. Exercício D3
2. Ive never heard about this person. 1. My brother works at the bank.
3. Have you ever seen a kangaroo? 2. My classes start on Monday at 7 oclock.
4. I saw a kangaroo in the street yesterday. 3. I keep my money in my wallet.
5. The scientists have discovered a new disease. 4. Is your birthday in May or in June?
6. Last Tuesday, we went to a tango class. 5. He lives at 345, São João St. in São Paulo.
7. Ive always tried to do my best. 6. Have you always lived in Brazil?
8. Have you ever been to Italy?
Exercício D4
Exercício C5 1. There are no secrets between you and me.
1. I used to receive many presents during Christmas when I 2. I lost my child among the crowd.
was a child, but nowadays I give many presents and 3. There was some tension among the students because of
receive almost none. the test.
2. My parents used to play a lot outdoors when they were 4. The ball passed between his legs.
kids, but my generation prefers computers and 5. Im glad there is a break between the two classes.
videogames. 6. Look what I found among my things!
3. John used to write poems when he was young, but now
he writes only supermarket lists. Exercício D5
4. I used to watch cartoons when I was a child, but now I 1. This shirt is made of cotton.
find it boring. 2. My friend went from São Paulo to Rio de Janeiro on
foot.
Exercício C6 3. My parents come from Argentina, the land of tango.
1. She is good at preparing Japanese food. 4. That was the most difficult moment of my life.
2. Im looking forward to receiving a letter from you. 5. The rock star receives many letters from his fans.
3. I acted without thinking. 6. That is not his girlfriend. Shes just a friend of his.
4. She is tired of repeating the same thing over and over. 7. I took this picture from a short distance.
8. Carlos is very different from his twin brothers.
Nivelamento q
Utilize as 60 questões a seguir para diagnosticar o conhecimento de estrutura de seu aluno.
Uma vez aplicado o teste de nivelamento, você pode:
Identificar o tipo de abordagem a ser adotado nas aulas.
Usar as questões erradas como ponto de partida para roteirizar seu programa de aulas (no caso de
um grupo, trabalhe primeiro as questões mais erradas pelo maior número de alunos).
Montar um pequeno gráfico de desempenho cujas curvas serão obtidas pela aplicação de novos
testes semelhantes e servirão para medir o progresso do trabalho.
Analisar as questões junto com os alunos, regularmente, inclusive as alternativas erradas, para
criar neles maior consciência da estrutura da língua.
Desenhar um programa de conteúdos a partir da análise dos erros e da definição do que é neces-
sário saber que não está na questão para fazê-la certo e, assim, revisar conteúdos correlatos.
Neste capítulo você encontra a grade para colocar as respostas, os gabaritos e os conteúdos estrutu-
rais/gramaticais a que cada questão corresponde.
Para obter mais informações sobre conteúdos, veja os capítulos Conteúdos estruturais e Exer-
cícios.
Nivelamento 73
Teste de nivelamento
1. _________ happy? 9. I have ____________.

a) You are a) one children
b) Is you b) two children
c) Are you c) two childrens
d) Do you are d) two childs
2. _______ old is your daughter? 10. Carla didnt tell ________ about her intention.
a) What a) nobody
b) How b) somebody
c) Where c) anybody
d) When d) none
3. ______ he ______ TV every day? 11. _____ presentation was much better than ______.
a) Does watch a) Your her
b) Do watch b) Yours hers
c) Do watches c) Yous shes
d) Does watches d) Your hers
4. I _________ go out at night. Its too dangerous. 12. ______________ in the conference call?
a) usually a) Do they are participating
b) never b) Do they participating
c) always c) Are they participating
d) often d) They are participating
5. Sabrina was born _________. 13. _______ here last week?

a) at Porto Alegre a) You were
b) in 1980 b) Was you
c) in January, 26th c) Did you were
d) 36 years d) Were you
6. I saw her _________. 14. Now his situations _______.

a) on the bus station a) bader
b) on the car b) worse
c) at the bus station c) badest
d) under the bus station d) worst
7. I dont like ____ fatty food. 15. I met ________ at the bus station.
a) a) he
b) a b) hes
c) the c) his
d) an d) him
8. I cant work here. Theres ____________ noise. 16. Kevin gets _____ even with ______ films.
a) too many a) boring interesting
b) very b) bored interested
c) too much c) bored interesting
d) little d) boring interested
74
17. ______ you _______ the books I asked you? b) each all
a) Did brought c) all every
b) Did bring d) every all
c) Did bringing
d) Do brought 25. It ______ a couple of days to give you the test
results.
18. Some students keep in silence. ________ cant stop a) will take
talking. b) will to take
a) Other c) not take
b) Other one d) wont to take
c) Another
d) Others 26. I _____ cancel my piano classes. I dont have time
to practice anymore.
19. I read _______ with _______ about the Iraq war. a) m going
a) a news a information b) m going to
b) many news some informations c) ll go to
c) a piece of news some information d) ll going
d) many news many informations
27. Márcia and Gustavo ____ always _______ close
20. This is something ____________ do. friends.
a) for me a) have been
b) for to me b) has been
c) for me to c) have being
d) to me d) were been
21. ________ many beautiful cities in Brazil. 28. The certificate will be given to those _____ have
a) There is an attendance record of 80%.
b) Have a) whose
c) Has b) whom
d) There are c) who
d) which
22. I think there should be more ________ about this
city. I need some _______ about where to go, 29. She cant talk to you right now, she ____ a shower.
what to eat, and where to stay. a) takes
a) information / advice b) took
b) informations / advices c) s taken
c) information / advices d) s taking
d) informations / advice
30. They asked me ________ this proposal.
23. These are very _________ classes, but there are a) not to accept
some ________ exercises. b) to not accept
a) borings / easies c) to dont accept
b) boring / easy d) to not to accept
c) boring / easies
d) borings / easy 31. I _______ finish these tasks otherwise Ill be fired.
a) may
24. Not ______ her friends believe in _____ word she b) might
says. c) have to
a) every each d) can
Nivelamento 75
32. A: I cant stand soccer. c) haves

B: I dont like it _____. d) to has
a) either
b) too 40. I come ______ France, the land ______ wine.
c) also a) from / from
d) neither b) from / of
c) of / of
33. João blamed _______ for years about that accident. d) of / from
a) him
b) his 41. Can you tell me what time ______?
c) himself a) does the plane arrive
d) he b) the plane arrives
c) do the plane arrives
34. We had ______ a nice weekend in the countryside d) the plane arriving
that nobody wanted to come back home.
a) so 42. I _________ the newspaper when she came to talk
b) such to me.
c) so much a) was reading
d) such as b) read
c) have been reading
35. I ________ when you called. d) was been reading
a) am not studying
b) wasnt studying 43. We _____ that issue before the meeting with the
c) wasnt studied suppliers.
d) didnt studied a) dont discussed
b) didnt discussed
36. _____ you _____ the whole weekend? c) havent discuss
a) Will studying d) hadn´t discussed
b) Are be studying
c) Will be studying 44. I ________ going to the countryside ________
d) Will studied going to the beach during the Summer.
a) prefer to
37. There were many choices. Im happy we forgot b) rather than
about the wrong ______ and made the right ______. c) prefer rather
a) one / - d) prefer at
b) one / ones
c) ones / one 45. I ______ soccer. Now, I ______ video games.
d) - / - a) used to playing / am used to playing
b) used to play / am used to playing
38. _________ you tell my sister Ill be back in twenty c) use to play / am used to playing
minutes? d) used to play / am use playing
a) Must
b) Have 46. She ordered him to leave. Say this sentence in
c) Could another way:
d) Are a) She had him leave.
b) She had him to leave.
39. John still ______ to pay his bills. c) She have him left.
a) have d) She had him leaving.
b) has
76
47. The movie _______ in French Polynesia. c) have been tried to fix
a) was shoot d) have been trying to fix
b) was shot
c) was shooting 55. Profits _____________ over a four month period
d) was shotting before the company went bankrupt.
a) have been decreased
48. I ________ to stop smoking when the doctor told b) had been decreasing
me it was a bad habit. c) would have been decreased
a) decided d) had been decreased
b) ve decided
c) m deciding 56. Lets start work, ________?
d) been deciding a) isnt it
b) shall we
49. She_______ here for five years. c) do we
a) s lived d) are we
b) lived
c) s living 57. Next month Sheila _________ in London for five
d) lives years.
a) will have been living
50. Fernando _______ he _________ lunch with his b) will live
partner, and then he ______ here. c) had lived
a) say will have comes d) has been living
b) said d have d come
c) says d have comes 58. Could you please _________________ this docu-
d) s saying had d come ment? I dont need it right now, but Ill need it to-
morrow.
51. If you _______ I _______ the TV. a) close down
a) dont mind ll turn off b) drop out
b) didnt mind d turn off c) show up
c) dont mind d turn off d) put away
d) dont mind d have turned off
59. I have a _____ daughter.
52. By next December I _____________ here for 10 a) nine years old
years. b) nine-years-old
a) ll have lived c) nine-year-old
b) ll live d) nine-years
c) ve lived
d) live 60. Instead _________ at home, I _________ go to
the party.
53. I wish we _______ so much time doing these tasks. a) of staying / decided to
a) didnt waste b) of stay / decided
b) dont waste c) of staying / decided
c) wont waste d) of stay / decided to
d) cant waste
54. We ________________ the computer the whole

afternoon, but its still out of order.
a) are trying to fix
b) have try to fix
Nivelamento 77
Grade de respostas para o teste de nivelamento
A B C D A B C D
1 31
2 32
3 33
4 34
5 35
6 36
7 37
8 38
9 39
10 40
11 41
12 42
13 43
14 44
15 45
16 46
17 47
18 48
19 49
20 50
21 51
22 52
23 53
24 54
25 55
26 56
27 57
28 58
29 59
30 60
78
Gabarito do teste de nivelamento
A B C D A B C D
1 X 31 X
2 X 32 X
3 X 33 X
4 X 34 X
5 X 35 X
6 X 36 X
7 X 37 X
8 X 38 X
9 X 39 X
10 X 40 X
11 X 41 X
12 X 42 X
13 X 43 X
14 X 44 X
15 X 45 X
16 X 46 X
17 X 47 X
18 X 48 X
19 X 49 X
20 X 50 X
21 X 51 X
22 X 52 X
23 X 53 X
24 X 54 X
25 X 55 X
26 X 56 X
27 X 57 X
28 X 58 X
29 X 59 X
30 X 60 X
Nivelamento 79
Conteúdo das questões do teste de nivelamento
Questão 1: Verb to be Present Tense Questão 34: So x such

Questão 2: Question words Questão 35: Past Continuous
Questão 3: Simple Present Questão 36: Future Continuous
Questão 4: Adverbs of Frequency Questão 37: One and ones
Questão 5: Basic Prepositions: Time Questão 38: Requests
Questão 6: Basic Prepositions: Space Questão 39: Simple Present
Questão 7: Articles Questão 40: From x Of
Questão 8: Countable and uncountable nouns Questão 41: Indirect questions
Questão 9: Irregular Plurals Questão 42: Simple Past x Past Continuous
Questão 10: Anything, Anybody/Anyone, Questão 43: Past Perfect
Anywhere Questão 44: Prefer / would rather
Questão 11: Possessive Adjectives and Possessive Questão 45: Used to x be used to
Pronouns
Questão 46: Have/Get/Want something done/have
Questão 12: Present Continuous someone do something
Questão 13: Verb To Be Past Tense Questão 47: Passive Voice
Questão 14: Irregular comparative and superlative Questão 48: Simple Past x Present Perfect
forms
Questão 49: Simple Present x Present Perfect
Questão 15: Object pronouns
Questão 50: Indirect speech
Questão 16: Adjectives ing x ed
Questão 51: Conditional Sentences
Questão 17: Simple Past
Questão 52: Future Perfect
Questão 18: Another Others
Questão 53: I wish...
Questão 19: Countable and uncountable nouns
Questão 54: Present Perfect Continuous
Questão 20: To x For
Questão 55: Past Perfect Continuous
Questão 21: There + Be x Have
Questão 56: Question Tags
Questão 22: Words With no Plural
Questão 57: Future Perfect Continuous
Questão 23: Adjectives Unchanged for
Plural Nouns Questão 58: Phrasal Verbs
Questão 24: Distributive Adjectives Questão 59: Compound Words
Questão 25: Future Tense with Will/"Shall" Questão 60: Use of Instead
Questão 26: Going to
Questão 27: Present Perfect
Questão 28: Relative Pronouns
Questão 29: Simple Present x Present Continuous
Questão 30: Negative form of the infinitive
Questão 31: Modals
Questão 32: Too x either
Questão 33: reflexive pronouns
Menu de
conteúdos
estruturais
A seguir, você encontrará uma relação dos conteúdos estruturais/gramaticais que julgamos essen-
ciais para uma comunicação eficiente em inglês. Esses conteúdos não estão divididos em níveis,
embora tenhamos procurado obedecer a uma certa ordem de complexidade ao listá-los. Essa or-
dem não precisa ser seguida à risca, desde que se tome o cuidado de não abordar um conteúdo sem
que os seus pré-requisitos já tenham sido abordados (ex: para se ensinar Past Continuous, é
necessário que o aluno já conheça as formas do BE no passado).
Os exemplos de aplicação das estruturas que compõem cada tópico em cada nível são apenas
ilustrativos; espera-se que o professor, com a escola ou com o aluno, monte seu próprio plano de
aprendizagem e busque muitos outros contextos para utilização e ensino/aprendizagem das estru-
turas dadas.
¡ VERB TO BE PRESENT TENSE

Affirmative Form
I am... He/she/it is... You/ We/they are...
Negative Form
Im not... He/she/it isnt... You/ We/they arent...
Interrogative Forms
Is he/she/it...? Are you/we/they...?
Isnt he/she/it...? Arent you/we/they...?
¡ QUESTION WORDS
What What is this? / What do you do?
Where Where are you from? / Where do you work?
Who Who is she?
When When is your birthday?
How How are you?
How often How often do you drive to work?
¡ SIMPLE PRESENT
Affirmative Form
I/you work here. / He/she/it works here. / We/they work here.
Menu de conteúdos estruturais 81
Negative Form
I/you dont go to school anymore. / He/she/(it) doesnt go to school anymore.
We/they dont go to school anymore.
Interrogative Forms
Do you work? Does he/she/(it) work? Do they work?
Dont you/they go to school anymore? Doesnt he/she/(it) go to school anymore?
¡ ADVERBS OF FREQUENCY
Always I always work until late.
Usually They usually eat out.
Often I often eat a sandwich for lunch.
Sometimes Our neighbours sometimes invite us over for dinner.
Almost never We almost never have the chance to see a real pop star in
Porto Alegre.
Never They never come to the company on Saturdays.
¡ BASIC PREPOSITIONS: TIME

after after the meeting
at at 2.30 pm
before before Monday
during We stayed under a bridge during the rain.
in in July / in 1980 / in winter
on on Thursday / on April 4
¡ BASIC PREPOSITIONS: SPACE

at at home / at the bus station / ...
behind his surfboard is behind the door. / ...
Beside Whos that sitting beside the chairman? / ...
between There is a wall between your property and mine. / ...
in in Porto Alegre / in the bedroom / in the bag. / ...
in front of My house is in front of the post office. / ...
inside Check inside your briefcase. / ...
next to Whos that sitting next to the chairman? / ...
on on the table / on the bus / ...
outside Theres an elephant outside the building. / ...
over There is a bridge over this river. / ...
under We stayed under a bridge during the rain. / ...
¡ ARTICLES
A city in Brazil / The city where I was born
An old story / The same old story
Nature Death Love (no the)

82
¡ COUNTABLE AND UNCOUNTABLE NOUNS

a house
an orange
some information
a piece of news
a lot of money
much x many
little x few
¡ IRREGULAR PLURALS
tooth/teeth foot/feet
¡ COMMANDS
Stop!
Come!
Go!
Lets cancel the conference call!
¡ DEMONSTRATIVE ADJECTIVES
(This/that these/those)
This book is expensive, but that one isnt. / These flowers are more beautiful than those.
¡ QUANTITATIVE ADJECTIVES
(some/any/no little/few many/much)
I need some money / I dont have any money / I have no money We have a little money / I will
eat a few apples I have many things to do, so I dont have much time. / How many children do
you have? / How much money do you need?
¡ ANYTHING, ANYBODY/ANYONE, ANYWHERE

Call me if you need anything / Is there anybody/anyone here? / You can go anywhere you want.
¡ SOMETHING, SOMEBODY/SOMEONE, SOMEWHERE

Theres something going on here / Somebody/someones at the door / My glasses are here
somewhere.
¡ NOTHING, NOBODY/NO ONE, NOWHERE

I have nothing to do / Theres nobody/no one in the kitchen / I have nowhere to go.
¡ EVERYTHING, EVERYBODY/EVERYONE, EVERYWHERE

Ill give them everything I have. / Everybody/everyone loves this song. / I see ghosts everywhere.
¡ WHOSE
Whose suitcase is this?
¡ POSSESSIVE ADJECTIVES
My piano / Your umbrella / His mouth / Her room / Its place / Our computer / Their car.
¡ POSSESSIVE PRONOUNS
This boat is mine / yours / his / hers / ours / theirs.
¡ S POSSESSION
The book of my sister My sisters book / The house of my parents My parents house.
¡ PLAN TO LIKE TO NEED TO WANT TO
¡ PRESENT CONTINUOUS
Affirmative Form
I am listening. He/she/it is listening. You are listening. We/they are listening.
Negative Form
Im not wearing a tie. He/she/(it) isnt wearing a tie. You arent wearing a tie. We/they arent
wearing a tie.
Interrogative Form
Is he/she/it crying? Are you crying? Are they crying?
Isnt he/she/it wearing a tie? Arent you wearing a tie? Arent they wearing a tie?
¡ VERB TO BE PAST TENSE

Affirmative Form
I/he/she/it was... You/we/they were...
Negative Form
I/he/she/it wasnt... You/we/they werent...
Interrogative Forms
Was he/she/it...? Were you/we/they...?
Wasnt he/she/it...? Werent you/we/they...?
¡ COMPARATIVE FORM OF ADJECTIVES

strong He is stronger than me.
Superlative Form of Adjectives
strong It seems that he is the strongest man on Earth.
¡ IRREGULAR COMPARATIVE AND SUPERLATIVE FORMS

good You are better than him You are the best.
bad / far
¡ AS...AS... SO... AS
His second movie was as good as the first one. / The damages were not so bad as they seemed.
¡ ADJECTIVES X ADVERBS
She is fluent in French She speaks French fluently / He suffered a bad injury He was badly
injured.
84
¡ OBJECT PRONOUNS
The security guard cant see me / you / him / her / it / us / them.
¡ ADJECTIVES ING X ED

I was frightened by that loud cry The loud cry was frightening / Im interested in your story
Your story is very interesting.
¡ SIMPLE PAST
Affirmative Form
I washed my hands. / We went to the theater. She/he/it arrived yesterday.
Negative Form
I didnt wash my hands. / We didnt go the theater. She/he/it didnt arrive yesterday.
Interrogative Form
Did you wash your hands? Did you go the theater? Did she/he/it arrive yesterday?
Didnt you wash your hands? Didnt you go the theater?
¡ ANOTHER OTHER
I cant see anything. Please get me another flashlight.
Other people are in charge of the maintenance, not us.
¡ ANOTHER OTHERS
This flashlight doesnt work. Please, bring me another.
Some people have to be original. Others can only make copies.
¡ FORMS OF IRREGULAR VERBS (groups ver página 103)
¡ THERE + BE
There is/isnt just one answer for this question.
There are/arent many things to do on Sundays.
There was/wasnt enough room for everybody there.
There were/werent many people at the party.
¡ DISTRIBUTIVE ADJECTIVES
(all each/every either/neither both/and)
All my friends are Brazilians. / Each day is a new day / I call my girlfriend every day You can
choose either one or the other, but I see that you dont like neither of them. Both me and my
sister love rock and roll.
¡ SO + AUXILIAR X NEITHER + AUXILIAR

I like rainy days. I can dance the tango I will travel this holiday.
So do I So can I So will I.
I dont like rainy days. I can dance the tango -I wont travel this holiday.
Neither do I Neither can I -Neither will I.
¡ WHY/BECAUSE
A: Why did you come here? B: Because I need to talk to you.
¡ PRESENT CONTINUOUS (PLANNED FUTURE)

be + verb-ING
Im leaving tomorrow at 10 am. / Arent you staying for a cup of coffee?
¡ FUTURE TENSE WITH WILL/SHALL

Affirmative Form
I/ You/ He/she//we/they will/shall think about it . / Itll be very easy./ I shall go now.
Negative Form
I/ You/ He/she/we/they wont/shant think about it ./ It wont be very easy./ I shall not/shant
go now.
Interrogative Form Will/Shall you/ he/she/they think about it? / Will it work? / Shall we go
now? / Wont/Shant you/ he/she/they think about it? / Wont it be easy? / Shant we go now?
¡ GOING TO
Affirmative Form
Im going to travel on Monday/ He/she is going to travel on Monday. /Its going to rain.
You/we/they are going to travel on Monday.
Negative Form
Im not going to travel on Monday. / He/shes not going to travel on Monday. / Its not going to
rain. /You/we/they are not going to travel on Monday.
Interrogative Forms
Is he/she going to travel on Monday? / Is it going to rain? /Are you/they going to travel on
Monday?
Isnt he/she/it going to travel on Monday? / Arent you/they going to travel on Monday? Isnt
this fine glass (it) going to break?
¡ PRESENT PERFECT
Affirmative Form
I/you/we/they have been to Rio. / He/she has been to Rio. / It s been very easy.
Negative Form
I/you/we/they havent been to Rio. / He/she/ hasnt been to Rio. / It hasnt been very easy.
Interrogative Form
Have you/they been to Rio? / Has he/she been to Rio? / Has it been easy?
Havent you they been to Rio? / Hasnt he/she been to Rio? / Hasnt it been easy?
¡ SINCE/FOR
Ive lived here for 10 years.
Ive lived here since 1993.
¡ RELATIVE PRONOUNS
That The telephone number that you gave me doesnt exist.
Which I wrote a poem about the spring, which is my favourite season.
86
Who The man who told you that is a liar.

When I usually have a cup of coffee when Im feeling sleepy.
Where He went to the city where his mother lived.
Whose I know a woman whose husband used to be a chess champion.
¡ COULD
I could run very fast when I was young. / Could you tell me where the bank is?
¡ SHOULD
You should help your parents. / You shouldnt stay in the rain for too long.
¡ WOULD
Would you like to dance?/ Id (would) do anything for a glass of water now.
¡ SIMPLE PRESENT X PRESENT CONTINUOUS

I eat pizza everyday x Im eating now, I cant answer the phone.
¡ NEGATIVE FORM OF THE INFINITIVE

Its silly of you not to do it. / He decided not to tell anyone about his promotion.
¡ MODALS (AFFIRMATIVE/QUESTION/NEGATIVE)
can You can go if you want. / She can play the piano very well. / Can she play the piano?
have to I have to stay here. / You dont have to go if you dont want to. / Do I have to do this?
may You may be right. / May I come in? / May I help you?
must You must go now. / You mustnt use the office phone for private calls.
should You shouldnt go there.
ought to You ought to know the truth.
might I might be wrong.
had better Youd (had) better leave now.
will and would: willingness, likelihood and certainty I will buy myself a new car. / Will you
marry me? / I wont listen to your excuses. / I would go, if I had money / Would you miss me if I
left you? / If I were you, I wouldnt worry about it.
will and would: repeated action When I was abroad I would call my family every day. / My
mom will keep saying the same things over and over.
be able to: ability Im not able to help you with these exercises.
need(nt) I need to make a phone call. / You neednt worry, Im fine.
¡ REQUESTS
Can I Can I borrow your pen?
Can you Can you do me a favor?
Could I Could I have a cup of coffee, please?
Could you Could you tell me what time it is?
May I May I ask you a question?
Would you mind...? Would you mind ?
¡ CAN AND COULD

ability I can swim / She could play the guitar when she was a girl.
possibility You can go this way, if you want. / I couldnt enter the disco because
I was under 18.
politeness Can I have the soup, please? / Could you lend me a pencil, please?
¡ TOO X EITHER
I like classical music I like it too x I dont like classical music I dont like it either.
¡ REFLEXIVE PRONOUNS
I love myself / You have to love yourself .
himself / herself / itself / ourselves / yourselves / themselves
¡ SO X SUCH
Its so good to be here x Its such a good feeling to be here.
¡ MORE PREPOSITIONS
above Your score must be above 70. /...
across My girlfriend lives in a house across the river.
against Nobodys against you.
along There were many trees along the road.
among Swimming is among the things I like to do the most.
apart from He prefers to stay apart from his parents problems.
around/round We had a walk around the park.
below A strange man lives in the apartment below.
beside/besides A beautiful woman sat beside me at the meeting. / Besides their friends
and family, nobody came to their concert.
by By the end of June classes will be over.
during Some animals sleep during the winter.
except (for) Everybody went to the game except (for) me and my brother.
from...to When he was young, my father went from São Paulo to Manaus on foot!
through We walked through the forest.
throughout Computers are being used throughout the world.
until Until tomorrow.
up to Drive up to the main road and turn left.
with Ill have my coffee with sugar.
within Hell be here within an hour.
without You cant survive without oxygen.
¡ PAST CONTINUOUS
Affirmative Form
I/He/she/it was crying. / You/We/they were crying.
Negative Form
I/He/she/it wasnt crying. / You/We/they werent crying.
Interrogative Form
Was I/he/she/it crying? / Were you crying?
Wasnt he/she/it crying? / Werent you crying?
88
¡ FUTURE CONTINUOUS
Affirmative Form
I/you/He/she/we/they will be doing it soon. Itll (will) be perfect.
Negative Form
I/ you/He/she/we/they will not (wont) be doing it soon. / It wont happen this way.
Interrogative Form
Will you/he/she/we/they be doing it soon? / Will it be OK?
Wont you/he/she/we/they be doing it soon? Wont it work?
¡ ONE AND ONES

(Theres my car the green one.)
The black dog is very beautiful, but Ill take the white one / Im trying to think of an example, but
I cant think of a good one / My friend loves long trips, but I prefer short ones. / I love animals,
but elephants are the ones I love the most.
¡ INDIRECT QUESTIONS
Do you know what time it is?
Can you tell me where the bus stop is?
¡ SIMPLE PAST X PAST CONTINUOUS

I slept all night long. x I was sleeping when the telephone rang.
¡ PAST PERFECT
Affirmative Form
I/you/ He/she/ we/they had seen that before. / It had caused some alarm.
Negative Form
I/you/ He/she/ we/they hadnt seen that before.
Interrogative Form
Had you seen that before?
Hadnt you seen that before?
¡ PREFER / WOULD RATHER

I prefer literature to sports. / I prefer reading to working out. / I prefer to work at home rather
than work out.
I would prefer to do it myself rather than leave it to you x I would rather do it myself than leave it
to you.
¡ HAD BETTER
Youd better go now.
¡ USED TO X BE USED TO
I used to sleep all day, but now I work very hard. x Im used to working hard every day. / She used
to be a nice girl, but now she is nasty and unpleasant. x She is used to dealing with nasty and
unpleasant girls like Susan.
¡ HAVE/GET/WANT SOMETHING DONE/HAVE SOMEONE DO SOMETHING

Hes having his car washed. / He had his son wash his car. / Lets get the party started / What do
you want me to do? / I want this room cleaned before I return.
¡ PASSIVE VOICE
Present Tense Portuguese is taught in many universities around the world.
Past Tense Millions of people were killed in World War II.
¡ SIMPLE PAST X PRESENT PERFECT

I washed my car yesterday. x Ive only washed my car twice in my life.
¡ SIMPLE PRESENT X PRESENT PERFECT

I live in Porto Alegre. x Ive lived in Porto Alegre all my life.
¡ INDIRECT SPEECH (SAY/TELL)

(Im going to the movies) He said (that) he was going to the movies / (I love him) She told me,
(that) she loved him.
¡ CONDITIONAL SENTENCES PRESENT

If its good to you, its good to me.
¡ CONDITIONAL SENTENCES FUTURE

If I see her, Ill tell her to call you. (future possible)
¡ CONDITIONAL SENTENCES PAST

If I had money, I would go to Europe. (present impossible)
If I were you, I would do it differently.
If I had known that before, I would have done it differently. (past unreal)
¡ FUTURE PERFECT
Affirmative Form We/I/They/He will have seen everything.
Negative Form We/I/They/He wont have moved by then.
Interrogative Form Will they have finished the job by mid-April? / Wont they have
finished the job by mid-April?
¡ I WISH...
I wish I were taller, so I could be a basketball player. / I wish I didnt have to wake up early every
morning.
¡ PRESENT PERFECT CONTINUOUS

Affirmative Form
I/ We/theyve (have) been crying. /He/she/it s (has) been crying.
Negative Form
I/ We/they havent been crying./ He/she/it hasnt been crying.
Interrogative Form
Have you/they been crying? / Has he/she/it been crying?
Havent you/they been preparing it? / Hasnt he/she/it been preparing it?
90
¡ PAST PERFECT CONTINUOUS

Affirmative Form
I/you/He/she/it/We/they had been doing it when...
Negative Form
I/ you/He/she/it/We/they hadnt been expecting much...
Interrogative Form
Had you/ He/she/it/We/they been doing it?
Hadnt you/ He/she/it/We/they been doing it?
¡ QUESTION TAGS
This is nice, isnt it?
They dont expect much from this, do they?
We met at the business fair, didnt we?
¡ SIMPLE PRESENT WITH A FUTURE MEANING

We arrive tomorrow at 5 oclock. / The course starts next week.
¡ FUTURE PERFECT CONTINUOUS

Tomorrow at this time we will be travelling to Europe. / By the time you wake up, I will already
be working.
¡ BE TO + INFINITIVE (I AM TO DO)
The match is to start in fifteen minutes. / I am to live in Australia for the next 3 years. / If we are to
be there at 2 oclock, wed better leave now.
¡ THE FUTURE SEEN FROM THE PAST (WAS GOING TO)

I was going to phone her, but decided to write her a letter instead / She always said she was going
to be a singer.
¡ COMPOUND WORDS
The salesperson took a 2-week vacation. / My sister-in-law is an African American. / This is a
high-quality dictionary developed for Portuguese-speaking people.
¡ PHRASAL VERBS
Dont give up now, you are almost there! / Has the plane already taken off? / Turn the volume
down, its too loud!
¡ BASIC IDIOMS
I thought the test would be difficult, but it was a piece of cake! / Take it easy, everything will be
fine. / Wed better wait, its raining cats and dogs. / This noise is getting on my nerves!
¡ PASSIVE VOICE
Remaining tenses
Future Tense: My computer will/is going to be fixed tomorrow.
Present Perfect: Nothing has been done yet.
Past Perfect: The letter had already been delivered.

Present Continous: The boy is being educated at a famous school.
Past Continuous: Dinner was being served.
¡ VERB + ING OR TO-INFINITIVE

I enjoy dancing.
I like to dance.
¡ NEGATIVE QUESTIONS
Dont you think you should be looking for a job? / Cant you see that this girl is making a fool of
you? / Isnt she the girl you told me about yesterday?
¡ VERBS + TO-INFINITIVE
Im trying to do my best. / I hate to do this, but I have to.
¡ VERBS + BARE INFINITIVE

Can you come play with us? / Go tell your friends the good news.
¡ VERBS + VERB+ING
I enjoy listening to good rocknroll. / I love playing cards with my friends. / Last week I started
working for a milk company.
¡ ORDER OF ADJECTIVES
He bought a black Italian leather jacket. / This is the first purple electric typing machine Ive seen
in my life.
¡ PREPOSITIONS AFTER ADJECTIVES: AFRAID OF / INTERESTED IN / RESPONSIBLE

FOR
Im afraid of making a wrong decision / Arent you interested in buying this brand new
encyclopaedia? / She is responsible for paying all family bills.
¡ COMPARAÇÕES EM FRASES
The more you eat, the fatter you get.
The more obvious the answer to the problem is, the less capable we are to provide it...
¡ ADVERBS
Position of adverbs.
Hardly and seldom.
I always lock the door before I leave. / I am always afraid that somebody might enter my house /
We arrived there very late. / I went to the movies yesterday. / I can hardly hear you / I hardly ever
go the theater / I seldom talk to my neighbour.
Exercícios
Verb to be IV. Complete with was or were and match the

columns. Follow the example. One sentence is the
I. Match the columns according to the example:
logical consequence of the other.
1) ( b ) She
1) She was in a hurry. ( ) They _____ on
2) ( ) It a) am
vacation there.
3) ( ) We
2) The cinema _____ ( ) Its puppy _____ sick.
4) ( ) You b) is crowded.
5) ( ) They 3) John and Mary _____ ( ) And she _____ angry.
6) ( ) I c) are in London.
7) ( ) He 4) It _____ cloudy ( 1 ) She _____ late.
yesterday.
II. Put the sentences below in the negative form. 5) My pet dog Sasha ( ) We _____ very close.
Use the words given between brackets to make your _____ sad.
sentence become consistent. Remember: you can 6) You _____ very ( ) Your dress was _____
also use contracted forms. beautiful at the party. beautiful too.
1) I am a doctor. (nurse) 7) We _____ good friends. ( ) It _____ also windy.
I am not a nurse. or Im not a nurse. 8) He _____ late. ( ) It ___ very noisy.
2) My dog is funny. (boring)
____________________________________________
3) We are watching a soccer game. (basketball game) Question words
____________________________________________
4) They are in an Italian restaurant. (Indian restaurant) I. Match the columns following the example. Some
____________________________________________ questions may have more than one correct answer.
5) She is very pretty. (ugly) (3) When are they going to visit us? 1) What
____________________________________________ ( ) _____ do you do? 2) Where
6) He is very intelligent. (stupid) ( ) _____ is your father? 3) When
____________________________________________ ( ) _____ is that woman? 4) How
7) You are my friend. (enemy) ( ) _____ is he going to? 5) Who
____________________________________________ ( ) _____ is wrong? 6) Which
8) Its a nice day. (terrible) ( ) _____ long are you going to stay
____________________________________________ there?
( ) _____ do you do?
( ) _____ one is your car?
III. Complete with was or were:
( ) _____ are you today?
1) Yesterday I was sad. My mother was sick.
( ) _____ is going with you?
2) You _____ a very good student. Your grades _____
( ) _____ do you work?
very good.
( ) _____ is this?
3) She _____ very nervous because of the test.
( ) _____ do you have lunch?
4) It _____ very cold last week. It rained a lot.
( ) _____ do you exercise?
5) They _____ not in the city. They _____ traveling.
( ) _____ book is yours?
6) I _____ busy because I had a lot of things to do.
( ) _____ do you go to work?
Simple present 1) Where do you live?

2) What does your sister study?
I. Read about Sarahs vacation and answer the questions:
3) When _____ you read this book?
My name is Sarah. Im 30 years old. I am a nurse and I live
4) _____ your aunt work in a bank?
in Chicago. My parents live in Los Angeles. Every year I go
5) My mother _____eat shrimp. She is allergic to them.
there to visit them. I love that city. We sit in front of the
6) I _____ travel alone.
sea every night and talk about everything. I like to visit
them in my free time. My brother lives in Miami. He is 7) He ______ see his girlfriend every day.
single and he has a dog. His dogs name is Lucky. 8) _____ you speak French?
1) Where does Sarah live? IV. Make questions for the answers. Follow the example:
_______________________________________________ 1) What does your brother do?
2) What does she do? Hes a dog walker.
_______________________________________________ 2) Where do you study?
3) Who does she visit when she goes to Los Angeles? I study at the John Kennedy Elementary School.
_______________________________________________ 3) __________________?
4) Who lives in Miami? My sister is a travel agent.
_______________________________________________ 4) __________________?
5) Is Sarahs brother married? Yes, she works in a hospital. She is a nurse.
_______________________________________________ 5) __________________?
6) Does he have a dog? What is its name? No, my brother is a teacher.
_______________________________________________ 6) __________________?
7) Where do Sarahs parents live? My wife plays the guitar. She is a musician.
_______________________________________________ 7) __________________?
8) What do Sarahs parents do at night? Im a physiotherapist. I work in a hospital.
_______________________________________________ 8) __________________?
II. Change the sentences below according to the My son is an architect. He works in a big company.
example: 9) __________________?
My mother and my two sisters sing. They are singers.
1) I work in an office. 10) __________________?
She works in an office. I work in a shop. Im a cashier.
2) I wash the dishes.
Jessica _______________________________________.
3) I hate soccer.
Adverbs of frequency
Deborah _____________________________________. Frequency adverbs
4) I take a shower in the morning. 100% Always
He __________________________________________. 80% Usually/Often
5) You go to the mall on Saturdays. 60% Sometimes
Steven _______________________________________. 20% Almost never
6) I speak Spanish. 0% Never
John _________________________________________. ...do tempo
7) Cats hate water.
NOTE: The percentages given are merely a reference.
It ___________________________________________.
8) I play the piano on Mondays. I. Complete the sentences using the words below the
Anne ________________________________________. % of the time. Follow the example:
9) You dance very well.
James ________________________________________. always often or usually sometimes almost never never
1) My father likes to get up early.

III. Fill in the blanks with do or does following the He always gets up early. (100% do tempo)
examples. Remember to use the negative forms of 2) We dont have time to study during the day.
do and does, when necessary: _____ we study at night. (60% do tempo)
94
3) My father likes soccer. 4) Where is the museum? (beside school)

He _____ plays soccer on Saturdays. (80% do tempo) _______________________________________________
4) I dont like meat. 5) Where is the cinema? (between theatre church)
I _____ eat meat. (0% do tempo) _______________________________________________
5) My sister lives far from my house. 6) Where is the gas station? (in front of shop)
She _____ comes to visit us. (20% do tempo) _______________________________________________
6) My brother has a car. 7) Where is the hospital? (in front of supermarket)
He _____ takes the bus to go to work. (60% do tempo) _______________________________________________
7) I study far from my house. 8) Where is the City Hall? (beside bank)
I _____ go to school on foot. (20% do tempo) _______________________________________________
8) My aunt works on weekends.
She ____ goes to the movies on weekends. (0% do tempo)
9) My classes start at eight o clock. Articles
I _____ arrive at the school at 7:45. (80% do tempo)
I. Complete the sentences below with the appropriate
10) My mother is an old lady.
article.
I _____ help her wash the dishes. (100% do tempo)
11) I study at night. 1) I live in ______ apartment. (a an)
I _____ watch TV at night. (0% do tempo) 2) Im _____ teacher. (a an one)
12) My family is very religious. 3) I want to eat _____ apple and drink _____ glass of
We _____ go to church on Sundays. (100% do tempo) orange juice. (a an)
13) My parents live in another country. 4) I have only _____ best friend. (a an one the)
I _____ phone them. (60% do tempo) 5) Brazils _____ wonderful country. (a an one)
14) I work during the day.
I ___ have time to play with my children. (20% do tempo) II. Complete the sentences below with the appropriate
15) My daughter doesnt like coffee. article.
She _____ drinks coffee. (0% do tempo) 1) Brasilia is _____ capital of Brazil. (a an one the)
16) My uncle likes to cook at night. 2) The doctor will see you in _____ hour. (a an the)
He _____ cooks the dinner. (80% do tempo)
3) I like _____ cold weather. (a an one the)
4) I need _____ quiet place to study for the test. (an a one)
Prepositions 5) You must find _____ correct alternative in this exercise.
I. Fill in the blanks with in, on or at according to the (a an one the)
example:
1) Jane lives in New York.
Countable and uncountable
2) I live _____ 252, Sunset Boulevard.
3) My Sister lives _____ Main Street. I. Complete with much, many, a few and a little:
4) My parents live _____ Italy.
1) I have many friends.
5) My brother lives _____ Chicago.
2) We need _____ minutes to finish it.
6) My friend lives _____ Hollywood.
3) I try to eat _____ vegetables every day.
7) I live _____ 1052, Second Street.
4) I dont drink _____ coffee.
8) My cousin lives _____ Palm Springs.
5) We need _____ milk to put in our recipe.
9) My teacher lives _____ Third Street.
6) I need to buy _____ tomatoes for the salad.
10) I live _____ Los Angeles.
7) I want _____ rice, please!
II. Answer the questions using the words in brackets. 8) I dont have _____ time today.
Follow the example: 9) I dont have _____ things to do this week.
1) Where is the bookstore? ( behind drugstore) 10) I will spend just _____ days there.
The bookstore is behind the drugstore.
II. Choose the right alternative:
2) Where is the post office? (close to supermarket)
1) A: _____ kinds of fruit do we need to make a fruit salad?
_______________________________________________
B: We need _____ of each kind.
3) Where is the public market? (near square)
a) how much / some grams
_______________________________________________
b) how many / a few Commands

c) how many / much
I. Choose one command from the box for each sentence.
d) how much / some grams
STOP! GO! COME! WAIT! LISTEN! LOOK!
2) How _____ sugar do you like in your coffee? 1) Oh, sorry. Joe has just left. If you hurry, you can still
a) many catch him! _____
b) little 2) _____ Looks like that couples breaking up. Theyve
c) much been arguing for over an hour.
d) few 3) _____ I want to show you all the stuff I bought on my
trip to the United States.
3) I need _____ hot water to make a cup of tea. 4) _____ I cant work with all that noise! Turn that thing
a) few off! You can clean later.
b) many 5) _____ I still have a lot of things to say to you. Dont go
c) little yet. Please, stay.
d) some 6) _____ I think theres someone outside trying to break
into the house.
4) I need _____ money to buy _____ things.
a) a little / a few Demonstrative adjectives
b) some / much
I. Complete the sentences using is or are. If you say
c) many / many
the name of the people, even if its more than one,
d) a lot of / much
you always use This is. Follow the examples:
5) I want to drink _____ wine and eat _____ cheese. 1) This is my friend Judy.
a) much / many 2) These are my parents.
b) some / some 3) _____ Richard and Sally.
c) few / little 4) _____ Julias grandparents.
d) many / much 5) _____ Paula and Marcos books.
6) _____ my wife Ana.
7) _____ my brothers and sisters.
Irregular plurals 8) _____ my best friend, Carlos.
I. Fill in the blanks with the words below and then 9) _____ Ronnie and Meg.
complete the crossword puzzle:
1) I have one _____. Quantitative adjectives
2) Who is that _____?. I. Complete the sentences with some or any. Note: In
3) My sister is a beautiful _____. one of these sentences you can use both.
4) Those are nice _____. 1) I didnt buy _____ fruit at the supermarket but I bought
5) Human beings have two _____. _____ vegetables.
6) I always brush my _____. 2) You can eat ________ amount of candy you want at a
7) The world has many _____. birthday party.
8) They are not Brazilian. They are ________. 3) Call me if you need _____ help.
4) I dont like all of your clothes. I only like _____.
woman feet people man child women teeth English 5) Mary doesnt have ____ friends at school. Shes very shy.
1
2 II. Complete the dialogue below with words from the

box.
3 4
ANY NO SOME SOME A LITTLE A FEW
5 Would you like to drink _____ coffee?
Yes, Id love _____.
Do you want _____ sugar in it?
6 7
Only _____.
Oh, I have ___ sugar left. Maybe ____ drops of sweetener?
96
Possessives II. Are these sentences correct? Check them if

theyre correct. Correct them if theyre wrong.
I. Fill in the blanks with the information about your
family. Follow the example: 1) My parents wants to travel to Paris to celebrate their 20th
1) My mother is 55 years old. Her name is Maddy. Her last anniversary.
name is Taylor. ___________________________________________ ( )
2) My father is _____. _____ name is _____. _____ last 2) Anne and Paul needs to study harder in order to pass the
name is _____. exam.
3) My brother is _____. _____ name is _____. _____ last ___________________________________________ ( )
name is _____. 3) We plan to give our mother a great surprise birthday
4) My sister is _____. _____ name is _____. _____ last party this year.
name is _____. ___________________________________________ ( )
5) My grandparents are _____ and _____ years old. _____ 4) Jessie and I like to read very much and we even write
names are _____ and _____. _____ last name is _____. stories together.
6) My cat is _____. _____ name is _____. ___________________________________________ ( )
II. Complete the exercise below using the indicated

words. Follow the example: Present continuous
1) Peter is Martas husband. He is her husband. I. Put the verb in the appropriate form. Follow the
2) Kate is Julias mother. Kate is ____ mother. example:
3) Jane and Michael are brother and sister. Jane is ____ sister. 1) She (work) out of town today.
4) Chris is Jeffs granddaughter. Chris is _____ granddaughter. She is working out of town today.
5) Gabriel is Paulines uncle. Gabriel is _____ uncle. 2) They (play) the piano now.
_______________________________________________
III. Match the columns using the words in brackets
3) The water (boil).
as a reference. Follow the example:
_______________________________________________
1)
4) She (talk) to her friend now.
a) These books are _____. (I) ( ) theirs
_______________________________________________
b) This jacket is _____. (he) ( ) hers 5) We (resolve) the problem.
c) The tests are _____. (they) ( a ) mine _______________________________________________
d) Is this purse _____? (she) ( ) yours 6) He (watch) TV.
_______________________________________________
e) This house is _____. (we) ( ) ours
7) I (study) for the test.
f) Is this dress _____? (you) ( ) his _______________________________________________
2)
Comparative and superlative
a) _____ parents (I) ( ) their
b) _____ boyfriend (she) ( ) his I. Fill in the blanks using the adjectives between
brackets in the comparative form. Follow the example.
c) _____ car (he) ( a ) my
d) _____ friends (we) ( ) her 1) Today is colder (cold) than last Sunday.
2) The white dress is _________ (cheap) than the red dress.
e) _____ children (they) ( ) our
3) This skirt is too small for me. I want a _______ (big) skirt.
4) The sandals I bought are __________ (expensive) than
the sandals you bought.
Plan to like to need to want to
5) This house is __________ (small) than her house.
I. Complete the following text using the words from 6) This cafeteria is __________ (clean) than the one near
the box. our house.
7) The movie we saw yesterday was __________
like to plan to want to need to
(interesting) than the movie we saw last week.
1) I _____ dance. I _____ become a professional dancer. 8) The weather in Porto Alegre is __________ (cool) than
But if I _____ be a good dancer I _____ practice every day. the weather in Salvador.
II. Complete using the adjectives in the superlative 3) Sandra has unique tastes. She only wears _____ clothes.
form. Follow the examples. (colorful/colorfully)
4) Marcos lived in Montevideo for three years. He speaks
1) São Paulo is the largest (large) city in Brazil. Spanish _____ now. (fluent/fluently)
2) We bought the __________ (cheap) blouse in the shop. 5) This paper is due today. If we want to hand it in on time
3) I talked to the __________ (important) person in the we must finish writing it _____. (quick/quickly)
factory.
4) This is the __________ (nice) book I have ever read.
5) John is the __________ (good) student in the class. Object pronouns
6) The television was the __________ (expensive) product
in the shop. I. Rewrite the sentences below using him, her, it, us,
7) Last Saturday was the __________ (cold) day of the year. them. Follow the example:
8) Kate was wearing the __________ (beautiful) dress in
the party. 1) I need to talk to Mary.
I need to talk to her.
III. Choose the best answer. Follow the example: 2) Can I leave a message for Robert?
_______________________________________________
1) Michael is the most interesting person I have ever met. 3) I saw Charles and Rose yesterday.
` more interesting than the most interesting _______________________________________________
2) The children spoke _____________ the teacher. 4) My grandmother cooks for you and me.
louder than the loudest _______________________________________________
3) The Portuguese test was __________ the geography test. 5) The children broke the window this morning.
more difficult than the most difficult _______________________________________________
4) The science test was __________ the chemistry test. 6) I cant find my sunglasses.
easier than the easiest _______________________________________________
5) This swimming pool is _________ that swimming pool.
deeper than the deepest II. Complete the dialogues below using me, you, him,
6) The food we ate yesterday was ____ the food we ate today. her, us, them, it.
better than the best
7) This is __________ magazine I have ever read. 1) Jane: Hi Julia! Is Elizabeth there?
worse than the worst Julia: Hi Jane! I saw ____ a few minutes ago. Just a minute,
8) This neighbourhood is __________ our neighbourhood. please.
safer than the safest
2) Paul: Good morning Carlos. This is Paul. How are
you?
Adjectives x Adverbs Henry: Hi Paul. Im fine. How about you?
Paul: Im OK. How can I help ____?
I. Choose the correct word for each sentence. Henry: May I speak to Richard?
1. I sing and dance very (good/well). Im a very good Paul: Sure, just a moment, Ill call ____.
performer.
3) Nicholas: Louise, how is Michael going to school
2. I like you because you always treat me very (well/good).
today?
3. Students must be (quiet/quietly) in class when the
Louise: Im taking _____ in my car.
teachers talking.
Nicholas: Great! Could you take Brad too?
4. Anne and I are very (closed/close) to each other. Were
best friends. Louise: Sure, Ill take _____ too.
5. I want to speak English (fluently/fluent). 4) Thomas: Can I speak to Mr. Carson, please?
Rose: He isnt here right now. May I help you?
II. Write down the correct word for each sentence. Thomas: Thanks. Can you ask _____ to call _____?
1) My father looked at me _____ when I told him that I This is Thomas Marsh.
spent my allowance money in a day. (angry/angrily) Rose: Thomas Marsh. Does he have your number, Mr.
2) I havent seen my friends from my hometown in a very Marsh?
long time. I miss them _____. (terrible/terribly) Thomas: Yes, he has _____.
98
5) Sheila: Hello? 3) She (not eat) anything.

Edward: Hi. Is William there, please? Yesterday morning ___________________________
Sheila: Im sorry. He isnt here right now. Can I give ____ 4) My brother (watch TV).
a message? Last night ___________________________________
Edward: Yes. This is Edward. Please ask ____ to call ____ 5) He (clean) the house.
at work. Last Saturday ________________________________
Sheila: OK. Can you give ___ your phone number, please? 6) My brother (wash) the bicycle.
Edward: Sure. Its 3091-5593. Yesterday ___________________________________
7) I (invite) my uncle for dinner.
On Friday __________________________________
Adjectives ing x ed
8) He (ask) the doctor about his problem.
I. Choose words from the list to complete the sen- Last week ___________________________________
tences. Not all words will be used. 9) My friend (be) very happy because it (be) her birthday.
Yesterday ___________________________________
Confusing
Confused 10) My mother (cook) the lunch for me.
Depressing Last night ___________________________________
Depressed 11) It (be) hot and sunny.
Fascinating On Friday __________________________________
Fascinated 12) I (call) my friend three times but she (not answer).
Satisfied Today _____________________________________
Satisfying 13) Betty (be not) well.
This afternoon _______________________________
1) Im _____! Which words should I use?
2) Its _____ when somebody you love dies.
II. Change the sentences below into negative. Follow
3) Are you _____ with the grade on your test?
the example:
4) Im _____ by painters.
5) Carols _____ about her bad health. 1) We needed someone to help us.
We didnt need anyone to bother us.
II. ing or ed? 2) I phoned him yesterday.
___________________________on Friday.
1) ( ) I love teaching that kid. Hes such an (a) ing
3) I talked to the lawyer last week.
excit_____ student to teach!
__________________________last month.
2) ( ) One of my students is very excit____ (b) ed 4) I played volleyball last summer.
about his good grade in his exam. ______________________________last winter.
3) ( ) The class today was exhaust_____ 5) The children brushed their teeth after dinner.
because nobody spoke. I did all the talking. _______________________________after breakfast.
6) The secretary typed the invitations..
4) ( ) I was feeling exhaust_____ in class
because I had been correcting tests all day. ______________________________ letters.
7) She worked last week.
5) ( ) The exercises were very tir____ for my _______________________________ last weekend.
students. They deserved a break afterwards. 8) Helen studied on Wednesday.
_________________________________on the weekend.
9) The weather was cold this week.
Simple past
________________________________ last weekend.
I. Put the sentences below in the past. Follow the 10) The parents were worried about their children.
example: ________________________________ their neighbors.
11) The competitors were tired after the match.
1) They (study) for the test.
________________________________ before the game.
Yesterday They studied for the test.
12) The students asked about the grades.
2) My father (be) sick.
________________________________ more tests.
Last weekend ________________________________
III. Change the sentences below into questions. 5) My daughter (wake up) at 3:00 a.m.
Follow the example: ___________________________________ last night.
6) They (do) all the exercises.
1) He did all the exercises.
___________________________________ yesterday.
Did he do all the exercises?
7) My father (read) the magazine.
2) The teacher talked to the student.
___________________________________ this morning.
_______________________________________________?
8) I (bring) some sandwiches for dinner.
3) John played soccer last Sunday.
___________________________________ today.
_______________________________________________?
4) They cleaned the house this morning. 9) We (go) to the club.
_______________________________________________? ___________________________________ on Sunday.
5) It was cold on Saturday.
_______________________________________________? VI. Put the sentences below in the negative. Follow
6) She typed the letter I asked her. the example:
_______________________________________________? 1) We went to school last Tuesday.
7) He helped his mother with the dishes. We didnt go to school last Thursday.
_______________________________________________? 2) I bought some fruit at the public market yesterday.
8) You were sick last week. ______________________________________ today.
_______________________________________________? 3) I wrote a letter to my sister last month.
9) He needed to take some medicine.
______________________________________ last week.
_______________________________________________?
4) I ate some pasta and I drank a glass of wine for lunch.
10) You invited your friends to the party.
______________________________________ at dinner.
_______________________________________________?
5) My boss paid my lunch for me yesterday.
______________________________________ today.
IV. Find the past of the verbs below. Follow the
6) My father sold his house last year.
example:
______________________________________ last month.
R P O D E X W B K W D S R T E M D Q 7) I took a taxi to go to work because I was late.
R P A T V O K M O N E I L A K A L S
N E O V K H S C N U A N D U O D O J ______________________________________ because I
R R L E S T L I U B G R T G P E S L was late. I took a taxi because I didnt want to walk.
W H E L K O O T W O N H D H S A Y Z
Q T E R U I B R O U G H T T P A I D
A P L G O M E P L L Y G Q Q J T J O VII. Complete the sentences below describing what
T D F G X W I G H E A R D J W E W Q
follows the action. Use the words in brackets.
Follow the example:
eat buy drink
build do pay 1) I was reading a magazine when the phone rang.
hear make sell (phone ring)
read sleep take
2) He was taking a shower when
speak teach wear
_______________________. (lights go off)
go wake
write bring 3) I was walking in the street when
______________________ the accident. (I see)
V. Put the sentences below in the past. Follow the 4) She was working on the computer when
example: __________________ at the door. (someone knock)
5) I was watching TV when
1) I (sleep) four hours last night. ____________________________ me. (my father call)
I slept four hours last night. 6) He was playing soccer when
2) My mother (make) some delicious ice cream. ___________________________ his foot. (He break)
___________________________________ this afternoon. 7) I was leaving my house when
3) My brother (teach) me how to drive. ________________________. (my sister arrive)
___________________________________ last year. 8) She was talking on the phone when
4) He (pay) the bill at the bank. ____________________. (I leave)
___________________________________ last week.
100
VIII. Change the sentences below into affirmative, III. Choose the correct alternative:
negative and interrogative. Pay attention to the right
form of the verbs. Follow the example: 1) Respect _____ and youll be respected.
a) other
1) He (go) to the hospital yesterday. (negação) b) others
He didnt go to the hospital yesterday. c) anothers
2) She (miss) the train last week. (afirmação) d) the another
_____________________________________
3) He (study) last night. (pergunta)
_____________________________________ Distributive adjectives
4) I (like) the yellow shirt that you gave me. (negação)
I. Put the sentences in the correct order.
_____________________________________
5) He (play) volleyball yesterday. (negação) Church mother to Sunday my every goes
_____________________________________ 1) _____________________________________________.
6) I (go) on vacation last week. (afirmação) Each the to separately student teacher talked the
_____________________________________ 2) _____________________________________________.
7) She (go) to the movie theater with you last Sunday. David loved Brandon both , boys and Jenny
(pergunta) 3) _____________________________________________.
_____________________________________ Team has soccer each players eleven
8) She (work) last year. (negação) 4) _____________________________________________.
_____________________________________ Talk Ellen the to all likes time
9) He (go) to school with me last Monday. (afirmação) 5) _____________________________________________.
_____________________________________
II. Choose the correct alternative for each of the
following sentences and fill the blanks.
Another other
(1) none ( ) _____ you study hard _____ you
I. Match the columns. wont pass the exam.
1) ( ) I want to eat _____ piece of cake. Its (a) other (2) every ( ) _____ of you, children, will play
delicious! (b) another today because you have to study.
2) ( ) Youre not the only person I like, I (3) each ( ) When Im studying I like to take a
like _____ people too! break ______ half an hour.
3) ( ) I cant go out. I have to study for (4) either or ( ) _____ person has their own
_____ test. unique personality.
4) ( ) I dont like that dress. You should (5) neither ( ) _____ my mother _____ my sister
buy _____ one. nor have been abroad. Theyve been to a
lot of places.
5) ( ) Well, if you dont like my idea, do
you happen to have _____ idea? (6) both and ( ) I like _____ my friends the same.
(7) all ( ) Im _____ tall _____ short. Im of
II. Complete the sentences with another or other. medium height.
1) Please forgive me. Give me _____ chance.

2) I dont have time right now. Lets meet some _____ III. What would NOT be a suitable response to the
time. following statement?
3) I saw my best friend from my hometown the _____ day.
I dont like war.
4) This text is no good. Youll have to write _____ one.
1) Neither do I.
5) I cant give up. There must be ____ way to solve this
2) Nor do I.
problem.
3) I dont either.
6) We just looked at each ____ and started to laugh.
4) Either I do.
Why/because 5) I (buy) my first car.

_______________________________________________
I. Match the questions with the answers.
6) My boyfriend (play) soccer on Saturday afternoon.
_______________________________________________
(1) Because its ( ) Because she misses her
7) She (invite) me to the party.
raining outside. boyfriend.
_______________________________________________
(2) Why is she sad? ( ) Because Im chopping an 8) My mother (talk) to my teacher.
onion. _______________________________________________
(3) Why are you ( ) Why are you leaving
crying? home with an umbrella? III. Change the sentences below into negative.
Follow the example:
(4) Because its too ( ) Because she had other
flowery. things to do.
1) The meeting will be on Wednesday.
(5) Why didnt she ( ) Why dont you like my The meeting wont be on Sundays.
come? dress? 2) My friend is going to move to another city.
_______________________________ to another country.
3) The bus will leave in two hours.
Future _____________________________________ in one hour.
I. Put the sentences below in the future tense using 4) We are going to travel to the beach on the weekend.
will. Follow the example: _____________________________________ on Monday.
5) The concert will start soon.
1) She has English classes on Fridays. ______________________________________ in an hour.
She will have English classes next Friday. 6) I am going to study for a contest.
2) I never go to the doctor. _______________________________________ for a test.
______________________________________next week. 7) She will tell you the story now.
3) Her father doesnt pick her up from school. _____________________________ when you meet again.
______________________________________today. 8) She is going to visit her parents this weekend.
4) The mother calls her children to go to school. ____________________________ the weekend after next.
______________________________________in an hour.
5) The gardener waters the plants in the morning. IV. Change the sentences below into questions.
______________________________________________ Follow the example:
tomorrow afternoon.
6) My mother seldom makes cakes. 1) She is going to travel tonight.
________________________________________tonight. Is she going to travel tonight?
7) She sells jewelry. 2) He will come back soon.
_____________________________ a diamond necklace _______________________________________________
this afternoon. 3) Your father is going to get promoted.
8) Our class always starts at 8:00 p.m. _______________________________________________
___________________________________ at 7:00 tonight. 4) She will give a lecture on Monday.
_______________________________________________
II. Put the sentences below into the future using 5) They are going to have a meeting at 2:00 p.m.
going to. Follow the example: _______________________________________________
6) The match will start at 3:00 p.m.
1) My friend (change) his job.
_______________________________________________
My friend is going to change his job.
7) They are going to get married in February.
2) My sister (start) a new dance course.
_______________________________________________
_______________________________________________
8) They will work together from now on.
3) I (work) at night.
_______________________________________________
_______________________________________________
4) The maid (prepare) a meal for us.
_______________________________________________
102
Present perfect 10) Nós fomos acampar no fim de semana passado.

______________________________
11) O professor ainda não corrigiu as provas.
I. Fill in the blanks with since or for. Follow the
______________________________
example:
12) Eu já toquei esta música várias vezes.
1) They have studied together for two years. ______________________________
2) She has danced ballet _______ nine years.

IV. Fill in the blanks with the right forms of the
3) I have lived alone _______ five years. verbs using the words below. Then match the
4) I have been working _______ I was sixteen. columns remembering that each segment is the
5) I havent talked to her _______ yesterday. logical sequence of the other. Follow the example:
6) I have lived in this city ________ last year.
1) has Havemet have lived played has been had left
7) I havent seen him ________ days.
8) I havent seen my father ________ last Sunday. a) Paul and John played together ( ) since 1986.
9) They have traveled around the world ________ months. b) They _______ ( ) before his sister
was born.
II. Fill in the blanks with already or yet. Follow the
c) Janet _______ working for ( ) a person like
example:
this company that?
1) She hasnt decided what to do yet. d) Leo _______ France ( ) in Rome for
several years.
2) They have _______ studied for the test.
e) _______ you ever _______ ( ) several times.
3) I havent talked to my teacher _______.
4) She has _______ written her emails. f) She ______ dated him. ( a ) yesterday.
5) He hasnt arrived _______.
2) have driven didnt call woke up went
6) I havent phoned my parents _______. worked bought
III. Translate the sentences below using the present a) She bought ( ) late this morning.
perfect when possible. Follow the example: b) I _____ never ______ ( a ) a new dress.
c) Susan _______ ( ) a bus.
1) Ela esteve na Itália diversas vezes.
She has been to Italy several times. d) Joshua _______ ( ) in 1996.
e) We _______ to the ( ) me yesterday.
2) Eu nunca vi neve.
f) They _______ in this ( ) movies last Sunday.
______________________________
company
3) Eu já terminei meu relatório.
______________________________
VI. Unscramble the sentences below according to
4) Eu moro em Madrid desde 1987.
the example:
______________________________
5) Eles estudaram línguas por muitos anos. yet done havent this I
______________________________
6) Ela nunca se apaixonou. 1) I havent done this yet.
______________________________
7) Você já experimentou lagosta? tried it to I have eat never
______________________________
2) __________________________________________.
8) Eu nunca perdi nenhum documento.
______________________________
havent I yet met him
9) Eu nunca fui a Las Vegas.
______________________________
3) __________________________________________. II. Choose the correct verb form to complete each

of the sentences below.
film already has this seen She
1. Have you ever _____ (to break) a promise to a close
4) __________________________________________. friend?
2. Ive _____ (to do) many good things in my life. I dont
have President They the met already regret anything Ive _____ (to do).
3. I have never _____ (to eat) Japanese food. Once I _____
5) __________________________________________. (to eat) Chinese food and hated it.
4. I have strong feelings for her, but Ive never ________
rained year this much hasnt it (to say) I love you.
5. Ive ______ (to know) him for a long time, were best
6) __________________________________________.
friends.
6. I _____ (to sleep) for twelve hours last night. I had never
go she to today school didnt
_____ (to sleep) that much!
7) __________________________________________. 7. I usually dont drink alcohol, but last night at the party I
_____ (to drink) too much.
yet he medicine the taken hasnt 8. I need to buy a beautiful dress for the wedding. Ive
already _____ (to buy) the shoes.
8) __________________________________________.
III. Match the sentences.
today already have exercised I
1) I _____ a lot of money in that store. ( ) awakened
9) __________________________________________.
If only I hadnt _____ so many things! caught
2) How could you have _____ my ( ) spoken
Irregular verb forms name? We _____ five minutes ago! felt
I. Complete the irregular verb chart with the base 3) If I hadnt _____ so late I would ( ) forgave
form, Past Simple and Past Participle. have _____ the school bus on time. were
4) I had never ______ in public ( ) forgotten
1) went gone
before. I wish I hadnt _____ so met
2) tell told embarrassed in front of all those
3) read people.
4) thought 5) He cheated on her and she _____ ( ) spent
5) forgotten him. I wouldnt have if I _____ her. bought
6) buy
7) spoke
Relative pronouns
8) written
I. Match the columns.
9) saw
10) leave 1) ( ) Thats the boy _____ bike got (a) who
11) did stolen. (b) whose
(c) which
12) ate 2) ( ) Wheres the cake ________
I bought this morning?
13) give
3) ( ) Gonzales is the man _____
14) known
comes from Mexico.
15) said
4) ( ) Thats the dress __________
I want to buy.
5) ( ) _____ book is this?
104
II. Are the sentences below correct? If so, simply 6) He could wait a little longer.
write an X betwen parentheses. If not, correct them, _______________________________________________
filling the blanks. 7) She has to leave soon.
_______________________________________________
1) ( ) A nurse is a person who helps sick people in
8) The candidates must wait in the lobby before being called.
hospitals. ________
_______________________________________________
2) ( ) A mechanic is a person who fixes cars. _____
3) ( ) The people which work with me at the office are
very professional. _____ III. Match the columns below according to the
example:
4) ( ) I know a man which can speak four languages. _____
5) ( ) I bought a present for my mother who cost a lot of
1) I have a stomachache. ( ) You should rest a little.
money. _____
6) ( ) I thought that the woman that I saw you with at the 2) I couldnt sleep well ( ) You shouldnt eat
party was your wife. _____ last night. candy.
3) I want to lose weight. ( ) You should try to
remain in silence.
Modal verbs
4) Im very tired. ( ) You should take some
I. Put the sentences below into negative. Follow the pills.
example:
5) My skin is dry. ( ) You should study hard.
1) She could wait for a long time because she wasnt in a
6) I need to pass the ( ) You should go home
hurry.
examination. early today.
She couldnt wait for a long time because she was in a hurry.
2) He can speak Japanese. 7) I cant concentrate. (1) You should have some
_______________________________________German. anti-acid powder.
3) You must respect others. 8) I have a terrible ( ) You should use some
________________________________ disrespect others. headache. moisturising cream.
4) I have to practice sports every day.
______________________________________ every day. IV. Choose the best alternative. Follow the example:
5) When I was 19 I could go out dancing. 1) A shop assistant welcomes you and says: ___ I help you?
When I was a child ______________________________ . (x) May ( ) Should ( ) Must
6) My little sister can sing.
My little sister __________________________________ . 2) The womans husband is too tired to drive safely. She
___ drive.
7) You must turn off the lights when you leave.
( ) would ( ) can ( ) has to
___________________ leave the lights on when you leave.
8) You have to study a lot to pass an entrance exam. 3) The boy has always been interested in construction. He
_____________if you dont want to pass an entrance exam! ___ like to be an engineer.
( ) should ( ) may ( ) would
II. Change the sentences below into questions. Fol- 4) The boy ___ learn very quickly. He doesnt have much
low the example: time before his next test.
1) You can open the windows for me. ( ) could ( ) must ( )should
Can you open the windows for me? 5) Two Japanese tourists said: ___ you take a picture of us,
2) You could turn the radio off. please?
_______________________________________________ ( ) Could ( ) May ( ) Should
3) You have to brush your teeth every day. 6) Youre applying for a job. You ___ fill out a form.
_______________________________________________ ( ) can ( ) should ( ) could
4) You must remain in silence during the test.
_______________________________________________ 7) The student didnt sleep last night. He ___ take the test
another day.
5) David can play soccer very well.
( ) could ( ) would ( ) has to
_______________________________________________
Simple present x Present continuous 2) A: I hate violent movies. B: I hate them _____.
3) A: Im hungry. I need to eat something now. B: Me
I. Use the words in the box to form the sentences. _____. Im starving.
4) A: I dont like to watch soccer games. B: I dont like to
the always I in afternoon study watch them _____.
1) I always study in the afternoon. 5) A: I love to dance. I love to move my body! B: Me
_____! And I like to sing _____.
very at Gary hard school studies

II. Match the columns to choose the correct
2) _____________________________________________ response to each of the following sentences and
complete with too or either.
the is phone Henry Beth on talking with
1) I dont like to drink ( ) Me _____! How
3) _____________________________________________ coffee. It stains the teeth. come Ive never seen you
in my neighborhood?
and each Steve other seeing are I
2) I speak Spanish... ( ) I do _____! I think
4) _____________________________________________ fluently. shes fantastic.
3) I live near Clarissa. ( ) I do _____! Its the
an have I raining dont its umbrella and best music genre ever!
5) _____________________________________________ 4) I absolutely love blues. ( ) I dont _____. I prefer
tea, anyway.
II. Which one of the two sentences is correct? 5) I like our new teacher. ( ) Me _____. Oh, Im
1. Shes really good. not fluent, though.
a) ( ) Im excited because Im going out with my friends
tonight.
b) ( ) Im excited because I go out with my friends tonight.
Reflexive pronouns
2.
a) ( ) Marys a very religious person. She prays right now. I. Complete with the right words. Follow the example:
b) ( ) Marys a very religious person. Shes praying right now. 1) You yourself/yourselves
3. 2) John ______________________
a) ( ) Youre a very good cook. This food tastes delicious. 3) We ______________________
b) ( ) Youre a very good cook. This food is tasting delicious.
4) Kate and I ______________________
4.
5) They ______________________
a) ( ) You say you love me but I dont believe you.
b) ( ) You say you love me but Im not believing you. 6) Mr. Taylor ______________________
5. 7) She and I ______________________

a) ( ) Im usually going to work by car. 8) My aunt ______________________
b) ( ) I usually go to work by car.
9) he ______________________
6. 10) it ______________________
a) ( ) Dont go. Im needing to talk to you.
11) the cat ______________________
b) ( ) Dont go. I need to talk to you.
12) the horse ______________________
Too x either 13) Helen ______________________

14) mary and you ______________________
I. Complete the following dialogues with too or either.
15) my brother ______________________
1) A: I dont like to buy presents for people. B: I dont like
to buy presents _____. 16) Ms. Marsh ______________________
106
So x Such Simple past X Past continuous

I. Complete the sentences with so or such. I. Which one of the two sentences is correct? Put an
X in the parentheses.
1) I like you _____ much! Youre my best friend!
2) When I go to that restaurant I have to wait _____ long 1) a) ( ) I worked for eight hours yesterday.
to eat! b) ( ) I was working for eight hours yesterday.
3) I studied _____ hard for the test... Of course I passed!
2) a) ( ) I talked to my classmate when the teacher looked
4) Youre _____ a good boyfriend! You deserve a kiss!
at me.
5) I dont like Susie _____ much.
b) ( ) I was talking to my classmate when the teacher
looked at me.
Past continuous 3) a) ( ) I was thinking about you when you called me on
I. Fill in the blanks with the right form of the verb the phone.
to be. Follow the example: b) ( ) I thought about you when you were calling me
on the phone.
1) My mother was working when I got home.
2) They ____ playing soccer when I came to pick them up. 4) a) ( ) I slept in class because it was too boring.
3) I _____ reading the newspaper when the telephone rang. b) ( ) I was sleeping in class because it was too bored.
4) She _______ leaving when her boyfriend arrived.
5) a) ( ) I walked three blocks before I finally found the
5) It _______ raining when we arrived at the beach.
city library.
6) My father _______ watching a game on TV when I
b) ( ) I was walking three blocks before I finally found
went to talk to him.
the city library.
7) We _______ dancing when the music stopped.
8) You _______ sleeping when I called you last night.
II. Simple Past or Past Continuous? Put the
sentences in the correct tense.
Indirect questions 1) James (wait) for me at home when I (arrive) last night.
I. What is the correct question for the following 2) I (not/go) to the party because I (feel) very well.
situations? Mark the correct one with an X. 3) (you/talk) to Jill on the phone when I (call) you this
morning?
1) Im sick. I need to find a drugstore.
4) When I (see) George at the park he (read) a book and
a) ( ) Could you please tell me wheres the nearest
(write) things down on a piece of paper.
drugstore?
b) ( ) Could you please tell me where the nearest
drugstore is?
Past perfect
2) I dont want to be late for class. I. Match the columns completing the sentence with
a) ( ) Do you know when the class starts? the appropriate verb form, when necessary. Note
b) ( ) Do you know when starts the class? that the Past Perfect is used.
3) I want to know more about that new student in my class.

a) ( ) Do you know where hes from?
1) I hadnt _____ (to tell ( ) you _____ (to go
b) ( ) Do you know where from he is?
past participle) him past simple) to Europe?
4) I think the movie is going to start soon. about the surprise party
a) ( ) Could you tell me what time starts the movie? before the party,
b) ( ) Could you tell me what time the movie starts? 2) When we _________ ( ) she _____ (to study
(to meet past simple) past simple) the language
5) I need to find my friend.
last month we realized very hard for a year.
a) ( ) Do you know where Clara went?
that we
b) ( ) Do you know where went Clara?
3) The baby had already ( ) so it was a surprise. 5. Jane study in the study at night
_____ (to be past afternoon
participle) delivered when
6. John live with his live alone
4) Had you ever _____ ( ) hadnt _____ (to see parents
(to read past participle) a past participle) each other
7. Susan work in a work in an
tourist guide book before for months. supermarket office
5) My mother had never ( ) the childs father 8. Lisa be married divorced
_____ (to speak past arrived at the hospital.
participle) Spanish fluently
before 1) Michael used to have curly hair. Now he has straight hair.
2) ____________________________________________.
3) _____________________________________________.
Prefer / would rather
4) _____________________________________________.
I. Use prefer or rather to fill in the blanks.
5) _____________________________________________.
1) I could eat a big meal but Id rather eat soup. 6) _____________________________________________.
2) We _____ the old teacher but we like the new one. 7) _____________________________________________.
3) I could study in an hour but I would ____ study in two.
8) _____________________________________________.
4) I _____ to eat pizza but I will order the lasagna.
5) Would you _____ have little or a lot of money?
Have something done
II. Use the words from the box to complete the I. Use the words from the box to form the sentence.
sentences below.
for going hair the to cut have Im wedding my

preferred prefer to rather prefer d rather
1) I _____ going to a club rather than going to a pub. 1) Im going to have my hair cut for the wedding.
2) I asked her to marry me years ago but she _____ a rich
husband. By will have we designer redecorated a our apartment
3) I _____ die first than go and talk to that beautiful girl. 2) _____________________________________________
4) I dont like big cities. I _____ to visit small towns when I
travel.
5) She always talks during the movies. I would _____ go afternoon will by Susan this fixed have car her
with you.
3) _____________________________________________
Used to
in delivered morning I early documents had the this
I. Look at the information about these people and write
sentences. Follow the example: 4) _____________________________________________
Past Now
1. Michael have curly hair straight hair his famous has art a Jack at sold paintings gallery
2. Betty be fat thin
5) _____________________________________________
3. Chris practice sports yoga
4. Steven listen to rock country
108
Passive voice IV. Use the words below to write sentences. Pay
attention to the tense indicated in brackets. Follow
I. Unscramble and rewrite the sentences. They are the example:
all in the present. Remember that you have to put
the verb in the right form to emphasize what is
1) The report / analyze / by the boss (past)
done. Follow the example:
The report was analyzed by the boss.
1) the office / clean / every day The office is cleaned every day.
2) The letter / send / by the secretary (future)
2) this machine / use / very seldom
_______________________________________________.
_______________________________________________.
3) The house / sell / last weekend (past)
3) bread / sell / in the bakery
_______________________________________________.
_______________________________________________.
4) The windows / paint / next month (future)
4) your clothes / wash / every day?
_______________________________________________.
_______________________________________________.
5) The song / sing / at the concert (present perfect)
5) books / make / to read
_______________________________________________.
_______________________________________________.
6) The apartment / clean / by the cleaning lady (present
6) we / allow / to stay here? routine)
_______________________________________________.
_______________________________________________.
7) This book / read / by the students (future)
II. Match the columns according to the example: _______________________________________________.
8) The children / teach / by the teacher (past)
1) The book _____ for ( ) are cleaned _______________________________________________.
English students.
2) The rooms _____ by the ( 1 ) is recommended
cleaning lady. Simple past x present perfect
3) This book _____ by a ( ) were broken I. Choose the correct alternative for each sentence.
famous author.
4) The windows _____because ( ) was written 1) When (did you enter/have you entered) university?
of the storm. 2) (Have you ever worked/Did you ever worked) for my
boss?
III. Unscramble and rewrite the sentences. They are 3) Shes the best teacher (I never had/Ive ever had).
all in the past. Remember that you have to put the 4) (I have spoken/I spoke) to him earlier today.
verb in the right form to emphasize what is done. 5) You (havent listened/didnt listen) to a word (Ive said/
Follow the example:
I say).
1) this picture / paint / last year This picture was painted II. Create sentences based on the words given.
last year.
2) the windows / clean / last week
_______________________________________________. 1) I / live / Buenos Aires / when / be / child. __________
3) when / this building / build? 2) Somebody / steal / my / wallet. _______________
_______________________________________________. 3) I / never / visit / Niagara Falls. _______________
4) when / the document / lose? 4) I / be / Rio / many times. _______________
_______________________________________________.
5) Rick / be / France. / As a matter of fact / he / go /
5) the cleaning products / put / in the pool
_______________________________________________. there / last year. _________________
6) they / invite / for the wedding?
_______________________________________________.
Indirect speech Conditional sentences

I. Use the reported speech to complete the sentence I. Put the words below in order and complete the
below. sentences. Follow the example:
You cant go out, Mary. You have to stay home to finish
your homework. 1) You wont pass the test if
Mary: My mother _____ (tell) me that I _____ go out dont you study
because I _____ to stay home to finish my homework. You wont pass the test if you dont study.
2) I will visit you if

II. Match the columns and fill in the blanks. have time I
_______________________________________________
1) What did Julia say ( ) I _____ (can) stay with
to you on the phone? him a little longer. 3) She will be a famous actress if
2) He asked me if ( ) she_____ be there for me works hard she very
in times of need. _______________________________________________
3) I asked my parents if ( ) She _____ (say) she _____ 4) They will come to the party if
(have) to stay home to wait are invited they
for the plumber. _______________________________________________
4) She said I will help ( ) I _____ (want) to stay in 5) He will arrive on time, if
you, and that the library for so long last
takes right the he bus
night.
_______________________________________________
5) He wanted to know ( ) they _____ (be) worried
why about me last week. 6) They wont win the game, if
they practice dont
_______________________________________________
III. Underline the best choice for indirect/reported
speech for each sentence below. 7) I will write a message to you, if
time have I
1) He said: I may change my mind about this.
_______________________________________________
He said that he (might/may) change (him/his) mind about
(that/this). 8) They will call us, if
2) My parents said: Were thinking of going to Paris to need they
visit you. _______________________________________________
My parents said that they (was/were) thinking of coming to 9) I will talk to my teacher, if
Paris to visit (I/me).
have I doubts any
3) She said: I can come but first I have to stop at Marcys _______________________________________________
to pick her up.
She said that she (can/could) come but first (her/she) II. Put the words below in order and complete the
(has/had) to stop at Marcys to pick her up. sentences. Follow the example:
4) I said: I might go to London for a business meeting. 1) If I see someone stealing money,
I said that I (may/might) go to London for a business meeting. police the call will I
If I see someone stealing money, I will call the police.
5) They said to me on the phone last night: We need to
get prepared for tomorrows play. 2) If you fail the final examination,
They said to me on the phone last night that they will repeatyou the year
(need/needed) to (got prepared/get prepared) for _______________________________________________
(todays/yesterdays) play.
3) If you dont get up early,
go you will without we
_______________________________________________
110
4) If you dont go to school now, Present perfect continuous

will for late you be class
I. Correct the sentences below using the correct
_______________________________________________
form of the Present Perfect Continuous.
5) If you dont go to work,
fired be you will 1) I (want) to talk to you about our relationship.
_______________________________________________ _______________________________________________
2) Whats wrong? You (cry)?
6) If you dont have lunch, _______________________________________________
hungry will be you 3) I dont want to talk now. I (study). Im tired.
_______________________________________________ _______________________________________________
4) You (work) too hard. You should rest a little.
7) If it rains this weekend,
_______________________________________________
will home we stay
5) I (try) to fix the radio. No such luck!
_______________________________________________
_______________________________________________
8) If you dont study at home,
have will to you study at school II. All the hard work at the office _____ by Jane
_______________________________________________ recently.
9) If I get my driving license, 1) has being done

drive the will to I mountains 2) has been being done
_______________________________________________ 3) had been being done
4) has been be done
Future perfect
I. Put the words in the sentence in the correct order. Past perfect continuous
I. Complete the following text using the Past Perfect
tomorrows time already have test for will the friend By
Continuous.
studied I arrives my
1) I _____ (walk) for hours before I finally arrived at
II. Complete the sentences below using the correct Lauras house. She _____ (wait) for me for about five
form of the Future Perfect. hours. But she said that she wasnt angry at all. We _____
(plan) to see each other again for so long that we both
1) By July, my brother _____ (conclude) his Law course at
agreed that all the wait was worth it.
the university.
2) By the time Im sixty, I _____ (meet) a lot of people in
my life.
3) I went on a bad date tonight. I ___________ (probably Question tags
forget) about it tomorrow. I. Complete the sentences according to the example:
4) Hopefully our president _____ (make) several changes in
our country by the time the next one gets elected. 1) She is very beautiful, isnt she?
5) _____ (finish) your homework by the time I come by? 2) You could have done it, ___?
3) He is your husband, ___?
4) You dont have to talk about it, ___?
I wish 5) You havent seen them, ___?
I.Write down all the things that you would like to 6) We should buy another house, ___?
have or to be. It can either be a quality, physical 7) She likes to dance, ___?
characteristic or even a profession you would like 8) They need to paint the house, ___?
to try out. Remember to use the correct form of
9) It is sunny today, ___?
the verbs to have and to be once you begin saying
I wish. 10) He isnt here, ___?
11) She isnt alone, ___?
II. Choose the best alternative. Follow the example: Phrasal verbs
I. Choose the best alternative. Follow the example:
1) Mary and Michael are married, ___?
( ) isnt it (x) arent they ( ) dont they 1) ____ the mail is sent.
a) try out b) take after c) make sure

2) She is Judy, ___?
( ) isnt it ( ) isnt she ( ) isnt her 2) If you want to make it, you have to ___ trying.
a) go over b) try on c) keep on

3) They have one child, ___?
( ) dont they ( ) havent ( ) have they 3) Can you please ___ my report before I send it to the boss?
them
a) go over b) fill out c) look up
4) You live in Washington, ___?

4) ___ this bottle now!
( ) isnt it ( ) arent you ( ) dont you
a) Fill out b) Fill up c) Find out
5) You met Tom yesterday, ___?

5) ___ your old papers. You dont need them anymore!
( ) wasnt you ( ) did you ( ) didnt you
a) Put away b) Throw away c) Turn off
6) He was finishing school, ___?

6) She doesnt want to ___ these sandals.
( ) didnt he ( ) wasnt it ( ) wasnt he
a) keep on b) put on c) turn on
7) She married some months ago, ___?

7) The little boy said he didnt ___ that story.
( ) didnt she ( ) wasnt she ( ) didnt he
a) fill up b) hang up c) make up
8) Susan and Joshua are brother and sister, ___?

8) Its time for you to ___.
( ) isnt he ( ) isnt it ( ) arent they
a) fill up b) get up c) look up
9) Jonathan likes to play baseball, ___?

9) Someday youll ___ the truth.
( ) dont he ( ) isnt he ( ) doesnt he
a) eat out b) find out c) carry out
10) Can you ___ later, please?

Adjectives
I. Put the words in the sentences in order. a) wake up b) take after c) come back
1) beautiful girl a Jennifer little is.

2) new a its movie good. There + Be
3) restaurant thats expensive an.
4) eyes has brown he big. I. Fill in the blanks with the words below and then
match the columns. Follow the example:
5) man a is Italian he handsome.
112
1) There is a soccer game tonight. ( ) There are still many tickets available.
2) There ____ two children playing in the street. ( ) But there are also many correct answers.
3) There ____ many things to be done at the office. ( 1 ) Usually there are many people at soccer games
4) There ____ a rock concert tonight. ( ) And there are many theaters too.
5) There ____ many cinemas in this city. ( ) There is a list of these things on the notice-board.
6) There ____ a mistake in your test. ( ) There is an adult watching them.
are is is are is is
(1) There are many flowers in the park. ( ) So I can send my letter.
(2) There is a post office near the hospital. ( ) They were very excited.
(3) There is a message for you. ( 1 ) They are all in bloom.
(4) There were many children in the amusement park. ( ) It is from your mother.
there is there are there were there was
Respostas
Verb to be IV.
I.
1) b 2) b 3) c 4) c 5) c 6) a 7) b 1) was ( 3 ) were
2) was ( 5 ) was
II.
3) were ( 8 ) was
1) I am not a nurse or Im not a nurse.
2) My dog is not boring or My dog isnt boring. 4) was ( 1 ) was
3) We are not watching a basketball game or We arent 5) was ( 7 ) were
watching a basketball game.
6) were ( 6 ) was
4) They are not in an Indian restaurant or They arent in an
Indian restaurant. 7) were ( 4 ) was
5) She is not ugly or She isnt ugly. 8) was ( 2 ) was
6) He is not very stupid or He isnt very stupid.
7) You are not my enemy or You arent my enemy.
8) Its not a terrible day or It isnt a terrible day.
Question words
III. I
1) was / was 4) was ( 3 ) When
2) were / were 5) were / were ( 1 ) What
3) was 6) was ( 4 ) How
( 5 ) Who IV. 5) The Cinema is between the

( 2 ) Where 1) What does your brother do? Theatre and the Church.
( 1 ) What 2) Where do you study? 6) The Gas Station is in front of the
( 4 ) How 3) What does your sister do? Shop.
( 1 ) What 4) Does your daughter work in a 7) The Hospital is in front of the
( 6 ) Which hospital? supermarket.
( 4 ) How 5) Is your brother a doctor? 8) The City Hall is beside the Bank.
( 5 ) Who 6) What does your wife do?
7) What do you do? Articles
( 2 ) Where
( 1 ) What 8) What does your son do? I. II.
( 2 ) Where 9) What do your mother and your 1) an 1) the
( 3 ) When sisters do? 2) a 2) an
( 6 ) Which 10) What does your friend do? 3) an /a 3) the
( 4 ) How 4) one 4) a
Adverbs of frequency 5) a 5) the
Simple present I.
I. 1) always
2) Sometimes Countable and uncountable
1) Sarah lives in Chicago.
3) often I.
2) She is a nurse.
4) never 1) many
3) She visits her family.
5) almost never 2) a few
4) Sarahs brother lives in Miami. /
Her brother lives in Miami. 6) sometimes 3) many
5) No. He is single. 7) almost never 4) much
6) Yes, he has a dog. The dogs name 8) never 5) a little
is Lucky. 9) usually 6) a few
7) Sarahs parents live in San Diego. 10) always 7) a little
8) They sit on the beach and talk. 11) never 8) much
12) always 9) many
II. 13) sometimes 10) a few
1) works in an office. 14) almost never
2) washes the dishes. 15) never II.
3) hates soccer. 16) usually 1) b
4) takes a shower in the morning. 2) c
5) goes to the mall on Saturdays. Prepositions 3) d
6) speaks Spanish. 4) a
7) hates water. I. 5) b
8) plays the piano on Mondays. 1) in 6) in
2) at 7) at Irregular plurals
9) dances very well.
3) on 8) in I.
III. 4) in 9) on 1) child
1) do 5) in 10) in 2) man
2) does 3) woman
3) do II. 4) women
4) Does 1) The bookstore is behind the drugs- 5) feet
5) doesnt tore. 6) teeth
6) dont 2) The post office is close to the su- 7) people
7) doesnt permarket. 8) English
8) Do 3) The Public Market is near the
square.
4) The Museum is beside the school.
114
Commands 5) My grandparents are _____ and _____ years old. Their

I. names are _____ and _____. Their last name is _____.
1) Go! 6) My cat is _____. Its name is _____.
2) Look!
3) Come! II.
4) Stop! 1) her
5) Wait! 2) her
6) Listen! 3) his
4) his
Demonstrative adjectives 5) her
I.
1) This is
2) These are III.
3) This is 1) 2)
4) These are (c) (e)
5) These are (d) (c)
6) This is (a) (a)
7) These are (f) (b)
8) This is (e) (d)
9) This is (b)
Quantitative adjectives Plan to like to need to want to

I. I.
1) any / some 1) like to / plan to / want to / need to
2) any
3) any / some II.
4) some 1) My parents want to travel to Paris to celebrate their 20th
5) any anniversary. ( )
2) Anne and Paul need to study harder in order to pass the
II. exam. ( )
some 3) ________________________________________ ( v )
some 4) ________________________________________ ( v )
any
a little Present continuous
no/a few I.
1) is working 5) are resolving
Possessives 2) are playing 6) is watching
I. Fill in the blanks with the information about your family. 3) is boiling 7) am studying
Follow the example: (*) 4) is talking
1) My mother is 55 years old. Her name is Maddy. Her last Comparative and superlative
name is Taylor. I.
2) My father is _____. His name is _____. His last name is 1) colder 5) smaller
_____. 2) cheaper 6) cleaner
3) My brother is _____. His name is _____. His last name is 3) bigger 7) more interesting
_____. 4) more expensive 8) cooler
4) My sister is _____. Her name is _____. Her last name is
_____.
II. Adjectives ing x ed

1) largest I.
2) cheapest 1) confused
3) most important 2) depressing
4) nicest 3) satisfied
5) best 4) fascinated
6) most expensive 5) depressed
7) coldest
8) most beautiful II.
1) ( a )
III. 2) ( b )
1) the most interesting 3) ( a )
2) louder than 4) ( b )
3) more difficult than 5) ( a )
4) easier than
5) deeper than Simple past
6) better than I.
7) the worst 1) They studied for the test
8) safer than 2) my father was sick.
3) she didnt eat anything.
4) my brother watched TV.
Adjectives x adverbs 5) he cleaned the house.
I. 6) my brother washed the bicycle.
1) well 7) I invited my uncle for dinner.
2) well 8) he asked the doctor about his problem.
3) quiet 9) my friend was very happy because it was her birthday.
4) close 10) my mother cooked lunch for me.
5) fluently 11) it was hot and sunny.
12) I called my friend three times but she didnt come.
II.
13) Betty wasnt well.
1) angrily
2) terribly
II.
3) colorful
1) We didnt need anyone
4) fluently
2) I didnt phone him.
5) quickly
3) I didnt talk to the lawyer
4) I didnt play volleyball
Object pronouns
5) The children didnt brush their teeth
I.
6) The secretary didnt type
1) I need to talk to her.
7) She didnt work
2) Can I leave him a message?
8) Helen didnt study
3) I saw them yesterday.
9) The weather wasnt cold
4) My grandmother cooks for us.
10) The parents werent worried about
5) The children broke it this morning.
11) The competitors werent tired
6) I cant find them.
12) The students didnt ask about
II.
1) her III.
2) you / him 1) Did he do all the exercises?
3) him / him 2) Did the teacher talk to the student?
4) him / me / it / 3) Did John play soccer last Sunday?
5) him / him /me /me 4) Did they clean the house this morning?
116
5) Was it cold on Saturday? 4) someone knocked

6) Did she type the letter I asked her? 5) my father called
7) Did he help his mother with the dishes? 6) he broke
8) Were you sick last week? 7) my sister arrived
9) Did he need to take some medicine? 8) I left
10) Did you invite your friends to the party?
VIII.
IV. 1) He didnt go to the hospital yesterday.
R P O D E X W B K W D S R T E M D Q
2) She missed the train last week.
R P A T V O K M O N E I L A K A L S 3) Did he study last night?
N E O V K H S C N U A N D U O D O J
R R L E S T L I U B G R T G P E S L
4) I didnt like the yellow shirt that you gave me.
W H E L K O O T W O N H D H S A Y Z 5) He didnt play volleyball yesterday.
Q T E R U I B R O U G H T T P A I D
A P L G O M E P L L Y G Q Q J T J O
6) I went on vacation last week.
T D F G X W I G H E A R D J W E W Q 7) Did she go to the movie theater with you last Sunday?
8) She didnt work last year.
eat ate teach taught
9) He went to school with me last Monday.
build built wake woke
hear heard bring brought
Another other
read read drink drank
I. II. III.
speak spoke pay paid
1) (b) 1) another 1) b
go went sell sold
2) (a) 2) other
write wrote take took
3) (b) 3) other
buy bought wear wore
4) (b) 4) another
do did sleep slept
5) (b) 5) another
make made
6) other
V. Distributive adjectives
1) I slept four hours last night I.
2) My mother made some delicious ice cream 1) My mother goes to church every Sunday.
3) My brother taught me how to drive 2) The teacher talked to each student separately.
4) He paid the bill at the bank 3) Jenny loves both boys, David and Brandon.
5) My daughter woke up at 3:00 a.m 4) Each soccer team has eleven players.
6) They did all the exercises 5) Ellen likes to talk all the time.
7) My father read the magazine
8) I brought some sandwiches for dinner II. III.
9) We went to the club (4) 1) d
(1)
VI. (2)
1) We didnt go to school last Thursday (3)
2) I didnt buy some fruit at the public market (6)
3) I didnt write a letter to my sister (7)
4) I didnt eat pasta and drink a glass of wine (5)
5) My boss didnt pay my lunch for me
6) My father didnt sell his house Why/because
7) I didnt take a taxi to go to work I.
(2)
VII. (3)
1) the phone rang (1)
2) the lights went off (5)
3) I saw (4)
Future 6) brushed
I. 7) have typed
1) She will have English classes next Friday. 8) asked
2) I will go to the doctor next week. 9) havent phoned
3) Her father will pick her up from school today. 10) didnt go
4) The mother will call her children to go to school in an 11) have played
hour.
5) The gardener will water the plants tomorrow afternoon. II.
6) My mother will make a cake tonight. 1) for
7) She will sell a diamond necklace this afternoon. 2) for
8) Our class will start at 7:00 tonight. 3) for
4) since
II. 5) since
1) My aunt is going to change her job. 6) since
2) My sister is going to start a new dance course. 7) for
3) Im going to work at night. 8) since
4) The maid is going to prepare a meal for us. 9) for
5) Im going to buy my first car.
6) My boyfriend is going to play soccer on Saturday III.
afternoon. 1) yet
7) She is going to invite me to the party. 2) already
8) My mother is going to talk to my teacher. 3) yet
4) already
III. 5) yet
1) The meeting wont be on Sundays. 6) yet
2) My friend isnt going to move
3) The bus wont leave IV.
4) We arent going to travel to the beach 1) She has been to Italy several times.
5) The concert wont start 2) I have never seen snow.
6) Im not going to study 3) I have already finished my report.
7) She wont tell you the story 4) I have lived in Madrid since 1987.
8) She isnt going to visit her parents 5) They have studied languages for years.
6) She has never fallen in love.
IV. 7) Have you ever tried lobster?
1) Is she going to travel tonight? 8) I have never lost a document.
2) Will he come back soon? 9) I have never been to Las Vegas.
3) Is your father going to get a promotion? 10) We went camping last weekend.
4) Will she give a lecture on Monday? 11) The teacher hasnt corrected the tests yet.
5) Are they going to have a meeting at 2:00 p.m.? 12) I have played this music several times.
6) Will the match start at 3:00 p.m.?
7) Are they going to get married in February? V.
8) Will they work together from now on? 1)
Present perfect a) Paul and John played ( c ) since 1986.

I. together
1) have been
b) They have lived ( d ) before his sister was
2) worked born.
3) travelled
4) didnt finish c) Janet has been working ( e ) a person like that?
5) havent washed for this company
118
d) Leo had left France ( b ) in Rome for several II.

years. 1) broken
e) Have you ever met ( f ) for many years. 2) done / done
3) eaten / ate
f) She has dated him ( a ) yesterday. 4) said
5) known
2) 6) slept / slept
7) drank
a) She bought ( d ) late this morning. 8) bought
b) I have never driven ( a ) a new dress.
c) Susan didnt call ( b ) a bus. III.
(3)
d) Joshua woke up ( f ) in 1996. (4)
e) We went to the ( c ) me yesterday. (5)
f) They worked in this ( e ) movies last Sunday. (2)
company (1)
Relative pronouns
have driven didnt call woke up went worked bought
I.
1) (b)
VI.
2) (c)
1) I havent done this yet.
3) (a)
2) I have never tried to eat it.
4) (c)
3) I havent met him yet.
5) (b)
4) She has already seen this film.
5) They have already met the president.
II.
6) It hasnt rained much this year.
1) (X)
7) She didnt go to school today.
2) (X)
8) He hasnt taken the medicine yet.
3) ( ) who or that
9) I have already exercised today.
4) ( ) who or that
Irregular verb forms 5) ( ) that or which
I. 6) (X)
1) go Modal verbs
2) told I.
3) read read 1) She couldnt wait for a long time because she was in a
4) think thought hurry.
5) forget forgot 2) He cant speak
6) bought bought 3) You must not
7) speak spoken 4) I dont have to practice sports
8) write wrote 5) I could not go out dancing
9) see seen 6) cant sing
10) left left 7) You must not
11) do done 8) You dont have to study a lot
12) eat eaten
13) gave given II.
14) know knew 1) Can you open the windows for me?
15) say said 2) Could you turn the radio off?
3) Do you have to brush your teeth everyday?
4) Must I remain in silence during the test?
5) Can David play soccer very well? II.

6) Could he wait a little longer? 1) (3) too
7) Does she have to leave soon? 2) (5) too
8) Must the candidates wait in the lobby before 3) (4) too
being called? 4) (1) either
5) (2) too
III.
( 4 ) You should rest a little. Reflexive pronouns
( 3 ) You shouldnt eat candies. I.
( 7 ) You should try to remain in silence.
( 8 ) You should take some pills. 1) yourself/yourselves 1) himself
( 6 ) You should study hard. 2) himself 2) itself
( 2 ) You should go home early today.
3) ourselves 3) itself
( 1 ) You should have some anti-acid powder.
( 5 ) You should use some moisturising cream. 4) ourselves 4) itself
5) themselves 5) herself
IV.
6) himself 6) yourselves
1) (x) may
2) (x) has to 7) ourselves 7) himself
3) (x) would 8) herself 8) herself
4) (x) must
5) (x) could So x Such
6) (x) should I.
7) (x) could
1) so 2) so 3) so 4) such 5) so
Simple present x present continuous
I.
Past continuous
1) I always study in the afternoon.
I.
2) Gary studies very hard at school.
1) was
3) Henry is talking on the phone with Beth.
2) were
4) Steve and I are seeing each other.
3) was
5) Its raining and I dont have an umbrella.
4) was
5) was
II.
6) was
1) A
7) were
2) B
8) were
3) A
4) A
Indirect questions
5) B
I.
6) B
1) B 2) A 3) A 4) B 5) A
Too x either
I.
Simple past X past continuous
1) either
I.
2) too
1) A
3) too
2) B
4) either
3) A
5) too / too
4) A
5) A
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II. 7) Susan used to work in a supermarket. Now she works in

1) was waiting / arrived an office.
2) didnt go / wasnt feeling 8) Lisa used to be married. Now shes divorced.
3) Were you talking / called
4) saw /was reading / writing Have something done
I.
Past perfect 1) Im going to have my hair cut for the wedding.
I. 2) We will have our apartment redecorated by a designer.
3) Susan will have her car fixed by this afternoon.
1) I hadnt told (to tell past (4) you went (to go
participle) him about the past simple) to Europe? 4) I had the documents delivered early this morning.
surprise party before the party, 5) Jack has his paintings sold at a famous art gallery.
2) When we met (to meet (5) she studied (to
Passive voice
past simple) last month we study past simple) the
I.
realized that we language very hard for
a year. 1) The office is cleaned every day.
2) This machine is used very seldom.
3) The baby had already been (1) so it was a surprise.
(to be past participle) 3) Bread is sold in the bakery.
delivered when 4) Are your clothes washed every day?
4) Had you ever read (to read (2) hadnt seen (to see 5) Books are made to be read.
past participle) a tourist past participle) each 6) Are we allowed to stay here?
guide book before other for months.
5) My mother had never (3) the childs father II.
spoken (to speak past arrived at the hospital. (2) are cleaned
participle) Spanish fluently (1) is recommended
before (4) were broken
(3) was written
Prefer / would rather
I. III.
1) This picture was painted last year
1) rather 2) prefer 3) rather 4) prefer 5) rather
2) The windows were cleaned last week
II. 3) When was this building built?

4) When was the document lost?
1) prefer 2) preferred 3) d rather 4) prefer 5) rather 5) The cleaning products were put in the pool.
6) Were they invited for the wedding?
Used to
I. IV.
1) The report was analyzed by the boss.
1) Michael used to have curly hair. Now he has straight
2) The letter will be sent by the secretary.
hair.
2) Betty used to be fat. Now shes thin. 3) The house was sold last weekend.
3) Chris used to practice sports. Now she practices yoga. 4) The windows will be painted next month.
4) Steven used to listen to rock. Now he listens 5) The song has been sung at the concert.
to country. 6) The apartment is cleaned by the cleaning lady.
5) Jane used to study in the afternoon. Now she studies at 7) This book will be read by the students.
night.
8) The children were taught by the teacher.
6) John used to live with his parents. Now he
lives alone.
Simple past x present perfect 5) If you dont go to work, you will be fired.
I. 6) If you dont eat lunch, you will be hungry.
1) did you enter 7) If it rains this weekend, we will stay home.
2) Have you ever worked 8) If you dont study at home, you will have to study at
3) Ive ever had school.
4) I spoke 9) If I get my driving license, I will drive to the mountains.
5) havent listened / Ive said
Future perfect
II. I.
1) I lived in Buenos Aires when I was a child. By the time my friend arrives I will have already studied for
2) Somebody has stolen my wallet. tomorrows test.
3) I have never visited the Niagara Falls. II.
4) I have been to Rio many times. 1) will have concluded
5) Rick has been to France. As a matter of fact, he went 2) will have met
there last year. 3) will probably have forgotten
4) will have made
Indirect speech 5) Will you have finished
I. I wish
told / couldnt / had I. (suggestions)
II. I wish I had a new car.
(2) could I wish I were taller.
(4) d etc.
(1) said /had
Present perfect continuous
(5) wanted
I.
(3) were
1) Ive been wanting
III. 2) Have you been crying
1) might / his / that 3) Ive been studying
2) were going / me 4) Youve been working
3) could / she / had 5) Ive been trying
4) might
II. 3
5) needed / get prepared / tomorrows
Past perfect continuous
Conditional sentences
I.
I.
1) had been walking / had been waiting / had been
1) You wont pass the test if you dont study.
planning
2) I will visit you if I have time.
3) She will be a famous actress if she works very hard. Question tags
4) They will come to the party if they are invited. I.
5) He will arrive on time if he takes the right bus. 1) isnt she
6) They wont win the game if they dont practice. 2) couldnt you
7) I will write a message to you if I have time. 3) isnt he
8) They will call us if they need. 4) do you
9) I will talk to my teacher if I have any doubts. 5) have you
II. 6) shouldnt we
1) If I see someone stealing money, I will call the police. 7) doesnt she
2) If you fail on the final examination, you will repeat the 8) dont they
year. 9) isnt it
3) If you dont get up early, we will go without you. 10) is he
4) If you dont go to school now, you will be late for class. 11) is she
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II. 6) B
1) ( x ) arent they 7) C
2) ( x ) isnt she 8) B
3) ( x ) dont they 9) B
4) ( x ) dont you 10) C
5) ( x ) didnt you
6) ( x ) wasnt he There + be
7) ( x ) didnt she
8) ( x ) arent they II.
9) ( x ) doesnt he
(1) Is (4)
Adjectives (2) Are (6)
I.
(3) Are (1)
1) Jennifer is a beautiful little girl.
2) Its a good new movie. (4) Is (5)
3) Thats an expensive restaurant. (5) Are (3)
4) He has big brown eyes.
(6) Is (2)
5) He is a handsome Italian man.
phrasal verbs (1) There are (2)

I. (2) There is (4)
1) C
(3) There is (1)
2) C
3) A (4) There were (3)
4) B
5) B
Dicas de
pronúncia
1. Informações importantes
O que acontece quando queremos aprender a pronúncia correta do inglês?
Sons do inglês que não existem em português, como os sons do R para alguns brasileiros e
do TH, incomum para todos nós, exigem bastante prática.
Letras iguais têm sons diferentes em inglês e em português. Ao vermos a palavra escrita, logo
queremos pronunciar com os sons que conhecemos. Precisamos nos acostumar a um novo som
para uma velha letra. Por exemplo, o U às vezes tem som de /iú/ em united, universe; o A às
vezes tem som de /êi/ make, OO às vezes tem som de /u/ em book, e há centenas de exemplos.
A tendência é usarmos a mesma forma de falar em português, mexendo a boca exatamente
como fazemos para falar português. Inglês é outra língua e exige uma movimentação diferente.
Há uma tendência de usar o mesmo ritmo e entonação do português. Ao pronunciarmos as
palavras em inglês, precisamos evitar usar o ritmo e o jeito de falar em português, prestando bastan-
te atenção à música da língua que estamos aprendendo.
Para um estrangeiro que aprende português, essas dificuldades também ocorrem!
Não notamos porque já estamos habituados, desde pequenos. Veja a seguir alguns exemplos.
Toco x Toca O o em toco é fechado; o o em toca é aberto.

Fogo x Foge O g em fogo tem som de g; o g em foge tem som de j.
Sede x Sede O e em sede (desejo de água) é fechado; o e em sede (local) é aberto.
Cessão x Sessão As duas palavras têm a mesma pronúncia, mas são escritas e têm significados
diferentes.
Táxi x Próxima o x em táxi tem som de ks; o x de próxima tem som de s
Vamos procurar sempre levar em consideração essas primeiras dicas, pois é com base nelas que
veremos todas as outras!
2. Sons com voz e sons sem voz

Sons sem voz são aqueles formados apenas pela passagem do ar pela boca, sem que ocorra vibra-
ção das pregas vocais, como, por exemplo, o som do f ou do t.
124
Sons com voz são aqueles formados pela passagem do ar pela boca e que forçam a vibração
das pregas vocais, produzindo a voz, por exemplo, o som do v ou do d.
Veja os exemplos em português. Afinal, todas essas informações básicas são mais fáceis de enten-
der na nossa própria língua. Peça ao seu aluno que pronuncie o som das letras sublinhadas, linha por
linha, conscientizando-se das diferenças. É importante saber isso para qualquer trabalho com conso-
antes, principalmente para a pronúncia correta dos plurais, terceira pessoa e passados regulares.
Você pode identificar os sons com voz e os sons sem voz colocando a mão na altura da gar-
ganta. Ao emitir os sons com voz, você pode perceber a vibração das pregas vocais. Observe que as
consoantes diferem, mas os sons sãos mesmos, com e sem voz.
Sons sem voz Sons com voz

Feio Veio
caça Casa
Lixeiro Ligeiro
Pala Bala
Como Gomo
Teu Deu
3. O som do W
O som do w é similar ao som do u em português.
What (o quê) Twenty (vinte) How (como; quanto)

Where (onde) Aware (atento) Slow (devagar)
When (quando) Power (força) Narrow (estreito)
Em algumas palavras o w não é pronunciado:
whole (inteiro; todo) whose (cujo)
Pronunciamos apenas o som de h aspirado (veja a dica do som do h), o w permanece mudo.
Atenção: a + w forma o som /ó/
saw (passado de see, ver) law (lei) draw (desenhar)
4. O som do H
Diferente do português, onde o h não tem som quando inicia as palavras (horta, harpa, por
exemplo), no inglês o som do h deve ser produzido com o ar saindo da boca, como se estivésse-
mos soprando o ar com a garganta.
Fale as palavras em português com o som do h em inglês e, em seguida, pronuncie seu
equivalente em inglês. A mudança na pronúncia do português é para ajudar!
história história history

hotel hotel hotel
herói herói hero
Dicas de pronúncia 125
Veja a diferença das palavras com h e sem h:
hate (ódio; odiar) ate (passado de eat, comer)

hair (cabelo) air (ar)
hold (segurar) old (velho; antigo)
Em algumas palavras o h não é pronunciado. É o caso de hour (hora), honor (honra),
honest (honesto).
5. O som do R
O som do R em inglês, em geral, é semelhante ao som do r do interior de algumas regiões do
Brasil.
Pronuncie as palavras em português com o som do R em inglês e, em seguida, pronuncie
seu equivalente em inglês. A mudança na palavra em português é para ajudar!
rato rato Rat (rato)

zero zero zeRo (zero)
tronco tronco tRunk (tronco)
Agora pratique as palavras a seguir:
Run (correr) boRing (chato) bedRoom (quarto)

Rich (rico) pRice (preço) fRom (de, desde)
Radio (rádio) gReen (verde) classRoom (sala de aula)
O r não tem sempre o mesmo som em todos os sotaques do inglês.
bar baR (bar)

carta caRt (carroça)
porto poRt (porto)
repeat (repetir) bird (pássaro)
rain (chuva) board (quadro)
brush (escova) poor (pobre)
brown (marrom) where (onde)
6. O som do TH
Este som não existe em português; pode ser com e sem voz
Sem voz: Devemos pronunciá-lo como o som do s, mantendo a língua entre os dentes.
Pronuncie as palavras com o som do s mantendo a língua entre os dentes.
sapo massa nariz

sopa urso dois
Agora, faça o mesmo com os exemplos em inglês. Este é o TH sem voz:
126
THin (magro) noTHing (nada) tooTH (dente)

THree (três) birTHday (aniversário) monTH (mês)
Com voz: devemos pronunciar o TH como o som do z, sempre mantendo a língua entre os dentes.
Pronuncie as palavras com o som do z e mantendo a língua entre os dentes.
zebra azul
zoológico mesa
Agora, faça o mesmo com os exemplos em inglês. Este é o TH com voz:
THis (este) oTHer (outro) cloTHe (vestir)

THey (eles/elas) faTHer (pai) wiTHout (sem)
7. O som do THE
Podemos pronunciar o the de duas formas:
Antes de vogal o e tem som semelhante ao i em português.
the apple (a maçã) the opening (a abertura)

the end (o fim) the insurance (o seguro)
Antes de consoante o e tem som semelhante ao ã em português.
the book (o livro) the story (o conto)

the shop (a loja) the cat (o gato)
Em palavras em que o h no início da palavra não é pronunciado, o e do the tem som
de i (como se estivesse diante de uma vogal).
the honor (a honra) the hours (as horas
Em palavras que começam com semivogais (u com som de /iu/ e y) o e do the tem
som de ã.
the university (a universidade ) the year (o ano)
O som doG e do K antes de N

As letras g e k não são pronunciadas quando seguidas da letra n; apenas o n é pronunciado.
Pronuncie as palavras abaixo omitindo o g ou o k.
knot (nó) knee (joelho) gnaw (roer)

know (saber; conhecer) knife (faca) gnome (gnomo)
The gnome tied a knot around his knee.

I know how to gnaw a knife.
9. O som do T e do D antes do som de I

Em algumas regiões do Brasil, as letras d e t em palavras como dia e tia são pronunciadas com
chiado. No inglês, o som de d e t após i deve ser pronunciado sempre sem chiado.
Pronuncie as palavras em português sem chiado e, em seguida, pronuncie seu equivalente
em inglês. Para ajudar, use o som do t e do d em tema e dedo como padrão para a pronúncia do
t e do d seguido de i.
divórcio divorce
dentista dentist
diferente different
tímido timid
Pratique a pronúncia do t e do d. Observe que, se você pronunciar com chiado, estará
dizendo outra coisa.
tip (dica) chip (rachadura)
tease (provocar) cheese (queijo)
10. O som do SH

O som do sh em inglês é semelhante ao som do ch em português, em palavras como chuva e
chinelo.
Pronuncie:
sheep (ovelha) dishes (louça) fish (peixe)

shoes (calçado) washing (lavagem) English (inglês)
shrimp (camarão) mushroom (cogumelo) selfish (egoísta)
A sílaba su, no começo de algumas palavras, tem o som de chu, como em chuchu.
Sugar (açúcar) Sure (claro; certamente)
No meio das palavras, su tem som de jã, como em janta.
Pleasure (prazer) Leisure (lazer) Usual (comum)
11. O som do CH

O som do ch corresponde ao som de tch como a fala gaúcha tchê.
choice (escolha) teacher (professor) rich (rico)

children (crianças) achieve (alcançar) beach (praia)
cheap (barato) kitchen (cozinha) bench (banco)
Em algumas poucas palavras que vieram para o inglês de outras línguas, o ch é como em
português.
128
moustache (bigode, vem do francês) machine (máquina)
Em palavras que vieram do grego, o ch tem o mesmo som que q em quilo.
mechanic (mecânico) architecture (arquitetura) epoch (época)
12. O som de G e J

Em geral, o som do g antes de e e i e o som do j nas palavras inglesas correspondem ao
som do d chiado nas palavras em português ditado e medida.
job (trabalho) agency (agência) orange (laranja)

jump (pular) imagine (imaginar) page (página)
general (geral) enjoy (gostar) strange (estranho)
Em algumas palavras que não são do inglês, a sílaba ge tem o mesmo som que em português.
mirage (miragem) massage (massagem)
Em algumas palavras em inglês, a letra g seguida de er tem som de gãr
finger (dedo) longer (mais longo, demorado)
13. O som do X

O x em inglês tem três sons.
O x pode ter som de z, como em zero:
xerox (xerox) xylophone (xilofone)
O x pode ter som de ks, como táxi em português.
next (próximo) box (caixa) fix (consertar)

experience (experiência) oxygen (oxigênio) excuse (desculpar-se)
O x pode ter som de gz, sem equivalência com o português.
exam (exame) existence (existência) example (exemplo)

exact (exato) exhausted (exausto)
14. O som do L

O l em inglês tem sempre o mesmo som, que é semelhante ao l em palavras como lado ou lixo.
Devemos ter cuidado para não pronunciarmos o l com som de u.
Partindo das palavras em português, tente pronunciá-las com o som do l em inglês e, em
seguida, faça o mesmo com seu equivalente em inglês.
(filme) filme film

(falso) falso false
Agora, pratique com os exemplos abaixo.
well (bem) ball (bola) help (ajuda)

old (velho; antigo) able (capaz) girl (garota)
Em algumas palavras, o l não é pronunciado.

walk (caminhar) talk (falar)
Em algumas palavras com consoante + le o -le tem som de l.
meddle (interferir) candle (vela) little (pequeno)

title (título) people (povo) angle (ângulo)
bubble (bolha) puzzle (quebra-cabeça) vehicle (veículo)
Em algumas palavras, na expressão sl, o s não é pronunciado.
aisle (corredor) island (ilha)
15. O som do S

O som do s, no início das palavras e antes de consoantes, é isolado e sem chiado. Devemos ter
cuidado para não pronunciarmos o som do i antes dessas palavras.
Pratique com os exemplos abaixo. Tente falar as palavras em português omitindo as vogais
iniciais e, em seguida, faça o mesmo com as palavras em inglês.
escola scola school

estrela strela star
espírito spírito spirit
Em algumas palavras, o sc tem som de s.
scene (cena) science (ciência) scissors (tesoura)
O som do s no final das palavras é importante porque serve para identificar:
A terceira pessoa do singular:
He sleeps. Ele dorme.
O plural das palavras:

One book, two books. Um livro, dois livros.
O possuidor da palavra seguinte:

Marias dog. O cachorro da Maria.
A contração de is e has:

Shes beautiful. Ela é bonita.
Shes gone. Ela foi embora.
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16. Terminações Consoantes

Devemos ter cuidado com as terminações. Não podemos incluir o som de uma vogal nas palavras que ter-
minam com consoantes. Esse é um padrão muito forte do português que, inconscientemente, impor-
tamos para o inglês. A pronúncia deve acabar com a consoante e esta deve ser pronunciada.
Palavras que acabam em t devem ser pronunciadas sem chiado. Veja a diferença nos
exemplos e pratique:
sem chiado: com chiado:
coat casaco coach técnico (de uma equipe esportiva), treinador
beat bater beach praia
what o que watch relógio
Da mesma forma, palavras que acabam em d devem ser pronunciadas também sem chiado.
God (Deus) sad (triste) bed (cama)
O som do l, nas palavras terminadas em l, tem o mesmo som do l no início das pala-
vras, como em lado.
well (bem) ball (bola) call (chamar)
Diferença off x of.

O off (fora, desligado) é pronunciado com som de f no final da palavra.
O of (de) é pronunciado com som de v no final da palavra.
Em algumas palavras, gh tem som de f.
cough (tosse) enough (suficiente)
Terminações letra E

Nas palavras que terminam em consoante + e, o e não é pronunciado.
Tente pronunciar as palavras em português omitindo a última vogal e, em seguida, pronuncie
as palavras em inglês:
cabo cab tube tubo
boca boc joke piada
face fass face rosto
bode bod code código
café caf life vida
logo log tongue língua
pele pel people pessoas
cama cam come vir
cone con wine vinho
sopa sop shape forma
osso oss nurse enfermeira
pata pat mate companheiro
neve nev shave barbear-se
Em palavras compostas também há omissão do e.
lifestyle (estilo de vida) Homeless (sem-teto) Candlelight (luz de velas)
18. Terminações ING

Nas palavras terminadas em -ing, o g é mudo, não deve ser pronunciado. O som do n deve
ser mais longo, como em manga e ângulo.
listening (escutando) speaking (falando) seeing (vendo)

walking (caminhando) sleeping (dormindo) dancing (dançando)
Sleeping is becoming boring. Dormir está se tornando chato.

My feelings are changing. Meus sentimentos estão mudando.
19. Terminações ION

Em palavras terminadas em -tion, o -tion tem som de xãn.
direction (direção) vacation (férias) caution (cuidado)

option (opção) condition (condição) action (ação)
Em palavras terminadas em -sion, o -sion tem som de jan.
television (televisão) illusion (ilusão) occasion (ocasião)

explosion (explosão) incision (incisão) lesion (lesão)
Em palavras terminadas em -ssion e em algumas palavras terminadas em -sion, o

-ion tem som de xãn.
admission (admissão) passion (paixão) profession (profissão)

possession (possessão) version (versão) tension (tensão)
20. A terminação ED nos passados regulares

Em inglês, muitas ações no passado acabam em ed. Vejamos agora a pronúncia correta do ed.
Ações que terminam em som sem voz: f, s, p, k, ch e tch, sh, o ed tem
som de t. Nunca pronuncie o e.
[som de f] bluffed (blefar) [som de s] danced (dançar)

[som de p] stopped (parar) [som de k] walked (caminhar)
[som de ch] washed (lavar) [som de tch] watched (assistir)
Nos que terminam em som com voz: z, v, dj, g, l, b, th, m, n,
ng, r, w, y e som de vogais, o ed tem som de d. Nunca pronuncie o e.
[som de z] pleased (agradar) [som de v] lived (viver)

[som de dj] gauged (avaliar) [som de g] begged (insistir)
132
[som de l] appealed (apelar) [som de b] probed (investigar)

[som de th] bathed (banhar-se) [som de m] named (nomear)
[som de n] combined (combinar) [som de ng] longed (desejar)
[som de r] roared (rugir) [som de vogal] (agreed (concordar)
[som de vogal] employed (empregar) [som de w] allowed (permitir)
Quando terminam em som de t ou d, o ed tem som de id.
[som de t] accepted (aceitar) [som de t] tested (testar)

[som de d] decided (decidir) [som de d] invaded (invadir)
Pratique:
talked (falar) ended (acabar) received (receber)

cooked (cozinhar) waited (esperar) absolved (absolver)
worked (trabalhar) freed (liberar) recognized (reconhecer)
liked (gostar) worried (preocupar-se) combed (pentear-se)
asked (perguntar) played (jogar; brincar) breathed (respirar)
Nota: todas as palavras dadas nos exemplos estão no passado.
21. Plurais e ações realizadas por HE, SHE, IT

Os plurais nas palavras inglesas em geral são acrescidos de s no final da palavra.
Também os [FAZER o quê?] no presente simples, quando o realizador é he, she, it (ele, ela),
recebem um s no final. Veja como fica a pronúncia dessas palavras.
Ações e plurais que terminam em som sem voz, f, th sem voz, p, k e t o
s fica com som de s.
tariffs (tarifas) truths (verdades) tops (topos)

backs (volta) bats (morcegos)
Ações e plurais que terminam em som com voz, v, th com voz, b, d, g,
m, n, l, r, w, y e vogais o s fica com som de z. Nunca pronuncie o
e.
lives (vidas / vive) bathes (banha-se) combs (pentes/penteia)

gods (deuses) flags (bandeiras) alarms (alarmes)
guns (armas) sells (vende) cars (carros)
agrees (concorda) plays (joga) allows (permite)
Ações e plurais que terminam com som de s, z, ch, sh, tch e dj o s no
fim das palavras fica com som de iz.
[som de s] bosses (chefes) [som de z] pleases (agrada)

[som de ch] washes (lava) [som de dj] languages (idiomas)
[som de tch] watches (assiste)
Agora, pratique a pronúncia das palavras abaixo observando as dicas acima.
worries (preocupa-se) types (digita) pages (páginas)

catches (agarra) copies (cópias) cuts (corta)
fits (ajusta) shops (lojas) shows (mostra)
scars (cicatrizes) boxes (caixas) pools (piscinas)
nurses (enfermeiras) legs (pernas) arms (braços)
a
Nota: As palavras dadas nos exemplos estão no plural ou conjugadas na 3 pessoa do presente.
22. Sons explodidos

Os sons de algumas consoantes em inglês são mais fortes do que em português. Para produzirmos
estes sons, precisamos soltar bastante ar da boca.
Veja abaixo como fica a pronúncia destas palavras. Tente pronunciar as palavras em português
explodindo o som indicado com sublinha e, em seguida, pratique com os exemplos em inglês.
pia pia peace (paz)

pente pente pencil (lápis)
boi boi boat (barco)
belo belo back (voltar)
gol gol go (ir)
ca ca car (carro)
ta ta time tempo)
do do dont (não fazer)
fé fé fat (gordo)
vi vi visit (visitar)
Agora, pratique com os exemplos abaixo:
park (parque) bat (morcego)

pet (mascote) beautiful (bonito)
spice (tempero) debate (debate)
deep (profundo) club (clube)
car (carro) give (dar)
come (vir) good (bom)
sick (doente) flag (bandeira)
task (tarefa) iceberg (iceberg)
23. Contrações
Algumas palavras no inglês são apresentadas de duas formas: por extenso e contraídas. A pronúncia
das formas contraídas difere das formas por extenso.
134
Contração do be (ser/estar):
Im a bus driver. Eu sou motorista de ônibus.
Shes at home. Ela está em casa.
Theyre brothers. Eles são irmãos.
Contração de will:
Nas contrações do ajudante will, apenas o som do l é pronunciado.
Ill travel. Eu viajarei. Hell study. Ele estudará.
Contração do ajudante have:

Nas contrações do ajudante have, apenas o som de v em ve e o som de s em s (contra-
ção de has) são pronunciados.
Theyve done it. Eles fizeram. Shes tried it. Ela tentou.
Da mesma forma, apenas o som do d na forma passada do ajudante have had é pronunciado.
Id written. Eu tinha escrito. Hed gone. Ele tinha sido/estado.
Contração do verbo auxiliar would:

A contração do verbo auxiliar would é semelhante ao exemplo anterior. Nestes casos, apenas o
som do d é pronunciado.
Theyd go. Eles iriam. Shed talk. Ela falaria.
Contração das negações: to be + not; will + not; have + not; do + not; can + not; would,
could, should and must + not
Nas contrações das negações, em geral, o som do o em not é mudo.
He isnt. Ele não é/está.

You arent. Você não é/está.
I wasnt. Eu não fui/estive.
They werent. Eles não foram/estiveram.
We wont travel. Nós não viajaremos.
I havent decided yet. Eu ainda não decidi.
I dont read magazines. Eu não leio revistas.
He doesnt eat chocolate. Ele não come chocolate.
They cant drink beer. Eles não podem beber cerveja.
He wouldnt speak. Ele não falaria.
She couldnt stay. Ela não poderia ficar.
They shouldnt leave. Eles não deveriam partir.
You mustnt stop. Você não pode parar.
24. Tonicidade
Em geral, a sílaba forte das palavras que terminam em ment é anterior a esta parte de palavra. As
sílabas sublinhadas nos exemplos abaixo correspondem às sílabas fortes.
payment (pagamento) instrument (instrumento)

appointment (compromisso) achievement (realização)
amusement (divertimento) development (desenvolvimento)
basement (subsolo) apartment (apartamento)
Em geral, a sílaba forte das palavras que terminam em ible ou able é anterior a estas partes
da palavra.
terrible (terrível) possible (possível)

profitable (lucrativo) variable (variável)
agreeable (agradable) compatible (compatível)
Nas palavras que terminam em al, em geral, sua sílaba forte é anterior a esta parte da palavra.
festival (festival) general (geral)

professional (profissional) cardinal (cardeal)
As sílabas fortes dos numerais servem para diferenciá-los.
thirteen (treze) thirty (trinta)

fourteen (quatorze) forty (quarenta)
fifteen (quinze) fifty (cinqüenta)
sixteen (dezesseis) sixty (sessenta)
seventeen (dezessete) seventy (setenta)
eighteen (dezoito) eighty (oitenta)
nineteen (dezenove) ninety (noventa)
Nos verbos de passados regulares, a sílaba forte não sofre alteração.)
worked (passado de trabalhar) liked (passado de gostar)

called (passado de chamar) named (passado de nomear)
25. Sons de vogais i

Vamos estudar como podemos pronunciar estes sons da melhor forma possível, usando sons que já
conhecemos:
O SOM É
O a tem som de /é/:
happy (feliz) back (voltar) cat (gato)
136
O e tem som de /é/:

lesson (lição) egg (ovo) never (nunca)
ea tem som de /é/:

head (cabeça) ready (pronto) bread (pão)
O SOM I
O i tem um som diferente do português:
sit (sentar) with (com) this (este/esta)
O y tem som de /i/:

very (bastante) only (somente) really (realmente)
O SOM Ó
O o tem som de /ó/:
hot (quente) shot (tiro) lock (trancar)
O SOM Ã
O u tem som de /ã/:
under (embaixo) gun (arma) just (apenas)
O o tem som de /ã/:

love (amor) above (acima) discover (descobrir)
O SOM U
O u tem som de /u/:
full (completo) bull (búfalo) bush (arbusto)
ou tem som de /u/:

through (através) could (poderia) should (deveria)
oo tem som de /u/:

wood (madeira) foot (pé)
O u tem som de /iu/:

universe (universo) usual (usual) unique (único)
26. Sons de vogais II
SONS LONGOS
O SOM I LONGO

O ee tem som de /ii/:
feet (pés) week (semana) see (ver)
O ea tem som de /ii/:

leaf (folha de árvore) season (estação) mean (intencionar)
O SOM U LONGO

O oo tem som de /uu/:
too (também) mood (humor) moon (lua)
O o tem som de /uu/:

do (fazer) to (para) into (para dentro)
Nas palavras abaixo, o ou tem som de /uu/:

you (você) through (através)
27. Os ditongos e tritongos

Algumas vogais em inglês têm sons de ditongos (formação de duas vogais). Acompanhe abaixo os
exemplos.
O SOM DE AI
nice (legal) white (branco) sky (céu)
O SOM DE AU
mouse (rato) shout (gritar) now (agora)
O SOM DE EI
today (hoje) way (modo) save (salvar)
O SOM DE OU
told (conta) phone (telefonar) know (saber; conhecer)
O SOM DE IE
tear (lágrima) year (ano) here (aqui)
O SOM DE ÓI
boy (garoto) noise (barulho) choice (escolha)
O SOM DE IUE
viewer (espectador) fewer (menos)
O SOM DE AIAR
desire (desejo) fire (fogo) liar (mentiroso)
O SOM DE AUAR
power (força) shower (chuveiro) hour (hora)
O SOM DE ÉR
there (lá) spare (reserva) chair (cadeira)
138
28. Mais sons de vogais:

O u no início de algumas palavras tem som de iu:
university (universidade) union (união) usual (comum)
O SCHWA
O schwa é como o som de ã e é pronunciado naquelas partes da palavra onde não existe o
acento, ou seja, em que não são ditas mais forte:
banana (banana) chocolate (chocolate) again (novamente)
the (o, a, os, as) tomato (tomate) of (de)
29. Sons de vogais III Contrastes

Certas palavras apresentam pronúncias muito parecidas, porém é importante identificar as diferen-
ças de sons para que não se corra o risco de elas serem mal entendidas. Observe as palavras listadas
abaixo e pratique
DIFERENCIAÇÃO 1 DIFERENCIAÇÃO 2
bit beat/beet men man

live leave pen pan
it X eat led X lad
fit feat/feet bet bat
this these dead dad
bed bad
aproxima-se do i aproxima-se do í
em português em em português em aproxima-se do é aproxima-se do a
miséria nível em português em português
DIFERENCIAÇÃO 3 DIFERENCIAÇÃO 4
loan lawn tool took

phone fall fool full
owe X awe pool X pull
sow saw boo book
coal call coo could
row raw
aproxima-se do u não tem equivalência
aproxima-se do aproxima-se em português, em português,
ou em português do ó em porém mais longo. mas tente falar a
em falou português em vó Tente alongar esse palavra última
u em conteúdo cortando o u
30. Encontros de consoantes
O SOM DO RL
O som do rl não tem equivalência em português. Tente pronunciar o som do r fraco e em se-
guida o l.
girl (garota) curl (cacho) pearl (pérola)
O SOM DO RLD
O som do rld é parecido com o som anterior, rl. Devemos acrescentar o som do d no fim da
palavra.
world (mundo)
O SOM DO TCH
O som do tch em inglês é semelhante ao som de tchê, e tchau em português.
watch (assistir) kitchen (cozinha) catch (agarrar)
O SOM DO XT
O xt tem som de kst.
next (próximo) extinct (extinguir) text (texto)
O SOM DO L
Devemos lembrar que o l antes de consoantes tem o mesmo som do l no início das palavras.
Devemos ter cuidado para não pronunciar o l com som de u.
gold (ouro) help (ajuda) already (pronto)
O SOM DO THR
O thr mantém o som do TH sem voz e é acrescido do som do r.
three (três) thrash (surrar) throw (jogar; lançar)
O SOM DO -STEN
Em algumas palavras, o t em -sten é mudo.
listen (escutar) fasten (apertar) moisten (umedecer)
O SOM DO -TLE
Em algumas palavras, o t em -stle e o c em -scle não são pronunciados.
castle (castelo) muscle (músculo)
31. Homógrafos e homófonos

Homógrafos são palavras que têm a mesma grafia e significados diferentes.
ball (bola/baile) dear (querido/veado) lie (mentir/deitar)

right (certo/direita) rule (regra/mandar) light (luz/ leve)
140
Homófonos são palavras com a mesma pronúncia e significados diferentes.
by (por) / buy (comprar) right (certo, direita) / write (escrever)

sea (mar) / see (ver) root (raiz) / route (rota)
wait (esperar) / weight (peso)
32. Substantivos x verbos

Obs: Em verbos com duas sílabas, a tonicidade normalmente recai sobre a segunda sílaba. Com ex-
ceção dos verbos, 90% das palavras com duas sílabas têm como tônica a primeira sílaba.
Noun Verb Noun Verb

Conflict conflict Permit permit
Contract contract Present present
Contrast contrast Record record
Object object Suspect suspect
1. The conflict between the two countries is getting worse. O conflito entre os dois países
está piorando.
My ideas will always conflict with my fathers. Minhas idéias irão sempre entrar em con-
flito com as do meu pai.
2. The contract was for a period of ten years. O contrato era para um período de dez anos.
You will have to contract a professional to do this job. Você terá que contratar um
profissional para fazer esse trabalho.
3. The contrast between the two paintings is remarkable. O contraste entre as duas pintu-
ras é notável.
If we contrast the two ideas, we will find they are quite similar. Se nós compararmos
as duas idéias, perceberemos que elas são bem parecidas.
4. There are many strange objects in this box. Há muitos objetos estranhos nessa caixa.
I must object to what you just said. Eu tenho que objetar (discordar de) o que você aca-
bou de dizer.
5. You need a permit to operate that machine. Você precisa de uma permissão para operar
aquela máquina.
I will not permit you to go out with my daughter. Não vou permitir que você saia com
minha filha.
6. What an unusual present! Thank you. Que presente extraordinário (incomum)! Obrigado.
Let me present you to my fiancé. Deixe-me apresentar você ao meu noivo.
7. Well done! You have set a new record! Muito bem! Você estabeleceu um novo recorde!
Singers never record their work early in the morning. Cantores nunca gravam seus tra-
balhos de manhã cedo.
8. The suspect was taken away for questioning. O suspeito foi levado para interrogatório.
I suspect you never really loved me. Eu suspeito que você nunca me amou de verdade.
33. Verbos x adjetivos

Verbos terminados em ate são pronunciados como eit. Adjetivos terminados em ate são
pronunciados como it
Verb Adjective Verb Adjective

to alternate alternate to desolate desolate
to appropriate appropriate to elaborate elaborate
to approximate approximate to moderate moderate
to deliberate deliberate to separate separate
1. He alternates between driving to work and walking. Ele alterna entre dirigir para o tra-
balho e caminhar.
The alternate option would be to sell the house. A opção alternativa seria vender a casa.
2. The government will appropriate all this land to build a new motorway. O governo
se apropriará de toda essa terra para construir uma nova rodovia.
To go to a wedding wearing bermuda shorts is not very appropriate. Ir a um casa-
mento vestindo bermuda não é apropriado.
3. The two parties have attempted to approximate their policies. Os dois partidos tenta-
ram aproximar as suas políticas.
At an approximate guess, there must be a hundred sweets in that jar. O meu palpite é
que deve haver uns cem doces naquela jarra.
4. If you deliberate too long, you will lose the contract. Se você pensar demais, perderá o
contrato.
To tell a deliberate lie is very dishonest. Contar uma mentira deliberada é muito deso-
nesto.
5. The country was desolated by the invading army. O exército invasor desolou o país.
The wide open landscape looked desolate in the heavy rain. A paisagem extensa pare-
cia desolada sob a chuva pesada.
6. We need to elaborate this plan before we present it to the committee. Nós precisa-
mos elaborar esse plano antes de apresentá-lo ao comitê.
What an elaborate dress! When are you going to wear it? Que vestido rebuscado (ela-
borado)! Quando você vai usar isso?
7. You should moderate your ideas, they are too radical. Você deveria amenizar suas
idéias, elas são muito radicais.
I made some moderate changes but nothing really significant. Eu fiz umas pequenas
mudanças (mudanças moderadas), mas nada realmente significante.
8. Separate the boys, they are fighting again! Separe os meninos, eles estão brigando de
novo.
Fill in this separate form and then put it in this box. Preencha este formulário separado
e depois coloque-o nesta caixa.
Exercícios de
compreensão
auditiva
Todos os exercícios abaixo foram feitos a partir dos áudios do CD encartado neste livro.
Introductions
INTRODUCTIONS A
I. Match the columns according to the recording.
1) Simone ( ) New Jersey, USA
2) Jonathan ( ) Porto Alegre, Brazil
3) Anne ( ) Winchester, England
4) Cynthia ( ) Lincoln, England
5) Charlie ( ) Connecticut, USA
II. Fill in the blanks with the nationalities in the box.

American Brazilian British
1) Cynthia is _________.
2) Charlie is _________.
3) Jonathan and Anne are _________.
4) Simone is _________.
III. Mark true (T) or false (F) for the sentences below:
1) ( ) Cynthia and Simone were born in the same city.
2) ( ) Anne is from London.
3) ( ) Simone is from Brazil.
4) ( ) Cynthia and Charlie are American.
Exercícios de compreensão auditiva 143
INTRODUCTIONS B
I. Check the correct answer:
1) Who is Simone talking to?
a) ( ) Anne
b) ( ) Cynthia
c) ( ) her boyfriend
2) Who is Simone introducing?

a) ( ) her friend
b) ( ) her cousin
c) ( ) her neighbor
3) Where does this person come from?

a) ( ) UK
b) ( ) US
c) ( ) Brazil
II. Can you remember what was said in the dialog? Fill in the blanks.
Simone: Anne, come here! I would like to _____ you to my friend Cynthia.
Shes from the _____ _____.
Anne: Hi, Cynthia! How are you _____?
Cynthia: Hi, Anne! How are you?
Anne: Im _____, thank you! _____ to meet you!
Cynthia: Its nice to meet you too!
III. Answer the questions below.

1) Who is being introduced to whom?
__________________________.
2) What is the girls nationality?
__________________________.
3) Did they sound glad to meet each other?
__________________________.
Spelling names
I. Answer the questions below:
1) Who is Jonathan talking to?
__________________________.
2) Where does she come from?
__________________________.
3) What does he ask her to do?
__________________________.
144
II. Mark true (T) or false (F) for the sentences below:
1) ( ) Simones language is Portuguese.
2) ( ) She didnt spell the name of her city correctly.
3) ( ) Simone is from Portugal.
III. Can you remember what was said in the dialog? Fill in the blanks.
Jonathan: Simone, you _____ youre _____... Porto Alegre.
Simone: Yes, thats _____!
Jonathan: How do you _____ it?
Simone: Its P-O-R-T-O A-L-E-G-R-E.
Jonathan: Ah, _____! Portuguese, isnt it?
Simone: ______!
Giving and asking for directions

Giving and asking for directions (A)
I. Complete the following sentences:
1. The person wanted to know where the _____ was.
2. First, the person would have to reach a _____.
3. The place the person was looking for was on the _____.
1) ( ) The woman asks the lady where the church is.
2) ( ) The church is near the gas station.
3) ( ) The post office is on the corner next to the church.
4) ( ) There is no church in the neighborhood where the dialog takes place.
5) ( ) The woman needs to take a bus to reach the church.
A: Excuse me, Miss.! Could you tell me where the post office is?
B: Sure! Walk _____ this street until you _____ a church, then _____ right. Walk _____
one block and the post office is _____ on the corner.
A: Ok, thanks!
Giving and asking for directions (B)

I. Choose the correct answer and complete the gaps in the sentences below.
1) The man is looking for a _________.
a) ( ) drugstore b) ( ) supermarket
2) There are _________ supermarkets in the neighborhood.

a) ( ) no b) ( ) two
3) The man prefers the _________ one.

a) ( ) cheapest b) ( ) nearest
4) He prefers to go _________.
a) ( ) by bus b) ( ) on foot
II. Put the sentences in order according to the directions given in the dialog.
1) ( ) Walk down one more block.
2) ( ) When you reach the gas station, turn left.
3) ( ) Walk past the hospital and turn right.
4) ( ) Walk down this street for three blocks.
III. Look at each of the three statements below and check whether theyre correct or not. If
theyre wrong, correct them and say why.
From the listening you could tell that the person looking for a supermarket...
1) was too tired. _______________________.
2) had a lot of money to spend. _______________________.
3) didnt have to go far to find the supermarket. _______________________.
Looking sick
LOOKING SICK (A)
1. Where does the dialog take place?
_____________________________________.
2. How does the man feel?
_____________________________________.
3. Does she make any compliments to the man?
_____________________________________.
4. What does she recommend him to do?
_____________________________________.
5. Does the man accept his friends suggestion?
_____________________________________.
A: God, I _____ _____!
B: Yeah, you do _____ _____!
A: Oh, thanks!
B: Im sorry, but why dont you _____ a _____?
A: Yeah, I think I will!
146
LOOKING SICK (B)

I. Can you remember what they say in this part of the dialog? Fill in the blanks.
A: Wow, you really look _____!
B: Oh, Im feeling very _____!
A: What happened?
B: Well, last night I went out with some friends and I guess I had a little too much
to drink. I have a terrible _____!
A: Have you taken any _____?
B: Yes, I took two aspirins, but Im still feeling really bad.
1) ( ) The man is feeling very well.

2) ( ) Hes got a terrible headache.
3) ( ) Hes not feeling well because he went to a party last night and ate too much.
4) ( ) He didnt drink very much.
5) ( ) He hasnt taken any medicine yet.
6) ( ) He ran out of aspirin and he wants to buy some more.
7) ( ) He was feeling better after taking the aspirins.
8) ( ) His friend advises him to go home and take some rest.
9) ( ) He doesnt accept his friends advice and chooses to keep working.
10) ( ) He will go straight home after he finishes what hes doing at the moment.

1) Why was the person sick?
_____________________________________.
2) Did the aspirins help?
_____________________________________.
3) What was the advice given?
_____________________________________.
Ordering food (restaurant)
ORDERING FOOD (A)

1) Where is the person? Is it a man or a woman?
__________________________.
2) Whos that person talking to?
__________________________.
3) Whats the man having?
__________________________.
A: Good morning, _____! Are you _____ to _____?
B: Yes I am! Id like to have ______ ______, please.
A: _____ _____, _____!
ORDERING FOOD (B)

I. Listen to the dialog and check what the women ordered:
a) ( ) french fries f) ( ) pasta
b) ( ) rice g) ( ) fish
c) ( ) beans h) ( ) beef
d) ( ) salad i) ( ) apple pie
e) ( ) pizza j) ( ) fruit salad
II. Complete the sentences below with the words in the box.
french fries salad apple pie with ice cream orange juice restaurant rice
1) The two women are in a _______.
2) They both order some _______ to have while they choose their meal.
3) They choose _______, _______ and _______.
4) The waiter also suggests _______ as dessert.

1) Whats the name of the restaurant?
__________________________.
2) What did they have to drink while they ordered?
__________________________.
3) Did they both have the same thing to eat?
__________________________.
4) What was the meal they chose?
__________________________.
5) What was the recommended dessert?
__________________________.
Talking about the weather
TALKING ABOUT THE WEATHER (A)

1. What were the women planning to do?
__________________________.
2. Will they be able to do what they were planning to do? Why?
__________________________.
148
TALKING ABOUT THE WEATHER B

1) How long was the womans vacation?

________________________________________________.
2) What was the weather like at the beach?
________________________________________________.
3) What was the weather like in the mountains?
________________________________________________.
II. Mark true (T) or false (F) for the sentences below. Correct the false ones.
1) ( ) They havent spoken to each other for a while.

________________________________________________.
2) ( ) The woman was on vacation.
________________________________________________.
3) ( ) She went to visit her parents in the mountains.
________________________________________________.
4) ( ) She spent two weeks away.
________________________________________________.
5) ( ) The weather was great. It almost never rained.
________________________________________________.
6) ( ) The man was on vacation as well.
________________________________________________.
7) ( ) He traveled to the beach to take some rest.
________________________________________________.
8) ( ) Unfortunately, he couldnt rest much because there were too many people in the hotel
where he was staying.
________________________________________________.
III. Can you remember everything that was said in this part of the dialog?
A: Oh, well that sounds nice! And how was the _____?
B: It was very strange. The first few days were _____ and very hot. Then the next three days
were _____ and _____.
Asking for advice on clothes
ASKING FOR ADVICE ON CLOTHES (A)

1. What does the man ask?
________________________________________________.
2. What is his excuse?

________________________________________________.
3. What does the woman answer?
________________________________________________.
4. Does he seem comfortable in wearing a tie?
________________________________________________.
II. Can you remember what was said in the dialog? Fill in the blanks:
A: Do I have to wear a tie? Its really __________!
B: Well, its a ______ dinner! Look: you have to wear a tie whether you like it or not!
A: Oh...
ASKING FOR ADVICE ON CLOTHES (B)

I. Circle the correct alternative.
1) Cynthias friend needs her help _______.

a) ( ) to go to the supermarket
b) ( ) to choose something to wear
2) Shes going to a _______.

a) ( ) friends graduation ceremony
b) ( ) friends wedding
3) What time will the ceremony be?

a) ( ) at 8 pm
b) ( ) at 9 pm
4) Where is the ceremony?

a) ( ) at the casino
b) ( ) at the cathedral
5) Where is the party?

a) ( ) at the club
b) ( ) at the pub
6) What was the first suggestion?

a) ( ) a black dress
b) ( ) a dark dress
7) The friend suggests that the color of the dress is...

a) ( ) delicate
b) ( ) elegant
8) What was the second suggestion?

a) ( ) a blue suit
b) ( ) a blue dress
150
9) The red suit is...

a) ( ) terrible
b) ( ) beautiful
10) Shes going to look...

a) ( ) fantastic
b) ( ) ridiculous
II. Answer the questions below.
1) What did Cynthias friend help her with?

________________________________________________.
2) What did Cynthia need help for?
________________________________________________.
3) What was their final decision?
________________________________________________.
Vacations
VACATIONS (A)
I. Mark T (true) or F (false) for the sentences below:
1) ( ) Charlie was off on holiday.
2) ( ) Charlie came back last week.
3) ( ) They havent seen each other because the girl was traveling.
A: Hey, Charlie! When did you _____ ____ from your _______?
B: Just _____ week.
A: Oh, thats why I havent _____ you around!
VACATIONS (B)
I. Circle the correct alternative.
1) Where did he go to?
a) ( ) São Paulo b) ( ) Rio
2) What did he think about his vacation?

a) ( ) It was perfect. b) ( ) It was a disaster.
3) What did he visit?

a) ( ) Famous people. b) ( ) Famous places.
4) Which was his favourite place?

a) ( ) The Sugar Loaf Mountain b) ( ) The beaches
5) Where did he go at night?
a) ( ) To a samba house. b) ( ) To a pagode house.
II. Answer these questions:
1) Did he go to the beach?

______________________________________________________ .
2) What was special about the Sugar Loaf Mountain?
______________________________________________________.
3) Where else did he go to?
_______________________________________________________.
4) Did he have a good time?
_______________________________________________________.
A: And how about the _________?
B: Oh its very good. In Rio there is a place for everyone. I went to a ______ and I also
went to a pagode, no, pagode, they say, isnt it, a pagode _______, yeah.
A: Wow! It sure sounds like you had a ______!
B: I _____ did!
I love the spring
I LOVE THE SPRING (A)

I. Fill in the blanks using words heard in the listening exercise.
A: Oh, _____ is such a _____ _____!
B: Oh, you know, to be very _____ with you, I prefer the fall.
A: The fall?
B: Yes, the fall! You know: fall, _____...
A: It _____ the same?
B: Yes, they both _____ the same!
A: Ok, _____ and learning...
II. Answer the questions below:
1) What are they talking about?

____________________________________________.
2) Which season is said to be lovely?
____________________________________________.
3) What season can be referred to in two different words?
____________________________________________.
152
Occupations
OCCUPATIONS A
I. Fill in the blanks with the words heard in the listening.
A: Hey, Charlie, what _____ your _____ do?
B: Shes a _____ _____.
A: Oh, _____! _____ I _____ her number?
B: _____! 555-8698.
1) What did the person want to know?

________________________________________________.
2) What does Charlies mother do?
________________________________________________.
3) What did the person ask for?
________________________________________________.
OCCUPATIONS B
1. What are they talking about?

________________________________________________.
2. Do they sound positive about it?
________________________________________________.
3. What is explained?
________________________________________________.
II. Are the affirmations below correct or wrong? If theyre wrong, use words from the dialog to
prove why.
1) You can learn how things work in a club when listening to the dialog. _________________.
2) The person is not so happy about the new job. ______________________.
3) The other person thinks it is a bad profession. ______________________.
III. Can you remember what was said in this part of the dialog? Fill in the blanks.
A: Hi! I _____ youve got a new job!

B: Yes, I do and Im very _____ about it.
A: _____? So what do you do?
B: Im a _____.
A: That sounds _____ - tell me about it!
Phone number and addresses
PHONE NUMBER AND ADDRESSES (A)

I. Answer the question below.
What are the two things the person wanted to know about Jonathan?
_______________________________________________________.
II. Can you remember what they said in the dialog? What are the missing words?
A: Jonathan, whats your _____?
B: Oh, eh, its 3, Oxford _____, Winchester, WC4.
A: Ok, and do you have a _____ _____?
B: Yes, its 321-7986.
PHONE NUMBER AND ADDRESSES (B)

I. Can you remember what they said in the dialog? What are the missing words?
A: OK, now, before we move on, Ill need some more information, please.
B: Certainly, what information do you need?
A: I need your _____ _____.
B: Its 101, Main _____, apartment 4.
A: And whats the city?
B: Its São Paulo.
A: What _____?
B: São Paulo.
A: But isnt São Paulo the city?
B: Yes, you see São Paulo is the name of the city as well as the name of the _____. Just like New
York!
A: OK! And eh, whats the zip code?
B: Its 90150.
A: And your _____ _____?
B: My _____ _____ is 3348-0721.
A: And do you have a _____ _____?
B: Sure, the _____s 9964-7630.
A: Thank you!
1) ( ) The person only needed to know the name of the street.
2) ( ) The person got confused about the city and state names.
3) ( ) The person probably lives in a big house by the beach.
4) ( ) The person lives on a famous street.
1) What information did the person need first?

_______________________________________________________.
154
2) What did the other person have to explain?

_______________________________________________________.
3) How many and which phone numbers did the other person give?
_______________________________________________________.
Family
FAMILY (A)
I. Answer the questions below.
1) What are they doing?

________________________________.
2) Where were they taken?
________________________________.
3) Which people are in them?
________________________________.
II. The three affirmations below are wrong. Use words from the dialog to write a correct
affirmation for each.
1) Theyre looking at postcards. __________________.
2) One of them is showing photos of when the person went to Rome. __________________.
3) The person is talking about her friends in the photos. __________________.
FAMILY (B)
I. Use words from the box to describe the people mentioned in the dialog. For one of them two
words were used.
gorgeous nice pretty lovely young
1) sisters: __________.
2) in-laws: __________.
3) brothers: __________.
4) grandparents: __________.
II. Correct the sentences below using words from the dialog:
1) Theyre looking at graduation photos. ____________________.
2) Friends are shown in the pictures. ____________________.
3) They only talk about young people. ____________________.
4) They both dont seem to like the way they look. ____________________.
III. Can you remember what they said in the dialog? What are the missing words?
A: I still havent seen your wedding pictures, let me see them!
B: Well, these are my _____ and my _____!
A: Your _____ are very young.

B: Yes, they are! And theyre also very nice people. I _____ _____ with them really well!
These pretty women are my sisters and these _____ men are my brothers!
A: And who are all these children?
B: Theyre my _____ and my _____.
A: And what about these _____ old people? Who are they?
B: They are my _____!
Days of the week and months
DAYS OF THE WEEK AND MONTHS (A)

I. Can you remember the days of the week and the month mentioned in the dialog? Fill in the
blanks.
A: Ahn, is _____ _____ or _____?
B: _____, silly! I suppose you do know its _____, dont you?
A: Duh!
DAYS OF THE WEEK AND MONTHS (B)

1) What do they talk about?

____________________________________________________.
2) What are the months mentioned in the dialog?
____________________________________________________.
3) The dates are how many months apart?
____________________________________________________.
II. Can you remember the dates and the months mentioned in the dialog? Fill in the blanks.
A: Cynthia, when is your birthday?

B: My birthday is on _____ _____th. How about you?
A: _____ _____st.
B: All right!
DAYS OF THE WEEK AND MONTHS (C)

I. Can you remember the days of the week and the months they mention in the dialog? Fill in
the blanks.
A: Have you signed up for the math classes?
B: Yes, I have.
A: And whats your schedule?
B: Ill have classes on _____ and _____ during the months of _____ and _____. How about you?
A: Well, my math classes will be on _____ and _____ during _____ and _____.
156
B: Oh no! So I guess we wont see each other any more!

A: Yes, we will!
B: When?
A: Have you forgotten about our Spanish classes _____ mornings?
B: Oh yes! When do the classes begin?
A: Next _____.
B: Great, Ill see you there.
1) What were they talking about?

________________________________________.
2) What was the problem?
________________________________________.
3) What will they be able to do together?
________________________________________.
III. Mark true (T) or false (F) for the sentences below. Correct the false ones.
1) ( ) They will have math and Spanish classes together. ______________________.
2) ( ) They will be having classes when its winter in Brazil. ______________________.
3) ( ) They will have Spanish classes together on Tuesdays. ______________________.
4) ( ) Theyll meet every Friday morning. ______________________.
What time is it?
WHAT TIME IS IT? (A)

I. Transcribe the dialogue youve just heard.
A: _______________________?
B: ____________.
A: Oh, boy, ____________________!
WHAT TIME IS IT? (B)

I. Can you remember the times and numbers in general that they mention in the dialog? Fill in
the blanks.
A: Excuse me, could you tell me what time the next bus leaves?
B: The next bus leaves at _____ pm.
A: Oh no! I have to be downtown at _____!
B: Well, why dont you take the train? Theres one leaving in _____ minutes. Youll be
downtown at _____:_____.
A: Ok! Thank you very much!
II. Match the columns.
1) when the train leaves ( ) 8:00 pm

2) the time at which the person has to be downtown ( ) 6:30
3) the time at which the person will be downtown ( ) 7:00
4) when the next bus leaves ( ) 20 minutes
Leisure activities
LEISURE ACTIVITIES (A)

I. Can you remember what was said in the dialog? Fill in the blanks.
A: Do you have a _____, Cynthia?
B: Yes, I _____ _____. How about you?
A: Well, I _____ _____ _____.
B: Yuck!
LEISURE ACTIVITIES (B)

I. Can you remember the sport and the days of the week? Fill in the blanks.
A: Hey, long time, no see! What have you been up to? I havent seen you around!
B: Bah, youll never believe what Ive been doing!
A: What?
B: Ive been playing _____ after work every _____, _____ and _____.
A: And are you enjoying it? Isnt it too tiring?
B: No, its not too tiring! Its fantastic!
1) Have they been seeing each other lately?

_________________________________________.
2) What has one of them been doing?
_________________________________________.
3) Is that person enjoying it?
_________________________________________.
III. Are the following affirmations correct? If so, leave them as they are. If not, correct them in
your own words.
1) They have been seeing each other quite a lot lately. ______________________________.
2) One of them has been playing a sport that demands a lot of arm and leg work. ____________.
3) The only thing that is not so good about the sport is that its too tiring. _______________.
158
LEISURE ACTIVITIES (C)

I. Match the columns.
1) squash ( ) Friday night

2) soccer game ( ) (squash) game
3) exercise ( ) since last month
1) What is the advantage of playing squash?

__________________________________________________.
2) Who probably introduced the sport to the squash player?
__________________________________________________.
3) What wont one of them give up doing?
__________________________________________________.
III. Can you remember what was said in the dialog? Correct the wrong affirmations below in
your own words.
1) The person missed the squash game on tv because he was playing soccer with his friends.
__________________________________________________________________.
2) His girlfriend is the person who tells him not to ever give up playing squash.
__________________________________________________________________.
3) The only good thing about playing squash is that you can give up playing soccer.
__________________________________________________________________.
Classroom situation
CLASSROOM SITUATION (A)

I. Can you remember what was said in the dialog? Fill in the blanks.
A: What does chinfrim _____?
B: Chinfrim? That _____ something like... _____ _____.
A: Oh, right!
CLASSROOM SITUATION (B)

1) What is the problem and whose problem is it?
___________________________________________________.
2) Who helps the person with the problem?
___________________________________________________.
3) How does the person help the other?
___________________________________________________.
II. Complete the sentences using words from the dialog.

1) The person had a problem because he didnt _____ the _____.
2) The person asked for _____.
3) The other person explained _____.
III. Were you able to understand what this part of the dialog was about? Fill in the blanks.
B: (...) Now the focus here in this _____ is _____, right?
A: Right.
B: So, what you must do is complete the balloons with any _____ to do with food.
A: Any words?
B: Yes, this is called a brainstorming _____, you just _____ the _____ that pop up in your head.
Dont worry about _____ or _____. Just keep on _____.
On the Internet
ON THE INTERNET (A)

I. What is going on in the dialog?
__________________________________________________.
ON THE INTERNET (B)

I. Are you aware of the terms used in the dialog? Fill in the blanks.
A: Oh no! This _____ is driving me crazy!
B: Whats the matter?
A: I cant _____ this _____! I dont know whats wrong!
B: Let me take a look, maybe I can help you out!
A: Oh, please do! I have to _____ this _____ as soon as possible!
B: Ok, I already know whats wrong.
A: Whats wrong?
B: You forgot to put the _____ _____ youre sending it to!
A: Of course! Thats why I cant _____ the _____!

_________________________________________.
2) What was the problem?
_________________________________________.
3) Did the other person offer to help?
_________________________________________.
4) Was that other person able to help?
_________________________________________.
5) What was the solution to the problem?
_________________________________________.
160
ON THE INTERNET (C)


_________________________________________________.
2) Does the person want the other person to do it for them?
_________________________________________________.
3) Does the person seem to understand the explanation?
_________________________________________________.
II. Correct the wrong affirmations below.
1) The person knew what to do and how to do it. ____________________.

2) The person suggested that the other person should do it alone. ____________________.
3) The person did not know how to explain it to the other person. ____________________.
III. Complete the sentences using words from the dialog.
1) The person wanted to do some _____ on the _____.

2) The person didnt know what a _____ _____ was.
3) The first thing the person needs to do is click on the _____ _____ button.
4) The person needs to do the research using _____ to find _____.
Poemas para atividades extras

To See a World
To see a world in a grain of sand
And a heaven in a wild flower,
Hold Infinity in the palm of your hand
And Eternity in an hour.
William Blake
He Who Knows
He who knows not, and knows not that he knows not, is a fool. Shun him;
He who knows not, and knows that he knows not, is a child. Teach him.
He who knows, and knows not that he knows, is asleep. Wake him.
He who knows, and knows that he knows, is wise. Follow him.
From the Persian
Tremendous Trifles
For want of a nail, the shoe was lost;
For want of the shoe, the horse was lost;
For want of the horse, the rider was lost;
For want of the rider, the battle was lost;
For want of the battle, the kingdom was lost;
And all from the want of a horseshoe nail.
Unknown author
And a long tale

Fury said to a mouse,
That he met in the house,
Let us both go to law:
I will prosecute you.
Come, Ill take no denial;
We must have a trial;
For really this morning Ive nothing to do.
Said the mouse to the cur,
Such a trial dear Sir,
With no jury or judge,
would be wasting our Breath.
Ill be judge, Ill be jury.
Said cunning old Fury:
Ill try the whole cause and condemn you
To death.
Lewis Carrol
Respostas dos
exercícios de
compreensão auditiva
INTRODUCTIONS SPELLING NAMES

Introductions A Jonathan: Simone, you said youre from... Porto Alegre.
Simone: Hi! Im Simone. Im from Porto Alegre, Brazil. Simone: Yes, thats right!
Please, meet my friends! Jonathan: How do you spell it?
Jonathan: Hello. My names Jonathan and Im from Simone: Its P-O-R-T-O-A-L-E-G-R-E.
Winchester, England. Jonathan: Ah, right! Portuguese, isnt it?
Anne: Hi there! Im Anne and Im from Lincoln in England. Simone: Exactly!
Cynthia: Hi! Im Cynthia; Im from New Jersey, United States.
Charlie: Im Charlie from Connecticut, USA. I.
1) He is talking to Simone.
I. II. III. 2) She comes from Porto Alegre.
(4) 1) American. 1) (F) 3) He asks her to spell the name of the city she comes from.
(1) 2) American. 2) (F)
(2) 3) British. 3) (T) II. III.
(3) 4) Brazilian. 4) (T) 1) (T) said /from
(5) 2) (F) right
3) (F) spell
Introductions B right
Simone: Anne, come here! I would like to introduce you to Exactly
my friend Cynthia. Shes from the United States.
Anne: Hi, Cynthia! How are you doing? GIVING AND ASKING FOR DIRECTIONS
Cynthia: Hi, Anne! How are you? Giving and asking for directions A
Anne: Im fine, thank you! Nice to meet you! A: Excuse me, Miss! Could you tell me where the post office is?
Cynthia: Its nice to meet you too! B: Sure! Walk down this street until you reach a church,
then turn right. Walk down one block and the post office is
I. II. right on the corner.
1) a introduce / United States A: Ok, thanks!
2) a doing
3) b fine / Nice I. II.
1. post office 1) (F)
III.
2. church 2) (F)
1) Cynthia is being introduced to Anne. 3. corner 3) (T)
2) She is American. 4) (F)
3) Yes, they did. 5) (F)
III. A: What happened?

down /reach /turn /down /right B: Well, last night I went out with some friends and I guess
I had a little too much to drink. I have a terrible headache!
Giving and asking for directions B A: Have you taken any medicine?
A: Can you please help me? B: Yes, I took two aspirins, but Im still feeling really bad!
B: Sure! What can I do for you? B: Well, my friend, I guess the best thing you should do is
A: Im looking for a supermarket. go home, drink some soup, and stay in bed for the rest of
B: Well, there are two supermarkets in this neighbourhood. the day.
Do you have any preferences? A: I guess youre right. Ok. Im going home right now!
A: Yes, Id like to go to the cheapest one. I. II.
B: OK! So that is the Jumbo Supermarket. Do you want to sick 1) (F)
walk or to go by bus?
bad 2) (T)
A: I want to walk.
headache 3) (F)
B: Fine! You have to walk down this street for three blocks.
medicine 4) (F)
When you reach the gas station, turn left. Then, walk past
5) (F)
the hospital and turn right. Walk down one more block.
6) (F)
The supermarket is next to the police station.
7) (F)
I. II. 8) (T)
1) b 1) (4) 9) (F)
2) b 2) (2) 10) (F)
3) a 3) (3)
III.
4) b 4) (1)
1) Because he had gone out the night before with some
III. friends and had had a little too much to drink.
1) No, because he wanted to go to the supermarket on foot. 2) No, they didnt.
2) No, because he wanted to go to the cheapest supermarket. 3) The man advised his friend to go home and rest
3) No, the supermarket is some blocks away.
ORDERING FOOD (RESTAURANT)
LOOKING SICK Ordering food A
Looking sick A A: Good morning, sir! Are you ready to order?
A: God, I feel awful! B: Yes I am! Id like to have todays special, please.
B: Yeah, you do look awful! A: Right away, sir!
A: Oh, thanks!
I.
B: Im sorry, but why dont you take a break?
1) This man is in a restaurant.
A: Yeah, I think I will!
2) This man is talking to a waitress.
I. 3) He is having todays special.
1) At school or at work.
II.
2) The man feels awful.
Sir / ready /order?
3) No, she doesnt.
todays / special
4) She recommends him to take a break.
Right / away / sir!
5) Yes, he does.
II. Ordering food B

feel awful A: Welcome to The Red Hat! Here is the menu. Would
look awful you like something to drink while you choose your meal?
take / break B: Yes, please bring us some orange juice.
A: Small, medium or large?
Looking sick B B: Medium, please.
A: Wow, you really look sick! A: Right away, maam!
B: Oh, Im feeling very bad! B: OK, now lets see what were going to eat.
164
C: Oh! Fish is a nice idea! How about some fish? B: It was very strange. The first few days were sunny and
B: Great idea! What else would you like? very hot. Then the next three days were rainy and cool.
C: Well... Id like some rice, french fries and a salad. Finally the sun came out again and we were able to enjoy
B: Ok... I think Ill have the same! Waiter, we are ready to the shore. How about you? What have you been up to?
order! A: Well, I traveled to the mountains last weekend. Ive
A: Excellent, so what will you have? been working so hard that I really needed a rest.
B: Wed like some fish, rice, French fries and salad for two. B: And were you able to rest? What did you do there?
A: Certainly! And would you like to order the dessert now? A: Basically, I just slept. You know, the weather was just
B: What do you recommend? perfect for someone who needed to sleep. It rained all
weekend.
A: Well, our apple pie with ice cream is divine today!
B: Well, in this case its not so bad, is it?
B: Great suggestion! Apple pie with ice cream for two, please!
Oh, and please bring us two more glasses of orange juice. I.
I. 1) Two weeks.
French fries 2) It was strange. At first, it was sunny and hot, but then it
started to rain, and it got cool. After that, the sun came up
rice
again.
salad
3) It rained all weekend.
fish
apple pie II.
1) (T)
II.
2) (T)
1) restaurant.
3) (F) She went to the beach with her family on vacation.
2) orange juice
4) (T)
3) French fries, salad /rice.
5) (F) It rained for three days.
4) apple pie with ice cream
6) (F) He traveled on the weekend, because he has been
III. working very hard.
1) Its name is The Red Hat. 7) (F) He went to the mountains.
2) They had orange juice. 8) (F) He could rest a lot because it rained the whole
3) Yes, they did. weekend.
4) They chose fish, French fries, rice, and salad.
III.
5) Apple pie with ice cream.
weather
sunny/ rainy /cool.
TALKING ABOUT THE WEATHER
Talking about the weather A
ASKING FOR ADVICE ON CLOTHES
A: Oh... we wont be able to have our picnic anymore
Asking for advice on clothes A
today!
A: Do I have to wear a tie? Its really old-fashioned!
B: Why not?
B: Well, its a formal dinner! Look: you have to wear a tie
A: Its started to rain.
whether you like it or not!
B: Oh...
A: Oh...
I.
I.
1) A picnic.
1) He asks if he really has to use a tie.
2) No, because it has started to rain.
2) He says ties are old-fashioned.
Talking about the weather B 3) She says that he really has to use it because it is a formal
A: Hi, how are you? I havent seen you in a while! dinner.
B: Im fine. Well, Ive been away on vacation for the last 4) No, he doesnt.
two weeks.
II.
A: How wonderful! Where did you travel to?
A: old-fashioned
B: I went to the beach with my family.
B: formal
A: Oh, well that sounds nice! And how was the weather?
Asking for advice on clothes B B: Well, we visited all those famous places that tourists visit.
A: Cynthia, I really need your help to pick out something A: Which one did you like the most?
to wear! B: Oh, I dont know, its really hard to say, but I guess my
B: Ok! Well, whats the occasion? favorite place was the Sugar Loaf Mountain. Bah, the view
A: Its a friends wedding. is spectacular!
B: At what time is the wedding? A: And what else did you do while you were there?
A: At eight pm. B: I went to the beach almost every morning, I went to the
B: And where is it going to be? theater twice and I also went to the movies.
A: Well, the ceremony will be at the cathedral and the A: And how about the nightlife?
party will be at the club. B: Oh its very good. In Rio there is a place for everyone. I
B: How about a black dress? Black is always so elegant! went to a disco and I also went to a pagode, no, pagode,
A: Yes, but I dont think its nice to go to a wedding they say, isnt it, a pagode house, yeah.
wearing black! A: Wow! It sure sounds like you had a ball!
B: Well, lets take a look at what youve got... Hey, this B: I sure did!
blue dress is really nice! Why dont you wear this?
I.
A: Ehr, well, because its too tight on me, I guess Ive put
1) b
on some weight recently.
2) a
B: Alright, dont worry! Well find something.
3) b
A: What do you think about this red suit? I love it!
4) a
B: Wow, its really beautiful! Yes, I think youre going to
look fantastic! 5) b
I. II.
1) b 6) a 1) Yes, he went to the beach almost every morning.
2) b 7) b 2) It has a spectacular view.
3) a 8) b 3) He also went to the theater and to the cinema.
4) b 9) b 4) Yes, he did.
5) a 10) a III.
II. A: nightlife
1) Her friend helped her choose something to wear. B: place /disco /house
2) Cynthia needed help to choose the best outfit to wear. A: ball
3) She decided to wear a red suit. B: sure
I LOVE THE SPRING

VACATIONS
Vacations A I love the spring A
A: Hey, Charlie! When did you get back from your vacation? A: Oh, spring is such a lovely season!
B: Just last week. B: Oh, you know, to be very honest with you, I prefer the fall.
A: Oh, thats why I havent seen you around! A: The fall?
B: Yes, the fall! You know: fall, autumn...
I. II. A: It means the same?
1) (F) A: get back /vacation? B: Yes, they both mean the same!
2) (T) B: last A: Ok, living and learning...
3) (F) A: seen
I.
Vacations B A: spring /lovely /season
A: Hello! Welcome back! How was your vacation? B: honest
B: Oh! It was just perfect! B: autumn
A: You went to Rio, didnt you? A: means
B: Yes, I did! It was certainly the best vacation Ive ever B: mean
had! A: living
A: Tell me about it! What did you do there?
166
II. PHONE NUMBER AND ADDRESSES

1) They are talking about seasons. Phone number and addresses A
2) Spring. A: Jonathan, whats your address?
3) Fall (autumn). B: Oh, eh, its 3, Oxford Road, Winchester, WC4.
A: Ok, and do you have a phone number?
OCCUPATIONS B: Yes, its 321-7986.
Occupations A
A: Hey, Charlie, what does your mother do? I. His address and his telephone number.
B: Shes a hairdresser. II address
A: Oh, great! Can I have her number? Road
B: Sure! 555-8698. phone number
A: Thanks! Phone number and addresses B
I. A: OK, now, before we move on, Ill need some more
does /mother information, please.
hairdresser B: Certainly, what information do you need?
great/ Can /have A: I need your complete address.
Thanks B: Its 101, Main Avenue, apartment 4.
A: And whats the city?
II. B: Its São Paulo.
1) She wanted to know what his mother does. A: What state?
2) She is a hairdresser. B: São Paulo.
3) His mothers telephone number. A: But isnt São Paulo the city?
B: Yes, you see São Paulo is the name of the city as well as
Occupations B the name of the state. Just like New York!
A: Hi! I heard youve got a new job! A: OK! And eh, whats the zip code?
B: Yes, I do and Im very excited about it. B: Its 90150.
A: Really? So what do you do? A: And your phone number?
B: Im a cook. B: My phone number is 3348-0721.
A: That sounds nice - tell me about it! A: And do you have a cell phone?
B: Well, I arrive at the restaurant early in the morning and I B: Sure, the numbers 9964-7630.
begin preparing the food. You see, in restaurants, things A: Thank you!
must be prepared beforehand. I love my new job!
I. II.
I. complete address 1) (F)
1. About her new job. Avenue 2) (T)
2. Yes, they do. state 3) (F)
3. She explains what she has to do in her new job. state 4) (T)
phone number
II.
phone number
1) No, you can learn how things work in a restaurant.
cell phone
2) No, she is happy.
numbers
3) No, he likes the idea of her new job.
III.
III.
1) His complete address.
heard
2) That the city and the state have the same name.
excited
3) Two: his phone number 33480721 and his cell
Really
phone - 99647630.
cook
nice FAMILY
Family A
A: What pictures are those?
B: Oh, these pictures are from my trip home. Would you I.

like to see them? today Monday /Tuesday
A: I sure would! Tuesday/April
B: OK. Here we go. Well. These are my parents and these
are my two brothers! Days of the week and months B
A: Cynthia, when is your birthday?
I.
B: My birthday is on November 6th. How about you?
1) They are looking at some pictures.
A: March 21st.
2) On her trip home.
B: Alright!
3) Her parents and her two brothers.
I.
II.
1) Their birthdays.
1) Theyre looking at pictures.
2) November and March.
2) No, the photos are from her trip home.
3) Five.
3) No, shes talking about her family.
II.
Family B
November 6th
A: I still havent seen your wedding pictures, let me see
them! March 21st
B: Well, these are my in-laws and my husband! Days of the week and months C
A: Your in-laws are very young. A: Have you signed up for the math classes?
B: Yes, they are! And theyre also very nice people. I get B: Yes, I have.
along with them really well! These pretty women are my A: And whats your schedule?
sisters and these gorgeous men are my brothers!
B: Ill have classes on Tuesdays and Thursdays during the
A: And who are all these children? months of April and May. How about you?
B: Theyre my nephews and my nieces. A: Well, my math classes will be on Mondays and
A: And what about these lovely old people? Who are they? Wednesdays during March and April.
B: They are my grandparents! B: Oh no! So I guess we wont see each other any more!
I. A: Yes, we will!
1) pretty. B: When?
2) young and nice. A: Have you forgotten about our Spanish classes Friday
mornings?
3) gorgeous.
B: Oh yes! When do the classes begin?
4) lovely.
A: Next Friday.
II. B: Great, Ill see you there.
1) No, they are looking at her wedding pictures.
I.
2) Her family is being shown in the pictures.
Tuesdays /Thursdays /April /May/ Mondays /Wednesdays
3) No, they also talk about old people.
/March /April /Fridays
4) They both agree that everybody is/looks really nice.
Friday.
III.
II.
in-laws /husband!
1) Their schedules.
in-laws
2) They are not going to see each other in their math classes.
get along /gorgeous /nephews /nieces/ lovely /grandparents
3) Theyll have Spanish together.
DAYS OF THE WEEK AND MONTHS III.
Days of the week and months A 1) (F) They will only have Spanish together.
A: Ahn, is today Monday or Tuesday? 2) (F) No, its the fall in Brazil.
B: Tuesday, silly! I suppose you do know its April, dont 3) (F) The Spanish classes are on Fridays.
you? 4) (T)
A: Duh!
168
WHAT TIME IS IT? II.

What time is it? A 1) No, they havent.
2) The man has been playing tennis after work.
A: What time does the film start? 3) Yes, he is.
B: Half past three.
III.
A: Oh, boy, we really have got to run!
1) No, they havent.
I. 2)
What time does the film start? 3) No, he says it is not tiring.
Half past three.
Leisure activities C
we really have got to run!
A: Did you watch the soccer game last night?
B: No, I didnt!
What time is it? B
A: Why not?
A: Excuse me, could you tell me what time the next bus
B: Because I was playing squash.
leaves?
A: Squash?! Since when do you play squash?
B: The next bus leaves at 8:00pm.
B: Since last month. My girlfriend plays squash and she
A: Oh no! I have to be downtown at 7:00!
invited me to join her.
B: Well, why dont you take the train? Theres one leaving
A: Are you enjoying it?
in 20 minutes. Youll be downtown at 6:30.
B: Very much! Its a very nice game and Im getting a lot of
A: Ok! Thank you very much!
exercise from it.
I. II. A: Well Ill never give up my Friday night soccer game
8:00 (4) with the boys!
7:00 (3)
I. II.
20 /6:30 (2)
(2) 1) It gives you a lot of exercise.
(1)
(3) 2) His girlfriend.
(1) 3) Soccer Friday night.
LEISURE ACTIVITIES
III.
Leisure activities A
1) No, the person missed the soccer game because he was
A: Do you have a hobby, Cynthia?
playing squash.
B: Yes, I collect stamps. How about you?
2) No, she was the person who invited him to play the very
A: Well, I collect insect wings.
first time.
B: Yuck!
3) No, the good thing is that you can exercise a lot.
I.
hobby CLASSROOM SITUATION
collect stamps Classroom situation A
collect insect wings. A: What does chinfrim mean?
B: Chinfrim? That means something like... bad quality.
Leisure activities B A: Oh, right!
A: Hey, long time, no see! What have you been up to? I I.
havent seen you around!
mean
B: Bah, youll never believe what Ive been doing!
means /bad quality.
A: What?
B: Ive been playing tennis after work every Monday,
Classroom situation B
Wednesday and Friday.
A: Miss Smith, Im having a hard time understanding this
A: And are you enjoying it? Isnt it too tiring?
exercise. Could you help me?
B: No, its not too tiring! Its fantastic!
B: Sure! Lets take a look at the exercise together, ok? Now
I. the focus here in this exercise is vocabulary, right?
tennis /Monday /Wednesday /Friday A: Right.
B: So, what you must do is complete the balloons with any I.

words to do with food. computer
A: Any words? send /message
B: Yes, this is called a brainstorming activity, you just write send /message
the words that pop up in your head. Dont worry about email address
spelling or context. Just keep on writing. send /message
A: Oh, now I understand! Thank you!
B: Youre welcome. II.
1) Computers and e-mails.
I.
2) He could not send a message.
1) The student has a problem with the exercise, which she
does not understand. 3) Yes, she did.
2) Her teacher. 4) Yes, she was.
3) Explaining the exercise. 5) He hadnt put the email address of the person he was
sending the e-mail to.
II.
On the Internet C
1) understand /exercise.
A: Can you please help me?
2) help.
B: Sure, how can I help you?
3) the exercise.
A: I want to do some research on the Internet, but I dont
III. know where to begin!
exercise /vocabulary B: OK, lets try to do it together. Well, the first thing you
words must do is click twice on the Internet Explorer button. Yes,
activity /write /words /spelling /context /writing. thats it! Now you must type the address of a search engine.
A: Search engine? Whats that?
B: Well, a search engine is a program that searches
ON THE INTERNET documents for specified keywords and returns a list of the
On the Internet A documents where the keywords were found.
A: Oh, I cant download my e-mails! A: Oh, as simple as that?
B: Hello! You have to connect first! B: Yep!
I.
The man cant download his e-mails because he hasnt I.
connected. 1) Computers and doing research on computers.
2) No, he wants to learn how to have this research done.
On the Internet B 3) Yes, he does.
A: Oh no! This computer is driving me crazy!
II.
B: Whats the matter?
1) No, he didnt know how to do it.
A: I cant send this message! I dont know whats wrong!
2) No, he offered to help.
B: Let me take a look, maybe I can help you out!
3) No, she really knew how to explain.
A: Oh, please do! I have to send this message as soon as
possible! III.
B: Ok, I already know whats wrong. 1) research /computer.
A: Whats wrong? 2) search engine
B: You forgot to put the email address youre sending it to! 3) Internet Explorer
A: Of course! Thats why I cant send the message! 4) keywords /lists.
Exercícios de
compreensão
da leitura
Com o advento da Internet, ficou muito mais fácil para o professor desenvolver habilidades de lei-
tura dentro da sala de aula. Antigamente era necessário encontrar um texto relacionado com o as-
sunto que queríamos desenvolver com o nosso aluno. Feito isso, era preciso digitar todo o texto ou
fazer uma cópia do mesmo. Esses procedimentos já se tornaram desnecessários, felizmente! Agora
preparar estas atividades tornou-se muito mais rápido e fácil.
Quando apresentamos um texto para nosso aluno, qual é o nosso objetivo? Podem ser vários:
querer desenvolver habilidades de interpretação de texto, i.e., determinar qual o assunto que está
sendo abordado, verificar se o aluno compreendeu partes-chave do texto; habilidades ligadas a voca-
bulário, i.e., cognatos, sinônimos, antônimos, grupos semânticos, determinar o significado de pala-
vras com base no contexto, a ordem das palavras, determinar o significado de palavras com base nas
partes de palavras (prefixos, sufixos) e também podemos querer verificar questões gramaticais.
É importante salientar que ler o texto e fazer os exercícios somente uma vez não é o bastante
para aprender o seu conteúdo. A melhor coisa a se fazer, e aconselhar ao nosso aluno que faça, é ler
o texto e os exercícios repetidas vezes, para que os diferentes conteúdos ali presentes sejam incor-
porados no acervo comunicativo do aprendiz. Outra atitude de grande valia é sempre ter à mão
fichas (se não for possível, um bloco facilmente manuseável) em que possamos anotar as novas pa-
lavras que aprendemos. Por exemplo, toda vez que nos deparamos com uma nova palavra ou ex-
pressão, o ideal é anotá-la, e a sua pronúncia e o contexto em que aparece, para periodicamente re-
lê-la. Caso contrário, este conteúdo certamente cairá em esquecimento.
Também é interessante poder classificar as palavras com as quais nos deparamos, pois, ao fazer
isso, a compreensão torna-se mais fácil.
Word Meaning Example

Noun Person, place or thing Marta, Brazil, computer
Verb What we do Play, study, sing
Adjective Describes a noun Blue, big, bad
Adverb Describes the setting of a verb Slowly, very, naturally
Preposition A word used before a noun, or pronoun to In, on, at, of, by, etc.
show that words connection with another word
Pronouns A word that is used instead of a noun or noun phrase She is a beautiful girl.
Exercícios de compreensão da leitura 171
Algumas palavras sempre vêm juntas como, por exemplo, by train, by bus, on foot. Estes
grupos de palavras são chamados collocations. Certifique-se de que seu aluno as anota juntas.
Pessoas diferentes têm formas diferentes de aprender (veja o capítulo que trata de estilos de
aprendizagem). Pensando nisso, sempre há aqueles alunos que preferem anotar as palavras em gru-
pos, em vez de anotá-las à medida em que elas vão surgindo.
School Subjects, grades, tuition, tests, homework
Sports Soccer, football, tennis, volleyball, rugby
Veja abaixo três exemplos de questões de compreensão da leitura. Os textos foram retirados da
Internet. Referem-se a conteúdos genéricos ou extremamente específicos (veja último exemplo). Os
exemplos ilustram o fato de que você pode identificar as áreas de interesse de seu(s) aluno(s) e prepa-
rar leituras correlatas, ou fazer um material que servirá para praticamente qualquer situação.
Algumas questões foram adaptadas, outras desenvolvidas. Procure identificar o que está sendo
testado em cada questão, sobretudo as dificuldades geradas pela língua materna português bra-
sileiro. Essas só serão abordadas por professores brasileiros. Demais profissionais e mesmo métodos
tradicionais não têm condições de fazer essa customização, tão cara ao foco nas verdadeiras necessi-
dades de nossos alunos.
Dica prática: para numerar as linhas dos textos que você selecionar, coloque-os em tabelas e
desabilite a marcação das linhas.
Text 1
JOB INTERVIEW
(Source: http://a4esl.org/q/h/9704/js-job.html)
Interviewer: So, why do you want to be a computer programmer?
Jason: Well, I don’t like working in a fast food restaurant, and I want to make more money.
Interviewer: I see. Do you have any experience?
Jason: No, but I’m a fast learner.
Interviewer: What kind of computer do you use?
Jason: Computer? Uhm, let me see. I can use a Mac. I also used Windows 95 once.
Interviewer: That’s good.
Jason: May I ask a question?
Interviewer: Please, go ahead.
Jason: Will I be able to find a job as a computer programmer?
Interviewer: Umm, err, ahn....
1. How much experience does Jason have in computer programming?
a) He has a lot of experience.
b) He has some experience.
c) He has a little experience.
d) He has no experience.
2. Choose the correct alternative
a) Jason is used to working with computers.
b) Jason would like to work more.
172
c) Jason wants to earn more.

d) Jason uses Windows 95 very often.
3. Based on the Interviewers reaction to Jasons question, will Jason get a new job?
a) Yes.
b) No.
c) Probably yes.
d) We cannot know.
Text 2
EFFECTIVE LISTENING SKILLS

(Source Effective Communication with Clients, By Art Italo: www.mindspring.com/~italco/com.
html)
1. The most significant of all rapport builders is good listening skills. It is extremely
2. important to become a good listener. It will benefit your practice in the following
3. ways:
4. Accurate Information Good listening allows for an accurate exchange of
5. information, which is critical for you to serve the client properly.
6. Reduced Misunderstandings Good listening helps eliminate misunderstandings,
7. increasing client satisfaction with your services and enhancing their perception of
8. your competence.
9. Increased Rapport When clients feel you understand them, it creates greater
10. trust. Good listening improves trust and rapport and maximizes the probability of
11. getting referrals in the future.
12. Differentiation Since most people are poor listeners, good listening skills will
13. make you stand above the crowd.
a. The expression all rapport builders (line 1) is the same as
( ) everyone who knows how to build a harmonious relationship with others
( ) everyone who knows how to teach well
( ) everyone who knows how to make interviews
b. The words allows for (line 4), mean approximately the same as
( ) makes possible
( ) chooses
( ) understands
c. The word enhancing (line 7) is the opposite of
( ) including
( ) increasing
( ) weakening
d. The word Since (line 12) is better translated here as
( ) então
( ) desde
( ) uma vez que
Exercícios de compreensão da leitura 173
Text 3
WHAT IS UNIQUE ABOUT E-AGRIBUSINESS?

IAMA World Food and Agribusiness Symposium, Sydney, Jun 27-28, 2001
(www.ifama.org/conferences/2001Conference/ Papers/Area%20III/Hooker_Neal.PDF)
1. The Internet has made the place utility offered by a business largely irrelevant.
2. A result of this is that most E-Markets are larger than the local or regional market
3. that may have preceded them. However, in E-Agribusinesses, traditional market
4. reach may well be maintained. Some agricultural products, like fresh fruits or
5. vegetables, may develop different market boundaries, depending on the delivery
6. functions made available. The role of E-Business in marketing bulk commodities has
7. also demonstrated some potential. On the input side, despite much interest in
8. developing E- Commerce systems, issues related to handling and servicing
9. machinery or crop inputs continue to be an impediment to wholesale E-Commerce
10. adoption. Much of this relates to service quality uncertainty on the part of buyers.
11. Agriculture also has some unique constraints related to IT. Internet connectivity is
12. still a greater problem in rural areas and small towns where agribusiness is. The
13. cost of interacting with the rest of one’s supply chain via (broadband) IT connection,
14. for example, will typically be higher the further the firm is away from a big city.
15. Inconsistency of IT deployment across regions also creates constraints within an
increasingly integrated global industry.
a. In Portuguese the words place utility (line 1), mean

( ) utilidade do lugar
( ) utilização do lugar
( ) instalações
b. The phrase despite much interest in developing E-Commerce systems (line 7) means the
same as
( ) there is much interest in developing E-Commerce systems, but...
( ) E-Commerce systems are not very interesting
( ) more and more people are interested in E-Commerce systems
c. The word still (line 12) means
( ) sempre
( ) até
( ) ainda
d. Inconsistency of IT deployment across regions (line 14) means
( ) IT is not the same everywhere; people have different types of connection and equipment
( ) IT is not consistent with unemployment in different regions
( ) Across regions there is no consistency.
Cognatos
de sentido
diferente
Também conhecidos como Falsos Amigos
Word in English Meaning in Port Common Mistakes Correct Use Options

Palavra em Inglês Significado em Port Erros Comuns Opções de Uso Correto
Accent Sotaque Acento Stress
Actual Real Atual Current
Actually Na verdade Atualmente At present, Nowadays, Today
Alias Cognome Aliás By the way
Apparel Vestuário Aparelho Device
Application Inscrição Aplicação Investment
Argument Discussão Argumento Point
(To) assess Avaliar Acesso Access
(To) assist Ajudar Assistir a To watch
(To) assume Presumir Assumir To take over
(To) attend Comparecer Atender To help
Audition Teste Audição hearing
Balcony Sacada Balcão Counter
Battery Pilha Bateria Drums
Beef Carne de boi Steak Bife
Braces Aparelho dental Braços Arms
Cafeteria Refeitório Cafeteira Coffeepot
Carton Papelão Cartão Card
Chore Tarefa Chorar To cry
Collar Colarinho Colar Necklace
College Faculdade Colégio High-school
Competition Concorrência Competição Contest
Comprehensive Abrangente Compreensivo Understanding
(To) compromise Comprometer-se Compromisso Appointment
Cognatos de sentido diferente 175

Conceit Convencimento Conceito Concept
(arrogância)
Confident Confiante Confidente Confidant
Content Conteúdo Contente Glad
Costume Traje Costume Custom
Data Dados Data Date
Degree Grau Degrau Step
Discussion Debate Discussão Argument
Dismay Desânimo Desmaiar To faint
Divert Desviar a atenção Divertir To entertain
Educated Instruído Educado Polite
(To) enroll Inscrever-se Enrolar To roll up
Envy Inveja Enviar To send
Estate Propriedade (Imóvel) Estado State
Eventually Finalmente, por fim Eventualmente Occasionally
Exit Saída Êxito Success
Expert Perito Esperto Smart
Exquisite Refinado Esquisito Strange, Weird
Fabric Tecido Fábrica Factory
Facilities Dependências, Facilidade Easiness
Instalações
Figure Algarismo Figura Picture
Gracious Bondoso Gracioso Gracious
Grip Aperto Gripe Flu, Cold
Hazard Perigo Azar Bad luck
Helping Porção de comida Ajuda Help
Idiom Linguajar (Expressão Idioma Language
Idiomática)
Ingenious Criativo Ingênuo Naïve
Injury Ferimento Injúria Insult
Journal Diário Jornal Newspaper
Large Grande Largo Wide
Lecture Palestra Leitura Reading
Legend Lenda Legenda Subtitle
Library Biblioteca Livraria Bookstore
Liquor Bebida alcoólica Licor Liqueur
Lunch Almoço Lanche Snack
Luxury Luxo Luxúria Lust
Mayor Prefeito Maior Bigger
176

Medicine Remédio Medicina Medicine
Moisture Umidade Mistura Mixture
(To) notice Aviso Notícia News
Novel Romance Novela Soap opera
Ordinary Comum Ordinário Vulgar
Panel Painel Panela Pan
Parents Pais Parentes Relatives
Particular Específico Particular Private
Pasta Massa (Alimento) Pasta Folder
Petrol Gasolina Petróleo Oil
Policy Política Polícia Police
Port Porto Porta Door
Preservative Conservante Preservativo Condom
(To) pretend Fingir Pretender To intend
Principal Diretor de escola Principal Main
(To) push Empurrar Puxar To pull
(To) realize Perceber Realizar To accomplish
(To) record Gravar Recordar To remember
Requirement Requisito Requerimento Request
(To) resume Retomar Resumir Summarize
Résumé Currículo Resumo Summary
(To) retire Aposentar-se Retirar-se To leave
Retired Aposentado Retirado Removed
Rim Borda, beira Rim Kidney
Senior Idoso Senhor Sir
Sensible Ajuizado Sensível Sensitive
Service Atendimento Serviço Job
Sort Tipo Sorte Luck
Stranger Desconhecido Estrangeiro Foreigner
Supper Ceia Super Super
(To) support Apoiar Suportar To bear
Tax Imposto Taxa Fee
Temper Temperamento Tempero Spice
To pull Puxar Pular To jump
Trainer Preparador físico Treinador Coach
Turn Vez Turno Shift
Union Sindicato União Union; togetherness
Vegetables Verduras Vegetais Plants
Exercícios
Which is the correct meaning of the following cognates? Write an X in the parentheses.
parents
( ) parênteses ( ) pais ( ) parentes
support
( ) suportar ( ) apoiar ( ) suporte
novel
( ) romance ( ) novela ( ) novelo
fabric
( ) fabricar ( ) fábrica ( ) tecido
content
( ) contente ( ) conteúdo ( ) contentamento
accent
( ) sotaque ( ) acentuar ( ) acento
push
( ) puxar ( ) puxa ( ) empurrar
collar
( ) cola ( ) colarinho ( ) colar
assist
( ) assisteir ( ) ajudar ( ) assist
expert
( ) esperto ( ) especialista ( ) esperteza
college
( ) colégio ( ) colagem ( ) faculdade
enroll
( ) enrolar ( ) inscrever ( ) rolar
record
( ) recordar ( ) recorde ( ) gravar
divert
( ) divertido ( ) distrair ( ) divertir
costume
( ) traje ( ) costumar ( ) costume
sort
( ) sorte ( ) sortido ( ) tipo
178
stranger
( ) desconhecido ( ) estranhar ( ) estrangeiro
actual
( ) atuar ( ) atual ( ) real
data
( ) datar ( ) dados ( ) data
Look at the columns and match the cognates with their real meaning.
a) attend ( ) vez; e não _____. _____ é shift.
b) policy ( ) _____; e não atualmente.
c) assume ( ) _____; e não lanche; lanche é _____.
d) grip ( ) presumir; e não _____.
e) actually ( ) gravar; e não _____. _____ é remember.
f) exit ( ) convencimento (arrogância); e não _____.
g) realize ( ) _____; e não pular. pular é _____.
h) pull ( ) sensato; e não _____. _____ é sensitive.
i) pretend ( ) comparecer; e não _____.
j) record ( ) desânimo; e não _____. _____ é (to) faint
k) dismay ( ) _____; e não êxito.
l) lunch ( ) aperto; e não _____. _____ é flu.
m) turn ( ) perceber; e não _____.
n) sensible ( ) política; e não _____. _____ é _____.
o) conceit ( ) fingir; e não _____. ______ é (to) intend.
Complete the chart. Follow the example.
cognates wrong meaning correct meaning The meaning of what it seems to be is...
comprehensive compreensivo abrangente Compreensivo = understanding
luxury
exquisite
envy
particular
confident
educated
compromise
petrol
argument
Respostas sort
( ) sorte ( ) sortido (X) tipo
Which is the correct meaning of the following false stranger
cognates? Put an X in the parentheses. (X) desconhecido ( ) estranhar ( ) estrangeiro
parents actual
( ) parênteses (X) pais ( ) parentes ( ) atuar ( ) atual (X) real
support data
( ) suportar (X) apoiar ( ) suporte ( ) datar (X) dados ( ) data
novel
(X) romance ( ) novela ( ) novelo Look at the columns and match the cognates with
fabric their real meaning.
( ) fabricar ( ) fábrica (X) tecido
content a) attend (m) vez; e não turno. Turno é shift.
( ) contente (X) conteúdo ( ) contentamento b) policy (e) na verdade; e não atualmente.
accent c) assume (l) almoço; e não lanche; lanche é snack.
(X) sotaque ( ) acentuar ( ) acento d) grip (c) presumir; e não assumir.
push e) actually (j) gravar; e não recordar. recordar é
( ) puxar ( ) puxa (X) empurrar remember.
collar f) exit (o) convencimento (arrogância); e não conceito.
( ) cola (X) colarinho ( ) colar g) realize (h) puxar; e não pular; pular é (to) jump.
assist h) pull (n) sensato; e não sensível; sensível é
( ) assisteir (X) ajudar ( ) assist sensitive.
expert i) pretend (a) comparecer; e não atender.
( ) esperto (X) especialista ( ) esperteza
j) record (k) desânimo; e não desmaiar; desmaiar é
college (to) faint
( ) colégio ( ) colagem (X) faculdade
k) dismay (f) saída; e não êxito.
enroll
l) lunch (d) aperto; e não gripe; gripe é flu.
( ) enrolar (X) inscrever ( ) rolar
m) turn (g) perceber; e não realizar.
record
( ) recordar ( ) recorde (X) gravar n) sensible (b) política; e não polícia; polícia é police.
divert o) conceit (i) fingir; e não pretender; pretender é (to)
( ) divertido (X) distrair ( ) divertir intend.
costume
(X) traje ( ) costumar ( ) costume
Complete the chart. Follow the example.
Cognates wrong meaning correct meaning The meaning of what it seems to be is...
comprehensive compreensivo abrangente compreensivo: understanding
luxury luxúria luxo luxúria: lust
exquisite esquisito refinado esquisito: weird
envy enviar inveja enviar: send
particular particular específico particular: private
confident confidente confiante confidente: confidant
educated educado instruído educado: polite
compromise compromisso comprometer compromisso: appointment
petrol petróleo gasolina petróleo: oil
argument argumento discussão argumento: point
Vocabulário
essencial da
língua inglesa
A seguir, apresentamos uma relação com o vocabulário essencial da língua inglesa. Essas palavras
foram coletadas de fontes diversas, dentre elas:
Sites na internet com listas das palavras mais utilizadas em inglês, de acordo com diferentes cri-
térios
Dicionários de inglês para quem aprende a língua
Levantamentos feitos com base na nossa experiência de ensino de inglês a brasileiros
Tenha em mente que todas as palavras apresentadas nesta lista são conteúdo básico e essencial
para uma comunicação eficiente em inglês. Além disso, lembre-se de que é comum uma mesma
palavra desempenhar diferentes funções conforme o lugar da frase que ela ocupa. Procure explorar
esses diferentes usos de uma palavra, lembrando-se de que a sua idéia central permanece, não im-
porta a função gramatical que ela esteja exercendo.
Os diferentes significados que uma palavra pode ter, dependendo do contexto em que apare-
ce, também devem ser explorados. Uma outra idéia para ajudar o enriquecimento de vocabulário
do seu aluno é fazer uma ponte entre a palavra estudada e as partes de palavra que podem se combi-
nar a ela (ver o capítulo sobre Partes de Palavras).
A(AN) ABROAD AFFECT AHEAD

A BIT OF ACCEPT AFRAID AID
A BIT ACCIDENT AFTER AIM
A FEW ACCORDING TO AFTER HOURS AIR
A LITTLE ACHE AFTERNOON ALBEIT
A LOT OF ACROSS AFTERWARD ALCOHOL
A LOT ACT AGAIN ALIKE
A PIECE OF ADD AGAINST ALIVE
A SERIES OF ADMIT AGE ALL
ABLE ADULT AGO ALLOW
ABOARD ADVANTAGE AGREE ALMOST
ABOUT ADVERTISING AGRICULTURE ALONE
ABOVE ADVISE AHEAD OF ALONG
Vocabulário essencial da língua inglesa 181
ALONG AT BETWEEN BUILDING

ALONGSIDE ATOM BEYOND BURST
ALOUD ATTACK BIG BURY
ALREADY ATTEND BILL BUS
ALSO AVERAGE BIRD BUSINESS
ALTHOUGH AVOID BITE BUSY
ALTOGETHER AWAKE BITTER BUT
ALWAYS AWARD BLACK BUY
AMID AWAY BLAME BY
AMONG BABY BLEED CALL
AMOUNT BACK BLIND CALL OFF
ANCIENT BACKWARD BLOCK CALM
AND BAD BLOOD CAMERA
ANGER BADLY BLOW CAMP
ANIMAL BALANCED BLOW UP CAN
ANOTHER BAN BLUE CANCEL
ANSWER BAND BOARD CAPITAL
ANY BANK BOAT CAPTAIN
ANYBODY BAR BODY CAR
ANYHOW BARRIER BOIL CARD
ANYONE BASIC BOMB CARDINAL NUMBERS
ANYTHING BASIS BONE CARE
ANYWAY BE BOOK CAREFUL
APART FROM BE (AM/IS/ARE) BORDER CARRY OUT
APART BE (WAS/WERE) BORING CARRY
APOLOGIZE BE BORN BORROW CASE
APPARENTLY BE GOING TO BOTH CAT
APPEAR BE USED TO BOTTLE CATCH
APPLE BE+ABOUT + TO BOTTOM CATCH ON
APPROVE BEAN BOX CAUSE
AREA BEAR BOY CELEBRATE
ARGUE BEAT BRAIN CELL
ARM BEAUTY BRANCH CENT
AROUND BECAUSE OF BRAVE CENTER
ARREST BECAUSE BREAD CENTURY
ARRIVE BECOME BREAK CERTAIN
ART BED BREAK DOWN CHAIR
ARTIFICIAL BEFORE BREATHE CHAIRMAN
AS BEFOREHAND BRIDGE CHAMPION
AS...AS BEGIN BRIEF CHANCE
AS IF BEHIND BRIGHT CHARACTER
AS LONG AS BELIEVE BRING CHARGE
AS SOON AS BELL BRING UP CHART
AS THOUGH BELONG BROAD CHEAP
ASH BELOW BROADCAST CHECK
ASHORE BENEATH BROADEN CHEMICALS
ASIDE BESIDE BROTHER CHICKEN
ASK BESIDES BROWN CHIEF
ASSIST BETRAY BUDGET CHILD
ASSUMING BETTER BUILD CHINA
182
CHOOSE CONSIDERING DEBATE DOLLAR

CHURCH CONSONANT DEBT DOOR
CIRCLE CONTAIN DECIDE DOUBLE
CITIZEN CONTINENT DECIMAL DOUBTLESS
CITY CONTINUE DECREASE DOWN
CLAIM CONTROL DEEP DOWNSTAIRS
CLASS COOK DEFEAT DRAW
CLEAN COOL DEFEND DREAM
CLEAR COOPERATE DEFINE DRESS
CLIMATE COPY DEGREE DRINK
CLIMB CORN DELAY DRIVE
CLOCK CORNER DEMAND DROP
CLOSE CORRECT DENSE DRUG
CLOSED COST DENY DRY
CLOTHES COTTON DEPEND DUCK
CLOUD COUGH DESCRIBE DUE TO
COARSE COULD DESERT DULL
COAST COUNT DESIRE DURING
COAT COUNTRY DESPITE DUST
COFFEE COURSE DESTROY DUTY
COLD COVER DETAIL EACH
COLLECT COW DETERMINE EAR
COLONY CREATE DEVELOP EARLY
COLOR CREDIT DEVELOPMENT EARN
COLUMN CRIME DEVICE EARTH
COME CRIMINAL DIARY EASILY
COME BACK CRISIS DICTIONARY EAST
COME IN CROOKED DID EASY
COME OVER CROP DIE EAT
COME TO CROSS DIET EAT OUT
COME UP WITH CROWD DIFFERENT EDGE
COMMON CRY DIFFICULT EFFECT
COMMUNICATE CULTURE DIG EFFORT
COMMUNITY CURE DIRECT EGG
COMPANY CURRENT DIRECTION EITHER
COMPARE CUT DIRT EITHER...OR
COMPLAIN CUT DOWN ON DIRTY ELECT
COMPLETE DAD DISAPPEAR ELECTRICITY
COMPLEX DAILY DISCOVER ELEGANT
COMPUTER DAMAGE DISCUSS ELEMENT
CONCERN DANCE DISEASE ELSEWHERE
CONCERNING DARE DISMISS EMERGENCY
CONDEMN DARK DISTANCE EMPLOY
CONDITION DATE DIVIDE EMPTY
CONFERENCE DATED DO OVER END
CONFIRM DAY DO ENEMY
CONGRATULATE DEAD DOCTOR ENERGY
CONNECT DEAF DOCUMENT ENGINE
CONSIDER DEAL DOES ENGINEER
CONSIDERING (THAT) DEATH DOG ENJOY
ENOUGH FAST FORGIVE GOD

ENTER FAT FORM GOLD
ENVIRONMENT FATHER FORTH GOOD
EQUAL FAVOR FORTUNATELY GOODS
EQUIPMENT FEAR FORWARD GOVERNMENT
ESCAPE FEDERAL FRACTION GRAY
ESPECIALLY FEED FREE GREEN
ESTABLISH FEEL FREEDOM GRIND
ESTIMATE FEELING FREEZE GROUND
ETHNIC FEMALE FRESH GROUP
EVAPORATE FERTILE FRIEND GROW UP
EVEN IF FIELD FRIGHTEN GROW
EVEN THOUGH FIERCE FROM GROWTH
EVEN FIGHT FROM...TO GUARANTEE
EVENING FILL FRUIT GUESS
EVENT FILL OUT FUEL GUIDE
EVER FILL UP FULL GUILTY
EVERY DAY FINAL FUN GUN
EVERY FINANCIAL FUNNY HAD
EVERYBODY FIND OUT FURTHERMORE HAD BETTER
EVERYONE FIND FURNITURE HAIR
EVERYTHING FINE FUTURE HALF
EVIL FINGER GAME HALFWAY
EXACT FINISH GARDEN HAND
EXAMINE FIRE GAS HAND IN
EXAMPLE FIRM GASOLINE HANG UP
EXCELLENT FIRST GATHER HANG
EXCEPT FISH GENERAL HAPPEN
EXCHANGE FIT GENTLE HAPPY
EXCLUDING FIX GET HARD
EXCUSE FLAG GET ALONG WITH HARM
EXERCISE FLAT GET AWAY WITH HARMFUL
EXIST FLEE GET BY HAT
EXPECT FLOOD GET OVER HAVE
EXPENSIVE FLOOR GET RID OF HATE
EXPERIENCE FLOW GET UP HAVE TO
EXPERIMENT FLOWER GIFT HE
EXPLAIN FLY GIRL HEAD
EXPORT FOLLOW GIVE HEAL
EXTRA FOLLOWING GIVE AWAY HEALTH
FACE FOOD GIVE BACK HEAR
FACT FOOL GLAD HEART
FAIL FOOT GLASS HEAT
FAIR FOR GLASSES HEAVY
FALL FORBID GO HELP
FALSE FORCE GO BACK HENCE
FAMILY FOREIGN GO ON HER
FAMOUS FOREST GO OVER HERE
FAR FOREVER GO THROUGH HIDE
FARM FORGET GOAL HIGH
184
HILL INDIVIDUAL KILL LOAD

HIM INDOORS KIND LOAN
HIRE INDUSTRY KING LOCAL
HIS INFLUENCE KISS LOG
HISTORY INFORM KNOW LONELY
HIT INFORMATION KNOWLEDGE LONG
HOLD UP INITIAL LACK LOOK
HOLD INJURE LADY LOOK AFTER
HOLE INK LAND LOOK FORWARD TO
HOLY INNOCENT LANGUAGE LOOK INTO
HOME INSANE LARGE LOOK OVER
HONEST INSECT LAST LOOK UP
HOPE INSIDE LATE LOSE
HORRIBLE INSTANT LAUGH LOUD
HORSE INSTEAD LAUGHTER LOVE
HOSPITAL INSTEAD OF LAUNCH LOW
HOSTILE INSTRUMENT LAW LOYAL
HOT INSULT LEAD LUCK
HOUR INTELLIGENCE LEADER LUNCH
HOURLY INTELLIGENT LEARN MACHINE
HOUSE INTENSE LEAST MAGICAL
HOW INTEREST LEATHER MAGNET
HOWEVER INTERESTING LEAVE MAIL
HUGE INTERFERE LEAVE OUT MAIN
HUMAN INTO LEFT MAJOR
HUMBLE INVADE LEG MAKE
HUNGER INVENT LEGAL MAKE OUT
HUNT INVEST LEND MAKE SURE
HURRY INVENTION LENGTH MAKE UP
HURT INVESTIGATE LESS MALE
HUSBAND INVITE LESS AND LESS MAN
I INVOLVE LET MANUFACTURE
ICE IRON LETTER MANY
IDEA ISLAND LEVEL MAP
IDENTIFY IT LIBERAL MARK
IF ITS LIE MARKET
ILLEGAL JOB LIFE MARRIED
IMAGE JOIN LIFT MARRY
IMMEDIATE JOINT LIGHT MASS
IMPORT JOKE LIKE MASTER
IMPORTANT JOY LIKELY MATCH
IMPROVE JUDGE LIMIT MATERIAL
IN CASE JUMP LINE MATTER
IN SPITE OF JUST LINK MAY
IN KEEP AWAY LIQUID MAYBE
INCH KEEP ON LIST MAYOR
INCLUDE KEEP UP WITH LISTEN ME
INCLUDING KEEP LITERATURE MEAL
INCREASE KEY LITTLE MEAN
INDEPENDENT KICK LIVE MEANWHILE
MEASURE MUSIC NUMBER PARAGRAPH

MEAT MUST NUMERAL PARENT
MEDICINE MY OBJECT PART
MEET MYSTERY OBSERVE PARTY
MELT NAME OCCUPY PASS OUT
MEMBER NARROW OCEAN PASS
MEMORIZE NATION OF PASSENGER
MEMORY NATIONWIDE OFF PASSPORT
MENTAL NATURAL OFFENSIVE PAST
MESSAGE NATURE OFFER PATH
METAL NEAR OFFICE PATIENT
METHOD NEARBY OFFLINE PATTERN
MIDDLE NECESSARY OFTEN PAY
MIGHT NEED OIL PEACE
MILE NEGOTIATE OLD PEACEFUL
MILITARY NEIGHBOR ON PER
MILK NEITHER ONCE PERFECT
MIND NEITHER...NOR ONE HUNDRED PERFORM
MINOR NEUTRAL ONE PERHAPS
MINUS NEVER ONLINE PERIOD
MINUTE NEVERTHELESS ONLY PERMANENT
MISS NEW ONTO PICK
MISSING NEXT TO OPEN PICTURE
MISTAKE NEXT OPERATE PIECE
MIX NICE ORBIT PLACE
MODEL NIGHT OPINION PLAIN
MODERATE NO ONE OPPOSITE PLAN
MODERN NO OR PLANE
MOLECULE NOBODY ORDER PLANET
MOM NOISE ORDINAL NUMBERS PLANT
MOMENT NONE ORGANIZE PLAY
MONEY NOON ORIGINAL PLEASANT
MONTH NOR OTHER PLEASE
MONTHLY NORMAL OTHERS PLURAL
MOON NORTH OTHERWISE PLUS
MORAL NOSE OUGHT TO POEM
MORE NOT (NT) OUR POINT
MORE (... THAN) NOT MANY OUT OF POINT OUT
MOREOVER NOT ONLY...BUT ALSO OUT POISON
MORNING NOT/ANY OUTDOORS POLICE
MOST NOTE OUTSIDE POLITICS
MOTHER NOTHING OVER POLLUTE
MOUNTAIN NOTICE OVERHEAD POOR
MOUTH NOUN OVERNIGHT POPULAR
MOVE NOW OWE POPULATION
MOVEMENT NOW THAT OXYGEN PORT
MOVIE NOWADAYS PAGE POSITION
MUCH NOWHERE PAINT POSSIBLE
MULTIPLY ELSE PAN POSTPONE
MURDER NUCLEAR PAPER POUND
186
POUR QUICKLY RESIST SEARCH

POWER QUIET RESOURCE SEASON
PRACTISE QUITE RESPONSIBLE SEAT
PRAISE RACE REST SECOND
PRAY RADIO RESTRAIN SECRET
PREGNANT RAIN RESULT SECTION
PREPARE RAISE RETIRE SECURITY
PRESENT RANGE RETURN SEE
PRESIDENT RARE RICE SEED
PRESS RATE RICH SEEK
PRETTY RATHER RIDE SEEM
PREVENT RATHER THAN RIGHT SEGMENT
PRINCIPAL REACH RING SEIZE
PRINT REACT RISE SELDOM
PRISION READ RISK SELECT
PRIVATE READY RIVER SELL
PRIZE REALISTIC ROAD SEND
PROBABLY REALLY ROB SENSE
PROBLEM REASON ROCK SENTENCE
PROCESS REASONABLE ROOM SEPARATE
PRODUCE RECEIVE ROOT SERIOUS
PRODUCT RECENT ROPE SERVE
PROFESSION RECIPE ROUGH SERVICE
PROFESSOR RECOGNIZE ROUND SET
PROFIT RECORD ROW SET UP
PROGRAM RECOVER RUBBER SEVERAL
PROJECT RED RULE SEVERE
PROPERTY REDUCE RUN SEX
PROPOSE REFUSE RUN ACROSS SHAKE
PROTECT REGARDING RUN INTO SHALL
PROTEST REGARDLESS RUN OUT OF SHALLOW
PROVE REGION RUNNING SHAPE
PROVIDE REGRET SACRIFICE SHARE
PROVIDED THAT REJECT SAD SHARP
PROVIDING RELEASE SAFE SHE
PUBLIC RELIGION SAIL SHELL
PUBLISH RELIGIOUS SALARY SHELTER
PUNISH REMAIN SALT SHINE
PURCHASE REMEMBER SALTED SHIP
PURE REMOVE SAME SHOCK
PURPOSE REPAIR SAND SHOE
PUSH REPEAT SATISFY SHOOT
PUT REPLY SAVE SHOP
PUT AWAY REPORT SAVOURY SHORE
PUT OFF REPRESENT SAY SHORT
PUT ON REQUEST SCALE SHOULD
PUT OUT REQUIRE SCHOOL SHOULDER
PUT UP WITH RESCUE SCIENCE SHOUT
QUARTER RESEARCH SCORE SHOW
QUESTION RESIGN SEA SHOW OFF
SHOW UP SOMEWHAT STRUCTURE TEACH

SHRINK SOMEWHERE STRUGGLE TEAM
SHUT SONG STUDENT TEAR
SICK SOON STUDY TECHNICAL
SIDE SOUL STUPID TELEPHONE
SIGHT SOUND SUBJECT TELEVISION
SIGN SOUR SUBSTANCE TELL
SILENCE SOUTH SUBTRACT TEMPERATURE
SILENT SPACE SUCCEED TEMPORARY
SILVER SPEAK SUCCESS TENSE
SIMILAR SPECIAL SUCH TERM
SIMPLE SPEECH SUDDEN TERRIBLE
SINCE SPEED SUFFER TEST
SING SPELL SUGAR THAN
SINGLE SPEND SUGGEST THANK
SINGULAR SPILL SUIT THAT
SINK SPIRIT SUMMER THE
SISTER SPLIT SUN THE SAME
SIT SPOIL SUPERVISE THEATER
SITUATION SPORT SUPPLY THEIR
SIZE SPOT SUPPORT THEM
SKILL SPREAD SURE THEN
SKIN SPRING SURFACE THEORY
SKY SQUARE SURPRISE THERE
SLEEP STAND SURRENDER THERE+BE
SLIP STAR SURROUND THEREFORE
SLOW START SURVIVE THESE
SMALL STATE SUSPECT THEY
SMELL STATION SUSPEND THICK
SMILE STAY SWALLOW THIN
SMOKE STEAL SWEAR THING
SMOOTH STEAM SWEET THINK
SNOW STEEL SWIM THIRD
SO STEP SYLLABLE THIS
SO AS TO STICK SYMBOL THOSE
SO THAT STILL SYSTEM THOUGH
SO ... THAT STONE TABLE THOUGHT
SOCIAL STOP TAIL THREAT
SOCIETY STORE TAKE THREATEN
SOFT STORM TAKE AFTER THREE
SOIL STORY TAKE CARE OF THROUGH
SOLDIER STOVE TAKE DOWN THROUGHOUT
SOLID STRAIGHT TAKE OFF THROW AWAY
SOLUTION STRANGE TALK THROW
SOLVE STREAM TALK BACK TO THUS
SOME STREET TALK OVER TIE
SOMEBODY STRETCH TALL TIGHT
SOMEONE STRIKE TASTE TILL
SOMETHING STRING TAX TIME
SOMETIMES STRONG TEA TINY
188
TIRE TYPE WAR WIRE

TIRED UMBRELLA WARM WISE
TO UNDER WARN WISH
TODAY UNDERGROUND WASH WITH
TOGETHER UNDERNEATH WASTE WITHDRAW
TOMORROW UNDERSTAND WATCH WITHIN
TON UNFORTUNATELY WATER WITHOUT
TONIGHT UNIT WAVE WOMAN
TOO ... TO UNIVERSE WAY WOMB
TOO UNIVERSITY WE WONDER
TOOL UNLESS WEAK WONDERFUL
TOOTH UNLIKE WEAR WOOD
TOP UNTIL WEATHER WORD
TORTURE UP WEEK WORK
TOTAL UP TO WEEKEND WORLD
TOUCH UPON WEEKLY WORLDWIDE
TOWARD UPRIGHT WEIGH WORRY
TOWN UPSTAIRS WEIGHT WORSE
TOY UPWARD WELCOME WORTH
TRACK URGENT WELL WOULD
TRADE US WEST WOULD RATHER
TRAFFIC USE WET WOUND
TRAGIC USEFUL WHAT WRITE
TRAIN USUAL WHATEVER WRONG
TRANSPORT VALLEY WHATSOEVER YEAR
TRANSPORTATION VALUE WHEEL YEARLY
TRAVEL VEGETABLE WHEN YELLOW
TREASURE VEGETARIAN WHENEVER YESTERDAY
TREAT VEHICLE WHERE YET
TREATMENT VERB WHEREAS YOU
TREE VERSUS WHEREVER YOUNG
TRIAL VERY WHETHER YOUR
TRIANGLE VIA WHICH
TRIP VICIOUS WHILE Atenção: Os verbos aqui
TROUBLE VICTIM WHILST apresentados encontram-se
TRUCK VICTORY WHITE no infinitivo. Lembre-se de
TRUE VIEW WHO que o aluno também deve
TRUST VILLAGE WHOLE procurar memorizar as
formas do passado e do
TRUTH VIOLATE WHOSE
particípio passado dos
TRY VIOLENCE WHY
verbos irregulares desta
TRY ON VISIT WIDE
lista.
TRY OUT VOICE WIFE
TUBE VOTE WILD
TURN VOWEL WILL
TURN DOWN WAIT ON WILLING
TURN OFF WAIT WIN
TURN ON WAKE UP WIND
TURN UP WALK WINDOW
TWICE WALL WING
TWO WANT WINTER
Lista de
verbos
irregulares
Todas as formas (básica, passado e particípio) são iguais
1 COST COST COST

2 CUT CUT CUT
3 HIT HIT HIT
4 HURT HURT HURT
5 LET LET LET
6 PUT PUT PUT
7 READ READ READ
8 SET SET SET
9 SHUT SHUT SHUT
Passado e particípio são iguais e terminam em -D
10 FEED FED FED

11 FIND FOUND FOUND
12 HEAR HEARD HEARD
13 HOLD HELD HELD
14 LEAD LED LED
15 PAY PAID PAID
16 SAY SAID SAID
17 SELL SOLD SOLD
18 STAND STOOD STOOD
19 TELL TOLD TOLD
20 UNDERSTAND UNDERSTOOD UNDERSTOOD
190
Passado e particípio são iguais e terminam em -T
21 BUILD BUILT BUILT

22 BURN BURNED or BURNT BURNED or BURNT
23 DREAM DREAMED or DREAMT DREAMED or DREAMT
24 FEEL FELT FELT
25 GET GOT GOT(Br) or GOTTEN(Am)
26 KEEP KEPT KEPT
27 LEARN LEARNT OR LEARNED LEARNT OR LEARNED
28 LEAVE LEFT LEFT
29 LEND LENT LENT
30 LIGHT LIT LIT
31 LOSE LOST LOST
32 MEAN MEANT MEANT
33 MEET MET MET
34 SEND SENT SENT
35 SHOOT SHOT SHOT
36 SIT SAT SAT
37 SLEEP SLEPT SLEPT
38 SMELL SMELLED or SMELT SMELLED or SMELT
39 SPEND SPENT SPENT
Passado e particípio são iguais e terminam em GHT

40 BRING BROUGHT BROUGHT
41 BUY BOUGHT BOUGHT
42 CATCH CAUGHT CAUGHT
43 FIGHT FOUGHT FOUGHT
44 SEEK SOUGHT SOUGHT
45 TEACH TAUGHT TAUGHT
46 THINK THOUGHT THOUGHT
Passado termina em ew e particípio termina em WN

47 BLOW BLEW BLOWN
48 DRAW DREW DROWN
49 FLY FLEW FLOWN
50 GROW GREW GROWN
51 KNOW KNEW KNOWN
52 THROW THREW THROWN
Lista de verbos irregulares 191
Passado termina em A + consoante(s) e particípio termina em U + consoante(s)

53 BEGIN BEGAN BEGUN
54 DRINK DRANK DRUNK
55 RING RANG RUNG
56 RUN RAN RUN
57 SHRINK SHRANK SHRUNK
58 SING SANG SUNG
59 SINK SANK SUNK
60 SWIM SWAM SWUM
Passado termina em E particípio termina em EN

61 BREAK BROKE BROKEN
62 CHOOSE CHOSE CHOSEN
63 DRIVE DROVE DRIVEN
64 EAT ATE EATEN
65 FORGIVE FORGAVE FORGIVEN
66 GIVE GAVE GIVEN
67 RIDE RODE RIDDEN
68 RISE ROSE RISEN
69 SPEAK SPOKE SPOKEN
70 STEAL STOLE STOLEN
71 WAKE WOKE WOKEN
72 WRITE WROTE WRITTEN
Particípio termina em E
73 BECOME BECAME BECOME
74 COME CAME COME
75 DO DID DONE
76 GO WENT GONE
77 MAKE MADE MADE
78 SHINE SHONE SHONE
192
Particípio termina em EN

79 BEAT BEAT BEATEN
80 BITE BIT BITTEN / BIT
81 FALL FELL FALLEN
82 FORGET FORGOT FORGOTTEN
83 HIDE HID HIDDEN
84 SEE SAW SEEN
85 SHAKE SHOOK SHAKEN
86 TAKE TOOK TAKEN
Passado e particípio terminam em O + consoante(s)

87 SWEAR SWORE SWORN
88 TEAR TORE TORN
89 WEAR WORE WORN
90 WIN WON WON
Verbos que não se enquadram em nenhum dos padrões acima

91 LIE (IN BED) LAY LAIN
92 LIE (TO NOT TELL THE TRUTH) LIED LIED
93 SHOW SHOWED SHOWN
94 HANG (FIX SOMETHING AT TOP HUNG HUNG
95 HANG (KILL WITH A ROPE) HANGED HANGED
BE e HAVE
96 BE am, is, are WAS / WERE BEEN
97 HAVE has HAD HAD
Partes de
palavras
I. Introdução
Observe o quadro abaixo. Preste atenção na forma como as partículas -DADE / -IN e -NESS /
-UN modificam o significado e/ou a classe gramatical das palavras feliz e happy, respectivamente:
FELIZ
FELICI- -DADE
IN- -FELICI- -DADE
IN- -FELIZ
HAPPY
HAPPI- -NESS
UN- -HAPPI- -NESS

UN- HAPPY
São justamente destas partículas que iremos falar neste capítulo. Essas partículas são chamadas
de afixos (em inglês, affixes) pela gramática tradicional, mas aqui as trataremos como partes de pa-
lavras. Afinal, é uma linguagem que todo mundo entende.
Ensinar as partes de palavras e o modo como elas modificam o significado/função das palavras
às quais elas são afixadas proporciona ao seu aluno uma importante ferramenta de auxílio tanto para
a compreensão de textos escritos quanto para a expansão de vocabulário.
O que você deve explicar ao seu aluno quando começar a trabalhar com partes de palavras?
Primeiramente, explique ao seu aluno que as partes de palavras são partículas que, agregadas a um
núcleo de significado (que pode ser uma palavra ou um radical), seja antes ou depois dele, mudam:
(1) a classe da palavra e/ou
(2) o sentido da palavra.
194
Você pode usar o quadro utilizado na abertura deste capítulo para dar esta explicação. Veja como:
feliz é um adjetivo, uma característica Ele está feliz.

felicidade é um substantivo, uma coisa Ele encontrou a felicidade.
infelicidade é um substantivo, uma coisa A infelicidade é um sentimento terrível.
infelicidade também é o contrário de felicidade infelicidade ¹ felicidade

infeliz é o contrário de feliz infeliz ¹ feliz
happy é um adjetivo, uma característica He is happy.

happiness é um substantivo, uma coisa He found happiness.
unhappiness é um substantivo, uma coisa Unhappiness is a terrible feeling.
unhappiness também é o contrário de happiness unhappiness ¹ happiness
unhappy é o contrário de happy unhappy ¹ happy
Mostre a ele que a terminação (na gramática tradicional sufixo/suffix) DADE, em portu-
guês, sempre indicará que estamos falando de alguma COISA, de um substantivo: feliciDADE, cria-
tiviDADE, probabiliDADE, etc. Em inglês, assim como o -DADE, o -NESS também indica coi-
sas/substantivos: happiNESS (felicidade), politeNESS (boa educação), darkNESS (escuridão), etc. Já o
início de palavra (tradicionalmente chamado de prefixo/prefix) IN- indica, em português, o con-
trário da palavra original: INfelicidade é o oposto de felicidade, assim como INfeliz é o oposto de feliz.
Em inglês, o UN- também forma opostos: UNhappiness ¹ happiness e UNhappy ¹ happy.
EsteS são apenas alguNS exemploS do papel desempenhADO pelAS parteS de palavraS. A partir
do momento em que o aluno soubER identificAR a classe que as palavrAS ocupAM e o signi-
ficADO delAS a partir das partículaS usadAS no início ou no fim delAS, a compreenSÃO de tex-
toS e a ampliaÇÃO de vocabulário se tornarÃO tarefaS bem mais simpleS.
No entanto, também cabe alertar o seu aluno de que sempre há as exceções. Às vezes, a termi-
nação -NESS, por exemplo, não vai estar indicando uma coisa/substantivo, como é o caso da palavra
witness, que, além de significar testemunha (substantivo), também significa testemunhar (verbo).
Além das exceções na regra de formação de palavras, o seu aluno também deve ficar atento ao fato
de que as partes de palavras denotam uma idéia, o que não quer dizer que elas possam ser sempre tradu-
zidas da mesma forma. Happiness se traduz felicidade, mas darkness se traduz escuridão, e não *escuri-
dade*. O importante é que o seu aluno entenda que, ao agregar -NESS à característica happy, ele ob-
tém aquilo que essa característica representa, e que, ao agregar -NESS a dark, obtém também aquilo
que essa característica representa. Desta forma, ele entenderá o mecanismo da formação da palavra de
forma que esse entendimento torne mais fácil a sua atuação como usuário da língua.
II. As partes de palavras

Dividiremos as partes de palavras em dois grupos:
partes de palavras que indicam a categoria/classe gramatical das palavras substantivos, adjeti-
vos, verbos e advérbios.
Partes de palavra 195
partes de palavras que podem ser usadas em palavras de qualquer categoria, denotando significa-
dos outros, como por exemplo o inverso (happy ¹ unhappy).
Além destes grupos, também apresentamos uma relação de partes de palavras em inglês que
são iguais às que usamos em português.
1. PARTES DE PALAVRAS QUE FORMAM SUBSTANTIVOS:
- ance; appearance = aparência

-ence e dependence = dependência
- ency efficiency = eficiência
Como você pode perceber, essas terminações são equivalentes ao -ência em português. Mas atenção:
distance = distância
difference = diferença
currency = moeda
- cy democracy = democracia
- ee Indica que estamos falando de alguém que se beneficia de uma ação ou é objeto dela:
employee = empregado, aquele que tem o emprego
addressee = destinatário, a quem se endereça algo
- er Indica basicamente duas coisas:
1) aquele que faz alguma coisa
player = jogador, aquele que joga
2) aquele que tem alguma característica
third-grader = que está no terceiro grau
New Yorker = que é de Nova York
- ess Indica o feminino:
actress = atriz
- hood child, childhood = criança, infância
neighbour, neighbourhood = vizinho, vizinhança
saint, sainthood = santo, santidade
- ism ismo:
realism (realismo), capitalism (capitalismo),baptism (batismo)
- ity em geral, é o -dade:
ability (capacidade), unity (unidade), flexibility (flexibilidade)
- ness dark, darkness (escuro, escuridão)
competitive, competitiveness, (competitivo, competitividade)
conscious, consciousness, (consciente, consciência)
- ship partner, partnership (parceiro, parceria)
champion, championship (campeão, campeonato)
leader, leadership (líder, liderança)
- tion relation (relação) section (seção) station (estação) temptation (tentação)
Obs: ocorre em palavras oriundas do latim, portanto serão, na maioria das vezes, iguais ao português
-ian pessoa electrician (eletricista), Brazilian (brasileiro), technician (técnico)
-ing Transforma (também) verbos em substantivos:
hearing (audição), feeling (sentimento), advertising (publicidade)
-ment: experiment (experiência científica), agreement (acordo,concordância), amazement
(surpresa), improvement (melhoria), management (administração)
196
2. PARTES DE PALAVRAS QUE FORMAM ADJETIVOS:
ible/ -ível, -ável(como idéia e não necessariamente como forma):

able impossible (impossível)
adaptable (adaptável)
portable (portátil)
obs. able = capaz
- ous aquilo que tem alguma coisa", é aparentado com o nosso oso:
serious (sério)
nervous (nervoso)
numerous (numeroso)
- ive -ivo (tendência, disposição, função, conexão:...)
active (ativo)
expensive (aquilo que gera expenses despesas ou seja, caro)
creative (criativo)
-y cloud, cloudy (nuvem, nublado)
air, airy (ar, aerado)
anger, angry (brabeza, brabo)
1)
- ary -ário (como idéia...)
necessary (necessário)
binary (binário)
imaginary (imaginário)
obs. também forma substantivos, como em português contrary (contrário)
- ful e less - ful: tem relação com a característica full, que quer dizer cheio:
beauty, beautiful (beleza, belo)
use, useful (uso, útil)
care, careful (cuidado,cuidadoso)
-less: tem relação com o apoio less, que quer dizer menos:
useful ßà useless(inútil)
careful ßà careless (descuidado)
wire, wireless (fio, sem fio)
-ing e a partir de ações ou verbos:
d/ed -ing forma características ativas, que equivalem a -nte, p r o v o c a n t e s
-ed forma características passivas, p r o v o c a d a s
Imagine-se no cinema. Se o filme a que você assiste...
chocá-lo, você poderá dizer:
the film is shocking, I am shocked.
o filme é chocante, eu estou chocado.
entediá-lo, você poderá dizer:
The film is boring, I am bored.(O filme é entediante, eu estou entediado)
surpreendê-lo, você poderá dizer:
The film is surprising, I am surprised. (O filme é surpreendente, eu estou surpreso)
interessá-lo, você poderá dizer:
The film is interesting, I am interested. (O filme é interessante, eu estou interessado.)
diverti-lo, você poderá dizer
The film is amusing, I am amused (O filme é divertido, eu estou me divertindo)
3. PARTES DE PALAVRAS QUE FORMAM VERBOS:

Em português, as ações tomam diversas formas, dependendo do tempo e da pessoa de quem se está
falando: cantAR, cantEI, cantANDO, cantOU, etc., comER, comI, comENDO, comEU, etc.,
caIR, caÍ, caINDO, caIU, etc.
Há ações que mudam de forma completamente, ou pelo menos bastante, quando expressas
em outros tempos: ir, fui, foi, irá, vou, etc, trazer, trouxe, traz, trará, etc.
Em inglês, a não ser pela terceira pessoa, que tem uma conjugação própria no presente, não
ocorre mudança no verbo em função da pessoa que o realiza. Aliás, é por isso que não podemos
deixar as orações sem sujeito em inglês sem ele não dá para saber quem executa a ação; e em por-
tuguês isso é perfeitamente possível.
A alteração na forma da ação de um tempo para outro existe em inglês, mas, como dito no ca-
pítulo III, é muito mais simples do que em português. Existem os verbos regulares, que mudam de
uma forma previsível (ver abaixo), e os irregulares. Mas mesmo a alteração que sofrem os irregula-
res envolve apenas três formas (as formas com ing são sempre as mesmas, seja o verbo regular ou
irregular). As ações irregulares não são abordadas dentro de Partes de Palavras. Veja o Anexo C
Verbos Irregulares para memorizar.
TERMINAÇÃO QUE INDICA A PESSOA DA AÇÃO:

a
Apenas a 3 pessoa do singular he, she, it no presente exige que apareça um sinal nas ações que realiza.
-s ações que terminam em vogal + y, como play:
he plays she plays it plays
ações que terminam em e, como believe:
he believes she believes it believes
ações que não terminam com as consoantes s, z, ch, sh, tch, sch:
it rains he parts she milks (her cow)
-es ações que terminam com as consoantes s, z, ch, sh, tch, sch:
(difíceis de emendar o som de [s] sem colocar o [e] no meio)
she kisses he watches it crushes
ações que terminam em o, como go:
he goes she goes it goes
-ies ações que terminam em y, como carry:
he carries she carries it carries
TERMINAÇÃO QUE INDICA O TEMPO DA AÇÃO:
As ações cuja forma permanece igual ou muito parecida no passado, chamadas

regulares, são acrescidas de d, ed ou ied:
-d ações que terminam com e:

dance-danced, compose-composed , etc
ed ações que terminam com consoante:

walk, walked listen, listened plan, planned kiss, kissed
ações que terminam em vogal + y não seguem essa regra:
play, played
198
ied ações que terminam com y:

carry, carried supply, supplied
O passado das ações, regulares ou irregulares, pode ser a característica de algo, como por exemplo:
pintar ou paint é ação quando está na posição da ação:
Eu pintei o quadro. I painted the picture.
Pintado ou painted é característica quando está na posição da característica:
É um quadro pintado. Its a painted picture.
Ver item sobre ADJETIVOS (último item ed/ing)
TERMINAÇÃO QUE INDICA QUE A AÇÃO É CONTÍNUA:
-ing: o ing equivale a ndo

eating ® comendo
writing ® escrevendo
(e equivale a nte, ver ADJETIVOS)
TERMINAÇÕES MAIS COMUNS:
- ify identify, specify, simplify

(identificar, especificar, simplificar)
- ize standardize, amortize, dynamize
(padronizar, amortizar, dinamizar)
- ise exercise, practise

(exercitar, praticar)
- ine confine, refine
(confinar, refinar)
- ute constitute, institute, attribute
(constituir, instituir, atribuir)
- ate communicate, anticipate

(comunicar, antecipar)
-ment implement, complement

(implementar, complementar)
4. PARTES DE PALAVRAS QUE FORMAM ADVÉRBIOS:

A terminação mais comum dos advérbios em inglês é LY. Porém, o aluno deve prestar atenção ao
fato de que nem toda a palavra terminada em LY será um advérbio, como por exemplo a palavra
friendly, que é um adjetivo, e não um advérbio. Além disso, há advérbios que não terminam em
LY, como por exemplo clockwise (no sentido horário).
5. PARTES DE PALAVRAS QUE FORMAM OS QUATRO TIPOS DE PALAVRAS VISTAS:

Palavras que denotam o contrário:
unimportant unimportant (importante, desimportante)
dishonest dishonest (honesto, desonesto)
impartial impartial (parcial, imparcial)
incompetence incompetence (competência, incompetência)

irregular irregular (regular, irregular)
6. PARTES DE PALAVRAS QUE SÃO IGUAIS ÀS USADAS EM PORTUGUÊS:
semi- /semái/ semiautomatic (semi-automático), semiconductor (semicondutor)
sub- subway (metrô, ou caminho por baixo), subtropical (perto dos trópicos),
subhuman (subumano)
ex- ex-president = ex-presidente
micro- /máicrou/ microwave = microondas

anti-/antái/ anti-social = anti-social
bi- binary = binário

auto- autograph = autógrafo
mono- monochromatic = monocromático

multi- multifunctional = multifuncional
non- nonsense = absurdo, tolice (aquilo que não tem sentido)
post- post-graduate = pós-graduado, postpone = adiar
pro- proactive = proativo
pseudo-/suudou/ pseudointellectual = pseudo-intelectual
re- indica ação no sentido contrário: reverse (reverter), return (voltar);
indica ação em resposta a outra ou para desfazer algo: rebel (rebelar), remove
(remover), restore (restabelecer)
indica ação feita novamente: redo (refazer), reassure (garantir novamente), recharge
(recarregar)
in- usado para indicar inclusão, ou o contrário de (competence incompetence)
Questions
about English
Who were the Celts?

This race of people, also known as Indo-Europeans, has its origins around 7000 years ago, and
with the discovery of the wheel began travelling east and west from central Europe between 3500
and 2500 B.C. After arriving in Britain, they remained fairly undisturbed for some 700 years.
When the Romans arrived, many of them were pushed to Scotland, Wales, Cornwall and Ireland,
but it was the arrival of the fierce Germanic tribes of Angles and Saxons which forced the
remaining Celts out of England.
Did the Celts speak English?

The Celts spoke their own language and very little of it remains in English. However, the language
spoken in Wales, called Welsh and the languages in the Republic of Ireland and parts of Scotland,
called Gaelic, all have their roots in the Celtic language. There are just nine words spoken in
English from the Celtic language and they are all geographical such as combe, meaning deep valley,
or tor and crag, used to describe a mountain. Presumably, the invading Angles and Saxons had
no such features in their native homelands and so adopted the words they encountered.
Where does English come from?

Excepting the nine Celtic words, English comes from five main sources:
I. Anglo-Saxon,
II. Scandinavian,
III. French,
IV. Latin and
V. Greek.
All these sources came due to invasion and domination by various peoples and through travel
and expansion.
The real beginning is with the Angles and the Saxons. Their language, Englisc, received its
first significant influence with the arrival of Christianity in 597 A.D. and thereby, Latin. Some four
Perguntas sobre
a língua inglesa
Quem foram os Celtas?

A raça do povo também conhecido como Indo-Europeus teve suas origens por volta de 7000 anos
atrás, e, com a descoberta da roda, começou a viajar para leste e oeste partindo da região central da
Europa entre 3500 e 2500 a.C. Chegando à Bretanha, eles permaneceram lá sem que nada os preo-
cupasse por aproximadamente 700 anos. Quando os Romanos chegaram, muitos dos Celtas foram
empurrados para a Escócia, País de Gales, Cornuália e Irlanda, mas foi com a chegada das tribos bár-
baras germânicas dos Anglos e dos Saxões que eles foram forçados a deixar a Inglaterra de vez.
Os celtas falavam inglês?

Os Celtas falavam sua própria língua e muito pouco desse idioma ainda perdura no inglês. Contu-
do, a língua falada no País de Gales, chamada Galês, e as línguas faladas na República da Irlanda e
partes da Escócia, chamadas Línguas Gaélicas, têm suas raízes no idioma celta. Existem somente
nove palavras usadas no inglês que vêm do celta, e todas elas se referem a elementos geográficos,
como combe, significando vale profundo, ou tor e crag, usados para descrever montanhas. Apa-
rentemente, os invasores anglos e saxões não tinham essas características em suas terras nativas e,
então, adaptaram as palavras que encontraram.
De onde vem o inglês?

Com exceção das nove palavras celtas, a língua inglesa tem como origem cinco fontes principais:
i. Anglo-Saxão;
ii. Escandinavo;
iii. Francês;
iv. Latim e
v. Grego.
Todas essas fontes entraram em contato através de invasões e dominações por vários povos e
também por viagens da expansão.
202
hundred new words entered the language. Then around 750 A.D, the great Viking raids began
and, as they settled, so their language became incorporated into Englisc, introducing 1,800
Scandinavian words.
The year 1066, marks the invasion of the French and a subsequent addition of an incredible
10,000 new words.
By the time of the Renaissance, 1480-1650, travel was introducing many new words from
abroad. The world of science, medicine and the arts needed to be explained and expressed, and
writers readily borrowed from Latin, Greek, French, Italian, Spanish and Portuguese, as well as
languages from the Americas, Africa, (especially via the slave trade) and Asia. In fact, from a source
of over 50 languages.
Why is English spelling and pronunciation difficult?

This has in part been answered above. As has been noted, English does not have just one or perhaps
two roots, but an incredible five. This has given the language its diversity and characteristic flexibility
but it has also presented controversies in terms of its pronunciation and consequent spelling.
Two important factors that determined the pronunciation and spelling revolve around William
Caxton, who introduced printing to England in around 1476. He printed many words as he heard
them spoken in the south of England so, for example, right has a g in the middle because at that
time the word was pronounced with a ch sound, raikt as in the word loch. Over the years, the
pronunciation of this and many other words has changed but the spelling has remained unaltered.
As more Greek and Latin-based words entered the language, the tendency was to add extra
letters to the words which had nothing to do with their pronunciation but with the Latin or Greek
origin. The word Isle, for example, received its s when previously it had been simply Ile, the
argument being that Isle comes from the Latin Insula. The words debt and receipt suffered
the same fate. The b in debt was justified because of the Latin debitum and the p in receipt
from the Latin recepta.
Generally speaking, the apparent complexity of English spelling and pronunciation is due to
changing patterns in the pronunciation, but with spelling unchanged, and to an insistence in
obeying academic arguments as to word origin irrespective of pronunciation.
Are there any other languages spoken in Britain apart from English?
Everyone speaks English in Britain but in Ireland and some parts of Scotland you can find Irish and
Scottish Gaelic, while in Wales, many people speak Welsh. All these languages come from the
Celtic language and have almost no connection to English.
How many words are there in English?

The Oxford Dictionary lists a little over half a million.
How many words does the average native English speaker know?
The average educated native English speaker knows between 15 and 20.000 words.
Questions about English 203
O verdadeiro começo é creditado aos Anglos e aos Saxões. A língua desses povos, Englisc,
recebeu sua primeira significante influência com a chegada do Cristianismo em 597 d.C. e, com
ele, o Latim. Aproximadamente quatrocentas novas palavras entraram no léxico da língua. Então,
por volta de 750 d.C., a grande invasão escandinava começou, e, como se assentaram, sua língua
incorporou-se ao Englisc, introduzindo 1800 palavras escandinavas.
O ano 1066 marca a invasão dos franceses e a subseqüente adição de incríveis 10.000 novas
palavras.
Nos tempos do Renascimento (1480-1650), viagens introduziam muitas palavras novas do
exterior. O mundo da ciência, a medicina e as artes precisavam ser explicados e expressos, e escri-
tores rapidamente apropriaram-se de termos do latim, grego, francês, italiano, espanhol e portu-
guês, mais algumas línguas da América, África (principalmente por vias do comércio de escravos) e
Ásia. Na verdade, de uma fonte de cinqüenta línguas.
Por que a ortografia e pronúncia do inglês são tão difíceis?

Essa questão foi, em parte, respondida pela anterior. Como foi dito, a língua inglesa não tem somente
uma ou talvez duas raízes, mas cinco. Esse fato deu à língua essa diversidade e flexibilidade característi-
cas, mas também tem gerado controvérsias em termos de pronúncia e, por conseguinte, ortografia.
Dois fatores importantes que determinaram a pronúncia e a ortografia se centram em torno
de William Caxton, que introduziu a impressão na Inglaterra por volta de 1476. Ele imprimiu muitas
palavras como ele as ouvia sendo ditas no sul da Inglaterra, como, por exemplo, right, que tem a
letra g no meio porque, naquele tempo, essa palavra era pronunciada com o som de um ch,
como raikt, o mesmo som da palavra loch. Com o passar dos anos, a pronúncia dessas e de mui-
tas outras palavras mudou, mas a ortografia continuou inalterada.
Quanto mais palavras gregas e latinas entravam no inglês, a tendência era adicionar letras ex-
tras às palavras que não tinham nada em comum com sua pronúncia em inglês, somente com a
pronúncia em suas línguas originais. A palavra isle, por exemplo, recebeu um s quando seria,
provavelmente, ile, sendo que isle vem do latim, insula. A palavra debt e receipt sofreram o
mesmo destino. O b de debt foi justificado por sua origem latina, debitum, e o p em receipt,
do latim, recepta.
De uma forma geral, a aparente complexidade da ortografia e da pronúncia do inglês deve-se
aos padrões mutantes da pronúncia, mas com a ortografia intocada e uma insistência em obedecer
aos argumentos acadêmicos sobre a origem da palavra, sem levar em conta sua pronúncia.
Existem outras línguas faladas na Grã-Bretanha sem ser inglês?

Todos falam inglês na Grã-Bretanha, mas na Irlanda e em algumas partes da Escócia você pode en-
contrar irlandês e escocês, enquanto no País de Gales muitas pessoas falam galês. Todas essas línguas
vêm do Celta e praticamente não têm conexão com o inglês.
Quantas palavras existem em inglês?

O Oxford Dictionary lista um pouco mais de meio milhão.
Quantas palavras o falante nativo de inglês mediano sabe?

O falante nativo de inglês mediano sabe entre quinze e vinte mil palavras.
204
How many people speak English in the world?

There are 350 million native speakers and 450 million who speak English as a second language.
Below are listed all the countries of the world where English is the mother tongue (*) or
where English has a special status.
In certain parts of the world, particular vocabulary or word patterns in English have developed
words which are in usage only in that region but, despite these growing differences, English is
universally connected via the media, computers, satellite, TV, tourism and international trading.
Above all, what unites English-speaking peoples is the desire to communicate. Regional expressions
and vocabulary tend to be avoided when people from different parts of the world communicate with
each other, thus creating a lingua franca. This grading of language can easily be compared to
teaching procedures. We use language appropriate to the comprehension level of the student. The
moment we use language outside the scope of knowledge of the student, communication ceases.
1. Australia * 30. Pakistan (with Urdu)

2. Bahamas * 31. Papua New Guinea
3. Barbados * 32. Philippines (with Filipino)
4. Belize * 33. Puerto Rico (with Spanish)
5. Bermuda * 34. Saint Christopher and Nevis *
6. Botswana 35. Saint Lucia *
7. Cameroon (with French) 36. Saint Vincent and the Grenadines *
8. Canada (with French. * 37. Senegal (with French)
9. Dominica * 38. Seychelles (with French)
10. Fiji 39. Sierra Leone
11. Gambia 40. Singapore (with Chinese, Malay, Tamil)
12. Ghana 41. Solomon Is.
13. Grenada * 42. South Africa (with Afrikaans. *
14. Guyana * 43. Suriname (with Dutch)
15. Hong Kong (with Chinese) 44. Swaziland (with Swazi)
16. India (with Hindi, and several 45. Tanzania (with Swahili)
local languages) 46. Tonga (with Tongan)
17. Ireland (with Irish. * 47. Trinidad and Tobago *
18. Jamaica * 48. Tuvalu
19. Kenya (with Swahili) 49. Uganda
20. Kiribati 50. United Kingdom *
21. Lesotho (with Sotho) 51. United States of America *
22. Liberia 52. Vanuatu (with French)
23. Malawi (with Chewa) 53. Western Samoa (with Samoan)
24. Malta (with Maltese) 54. Zambia
25. Mauritius 55. Zimbabwe
26. Namibia (with Afrikaans)
27. Nauru (with Nauruan) And many other British and US
28. New Zealand * dependencies (e.g. Gibraltar, Falkland Is.,
29. Nigeria US Pacific Territories)
Questions about English 205
Quantas pessoas falam inglês no mundo?

Existem 350 milhões de falantes nativos e 450 milhões que falam inglês como uma segunda língua.
Abaixo estão listados todos os países do mundo nos quais o inglês é a língua-mãe (*) ou onde
a língua inglesa tem uma importância especial.
Em certas partes do mundo, vocabulário especial ou padrões de palavras em inglês se desen-
volveram apenas em dada região, mas, apesar da diferenças crescentes, o inglês está conectado uni-
versalmente pela mídia, computadores, satélites, televisão, turismo e comércio internacional. Aci-
ma de tudo, o que une os povos falantes do inglês é o desejo de comunicar-se. Expressões e voca-
bulário regionais tendem a ser evitados quando pessoas de diferentes partes do mundo se comuni-
cam, criando assim uma língua franca. Essa graduação da língua pode ser facilmente comparada aos
procedimentos didáticos. Usamos a língua de forma apropriada para o nível de compreensão do
aluno. No momento em que usamos a língua fora da área de abrangência do aluno, a comunicação
acaba.
30. Paquistão (com o urdu)
1. Austrália * 31. Papua Nova Guiné
2. Bahamas * 32. Filipinas (com o tagalo)
3. Barbados * 33. Porto Rico (com o espanhol)
4. Belize * 34. Saint Cristóvão e Nevis *
5. Bermudas * 35. Santa Lúcia *
6. Botswana 36. Saint Vicente e Grenadines *
7. Camarões (com o francês) 37. Senegal (com o francês)
8. Canadá (com o francês) * 38. Seychelles (com o francês)
9. Dominica * 39. Serra Leoa
10. Fiji 40. Cingapura (com o chinês, o malaio
11. Gâmbia e o tâmil)
12. Gana 41. Ilhas Salomão
13. Granada * 42. África do Sul (com o africânder) *
14. Guiana * 43. Suriname (com o holandês)
15. Hong Kong (com o chinês) 44. Swazilândia (com o sissuáti)
16. Índia (com o híndi e várias outras 45. Tanzânia (com o suaíli)
línguas locais) 46. Tonga (com o tonganês)
17. Irlanda (com o irlandês) * 47. Trinidad e Tobago *
18. Jamaica * 48. Tuvalu
19. Quênia (com o suaíli) 49. Uganda
20. Kiribati 50. Reino Unido *
21. Lesoto (com o sesoto) 51. Estados Unidos *
22. Libéria 52. Vanuatu (com o francês)
23. Malawi (com o chicheua) 53. Samoa Ocidental (com o samoano)
24. Malta (com o maltês) 54. Zâmbia
25. Maurício 55. Zimbabwe
26. Namíbia (com o africânder)
27. Nauru (com o nauruano) E muitas outras possessões britânicas e
28. Nova Zelândia * americanas (ex. Gibraltar, Ilhas Malvinas,
29. Nigéria Territórios Americanos do Pacífico).
British and
North American
English
Today, politicians talk about the special relationship between Britain and America. Two world
wars have probably secured the sometimes capricious relationship between these volatile cousins,
but the mixture of a sense of rivalry and admiration continues, no less in the language than in the
position on the world stage. What is considered correct English, American English or British
English has and continues to provoke argument, discussion and amusement.
Since 1735, Americanisms have caused raised eyebrows amongst the English, which in turn
have provoked increasing indignation from the Americans. When Samuel Johnson (1709-1784)
issued his famous complaint against the American dialect, he referred to it as, a tract of corruption
to which any language widely diffused must always be exposed. In contrast to Samuel Johnsons
scathing reference to colonial English, John Adams (1722-1803), one of the leaders of the American
Revolution and second U.S president said, We have not made war against the English language,
any more than against the old English character. He simply saw English as the means to advance
the American cause, though he did go on to say, England will never have anymore honor, accepting
now and then imitating the Americans.
Noah Webster, responsible for his still famous dictionary, began by saying, Several circumstances
render a future separation of the American tongue from the English necessary and unavoidable,
though in the preface to his, American dictionary of the English language, 1828, he said, The
body of the language is the same as in England, and it is desirable to perpetuate that sameness.
It was Noah Webster who developed and implemented Benjamin Franklins original idea of
simplifying English spelling, probably as much inspired by a genuine desire for simplification as his
belief in a separate American identity. These familiar spelling differences carry with them a shadow
of this Anglo/American rivalry until today.
History has shown us that the languages have indeed not separated, though they have
developed their own characteristics and idiosyncrasies. Many American words once frowned
upon by staunch Brits have become perfectly acceptable. Likewise, a fair number of words
considered particularly British, have entered the American vocabulary.
For the English language learner, these differences should not so much create anxiety or
frustration as curiosity and fascination. They are, despite occasional appearances to the contrary,
the same language. Adopting and sticking to either American or British spelling is good for
consistency but not more than that. The foreign learner can be said to have a distinct advantage
Inglês britânico
e americano
Introdução
Os políticos discursam sobre o relacionamento especial entre a Grã-Bretanha e os Estados Uni-
dos. Duas guerras mundiais provavelmente solidificaram este relacionamento muitas vezes
inconstante entre estes dois primos, mas um misto de rivalidade e admiração permanece, tanto na
língua quanto na posição mundial. Qual é considerado o inglês correto, o inglês norte-ameri-
cano ou o inglês britânico? Esta dúvida tem provocado discussão e entretenimento.
Desde 1735, americanismos têm causado desdém dentre os britânicos, o que por sua vez
tem provocado uma crescente indignação nos norte-americanos. Quando Samuel Jackson
(1709-1784) anunciou sua famosa queixa contra o dialeto norte-americano, referiu-se a ele como
sendo um terreno de corrupção ao qual qualquer língua largamente difundida deve ser sempre
exposta. Em contraste às referências mordazes de Samuel Jackson ao inglês colonial, John
Adams (17721803), um dos líderes da revolução norte-americana e segundo presidente dos Esta-
dos Unidos, disse: Não lutamos contra a língua inglesa, mais do que contra o velho caráter in-
glês. Ele via o inglês simplesmente como o meio para fazer valer a causa norte-americana, embora
tenha acrescentado: A Inglaterra nunca mais terá honra alguma, aceitando os norte-americanos,
agora e depois imitando-os.
Noah Webster, responsável pelo seu famoso dicionário, começou dizendo Várias circunstân-
cias apresentam uma futura separação da língua norte americana da língua inglesa, algo necessária e
inevitável, embora no prefácio de seu American Dictionary of the English Language, de 1928, ele tenha
dito, O corpo da língua é o mesmo que na Inglaterra, e é desejável perpetuar esta semelhança.
Foi Noah Webster quem desenvolveu e implementou a idéia original de Benjamin Franklin em
simplificar a ortografia do inglês, provavelmente inspirado tanto em um desejo genuíno da simplifica-
ção como em sua crença em uma identidade norte-americana distinta. Essas conhecidas diferenças nas
formas de escrever carregam consigo uma sombra desta rivalidade anglo/americana até hoje.
A história tem mostrado que as línguas não se separaram, embora tenham desenvolvido suas pró-
prias características e idiossincrasias. Muitas palavras americanas já desdenhadas por britânicos leais têm
se tornado perfeitamente aceitáveis. Da mesma forma, um número razoável de palavras consideradas
marcadamente britânicas agora são parte do vocabulário norte-americano.
Para o aluno de inglês, estas diferenças não devem criar ansiedade ou frustração, mas sim curio-
sidade e fascínio. Elas são, apesar de ocasionais demonstrações em contrário, a mesma língua. Adotar
208
in that he or she can explore the richness of the two language variants free from the inheritance of
ancient cultural rivalries that lurk persistently just below the surface of the skin of these Atlantic
neigbors or do I mean neighbours?
Accents
Every country, in any part of the world has its own language and sometimes more than one, and
within that language there are often many dialects and if that wasnt enough, peppered amongst
all these base languages are numerous accents. Its enough to make anyone give up ever trying to
learn a new language before theyve even started. However, dialects are often restricted to the
specific region where the dialect is found and they are unlikely to impose their particular vocabulary
or structural variants on unsuspecting foreigners. On the other hand, accents tend to stay with
people even if they are consciously modifying their more regional vocabulary.
Happily, there are not many accents that present such extreme modification of sounds that
render them unintelligible to anyone other than those particular native speakers. Modification is
the key word to understand what an accent is. This modification occurs in the pronunciation of
the vowels, in the stress on the words and in some consonant sounds in the middle or end of
words.
When we talk about British or American English, we are obviously generalising. There are
various accents on both sides of the Atlantic which possess modifications in common with other
accents of their Atlantic neighbours. However, we shall take a general view and cover the basic
differences of standard British and American accents.
Pronunciation features
To understand exactly how and why accents are formed would be a fascinating discovery. For
the present, we shall have to content ourselves with the simple acknowledgement of their
existence without going into the whys and wherefores of their development, though perhaps
it is worth mentioning that the southern Irish accent has played a not unsubstantial part in the
formation of some features of American English, particularly the strong sound of the letter r ,
which in standard British English is only pronounced before a vowel, but which in both
southern Irish and American English is pronounced in all positions of the word e.g. CAR,
PART, SURFER.
(Note: Many thousands of Irish immigrated to the States during the great famine years of the
1850s).
It might also be mentioned that this strong r was in fact much more prominent throughout
Britain in the 17th century and that, unlike the USA, it has disappeared in Britain apart from the
west of England and Scotland.
The feature most obvious that distinguishes a standard American from a standard British
accent is probably the lengthening of stressed vowels that give Americans a drawling sound and
the habit of literally breathing out through the mouth and nose at the same time, which creates
the characteristic nasal twang of standard American English. In Standard British English, the
vowels are, if anything, shortened and this creates the familiar clipped tone.
Another vowel difference is in the use of the letter o in words like NOT, HOT, and
POT.
British and North American English 209
e manter a forma norte americana ou britânica de escrever é bom para a coerência, mas não muito
mais que isto. Diz-se que o aprendiz estrangeiro poderá ter uma vantagem distinta onde ele poderá
explorar a riqueza das variações das duas línguas, livre da herança de antigas rivalidades culturais que
se escondem persistentemente sob a pele desses vizinhos atlânticos.
Sotaques
Cada país, em qualquer parte do mundo, possui seu próprio idioma e às vezes até mais de um.
Dentro dessa língua é comum encontrarmos uma série de dialetos e, como se isso não fosse sufi-
ciente, espalhados entre todas essas línguas base estão numerosos sotaques. É o suficiente para fazer
qualquer um desistir de tentar aprender um novo idioma antes mesmo de começar. No entanto, os
dialetos com freqüência se restringem à região específica onde são encontrados e dificilmente im-
põem seu vocabulário especial ou variantes estruturais sobre estrangeiros desavisados. Por outro
lado, os sotaques tendem a permanecer com as pessoas mesmo se elas estiverem conscientemente
modificando seu vocabulário mais regional.
Felizmente, não há muitos sotaques que apresentam uma modificação de sons tão extrema
que os torne ininteligíveis a qualquer um que não aqueles seus determinados falantes nativos.
Modificação é a palavra-chave para compreender o que é um sotaque. Essa modificação ocorre
na pronúncia das vogais, na tonicidade e em algumas consoantes no meio ou no fim de palavras.
Quando falamos de inglês britânico ou norte-americano, estamos obviamente generalizando.
Existem diversos sotaques diferentes em ambos os lados do Atlântico que possuem modificações
em comum com outros sotaques de seus vizinhos da outra ponta do oceano. No entanto, daremos
uma visão geral e cobriremos as diferenças básicas dos sotaques britânico e americano padrão.
Características da pronúncia
Compreender exatamente como e por que os sotaques são formados seria uma descoberta fasci-
nante. No momento, devemos nos contentar com o simples reconhecimento de sua existência
sem nos atermos aos motivos e causas de seu desenvolvimento, embora talvez valha a pena men-
cionar que o sotaque do sul da Irlanda desempenhou um papel importante na formação de algumas
características do inglês americano, particularmente o som forte da letra r, que no inglês britâni-
co padrão é pronunciado apenas antes de uma vogal mas que tanto no inglês do sul da Irlanda
quanto no americano é pronunciado em todas as posições da palavra, como por exemplo CAR
(carro), PART (parte), SURFER (surfista).
(Milhares de irlandeses emigraram para os Estados Unidos durante a grande fome dos anos
posteriores a 1850.)
Podemos também mencionar que o r forte era, na realidade, muito mais proeminente atra-
vés da Grã-Bretanha no século XVII e que, ao contrário do que aconteceria nos EUA, desapareceu
da ilha, à exceção da Escócia e do oeste da Inglaterra.
A característica mais óbvia que distingue um sotaque americano padrão de um britânico pa-
drão é provavelmente a duração das vogais tônicas que dá aos americanos um som arrastado e o há-
bito de literalmente respirar pela boca e pelo nariz ao mesmo tempo, o que cria a voz fanhosa
característica do inglês americano padrão. No inglês britânico padrão, as vogais, quando pro-
nunciadas, são diminuídas, e isso cria o tom apocopado familiar.
Uma outra diferença de vogal é no uso da letra o em palavras como NOT (não),
HOT (quente) e POT (pote).
210
A British speaker will round his or her lips to produce a sound like the o in SOGRA. An
American speaker will produce a sound like the a in LAR.
The use of the letter t illustrates a striking difference between the two countries when it
appears either between vowels as in the words VOTER or LATER or at the end of words
as in HOT or LOT. In American English the t sound is slightly voiced but in British
English it has a plosive unvoiced sound. This is even more obvious when words are strung
together like,
I WANT IT ALL.
In British English the two ts will be very distinct but in American English they will appear to
be swallowed. A consequence in American English of this slightly voiced t sound is that words
like WAITER and WADER sound the same.
Perhaps the other really distinctive difference between the two standard pronunciation
features is the simplification in American English of words like DUTY, NUDE, REDUCE
or TUBE.
The words are pronounced exactly as they are written (note the t in DUTY will also be
slightly voiced) and the u is pronounced like the u in BRUNO.
In British English the u sound is the same as the American except that the d, n and t have
received a slight modification which makes the u sound resemble the iu in CIÚMES.
Grammar
The grammar in both standard American and British English is virtually identical. However, there
are a few particular differences worth mentioning. One of these is the use of the present perfect.
In many cases when a British speaker, for example says, IVE JUST FINISHED, an American
speaker will probably omit the HAVE and use the simple past, I JUST FINISHED.
The present perfect, of course, exists in both American and British English but it is more
prominent in British English.
The question form DO YOU HAVE or HAVE YOU GOT as in
DO YOU HAVE A BROTHER? or HAVE YOU GOT A BROTHER? are used
on both sides of the Atlantic but the form HAVE YOU GOT is much more common in
Britain.
Some regular verbs in American English like BURN, SPOIL and LEARN have alternative
irregular endings in British English like BURNT, SPOILT and LEARNT.
However, the past participle of the verb GET is GOTTEN in American English. In
British English it is just GOT. This is not an American variant but a continuation of the now
obsolete old British form. Hence an American will say, IT HAS GOTTEN COLD
RECENTLY, perhaps as it would have been spoken in Britain in the 17 th century.
Stress
Stress on some words differs between the two countries. For example, American speakers stress the
first syllable in words like BALLET, LABORATORY, MOUSTACHE or INQUIRY.
In Britain it falls on the second syllable.
In words like SECRETARY, CEMETERY or NECESSARY, American speakers tend
to stress every syllable but British speakers only stress the first.
Um falante britânico irá arredondar os lábios para produzir um som como o o em
SOGRA. Um falante americano irá produzir um som como o a em LAR.
O uso da letra t ilustra uma diferença marcante entre os dois países quando aparece entre
vogais como nas palavras VOTER (eleitor) ou LATER (mais tarde) ou no final de palavras
como em HOT (quente) ou LOT (muito). No inglês americano, o som t é levemente vo-
calizado, mas no inglês britânico ele tem um som surdo explosivo. Isso fica ainda mais evidente
quando algumas palavras são pronunciadas juntas, como em I WANT IT ALL (eu quero tudo).
No inglês britânico os dois ts são bastante nítidos, mas no inglês americano eles parecem ser
engolidos. No inglês americano uma conseqüência desse t levemente vocalizado é que palavras
como WAITER (garçom) e WADER (que vadeia) parecem a mesma.
Talvez outra diferença realmente nítida entre as características das duas pronúncias-padrão
seja a simplificação, no inglês americano, de palavras como DUTY (dever), NUDE (nu),
REDUCE (reduzir) ou TUBE (tubo).
As palavras são pronunciadas exatamente como estão escritas (observe que o t em DUTY
também será levemente vocalizado) e o u é pronunciado como o u em BRUNO.
No inglês britânico o som do u é o mesmo do americano, exceto pelo fato que o d, o n e o
t receberam uma leve modificação que torna o som do u semelhante ao iu em CIÚMES.
Gramática
A gramática tanto do inglês americano padrão quanto do britânico, é virtualmente igual. No en-
tanto, há algumas pequenas diferenças que vale a pena mencionar. Uma delas é o uso do presente
perfeito.
Em muitos casos, quando um falante britânico diz, por exemplo, IVE JUST FINISHED
(acabei de terminar), um falante americano provavelmente omitirá o HAVE e utilizará o passado
simples, I JUST FINISHED.
O presente perfeito, é claro, existe tanto no inglês americano quanto no britânico, mas é mais
proeminente no inglês britânico.
A forma de pergunta DO YOU HAVE ou HAVE YOU GOT (você tem?) como em
DO YOU HAVE A BROTHER? ou HAVE YOU GOT A BROTHER? (você tem um ir-
mão?) são usadas nos dois lados do Atlântico mas a forma HAVE YOU GOT é muito mais co-
mum na Grã-Bretanha.
Alguns verbos regulares no inglês americano como BURN (queimar), SPOIL (estragar)
e LEARN (aprender) possuem terminações irregulares alternativas no inglês britânico como
BURNT, SPOILT e LEARNT.
Porém, o particípio passado do verbo GET é GOTTEN em inglês americano. No inglês
britânico é apenas GOT. Isso não é uma variante americana, mas uma continuação da hoje ob-
soleta forma antiga britânica. Daí um americano dirá IT HAS GOTTEN COLD RECENTLY
(esfriou recentemente), talvez como teria sido dito por um britânico no século XVII.
Tonicidade
A tonicidade em algumas palavras difere nos dois países. Por exemplo, falantes americanos colocam
a tônica na primeira sílaba em palavras como BALLET (balé), LABORATORY (laborató-
rio), MOUSTACHE (bigode) ou INQUIRY (investigação).
212
It is difficult to understand why there are such differences but one theory is that the huge
number of immigrants who have created the U.S.A today may have been concerned about
pronouncing the words more clearly.
Prepositions and adverb particles

Minor differences in the use of prepositions and adverb particles can be noted. Below are some
examples:
BRITISH AMERICAN
Monday to Friday Monday through Friday
Stay at home Stay home
Visit/meet somebody Visit/meet with somebody
Check something Check something out
Do something again Do something over
Protest against something Protest something
Fill in a form Fill in/out a form
Talk to Talk with
Different from/to Different from/than
Have a shower Take a shower
When American speakers want to check on the phone that the person they think they are
speaking to is indeed that person they ask, Hello, is THIS John? whereas British speakers say,
Hello, is THAT John?.
An American speaker might say, This work is REAL difficult, but a British speaker will say,
This work is REALLY difficult
Spelling
Noah Webster was instrumental in simplifying English spelling. Below are some of the main
differences:
BRITISH NORTH AMERICAN

Travelled Traveled
Travelling Traveling
Theatre Theater
Centre Center
Honour Honor
Neighbour Neigbor
Labour Labor
Colour Color
Na Grã-Bretanha o acento cai na segunda sílaba.

Em palavras como SECRETARY (secretária), CEMETERY (cemitério) ou NECESSARY
(necessário), falantes americanos tendem a acentuar todas as sílabas, enquanto os britânicos acentuam
apenas a primeira.
É difícil compreender o porquê de tais diferenças, mas uma teoria é a de que um grande nú-
mero de imigrantes que criaram os Estados Unidos de hoje poderiam estar preocupados em pro-
nunciar as palavras com maior clareza.
Preposições e partículas de advérbios

Podemos observar diferenças menores no uso de preposições e partículas de advérbios. Abaixo es-
tão alguns exemplos:
BRITISH NORTH AMERICAN PORTUGUÊS

Monday to Friday Monday through Friday De segunda a sexta
Stay at home Stay home Ficar em casa
Visit/meet somebody Visit/meet with somebody Visitar/encontrar-se com alguém
Check something Check something out Verificar algo
Do something again Do something over Fazer algo novamente
Protest against something Protest something Protestar contra alguma coisa
Fill in a form Fill in/out a form Preencher um formulário
Talk to Talk with Falar com
Different from/to Different from/than Diferente de
Have a shower Take a shower Tomar uma ducha
Quando falantes do inglês norte-americano querem certificar-se de que a pessoa com quem
estão falando ao telefone é de fato aquela com quem pretendem falar, eles dizem Hello, is THIS
John?, enquanto falantes do inglês britânico dizem Hello, is THAT John?.
Um falante americano poderia dizer que This work is REAL difficult, mas um falante bri-
tânico dirá This work is REALLY difficult (este trabalho é realmente difícil).
Ortografia
Noah Webster foi fundamental para a simplificação da ortografia do inglês. Abaixo estão as princi-
pais diferenças:
BRITISH AMERICAN PORTUGUÊS

Travelled Traveled Viajou
Travelling Traveling Viajando
Theatre Theater Teatro
Centre Center Centro
Honour Honor Honra
214
BRITISH NORTH AMERICAN

Catalogue Catalog
Dialogue Dialog
Analogue Analog
Specialise/Specialize Specialize
Realise/Realize Realize
There are other individual spelling differences but, like the words above, they do not present
any difficulty in comprehension.
Vocabulary
The vocabulary differences that have developed over the years, often due to sociological development
and lifestyles, are, in some cases, conspicuous. However, there is a fairly substantial crossover of
words which are now in common usage in both countries. In almost all cases, an American or British
native in conversation one with the other will have negligible difficulty in understanding what
each is saying to the other. For the Brazilian learner, it is a good idea to be familiar with both forms
but quite acceptable to be able to actively produce just one of them.
British and american vocabulary

Words now in use in Britain as an alternative (*)
BRITISH AMERICAN BRITISH AMERICAN

Angry * Mad Mean * Stingy
Anywhere Anyplace Motorway Expressway/freeway
Aubergine Eggplant Nappy Diaper
Autumn The Fall Nasty/viscious* Mean
Barrister/Solicitor Attorney Nowhere Noplace
Biscuit Cookie Nursing home Private hospital
Bonnet (car) Hood Off-licence Liquor store
Boot (car) Trunk Optician/oculist Optometrist
Bumper/Mudguard Fender Parafin Kerosene
Car Automobile/ Car Pavement Sidewalk
Caravan Trailer Peep * Peek
Caretaker Janitor Petrol Gas/gasoline
Chemist Pharmacist Post Mail
Chips French fries Postman Mailman
The Cinema The Movies Pram (perambulator) Baby-carriage
Coach (non urban) Bus Pub Bar
Neighbour Neigbor Vizinho

Labour Labor Trabalho
Colour Color Cor
Catalogue Catalog Catálogo
Dialogue Dialog Diálogo
Analogue Analog Análogo
Specialise/Specialize Specialize Especializar
Realise/Realize Realize Perceber
Há outras diferenças individuais de ortografia, mas, como nas palavras acima, não oferecem
uma maior dificuldade na compreensão.
Vocabulário
As diferenças de vocabulário que se desenvolveram ao longo dos anos, com freqüência devido ao
desenvolvimento sociológico e aos estilos de vida, são, em alguns casos, evidentes. No entanto, há
cruzamentos relativamente substanciais de palavras que estão hoje em uso comum nos dois países.
Em quase todos os casos, um americano e um britânico nativos conversando entre si terão dificul-
dades mínimas para entender o que cada um diz ao outro. Para o aprendiz brasileiro, é uma boa
idéia se familiarizar com ambas as formas, mas perfeitamente aceitável que ele seja capaz de produ-
zir comunicações ativamente em apenas uma delas.
Vocabulário britânico e americano

Palavras usadas hoje na Grã-Bretanha apenas como uma alternativa (*)

Angry* Mad (irritado) Mean* Stingy (avarento)
Anywhere Anyplace (qualquer lugar) Motorway Expressway/freeway (rodovia)
Aubergine Eggplant (beringela) Nappy Diaper (fralda)

Autumn The Fall (outono) Nasty/viscious* Mean (mau)
Barrister/Solicitor Attorney (advogado) Nowhere Noplace (lugar nenhum)
Biscuit Cookie (biscoito) Nursing home Private hospital (clínica de repouso)
Bonnet (car) Hood (capuz) Off-licence Liquor store

Boot (car) Trunk (porta-malas) Optician/oculist Optometrist (oculista)
Bumper/Mudguard Fender (pára-choque) Parafin Kerosene (querosene)
Car Automobile/Car (carro) Pavement Sidewalk (calçada)
Caravan Trailer (treiler) Peep *Peek (espiar)
Caretaker Janitor (zelador) Petrol Gas/gasoline (gasolina)
Chemist Pharmacist (farmacêutico) Post Mail (correio)
Chips French fries (batatas-fritas) Postman Mailman (carteiro)
216

Constable (policeman) Patrolman Public toilet Rest room
Cooker * Stove Purse Handbag
Condom Rubber Push chair Stroller
Cot Crib Queue Line
Cotton Thread Railway (carriage) Railroad (car)
Crisps Chips Return ticket Round trip
Crossroads Intersection Reverse charge Collect call
Diversion Detour Ring/phone/call someone Call
Draughts Checkers Rise (salary) Raise
Drawing pin Thumbtack Roundabout (road) Traffic circle
Dual carriageway Divided highway Rubber * Eraser
Dummy (for baby) Pacifer Rubbish Garbage/trash
Dustman Garbage collector Shop Store
Dustbin/rubbish bin Garbage bin/trash can Single ticket One-way
Dynamo Generator Somewhere Someplace
Engine Motor Staff (university) Faculty
Estate agent Realtor Subway Underpass
Film Movie Sweet * Dessert
Flat Apartment Sweets Candies
Flat tyre/puncture Flat Taxi * Cab
Flyover Overpass Tap (indoors) Faucet
Gear lever Gear shift Tap (outdoors) Spigot
Graduate Alumnus Tea-towel Dish towel
Grill Broiler Tights Panty-hose
Ground floor First floor Time-table Schedule
Interval * Intermission/break Tin* Can
Handbag Purse Trainers (training shoes) Sneakers
Hoarding* Billboard Tramp Hobo
Holiday(s) Vacation Toll (road) Turnpike
Ill* Sick Trousers Pants
Jug Pitcher Tube (underground) Subway
Jumper/jersey/ Jumper Turn ups Cuffs
Pullover Sweater Underpants Shorts
Ladder (tights)* Run Van/Lorry * Truck
Lift Elevator Vest Undershirt

The Cinema The Movies (cinema) Pram (perambulator) Baby-carriage (carrinho de bebê)
Coach (non urban) Bus (ônibus) Pub Bar (bar)

Constable (policeman) Patrolman (policial) Public toilet Rest room (banheiro público)
Cooker * Stove (fogão) Purse Handbag (bolsa)
Condom Rubber (camisinha) Push chair Stroller (carrinho de cadeirinha para bebês)
Cot Crib (berço) Queue Line (fila)
Cotton Thread (algodão) Railway (carriage) Railroad (car)
Crisps Chips (salgadinhos) Return ticket Round trip (bilhete de ida e volta)
Crossroads Intersection (encruzilhada) Reverse charge Collect call (ligação a cobrar)

Diversion Detour (desvio) Ring/phone/call someone Call (ligar para alguém)
Draughts Checkers (damas) Rise (salary) Raise (aumento)
Drawing pin Thumbtack (percevejo) Roundabout (road) Traffic circle (praça circular)
Possui nomes diferentes em portugês brasileiro
Dual carriageway Divided highway Rubber* Eraser (borracha)
(estrada de mão dupla)
Dummy (for baby) Pacifer (chupeta) Rubbish Garbage/trash (lixo)
Dustman Garbage collector (lixeiro) Shop Store (loja)
Dustbin/rubbish bin Garbage bin/trash can Single ticket One-way (bilhete só de ida)
(lata de lixo)
Dynamo Generator (gerador) Somewhere Someplace (algum lugar)
Engine Motor (motor) Staff (university) Faculty (faculdade)
Estate agent Realtor (corretor imobiliário) Subway Underpass (passagem subterrânea)
Film Movie (filme) Sweet* Dessert (sobremesa)

Flat Apartment (apartamento) Sweets Candies (doces)
Flat tyre/puncture Flat (pneu furado) Taxi* Cab (táxi)
Flyover Overpass (viaduto) Tap (indoors) Faucet (torneira)
Gear lever Gear shift (alavanca de câmbio) Tap (outdoors) Spigot
Graduate Alumnus (diplomado) Tea-towel Dish towel (pano de prato)
Grill Broiler (grelha) Tights Panty-hose
Ground floor First floor (térreo) Time-table Schedule (tabela de horários)
Interval * Intermission/break (intervalo) Tin* Can (lata)
Handbag Purse (bolsa) Trainers (training shoes) Sneakers (tênis)
Hoarding* Billboard (placa de anúncios) Tramp Hobo (tramp)
Holiday(s) Vacation (férias) Toll (road) Turnpike (pedágio)
Ill* Sick (doente) Trousers Pants (calças)
Jug Pitcher (jarro) Tube (underground) Subway (metrô)
Jumper/jersey/ Jumper Turn ups Cuffs (bainhas)
218

Mack (mackintosh)/ Raincoat Waistcoat Vest
Mad * Crazy Wallet Billfold Wallet
Main road Highway Wardrobe Closet
Maize * Corn Wellingtons (boots) Rubbers
Maths Math Windscreen Windshield
Zip Zipper
N.B.:
Purse, for keeping small coins is the same word in both countries
Cuffs on shirt sleeves is the same word in both countries
Mean in British English is a synonym for unkind or selfish
Pavement in American English means road surface

Pullover/sweater (blusão/suéter) Underpants Shorts (cueca)
Ladder (tights)* Run (desfiadura) Van/Lorry * Truck (caminhão)
Lift Elevator (elevador) Vest Undershirt (combinação)
Mack (mackintosh)/ Raincoat (capa de chuva) Waistcoat Vest (colete)
Wallet Billfold/wallet (carteira)
Mad* Crazy (louco) Wardrobe Closet (guarda-roupa)
Main road Highway (estrada) Wellingtons (boots) Rubbers (botas de borracha)
Maize* Corn (milho) Windscreen Windshield (pára-brisa)
Maths Math (matemática) Zip Zipper (ziper)
N.B.:
Purse, no sentido de bolsa é a mesma palavra nos dois países.
Cuffs no sentido de bainhas de mangas é a mesma palavra nos dois países.
Mean no inglês britânico é um sinônimo para unkind (cruel) or selfish (egoísta)
Pavement no inglês americano significa superfície da estrada
Dicas de
livros e Sites
Livros
Inglês Urgente! Para Brasileiros Five-Minute Activities
Cristina Schumacher Penny Ur and Andrew Wright
Editora Campus Cambridge University Press
Inglês As 1.500 Palavras Indispensáveis

Whats in a Word?
Cristina Schumacher
Samuela Eckstut and Karen Sorensen
Editora Campus
Longman
Guia de Pronúncia do Inglês para Brasileiros
Cristina Schumacher, Philip de Lacy White e Marta A Practical English Grammar
Zanettini Thompson and Martinets
Editora Campus Oxford English
Como Dizer Tudo em Inglês Practical English Usage

Ron Martinez Michael Swan
Editora Campus
Fun with Grammar
Como Dizer Tudo em Inglês nos Negócios Suzanne W. Woodward
Cristina Schumacher e Ron Martinez Prentice Hall Regents
Editora Campus
Grammar Games
Basic Vocabulary in Use Mario Rinvolucri
Michael McCarthy and Felicity ODell with Ellen Cambridge University Press
Shaw
Cambridge University Press More Grammar Games
Mario Rinvolucri and Paul Davis
Vocabulary in Use Intermediate Cambridge University Press
Stuart Redman with Ellen Shaw
Cambridge University Press
Dicas de livros e Sites 221
Language Through Literature Play Games with English

Susan Bassnett and Peter Grundy Colin Granger
Longman MacMillan Heineman
Taboos and Issues

Essential Grammar in Use
Richard MacAndrew and Ron Martinez
Raymond Murphy
Language Teaching Publications
Great Ideas
Leo Jones and Victoria Kimbrough Grammar in Use Intermediate
Cambridge University Press Raymond Murphy with William R. Smalzer
Grammar World
Derek Sellen
SBS Editora
Sites
www.linca.com.br http://a4esl.org
www.english-to-go.com www.manythings.org
www.eslcafe.com http://www.eleaston.com
www.chompchomp.com http://www.teacherview.com/
www.eleaston.com http://towerofenglish.com
www.esl.about.com http://www.free-english.com
www.english-zone.com http://www.englishpage.com
www.englishclub.com http://www.englishlearner.com/tests/test.html
www.encarta.msn.com http://encarta.msn.com/encnet/features/quiz/
www.better-english.com/exerciselist http://www.oup.com/elt/global/teachersclub
www.eduplace.com http://www.esl-lounge.com/
www.timeforkids.com www.usingenglish.com.br
http://humanities.byu.edu/elc/Teacher/Tea- www.webaula.com.br
cherGuideMain.html www.sanako.com.br
http://lc.byuh.edu/CNN-N/CNN-N.html
www.puzzlemaker.com
www.tefl.net
www.davesdaily.com
http://iteslj.org
Referências
bibliográficas
CRYSTAL, David. The English Language. Penguin Books, 1990.

DIXSON, Robert. Graded Exercises in English (revised edition). Nova York: Regents / Simon & Schuster,
1959.
HEWINGS, Martin. Advanced Grammar in Use. Cambridge University Press, 1999.
HORNBY, A S. Oxford Advanced Learners Dictionary of Current English. Oxford: Oxford University
Press, 1987.
HOUAISS, Antonio e AVERY, Catherine B. (redatores chefes) Novo Dicionário Barsa das Línguas Ingle-
sa e Portuguesa, vol 1 e 2. New York: Appleton- Century, Crofts, 1964.
MCCARTHY, Michael, ODELL, Felicity & SHAW, Ellen. Basic Vocabulary in Use. Nova York,
Cambridge University Press, 2001.
MCCRUM, Robert et al. The Story of English, BBC Books, 1992.
MURPHY, Raymond e SMALZER, William. Grammar in Use Intermediate. Cambridge University
Press, 2000. (2ª edição)
MURPHY, Raymond. Essential Grammar in Use. Cambridge, Cambridge University Press, 1997 (2ª
edição).
REDMAN, Stuart e SHAW, Ellen. Vocabulary in Use Intermediate. Nova York, Cambridge University
Press, 1999.
SCHUMACHER, Cristina, DE LACY WHITE, Philip e ZANETTINI, Marta. Guia de Pronúncia do
Inglês para Brasileiros Soluções práticas para falar com clareza. Rio de Janeiro: Campus, 2002.
SCHUMACHER, Cristina. Inglês Urgente para Brasileiros. Rio de Janeiro: Campus, 1999.
SCHUMACHER, Cristina. INGLÊS: 1500 palavras indispensáveis. Rio de Janeiro, Campus, 2003.
Dicionário Eletrônico Houaiss da Língua Portuguesa (CD-ROM), 2002.
Macmillan English Dictionary for Advanced Learners, MacMillan Publishers, 2002

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Serviço de Atendimento ao Cliente

1. Língua inglesa – Estudo e ensino – Falantes de português.

04-1409. CDD – 372.6521

Determining learning styles (AmE). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Fazendo o aluno falar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Erros comuns de alunos brasileiros . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Menu de conteúdos estruturais . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Dicas de pronúncia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Exercícios de compreensão auditiva. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

Exercícios de compreensão da leitura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

Cognatos de sentido diferente . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174

Vocabulário essencial da língua inglesa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180

Lista de verbos irregulares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189

Partes de palavras. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

British and North American English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206

Dicas de livros e Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Referências bibliográficas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

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ERROS BRASILEIROS COMUNS

BRING ENGLISH TO LIFE

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WHERE DOES ENGLISH COME FROM?

DAR VIDA AO INGLÊS

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DE ONDE VEM O INGLÊS?

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Warm-up / Pre-reading / Pre-listening / Pre-writing

How many hours do you work per day?

A música Wish List do Pearl Jam tem um conteúdo bastante rico.

Post reading/Post listening/Post writing

II. The squares

BOTH MALE FEMALE

Salesperson Professional athlete Judge

III. The presents

57 pink A broken wrist 386 egg 39 mice A picture of

IV. Brainstorming  the clouds

NEVER PRETEND TO KNOW WHAT YOU DONT

IV. Brainstorming the clouds

V. Talking about the past My trip to...

When Im very sad I usually

A4. ACRÉSCIMO DE FOR PARA EXPRESSAR FINALIDADE

A6. DESCONHECIMENTO DA ESTRUTURA USADA PARA INDICAR ORDENS

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