1 INGLÊS INSTRUMENTAL – UNINORTE - LAURETE CURSO DE FARMÁCIA PROF. ALBA DE OLIVEIRA O INGLÊS COMO LÍNGUA INTERNACIONAL Assim como não é a direção do vento que determina o rumo do navegador, não é a língua que o mundo fala que determinará o nosso destino. In the same way that the direction of the wind doesn't determine the sailor's destination, the language we speak will not determine our destiny. Ricardo Schütz Atualizado em 3 de junho de 2009 O PASSADO Analfabetismo era comum na Idade Média. Quando um rei precisava comunicar-se com outro, contratava um escriba para desenhar a mensagem em linguagem escrita. É fato sabido, por exemplo, que Carlos Magno, no século VIII, era analfabeto. A inexistência da imprensa dificultava a padronização da ortografia, fazendo da escrita uma arte complexa. A arte de bem escrever era uma habilidade profissional especializada, ao alcance de poucos. Esta talvez seja a razão pela qual em 1500 a expedição portuguesa sob o comando de Pedro Álvares Cabral trouxe Pero Vaz de Caminha como escrivão da armada.
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INGLÊS INSTRUMENTAL – UNINORTE - LAURETE
CURSO DE FARMÁCIA
PROF. ALBA DE OLIVEIRA
O INGLÊS COMO LÍNGUA INTERNACIONAL
Assim como não é a direção do vento que determina o rumo do navegador,
não é a língua que o mundo fala que determinará o nosso destino.
In the same way that the direction of the wind doesn't determine the sailor's
destination,
the language we speak will not determine our destiny.
Ricardo Schütz
Atualizado em 3 de junho de 2009
O PASSADO
Analfabetismo era comum na Idade Média. Quando um rei precisava comunicar-se
com outro, contratava um escriba para desenhar a mensagem em linguagem
escrita. É fato sabido, por exemplo, que Carlos Magno, no século VIII, era
analfabeto. A inexistência da imprensa dificultava a padronização da ortografia,
fazendo da escrita uma arte complexa. A arte de bem escrever era uma habilidade
profissional especializada, ao alcance de poucos. Esta talvez seja a razão pela
qual em 1500 a expedição portuguesa sob o comando de Pedro Álvares Cabral
trouxe Pero Vaz de Caminha como escrivão da armada.
Por volta de 1700 o índice de pessoas alfabetizadas na Europa era de apenas de
30 a 40 por cento. Esse mesmo índice, por volta de 1850, já era de 50 a 55 por
cento, enquanto que durante a segunda metade do século 19 a habilidade de
escrever tornou-se uma qualificação básica do ser humano. No século 20 o
analfabetismo tornou-se definitivamente uma deficiência intolerável em qualquer
plano social, em qualquer profissão. Um analfabeto nos países desenvolvidos de
tecnological options = opções tecnológicas (tecnological é
adjetivo)
goal = objetivo
a mix instrucional media = uma mistura de mídia instrucional.
Com a técnica do “skimming” podemos dizer que este trecho afirma que a
tarefa do educador é selecionar as opções tecnológicas; o objetivo é ter
uma mistura de mídias instrucionais de uma maneira instrucionalmente
efetiva e economicamente prudente.
f) Scanning
“Scan” em Inglês quer dizer examinar, sondar, explorar. O que faz um
scanner? Uma varredura, não é?! Logo, com a técnica de “scanning” você
irá fazer uma varredura do texto, procurando detalhes e ideias objetivas.
Aqui é importante que você utilize os conhecimentos de Inglês; por isso,
nós vamos ver detalhadamente alguns itens gramaticais.
Olhe este trecho:
“ Teaching and learning at a distance is demanding. However, learning will
be more meaningful and “deeper” for distant students, if students and their
instructor share responsibility for developing learning goals: actively
interacting with class members; --promoting reflection on experience;
relating new information to examples that make sense to learners. This is
the challenge and the opportunity provided by distance education.”
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Poderíamos perguntar qual o referente do pronome “ their” em negrito no
trecho?
Utilizando a técnica de skimming, seria necessário retornar ao texto e
entender a sentença na qual o pronome está sendo empregado. “Their “ é
um pronome possessivo ( e como tal, sempre vem acompanhado de um
substantivo) da terceira pessoa do plural ( o seu referente é um substantivo
no plural). A tradução de “their instructor” seria seu instrutor . Seu de
quem? Lendo um pouco para trás, vemos que há “students”; logo
concluímos que “their” refere-se a “students, ou seja, instrutor dos alunos”.
TEXTO 1 – PHARMACY HISTORY
Pharmacology's origin is rooted in magic, religion and mythology. As early as 4000 B.C., medicine was practiced. Physicians were often priests, and considered Gods in some cultures. Imhotep, an Egyptian priest, was the first well-known physician to the Pharaohs. He was eventually labeled the Egyptian God of Medicine.Hippocrates, Aesculapius, and Alcmaeon, Greeks from 400-600 B.C., were instrumental in the formation of medicinal theories of today. Aesculapius established learning institutions for physicians. Alcmaeon, a student of Pythagorus, promoted the idea of natural causes of illness rather than "works of the Gods". Hippocrates is most famous for the code of conduct for physicians - the Hippocratic Oath. All three promoted the idea of scientific reasoning and observations over the supernatural and religious ideals that explained illness and medicinal therapies.Dioscorides (100 B.C.), another Greek physician, wrote 5 books that described over 600 plants and their healing properties. This book, De Materia Medica, was in use for over 1600 years in the Western world. One of the well-known remedies written was the use of willow tree bark for discomfort and swelling. The common name for this remedy: aspirin (salicylic acid). Foxglove gave us digitalis (heart medication), poppy seeds - opium (morphine), and coca leaves - cocaine.
Paracelsus, a Swiss surgeon (1500 A.D.), published the first recipe for the popular, and addictive, product - laudanum. It was used for over 300 years. His theory of using chemistry to create medications is the basis of pharmaceutical production today.
Pharmacology officially became a science in the late 19th century. Steady growths of naturally occurring chemicals were being developed into safe, medically significant drugs for human consumption. Antiseptics, antibiotics, aspirin, insulin, and anesthetics (cocaine) are just a few of the medications that were developed in the early 1900's.Twentieth century pharmacy has seen vast technological growth. From the first discovery of penicillin to synthetic hormones to DNA sequencing, pharmacists are
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at the forefront of these developments. These developments brought along with them strict regulations, for patient safety, from the government.While pharmacists MUST be well versed in all laws and regulations, it is equally important for a technician to do the same. The FDA and DEA impose strict guidelines on all pharmacy personnel. OBRA90 had a big impact on pharmacy practice, technicians as well as pharmacists. This legislation mandated that pharmacists counsel all patients on Medicaid regarding their medication therapies. This pulled the pharmacist away from dispensing duties. The door was now
open for technicians to get more involved. Since then, technician duties and responsibilities have grown steadily.
.
TEXTO 2- Human Body
One of the first things you need to know when working in English is the parts of the body. You will need to learn the names of the internal (inside the skin) and external body parts. You will also need to learn the words for the functions of each of these body parts. Here are the basics to get you started.
Head
Inside the head is the brain, which is responsible for thinking. The top of a person's scalp is covered with hair. Beneath the hairline at the front of the face is the forehead. Underneath the forehead are the eyes for seeing, the nose for smelling, and the mouth for eating. On the outside of the mouth are the lips, and on the inside of the mouth are the teeth for biting and the tongue for tasting. Food is swallowed down the throat. At the sides of the face are the cheeks and at the sides of the head are the ears for hearing. At the bottom of a person's face is the chin. The jaw is located on the inside of the cheeks and chin. The neck is what attaches the head to the upper body.
Upper Body
At the top and front of the upper body, just below the neck is the collar bone. On the front side of the upper body is the chest, which in women includes the breasts. Babies suck on the nipples of their mother's breasts. Beneath the ribcage are the stomach and the waist. The navel, more commonly referred to as the belly button, is located here as well. On the inside of the upper body are the heart for pumping blood and the lungs for breathing. The rear side of the upper body is called the back, inside which the spine connects the upper body to the lower body.
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Upper Limbs (arms)The arms are attached to the shoulders. Beneath this area is called the armpit or underarm. The upper arms have the muscles known as triceps and biceps. The joint halfway down the arm is called the elbow. Between the elbow and the next joint, the wrist, is the forearm. Below the wrist is the hand with four fingers and one thumb. Beside the thumb is the index finger. Beside the index finger is the middle finger, followed by the ring finger and the little finger. At the ends of the fingers are fingernails.
Lower Body
Below the waist, on left and right, are the hips. Between the hips are the reproductive organs, the penis (male) or the vagina (female). At the back of the lower body are the buttocks for sitting on. They are also commonly referred to as the rear end or the bum (especially with children). The internal organs in the lower body include the intestines for digsting food, the bladder for holding liquid waste, as well as the liver and the kidneys. This area also contains the woman's uterus, which holds a baby when a woman is pregnant.
Lower Limbs (legs)
The top of the leg is called the thigh, and the joint in the middle of the
leg is the knee. The front of the lower leg is the shin and the back of the
lower leg is the calf. The ankle connects the foot to the leg. Each foot
has five toes. The smallest toe is often called the little toe while the large one is
called the big toe. At the ends of the toes are toenails.
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INTERPRETAÇÃO DE TEXTOS
TIPS ON READING ENGLISH FOR BRAZILIANS
Santa Cruz do Sul - Ricardo Schütz
Língua é fundamentalmente um fenômeno oral. É portanto indispensável
desenvolver uma certa familiaridade com o idioma falado, e mais especificamente,
com a sua pronúncia, antes de se procurar dominar o idioma escrito.
“The principle [speech before writing] applies even when the goal is only to read” (Lado,
1964, p. 50).
A inversão desta sequência pode causar vícios de pronúncia resultantes da
interpretação incorreta das letras. Principalmente no caso do aprendizado de
inglês, onde a correlação entre pronúncia e ortografia é extremamente irregular e
a interpretação oral da ortografia muito diferente do português e cuja ortografia se
caracteriza também pela ausência total de indicadores de sílaba tônica, torna-se
necessário priorizar e antecipar o aprendizado oral.
Satisfeita esta condição ou não, o exercício de leitura em inglês deve iniciar a partir
de textos com vocabulário reduzido, de preferência com uso moderado de
expressões idiomáticas, regionalismos, e palavras "difíceis" (de rara ocorrência).
Proximidade ao nível de conhecimento do aluno é pois uma condição importante.
Outro aspecto, também importante, é o grau de atratividade do texto. O assunto, se
possível, deve ser de alto interesse para o leitor. Não é recomendável o uso
constante do dicionário, e este, quando usado, deve de preferência ser inglês -
inglês. A atenção deve concentrar-se na ideia central, mesmo que detalhes se
percam, e o aluno deve evitar a prática da tradução. O leitor deve habituar-se a
buscar identificar sempre em primeiro lugar os elementos essenciais da oração, ou
seja, sujeito, verbo e complemento. A maior dificuldade nem sempre é entender o
significado das palavras, mas sua função gramatical e consequentemente a
Here are some of the latest health and medical news developments, compiled by editors of Health Day:Gene Prevents Tumor FormationA gene that's able to stop cancerous cells from multiplying and forming tumors has been identified by Canadian researchers, who say the HACE 1 gene can suppress the growth of breast, lung, liver and many other types of human tumors.
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The B.C. Cancer Agency scientists said that HACE 1 helps combat stress that, left unrestricted, can lead to the formation of multiple tumors, the Canadian Press reported.Cancerous cells form tumors when HACE 1 is inactive and tumor growth is extensive due to additional stress such as radiation. But activating HACE 1 prevented the formation of tumors, the researchers said.The findings appear in the online advance issue of the journal Nature Medicine.
Bali Suffers First Human Bird Flu DeathIndonesian officials have confirmed the first recorded human death from bird flu on the popular resort island of Bali, the Associated Press reported.The victim, who died Sunday, was a 29-year-old Indonesian woman who had contact with infected chickens. The woman's 5-year-old daughter died on Aug. 3 and officials are still trying to determine if she was killed by bird flu.There are fears that news of the bird flu deaths on Bali could hurt the island's tourism industry.Since it first appeared in 2003, bird flu has killed at least 192 people worldwide, including 82 in Indonesia, the AP reported.
Italian Mayor Pays Overweight Residents to Shed Pounds
The mayor of the north-western Italian town of Varallo has promised to fatten the wallets and purses of overweight residents who lose weight.Men who lose 4 kilograms (9 lbs.) in a month will receive 50 euros ($70), while women will get the same amount if they lose 3 kg (7lbs.), reported the Daily Mail in the U.K.Mayor Gianluca Buonanno also said that people who keep the weight off for five months will receive another 200 euros ($280).Weigh-ins began last week and a number of residents in the town of 7,500 have already signed up, the Daily Mail reported."Lots of people are saying, 'I really need to lose some weight but it's really tough.' So I thought, why don't we go on a group diet," said Buonanno, who admits he's lugging around about 6 kg (13 lbs.) of excess weight.
Scientists Spot Deadly West Nile Virus Mutation
A single genetic mutation causes the West Nile virus to become far more virulent, which leads to an increased risk of death in birds and likely in humans as well, concludes a U.S. study in the journal Nature.The researchers also found that this mutation was "positively selected," which means that it "gives the virus a fitness advantage and enhances its ability to replicate," study lead author Aaron Brault, of the University of California at Davis, told Agence France-Presse.Brault said this makes it easier for the West Nile virus to adapt to rapidly changing environments.
The study found that the death rate among crows exposed to the more virulent strain of the virus was 94 percent, compared to 31 percent among crows exposed to a less virulent version, AFP reported.In 2006, 4,200 people in the United States were infected with the West Nile virus and 177 died. So far this year, only about a dozen deaths have been reported, but the number of infections has increased fourfold compared to the same time last year.
Obese People Underestimate Sugar Intake
Many obese people underestimate their sugar consumption, which means that studies based on patient self-reporting are unreliable, say researchers from the Medical Research Council and the University of Cambridge in the U.K.They had hundreds of people report how much sugar they ate and compared that information to data from a new urine test that provides an accurate measurement of actual sugar intake, BBC News reported."These results show what many have suspected for some time: obese people are not able to tell us what they actually eat," said research team leader Professor Sheila Bingham. "If we are to tackle the scourge of obesity, both exercise and diet need to be taken into account."The study appears in the journal Cancer Epidemiology, Biomarkers and Prevention.Some previous studies that suggested no link between sugar consumption and obesity relied on patient self-reporting, BBC News reported. But the conclusions of those studies were based on inaccurate data, Bingham and her colleagues said.
Biodegradable Patch Fixes Common Heart Defect
A method of promoting the body's natural healing power that can correct a common heart defect called patent foramen ovale (PFO) is being used by doctors at the Royal Brompton Hospital in London, England.One in four people has this valve-like hole in the heart, which is linked with an increased risk of stroke and migraine, BBC News reported. PFO can be closed surgically using a graft, but this approach can cause damage to surrounding tissue.This new technique uses a bioabsorbable patch that acts as a temporary plug. Within about 30 days, the body replaces the patch with healthy normal tissue.So far, the patch has been used in about 70 patients at Royal Brompton Hospital, BBC News reported."Traditional grafts are permanent and so can cause an inflammatory reaction, which can lead to problems," said consultant cardiologist Michael Mullen. "Instead, this (patch) treatment does the repair job and then disappears in a natural way. The healing is very similar to how the body would heal itself normally.
4. Don’t leave the door open.Don’t leave _________________ open.
5. Mary sits between Shirley and me.____________ sits between _________________
6. Shirley sits between Bob and Mary.____________ sits between __________________
PRONOMES POSSESSIVOS
Adjetivos Pronomes
My Mine
Your Yours
His
her
its
His
Hers
Its
Our Ours
Your Yours
Their Theirs
Observe os exemplos:
You read your magazine and she reads hers.
We tell our story and they tell theirs.
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Os adjetivos possessivos modificam substantivos, portanto aparecem sempre
acompanhados de substantivos.
Os pronomes possessivos substituem os substantivos, portanto não aparecem
acompanhados de substantivos.
Os adjetivos possessivos e os pronomes geralmente concordam com o possuidor.
Notas
1. A concordância do pronome indefinido pode ser feita por meio
de um adjetivo ou pronome masculino e singular, ou pronome
no plural ( menos formal).
2. A estrutura of + pronome possessivo significa um dos [ …] .
They are going to see a friend of theirs ( one of their friends).
I am looking for a watch of mine ( one of my watches).
PRACTICE
C- Choose the correct alternative.
1. The girls are going to order ( their, theirs) goods through a computer.
2. Tom types ( his, hers) letters but we don’t type (our, ours).
3. Karen and Susan are waiting for (their, theirs) boyfriends.
4. I know ( my, mine) family very well.
5. ( Your, Yours) is an excellent car.
6. She always shouts at ( her, hers) children.
7. Children ask ( their, theirs) parents difficult questions.
8. We are thinking about ( our, ours) next test. Are you thinking about
(your, yours) ?
9. There are three magazines here. The first is ( my, mine), the second is
( her, hers) and the third is ( their, theirs).
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10. Give him (your, yours) address.
11. You pay ( your, yours) bills and I pay ( my, mine).
12. Nobody believed in ( her, hers) story.
13. Everybody can do ( their, his), homework alone.
14. If he is your friend, you can tell me ( his, her) name.
15. You really bought a beautiful car, but I prefer ( my, mine).
PRESENTE SIMPLES
Observe os exemplos:I read books about New York.She reads books about New York.
O presente simples é formado a partir do infinitivo sem to.A 3ª. pessoa do singular ( he, she, it) recebe s.
Particularidades
1. Os verbos terminados em sh, ch, o, s, x e z recebem ES na 3ª. Pessoa do singular ( he, she, it).brush – brushes go – goes fix – fixeswatch – watches dress- dresses buzz – buzzes
2. Nos verbos terminados em Y precedidos de consoante troca-se o Y por IES.
try – tries 3. O verbo to have tem a forma has para a 3ª. Pessoa do singular.
We have beautiful pictures in our Office.She has beautiful pictures in her Office.
Usos
O presente simples é usado para expressar:a) verdades universais.
Parallel lines never cross.
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b) ações habituais.
George always reads the newspaper in the morning.
c) ações planejadas para o futuro.
Our train leaves in Five minutes.
Importante
As ações habituais são sempre acompanhadas de advérbios de freqüência:
Always, often, frequently, every... , twice a ..., usually,Never, sometimes, seldom, once a ..., rarely, regularly
PRACTICE
C. Supply the correct form of the verbs in parentheses.
1. I never ________________________ ( find) my sun glasses.
2. She _________________ ( go ) to the bank on Fridays.
3. The old lady _________________ ( buy) new magazines every week.
4. The girls _________________ ( kiss) their grandmother frequently.
5. Tom and Mary often __________________ ( watch) TV in the evening.
6. It __________________ (be) a beautiful day today!
7. She _______________ ( dance) very well.
8. Paul _________________ ( teach ) History.
9. Mary __________________ ( learn) very quickly.
10. I ____________________( live) near the cafeteria.
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PRESENTE SIMPLES – INTERROGATIVA E NEGATIVA
Observe os exemplos:
( Afirmativa) Cows produce waste.
( Interrogativa) Do cows produce waste?
( Negativa ) Cows do not / don’t produce waste.
A interrogativa e a negativa do presente simples são formadas com o auxiliar
do.
PRACTICE
A. Put the sentences into the negative and the interrogative .
O presente perfeito é usado para expressar ações num tempo indefinido no
passado.
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PRACTICE
D. Supply the simple past of the present perfect tense.
1. We __________________________ ( find) an answer to the mystery last
week.
2. She ___________________________( study) English for many years.
3. I ____________________ ( kiss ) my girlfriend many times today.
4. Many rockets ________________________ (crash) against the moon
surface last year.
5. That boy ________________________ (find) his little rocket.
6. Those men _________________________(shoot) an elephant.
7. The policeman _____________________(run) after the murderer yesterday.
8. They ______________________ (send) a letter from Japan.
9. I ______________________(be) at the scene of the crime 15 minutes ago.
10.She _____________________(work) in that company since August.
4. PRESENTE PERFEITO – USOS (II)
Observe os exemplos:
Mr. Hook has studied the moon for 30 years.
Mr. Hook has studied the moon since 1950.
Since (desde) indica o início da ação.
For ( por, há, durante) indica a duração da ação.
O presente perfeito é usado também para expressar ações que começaram
no passado e se prolongam até o presente.
PRACTICE
E. Supply since or for.
2. The policeman has run after the burglar _______________ 2 hours.
3. She has worked as a nurse __________________ last year.
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4. Judy and Tom have lice dim Miami _____________ 1978;
5. I have looked for the owner of the restaurant ______________ 15 minutes.
6. He has attracted me ___________________ I was a young girl.
7. They have studied in that school ______________ five years.
8. She has lived in Ireland __________________1999.
9. We have studied mathematics ___________ three hours.
5. PRESENTE PERFEITO – USOS (III)
Observe os exemplos:
They have just tried the new formula.
They have already tried the new formula.
Have they already tried the new formula?
Have they tried the new formula yet?
They haven’t tried the new formula yet.
O presente perfeito é usado também com alguns advérbios.
a) Just ( acabar de) indica ação que acabou de ocorrer e aparece entre o
verbo auxiliar e o verbo principal.
b) already (já) é usado em frases afirmativas e interrogativas e aparece
entre o verbo auxiliar e o verbo principal.
c) yet (já ) é usado nas frases interrogativas, Yet (ainda) é usado nas frases
negativas. Nos dois casos, aparece sempre no final da frase.
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ORGANIZING THE IDEAS IN ENGLISH
ESTRUTURA DAS FRASES EM INGLÊS
Subject + Verb + Objects and/or Other Complements
A estrutura das frases em inglês é muita mais fixa do que no português. Inversões e omissões de sujeito são permitidas no português, inclusive enriquecem a linguagem. Em inglês, a ordem das palavras é, praticamente, fixa. Pouquíssimas inversões são permitidas e o sujeito deve estar sempre presente, ocupando seu lugar na frase. Quando ele não existir, o It ou o there (que não é o lá, apesar de ser escrito da mesma forma) preenchem o espaço do mesmo.
Ao ler em inglês, deve-se ter em mente que:Todas as frases têm um verboO sujeito em inglês é explicito e formado por substantivos, pronomes ou
estruturas nominais (um conjunto formado de substantivo + palavras que possam modifica-lo).
Normalmente as frases têm objetos (diretos/indiretos) e/ou outros complementos como adjuntos adverbiais de tempo, lugar e outros.
Da mesma forma que o sujeito, tanto os adjuntos adverbiais quanto os objetos são formados por substantivos, pronomes ou estruturas nominais.
EXERCISES
3. Marque o sujeito, verbo, objetos e complementos das orações que se seguem.1. This is not a physics textbook
2. This book demonstrates the relevance of basic scientific concepts in a real-world context.
3. It encourages the study of physics.
4. The traditional order of presentation has been reversed in this book in the hope of increasing motivation.
5. It first shows the applications of physics principles in familiar everyday things, such as television, transport, telecommunications, domestic gadgets and health.
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FORMAÇÃO DE PALAVRAS
Para interpretar o significado da palavra através da sua análise deve-se decompor a palavra em pequenas partes, tais como: raiz, prefixo e sufixo. O conhecimento do processo de formação das palavras e o significado dos afixos poderão ajudá-lo a descobrir o significado de muitos vocábulos sem precisar recorrer ao dicionário.
Prefixo é o elemento que vem antes da raiz e altera o significado da palavra. Sufixo é o que vem depois da raiz e geralmente faz com que a palavra mude de
Prefixos que expressam tamanho ou grau:5. SUPER - (acima, mais do que) ex: Superman6. OUT - (fazer alguma coisa mais rápida, etc. do que) ex. outrun.7. SUR - (sobre e acima) ex: surtax8. SUB - (menos, mais baixo do que) ex: subhuman.9. OVER- (demais) overeat10. UNDER - (de menos) ex. underprivileged11. HYPER - (extremamente) ex: hypercritical12. ULTRA - (extremamente e além de) ex. ultra-violet13. MINI - (pouco) ex: miniskirt
Prefixos locatives:6. SUPER - (sobre) ex: superstructure7. SUB - (abaixo, em grau inferior) ex. subconscious.8. INTER - (entre) ex: international9. TRANS - (através de, de um lugar para outro) ex. transplant.
Prefixos de tempo e ordem:11. FORE - (antes) ex: foretell12. PRE -(antes) ex: pre-marital13. POST -(depois) ex: post-classical14. EX - (anterior) ex: ex-husband15. RE - (novamente, de volta) ex: re-evaluate,review
FORMAM VERBOS: 6. -IFY, -IZE (-ISE), -EN: - exs.: simplify, realize, darken.7. -ED - (formam o passado regular): ex.: prepared
FORMAM ADVÉRBIOS
-LY (equivale a -MENTE em Português). Exs.: loudly, quickly-WARD(S) (movimento, direção). Exs.: backward(s), upward(s).
FORMAM ADJETTVOS-ABLE, -IBLE (capaz de, com característica de). – Exs.: comfortable, responsible.-ISH (pertencente a, parecido com) - Exs.: spanish. -LESS (sem, com falta de).- Exs.: useless. -OUS [-EOUS, -IOUS] (caracterizado por).- Exs.: virtuous, courteous, vivacious.-IC' AL [-IAL, -ICAL] (relativo a) - Exs.: heroic, criminal, editorial, musical.-IVE [-ATIVE, -ITIVE] - (exprimem gradação ou não gradação). Exs.: attractive
affirmative, sensitive, creative.
Important hint
Um recurso bastante útil para a abordagem de textos em inglês é o dicionário bilingue. Contudo,
ao procurar uma palavra no dicionário, há algo que você deve ter sempre em mente. Como nós
vimos, muitas palavras são formadas por prefixos. Portanto, se você procurar uma palavra como
hopelessness, você não deverá encontrá-la, encontrará hope, e, como você já conhece os
sufixos –less e –ness, advinhará rapidamente o significado de hopelessness.
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EXERCISES
1. Complete the chart with the correct noun. Underline words will help you.
CLUES NOUN
1 He takes photographs
2 He plays guitar
3 It washes dishes
4 The state of being able to do something
5 The relationship you have with your friend
6 The designs roads, bridges and machines
7 He writes for a newspaper
8 He acts in films and plays
9 The thing we make when we build
10 The quality of being important
11 The period when you are a child
12 The feeling of being excited
13 The state of being happy
14 Knowledge you get a school or college
15 The act of dividing something
16 Entering a place, or the cost of entering
17 The thing we open tins with
18 He is forced to seek refuge in a new
country
19 Something we do when we are active
20 The state of fact of being great
MAIN POINT COMPREHENSIONREADING STRATEGY – KEY WORDS
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Palavras - chave são aquelas que estão diretamente relacionadas com o assunto do texto e que, muitas vezes, aparecem mais de uma vez. Portanto, a localização das palavras – chave nos remete, imediatamente, ao assunto do texto. É importante que esse saiba o sentido dessas palavras, pois delas depende a reconstrução do texto.
WH-QUESTIONS
How – Como
What - o quê
When – quando
Where - Onde
Who - Quem
Which – O qual, as quais, os quais ou quais
Whose – de quem
Why - porque
Whatever – o que quer que – ou seja lá o que
USO DO DICIONÁRIO
Os leitores em língua estrangeira algumas vezes sentem a necessidade de recorrer ao dicionário em busca de informações que possam ajudá-los na compreensão de determinadas palavras, expressões ou frases. Porém, antes de dar início a essa tarefa, observe as dicas a seguir.
Um bom dicionário é aquele que pode fornecer todas as informações necessárias ao leitor durante o seu processo de leitura de textos em língua estrangeira. Quais seriam essas informações?
ear [i] s. ouvido m.; orelha f.; audição f. to be all s prestar toda a atenção. an for music um ouvido para música. to come to s. o. ‘s chegar ao conhecimento de alguém.
ear [i] noun 1 part of the head by means of which we hear, or its external part only: Her new hair-style covers her ears. ouvido, orelha2 the sense or powe of hearing especially the ability to hear the difference between sounds: sharp ears; She has a good ear for music. ouvido
go in one ear and out the other not to make any lasting impression: I keep telling that child to work harder but my words go in one ear and out the other: entrar por um ouvido e sair pelo outro
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play by ear to play (music) without looking at and with-out having memorized printed music. tocar de ouvido. up to one’s ears (in) deeply involved (in): I’m up to my ear in work – até as orelhas.
Fonte: Password, K. Dictionary for Speakers of Portuguese, New Edition, Martins Fontes, 2001.
Como vocês podem perceber, podemos encontrar as seguintes informações:A representação fonética: [i]A classe gramatical: substantivoAbreviaturas: s.: m. : f.O significado das palavras: ouvido: orelha: audição.Expressões idiomáticas: to be all ears, na ear for music, etc.
1. Com base nestes verbetes responda:– Quantos significados ear pode ter como substantivo?
_____________________________– Qual é a primeira expressão mencionada?
_____________________________________- Ache o significado de play by ear.
____________________________________________
Estas informações variam de um dicionário para outro. Dependendo da situação, um dicionário de bolso pode ser útil. Na grande maioria dos casos, entretanto, torna-se indispensável a utilização de um dicionário maior, mais completo, onde é possível encontrar especificidade da língua em questão. No caso da língua inglesa por exemplo, o uso de phrasal verbs, idioms, slang, etc.Lembre-se também que o contexto é que irá indicar a adequada interpretação do vocábulo, pois, dependendo da situação, este vocábulo poderá adquirir um novo significado.
Observe os seguintes exemplos: – Tenho que limpar as velas do carro.– Ela apagou as velas.– O marinheiro levantou as velas do barco.
O mesmo ocorre com a Língua Inglesa.
3. Observe as seguintes sentenças e dê a tradução mais adequada para os vocábulos em negrito:
– I need the keys to open the door. __________________________________________________
– Press any key to enter the program. __________________________________________________
– I have to save money to buy a new car. __________________________________________________
– Don’t forget to save the file before turning off the computer. __________________________________________________
4. Agora que vocês já sabem como utilizar o seu dicionário, procure uma tradução apropriada para as seguintes sentenças: (Não se esqueça do contexto)
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a) Van Gogh cut off part of one of his ears after a quarrel. _____________________________________________________________________B) She’s never had much of an ear for languages. _____________________________________________________________________c) - I’m afraid I won’t be able to help you – I’m up to my ears in work. _____________________________________________________________________d) He loves playing football. ____________________________________________________
e) The school football team has been practising new offensive plays all week. _____________________________________________________________________f) In the film version, Kenneth Branagh played the hero. _____________________________________________________________________g) Miguel Falabella wrote several well-know plays. _____________________________________________________________________h) They broke a window to get into the house. _____________________________________________________________________i) She really broke her mother’s heart when she left home. _____________________________________________________________________
j) Shall we have a breaknow?____________________________________________
k) Give me a break! _____________________________________________________
IRREGULAR VERBS
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Base Past Past Portuguese Form Tense Participle Translation ------- ------- --------------- ------------------- arise arose arisen surgir, erguer-se awake awoke awoken despertar be was, were been ser, estar bear bore borne suportar, ser portador de beat beat beaten bater become became become tornar-se befall befell befallen acontecer beget begot begotten, begot procriar, gerar begin began begun começar behold beheld beheld contemplar bend bent bent curvar bet bet bet apostar bid bid bid oferecer, fazer uma oferta bind bound bound unir, encadernar, obrigar-se bite bit bitten morder bleed bled bled sangrar, ter hemorragia blow blew blown assoprar, explodir break broke broken quebrar breed bred bred procriar, reproduzir bring brought brought trazer broadcast broadcast broadcast irradiar, transmitir build built built construir buy bought bought comprar cast cast cast atirar, deitar catch caught caught pegar, capturar choose chose chosen escolher cling clung clung aderir, segurar-se come came come vir cost cost cost custar creep crept crept rastejar cut cut cut cortar deal dealt dealt negociar, tratar dig dug dug cavocar do did done fazer ** draw drew drawn tracionar, desenhar ** drink drank drunk beber drive drove driven dirigir, ir de carro eat ate eaten comer fall fell fallen cair feed fed fed alimentar feel felt felt sentir, sentir-se fight fought fought lutar find found found achar, encontrar flee fled fled fugir, escapar
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fling flung flung arremessar fly flew flown voar, pilotar forbid forbade forbidden proibir forget forgot forgot, forgotten esquecer forgive forgave forgiven perdoar freeze froze frozen congelar, paralisar get got gotten, got obter ** give gave given dar go went gone ir grind ground ground moer grow grew grown crescer, cultivar have had had ter, beber, comer hear heard heard ouvir hide hid hidden, hid esconder hit hit hit bater hold held held segurar hurt hurt hurt machucar keep kept kept guardar, manter know knew known saber, conhecer lay laid laid colocar em posição horizontal, assentar lead led led liderar leave left left deixar, partir lend lent lent dar emprestado let let let deixar, alugar lie lay lain deitar lose lost lost perder, extraviar make made made fazer, fabricar ** mean meant meant significar, querer dizer meet met met encontrar, conhecer overcome overcame overcome superar overtake overtook overtaken alcançar, surpreender pay paid paid pagar put put put colocar quit quit quit abandonar read read read ler ride rode ridden andar ring rang rung tocar (campainha, etc.) rise rose risen subir, erguer-se run ran run correr, concorrer, dirigir saw sawed sawn serrar say said said dizer see saw seen ver seek sought sought procurar obter, objetivar sell sold sold vender send sent sent mandar set set set pôr em determinada condição, marcar, ajustar ** shake shook shaken sacudir, tremer shed shed shed soltar, deixar cair **
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shine shone shone brilhar, reluzir shoot shot shot atirar, alvejar show showed shown mostrar, exibir shrink shrank shrunk encolher, contrair shut shut shut fechar, cerrar sing sang sung cantar sink sank sunk afundar, submergir sit sat sat sentar slay slew slain matar, assassinar sleep slept slept dormir slide slid slid deslizar, escorregar sling slung slung atirar, arremessar speak spoke spoken falar spend spent spent gastar spin spun spun fiar, rodopiar spit spit, spat spit, spat cuspir spread spread spread espalhar spring sprang sprung fazer saltar stand stood stood parar de pé, agüentar steal stole stolen roubar stick stuck stuck cravar, fincar, enfiar sting stung stung picar (inseto) stink stank stunk cheirar mal strike struck struck golpear, desferir, atacar string strung strung encordoar, amarrar strive strove striven esforçar-se, lutar swear swore sworn jurar, prometer, assegurar sweep swept swept varrer swim swam swum nadar swing swung swung balançar, alternar take took taken tomar ** teach taught taught ensinar, dar aula tear tore torn rasgar, despedaçar tell told told contar think thought thought pensar throw threw thrown atirar, arremessar tread trod trodden pisar, trilhar undergo underwent undergone submeter-se a, suportar understand understood understood entender uphold upheld upheld sustentar, apoiar, defender wear wore worn vestir, usar, gastar win won won vencer, ganhar wind wound wound enrolar, rodar, dar corda write wrote written escrever, redigir