Curso Completo de Inglês para Concursos

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CIP-BRASIL. CATALOGAÇÃO-NA-FONTE
SINDICATO NACIONAL DOS EDITORES DE LIVROS, RJ 
P489c Pereira, Carlos Augusto, 1947- 
Curso completo de inglês para concurso / Carlos Augusto Pereira.
– 1. ed. – Rio de Janeiro: Elsevier, 2013. 
480 p.; (Provas e Concursos) 
ISBN 978-85-352-7482-0 
1. Língua inglesa – Problemas, questões, exercícios. 2. Serviço
público – Brasil – Concursos. I. Título. II. Série. 
13-04576 CDD: 428.24 
CDU: 811.111’36’243 
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Acknowledgments 
Agradecimentos 
To begin with, I must express my most sincere thanks to Prof. Sylvio Motta, for his words of advice. Prof. Sylvio
made me realize that there should be another book to go together with 1000 QUESTÕES – com gabarito
comentado (also published by Campus/Elsevier). His support has been simply priceless indeed. 
Em primeiro lugar, quero expressar meus agradecimentos sinceros ao Prof. Sylvio Mota por seus conselhos. O Prof.
Sylvio fez-me perceber que deveria haver um livro para acompanhar o 1000 QUESTÕES com gabarito comentado
(também publicado pela Campus/Elsevier). Seu apoio foi inestimável por certo. 
As always, let me thank all my students for their suggestions. Working with so many single-minded candidates in
their pursuit of a good job has given me extra strength to carry on with this project. I hope this book can make
your task a little easier. 
Como sempre, agradeço as sugestões de meus alunos. Trabalhar com tantos candidatos determinados na busca de
um trabalho condizente deu-me forças para levar adiante este projeto. Espero que este livro possa facilitar sua
tarefa um pouco. 
I dedicate this book to Daisinha (in memoriam), to my wife Beth, my kids Cristiane, Nando, Orlando and Letícia. 
À Daisinha (in memoriam), a minha esposa Beth, a meus filhos Cristiane, Nando, Orlando e Letícia. 
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Notas sobre o Autor 
Carlos Augusto Pereira nasceu em Belém do Pará (20/05/1947). Reside no Rio de Janeiro desde os dois anos de
idade. É, portanto, ‘parioca’ na definição bem-humorada de alguns de seus alunos. Estudou inglês no IBEU –
Instituto Brasil Estados Unidos, e no Colégio Marista São José, onde realizou a maior parte de seus estudos de nível
secundário. Iniciou sua carreira de professor de língua inglesa no próprio IBEU, em 1969. 
A partir do ano de 1978 especializou-se na preparação de grupos de candidatos ao exame de proficiência em inglês
da Universidade de Michigan e de TOEFL ® (Test of English as a Foreign Language), tanto em turmas de ‘Pre-Test’
no IBEU quanto particularmente. 
Ao longo de sua carreira, orgulha-se de ter ensinado no Colégio Marista São José – Externato, em Colégios da
Secretaria Municipal de Educação (Escola Teodoro da Silva, Escola Barão Homem de Melo ), no Curso Pré-Vestibular
Integral (anterior à formação do grupo GPI), no Colégio Wakigawa e no Colégio Bahiense. 
Após sua aprovação no concurso para ingresso na carreira de Auditor da Receita Federal, classificado em 15° lugar
em âmbito nacional, participou da preparação de candidatos para concursos públicos, inclusive os da própria
Receita Federal. 
Na Brown Scavarda Consultoria, dedicou-se ao ensino de inglês para executivos em várias empresas multinacionais
e à preparação de candidatos aos diversos concursos públicos em nosso país. Integra também o corpo docente de
diversos cursos preparatórios para concursos no Rio de Janeiro. 
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Abbreviations Used In This Book 
adj. = adjective adv. = adverb 
aux. = auxiliary conj. = conjunction 
compl. = complement e.g. = for example (Latin: exempli gratia) 
fml. = formal i.e. = that is to say (Latin: id est) 
Inf. = infinitive 
infml. = informal n. = noun 
prep. = preposition NB = please note (Latin: nota bene) 
pres. = present part. = participle 
pp = past participle pt = past tense 
PV = passive voice AV = active voice 
pron. = pronoun sby. = somebody 
sth. = something v. = verb 
r.v. = regular verb i.v. = irregular verb 
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About This New Edition 
Sobre esta nova edição 
CURSO COMPLETO DE INGLÊS PARA CONCURSOS se destina ao candidato ou candidata que deseje consolidar seus
conhecimentos dos pontos básicos de grammar & usage, vinculados a textos ingleses, bem como a permitir your
vocabulary Build-Up, ou seja, a construção do seu vocabulário. Assim, com o auxílio de corretas estratégias de
leitura, os candidatos serão capazes de conseguir ler textos de prova com mais fluência, bem como responder a
questões de interpretação formuladas a respeito dos English texts. 
Várias das atividades e exercícios propostos aqui já foram testados em sala de aula à exaustão. Há uma frase de
Einstein que eu acho simplesmente genial que diz assim: “Insanidade é fazer as mesmas coisas sem parar
esperando resultados diferentes.” Genial, mil vezes, genial! Minhas aulas hoje em dia não são iguais àquelas que eu
dava há dez anos, você também deve procurar buscar novas formas de estudo para que se acoplem às que vêm
dando certo. 
Não é minha intenção, neste livro, dar ênfase ao chamado jargão técnico – economês, tributes, informatês, ou,
ainda ao jargão do petróleo ou a qualquer área semântica específica. Um ou outro texto poderá versar sobre um
tema mais técnico, apenas. Aqueles que desejarem encontrarão este tipo de material em outro livro meu voltado
para as áreas bancária, econômica e fiscal. Primordialmente, CURSO COMPLETO DE INGLÊS PARA CONCURSOS
visa a ajudar você a desenvolver suas recognition skills, desde as estruturas mais básicas até chegarmos àquelas
mais complexas nas últimas unidades. 
Unit Structure 
Em cada unidade de estudo você tem ou um tempo verbal apresentado de forma objetiva ou um tópico de
grammar & usage que lhe permita melhorar suas recognition skills. Através do conhecimento das principais
estruturas gramaticais, através do estudo de vocabulary items – muitas vezes referentes a holidays – através
da prática de collocations e através da familiarização com diversas estratégias de leitura, acreditamos que sua
tarefa de interpretar textos originais em inglês venha a ser facilitada. 
Analysis of Texts 
Em todas as units, analiso um ou mais textos originais, enfatizando sempre os pontos básicos no estudo do Inglês
para Concursos. Em todos os meus cursos sempre dou prioridade aos seguintes basic topics: 
A. Function Words & Content Words 
Esta distinção básica, que costumo chamar de ‘divisor de ‘águas’ no estudo do inglês, permitrá a você desde o início
nortear seu estudo de grammar& vocabulary. As function words, como o próprio nome indica, são as
palavras que executam uma função qualquer na frase; for example: I, You, He, She, It, We, They), the
personal pronouns com a função de sujeito sem os quais você não conjuga os verbos em inglês. As content
words são as palavras de que se vale um autor para expressar emoções, sentimentos, para descrever objetos, etc.
É aqui que você, candidato ou candidata, tem obrigatoriamente de ser seletivo e concentrar-se naqueles
vocabulary items que estejam direcionados a uma determinada área semântica de maior interesse seu. 
B. Regular and Irregular Verbs 
A imensa maioria dos verbos ingleses é regular, com a terminação característica –ED no past tense & past
participle. Porém, é preciso que você saiba as três formas (infinitive, past tense, past participle) dos
principais irregular verbs, por uma razão muito simples: na hora da prova, com a pressão do tempo exíguo e tudo
o mais, não se pode titubear, ou seja, fail to recognize, uma forma de passado e não conseguir associá-la com o
infinitivo do verbo. For example, suponhamos que o texto apresente a forma ‘sought’. De que adiantará ter
estudado assim: to seek (procurar)? Discipline-se para estudar sempre as três formas desses irregular verbs da
seguinte forma to seek (sought, sought) – procurar. Sempre aviso aos meus alunos e alunas: essas formas
verbais devem funcionar como música para seus ouvidos. Você pode se valer de qualquer ajuda mnemônica, mas
não deixe de memorizar os principais irregular verbs. 
C. True And False Cognates 
Durante anos da minha carreira superenfatizei o estudo dos false cognates. Não que seja inócuo o seu estudo.
Palavras como o verbo to pretend, que, apesar de toda a semelhança, não significa pretender, e, sim, ‘fingir’ e
vários outros exemplos bem o demonstram. No entanto, acontece que os true cognates são muito mais
numerosos. São palavras que em virtude da raiz latina ou grega das palavras originárias se transformaram em
transparent words, ou seja, palavras transparentes. Algumas apresentam grafia idêntica ao português, caso de
crime (crime), muito embora a pronúncia possa variar; outras têm com grafia não idêntica como different
(diferente), cujo reconhecimento continua sendo muito fácil; ainda outras, como activity (atividade), têm seu
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(diferente), cujo reconhecimento continua sendo muito fácil; ainda outras, como activity (atividade), têm seu
reconhecimento facilitado pelo estudo do sufixo –ITY, que geralmente forma nouns (substantivos) em inglês que
correspondem a vocábulos em português terminados em –DADE. 
D. Discourse Markers 
Não há um curso em que não enfatize as palavras marcadoras do discurso. Discourse markers são utilizadas pelo
autor para passar de uma frase do texto a outra, ou mesmo, de um parágrafo a outro. Centenas de questões de
concursos públicos são calcadas neste assunto. Elas podem se tornar ponto ganho para qualquer candidato ou
candidata que as estude com dedicação e critério. Não cometa o erro de tentar decorar esta listagem das main
discourse markers sem vinculação a um texto. Você deve ir da sua leitura para o grupo das marcadoras do
discurso com característica semelhante até que esteja familiarizado com elas. 
E. Verb Tenses 
Neste meu trabalho, particularmente, enfatizo os tempos verbais ingleses. Os verb tenses vão se sucedendo,
desde os campeões de incidência como present simple, past simple, future simple & present perfect até
aqueles que aparecem com menor frequência nos textos. Há vários exercícios para ajudar você a reconhecer essas
principais construções verbais. 
Após o estudo dos verb tenses, apresento tópicos mais avançados como passive voice, if-clauses, pois esses
tópicos são totalmente dependentes do bom conhecimento dos verb tenses essenciais. 
F. Modal Verbs 
Os modal verbs são auxiliares especiais. Observe que verbos such as: can, could, may, might, must, will,
would, shall, should, ought to não possuem significado se considerados isoladamente. Por exemplo: You must
hard não passa de um fragmento sem sentido. No entanto, You must study hard (Você tem de estudar
arduamente) faz todo o sentido. Na sua tarefa maior de desenvolver suas recognition skills (habilidades de
reconhecimento), esses verbos cumprem papel de destaque. Procuremos estudá-los e praticá-los com frequência
em nosso curso. Você verá que o estudo desses modal verbs lhe renderá bons lucros, I guarantee. 
G. Phrasal Verbs 
Oftentimes, examinadores das principais bancas elaboram questões sobre phrasal verbs. O estudo desses
verbos seguidos de partícula adverbial irá demandar dedicação de sua parte. É impossível saber todos os phrasal
verbs do inglês, uma vez que existem dicionários volumosos sobre este assunto; porém, continuo sempre
insistindo, você precisa estudar os principais. Desde cedo no meu curso de inglês percebi que não iria longe se não
soubesse esses verbos. Resolvi o meu problema procurando fazer a associação entre um phrasal verb & a one-
word synonym, usando uma transparent word sempre que possível. Descubra a sua maneira de melhor
estudá-los. 
H. Affixes (Prefixes & Suffixes) 
O conhecimento dos principais prefixes & suffixes é de fundamental importância. Às vezes, ocorre uma evidente
correspondência com vocábulos na nossa língua. É o caso dos adjetivos terminados em –ABLE or –IBLE, que,
geralmente, correspondem a palavras terminadas em ável, ével, ível com acento em português. For example,
admirable (admirável); responsible (responsável), horrible (horrível), indelible (indelével). 
Com relação a esse tópico, é examente aqui que sua capacidade de associação e generalização se faz mais valiosa.
Candidatos e candidatas a concursos públicos são adultos que já estudaram, às vezes em mais de um curso regular
durante sua adolescência, com um conhecimento sólido do nosso português; portanto, capazes de aproveitar esse
estudo, com o consequente enriquecimento do seu English vocabulary. 
I. Collocation & Idiomatic Expressions 
Estudam-se as chamadas idiomatic expressions, pois estão presentes na maioria dos textos de provas. Todavia,
chamo sua atenção para o estudo de collocation. In a nutshell, ou seja, resumidamente, collocations são
blocos de palavras que aparecem combinados, usados correntemente pelos native speakers. Broadly speaking,
prepositions que se seguem a nouns, adjectives, and verbs são collocations, for example: the need for (a
necessidade de), worthy of (merecedor de), insist on (insistir em). Igualmente, the proverbs – de cujo estudo
eu gosto tanto – também cabem nesta definição. Até mesmo os phrasal verbs se encaixam nesta definição
abrangente. However, não será nestes blocos de palavras que recairá a ênfase do nosso estudo mas, sim, em:
verb + noun: make money (ganhar dinheiro); do business (fazer negócios), have an insight (ter uma ideia,
um lampejo); Adjective + noun: tricky question (questão capciosa), heavy accent (forte sotaque); adverb +
verb: strongly recommend (recomendar entusiasticamente), hardly recognize (mal reconhecer); verb +
adverb: speak fluently (falar fluentemente); talk freely (falar livremente); noun+of +noun: a flash of
insight (um lampejo, uma ideia repentina); in the dead of night (na calada da noite) ... 
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Vocabulary Build-Up 
Em cada unidade encontram-se texts originais de várias fontes, sem necessariamente focar numa área semântica
específica, como mencionei anteriormente. Dê particular atenção aos mini texts, sobre os quais proponho
exercícios. Em geral, são textos curtos com lacunas – de onde retiro 5 ou 6 palavras, no máximo, para verificar se
você é capaz de preenchê-las lógica e corretamente. It works, I assure you! 
Picture Tests 
Em todas as units, proponho questões baseadas em gravuras, sempre no traço magistral do meu amigo Adail.
These Picture Tests têm a finalidade de testar esse ou aquele ponto de grammar or usage, de forma
descontraída e leve, lembrando que vocês não são machines, que é bom relax for a while. 
Exercise SectionHá diversos tipos de exercícios nesta seção para permitir que você pratique os principais pontos de Grammar,
Structure & Use of English. Procure sempre traduzir as frases, se possível sem auxílio de dicionário, e confronte
seu trabalho com o meu na seção de respostas e comentários. 
Quem estiver bastante ‘enferrujado’ poderá se valer das lições básicas de gramática e estrutura da língua inglesa
constantes do meu livro Inglês Essencial para Concursos, da Campus Elsevier. Com ele, meus alunos dizem que
passaram a ter um guia básico, uma espécie de trampolim para estudos mais aprofundados. É nele que são
apresentados detalhadamente os dez tópicos que todo candidato ou candidata a concursos no Brasil precisa saber. 
Mock Tests (Exames Simulados) 
Finally, como não acredito em estudo de inglês sem um tipo qualquer de avaliação, proponho exames simulados
ao final de cada unidade de estudo. Antes dos Mock Tests, muitas vezes proponho um vocabulary pre-test, em
geral questões de múltipla escolha, ou True or False items. Nesses testes simulados, em geral, sobre o assunto
predominante na unidade, busco familiarizar você com o estilo de questões formuladas pelas principais bancas do
país. Sugiro, assim, que você somente se aventure nesta seção após o estudo da respectiva unidade. Keep on
studying, guys. Never give up. 
Answers & Comments 
Apresento as respostas, traduções e comments logo após cada uma das unidades (atendendo, assim, a uma
solicitação antiga de vários alunos e alunas). As respostas e comentários têm o objetivo de permitir que você
confira seu trabalho e efetue eventuais correções sem perda de tempo. 
Best wishes 
Prof. Carlos Augusto 
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Sumário 
Capa 
Folha de Rosto 
Cadastro 
Créditos 
Acknowledgments – Agradecimentos 
Notas sobre o Autor 
Abbreviations Used In This Book – Abreviaturas Usadas no Livro 
About This New Edition – Sobre esta nova edição 
Unit 1 
Unit 2 
Unit 3 
Unit 4 
Unit 5 
Unit 6 
Unit 7 
Unit 8 
Unit 9 
Unit 10 
Unit 11 
Unit 12 
Unit 13 
Unit 14 
Unit 15 
Unit 16 
Unit 17 
Unit 18 
Unit 19 
Unit 20 
Bibliography – Bibliografia 
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Unit 1 
Text 1: How to do well in Exams 
• Before an exam, revision is very important. The reason is that when you 
get nearer to the exam, it’s easier to remember important information. But 
don’t do too much; sleep, exercise, and relaxation are also important. 
• On the day of the exam, have a good breakfast, and pack two of everything 
5 you need; two pens, two pencils, two rubbers, etc. Arrive at the exam room in 
good time, but not too early, because seeing other people looking nervous 
can make you feel more nervous. 
• In the exam room, sit down, close your eyes, breathe deeply, and try to 
relax. 
10 • When you look at the test paper, spend a short time reading all the 
instructions and questions. Decide how much time you want to spend 
answering each question. 
• Answer your best question first, because this will give you more 
confidence. Always make a plan of the important points before you write 
15 your complete answer. 
• It’s a good idea to finish ten minutes before the end of the exam, to give 
you time to go back and check your answers. 
• Remember to write clearly. 
• Don’t look at the people around you, or at the clock. If you need 
20 something to look at, choose something in the room, such as the window. 
• When you finish the exam, don’t wait around afterwards to talk about 
it. Go away and have a rest, and then prepare for your next exam. [From: 
GAIRNS, R. & REDMAN, S. Natural English. OUP, 2005] 
Imperative In Texts 
TASK: Leia o texto acima do VEST 2005 / ACAFE (Associação Catarinense das Fundações Educacionais). Escreva
o maior número de exemplos de verbos no IMPERATIVE, tanto afirmativo quanto negativo, que conseguir: 
First Things First 
MARKED & UNMARKED INFINITIVES 
a) Marked Infinitive 
The marked infinitive is the infinitive with the particle ‘to’ 
O infinitivo marcado é o infinitivo com a partícula ‘to’. 
to be ser, estar 
to have ter, possuir 
to study estudar 
to learn aprender 
to teach ensinar 
b) Unmarked Infinitive 
The unmarked infinitive is the infinitive without the particle ‘to’. 
O infinitivo não marcado é o infinitivo sem a partícula ‘to’ . 
begin começar 
happen acontecer 
speak falar 
love amar 
test testar 
The Imperative Mood 
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The infinitive without the particle ‘to’ is used to form the imperative in English. Translate the following examples. 
O infinitivo sem a partícula ‘to’ é usado para formar o imperativo dos verbos em inglês. Traduza os seguintes
exemplos. 
See your dentist tomorrow 
Learn these sentences by heart 
Write to our info service 
Choose the best answer 
Be the first to know 
Use ‘don’t’ before the unmarked infinitive to form the imperative negative. Translate the following examples. 
Use ‘don’t’ antes do infinitivo sem a partícula ‘to’ para formar o imperativo negativo. Traduza os seguintes
exemplos. 
Don’t be late for school. 
Don’t write a long letter. 
Don’t drive if you drink. 
Don’t worry, be happy! 
Don’t turn on the light. 
Usamos o imperativo não só para dar ordens, mas também para recomendar alguma coisa, para dar instruções,
para fazer solicitações. Com a palavra please você pode suavizar sua recomendação, conselho etc., e com a
utilização de do você poderá adicionar a ideia de ênfase. Veja outros exemplos. 
Open your books, please. 
Be good, please. 
Don’t smoke, please. 
Do come to visit us. 
Do study these lessons. 
Do make suggestions. 
Existe ainda outra forma suavizada com Let’s (Let us), seguida do unmarked infinitive, correspondente à
primeira pessoa do plural, usada para fazer um convite, uma solicitação. Translate the following examples. 
Let’s go to the theater tonight. 
Let’s not disturb the cat. 
Let’s stay home for a change. 
Analysis of Text 1 
Na difícil tarefa de responder as questões propostas pelos examinadores, estou convencido de que os candidatos
têm mais problemas em superar a barreira léxica do que a barreira gramatical. O text 1, especialmente escolhido
para provar este ponto, é um exemplo disto. Após fazer o skimming fica evidente que o texto está repleto de
estruturas no imperative – afirmativo e negativo, restando, então a barreira do vocabulário a ser transposta. 
To begin with, para estudar vocabulário em inglês é fundamental distinguir entre function words e content
words. 
I. FUNCTION WORDS 
São palavras como pronomes, adjetivos, conjunções, preposições, advérbios, ... que exercem uma função na frase,
seja de sujeito, complemento verbal, ou de meros marcadores do discurso. 
From the text ‘How to do well in exams’ 
how, before, in, an, a, very, the, that, when, you, to, but, don’t, too, much, also, of, and, at, on, not, because,
other, can, more, down, your, all, each, will, always, best, first, this, will, it, ten, back, around, or, if, such, as,
afterwards, about, away, then, for … 
II. O QUE SÃO ‘CONTENT WORDS’? 
São as palavras de que nos utilizamos para designar ações, objetos, emoções. Obviamente formam um grupo muito
mais numeroso do que aquele das function words. 
From the text ‘How to do well in exams’ 
exams, important, reason, remember, information, sleep, exercise, relaxation, day, have, good, breakfast, pack,
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exams, important, reason, remember, information, sleep, exercise, relaxation, day, have, good, breakfast, pack,
need, pens, pencils, rubbers, arrive, room, time, early, seeing, people, looking, nervous, make, feel, sit, close, eyes,
breathe, deeply, try, relax,took, test, paper, spend, short, reading, instructions, questions, decide, want,
answering, question, answer, give, confidence, plan, points, write, complete, idea, finish, minutes, end, clearly,
clock, something, window, wait, talk, go, rest, prepare … 
Word Formation 
The suffix –LY 
From text 1: 
breathe deeply (respire profundamente) 
write clearly (escreva claramente) 
Outra forma eficaz de aumentar seu vocabulário em inglês é através do estudo dos principais prefixes and
suffixes. 
Nos dois exemplos acima retirados do texto 1, o sufixo –LY é acrescentado a adjetivos para formação de
advérbios. Geralmente sua tradução em português vai corresponder à terminação – mente. Eis mais alguns
exemplos: 
Drive slowly (dirija devagar / vagarosamente) 
Finish quickly (termine rapidamente) 
Attention! Nem todas as palavras terminadas em –LY são advérbios. Você deve ter cuidado com os adjetivos
terminados em –LY. É óbvio que seu conhecimento de gramática ajuda e muito aqui. Basta lembrar que a posição
normal do adjetivo em inglês é antes de um substantivo. Veja estes exemplos: 
A deadly weapon (uma arma mortal) 
A lovely girl (uma garota adorável) 
An hourly session (uma sessão de uma hora) 
Grammar Tips 
a) Pronoun Forms 
Subject Object 
I me 
You you 
He him 
She her 
It it 
We us 
You you 
They them 
b) Possessive Adjectives / Pronouns 
Adjectives Pronouns 
my mine 
your yours 
his his 
her hers 
its -x- 
our ours 
your yours 
their theirs 
Só há uma forma de adjetivo ou pronome possessivo para ser usada diante de uma palavra masculina, feminina
singular ou plural. Daí o adjetivo my, por exemplo, poderá ser traduzido por meu, meus, minha, minhas. 
c) The Demonstrative Pronouns 
No caso dos demonstrative pronouns, basta lembrar do seguinte: 
14
Demonstrative Pronouns Tradução 
This (este / esta) That (aquele/ aquela) 
These (estes / estas) Those (aqueles / aquelas) 
Atenção! Os pronomes demonstrativos são imprescindíveis porque são frequentemente objeto de questões
versando sobre reference elaboradas por diversas bancas examinadoras em vários concursos públicos no país. 
d) The Definite and Indefinite Articles 
Com um tópico de gramática como artigos – definido e indefinidos – alguns compêndios de gramática avançada
dedicam várias páginas a esse assunto. In a nutshell, na maioria dos casos bastará ao candidato saber o
seguinte: 
Artigos Tradução 
Definite definido the o, a, os, as 
Indefinite indefinidos a, an um, uma, uns, umas 
The Study of True Cognates 
Por que começar pelo estudo dos verdadeiros cognatos? 
Devido ao grande número de palavras em inglês cuja raiz latina ou grega nos ajuda no reconhecimento de seu
significado. Alguns as chamam de transparent words, palavras transparentes. Embora a pronúncia em inglês seja
um pouco ou bastante diferente, a semelhança ortográfica pode ser: 
a) total: cultural, motor, classes, original, lunar, integral, crime, solar, chocolate, altar ... 
b) grande: different, justice, sofa, firm, participant, except, tribute, idea, ignorante, ... 
c) menor: decades, legislation, nationality, television, longevity, refugee, participate, ... 
Mesmo neste último caso, com um pouco de conhecimento da formação das palavras (estudo de prefixos e
sufixos, por exemplo) pode-se chegar facilmente ao significado correto. 
Vamos utilizar o text 1, uma vez mais, para comprovação do exposto acima. 
TASK: Marque os verdadeiros cognatos – as palavras muito parecidas com as equivalentes em português. Inclua
também numerais e quaisquer outros sinais pictográficos ($,1st,%,@, etc.), mas não marque [mesmo que sejam
parte do seu vocabulário] palavras como in, the, and, as, etc. 
Text 1: How to do well in exams 
• Before an exam, revision is very important. The reason is that when you get nearer to the exam, it’s easier
to remember important information. But don’t do too much; sleep, exercise, and relaxation are also
important. 
• On the day of the exam, have a good breakfast, and pack two of everything you need; two pens, two pencils,
two rubbers, etc. Arrive at the exam room in good time, but not too early, because seeing other people looking
nervous can make you feel more nervous. 
• In the exam room, sit down, close your eyes, breathe deeply, and try to relax. 
• When you look at the test paper, spend a short time reading all the instructions and questions. Decide how
much time you want to spend answering each question. 
• Answer your best question first, because this will give you more confidence. Always make a plan of the
important points before you write your complete answer. 
• It’s a good idea to finish ten minutes before the end of the exam, to give you time to go back and check your
answers. 
• Remember to write clearly. 
• Don’t look at the people around you, or at the clock. If you need something to look at, choose something in the
room, such as the window. 
• When you finish the exam, don’t wait around afterwards to talk about it. Go away and have a rest, and then
prepare for your next exam. 
15
O que você observou? 
Num texto de aproximadamente 250 palavras você provavelmente conseguiu marcar cerca de 20% das palavras e
sinais do texto. Pode ter acontecido de você não ter marcado uma palavra como ‘nervous’, por exemplo, mas
assim que tivermos estudado os prefixos e sufixos principais você se sentirá seguro para reconhecer palavras
semelhantes. Segundo os linguists, cerca de 20 a 30% das palavras de um texto podem ser verdadeiros
cognatos, às vezes mais se o texto for muito técnico. 
REMINDER 
Lembrete 
Bem sei que na hora da sua prova não haverá tempo para executar uma task semelhante a essa, assim com
detalhes. Se perder tempo sublinhando os true cognates no seu texto de prova, o tempo terá expirado e você
ainda estará procurando por transparent words. Por que lhe aconselho, então, a buscar os true cognates nos
diversos textos desta obra, sempre que possível? Porque tal qual um leitor ótico dos preços nos supermercados,
seus olhos estarão treinados para recognize words & phrases que associadas com outras não tão transparent
lhe farão ler com maior fluência. 
What About The False Cognates? 
Sem dúvida é importante destacar essas palavras que parecem com outras em português mas cujo significado é
diferente e traiçoeiro, principalmente quando se está lendo um texto na hora de uma prova com pressão de tempo
e tudo o mais. Fique com apenas alguns exemplos: 
1. Actual (adj.) / Actually (adv.) 
Mrs. Davis says that she’s 50. Actually, I think she’s over 60. 
A Sra. Davis diz que tem 50. Na verdade , acho que ela tem mais de 60. 
Para dizer atual / atualmente em inglês você pode usar: 
The current inflation rate is much lower than that we had 10 years ago. 
A atual taxa de inflação é muito menor do que aquela de 10 anos atrás. 
Nowadays many people in Brazil have a PC at home. 
Atualmente , muita gente no Brasil tem um computador em casa. 
2. Eventually (adv.) 
Eventually Donna succeeded in passing her exam. 
Finalmente Donna conseguiu passar na sua prova. 
Então como se diz eventualmente em inglês? 
De várias maneiras: sometimes, at times, now and then, occasionally. 
I still meet my friends from college now and then. 
Eventualmente ainda encontro meus companheiros de faculdade. 
Occasionally I watch TV at night. 
Eventualmente assisto a TV à noite. 
3. Pretend (r.v.) 
Eta verbinho perigoso! Como você já deve imaginar, não significa pretender . 
I pretended that I had not heard what she said. 
Fingi não ter ouvido o que ela disse . 
Para dizer pretender use o verbo to intend ou to have the intention of. 
Lena intends to get married in May. 
16
Lena pretende casar-se em maio. 
Bill has the intention of retiring next year. 
Bill pretende se aposentar no ano que vem. 
4. Parent (s) (n.) 
Outro false friend famoso. Não significa parente, e, sim, o pai ou a mãe. No plural, parents, corresponde aos
pais. 
My parents were born in Pará and so was I. 
Meus pais nasceramno Pará e eu também. 
Para dizer parentes, use a palavra relatives. 
I live in Rio de Janeiro but I have a lot of relatives in Belém. 
Moro no Rio de Janeiro mas tenho muitos parentes em Belém. 
5. Library (n.) 
Não significa livraria e, sim, biblioteca. 
Send a copy of your poems to the National Library to get the copyright certificate? 
Por que você não envia uma cópia de seus poemas para a Biblioteca Nacional a fim de obter o certificado de
direitos autorais? 
Para dizer livraria em inglês, use a palavra bookstore. 
Have you seen the new bookstore they opened at S. Peña Square? 
Viu a nova livraria que abriram na Praça S. Peña? 
6. Lecture (n.) 
Não significa leitura e, sim, palestra, conferência. 
Have you attended Prof. Sales’s lecture? 
Você assistiu à palestra do Prof. Sales? 
Para dizer leitura em inglês, use a palavra reading. 
Don’t you have any reading to do tonight? 
Você não tem nenhuma leitura para fazer hoje à noite? 
7. Terrific (adj.) 
Não significa terrível e, sim, maravilhoso, sensacional. 
We saw a terrific movie last Sunday. 
Vimos um filme sensacional no domingo passado. 
Para dizer terrível em inglês, use o adjetivo terrible. 
It was a terrible experience; don’t remind me of it. 
Foi uma experiência terrível. Não me lembre dela. 
Picture Test 
Come on, try it. It’s fifty-fifty, Você tem sempre 50% de chances de acertar! 
17
 
Something in her smile was so [a) inviting / b) invited]. 
Reading Strategies 
Para ajudá-lo na tarefa de ler e interpretar um texto não adaptado em inglês, você pode se valer de duas técnicas
de fast reading: 
a) skimming – leitura rápida do texto com o objetivo de buscar a ideia ou ideias principais. Use-a se sobrar pouco
tempo de prova, por exemplo. 
b) scanning – leitura rápida para buscar uma ideia específica no texto. Como um scanner faz com um texto que
queira copiar, você deverá selecionar uma informação específica e fixar-se nela. 
Há também as técnicas de intensive reading, ou seja, quando se tem que fazer uma leitura do texto mais
detalhada. 
Costumo dar o seguinte exemplo. Imagine uma pessoa completamente ignorante em matéria de mecânica de
automóveis ao abrir seu car hood para tentar resolver um determinado problema. Não vai conseguir nada, certo?
No entanto, it makes all the difference in the world quando um mecânico experiente faz a mesma coisa. Seus
olhos, seu nariz, seus ouvidos, às vezes um mero ‘feeling’, fazem com que detecte rapidamente a falha. Pois bem,
o mesmo ocorre com o candidato dotado do conhecimento das técnicas e estratégias de leitura e outro
completamente desconhecedor delas ao se deparar com questões de interpretação de um texto em inglês. 
Mock Test 
How to Live a Better Life 
Get regular fresh air. Sunshine is cheering, rain refreshing. Best of all, fresh air gets you out of the office. Most
offices are unhealthy. 
Get out of your car and onto public transport. You will reduce noise, get finer and have more time to read, think
and look. 
Don’t travel long distances to work. Find a job near home. Move out of the city. 
Go home from work earlier. Long hours don’t make you more efficient. If there’s too much work for you to do, say
so. 
Learn to enjoy yourself. Relax, play sport or music, take up a hobby. Please yourself more – make/find time to do
it. 
Exercise regularly, eat sensibly, don’t smoke or drink alcohol, cut down on caffeine drinks. Try water or herbal teas.
(From: Getting Ahead, Sarah Jones – Macziola & Greg White, Cambridge University Press, 1996) [Acafe 1998] –
18
(From: Getting Ahead, Sarah Jones – Macziola & Greg White, Cambridge University Press, 1996) [Acafe 1998] –
[about 120 words] 
1) Select the CORRECT alternative, according to the text: 
a) You are more efficient when there is a lot to do. 
b) It is important to work long hours. 
c) In general, offices are not healthy places. 
d) It is easier to find a job in the city. 
e) If you exercise regularly, you can smoke. 
2) According to the text, what can you do to have a better life? 
1. Get fresh air. 
2. Live in the city. 
3. Start a hobby. 
4. Drink alcohol. 
5. Eat the correct food. 
The CORRECT sequence from the top to the bottom is: 
a) 1 – 2 – 4 
b) 2 – 4 – 5 
c) 2 – 3 – 4 
d) 1 – 2 – 3 
e) 1 – 3 – 5 
3) According to the text, if you use public transport, you will: 
a) help reduce noise. 
b) arrive earlier at work. 
c) get more fresh air. 
d) have more time to work. 
e) find time to please yourself. 
4) Select the CORRECT answer for the following question, according to the text: What can you do to enjoy
yourself? 
a) Work more efficiently. 
b) Drink caffeine drinks. 
c) Smoke. 
d) Play a sport. 
e) Try herbal teas. 
5) Complete the following sentence, according to the text: 
To have a job near your house is good because … 
a) there isn’t so much noise. 
b) you don’t have to travel a long way to work. 
19
c) you don’t need to use public transport. 
d) you can have more time to read. 
e) if there’s too much work, you can take it home. 
Exercises 
I. Você deverá retornar ao text 1 da prova da Acafe-2005 para responder a seguinte questão: 
Select the correct endings for the following sentences according to the text. 
1. It’s not a good idea to ( ) before you go to the exam 
2. Read all the questions ( ) don’t look at the other students 
3. Have a good breakfast ( ) answer a difficult question first 
4. On the day of the exam ( ) before you start writing 
5. In the exam room ( ) don’t arrive too early 
The correct sequence from the top to the bottom is: 
A) 5 – 4 – 2 – 1 – 3 
B) 3 – 5 – 1 – 2 – 4 
C) 1 – 3 – 5 – 4 – 2 
D) 2 – 1 – 4 – 3 – 5 
E) 4 – 2 – 3 – 5 – 1 
II. Complete the dialogue with one word from the box: 
right straight across remember light 
A: “How can I get to the Municipal Theater from here?” 
B: “Go ___________ (1) ahead for three blocks, then turn ___________ (2) at the traffic _________ (3).” 
A: “How long till I get there?” 
B: “About 15 minutes.” 
A: “Is there a subway station near here?” 
B: “Yeah, go ________ (4) the street at the corner and you will be close to Uruguaiana Station.” 
A: “I think I’ll take the subway. Thank you very much.” 
B: “You’re welcome. _________ (5) to get off at Carioca Station.” 
III. Proverbs – There are lots of proverbs and sayings where the imperative is present. Match the columns A & B: 
A B 
1. Do as I say, not as I do ( ) Não troque seis por meia dúzia 
2. Don’t rob Peter to pay Paul ( ) A cavalo dado não se olham os dentes 
3. Don’t look a gift horse in the mouth ( ) Viva e deixe viver 
4. Live and let live ( ) Não faça as coisas pela metade 
5. Never do things by halves ( ) Faça como digo, não como faço 
Answers – Unit 1 
The Imperative 
See your dentist tomorrow Consulte seu dentista amanhã 
Learn these sentences by heart Aprenda estas frases de cor 
Write to our info service Escreva para nosso serviço de informações 
Choose the best answer Escolha a melhor resposta 
Be the first to know Seja o primeiro a saber 
Don’t be late for school Não se atrase para o colégio 
20
Don’t write a long letter Não escreva uma carta longa 
Don’t drive if you drink Não dirija se você beber 
Don’t worry, be happy! Não se preocupe, seja feliz! 
Don’t turn on the light Não acenda a luz 
Open your books, please Abram seus livros, por favor 
Be good, please Seja bom / boa, por favor 
Don’t smoke, please Não fume, por favor 
Do come to visit us Venha mesmo nos visitar 
Do study these lessons Estudem estas lições pra valer 
Do make suggestions Façam sugestões, sim 
Let’s go to the theater tonight. Vamos ao teatro hoje à noite. 
Let’s not disturb the cat. Cuidado para não perturbar o gato. 
Let’s stay home for a change. Vamos ficar em casa para variar. 
Imperative forms in Text 1 
don’t do too much (não faça muita coisa). (*) Repare que aqui: sleep, exercise, and relaxation são
substantivos equivalendo a: sono, exercício descanso) // have a good breakfast (tome um bom caféda manhã) /
pack two of everything you need (leve duas de cada coisa do que você precisar) / arrive at the exam room
in good time (chegue na sala do exame com antecedência) / sit down (sente-se) / close your eyes (feche os
olhos), breathe deeply (respire fundo) / try to relax (tente relaxar) / spend a short time / decide how much
time (decida quanto tempo) / answer your best question first (responda sua melhor questão primeiro) /
Always make a plan of (sempre faça um plano de) / Remember to write clearly (Lembre de escrever com
clareza) / Don’t look at the people around you, (Não olhe para o pessoal a sua volta) / choose something in
the room (escolha alguma coisa na sala) / don’t wait around afterwards (não espere lá fora após a prova) /
Go away and have a rest, (vá embora e descanse) / then prepare for your next exam. (Então prepare-se
para sua próxima prova). 
Picture Test 
(a) Something in her smile was so inviting. 
Alguma coisa no seu sorriso era tão convidativa . 
Mock Test 
1. C – De maneira geral os escritórios não são locais saudáveis. O que está dito na opção (a): você é mais
eficiente quando há muito a fazer, na (b), é importante trabalhar muitas horas, na (d), é mais fácil encontrar um
emprego na cidade, e, na (e), você se exercitar regularmente você pode fumar – não encontram respaldo no texto.
2. E – O que você pode fazer para ter uma vida melhor? Respirar ar puro, iniciar um hobby, alimentar-se com as
comidas certas é a melhor opção. Em 2 e 4 fala-se em: morar na cidade e ingerir álcool – o que não se enquadra
no que diz o autor do texto. 
3. A – Você usa transportes públicos você ajudará, segundo o autor, a reduzir o barulho, a poluição sonora. Nas
outras opções: em (b), chegará mais cedo no trabalho; na (c), respirará mais ar puro; em (d) terá mais tempo
para trabalhar; em (e), encontrará mais tempo para o autoentretenimento, mais lazer. (*) Repare que em todas as
opções tivemos um exemplo do future simple, com o auxiliar will, que apesar de ainda não estarmos estudando
nesta unidade você já deve anotar pois essa é das maneiras de se expressar ações futuras. 
4. D – Praticar um esporte, segundo o autor, é umas das coisas que você pode fazer para ter prazer. Nas outras
opções temos: em (a), trabalhar mais eficientemente; em (b), tomar bebidas com cafeína; em (c) fumar; em (e)
experimentar chás de ervas. 
5. B – Segundo o autor, ter um emprego próximo de sua casa é bom porque você não precisa viajar grandes
distâncias para chegar ao trabalho. Em (a) temos: não há tanto barulho; em (c), você não precisa usar transporte
público, em (d), você pode ter mais tempo para ler; em (e), se houver muito trabalho a fazer você pode levá-lo
para casa. 
Exercises 
Exercise 1: Matching: a.3 / b.5 / c.1 / d.2 / e.4 
Exercise 2: Dialogue completion: (1) straight / (2) right / (3) light / (4) across / (5) remember 
Exercise 3: Proverbs: a.2 / b.3 / c.4 / d.5 / e.1 
21
Unit 2 
Text 1: New Year’s Day 
In the United States, people begin celebrating the new year on December 
31, New Year’s Eve. Many people have parties, and sometimes masquerade 
balls, where guests dress up in costume and cover their faces with masks to 
hide their identity. According to an old tradition, guests unmask, or remove 
5 their masks, at midnight. 
Many people enjoy the tradition of watching the New Year’s festivities 
in Times Square in the heart of New York City. This celebration is telecast 
live on news channels across the nation. Traditionally, at one minute before 
midnight, a lighted ball begins to drop slowly from the top of a pole that is 
10 attached to a building. As the ball drops, all the people in Times Square—and 
many television viewers as well—count down the final minute of the year. At 
the stroke of midnight, the ball reaches the bottom of the pole, and a huge 
“Happy New Year” sign lights up. Then Times Square is filled with cheers and 
noisemakers. Confetti is dropped from windows above, and revelers hug, kiss, 
15 and wish each other a “Happy New Year!” 
The tradition of counting down the last minute or final seconds of the 
year is a highlight of New Year’s Eve, not only in Times Square, but at parties 
and get-togethers throughout the nation. The excitement grows as partygoers 
watch the clock and count 10! 9! 8! 7! 6! ... and shout “Happy New Year!!” at 
20 exactly midnight, heralding in the new year. 
Some towns and cities host a “First Night” celebration, a large community 
street party featuring food, music, and other entertainment. First Night parties 
provide a safe and, often, alcohol-free environment for people of all ages to 
socialize, celebrate, and “ring in the New Year” together. 
25 At New Year’s Eve parties, people often sing a traditional Scottish song, 
“Auld Lang Syne,” just after the clock strikes midnight and the cheers of 
“Happy New Year” subside. Auld Lang Syne was written in the 18th century 
by the Scottish poet Robert Burns, and may be based on an earlier poem by 
another Scottish poet. The expression “auld lang syne” means “the old days 
30 gone by”. 
Visit: http://exchanges.state.gov/media/oelp/pdfs/newyrarsday.pdf 
Analysis of Text 1 
1. First of all, tente escrever nas linhas abaixo os verbos do texto no present simple que você reconhece. Se não se
lembra, estude o resumo deste tempo verbal logo a seguir. 
Verb Tenses: The Present Simple 
Enfatizaremos agora o estudo do present simple. Veja a conjugação dos verbos to walk (r.v.) (andar, caminhar)
e to give (i.v.) (dar) 
AFFIRMATIVE 
I walk I give 
You walk You give 
He walks He gives 
She walks She gives 
It walks It gives 
We walk We give 
You walk You give 
They walk They give 
Somente um “s” é acrescentado à 3a pessoa do singular na maioria dos casos. Poderá haver o acréscimo de ‘es’,
e.g. pass – passes, ou aparecer a terminação ‘ies’ quando tiver ocorrido a troca de um ‘y’ final, e.g. study –
studies, porém esta é a única alteração na conjugação. 
22
Apesar de o verbo to walk ser regular, e o verbo to give ser irregular, não é através da conjugação do presente
simples que ficará evidenciada esta distinção. Isto só será possível quando estudarmos o past simple. 
NEGATIVE 
I do not walk I do not give 
You do not walk You do not give 
He does not walk He does not give 
She does not walk She does not give 
It does not walk It does not give 
We do not walk We do not give 
You do not walk You do not give 
They do not walk They do not give 
NB: Do not or don’t / Does not or doesn’t 
QUESTIONS 
Do I walk? Do I give? 
Do you walk? Do you give? 
Does he walk? Does he give? 
Does she walk? Does she give? 
Does it walk? Does it give? 
Do we walk? Do we give? 
Do you walk? Do you give? 
Do they walk? Do they give? 
Usamos o auxiliar DO (DOES) para formar a interrogativa. Este auxiliar não tem tradução em português. 
Uses of The Present Simple 
a) Used to express habitual or usual actions. 
Usado para expressar ações habituais, rotineiras. 
My wife goes to work by car every day. 
Minha esposa vai para o trabalho de carro todos os dias. 
We talk to our daughter in Lisbon on the cell phone every night. 
Falamos com nossa filha em Lisboa pelo celular todas as noites. 
“Do you speak French?” 
“Not very well. But I speak Spanish fluently.” 
– Você fala francês? 
– Não muito bem, mas falo espanhol fluentemente. 
b) Used to express permanent or general truths. 
Usado para expressar verdades permanentes ou universais. 
The earth goes round the sun. 
A terra gira em torno do sol. 
c) Used after when, whenever, while, before, after, as soon as, until,... in time clauses. 
Usado após: quando, sempre que, enquanto, antes, após, assim que/ tão logo que, até, em orações temporais. 
Those guys stay at the beach until the sun goes down. 
Aqueles caras ficam na praia até quando o sol se põe . 
Why don’t you read a magazine while you wait? 
23
Por que você não lê uma revista enquanto espera ? 
Whenever Ivan plays there, the showis a success. 
Sempre que o Ivan toca lá , o show é um sucesso. 
When you go to that restaurant I recommend you order their onion soup. 
Quando você for àquele restaurante eu recomendo que você peça a sopa de cebola de lá. 
d) Used to refer to future, scheduled things. 
Usado para se referir a coisas futuras, planejadas. 
My son leaves for Canada tomorrow morning. 
Meu filho parte para o Canadá amanhã de manhã. 
The game begins at 10 tonight. 
O jogo começa às dez hoje à noite. 
Word Forms 
From text 1: 
“The excitement grows as partygoers watch the clock and count 10! 9! 8! 7! 6! ... and shout “Happy New Year”
(L-18/19) 
O entusiasmo cresce à medida que os participantes da festa olham no relógio e contam 10! 9! 8! 7! 6! ... e gritam
‘Feliz Ano Novo’. 
“a large community street party featuring food, music, and other entertainment”. (L-21/22) 
Uma grande festa de rua da comunidade incluindo comida, música, e outros entretenimentos 
a) The suffix –MENT 
Este suffix, geralmente acrescentado a verbos para a formação de substantivos, é muito comum. Study these
examples. 
Verb Noun Tradução 
establish establishment estabelecimento 
govern government governo 
develop development desenvolvimento 
state statement declaração 
b) The suffix –IZE & the suffix-ATE 
“for people of all ages to socialize, celebrate, and, “ring in the New Year”, together” 
Para pessoas de todas as idades se confraternizarem, comemorarem e saudar o Ano Novo juntas 
Esses sufixos são muito comuns na formação dos verbos ingleses. Em geral são acrescentados ou derivados de
nouns or adjectives. Study these examples: 
Noun Verb Tradução 
energy energize energizar 
harmony harmonize harmonizar 
public publicize tornar público 
terror terrorize aterrorizar 
Noun Verb Tradução 
education educate educar 
accumulation accumulate acumular 
consolidation consolidate consolidar 
participation participate participar 
Adverbs of Frequency 
24
From text 1: 
“Many people have parties, and sometimes masquerade balls, where guests dress up in costume” (L-2/3) 
Muita gente dá festas e algumas vezes bailes de máscaras, nos quais os convidados se vestem com fantasias 
“people often sing a traditional Scottish, “Auld Lang Syne” (L-25/26) 
As pessoas frequentemente cantam uma canção escocesa tradicional “Auld Lang Syne” 
Quando se estuda o present simple é fundamental conhecer os frequency adverbs. Os principais são: always
(sempre), frequently, often (frequentemente), sometimes, occasionally (algumas vezes), usually
(geralmente), rarely, hardly ever (raramente), never (nunca). 
Observe que esses advérbios normalmente vêm antes dos verbos principais e depois dos auxiliares. Estude os
seguintes exemplos: 
Mario always goes to Maracanã on Sundays. 
Mario vai sempre ao Maracanã aos domingos. 
Lílian, his girlfriend, hardly ever goes with him. 
Sua namorada, Lílian, raramente vai com ele. 
I sometimes go jogging round the little square near my house. 
Às vezes dou uma corrida em volta da pracinha perto da minha casa. 
There is never anything interesting to do here on weekends. 
Nunca há nada interessante para se fazer por aqui nos fins de semana. 
Whenever we need you to help us out, you can never lend a hand. 
Toda vez que precisamos de sua ajuda, você nunca pode dar uma mãozinha. 
My brothers and I often watch the Soccer World Cup games together. 
Meus irmãos e eu frequentemente vemos os jogos de futebol da Copa juntos. 
Reading Comprehension 
Indispensable question words: 
What…? O que...? What kind…? Que tipo...? 
Who…? Quem...? How…? Como...? 
Where…? Onde....? How tall…? Qual a altura...? 
When…? Quando...? How often…? Quantas vezes...? 
Answer the following questions using complete sentences just to practice the present simple
constructions: 
1. When do people begin celebrating New Year in the USA? 
2. What do many people sometimes organize on this occasion? 
3. How do guests dress up for these parties? 
4. When do the guests unmask? 
5. Where do many people enjoy watching the New Year’s festivities? 
6. What time does the lighted ball begin to drop? 
7. When does the lighted ball reach the bottom of the pole? 
8. Who shout ‘Happy New Year’ after the countdown? 
9. What kind of party do some towns and cities host on New Year’s Day? 
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10. Which old Scottish song do people sing at New Year’s Eve parties? 
11. When do they begin singing it? 
12. What does the expression “auld lang syne” mean? 
Collocation – A Fundamental Point 
O domínio do tempo verbal predominante no texto New Year’s Day – o present simple – praticamente elimina a
barreira gramatical. Quanto à barreira léxica, é fundamental, por exemplo, saber o significado de parties (festas)
e, por extensão, have parties (organizar festas), que forma uma collocation. O que são collocations? Como
estudá-las? A seguir, vamos iniciar esse fascinante estudo que há cerca de 15 anos mudou minha maneira de olhar
um texto em inglês. 
Studying Collocation 
Obviamente sem saber as principais function words e muitas content words não se vai muito longe no estudo
do vocabulário em inglês. Estudaremos as function words até o final. Porém garanto que se acrescentar o estudo
das collocations ao estudo das palavras isoladas você aumentará seu vocabulário passar para o lado de
aumentará tremendamente. Estudar collocation envolve o conhecimento das combinações de palavras, formando
blocos coerentes e lógicos compreensíveis na fala ou na escrita dos native speakers. Sugiro que você tenha um
dicionário de collocation à mão, além do seu dicionário preferido. Na unidade sobre culture & literature falarei,
detalhadamente, sobre os diversos dicionários de que você pode se valer. 
Há vários tipos de collocations em inglês. Sem que este termo fosse usado no passado, estudavam-se
preposições após alguns verbos como: depend on (depender de), reply to (responder a), search for (procurar
por); ou preposições após substantivos: the cause of (a causa de), the need for (a necessidade de); ou
preposições após adjetivos: responsible for (responsável por), proud of (orgulhoso de), etc. Phrasal verbs
(two and three-word verbs) são considerados collocations pelos linguists. Mas quero iniciar um estudo
recompensador com você que, dependendo de sua dedicação, vai lhe dar uma ferramenta útil para enriquecer seu
vocabulário. 
Usando exemplos extraídos do text 1, destaco os seguintes tipos de collocations que enfatizarei nas nossas
aulas. 
Verb + noun 
Have parties (organizar festas) / cover their faces (cobrir os rostos) / remove masks (remover máscaras) /
enjoy the tradition (apreciar a tradição) 
Verb + preposition + noun 
dress up in costume (vestir uma fantasia) 
Verb + adverb 
drop slowly (cair lentamente) / telecast live (televisionar ao vivo) 
Adjective + noun 
Scottish poet (poeta escocês) 
Verb + adjective + noun 
host a “First Night” celebration (organizam uma festa da 1ª noite do ano) / sing a traditional Scottish song
(cantar uma tradicional canção escocesa) 
Comecemos nosso estudo por dois dos verbos mais conhecidos em inglês: do & make. 
Do Or Make? 
Tanto make como do podem ser traduzidos em português como ‘fazer’. A distinção básica entre esses dois verbos
apresentada nos dicionários é: 
make – usado para se referir a algo que você faz ao unir pedaços ou peças, agregar ingredientes, colocar materiais
juntos; 
do – se refere ao executar de uma ação em si. 
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Veja estes exemplos: 
My mother makes delicious cakes and pies. 
Minha mãe faz bolos e tortas deliciosos. 
The kids are doing their homework upstairs. 
As crianças estão fazendo seus deveres de casa lá em cima. 
Infelizmente fica difícil fazer essa distinção nos muitos casos de collocations e expressões com make & do. Para
começar, aqui vão alguns exemplos: 
With make: 
make promises (fazer promessas) / make laws (elaborar leis) / make mistakes (cometer erros) / make
offers (fazer ofertas) / make progress (fazer progresso) / make statements (fazer declarações,dar
depoimentos) / make noise (fazer barulho) / make a summary (fazer um resumo) / make attempts (fazer
tentativas) / make sure (ter certeza, certificar-se) 
With do: 
do justice (fazer justiça) / do a good (bad) job (fazer um bom / mau trabalho) / do the cooking (cozinhar) /
do the dishes (lavar os pratos) / do tests (fazer provas, testes) / do harm (fazer mal, prejudicar) / do favors
(fazer favores) / do the shopping (fazer compras) / do damage (causar danos) / do examinations (fazer
exames, provas) / do business (fazer negócios, transacionar) / do wonders (fazer maravilhas) 
Text 2: Americans 
Americans typically seek tangible results that can be measured. Many non-Western people are more likely to find
satisfaction in aesthetic or spiritual values which involve the inner experiences of man. Americans stress material
comfort and convenience. It is not unusual for them to judge other nations by the presence or quality of their
plumbing or refrigerators. 
It is no accident that the American attitude stresses control, progress and materialism, the three interact with one
another to constitute the dominant behavior pattern of American Society. 
(UNIFOR 2003, International Student and Scholar Handbook by The University of Akron. Office of International
Programs) 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário, procure correlacionar as colunas A & B: 
A B 
1. seek tangible results a. ( ) padrão comportamental dominante 
2. people are more likely b. ( ) buscar resultados palpáveis 
3. find satisfaction in values c. ( ) experiência interior do homem 
4. inner experiences of man d. ( ) as pessoas tendem a 
5. stress material comfort e. ( ) qualidade de seu encanamento 
6. quality of their plumbing f. ( ) enfatizam o conforto material 
7. dominant behavior pattern g. ( ) encontrar satisfação nos valores 
Analysis of Text 2 
I. Procure no text 2 exemplos de construções no present simple: 
II. Procure no text 2 exemplos dos seguintes tipos de collocation: 
a) verb + adj + noun: 
b) verb + noun: 
c) adj + noun: 
Key Words / Confusable Words 
I. Likely / Unlikely / Likelihood 
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From text 2: 
“Many non-Western people are more likely to find satisfaction in aesthetic or spiritual values” (L-1/3) 
É mais provável que muitos não ocidentais encontrem satisfação em valores espirituais e estéticos. 
a) likely (adj.) – probable 
If you take the exam now, you are likely to fail. 
Se você fizer o exame agora, é provável que não passe. 
b) unlikely (adj.) – improbable, not likely 
If you take the exam now, you are unlikely to pass. 
Se você fizer o exame agora, é improvável que passe. 
c) likelihood (noun) probability 
In all likelihood my daughter will come to visit us this weekend. 
Há grande probabilidade de que minha filha venha nos visitar neste fim de semana. 
II. One Another / Each Other 
From text 2: 
It is no accident that the American attitude stresses control, progress and materialism, the three interact with one
another… (L-6/7) 
Não é por acaso que a atitude americana enfatiza o controle, o progresso e o materialismo, os três interagem entre
si. 
Ana and Frank really love each other. They’re getting married soon. 
Ana e Frank se amam realmente. Vão se casar em breve. 
Jesus Christ wanted us to love one another. 
Jesus Cristo queria que nos amássemos uns aos outros . 
Modal Verbs – Main Characteristics 
From text 2: 
“Americans typically seek tangible results that can be measured” (L-1) 
Os americanos tipicamente buscam resultados tangíveis que possam ser medidos. 
Modal verbs são verbos auxiliares especiais. Não têm um significado próprio. Emprestam nuances de significado
ao verbo principal na frase. Por exemplo: ‘You should hard’, não passa de um fragmento sem sentido. Agora,
‘You should study hard’ (Você deve estudar arduamente) faz todo sentido. Should neste caso dá a ideia de uma
recomendação. 
Aqui, a locução ‘should study’ expressa uma ideia do que é aconselhável fazer, em outras palavras, ‘é bom você
estudar’. Várias questões são formuladas justamente para verificar se você consegue entender o que os modal
verbs indicam num determinado texto. Assim, resolvi desde o início do curso chamar sua atenção para estes
verbos devido a sua extrema utilidade. 
Modal auxiliaries têm as seguintes características especiais: 
a) não se acrescenta nem ‘s’ nem ‘es’ à 3ª pessoa do singular: 
It may be useful one day. 
Pode ser útil um dia. ( É possível que seja útil um dia) 
Doug can swim fast. 
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Doug pode nadar rápido. (Ele consegue fazê-lo) 
The police inspector should be here any minute now. 
O inspetor de polícia deve chegar aqui num minuto. 
She must phone him. 
Ela tem que ligar para ele. 
b) modal verbs não são seguidos da partícula ‘to’ do infinitivo (com exceção de ‘ought to’) 
We should buy that book. 
Devíamos comprar aquele livro. 
They might come to the show. 
Eles devem vir ao show. ( É possível que venham ao show) 
But: She ought to practice more. 
Ela deveria praticar mais. 
c) para formar frase negativas basta colocar ‘not’ após os modal verbs. 
We cannot live here any more. (or: can’t live) 
Não podemos viver mais aqui. 
Would you invite Lucia to your party? 
Você convidaria a Lúcia para sua festa? 
You must not open that box. 
Você não deve abrir aquela caixa. (está proibido de fazê-lo) 
May I go back home? 
Posso voltar para casa? 
d) os chamados ‘perfect modals’ são assim formados: modal verb + have (nunca has or had) + past
participle of the main verb. 
Sheila kept me waiting. She should have called me up much earlier. 
A Sheila me deixou esperando. Devia ter me telefonado antes. 
I might have gone there if you had invited me. 
Eu poderia ter ido lá se você me tivesse convidado. 
They may have survived the shipwreck. 
Eles podem ter sobrevivido ao naufrágio. 
We ought to have studied harder for the College Entrance Examination. 
Deveríamos ter estudado mais arduamente para o exame vestibular. 
Word Forms 
From text 2: 
“Many non-Western people are more likely to find satisfaction in aesthetic or spiritual values which involve the
inner experiences of man” (L-1/3) 
É mais provável que os não ocidentais encontrem satisfação em valores estéticos e espirituais que envolvam as
experiências interiores do homem. 
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The prefix NON– 
O prefixo NON – é um dos formadores de antônimos. É colocado diante de substantivos ou adjetivos. O hífen nem
sempre é usado, mas é mantido quando a outra palavra começa por letra maiúscula. Estude os exemplos a seguir e
traduza as palavras ou expressões em negrito. 
How many in your party, sir? Smoking or non-smoking section? 
Quantos estão com o senhor? Seção de fumantes ou não fumantes? 
I can book you for flight 872 nonstop to Miami. 
Posso reservar-lhe um lugar no voo 872 sem escalas para Miami. 
Are you sure that bottle is non-returnable? 
Tem certeza de que aquela garrafa é não retornável ? 
I’ve been a non-smoker all my life. 
Sempre fui um não fumante a minha vida toda. 
Our firm has a non-discriminatory policy which is praised by everybody. 
Nossa firma tem uma política de não discriminação elogiada por todos. 
Shirley works part-time for a non-profit organization. 
Shirley trabalha meio expediente para uma organização sem fins lucrativos 
Picture Test 
Come on, try it. It’s fifty-fifty, Você tem 50% de chances de acertar! 
 
Packed like sardines, they [a) ride / b) travel] overcrowded
buses to go to work in the morning. 
Mock Test 
Celebrate! Holidays in the U.S.A. 
People in every culture celebrate holidays. Although the word “holiday” 
30
literally means “holy day,” most American holidays are not religious, but 
3 commemorative in nature and origin. Because the nation is blessed with rich 
ethnic heritage it is possible to trace some of the American holidays to diverse 
cultural sources and traditions, but all holidays have taken on a distinctively 
6 American flavor. In the United States, the word “holiday” is synonymouswith 
“celebration!”. 
In the strict sense, there are no federal (national) holidays in the United 
9 States. Each of the 50 states has jurisdiction over its holidays. In practice, 
however, most states observe the federal (“legal or public”) holidays, even 
though the President and Congress can legally designate holidays only for 
12 federal government employees. [Celebrate! Holidays in the U.S.A] 
Answer the following questions: 
1. Write 5 examples of present simple structures from the text: 
2. What does the conjunction ‘although’ (L-1) mean? 
3. In this context the words ‘heritage’ and ‘tradition’ can be considered synonymous. True or False? 
4. In the fragment: “it is possible to trace some of the American holidays” (L-4) the verb in bold could be replaced
with ‘draw’. True or False? 
5. In the fragment: “all holidays have taken on a distinctively American flavor” (L-5/6), the phrasal verb take on
means ‘acquired’. True or False? 
6. ‘In the strict sense’ (L-8) can be replaced with the phrase strictly speaking. True or False? 
7. Write a phrase that is opposite in meaning to ‘in practice’ (L-9). 
8. As a discourse marker the word ‘however’ (L-10). could be replaced with nevertheless. True or False? 
Exercises 
I. Do this vocabulary pre-test by matching the columns A & B 
A B 
1. put together a guide a. ( ) lances de escadarias de mármore 
2. fun-filled weekend b. ( ) fim de semana cheio de diversão 
3. sets of large marble stairs c. ( ) à entrada do prédio 
4. go through metal detectors d. ( ) organizar um guia 
5. upon entering the building e. ( ) passar pelo detector de metais 
Now complete the text ‘Welcome To Washington Everyone’ with one of the verbs below: 
remember meet arrive keep refer enter 
We have put together a guide for the next three days in order to help you enjoy your fun-filled weekend. Please
__________ (1) to the Washington Guide for transportation options. __________ (2), you can take the Metro
almost anywhere instead of taking a taxi. Have fun! 
Those participating in the Capitol Hill Tour, note: 
Please __________ (3) at the Capitol by 2:30pm as the tour begins promptly at 2:45pm. __________ (4) the
building on the east from the Law Library Door. As you face the Capitol from the east side, there are three sets of
large marble stairs going up. The Law Library Door is just to the right of the center steps of the Capitol as you face
the building. __________ (5) in the lobby just inside the door. Please __________ (6) all noise to a minimum.
Everyone will be required to go through metal detectors and all bags/ personal items will be searched upon entering
the building. 
II. Descubra qual dos profissionais mencionados abaixo se encaixa em cada uma das definições seguintes: 
conductor – teller – grocer – plumber – surgeon – realtor 
1. _________ receives deposits, makes withdrawals, pays bills at a bank 
2. _________ repairs pipes, drains, taps, sinks at your home 
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3. _________ holds a baton in front of musicians of an orchestra 
4. _________ sells people’s houses and apartments 
5. _________ operates on sick people 
6. _________ sells vegetables, cereal and fruit in a store 
III. Fill in the modal verb (the translation will give you a clue) 
1. Steve _______ play his harmonica. 
Steve sabe tocar sua gaita. 
2. ________ I turn on the air conditioner? 
Posso ligar o ar-condicionado? 
3. Lola ________ chegar a qualquer momento. 
Lola deve chegar a qualquer momento. 
4. ________ you like some tea? 
Gostaria de um pouco de chá? 
5. Children _______ obey their parents. 
As crianças devem obedecer seus pais. 
IV. There are lots of proverbs and sayings where the present simple appears. Match the columns A & B: 
A B 
1. A rolling stone gathers no moss ( ) Atos falam mais alto que palavras 
2. Actions speak louder than words ( ) Óleo e água não se misturam 
3. Too many cooks spoil the broth ( ) A caridade começa em casa 
4. Oil and water don’t mix ( ) Pedra que rola não cria limo 
5. Charity begins at home ( ) Quem ri por último, ri melhor 
6. He who laughs last, laughs best ( ) Muitos cozinheiros estragam o caldo 
V. Use one form of ‘make’ or ‘do’ to complete the dialogs. 
1. “Do we have to write in pencil or in ink?” 
“Miss Lopez said it doesn’t _______ any difference.” 
2. “Do you want me to translate the whole chapter?” 
“Before you _______ an attempt to translate it, _______ sure you understand everything.” 
3. “Any complaints about our last transaction?” 
“Not at all. It’s always a pleasure to _______ business with you.” 
4. “This report is too long.” 
“How about _______a summary of it?” 
5. “In individual proprietorships only one individual _______ the decisions.” 
“And this speeds things up a lot, doesn’t it?” 
6. “How about a game of tennis tomorrow?” 
“Sorry, I need to _______ some studying for my language test.” 
7. “I’ve been working on the computer a lot recently.” 
“Me, too. I just can’t _______ without it any more.” 
32
8. “You speak French very well.” 
“Do you think so? I believe I have to _______ a lot more progress.” 
VI. Practice using the present simple of the verbs in parentheses. 
1. Mary _________ (come) to school every day. 
2. We always _________ (go) to the movies on Saturdays. 
3. Joan and I _________ (have) two friends in S. Paulo. 
4. Mr. Williams _________ (teach) us Spanish. 
5. They usually _________ (play) soccer in the park at night. 
6. John ________________ (speak – negative) German at school. 
7. Janet ________________ (cook – negative) her meals. 
8. His parents ____________ (work – negative) in that firm anymore. 
9. ________________ (we, drink) coffee every evening? 
10. ________________ (he, have) many friends at school? 
11. ________________ (you, love) Brazilian songs? 
12. They ________________ (speak, negative) Arabic there. 
VII. Practice making up questions. 
Você pode fazer o exercício seguinte por escrito ou apenas praticar oralmente. Compare com as minhas respostas
no final. 
1. Mary goes to school every day. 
a) “Who _________________?” 
“Mary does.” 
b) “How often ____________________?” 
“Every day.” 
c) “What __________________________?” 
“She comes to school.” 
2. Joan and Fred have two friends in S. Paulo. 
a) “Who ______________________________?” 
“Joan and Fred do. 
b) “How many ___________________________?” 
“Two.” 
c) “Where ________________________________?” 
“In São Paulo.” 
3. Mr. Williams teaches us Spanish in the evenings. 
a) “Who _______________________?” 
“Mr. Williams does.” 
b) “Who _______________________?” 
33
“Us.” 
c) “What _________________________?” 
“Spanish.” 
d) “When ______________________________?” 
“In the evenings.” 
4. Janet cooks her meals very carefully in the morning. 
a) “Who ___________________________?” 
“Janet does.” 
b) “How ____________________?” 
“Very carefully.” 
c) “What ____________________________?” 
“Her meals.” 
d) “When ___________________________?” 
“In the morning.” 
Answers – Unit 2 
Analysis of text 1: 
Present Simple in text 1: begin / have / dress up / cover / unmask / remove / enjoy / begins / drops / count
down / lights up / hug / kiss / wish / grows / watch / shout / host / provide / sing / strikes / subside / means. 
Reading Comprehension Questions 
1. When do people begin celebrating New Year in the USA? 
In the United States, people begin celebrating the new year on December 31, New Year’s Eve. 
Quando as pessoas começam a celebrar o Ano Novo nos EUA? 
Nos EUA as pessoas começam a celebrar o Ano Novo na véspera, no dia 31 de dezembro. 
2. What do many people sometimes organize on this occasion? 
Many people sometimes organize masquerade balls. 
O que muitas pessoas às vezes organizam nessa ocasião? 
Muitas pessoas às vezes organizam bailes de máscara (a fantasia). 
3. How do guests dress up for these parties? 
Guests usually dreess up in costumes. 
Como os convidados se vestem para essas festas? 
Os convidados geralmente sevestem com fantasias. 
4. When do the guests unmask? 
According to an old tradition, guests unmask, or remove their masks, at midnight. 
Quando é que os convidados retiram suas máscaras? 
De acordo com uma velha tradição, eles retiram suas máscaras à meia-noite. 
5. Where do many people enjoy watching the New Year’s festivities? 
34
Many people enjoy the tradition of watching the New Year’s festivities in Times Square in the heart of New York
City. 
Muitas pessoas se deliciam com a tradição de assistir às festividade do Ano Novo na Times Square, no coração de
NY. 
6. What time does the lighted ball begin to drop? 
Traditionally, at one minute before midnight. 
A que horas a bola iluminada começa a descer? 
Tradicionalmente a um minuto da meia-noite. 
7. When does the lighted ball reach the bottom of the pole? 
The ball reaches the bottom of the pole at the stroke of midnight. 
Quando é que a bola iluminada alcança a base do mastro? 
A essa bola iluminada chega à base do mastro na batida da meia-noite. 
8. Who shout ‘Happy New Year’ after the countdown? 
Not only people in Times Square, but also people at parties and get-togethers throughout the nation. 
Quem grita ‘Feliz Ano Novo’ após a contagem regressiva? 
Não apenas as pessoas na Times Square, mas também as pessoas nas festas e reuniões pelo país inteiro. 
9. What kind of party do some towns and cities host on New Year’s Day? 
They host a “First Night” celebration, a large community street party featuring food, music, and other
entertainment. 
Que tipo de festa organizam algumas cidades e vilarejos no dia do Ano Novo? 
Organizam uma comemoração da ‘Primeira Noite’, um grande festa de rua da comunidade com comida, música e
outros entretenimentos. 
10. Which old Scottish song do people sing at New Year’s Eve parties? 
At New Year’s Eve parties, people often sing a traditional Scottish song, “Auld Lang Syne”. 
Que antiga canção escocesa é cantada nas festas do Ano Novo? 
Nessas festas as pessoas frequentemente cantam uma canção escocesa tradicional: “Auld Lang Syne 
11. When do they begin singing it? 
Just after the clock strikes midnight and the cheers of “Happy New Year” subside. 
Quando eles começam a cantar essa canção? 
Logo após o relógio dar meia-noite e os gritos de Feliz Ano Novo ficarem mais baixo. 
12. What does the expression “auld lang syne” mean? 
The expression “auld lang syne” means “the old days gone by”. 
O que significa a expressão “auld lang syne”? 
A expressão “auld lang syne” significa “os velhos dias que se foram”. 
Mock Test 
1. Present simple: Celebrate / means / are not / is / has / observe 
2. A conjunção ‘although’ significa embora . 
35
3. True – In this context the words ‘heritage’ and ‘tradition’ can be considered synonymous. 
4. False – In the fragment: “it is possible to trace some of the American holidays” ( Não é possível buscar a
origem de alguns feriados americanos) the verb in bold could NOT be replaced with ‘draw’ (desenhar, sacar,
retirar). 
5. True – In the fragment: “all holidays have taken on a distinctively American flavor” (todos os feriados
adquiriram um sabor claramente norte-americano), the phrasal verb take on means ‘acquired’. 
6. True – ‘In the strict sense’ (em sentido estrito) can be replaced with the phrase strictly speaking
(Estritamente falando). 
7. The phrase that is opposite in meaning to ‘in practice’ (na prática) is in theory (na teoria). 
8. True – As a discourse marker the word ‘however’ (entretanto) could be replaced with nevertheless
(todavia). 
Picture Test 
a) [Ride] – Espremidos feito sardinhas eles viajam em ônibus superlotados para o trabalho de manhã. 
Exercises 
I. Matching the columns A & B 
A B 
1. put together a guide a. (3) lances de escadarias de mármore 
2. fun-filled weekend b. (2) fim de semana cheio de diversão 
3. sets of large marble stairs c. (5) à entrada do prédio 
4. go through metal detectors d. (1) organizar um guia 
5. upon entering the building e. (4) passar pelo detector de metais 
Welcome to Washington Everyone 
1. refer / 2. remember / 3. arrive / 4. enter / 5. meet / 6. keep 
Organizamos um guia para os próximos três dias para que você aproveite seu fim de semana repleto de diversões.
Por favor, consulte o Guia de Washington para opções de transporte. Lembre-se de que você pode pegar o metrô
para quase todos os lugares em vez de tomar um táxi. Divirta-se! 
Para aqueles que participam da visita ao Capitol Hill, anotem: 
Por favor, cheguem ao Capitólio um pouco antes das 14:30h, uma vez que a visita começa pontualmente às
14:45h. Entre no prédio pelo lado leste da porta da Biblioteca de Direito. Do lado leste, tendo o Capitólio a sua
frente, há três lances de subida da escadaria de mármore. A porta da Biblioteca de Direito é bem à direita da
escadaria central do Capitólio ao se defrontar com o prédio. O encontro é no saguão interno depois da porta da
biblioteca. Por favor, façam um mínimo de barulho. Todos terão que passar por detectores de metal, e todas as
bolsas e objetos pessoais serão inspecionados à entrada do prédio. 
II. Definitions / Professionals: 
1. teller – receives deposits, makes withdrawals, pays bills at a bank. 
caixa – recebe depósitos, faz saques, paga contas num banco 
2. plumber – repairs pipes, drains, taps, sinks at your home 
bombeiro hidráulico – conserta canos, ralos, torneiras, pias na sua casa. 
3. conductor – holds a baton in front of musicians of an orchestra 
maestro – rege com sua batuta à frente dos músicos de uma orquestra. 
4. realtor – sells people’s houses and apartments 
corretor imobiliário – vende casas e apartamentos das pessoas. 
5. surgeon – operates on sick people 
36
cirurgião – opera pessoas doentes. 
6. grocer – sells vegetables, cereal and fruit in a store 
verdureiro – vende legumes, cereais e frutos num armazém. 
III. Modal Verbs 
1. Steve can play his harmonica. 
2. Can (May) I turn on the air conditioner? 
3. Lola should arrive any moment now. 
4. Would you like some tea? 
5. Children must obey their parents? 
IV. Proverbs: a.2 / b.4 / c.5 / d.1 / e.6 / f.3 
V. ‘make’ or ‘do’? 
1. make 
– Temos que escrever a lápis ou a tinta? 
– A Senhorita Lopez disse que não faz diferença alguma. 
2. make / make 
– Você quer que eu traduza o capítulo inteiro? 
– Antes que você faça uma tentativa para traduzi-lo, certifique-se de que você entende tudo. 
3. do 
– Alguma reclamação quanto a nossa última transação? 
– Em absoluto. É sempre um prazer fazer negócios com vocês. 
4. making 
– Este relatório está longo demais. 
– Que tal fazer um resumo dele? 
5. makes 
– Numa firma individual somente um indivíduo toma as decisões. 
– E isso acelera bem as coisas, não é? 
6. do 
– Que tal um jogo de tênis amanhã? 
– Desculpe. Tenho que estudar um pouco para meu teste de idioma. 
7. do 
– Tenho trabalhado um bocado no computador ultimamente. 
– Eu também. Simplesmente não posso passar sem ele mais. 
8. make 
– Você fala francês muito bem. 
– Você acha? Eu penso que preciso melhorar muito mais. 
37
VII. Practice using the Present Simple 
1. Mary comes to school every day. 
Mary vem à escola todos os dias. 
2. We always go to the movies on Saturdays. 
Nós sempre vamos ao cinema aos sábados. 
3. Joan and I have two friends in S. Paulo. 
Joana e eu temos dois amigos em SP. 
4. Mr. Williams teaches us Spanish. 
O Sr. Williams nos ensina espanhol. 
5. They usually play in the park at night. 
Eles geralmente jogam futebol no parque à noite. 
6. John does not speak German at school. (or: doesn’t speak) 
John não fala alemão na escola. 
7. Janet does not cook her meals. (or: doesn’t cook) 
Janete não cozinha suas refeições. 
8. His parents do not work in that firm anymore. (or: don’t work) 
Seus pais não trabalham naquela empresa mais. 
9. Do we drink coffee every evening’? 
Nós bebemos café todas as tardes? 
10. Does he have many friends at school? 
Ele tem muitos amigos na escola? 
11. Do youlove Brazilian songs? 
Você gosta de canções brasileiras? 
12. They do not speak Arabic there. (or: don’t speak) 
Eles não falam árabe lá. 
VII. Making up questions 
1. Mary goes to school every day. 
a) “Who goes to school every day?” 
“Mary does.” 
b) “How often does Mary go to school?” 
“Every day.” 
c) “What does Mary do every day?” 
“She goes to school.” 
2. Joan and Fred have two friends in S. Paulo. 
a) “Who has two friends in São Paulo?” 
38
“Joan and Fred do. 
b) “How many friends do they have in São Paulo?” 
“Two.” 
c) “Where do they have two friends?” 
“In São Paulo.” 
3. Mr. Williams teaches us Spanish in the evenings. 
a) “Who teaches you Spanish in the evenings?” 
“Mr. Williams does.” 
b) “Who does Mr. Williams teach Spanish?” 
“Us.” 
c) “What does Mr. William teach us?” 
“Spanish.” 
d) “When does he teach you Spanish?” 
“In the evenings.” 
4. Janet cooks her meals very carefully in the morning. 
a) “Who cooks her meals very carefully in the morning?” 
“Janet does.” 
b) “How does she cook her meals in the morning?” 
“Very carefully.” 
c) “What does Jane cook very carefully in the morning?” 
“Her meals.” 
d) “When does Jane cook her meals?” 
“In the morning.” 
39
Unit 3 
Text 1: Angolans form the majority of refugees in Brazil 
United Nations High Commissioner for Refugees in Brazil (UNHCR) 
released a survey today on the numbers and nationalities of the world’s refugee 
population. According to the study, there are currently 3.4 thousand refugees 
living in Brazil. Most of them come from Angola, which is still recovering from 
5 a succession of civil wars lasting several decades. 
According to the UNHCR representative in Brazil, Luís Varese, Brazil has 
some of the world’s most progressive refugee laws. “The legislation is broad 
and modern and very rigorous in the selection process. For the UNHCR it is 
very gratifying to work in Brazil with these laws.” 
10 The Brazilian government is currently analyzing 195 requests for asylum. 
Most of them come from residents of the Democratic Republic of the Congo 
(formerly Zaire) and Colombia. The Ministry of Justice’s National Committee 
on Refugees normally grants 40% of the requests it receives. 
According to Varese, anyone who feels in need of international protection, 
15 upon entering Brazil, can request the Federal Police for asylum. “The applicant 
receives an official document and receives protection until asylum is granted. 
When asylum is granted, he (she) is vested with all the rights and obligations 
of a Brazilian citizen, except for political rights and military obligations.” 
Asylum may also be requested by individuals who are forced to abandon 
20 their country of origin in face of a serious, widespread violation of human 
rights or by those who do not yet possess a nationality and cannot or will not 
return to the country where they last resided, for fear of persecution. (From 
Agência Brasil, by Keite Camacho, Translation: David Silberstein) 
Analysis of Text 1 
1. Write below 2 examples of present continuous structures: 
2. How many present simple structures can you recognize? 
Reading Comprehension 
Indispensable question words: 
What…? O que...? Until when…? Até quando...? 
Who…? Quem...? How…? Como...? 
Where…? Onde....? How many…? Quantos /as...? 
Answer the following questions using complete sentences: 
1. How many refugees are currently living in Brazil? 
2. Where do most of them come from? 
3. Who says Brazil has one of the most progressive refugee laws in the world? 
4. How does the UNHCR like working with these laws? 
5. How many requests for asylum is the Brazilian government analyzing now? 
6. Where do most of these requests come from? 
7. Who can request the Federal Police for asylum? 
8. Until when do the refugees receive official protection? 
9. Who can also request asylum according to the Brazilian legislation? 
Picture Test 
40
Come on, try it. It’s fifty-fifty, Você tem sempre 50% de chances de acertar! 
 
The policeman is [a) greeting / b) saluting] her. 
The Present Continuous Tense 
The leading actor desta vez será o present continuous. Veja a conjugação dos verbos to walk (r.v.) (andar,
caminhar) e to give (i.v.) (dar). 
AFFIRMATIVE STATEMENTS 
I am walking I am giving 
You are walking You are giving 
He is walking He is giving 
She is walking She is giving 
It is walking It is givin 
We are walking We are giving 
You are walking You are giving 
They are walking They are giving 
Com o present simple do auxiliar ‘be’ + the present participle do verbo principal conjuga-se o present
continuous dos verbos ingleses. 
NEGATIVE STATEMENTS 
I am not walking I am not giving 
You are not walking You are not giving 
He is not walking He is not giving 
She is not walking She is not giving 
It is not walking It is not giving 
We are not walking We are not giving 
You are not walking You are not giving 
They are not walking They are not giving 
Para formar negative statements basta acrescentar a partícula ‘not’ após o auxiliar to be. NB: I am not = I’m not /
are not = aren’t / is not = isn’t 
QUESTIONS 
Am I walking? Am I giving? 
Are you walking? Are you giving? 
41
Is he walking? Is he giving? 
Is she walking? Is she giving? 
Is it walking? Is it giving? 
Are we walking? Are we giving? 
Are you walking? Are you giving? 
Are they walking? Are they giving? 
Basta fazer a inversão do auxiliar ‘be’ com o sujeito para se obter a forma interrogativa. 
Spelling the ...Ing Form of Verbs 
a) quando o infinitivo não marcado (infinitive without to) terminar em “e”, essa vogal cai antes de se
acrescentar a terminação ... ing. Por exemplo: 
live – living / move – moving / love – loving / manage – managing / believe – believing / receive receiving /
release – releasing 
b) quando o infinitivo não marcado terminar em ‘ie’, muda-se ‘ie’ para ‘y’: 
tie – tying / lie – lying 
c) verbos monossilábicos terminados em consoante (except “x”, “w”, “y”) precedida de uma única vogal dobram
a consoante final: 
hit – hitting / put – putting / fan – fanning / tip – tipping 
But: fix – fixing // tow – towing / enjoy – enjoying 
d) caso a sílaba tônica (pronunciation stress) de um verbo dissílabo caia na segunda sílaba, você deve dobrar a
consoante final também: 
refer – referring / deter – deterring 
But: alter – altering 
Uses of the Present Continuous 
a) Used mainly to describe an action happening at the moment of speaking. 
Usado principalmente para descrever ações acontecendo no momento em que se fala. 
It is raining heavily today. 
Está chovendo torrencialmente hoje. 
Is George working upstairs now? 
O George está trabalhando lá em cima agora? 
We are not living in Ipanema any more. 
Não estamos morando mais em Ipanema. 
b) The present continuous can be used to refer to future actions, too. 
O presente contínuo também pode ser usado com ações futuras . 
Dr. Valdez is leaving on vacation next week. 
O Dr. Valdez está saindo (sairá) de férias na semana que vem. 
We’re meeting Jane for lunch tomorrow. Why don’t you join us? 
Iremos almoçar (Almoçaremos) com a Jane amanhã. Por que não se junta a nós? 
A Little Bit More About –Ing Forms 
As –ing forms dos verbos ingleses são muito frequentes, e nunca é demais detalhar seu estudo: 
42
a) no caso do present continuous, como já dissemos, tem-se o auxiliar to be + present participle. Por
exemplo: 
We are studying verb tenses in English. 
Estamos estudando os tempos verbais em inglês. 
b) após preposições –ing forms são usadas. Para efeito de tradução para o português, corresponderão ao
infinitivo. 
After working I usually take the subway. 
Após trabalhar eu geralmente pego o metrô. 
This little tape recorder is for playing my old tapes. 
Este gravadorzinho é para tocar as minhas velhas fitas. 
They are accusing the maid of stealing the jewels. 
Eles estão acusando a empregada de roubar as joias. 
c) em adj. + noun collocations ousimples combinações formando substantivos compostos com a –ing form
funcionando como adjetivo. 
There’s a growing demand for our products in that region of the country. 
Há uma demanda crescente por nossos produtos naquela região do país. 
We don’t have a swimming pool in our building. 
Não temos uma piscina no nosso prédio. 
d) –ing forms podem funcionar também como gerund, equivalendo na frase a um substantivo. 
I don’t find fault with my wife’s driving. In fact, I think she drives very well. 
Não critico a direção de minha mulher. De fato, acho que ela dirige muito bem. 
Reading books in moving vehicles is bad for your eyes. 
A leitura de livros em veículos em movimento é prejudicial à visão. 
Doctors say smoking is harmful to people’s health. 
Os médicos afirmam que o fumo faz mal à saúde das pessoas. 
e) Há alguns verbos que exigem que a –ing form seja usada depois deles. Por exemplo: 
My wife and I enjoy watching movies on TV. 
Minha mulher e eu gostamos de ver filmes na TV. 
My boss told us he will consider giving us a raise. 
Meu chefe disse-nos que vai pensar em nos dar um aumento. 
f) apesar de não estarmos estudando passive voice ainda, vale a pena mencionar um caso especial com –ing
forms: 
Look at the door of your garage. It needs painting. 
Olhe a porta da sua garagem. Precisa de pintura. (ser pintada) 
My hair is too long. It needs cutting. 
Meu cabelo está comprido demais. Precisa de corte. (ser cortado) 
Word Forms 
43
a) The suffix –OUS 
From text 1: 
“The legislation is broad and modern and very rigorous in the selection process” (L- 7/8) 
A legislação é ampla, moderna e muito rigorosa no processo de seleção. 
Este sufixo é acrescentado a substantivos para formar adjetivos. 
Noun Adjective Translation 
danger dangerous perigoso 
courage courageous corajoso 
adventure adventurous aventureiro 
advantage advantageous vantajoso 
nerve nervous nervoso,agitado 
b) The suffix – EE(S) 
From text 1: 
“there are currently 3,4 thousand refugees living in Brazil” (L-3/4) 
existem atualmente 3,4 mil refugiados morando no Brasil 
Quem conhecesse esse sufixo, acrescentado a substantivos, adjetivos e verbos para formação de outros nouns, no
caso da palavra refugee (refugiado/a), derivado de refuge (refúgio), levaria uma grande vantagem no
entendimento da ideia central do text 1. Estude estes exemplos: 
Verb Adjective Translation 
train trainee treinando, estagiário/a 
interview interviewee entrevistado /a 
attend attendee quem assiste, quem está presente 
absent absentee quem está ausente 
evacuate evacuee quem é retirado de área de risco 
Key Words / Confusable Words 
1. Except / Except for 
From text 1: 
“When asylum is granted, he (she) is vested with all the rights and obligations of a Brazilian citizen, except for
political rights and military obligations.” 
Quando o asilo é concedido ele/a investe-se dos direitos e obrigações de um cidadão brasileiro, exceto pelos
direitos políticos e obrigações militares. 
a) Except for 
“Except for scientific works, written in a kind of jargon, no book can be translated into another language.” (José
Ortega y Gasset) 
“ Exceto pelas obras científicas, escritas numa espécie de jargão, nenhum livro pode ser traduzido em outra
língua.” 
Except for a few incorrect prepositions, Betty’s essay was well written. 
Exceto por umas preposições erradas, o ensaio da Betty estava bem escrito. 
b) Except 
I can teach all evenings except Fridays. 
Posso dar aulas todas as noites exceto às sextas. 
Mr. Howard translates anything except scientific treatises.” 
O Sr. Howard traduz qualquer coisa, exceto tratados científicos. 
44
2. Still / Yet 
From text 1: 
“Most of them come from Angola, which is still recovering from a succession of civil wars lasting several decades…”
(L-4/5) 
A maioria deles vem de Angola, que ainda está se recuperando de uma sucessão de guerras civis que duram várias
décadas. 
“by those who do not yet possess a nationality (L-21) 
por aqueles que ainda não possuem uma nacionalidade 
a) Still 
Still (adv.) – é usado em frases afirmativas. For example: 
Deborah is still worried about her son’s fever. 
A Débora ainda está preocupada com a febre do filho dela. 
Ben is still studying English at college. 
O Ben ainda está estudando inglês na faculdade. 
É possível usar ‘still’ na negativa, mas não no final da frase, como pode ser feito com o ‘yet’. 
I still don’t know what to do in this case. 
Eu ainda não sei o que fazer neste caso. 
b) Yet 
Yet (adv) – é comumente usado em negativas e perguntas. 
Has Deborah’s son recovered yet? No, not yet. 
O filho da Débora já se recuperou? Não, ainda não. 
It’s not time to get up yet. It’s Sunday today! 
Não está na hora de acordar ainda . Hoje é domingo. 
NB: Yet & still são também usados como conjunção para indicar contraste. 
Dennis tried hard to memorize the poem, yet (but) he failed dismally. 
O Dennis tentou memorizar o poema, contudo, falhou completamente. 
You may say you’ve learned your lesson. Still, (however) there may be some topics which need revising. 
Você pode dizer que aprendeu sua lição; contudo, pode haver alguns tópicos que precisem de revisão. 
3. There is / there are 
From text 1: 
“there are currently 3.4 thousand refugees” (L-3/4) 
há ( existem) atualmente 3,4 mil refugiados 
a) there is (há, existe) 
There is a problem that we have to solve now. 
Há um problema que temos que resolver agora. 
b) there are (há, existem) 
45
There are mysteries in life nobody can understand. 
Há mistérios na vida que ninguém consegue entender. 
Modal Verbs – Can 
From text 1: 
“According to Varese, anyone who feels in need of international protection, upon entering, can request the
Federal Police for asylum.” (L-14/15) 
De acordo com Varese qualquer um que sinta necessidade de proteção internacional ao entrar no país, pode
requerer asilo à Polícia Federal. 
Neste exemplo do text 1 em can request vemos que expressa possibilidade, capacidade. Estude os seguinte
pontos: 
“… those who do not yet possess a nationality and cannot (*) or will not return to the country where they last
resided” (L-21/22) 
… aqueles que não possuem uma nacionalidade e não podem ou não irão retornar para o pais onde por último
residiram” 
(*) existe a forma negativa can’t também 
a) ‘Can’ – usado para pedir e conceder permissão (mais informal que may) 
Can I use the car tonight, Dad? 
Posso usar o carro hoje à noite, pai? 
(May I use seria mais formal) 
Can I speak to you for a minute? 
Posso lhe falar um minuto? 
b) ‘Can’ – usado para expressar habilidade, capacidade. 
My brother can play soccer very well. 
Meu irmão joga futebol muito bem. 
Inesita’s daughter can speak Spanish fluently. 
A filha da Inesita sabe falar espanhol fluentemente. 
I can swim, but not very fast. 
Sei nadar, mas não muito rápido. 
c) ‘can’ or one form of ‘be able to’ – Para expressar ações futuras 
I don’t speak English fluently but I will be able to soon. 
Não falo inglês fluentemente, mas serei capaz de fazê-lo em breve. 
I can help you with the dishes tonight, but tomorrow I won’t be able to help you with the kids, dear, because I
have an exam at the university. 
Posso ajudá-lo a lavar os pratos hoje à noite, mas amanhã não poderei ajudá-lo com as crianças, querido, porque
tenho uma prova na universidade. 
Collocation Study- Law(s) 
From text 1: 
“some of the world’s most progressive refugee laws” 
algumas das leis mais progressistas do mundo sobre refugiados 
46
Se você perguntar: “Por que estudar a palavra law? Estou farto /a de saber o que significa lei”. Eu responderia:
exatamente por isso! São as palavras (verbos, adjetivos, substantivos e advérbios) mais comuns que devem
merecer sua atenção. São elas, igualmente, as que apresentam um campo colocacional mais amplo, inclusive.
Observe o campo colocacional com a palavra “money” 
Só para citar alguns exemplos: make money (ganhar dinheiro) / money laundering (lavagemde dinheiro) save
money (poupar dinheiro), draw out (or withdraw money) (sacar dinheiro) / pocket money (dinheiro de
bolso) / lend money (emprestar dinheiro) / borrow money (pedir dinheiro emprestado) / coin money (cunhar
moeda) issue money (emitir moeda) / dirty money (dinheiro sujo), and so on, pois acho que dava para
escrever um capítulo de um livro didático sobre o assunto. 
Voltando ao noun encolhido para estudo law(s), Como você traduziria? 
Criminal law Law School 
Constitutional law Law Office 
Civil law 
Não sei se um native speaker consideraria a locução progressive laws (leis avançadas, progressistas) do text 1
como collocation ou mera combination. Para o nosso estudo, essa distinção é irrelevante. O fato é que
encontrei nas minhas pesquisas os seguintes exemplos de adj + law collocations. Veja se consegue buscar
equivalentes em português: 
Strict laws Powerful laws 
Oppressive laws Draconian laws 
Há um grande número de noun + of + law collocations também: 
Maintenance of the law Court of law 
Supremacy of the law Presumption of law 
Breach of law 
Isso sem falar das expressões idiomáticas que incluem a palavra law(s). Por exemplo: take the law into your
own hands (fazer justiça com as próprias mãos) / the letter of the law (a letra da lei) / the breakdown of law
and order (a quebra da lei e da ordem) / Nobody can be considered above the law (ninguém pode se
considerar acima da lei) / law enforcement (cumprimento, aplicação da lei) / to abide by the law (cumprir a
lei). 
Amazing, isn’t it? Poderia incluir outros exemplos ainda. No caso específico da palavra law escolhida, cabe
mencionar que há uma fronteira muito tênue entre o colocacional, e, portanto, de acesso e manipulação de pessoas
cultas, mas leigas, e o jargão próprio dos advogados, um campo léxico mais específico que só os próprios
advogados e magistrados considerariam familiar. A mesma coisa acontece com o chamado ‘economês’, com o
vocabulário médico que somente cirurgiões e profissionais da área dominam. A meu ver todo candidato a qualquer
concurso público, deve organizar seu ‘word bank’. Parece-me lógico que você faça suas anotações partindo de
suas leituras, o que requer disciplina e tenacidade. Expanding your vocabulary is not easy. 
Mock Test 
Trade and Poverty 
Poverty has become the great challenge of our time. Over half of the world’s 
population, around 2.8 billion people live on less than US$2 a day and more 
than a billion live in extreme poverty surviving on less than US$1 a day. 
In 2002, the member states of the UN pledged themselves to cutting 
5 extreme poverty by half by 2015. This ambitious plan, which forms the base 
of the Millennium Development Targets, can only be put into practice if the 
financial market adopts a more lenient stance. 
Poverty and extreme poverty are concentrated in the 50 poorest countries 
in the world which the UN classifies as “least developed countries” (LDCs). 
10 Thirty four of these countries are located in sub-Saharian Africa, and the 
number of people living in extreme poverty is not only increasing but is 
expected to continue increasing for some time to come. 
At UNCTAD (United Nations Conference on Trade and Development), a number 
of high-level panels discussed trade and poverty, offering different perspectives 
15 and experiences aiming to find the best means of bringing commerce and 
growth for the alleviation of poverty. 
If the traditionally followed paths towards solutions to the problem are 
continued upon, there will be an unacceptable rise in global levels of poverty. 
“The main result of the UNCTAD conference was the strengthening of the 
47
20 organization itself. It may not have decision making powers but its inspirational 
power is extremely important,” summarized Celso Amorim, Brazilian Minister 
for Foreign Relations. 
(Excerpt from Britain Brasil Magazine, July/August 2004 issue, p. 8) 
Choose the best option: 
1. As to the goal of reducing poverty by half by 2015, the member states of the UN in 2002 demonstrated that they
were 
a) walking toward it. 
b) responsible for it. 
c) aware of it. 
d) committed to it. 
e) upset by it. 
2. Poverty levels will be on the rise if 
a) organizations such as UNCTAD do not get stronger. 
b) means of dealing with commerce and growth are not found. 
c) ambitious plans are not conceived. 
d) unexplored productive potentials are not put forward. 
e) new paths towards solutions to this problem are not followed. 
3. The ambitious plan mentioned by the author cannot be put into practice unless 
a) the financial market becomes more indulgent. 
b) the number of people living in extreme poverty decreases. 
c) the UN changes the classification of “least developed countries”. 
d) something is done for the sub-Saharian Africa countries urgently. 
e) high-level panels find the best means of bringing commerce and growth for the alleviation of poverty. 
4. The fragment “If the traditionally followed paths towards solutions to the problem are continued upon,”
(L-18/19) could be rewritten as follows 
a) for the traditionally followed paths towards solutions to the problem to be continued upon 
b) unless the traditionally followed paths towards solutions to the problem are changed 
c) as the traditionally followed paths towards solutions to the problem might be continued upon 
d) while the traditionally followed paths towards solutions to the problem may be continued upon 
e) hence the traditionally followed paths towards solutions to the problem are discontinued 
5. The fragment “the member states of the UN, pledged themselves to cutting extreme poverty” (L-5/6) could be
rewritten as follows 
a) the member states of the UN attempted on the reduction of extreme poverty worldwide 
b) the member states of the UN failed to cut extreme poverty dismally. 
c) the member states of the UN pointed at cutting extreme poverty during the summit 
d) the member states of the UN solemnly promised to cut extreme poverty 
e) the member states of the UN proposed measures to cut extreme poverty in the world 
48
Exercises 
I. Practice writing the – ing form of the verbs below: 
Infinitives … ing forms Infinitives … ing forms 
1. coil 11. enjoy 
2. forget 12. die 
3. catch 13. mix 
4. run 14. row 
5. face 15. clean 
6. pop 16. rob 
7. feel 17. falter 
8. meet 18. view 
9. glitter 19. trek 
10. listen 20. speak 
II. Use the present simple or the present continuous form of the verbs in parentheses to complete the following
sentences. 
1. ____ you _______ (believe) in UFO? 
2. Listen! The phone in the living room, __________ (ring) 
3. Ordinarily, what _____ you _______ (do) on Sundays? 
4. How ______ your daughter _________ (do) in college? 
5. Mrs. Perry always ________ (do) her shopping in the morning. 
6. Unemployment __________ (rise) throughout the world. 
7. My father never _________ (leave) his home anymore. He’s 90. 
8. Look! That man __________ (try) to enter you house. 
9. ______ you ______ (visit) your parents next month? 
10. ________ you _______ (speak) Chinese at home? 
III. Look at the pictures and choose the best answer: 
A. 
49
 
a) All the men are looking at each other. 
b) A man is stealing another man’s wallet. 
c) The men in the picture are waiting for a bus. 
B. 
 
a) The man is pretending to sleep. 
b) The couple are having an argument. 
c) The woman is sleeping soundly. 
C. 
50
 
a) The chubby lady is going on a diet. 
b) The chubby lady is eating diet stuff. 
c) The chubby lady is having lunch. 
D. 
 
a) The man is sneezing. 
b) The man is snoring. 
c) The man is coughing. 
51
E. 
 
a) The policeman is holding a club. 
b) The policeman is carrying a gun. 
c) The policeman is wearing a cap. 
IV. You can say all these things about the man in the picture except: 
 
a) The man is dressing like a pirate. 
b) The man is wearing a pirate costume. 
c) The man is using a fantasy. 
52
d) The man isgoing to the costume party as a pirate. 
V. Leia o minitexto ‘Productive partnership’ e escreva nas linhas abaixo como estão usadas as duas formas... ing 
A partner of micro and small companies, the Brazilian Micro and Small Business Support Service (Sebrae) is
studying the signing of an agreement with the Abihpec and the Brazilian Agency for Industrial Development (ABDI)
for the implementation of the cosmetics sector development plan. The objective is to strengthen and provide
leverage to the sector with the expansion of its innovative capacity and the modification of the competitive level of
small companies. (From Agência Sebrae – Translated by Mark Ament) 
a) studying 
b) signing 
VI. Practice making up questions. 
1. Julia is studying English in the evenings at the university. 
a) “Who ________________________?” 
“Julia is.” 
b) “What _______________________?” 
“English.” 
c) “When ______________________?” 
“In the evenings.” 
d) “Where ________________________?” 
“At the university.” 
2. George is taking his driving test next month. 
a) “Who ________________________?” 
“George is.” 
b) “What ________________________?” 
“His driving test.” 
c) “When ________________________?” 
“Next month.” 
VII. Vocabulary Post Test 
Qual o significado das seguintes locuções extraídas do text 1? 
a) released a survey (L-2) 
b) requests for asylum (L-10) 
c) a Brazilian citizen (L-18) 
d) widespread violation (L-20) 
e) fear of persecution (L-22) 
Answers – Unit 3 
Analysis of Text 1 
1. pres. continuous: is still recovering / is currently analyzing 
2. pres. simple: come from Angola / Brazil has / come from residents / normally grants 40% / requests it
receives / anyone who feels / the applicant receives / do not yet possess. 
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Reading Comprehension Questions 
1. How many refugees are currently living in Brazil? 
There are 3.400 refugees living in Brazil at the moment. 
T: Quanto refugiados estão presentemente vivendo no Brasil? 
Há 3.400 refugiados vivendo no Brasil no presente momento. 
2. Where do most of them come from? 
Most of them come from Angola. 
T: De onde vem a maioria desses refugiados? 
A maioria deles vem de Angola. 
3. Who says Brazil has one of the most progressive refugee laws in the world? 
The representative of UNHCR in Brazil, Luís Varese. 
T: Quem afirma que o Brasil possui uma das legislações mais progressistas sobre refugiados? 
O representante da UNHCR no Brasil, Luís Varese. 
4. How does the UNHCR like working with these laws? 
They find it gratifying working with them. 
T: Como a UNHCR considera o trabalho com essas leis? 
Consideram gratificante trabalhar com elas. 
5. How many requests for asylum is the Brazilian government currently analyzing? 
The Brazilian government is currently analyzing 195 of such requests. 
T: Quantos pedidos de asilo está o governo brasileiro analisando no momento? 
O governo brasileiro está analisando 195 desses pedidos no momento. 
6. Where do most of these requests come from? 
They come from the Republic of Congo and Colombia. 
T: De onde vem a maioria desses pedidos? 
Eles vêm da República do Congo e da Colômbia. 
7. Who can request the Federal Police for asylum? 
Anyone who feels in need of international protection can do it. 
T: Quem pode solicitar asilo à Polícia Federal? 
Qualquer um que sinta necessidade de proteção internacional pode fazê-lo. 
8. Until when do the refugees receive official protection? 
Until they are granted asylum. 
T: Até quando podem os refugiados receber proteção oficial? 
Até quando lhes seja concedido o asilo. 
9. Who can also request asylum according to the Brazilian legislation? 
Individuals forced to abandon their country or those who do not yet possess a nationality and cannot return to their
country. 
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T: Quem pode também solicitar asilo de acordo com a legislação brasileira? 
Os indivíduos forçados a abandonar seus países ou aqueles que não possuam ainda uma nacionalidade e que não
possam retornar aos seus países. 
Collocation Study LAWS 
Criminal law (Direito Penal) / Constitutional law (Direito Constitucional) / Civil law (Direito Civil ) / Law
School (Faculdade de Dirteito) / Law Office (escritório de advocacia) 
Collocations 
Strict laws (leis severas) / Oppressive laws (leis opressivas) / Powerful laws (leis poderosas) / Draconian
laws (leis draconianas) 
noun + of + law 
maintenance of the law (manutenção da lei) / Infringement of (the) law (infringência da lei) / Supremacy o
the law (supremacia da lei) / Breach of law (ruptura da lei) / Court of law (Corte de justiça) / Presumption
of law (presunção da lei) 
If a picture paints a thousand words 
1. What is he doing? 
He is reading the newspaper. (or He’s reading the paper) 
O que ele está fazendo? 
Está lendo o jornal. 
2. What is she doing? 
She is knitting. (or She’s knitting) 
O que ela está fazendo? 
Ela está tricotando. 
Picture Test 
(b) What’s the policeman doing? He’s saluting her. 
O que o policial está fazendo? Está batendo continência para ela. 
Mock Test 
1. (D) – Quanto à meta de reduzir a pobreza em 50% até 2015 os estados membros da ONU em 2002
demonstraram estar comprometidos com este objetivo. Nas demais opções, tem-se: que caminhavam para este
objetivo (a), que eram responsáveis por ele (b); que estavam conscientes dele (c); e que estavam perturbados
por ele (e). 
2. (E) – Os níveis de pobreza continuarão a se elevar se novos caminhos buscando soluções não forem seguidos.
Nas demais opções: na (a), organizações tais como a UNCTAD não se fortalecerem; na (b), se os meios de lidar
com o comércio e o crescimento não forem encontrados; na (c), se planos ambiciosos não forem concebidos; na
(d) se os potenciais produtivos inexplorados não forem apresentados. 
3. (A) – O plano ambicioso mencionado pelo autor não poderá ser posto em prática a menos que o mercado
financeiro se torne mais indulgente. Nas outras opções temos: na (b), o número de pessoas vivendo em níveis de
extrema pobreza diminua; na (c), que a ONU mude a classificação de países menos desenvolvidos; na (d), que
algo seja feito urgentemente pelos países da região subsaariana; na (e), que fóruns de debate de alto nível
encontrem os melhores meios de trazer o comércio e o crescimento para alívio da pobreza. 
4. (B) – O fragmento “If the traditionally followed paths towards solutions to the problem are
continued upon,” equivale a: se os caminhos com vistas à solução do problema tradicionalmente seguidos
continuarem. Ao se usar o discourse marker ‘unless’ a frase se torna negativa: a menos que ... sejam mudados.
Traduzindo as demais opções: em (a), para os caminhos tradicionalmente seguidos com vistas à solução do
problema serem continuados; em (c), como os caminhos tradicionalmente seguidos com vistas à solução do
problema podem continuar; em (d), enquanto os caminhos tradicionalmente seguidos com vistas à solução do
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problema podem continuar; em (d), enquanto os caminhos tradicionalmente seguidos com vistas à solução do
problema possam ter continuidade; em (e) portanto para que os caminhos tradicionalmente seguidos com vistas à
solução do problema sejam interrompidos. 
5. (D) – A melhor tradução para “the member states of the UN, pledged themselves to cutting extreme
poverty” é: os estados membros da ONU comprometeram-se a cortar a extrema pobreza. Nas demais opções os
estados membros da ONU: em (a), tentaram reduzir a pobreza extrema no mundo; em (b), fracassaram
totalmente em reduzir a pobreza extrema; em (c), apontaram para o corte da extrema pobreza durante a reunião;
em (e), propuseram medidas para reduzir a pobreza mundial extrema. 
Exercises 
I. Practice writing the – ing form of the verbs below: 
Infinitives … ing forms Infinitives … ing forms 
1. coil coiling 11. enjoy enjoying 
2. forget forgetting 12. die dying 
3. catch catching 13. mix mixing 
4. run running 14. row rowing 
5. face facing 15. clean cleaning 
6. pop popping 16. rob robbing 
7. feelfeeling 17. falter faltering 
8. meet meeting 18. view viewing 
9. glitter glittering 19. trek trekking 
10. listen listening 20. speak speaking 
II. Present simple or the present continuous? 
1. Do you believe in UFO? 
Você acredita em OVNI? 
2. Listen! The phone in the living room is ringing. 
Ouça! O telefone na sala de estar está tocando. 
3. Ordinarily, what do you do on Sundays? 
Costumeiramente o que você faz aos domingos? 
4. How is your daughter doing in college? 
Como sua filha está indo na faculdade? 
5. Mrs. Perry always does her shopping in the morning. 
A Sra. Perry sempre faz suas compras pela manhã. 
6. Unemployment is rising throughout the world. 
O desemprego está aumentando no mundo. 
7. My father never leaves his home any more. He’s 90. 
Meu pai não sai mais de sua casa. Ele está com 90 anos. 
8. Look! That man is trying to enter your house. 
Veja! Aquele homem está tentando entrar na sua casa . 
9. Aren’t you visiting your parents next month? 
Você não vai visitar seus pais no mês que vem? 
10. Do you speak Chinese at home? 
Você fala chinês em casa? 
III. Pictures – multiple choice tests 
56
A. (b) is the best – um homem está roubando a carteira de outro. O que está dito na (a): todos os homens estão
se olhando, e na (c) os homens na figura estão esperando por um ônibus. 
B. (c) is the best – a mulher está dormindo profundamente. O que está dito na (a): o homem está fingindo que
dorme, e na (b) o casal está tendo uma discussão. 
C. (b) is the best – a mulher gorducha está comendo produtos dietéticos. O que está dito na (a): ela está
fazendo dieta, e na (c) ela está almoçando. 
D. (a) is the best – o homem está espirrando. O que está dito na (b): ele está roncando, e na (c), ele está
tossindo. 
E. (a) is the best: o policial está segurando o cassetete. Na (b) tem-se: o policial está carregando uma arma, e
na (c), o policial está usando um boné. 
IV. Odd man out 
Está correto dizer: (a) o homem esta se vestindo como pirata; (b) o homem está usando uma fantasia de pirata,
(d) o homem está indo de pirata a uma festa a fantasia. A palavra fantasy em (c) invalida a questão. Pode-se
falar, por ex., de sexual fantasies (fantasias sexuais). 
V. – ing forms 
(a) studying é usado como particípio presente formando o pres. continuous 
(b) signing é usado como gerúndio equivalente ao substantivo assinatura. 
VI. Making up questions 
1. Julia is studying English in the evenings at the university. 
a) “Who is studying English at the university?” 
“Julia is.” 
b) “What is Julia studying at the university?” 
“English.” 
c) “When is Julia studying at the university?” 
“In the evenings.” 
d) “Where is Julia studying?” 
“At the university.” 
2. George is taking his driving test next month. 
a) “Who is taking his driving test next month?” 
“George is.” 
b) “What is George taking next month?” 
“His driving test.” 
c) “When is George taking his driving test?” 
“Next month.” 
VII. Vocabulary Post-test 
a) released a survey (divulgou um estudo) / b) requests for asylum (pedidos de asilo) / c) a Brazilian
citizen (um cidadão brasileiro) / d) widespread violation (flagrante violação) / e) fear of persecution (temor
de perseguição). 
57
Unit 4 
Text 1: Italian Architecture in Brazil 
Italian architecture made a tremendous contribution to the construction 
of São Paulo. The skilled hands of the Italian stonemasons and carpenters 
stood apart from the rest as early as the time of the Brazilian imperial court. 
In the mid 19th century, before the country became a Republic, professionals 
5 in the field of engineering came to follow the development of works in public 
institutions commissioned by the government. There is strong Italian accent 
in the architecture of some of these projects such as the Ipiranga Museum, 
or the Santa Efigênia viaduct, that even today remain the pride of the city of 
São Paulo. 
10 From t'he drawing boards of architects such as Tommaso Bezzi, Luigi Pucci, 
Domiziano Rossi and Giulio Michel among other important names present in 
Brazilian construction, reproductions of buildings such as the one inspired by 
the Castello Sforzesco were also born. Rich in Moorish details, the building 
named the Palácio das Indústrias currently houses the offices of the São Paulo 
15 town council. Another example on the same level is the Palácio da Justiça de 
São Paulo, which copies the Palazzo di Calderini, located in Rome. 
Italian builders were largely responsible for the introduction of the neo- 
classic airs that were fashionable in Europe to the scenery of São Paulo. It 
was their boldness and innovation that led to the construction of Brazil’s first 
20 “skyscraper”. In 1929, the Martinelli building was inaugurated in the center 
of São Paulo with its unimaginable 25 storeys and a panoramic view, of the 
entire city. This project not only satisfied the requirements of the businessman 
Giuseppe Martinelli but also came to represent a kind of signature for the city 
because of the pride it evoked in its inhabitants. Late in 1956, the Edifício 
25 Itália was built, and for many years this building was the tallest in the city. Its 
name is a tribute to the Italians who helped to populate and build the city 
of São Paulo. The 45th floor is home to the famous Terraço Itália restaurant, 
which offers one of the most privileged views of the city. (From Britain Brazil 
Magazine, July/August/ 2002, p. 39) 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário, correlacione as colunas A & B: 
A B 
1. skilled hands a. ( ) permanece como o orgulho de 
2. drawing boards b. ( ) mãos hábeis 
3. remain the pride of c. ( ) atendia aos requisitos 
4. houses the offices d. ( ) pranchetas 
5. privileged view e. ( ) abriga os escritórios 
6. satisfied the requirements f. ( ) vista privilegiada 
Reading Comprehension Questions 
Indispensable question words: 
What…? O que...? Which factors? Que fatores...? 
Who…? Quem...? How…? Como...? 
Where…? Onde....? How many…? Quantos...? 
When…? Quando...? Why…? Por que...? 
Answer the following questions using complete sentences just to practice using past simple
constructions: 
1. What made a tremendous contribution to the architecture of SP? 
2. When did engineers come to Imperial Brazil to follow the development of works in public institutions? 
58
3. How is the Italian accent felt in the architecture of the city of SP? 
4. Who among other Italian architects are present in Brazilian construction? 
5. Who were largely responsible for the introduction of the neo-classic airs to the scenery of SP? 
6. Which factors led to the construction of Brazil’s first skyscraper? 
7. How many floors high was the Martinelli building? 
8. Why did Edifício Itália receive such a name? 
9. Where is the Martinelli building situated? 
10. What is offered by the famous Terraço Itália restaurant? 
Analysis of Text 1 
1. Escreva nas linhas abaixo 5 exemplos de estruturas no pres. simple: 
2. Escreva nas linhas abaixo as estruturas no past simple que você reconhece, fazendo a distinção entre formas
regulares e irregulares: 
regular: _____________________________________________________ 
irregular: ____________________________________________________ 
3. such as (L-11) como discourse marker(*) está expressando a ideia de 
The Past Simple Tense 
Enfatizaremos nesta unidade o estudo do past simple. Veja a conjugação dos verbos to walk (r.v.) (andar,
caminhar) e to give (i.v.) (dar). 
AFFIRMATIVE STATEMENTS 
I walked I gave 
You walked You gave 
He walked He gave 
She walked She gave 
It walked It gave 
We walked We gave 
You walked You gave 
They walked They gave 
É através da conjugação desse tempo verbal que se consegue distinguir um verbo regular, terminado em –ED, de
um irregular cuja forma tem que ser memorizada. 
NEGATIVE STATEMENTS 
I did not walk I did not give 
You did not walk You did not give 
He did not walk He did not give 
She did not walkShe did not give 
It did not walk It did not give 
We did not walk We did not give 
You did not walk You did not give 
They did not walk They did not give 
Como você observa, a forma do auxiliar é ‘did’, para todas as pessoas, seguido da partícula negativa ‘not’. O verbo
principal retorna à forma básica (correspondente ao bare infinitive, o infinitivo sem ‘to’). 
NB: did not = didn’t 
QUESTIONS 
Did I walk? Did I give? 
Did you walk? Did you give? 
59
Did he walk? Did he give? 
Did she walk? Did she give? 
Did it walk? Did it give? 
Did we walk? Did we give? 
Did you walk? Did you give? 
Did they walk? Did they give? 
Formamos perguntas no past simple com a inversão do auxiliar did e o sujeito. O verbo principal retorna à forma
básica, ou seja, infinitivo sem o ‘to’. 
Uses of the Past Simple 
É usado para expressar uma ação que aconteceu num tempo definido no passado. Frequentemente, advérbios ou
expressões como yesterday (ontem), last week, last month, last year (semana passada, mês passado, ano
passado), two hours ago (duas horas atrás), etc. estão presentes. At times há uma oração inteira (a time
clause, for example), indicando o tempo perfeitamente definido no passado: 
I met her two years ago. 
Eu a encontrei há dois anos. 
My brother didn’t get a job last month. 
Meu irmão não conseguiu um emprego no mês passado. 
Did you see Spielberg’s latest film last Sunday? 
Você viu o filme mais recente do Spielberg no sábado passado? 
Jack arrived ten minutes late today. 
O Jack chegou dez minutos atrasado hoje. 
Milton worked at KNY for thirty five years. He retired last year. 
Milton trabalhou na KNY por 35 anos. Aposentou-se no ano passado. 
My family lived in the suburb when I was a child. 
Minha família morava no subúrbio quando eu era criança. 
Word Forms 
a) The suffix –ED 
A terminação –ED é utilizada para a formação do passado simples e do particípio passado dos verbos regulares. 
Infinitve Past Tense Past Participle 
study studied studied 
Atenção para os particípios passados que funcionam como adjetivos e são usados com substantivos para formar
combinations / collocations: 
From text 1: 
“The skilled hands of the Italian stonemasons and carpenters...” (L-2) 
As mãos hábeis dos pedreiros e carpinteiros italianos, ... 
“which offers one of the most privileged views of the city”. (L-27) 
Que oferece uma das mais privilegiadas vistas da cidade. 
Da mesma forma como formamos as locuções (collocations ou não) com a forma –ING dos verbos, igualmente
se pode formar locuções com a terminação –ED: 
interested students (alunos/ as interessados /as) 
an excited audience (uma plateia empolgada) 
60
developed countries (países desenvolvidos) 
organized crime (crime organizado) 
Apesar de não estarmos estudando voz passiva ainda, temos agora o ‘passive past’ em que conjugamos o
passado do verbo to be (was / were) + past participle do verbo principal. 
From text 1: 
“the Martinelli building was inaugurated in the center of São Paulo with its unimaginable 25 storeys…”
(L-19/20) 
O Edifício Martinelli foi inaugurado no centro de SP com seus inimagináveis 25 andares... 
Em alguns casos o verbo to be fica apenas subentendido: 
From text 1: 
“the building named the Palácio das Indústrias (L-13) 
o prédio (que foi) chamado de Palácio das Indústrias 
the one inspired by the Castello Sforzesco (L-11/12) 
aquele (que foi) inspirado pelo Castello Sforzesco 
the Palazzo di Calderini, located in Rome ( L-15) 
o Palazzo di Calderini ( que foi/está) localizado em Roma 
b) The suffix –NESS 
“It was their boldness and innovation” (L-17/18) 
Foi a ousadia deles e seu espírito inovador... 
Ao adjetivo bold (ousado, corajoso) acrescentamos o sufixo -NESS e formamos o substantivo boldness (ousadia,
coragem). Esse sufixo é muito frequente em inglês, e vale a pena anotar mais exemplos de agora em diante: 
Adjective Noun Translation 
happy happiness felicidade 
bright brightness brilho 
cold coldness frieza 
Key Words / Confusable Words 
a) The key word AS 
From text 1: 
“as early as the time of the Brazilian imperial court…” (L-3) 
desde a época da corte imperial brasileira 
“some of these projects such as the Ipiranga Museum, or the Santa Efigênia viaduct” (L-7/8) 
alguns destes projetos, tais como o Museu do Ipiranga, ou o viaduto Santa Efigênia 
“reproductions of buildings such as the one inspired by the Castello Sforzesco” (L-12/13) 
reproduções de prédios tais como aquela inspirada no Castello Sforzesco 
Dentre as várias function words do texto anterior escolhi a palavrinha ‘as’ para mostrar por que você deve
estudar estas verdadeiras ‘gems’. 
a.1) conjunção significando when (quando) 
As I was taking a shower, the telephone rang. 
Quando eu estava tomando um banho, o telefone tocou. 
61
Turn off the light as you leave. 
Apague a luz quando estiver saindo. 
a.2) conjunção significando because (porque) 
As Mr. Cheng only spoke Chinese, we needed an interpreter. 
Como o Sr Cheng só falava chinês, precisávamos de um intérprete. 
a.3) conjunção significando in the same way (da mesma maneira, como) 
Do as I say, not as I do. (common popular saying). 
Faça como eu digo, não faça como eu faço. 
a.4) preposição significando in the role of (na qualidade de, como) 
My wife works as a dentist. 
Minha esposa trabalha como dentista. 
I have worked as a teacher for many years. 
Trabalho como professor há anos. 
Também é possível encontrar a palavra ‘as’ em várias expressões: 
I – As if ... (como se ...) 
It looked as if it was going to rain. 
Parecia que ia chover. 
II – As + adj. + as (formação do comparativo de igualdade) 
Chris is as tall as Rita. 
Chris é tão alta quanto a Rita. 
Benjamin is not so fast as Brian. 
Benjamin não é tão rápido quanto Brian. 
This topic is as important as that one. You should study both. 
Este tópico é tão importante quanto aquele. Você devia estudar ambos. 
My friends are not so motivated as they were last year. 
Meus amigos não estão tão motivados quanto estavam no ano passado. 
III – As usual (como de costume, pra variar ...) 
Natalie is late, as usual. 
Natalie está atrasada, pra variar . 
There comes Nora, crazy as usual. 
Lá vem a Nora, maluquinha como sempre . 
IV – such as (tal como, tais como quando se quer enumerar. 
At that time nobody had many comforts in life, such as freezers, computers, air conditioners… 
Naquela época ninguém possuía muitas comodidades na vida, tais como congeladores, computadores, aparelhos de
ar condicionado ... 
V – the same as (o mesmo que) 
62
Helen’s dress looks the same as her sister’s. 
O vestido da Helen parece com o da sua irmã. 
George studied in the same school as I did. 
George estudou na mesma escola que eu. 
b) among / between 
From text 1: 
“among other important names present in Brazilian construction,… (L-10/11) 
dentre outros nomes importantes presentes na construção brasileira 
b.1) among ( prep.) – no meio de, entre (vários) 
Among the movie star’s many fans were members of the Arab community. 
Entre os muitos fãs da estrela do cinema estavam membros da comunidade árabe. 
b.2) between – no meio de entre (geralmente dois /duas) 
Let’s keep it a secret between you and me. 
Vamos manter isto como um segredo entre nós. 
Both paintings look great two; it’s hard to choose between the two. 
Ambos os quadros me parecem ótimos; é difícil escolher entre eles. 
c) proud (adj.) / pride (noun) 
“because of the pride it evoked in its inhabitants …” (L-23) 
por causa do orgulho que inspirava em seus habitantes ... 
c.1) pride (noun) – orgulho 
My aunt’s garden is her pride and joy. 
O jardim da minha tia é seu orgulho e alegria. 
c.2) pride (r.v.) – orgulhar-se 
My brother prides himself on his elegant clothes. 
Meu irmão tem orgulho de suas roupas elegantes. 
c.3) proud (adj.) – orgulhoso, prosa. 
A man should be proud of his work. 
Um homem deve ficar orgulhoso de seu trabalho. 
d) storey / story 
From text1: 
“the Martinelli building was inaugurated in the center of São Paulo with its unimaginable 25 storeys and a
panoramic view” (L-19/20) 
O Edifício Martinelli foi inaugurado no centro de São Paulo com seus inimagináveis 25 andares e uma vista
panorâmica 
d.1) storey – British spelling – significa andar de casa, de prédio 
The Gray family lived in a two-storey house. 
63
A família Gray morava numa casa de dois andares . 
d.2) story – American spelling – mesmo significado 
The Martinelli building is 25 stories high. 
O Edifício Martinelli tem 25 andares . 
Collocation Study 
Story /Stories 
Naturalmente que você conhece a palavra ‘story’, mesma grafia tanto em UK quanto em US English, no sentido
de tale (história), de report (relato, reportagem), description, narrative etc. Da mesma forma como fizemos na
Unit 3 com a palavra law(s), eu simplesmente não resisto a incluir mais alguns exemplos de collocations com a
palavra story. 
I) numa de nossas próximas aulas falarei sobre expressões com os verbos ‘say & tell’. To begin with, dizemos:
tell a story / tell stories: 
Uncle Fred loved to tell us stories of his long trips. 
O tio Fred adorava nos contar histórias de suas longas viagens. 
a) Traduza as seguintes collocations com story e depois confronte o seu trabalho com o meu no final: 
Collocations Translation 
1. believe in a silly story 1. 
2. change the whole story 2. 
3. invent an intriguing story 3. 
4. hear a moving story 4. 
5. pursue the true story 5. 
6. report the genuine story 6. 
7. fabricate a love story 7. 
8. hear an amazing story 8. 
9. narrate an exciting story 9. 
10. check the detailed story 10. 
Irregular Verbs 
Neste ponto do nosso estudo este é um tópico que se impõe. Você precisa descobrir de que maneira vai fazer seu
approach com relação aos irregular verbs – no máximo uns 150 – se só nos preocuparmos com os mais
famosos. 
Da análise estatística pura e simples podemos nos tranquilizar com o fato de que a esmagadora maioria dos verbos
ingleses é regular. Melhor ainda, aqueles verbos novos que vêm sendo criados, por quaisquer tipos de imposições,
são regulares. Veja o caso de e-mail. Já é usado como verbo, regular naturalmente, to e-mail (e-mailed, e-
mailed) 
I e-mailed you yesterday. Why didn’t you send me your reply? 
Enviei um e-mail para você ontem. Por que não me respondeu? 
Quando o fax se popularizou, passou-se a usar como verbo regular também: 
They faxed us last week. 
Eles nos enviaram um fax na semana passada. 
Até mesmo o OK virou verbo regular: 
The manager okayed my check before I could cash it. 
O gerente deu o OK pro meu cheque antes que eu pudesse descontá-lo. 
Dá para ficar tranquilo na grande maioria dos casos. Porém, não há como escapar do estudo dos verbos irregulares
por uma razão muito simples: eles pipocam nos textos a toda hora. Essas formas verbais têm que se tornar music
to your years. Uma forma de facilitar a memorização delas é através de grupos de verbos que têm semelhanças
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to your years. Uma forma de facilitar a memorização delas é através de grupos de verbos que têm semelhanças
entre si. Estude o primeiro grupo abaixo que selecionei: 
IRREGULAR VERBS (I) 
Infinitive Past Tense Past Participle Tradução 
bear bore born /borne nascer, carregar 
swear swore sworn jurar 
tear tore torn rasgar 
wear wore worn usar, vestir 
Text 2: Labor Day (I) 
Eleven-year-old Peter McGuire sold papers on the street in New York City. 
He shined shoes and cleaned stores and later ran errands. It was 1863 and 
his father, a poor Irish immigrant, had just enlisted to fight in the Civil War. 
Peter had to help support his mother and six brothers and sisters. 
5 Many immigrants settled in New York City in the nineteenth century. They 
found that living conditions were not as wonderful as they had dreamed. Often 
there were six families crowded into a house made for one family. Thousands 
of children had to go to work. Working conditions were even worse. Immigrant 
men, women and children worked in factories for ten to twelve hours a day, 
10 stopping only for a short time to eat. They came to work even if they were 
tired or sick because if they didn’t, they might be fired. Thousands of people 
were waiting to take their places. 
When Peter was 17, he began an apprenticeship in a piano shop. This job 
was better than his others, for he was learning a trade, but he still worked long 
15 hours with low pay. At night he went to meetings and classes in economics and 
social issues of the day. One of the main issues of concern pertained to labor 
conditions. Workers were tired of long hours, low pay and uncertain jobs. 
They spoke of organizing themselves into a union of laborers to improve their 
working conditions. In the spring of 1872, Peter McGuire and 100,000 workers 
20 went on strike and marched through the streets, demanding a decrease in the 
long working day. (Excerpt from Celebrate! Holidays in the USA, Labor Day) 
Visit: http://usemb.se/Holidays/celebrate/labor.html 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário, correlacione as colunas A & B: 
A B 
1. sold papers a. ( ) aprendendo uma profissão 
2. shined shoes b. ( ) imigrantes se estabeleceram 
3. cleaned stores c. ( ) engraxava sapatos 
4. immigrants settled d. ( ) vendia jornais 
5. learning a trade e. ( ) limpava as lojas 
Analysis of Text 2 
1. Escreva nas linhas abaixo os verbos do texto no past simple: 
regular: 
irregular: 
2. Apesar de ainda não estarmos enfatizando estes tempos verbais, retire do texto dois exemplos dois exemplos de
construções no: 
2.1 – past continuous 
2.2 – past perfect 
3. Collocation practice –Escreva o equivalente em português de: 
a) living conditions (L-6) 
b) working conditions (L-8/19) 
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c) working day(L-21) 
d) social issues (L-16) 
Vocabulary Post-Test 
Correlacione as colunas A & B: 
A B 
1. ran errands a. ( ) iniciou um aprendizado 
2. had enlisted b. ( ) poderiam ser demitidos 
3. might be fired c. ( ) fizeram greve 
4. began an apprenticeship d. ( ) dar recados 
5. went on strike e. ( ) tinha se alistado 
Word Forms 
a) The suffix –ER 
From text 2: 
“Workers were tired of long hours, low pay and uncertain jobs” (L-17) 
Os trabalhadores estavam cansados das longas jornadas, baixa remuneração e empregos sem segurança. 
Quando acrescentamos o sufixo –ER a verbos, obtemos um substantivo, em geral, indicando ‘aquele que faz algo’
– como no exemplo acima work + er = worker (aquele que trabalha) 
verb verb+-er noun 
hunt hunter caçador 
learn learner aprendiz 
read reader leitor 
b) The suffix –SHIP 
From text 2: 
“When Peter was 17, he began an apprenticeship in a piano shop.” ((L-13) 
Quando Peter tinha 17 anos começou um aprendizado numa loja de pianos. 
Acrescentamos o sufixo –SHIP a substantivos para formação de outros substantivos. Veja estes exemplos: 
noun noun + ship Translation 
friend friendship amizade 
citizen citizenship cidadania 
partner partnership sociedade, parceria 
member membership associado 
Text 3: Labor Day (II) 
This event convinced Peter that an organized labor movement was 
important for the future of workers’ rights. He spent the next year speaking to 
crowds of workers and unemployed people, lobbying the city government for 
jobs and relief money. It was not an easy road for Peter McGuire. He became 
5 known as a “disturber of the public peace”. The city government ignored his 
demands. Peter himself could not find a job in his trade. He began to travel 
up and down the east coast to speak to laborers about unionizing. In 1881, 
he moved to St. Louis, Missouri, and began to organize carpenters there. 
He organized a convention of carpenters in Chicago, and it was there that a 
10 national union of carpenters was founded. 
The idea of organizing workers according to their trades spread around the 
country. Factory workers, dock workers and toolmakers all began to demand 
and get their rights toan eight-hour workday, a secure job and a future in 
their trades. Peter McGuire and laborers in other cities planned a holiday for 
15 workers on the first Monday in September, halfway between Independence 
Day and Thanksgiving Day. (Excerpt from Celebrate! Holidays in the USA, 
66
Labor Day) 
Visit: http://www.usemb.se/Holidays/celebrate/labor.html 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário, correlacione as colunas A & B: 
A B 
1. labor movement a. ( ) desconsiderou suas exigências 
2. unemployed people b. ( ) trabalhadores nas fábricas 
3. ignored his demands c. ( ) movimento trabalhista 
4. factory workers d. ( ) emprego seguro 
5. secure job e. ( ) ajuda financeira 
6. relief money f. ( ) pessoas desempregadas 
Analysis of Text 3 
1. Escreva nas linhas abaixo os verbos do texto no past simple: 
regular: 
irregular: 
2. Apesar de não estarmos estudando passive voice ainda, veja se consegue traduzir o seguinte fragmento do text
2: 
“…a national union of carpenters was founded “ (L-9/10) 
3. Observe o fragmento “an eight-hour workday” (L-13) 
Você consegue traduzi-lo? 
Por que ‘hour’ não está no plural? 
4. Collocation practice – Escreva o equivalente em português de: 
a) city government 
b) public peace 
c) workers’ rights 
d) easy road 
Word Forms 
The prefixes UN– & IN– 
“He spent the next year speaking to … unemployed people” (L-2/3) 
Passou o ano seguinte falando para …. pessoas desempregadas 
“… halfway between Independence Day and Thanksgiving Day. (L-15/16) 
Os prefixos UN– & IN– são dois daqueles que transformam uma palavra no seu oposto. É necessário muita prática
para utilizar o prefixo correto. 
Adjective Opposite Translation 
educated uneducated sem educação 
popular unpopular impopular 
reliable unreliable não confiável 
natural unnatural não natural 
believable unbelievable inacreditável 
Adjective Opposite Translation 
definite indefinite indefinido 
transitive intransitive intransitivo 
consistent inconsistent inconsistente 
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http://www.usemb.se/Holidays/celebrate/labor.html
tolerable intolerable intolerável 
separable inseparable inseparável 
Text 4: Labor Day (III) 
On September 5, 1882 the first Labor Day parade was held in New York City. Twenty thousand workers marched in
a parade up Broadway. They carried banners that read “Labor Creates All Wealth,” and “Eight Hours For Work,
Eight Hours For Rest, Eight Hours For Recreation”. After the parade there were picnics all around the city. Workers
and celebrants ate Irish stew, homemade bread and apple pie. At night, fireworks were set off. Within the next few
years, the idea spread from coast to coast, and all states celebrated Labor Day. In 1894, Congress voted it a federal
holiday. 
Today we celebrate Labor Day with a little less fanfare on the first Monday of September. Some cities have parades
and community picnics. Many politicians “kick off” their political campaigns by holding rallies on the holiday. Most
Americans consider Labor Day the end of the summer, and the beaches and other popular resort areas are packed
with people enjoying one last three-day weekend. (Excerpt from Celebrate! Holidays in the USA, Labor Day) 
Visit: http://www.usemb.se/Holidays/celebrate/labor.html 
Vocabulary Pre-Test 
Procure correlacionar as colunas A & B: 
A B 
1. carried banners a. ( ) pão caseiro 
2. homemade bread b. ( ) portavam faixas 
3. apple pie c. ( ) campanhas políticas 
4. political campaigns d. ( ) complexos turísticos 
5. resort areas e. ( ) torta de maçã 
Analysis Of Text 4 
1. Escreva a seguir os verbos do parágrafo 1 do texto no past simple: 
regular: 
irregular: 
2. Repare que a palavra today, no início do parágrafo 2, marca uma transição. Agora você deve buscar as
construções no present simple: 
3. Agora você deve buscar dez true cognates no text 4 – aquelas palavras cuja tradução fica facilitada pela
semelhança com o português. Again, como estas palavras ocorrem com grande frequência, não se esqueça delas! 
Vocabulary Post-Test 
Procure correlacionar as colunas A & B: 
A B 
1. Irish stew a. ( ) realizar paradas 
2. have parades b. ( ) cozido irlandês 
3. holding rallies c. ( ) apinhados de gente 
4. packed with people d. ( ) fazendo comícios 
5. less fanfare e. ( ) menos ostentação 
Picture Test 
Come on, try it. It’s fifty-fifty, Você tem 50% de chances de acertar! 
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http://www.usemb.se/Holidays/celebrate/labor.html
 
Mr. Nuts kept [a) making / b) doing] passes at his pretty secretary. 
Mock Test 
Trade Adjustment Assistance 
US Department of Labor certifies approximately 3,900 workers in 15 states as eligible to apply for Trade
Adjustment Assistance 
The U.S. Department of Labor today announced that approximately 3,900 
workers from companies in 15 states — California, Florida, Illinois, Iowa, 
Kentucky, Michigan, Missouri, New York, North Carolina, Ohio, Oregon, 
Pennsylvania, South Carolina, Tennessee and Wisconsin — are eligible to 
5 apply for Trade Adjustment Assistance (TAA). 
“The U.S. Department of Labor is committed to supporting all workers, 
including those who are impacted by trade,” said Secretary of Labor Hilda L. 
Solis. “Through the Trade Adjustment Assistance program, we are leveraging 
opportunities for displaced workers to acquire the skills needed to secure 
10 good jobs in promising areas of their local economies.” 
Workers covered by these latest TAA certifications will be contacted by their 
respective states with instructions on how to apply for individual benefits and 
services. Those who apply may receive case management and re-employment 
services, training in new occupational skills and trade readjustment allowances 
15 that provide income support for workers enrolled in training. Some workers 
may also receive job search and relocation allowances, and the Health Coverage 
Tax Credit (HCTC). 
Workers 50 years of age and older may elect to receive Re-employment 
Trade Adjustment Assistance (RTAA). If a worker obtains new employment 
20 at wages less than $ 55,000 and less than those earned in adversely affected 
employment, the RTAA program will pay 50% of the difference between the 
old wage and the new wage, up to $ 12,000 over a two-year period. RTAA 
participants may also be eligible for retraining and the HCTC. – ETA News 
Release: [01/14/2010] – Visit http://www.doleta.gov 
Choose the best option: 
1. In the fragment: “These workers are eligible to apply for Trade Adjustment Assistance” (L-4/5) the word in bold
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http://www.doleta.gov
http://www.doleta.gov
1. In the fragment: “These workers are eligible to apply for Trade Adjustment Assistance” (L-4/5) the word in bold
means 
a) invited. 
b) ensured. 
c) allowed. 
d) entitled. 
2. The U.S. Department of Labor is committed to 
a) giving help to all workers. 
b) supporting workers impacted by trade. 
c) providing opportunities for unemployed workers. 
d) helping all workers applying for Trade Adjustment Assistance. 
3. Through the Trade Adjustment Assistance the government intends to 
a) give displaced workers a chance to obtain funds to start a new business by themselves. 
b) provide opportunities for unemployed workers to get good jobs. 
c) help workers secure good jobs in promising areas of their communities. 
d) aid only those who are impacted by trade. 
4. Those who apply for the Trade Adjustment Assistance may receive 
a) licenses. 
b) fringe benefits. 
c) stocks and dividends. 
d) reimbursements. 
5. The workers who enroll in training programs may receive 
a) up to $12,000 over a two-year period. 
b) bonuses, but only if you are 50 years of age and older. 
c) income support. 
d) instructions on how to apply for individual benefits. 
Exercises 
I. Complete with the past simple of the irregular verbs in brackets. 
1. Italian copartners _____ apart from the other professionals. [STAND] 
2. That fact happened before the country _______ a republic. [BECOME] 
3. It was theirboldness that ______ the explorers to success. [LEAD] 
4. I don’t know exactly when they ________ that supermarket. [BUILD] 
5. Martha _______ working in that shop when she was 18. [BEGIN] 
6. All the factory workers ________ on strike yesterday. [GO] 
7. Nobody knows why Jerry _________ to the office late today. [COME] 
8. Peter ________ newspapers on the streets of NY. [SELL] 
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9. I didn’t go to the club with you because I ________ to study. [HAVE] 
10. The idea quickly ________ around the country. [SPREAD] 
II. Complete with the past simple of the verbs in brackets. They may be regular or irregular this time around. 
1. They ________ the national union of carpenters in Chicago. [FOUND] 
2. He ________ the next year speaking to crowds of workers. [SPEND] 
3. Peter and other laborers __________ a holiday for workers. [PLAN] 
4. Twenty thousand workers ______ in a parade up Broadway. [MARCH] 
5. Workers ________ banners demanding for their labor rights. [CARRY] 
6. Workers __________ their first Labor Day parade in NY. [HOLD] 
7. They _________ the Martinelli building in 1929. [INAUGURATE] 
8. The project ______ the requirements of the businessman. [SATISFY] 
9. The Martinelli Building ______ pride in the inhabitants of SP. [EVOKE] 
10. Peter worked during the day and __________ to school at night. [GO] 
III. Practice making up questions 
1. John spoke German in school. 
a) “Who _________________?” 
“John did.” 
b) “What ____________________?” 
“German.” 
c) “Where __________________________?” 
“At school.” 
2. Mark’s father worked in that firm for thirty years. 
a) “Who ______________________________?” 
“Mark’s father did. 
b) “Where ___________________________?” 
“In that firm.” 
c) “How long ________________________________?” 
“For 30 years.” 
3. Maria had many friends when she studied in high school. 
a) “Who _______________________?” 
“Maria did.” 
b) “Where _______________________?” 
“In high school.” 
c) “When ______________________________?” 
“At the time she studied in high school.” 
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4. Fred drank 5 cups of coffee yesterday. 
a) “Who ___________________________?” 
“Fred did.” 
b) “What ____________________?” 
“Coffee.” 
c) “How many ____________________________?” 
“5 cups.” 
d) “When ___________________________?” 
“Yesterday.” 
IV. Traduza somente as expressões em negrito a seguir onde aparece a palavra ‘as’; consulte um dicionário se
precisar. 
1. As the judge entered the courtroom, everybody rose. 
2. I left by the back door so as not to meet Jenny’s brother. 
3. That yard is not so long as ours. 
4. As long as you promise to return my book soon, you can borrow it. 
5. As yet they haven’t chosen the new president. 
6. Nobody knows English well in my group. I might as well do the translation myself. 
7. You’re wrong! Bill’s father works as an engineer for ICF. 
8. I know you like strawberries, but the other kids love them as well. 
9. As a rule Ruth wakes up early to go to work. 
10. Henry looked pale, as though he had seen a ghost. 
11. We will start the review for the final test as of next week. 
12. My old Dad does not walk round the square as he used to. 
V. Complete with the prefixes IN- or UN- : 
1. As the great leader of his party, he had to take a few ____ popular decisions. 
2. We bought ____ expensive souvenirs during our trip to Asia. 
3. We are going to see a play with the ____ comparable Anita Vasquez. 
4. Don is not the right man for the managerial position, He’s too ___ decisive. 
5. Samuel told us a really ___ believable story last night. 
6. That idea was so ____ conceivable that it never crossed my mind. 
7. Anyway, I still think you’re being ____ fair to the boys. 
8. This item does not change. It’s ___ variable. 
9. The speed his car reached was simply ____ imaginable for those days. 
10. If you analyze it more carefully, you will see that there are ____ finite possibilities to be exploited. 
VI. Past simple practice. Follow the model in writing or just orally: 
Model: 
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A: “Did you see Titanic on TV last night?” 
B: “No, I didn’t. Last night I saw a documentary on Discovery Channel.” 
1. A: “Did you go to the Zoo last Sunday?” 
B: “No, we didn’t. We _______ to the park.” 
2. A: “Did you spend your last vacation in Rio?” 
B: “No, I didn’t. I _______ it abroad.” 
3. A: “Did you study your English lesson yesterday?” 
B: “No, I didn’t. I _______ Chemistry.” 
4. A: “Did Glenda leave the office late yesterday?” 
B: “No, she didn’t. She _______ quite early.” 
5. A: “Did Sandra send you an e-mail last week?” 
B: “No, she didn’t. She _______ a postcard.” 
6. A: “Did Phil visit you in Amsterdam?” 
B: “No, he didn’t. He _______ me in Paris.” 
7. A: “Did Anna draw out R$ 100,00 from the ATM?” 
B: “No, she didn’t. She _______ out R$ 70,00.” 
8. A: “Did Helen get the first prize?” 
B: “No, she didn’t. She _______ the 2nd prize.” 
9. A: “Did I tell you to study the whole chapter?” 
B: “No, you didn’t. You _______ us to study part of it.” 
10. A: “Did the director come to talk to you.” 
B: “No, he didn’t. His assistant _______ to talk to us.” 
Answers – Unit 4 
Vocabulary pre-test: a.3 / b.1 / c.6 / d.2 / e.4 / f.5 
Analysis of Text 1: 
present simple: remain / houses / offers / is / copies / offers 
past simple: regular verbs: satisfied / evoked / helped / irregular verbs: made / stood / became / came /
were / was / led 
Reading Comprehension Questions 
1. What made a tremendous contribution to the architecture of SP? 
The Italian architecture. 
O que deu uma tremenda contribuição à arquitetura de SP? 
A arquitetura italiana. 
2. When did engineers come to Imperial Brazil to follow the development of works in public institutions? 
Before our country became a republic. 
Quando vieram os engenheiros ao Brasil Imperial para acompanhar o desenvolvimento das obras em instituições
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Quando vieram os engenheiros ao Brasil Imperial para acompanhar o desenvolvimento das obras em instituições
públicas? 
Antes de nossso país se tornar uma república. 
3. How is the Italian accent felt in the architecture of the city of SP? 
There is a strong Italian accent in the architecture of the city. 
Como a influência italiana é sentida na arquitetura de SP? 
Há uma forte influência italiana na arquitetura da cidade. 
4. Who among other Italian architects are present in Brazilian construction? 
Tommaso Bezzi, Luigi Pucci, Domiziano Rossi and Giulio Michel are among the important names present in Brazilian
construction. 
Quem dentre outros arquitetos italianos estão presentes na construção brasileira? 
Dentre os nomes importantes na construção brasileira estão Tommaso Bezzi, Luigi Pucci, Domiziano Rosse e Giulio
Michel. 
5. Who were largely responsible for the introduction of the neo-classic airs to the scenery of SP? 
Italian builders. 
Quem eram grandemente responsáveis pela introdução do estilo neoclássico na paisagem de SP? 
Os construtores italianos. 
6. Which factors led to the construction of Brazil’s first skyscraper? 
The Italian builders’ boldness innovation. 
Que fatores levaram à construção do primeiro arranha-céu brasileiro? 
A ousadia e o caráter inovador dos construtores italianos. 
7. How many floors high was the Martinelli Building? 
It was 25 storeys high. 
Quantos andares tinha o Edifício Martinelli? 
Tinha 25 andares. 
8. Why did Edifício Itália receive such a name? 
Its name is a tribute to the Italians who helped to populate and build the city of SP. 
Por que o Edifício Itália recebeu este nome? 
Seu nome é uma homenagem aos italianos que ajudaram a povoar e construir a cidade de SP. 
9. Where is the Martinelli building situated? 
It is situated in the center of SP. 
Onde está situado o Edifício Martinelli? 
Está situado no centro de SP. 
10. What is offered by the famous Terraço Itália restaurant? 
It offers one of the most privileged views of the city of SP. 
O que oferece o famoso restaurante Terraço Itália? 
Ofereceuma das mais privilegiadas vista da cidade de SP. 
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story /stories: 
Collocations Translation 
1. believe in a silly story 1. crer numa história tola 
2. change the whole story 2. mudar a história toda 
3. invent an intriguing story 3. inventar uma história intrigante 
4. hear a moving story 4. ouvir uma história comovente 
5. pursue the true story 5. buscar a história verdadeira 
6. report the genuine story 6. relatar a verdadeira história 
7. fabricate a love story 7. inventar uma história amorosa 
8. hear an amazing story 8. ouvir uma história surpreendente 
9. narrate an exciting story 9. narrar uma história empolgante 
10. check the detailed story 10. verificar a história detalhada 
Vocabulary Pre-Test – Text 2: a.5 / b.4 / c.2 / d.1 / e.3 
Analysis of Text 2 
1. past simple: 
regular: cleaned / shined / settled / crowded / worked / pertained / marched 
irregular: sold / ran /was / had / found / were not / were / came / began / went / spoke 
2.1 – past continuous – was learning / were waiting 
2.2 – past perfect – had just enlisted / had dreamed 
3. Collocation practice 
a) living conditions [condições de vida] / b) working conditions [condições de trabalho] / c) working day
[dia de trabalho] / d) social issues [questões sociais] 
Vocabulary Post-Test – Text 2: a.4 / b.3 / c.5 / d.1 / e.2 
Vocabulary Pre-Test – Text 3: a.3 / b.4 / c.1 / d.5 / e.6 / f.2 
Analysis of Text 3 
1. past simple 
regular: convinced / ignore / moved / organized / planned 
irregular: was / spent / was not / became / began / spread 
2. Passive Voice 
“… a national union of carpenters was founded” 
um sindicato nacional dos carpinteiros foi fundado 
3. Observe o fragmento “an eight-hour workday” 
Tradução: um dia de trabalho de oito horas / Hour não aparece no plural porque está funcionando como um
adjetivo; pode-se dizer: a workday that lasts eight hours (um dia de trabalho que dura oito horas) 
4. Collocation Practice 
a) city government (governo da cidade) / b) public peace (a paz pública) / c) workers’ rights ( direitos dos
trabalhadores / d) easy road (caminho fácil) 
Vocabulary Pre-Test – Text 3: a.2 / b.1 / c.4 / d.5 / e.3 
Analysis of Text 4 
1. Past simple 
regular: marched / carried / celebrated / voted 
75
irregular: read / ate / spread 
2. Present simple: celebrate / have / kick (off) / consider 
3. True Cognates – quaisquer dez dentre estes: September / Labor / parade / recreation / picnics / celebrate /
Idea / states / Congress / fanfare / community / political / campaigns / Americans / consider / popular 
Vocabulary Post-Test – Text 4: a.2 / b.1 / c.4 / d.3 / e.5 
Picture Test 
(a) – Mr. Nuts kept making passes at his pretty secretary. 
O Sr. Nuts ficava passando cantadas na sua bela secretária. 
Mock Test 
1. (d) – No fragmento: “These workers are eligible to apply for Trade Adjustment Assistance” ( Esses
trabalhadores têm direito a se increver no programa de Trade Adjustment Assistance) a palavra em negrito é
sinônima de entitled (têm o direito a). Nas demais: em (a), invited (convidados); em (b), ensured (garantidos);
em (c), allowed (têm permissão). 
2. (a) – O Ministério do Trabalho dos EUA está comprometido em prover auxílio a todos os trabalhadores. Nas
demais: de (b), apoiar os trabalhadores impactados pelo comércio; de (c), fornecer oportunidades aos
trabalhadores desempregados; de (d), ajudar todos os trabalhadores que se inscrevem no programa do TAA. 
3. (b) – Através desse programa TAA o governo pretende fornecer oportunidade para os trabalhadores
desempregados que queiram obter um bom emprego. Nas demais: em (a), dar uma chance aos trabalhadores
demitidos de obter recursos para abrir sua empresa; em (c),ajudar os trabalhadores a a garantir bons empregos
em áreas promissoras de suas comunidades; em (d), ajudar somente aqueles que são impactados pelo comércio. 
4. (d) – Aqueles que solicitam o Auxílio de Ajuste Comercial podem receber reimbursements (reembolso). Nas
demais: em (a), licenses (licenças); em (b), fringe benefits (benfícios marginais); em (c), stocks and
dividends (ações e dividendos). 
5. (c) – Os trabalhadores que se matriculam em treinamento podem receber income support (auxílio
remunerado). Nas demais temos: em (a), até $ 12.000 ao longo de dois anos; em (b), bônus, mas somente se
tiver 50 anos ou mais; em (d), instrucões sobre como se candidatar a benefícios individuais. 
Exercises 
I. Irregular Verbs 
1. [STOOD] – Carpinteiros italianos distinguiam-se dos outros profissionais 
2. [BECAME] – Aquele fato ocorreu antes que o país se tornasse uma república. 
3. [LED] – Foi sua coragem que conduziu os exploradores ao sucesso. 
4. [BUILT] – Não sei exatamente quando eles construíram aquele supermercado. 
5. [BEGAN] – Marta começou a trabalhar naquela loja quando tinha 18 anos. 
6. [WENT] – Todos os trabalhadores da fábrica entraram em greve ontem. 
7. [CAME] – Ninguém sabe por que Jerry chegou atrasado no escritório hoje. 
8. [SOLD] – Peter vendia jornais nas ruas de NY. 
9. [HAD] – Não fui ao clube com vocês porque tinha que estudar. 
10. [SPREAD] – A ideia rapidamente se espalhou por todo o país. 
II. Regular & Irregular verbs 
1. [FOUNDED] – Eles fundaram o Sindicato Nacional dos Carpinteiros em Chicago. 
2. [SPENT] – Ele passou o ano seguinte falando a multidões de trabalhadores. 
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3. [PLANNED] – Peter e outros trabalhadores planejavam um feriado para eles. 
4. [MARCHED] – Vinte mil trabalhadores desfilaram numa parada pela Broadway. 
5. [CARRIED] – Trabalhadores carregavam faixas exigindo seus direitos. 
6. [HELD] – Os trabalhadores fizeram sua primeira parada do Dia do Trabalho em NY. 
7. [INAUGURATED] – Eles inauguraram o Edifício Martinelli em 1929. 
8. [SATISFIED] – O projeto satisfez as exigências do homem de negócios. 
9. [EVOKED] – O Edifício Martinelli evocava orgulho nos paulistanos. 
10. [WENT] -Peter trabalhava durante o dia e ia à escola à noite. 
III. Practice making up questions 
1. John spoke German in school. 
a) “Who spoke German in school?” 
“John did.” 
b) “What did John speak in school?” 
“German.” 
c) “Where did John speak German?” 
“At school.” 
2. Mark’s father worked in that firm for thirty years. 
a) “Who worked in that firm for thirty years?” 
“Mark’s father did. 
b) “Where did Mark’s father work for 30 years?” 
“In that firm.” 
c) “How long did Mark’s father work in that firm?” 
“For 30 years.” 
3. Maria had many friends when she studied in high school. 
a) “Who had many friends when she studies in high school?” 
“Maria did.” 
b) “Where did Maria have many friends?” 
“In high school.” 
c) “When did Maria have many friends?” 
“At the time she studied in high school.” 
4. Fred drank 5 cups of coffee yesterday.. 
a) “Who drank 5 cups of coffee yesterday?” 
“Fred did.” 
b) “What did Fred drink yesterday?” 
“Coffee.” 
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c) “How many cups of coffee did Fred drink?” 
“5 cups.” 
d) “When did Fred drink five cups of coffee?” 
“Yesterday.” 
IV. The little word ‘as’: 
1. As the judge entered the courtroom, everybody rose. 
Quando o juiz entrou no tribunal, todos se levantaram. 
2. I left by the back door so as not to meet Jenny’s brother. 
Saí pela porta dos fundos para não encontrar com o irmão da Jenny. 
3. That yard is not so long as ours. 
Aquele pátio não é tão comprido quanto o nosso. 
4. As long as you promise to return my book soon, you can borrow it. 
Desde que você prometa devolver meu livro logo, pode pegá-lo emprestado. 
5. As yet they haven’t chosen the new president. 
Até agora não escolheram o novo presidente. 
6. Nobody knows English well in my group. I might as well do the translation myself. 
Ninguém sabe bem inglês no meu grupo. É melhor fazer a tradução eu mesmo. 
7. You’re wrong! Bill’s father works as an engineer for ICF. 
Você está errado! O pai do Bill trabalha como engenheiro da ICF. 
8. I know you like strawberries, but the other kids love them as well. 
Sei que você gosta de morangos, mas asoutras crianças adoram também. 
9. As a rule Ruth wakes up early to go to work. 
Geralmente a Ruth acorda cedo para ir trabalhar. 
10. Henry looked pale, as though he had seen a ghost. 
Henry parecia pálido com se tivesse visto um fantasma. 
11. We will start the review for the final test as of next week. 
Começaremos a revisão para a prova final a partir da semana que vem. 
12. My old Dad does not walk round the square as he used to. 
Meu velho pai não mais caminha em volta da pracinha como costumava fazer. 
V. Complete with the prefixes IN– or UN– 
1. [unpopular] – Como grande líder do seu partido, ele tinha que tomar algumas decisões impopulares. 
2. [inexpensive] – Compramos suvenires baratos durante nossa viagem à Ásia. 
3. [incomparable] – Vamos ver uma peça com a incomparável Anita Vasquez. 
4. [indecisive] – Don não é o homem certo para a gerência. Ele é muito indeciso. 
5. [unbelievable] – Samuel contou uma história realmente incrível ontem à noite. 
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6. [inconceivable] – Aquela ideia era tão inconcebível que nem me passou pela cabeça. 
7. [unfair] – De qualquer modo, acho que você está sendo injusto com os meninos 
8. [invariable] – Este item não muda. É invariável 
9. [unimaginable] – A velocidade que seu carro atingiu era simplesmente inimaginável para aquela época. 
10. [infinite] – Se você analisá-lo com mais cuidado, verá que existem infinitas possibilidades a serem exploradas.
VI. Past simple practice: 
1. A: “Did you go to the Zoo last Sunday?” 
B: “No, we didn’t. We went to the park.” 
A – Você foram ao Zoológico no domingo passado? 
B – Não. Fomos ao parque. 
2. A: “Did you spend your last vacation in Rio?” 
B: “No, I didn’t. I spent it abroad.” 
A – Você passou suas últimas férias no Rio? 
B – Não. Passei no exterior. 
3. A: “Did you study your English lesson yesterday?” 
B: “No, I didn’t. I studied Chemistry.” 
A – Você estudou sua lição de inglês ontem? 
B – Não. Estudei química. 
4. A: “Did Glenda leave the office late yesterday?” 
B: “No, she didn’t. She left quite early.” 
A – A Glenda saiu tarde do escritório ontem? 
B – Não. Saiu bem cedo. 
5. A: “Did Sandra send you an e-mail last week?” 
B: “No, she didn’t. She sent a postcard.” 
A – A Sandra te enviou um e-mail na semana passada? 
B – Não. Ela me mandou um cartão-postal. 
6. A: “Did Phil visit you in Amsterdam?” 
B: “No, he didn’t. He visited me in Paris.” 
A – O Phil te visitou em Amsterdã? 
B – Não. Ele me visitou em Paris. 
7. A: “Did Anna draw out R$ 100,00 from the ATM?” 
B: “No, she didn’t. She drew out R$ 70,00.” 
A – A Ana sacou R$ 100,00 do caixa eletrônico? 
B – Não. Ela sacou R$ 70,00. 
8. A: “Did Helen get the first prize?” 
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B: “No, she didn’t. She got the 2nd prize.” 
A – A Helena ganhou o primeiro prêmio? 
B – Não. Ela ganhou o segundo prêmio. 
9. A: “Did I tell you to study the whole chapter?” 
B: “No, you didn’t. You told us to study part of it.” 
A – Eu lhes disse para estudar o capítulo todo? 
B – Não. Você nos disse para estudar parte dele. 
10. A: “Did the director come to talk to you” 
B: “No, he didn’t. His assistant came to talk to us.” 
A – O diretor veio falar com vocês? 
B – Não. O assistente dele veio falar conosco. 
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Unit 5 
Text 1: The Boston Tea Party 
By the middle of the 1700s, the 13 colonies that made up part of England’s 
empire in the New World were finding it difficult to be ruled by a king 3,000 
miles across the Atlantic Ocean. They were tired of the taxes imposed upon 
them. But independence was a gradual and painful process. The colonists 
5 could not forget that they were British citizens and that they owed allegiance 
to King George III. 
A “tea party” and a “massacre” were two events that hurried destiny. Along 
with general unrest these events united the colonists. In 1767 a tea company 
in India, owned by England, was losing money. To save the company, England 
10 levied a tax on tea sold in the colonies in 1773. Partly as a joke, Samuel Adams 
and other Bostonians dressed up as Indians and dumped a cargo of the India 
Company Tea into the Massachusetts Bay. King George III did not think it 
was funny, nor did he lift the tax on tea. In the Boston harbor, British soldiers 
were jeered and stoned by colonists who thought the soldiers had been sent 
15 to watch them. The soldiers fired into the crowd and killed a few citizens. The 
colonists exaggerated the number killed and called it a massacre. (Excerpt 
from Independence Day, in Celebrate! Holidays in the USA) 
Visit: http://www.usemb.se/Holidays/celebrate/independ.html 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário, correlacione as colunas A & B: 
A B 
1. made up the empire a. ( ) deviam lealdade 
2. ruled by a king b. ( ) processo penoso 
3. painful process c. ( ) compunham o império 
4. owed allegiance d. ( ) governados por um rei 
5. hurried destiny e. ( ) inquietação generalizada 
6. general unrest f. ( ) apressaram o destino 
7. dumped a cargo g. ( ) suspender o imposto 
8. lift the tax h. ( ) jogaram a carga 
Analysis of Text 1 
1. Escreva aqui quantos exemplos achar no texto de verbos no past simple. 
2. Transcreva os dois exemplos do texto de verbos no past continuous. 
The Past Continuous Tense 
Agora priorizaremos o estudo do past continuous. Veja a conjugação dos verbos to walk (r.v.) (andar,
caminhar) e to give (i.v.) (dar). 
AFFIRMATIVE STATEMENTS 
I was walking I was giving 
You were walking You were giving 
He was walking He was giving 
She was walking She was giving 
It was walking It was giving 
We were walking We were giving 
You were walking You were giving 
They were walking They were giving 
Com o past simple do auxiliar ‘be’ + the present participle do verbo principal conjuga-se o past continuous
dos verbos ingleses. 
NEGATIVE STATEMENTS 
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http://www.usemb.se/Holidays/celebrate/independ.html
I was not walking I was not giving 
You were not walking You were not giving 
He was not walking He was not giving 
She was not walking She was not giving 
It was not walking It was not giving 
We were not walking We were not giving 
You were not walking You were not giving 
They were not walking They were not giving 
Para formar negative statements, basta acrescentar a partícula ‘not’ após o past simple do auxiliar ‘be’. 
NB: was not = wasn’t / were not = weren’t 
QUESTIONS 
Was I walking? Was I giving? 
Were you walking? Were you giving? 
Was he walking? Was he giving? 
Was she walking? Was she giving? 
Was it walking? Was it giving? 
Were we walking? Were we giving? 
Were you walking? Were you giving? 
Were they walking? Were they giving? 
Basta fazer a inversão do auxiliar ‘be’ com o sujeito para se obter a forma interrogativa. 
Uses of The Past Continuous Tense 
a) To describe a past action in progress connected to another past action. 
Expressa uma ação contínua no passado, ligada a outra ação passada. 
I was going to school when I met Susan. 
Estava indo para a escola quando encontrei a Susan. 
The phone was ringing when Mrs. Dawson arrived home. 
O telefone estava tocando quando a Sra. Dawson chegou em casa. 
Were you studying last night when I called you up? 
Você estava estudando ontem à noite quando eu telefonei para você? 
She wasn’t playing tennis this afternoon. She was dancing. 
Ela não estava jogando tênis esta tarde . Estava dançando. 
b) It may also be used to describe an action that was happening at the same time another action was in progress. 
Pode ser também usado para descrever que uma ação passada estava em progressão ao mesmo tempo que outra. 
While his wife was doing the housework, Bill was writing letters. 
Enquanto sua esposa estava fazendo suas tarefas, o Bill estava escrevendo cartas. 
All the time the movie star was bathing at the beach, her security agents were keeping an eye on anyone who
came close to her. 
Todo o tempo que a estrela estava se banhando no mar, seus agentes de segurança estavam vigiando qualquerum
que dela se aproximasse. 
Reading Comprehension Questions 
Indispensable question words: 
What…? O que...? Which…? Quais ...? 
Who…? Quem...? How…? Como...? 
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Where…? Onde....? Why Por que ...? 
When…? Quando...? How many…? Quantos / as...? 
Answer the following questions using complete sentences. 
1. Why were the 13 colonies finding it difficult to be ruled by a king in the 1700s? 
2. Who did the citizens owe allegiance to? 
3. Which two events hurried destiny? 
4. What was happening to a tea company in India, owned by England, in 1767? 
5. What did England do to save the company? 
6. How did a number of Bostonians react? 
7. Why were the British soldiers jeered and stoned by colonists? 
8. Who fired into the crowd? 
9. How many citizens were killed? 
10. How did the colonists call this incident? 
Word Forms 
From text 1: 
“But independence was a gradual and painful process…” (L-4) 
Porém a independência foi um processo gradual e doloroso ... 
a) The suffix –FUL 
Continuando nosso estudo da formação de palavras, outra arma poderosa para facilitar a leitura de textos, vamos
estudar o sufixo –FUL acrescentado a substantivos para formar adjetivos. Veja estes exemplos: 
Noun Adjective Translation 
care careful cuidadoso / a 
power powerful poderoso / a 
use useful útil 
b) The suffix –LESS 
Aproveitamos para falar do sufixo –LESS com sentido oposto, também usado na formação de adjetivos. 
Noun Adjective Translation 
care careless descuidado /a 
power powerless impotente 
use useless inútil 
end endless sem fim 
Key Words / Confusable Words 
From text 1: 
“The soldiers fired into the crowd and killed a few citizens.” (L-15) 
Os soldados atiraram na multidão e mataram alguns cidadãos. 
a) a few x a little / few x little 
Estas palavras tradicionalmente estudadas nos livros-textos nos remetem ao conceito de count-nouns e non-
count nouns a que já nos referimos. Veja estes exemplos: 
a.1) few– usado diante de count nouns. 
The exam was so difficult that few students passed. 
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A prova foi tão difícil que pouquíssimos alunos passaram. 
a.2) a few também usado diante count nouns. 
Even though the exam was hard, a few students passed. 
Muito embora o exame tenha sido difícil, alguns alunos passaram. 
NB: Cuidado com a locução: quite a few (muitos, um bocado) 
Quite a few people attended Prof. Hartley’s lecture. 
Muita gente assistiu à conferência do Prof. Hartley. 
b.1) little (pouco /a) usado diante de non-count nouns 
When he came to Brazil Mr. Tanaka spoke very little Portuguese. 
Quando o Sr. Tanaka veio para o Brasil, ele falava português muito pouco . 
b.2) a little (um pouco) usado diante de non-count nouns. 
I would like a little more sugar in my coffee. 
Gostaria de um pouco mais de açúcar no meu café. 
Collocation Study – Phrasal Verbs 
From text 1: 
“By the middle of the 1700s, the 13 colonies that made up part of England’s empire in the New World …” (L-1/2)
Por volta de meados do século XVIII as colônias que compunham parte do império britânico no novo mundo... 
“Bostonians dressed up as Indians” (L-11/12) 
Cidadãos de Boston fantasiados de índios. 
Como já dissemos, os phrasal verbs se enquadram perfeitamente no conceito de collocations. No passado
sempre foram estudados sob várias denominações, two-word verbs, sometimes three-word verbs, idioms,
etc. mas o certo é que não podemos negar sua importância. 
Nos exemplos do texto, você já sabe que o verbo make geralmente corresponde a ‘fazer’. Porém, se você reparar,
bastou acrescentar a partícula ‘up’ e temos: compor, representar nesse contexto. E há vários outros significados
para make up. Veja alguns exemplos: 
Lilian made herself up for the party. 
Lilian maquiou-se para a festa . 
Bill and Alice broke up last month. Now they’ve made up again. 
O Bill e a Alice brigaram no mês passado. Agora já se reconciliaram de novo. 
Did you believe her story? I think she made it up. 
Você acreditou na história dela? Acho que ela a inventou. 
No caso do verbo regular to dress, normalmente significa vestir(-se). O substantivo ‘dress’ significa vestido.
Bastou acrescentar a partícula ‘up’ e no exemplo acima já assumiu o significado de fantasiar-se e também significa:
Jennifer was all dressed up for the party. 
Jennifer estava vestida toda elegante para a festa. 
Modal Verbs – Could 
From text 1: 
“The colonists could not forget that they were British citizens…” 
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Os colonos não podiam se esquecer de que eram cidadãos britânicos. 
A forma verbal ‘could’ é o passado do verbo modal ‘can’, que já começamos a estudar. Volto a lembrar-lhes que o
significado dos verbos modais depende muito do contexto em que se encontram. 
a) indicando capacidade, habilidade. 
I could swim very fast when I was younger. 
Eu conseguia nadar bem rápido quando era mais jovem. 
b) em solicitações, pedidos educados. 
Could you please turn off the air conditioner? I’m freezing. 
Poderia por favor desligar o ar condicionado? Estou congelando. 
c) indicando possibilidade presente ou futura. 
You could have a heart attack if you exercise too hard. 
Você poderia ter um infarto se fizer exercícios muito fortes. 
d) para solicitar permissão. 
Could I borrow your dictionary for a while? 
Posso pegar seu dicionário emprestado um instante? 
e) indicando possibilidade lógica ou uma impossibilidade na negativa. 
It couldn’t be John at the airport. I know that he’s dead. 
Não podia ser o John no aeroporto; eu sei que ele está morto. 
f) no discurso indireto 
‘You can go to the beach tomorrow’, Dot’s father said. 
Dot’s father said that she could go to the beach on the following day. 
– Você pode ir à praia amanhã, – disse o pai da Dot. 
O pai da Dot disse que ela podia ir à praia no dia seguinte. 
Text 2: Memorial Day 
It was 1866 and the United States was recovering from the long and bloody 
Civil War between the North and the South. Surviving soldiers came home, 
some with missing limbs, and all with stories to tell. Henry Welles, a drugstore 
owner in Waterloo, New York, heard the stories and had an idea. He suggested 
5 that all the shops in town close for one day to honor the soldiers who were 
killed in the Civil War and were buried in the Waterloo cemetery. On the 
morning of May 3, the townspeople placed flowers, wreaths and crosses on 
the graves of the Northern soldiers in the cemetery. At about the same time, 
Retired Major General Jonathan A. Logan planned another ceremony, this 
10 time for the soldiers who survived the war. He led the veterans through town 
to the cemetery to decorate their comrades’ graves with flags. It was not a 
happy celebration, but a memorial. The townspeople called it Decoration 
Day. (Excerpt from Celebrate! Holidays in the USA, Memorial Day) 
Visit: http://www.usemb.se/Holidays/celebrate/memorial.html 
Vocabulary Pre-Test 
Vamos admitir que você após fazer o skimming do texto consiga dizer com segurança que sabe o significado dos
seguintes true cognates e de outras palavras muito comuns: 
recovering (recuperando-se) / war (guerra) / all (todos) / suggested (sugeriu) / shops (lojas) / honor
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http://www.usemb.se/Holidays/celebrate/memorial.html
recovering (recuperando-se) / war (guerra) / all (todos) / suggested (sugeriu) / shops (lojas) / honor
(homenagear) / killed (mortos) / cemetery (cemitério) / flowers (flores) / ceremony (cerimônia) / veterans
(ex-combatentes) / flags (bandeiras) / celebration (comemoração) 
Pois bem, admitindo-se que esse fosse o quadro do seu conhecimento com relação às palavras do texto acima.
Valendo-se de outras dicas contextuais, sem consultar nenhum dicionário, procure correlacionar as colunas A & B: 
A B 
1. surviving soldiers a. ( ) membros amputados 
2. missing limbs b. ( ) soldados sobreviventes 
3. drugstore owner c. ( ) colocavam coroas de flores 
4. were buried d. ( ) proprietário da drogaria 
5. placed wreaths e. ( ) foram sepultados 
Analysis of Text 2 
1. Procure no text 1(um) exemplo de construção no past continuous: 
2. Procure no texto exemplos de construção no past simple: 
regular verbs: _______________________________________________________ 
irrregular verbs: _____________________________________________________ 
3. Explique por que o autor usou ‘On the morning... (L- 6/7), e, não in the morning? 
Text 3: Cross-cultural understanding 
My name is Cindy Ramirez. I am 17 years old, and I am originally from 
Mexico City, but right now I am living in Lafayette, Indiana. I arrived in the 
U.S. two years ago because all my family was living here and I wanted to learn 
more English. Now that I am here, I am trying to meet new people and learn 
5 more English because all my classes are in English. 
When I arrived in the U.S. I did not know English very well, but with time 
and my teacher’s help I am learning more. Now I can speak, read, and write 
more than before I arrived; the important thing is that I need to try to learn 
10 more and more. I try to pay attention during any conversation, and I am very 
focused on pronunciation. (From e-journal, American Teenagers) 
Visit: http://usinfo.state.gov/journals/itsv/0705/ijse/understanding.htm 
Analysis of Text 3 
1. Escreva exemplos do texto acima de construções no past continuous: 
2. Escreva exemplos do texto acima de construções no present continuous: 
3. Procure no texto exemplos de construções no past simple: 
regular verbs: 
irrregular verbs: 
4. O que está indicando o verbo modal ‘can’ em “Now I can speak, read, and write more than before I arrived? 
5. Depois de ter lido o pequeno trecho acima, como você traduziria o título? 
Cross-cultural understanding 
Key Word: Now 
From text 3: 
“I am originally from Mexico City, but right now I am living in Lafayette, Indiana” (L-1/2) 
Originariamente sou da Cidade do México, mas neste momento estou morando em Lafayette, Indiana” 
“Now I can speak, read, and write more than before I arrived” (L-7/8) 
Agora sei falar, ler e escrever mais do que antes de eu chegar … 
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A palavra now, como advérbio significando ‘agora’ em português, é, por certo, conhecida de todos vocês. Volto o
enfatizar que são as palavras muito comuns que devem ter seu campo colocacional estudado. Por que não
aprender também: 
a) nowadays (adv) (hoje em dia, nos tempos modernos) 
In the past people used typewriters in Brazilian offices, nowadays everybody uses computers. 
No passado as pessoas usavam máquinas de escrever nos escritórios no Brasil, hoje em dia todo mundo usa
computadores. 
b) as várias expressões em que a palavra ‘now’ aparece: 
b.1) now and then [or: now and again] (de vez em quando) 
Now and then we visit our relatives out of town. 
De vez em quando visitamos nossos parentes de fora da cidade. 
b.2) from now on (de agora em diante) 
From now on I’m not going to let you enter the classroom if you’re late. 
De agora em diante não vou deixar você entrar na sala, se estiver atrasado. 
b.3) just now (agorinha mesmo) 
I don’t know where Susan is, but she was here just now. 
Não sei onde a Susan está, mas estava aqui agorinha mesmo . 
b.4) what now (e agora) 
What now, my friends. We’ve got two films to see. Make up your mind. 
E agora , amigos. Temos dois filmes para assistir. Decidam-se. 
b.5) by now (neste momento) 
Let’s give them a ring. They must have arrived by now. 
Vamos ligar para eles. Eles já devem ter chegado neste momento . 
b.6) (up) until now [up till now] (até o momento) 
Up until now I haven’t read a single book that I found really interesting. 
Até o momento não li um só livro que eu achasse realmente interessante. 
b.7) for now (por enquanto) 
That’s all for now. I’m not going to teach any more new subject today. 
È tudo, por enquanto . Não vou ensinar mais nenhum assunto novo hoje. 
b.8) it’s now or never (é agora ou nunca) 
It’s now or never! I will pass my college entrance examination this time. 
É agora ou nunca ! Desta vez eu vou passar no vestibular. 
b.9) Now then (e então) 
Now then, who wants to go to the beach with us? 
E então , quem quer ir à praia conosco? 
IRREGULAR VERBS (II) 
A. 
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Infinitive Past Tense Past Participle Tradução 
break broke broken quebrar 
choose chose chosen escolher 
freeze froze froken congelar 
speak spoke spoken falar 
steal stole stolen roubar,furtar 
weave wove woven tecer 
Com pequena variação no particípio passado você tem também: 
B. 
Infinitive Past Tense Past Participle Tradução 
drive drove driven dirigir 
ride rode ridden cavalgar, viajar 
rise rose risen aumentar, subir 
strive strove striven esforçar-se 
thrive throve thriven prosperar 
write wrote written escrever 
Picture Test 
Come on, try it. It’s fifty-fifty, Você tem sempre 50% de chances de acertar! 
 
Several old men were [a) standing / b) staying] in line
at the bank waiting to receive they paychecks. 
Mock Test 
Holidays 
Holidays are special days set aside for some kind of observance either of a religious nature or not. Besides
Thanksgiving Day, Americans observe several other holidays. Preferences for this or that festive day may vary
considerably. Children eagerly look forward to Easter Sunday, especially those who are fond of chocolate, for they
believe the Easter bunny will bring them chocolate eggs. Easter Sunday, a Christian holiday, celebrates the
resurrection of Jesus Christ. 
Romantic people may fall for Valentine’s Day, which comes on February 14 (in Brazil, June 12). On this day,
sweethearts, relatives and friends exchange heart–shaped cards, boxes of chocolate and gifts. The valentines
88
sweethearts, relatives and friends exchange heart–shaped cards, boxes of chocolate and gifts. The valentines
contain messages of love, affection and friendship. 
Irish-Americans will say that St. Patrick’s Day is their favorite. On March 17, the patron saint of Ireland is honored
by both citizens of Irish descent and even by non-Irish citizens. In New York City, for example, bands on parade
and thousands of people celebrate the occasion. The clover, the symbol of Ireland, is seen everywhere. Adults and
children dress in green. Balloons are sold by the hundreds to the public. 
On the fourth of July Americans commemorate Independence Day, their most important holiday. It is a legal
holiday when they celebrate the anniversary of the signing of the Declaration of Independence in 1776. 
Labor Day comes on the first Monday in September [in Brazil it comes on the first of May, as well as in many other
countries]. It is a day to pay tribute to all the working people. Parades and speeches mark Labor Day celebrations. 
On the second Monday in October, Americans celebrate Columbus Day. It is a legal holiday in honor of Christopher
Columbus. This occasion recognizes the influence of the Italian culture in the USA. 
Christians, on the 25th of December, celebrate the anniversary of the birth of Jesus Christ. Santa Claus, the white-
bearded old man who personifies the spirit of Christmas, is expected to bring gifts for kids. 
On the first of January comes New Year’s Day. Festivities begin on December 31, New Year’s Eve. People count
down to midnight to say good-bye to the old year and salute the beginning of the New Year. (By Carlos Augusto) 
1. Holidays in the US are observed 
a) solely for religious reasons. 
b) because of traditonal principles. 
c) both for religious or festive reasons. 
d) to pay tribute to their ancestors. 
2. St. Patrick’s Day is celebrated 
a) only by citizens of Irish descent. 
b) to honor the patron saint of Ireland. 
c) by adults and children dressed in green. 
d) by bands on parade in NY. 
3. All these can be said about the 4th of July, EXCEPT that 
a) on this day Americans commemorate their Independence. 
b) It is America’s most important holiday. 
c) Americans celebrate the anniversary of the signing of the Declaration of Independence. 
d) it is a legal holiday to honor Thomas Jefferson. 
4. According to the text, all these statementsare correct, EXCEPT 
a) Labor day falls on the same day in the US and the rest of the world. 
b) Columbus Day is an occasion to recognize the influence of the Italian culture in the USA. 
c) Labor day is a holiday set aside to honor the working class. 
d) Parades and speeches mark Labor Day celebrations. 
5. On Valentine’s Day people 
a) show one another their friendship. 
b) overeat chocolate. 
c) exchange heart–shaped cards. 
89
d) send one another messages of love and affection. 
Exercises 
I. Fill in the blanks with the PAST SIMPLE or the PAST CONTINUOUS of the verbs in bold: 
1. It _______________ (rain – negative) when Mrs. Nelson _________ (arrive) home. 
2. ____ you _____ (meet) Jane when you _______ (study) in Europe? 
3. _____ you _____ (sleep) when I ________ (phone) you last night? 
4. ______ your father _______ (watch) a news program on TV when I _____________ (call) yesterday? 
5. I _______ not __________ (talk) about you. I ____________ (mean) to say that your brother was wrong. 
II. Complete with the past form of the irregular verbs in brackets. 
1. The 13 colonies ________ it difficult to be ruled by a king 3,000 miles away. [FIND] 
2. England ________ tea to the 13 colonies in North America. [SELL] 
3. King George ________ the incident was not funny at all. [THINK] 
4. Soldiers ________ home with many stories to tell about the war. [COME] 
5. The Major General _______ the veterans through town to the cemetery. [LEAD] 
III. Picture Quiz. Choose the best option to go with the pictures: 
 
1. What were they doing yesterday? 
a) They were playing soccer. 
b) They were jogging. 
c) They were entertaining. 
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2. What was the Indian chief carrying? 
a) He was carrying a revolver. 
b) He was carrying a machine gun. 
c) He was carrying a shotgun. 
 
3. What was the woman doing? 
a) She was not looking at the engine. 
b) She was not checking the engine. 
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c) She was inspecting the engine. 
 
4. What was the man doing? 
a) He was telling his prayers. 
b) He was pronouncing his prayers. 
c) He was saying his prayers. 
 
5. What did the shoeshine guy notice? 
a) Everybody was wearing slippers. 
b) Everybody was wearing socks. 
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c) Everybody was wearing sneakers. 
 
6. What was the woman doing? 
a) She was walking her dog. 
b) She was carrying her dog. 
c) She was holding her dog. 
7. Strange as it may seem, what was the man doing? 
a) He was holding the lamppost. 
b) He was carrying a lamppost. 
c) He was weighing the lamppost. 
IV. Complete the sentences with one word in bold belonging to the ‘think family’: 
thought thoughtful thoughtless thinking thinkers 
1. On second ___________ I am going to take my umbrella with me. 
2. In fact, it was very ___________ of you to bring your wife a gift. 
3. That’s not what they were _______________ at that time. 
4. Don’t you like to read books by the most famous world ____________? 
5. It was very _____________ of you to leave the keys in the car. 
V. Affixes Quiz – Add the appropriate prefix or suffix. The translation may help you. 
1. part____ as a joke. (parcialmente, meio que como piada) 
2. they were recovering from the blood___ war. (eles estavam se recuperando da guerra sangrenta) 
3. surviv ____ soldiers came home. (soldados que sobreviveram voltaram para casa) 
4. a drugstore own ____ (o proprietário da drogaria) 
5. plan ____ another ceremony (planejou uma outra cerimônia) 
6. along with general ___ rest (junto com inquietação geral) 
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7. the king did not think it was fun ____ (o rei não achou engraçado) 
VI. Practice making up questions. 
1. Virginia was playing her keyboard this afternoon. 
a) “Who _________________?” 
“Virginia was.” 
b) “What ____________________?” 
“Playing her keyboard.” 
c) “When __________________________?” 
“This afternoon.” 
2. It was raining heavily when I woke up this morning. 
a) “What _________________?” 
“It was raining heavily.” 
b) “When ____________________?” 
“When I woke up this morning.” 
c) “How __________________________?” 
“Heavily.” 
3. The girls were rehearsing for the talent show at school last night. 
a) “Who _________________?” 
“The girls were.” 
b) “What ____________________?” 
“Rehearsing for the talent show at school.” 
c) “When __________________________?” 
“Last night.” 
4. The boys were singing Tom Jobim’s songs in church last Sunday. 
a) “Who _________________?” 
“The boys.” 
b) “What ____________________?” 
“Singing songs.” 
c) “Whose __________________________?” 
“Tom Jobim’s.” 
d) “Where ____________________?” 
“In church.” 
Answers – Unit 5 
Vocabulary Pre-Test – Text 1: a.4 / b.3 / c.1 / d.2 / e.6 / f.5 / g.8 / h.7 
Analysis of Text 1 
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1. past continuous. 
were finding / was losing 
2. past simple (como já dissemos, por se tratar de uma narrativa histórica, há um grande número de verbos neste
tempo) 
Made (up) / imposed / was / were // owed / united / owned / levied / dressed (up)– / dumped / did not think / did
he lift / thought / fired / killed / exaggerated / called. 
Reading Comprehension Questions 
1. Why were the 13 colonies finding it difficult to be ruled by a king in the 1700s? 
Because they were tired of the taxes imposed upon them. 
Por que as 13 colônias estavam achando difícil serem governadas por um rei nos idos de 1700? 
Porque estavam cansadas dos tributos que lhes eram impostos. 
2. Who did the citizens owe allegiance to? 
They owed allegiance to King George III. (Leia: King George the Third) 
A quem deviam lealdade os cidadãos? 
Deviam lealdade ao Rei George III. 
3. Which two events hurried destiny? 
A ‘tea party’ and a ‘massacre’. 
Que dois acontecimento precipitaram o destino? 
Uma ‘festa do chá’ e um massacre. 
4. What was happening to a tea company in India, owned by England, in l767? 
It was losing money. 
O que estava acontecendo com uma companhia de chá indiana, de propriedade da Inglaterra, nem 1767? 
Estava perdendo dinheiro. 
5. What did England do to save the company? 
England levied a tax on tea sold in the colonies in 1773. 
O que fez a Inglaterra para salvar a companhia? 
Impôs um tributo sobre o chá vendido para as colônias em 1773. 
6. How did a number of Bostonians react? 
They dumped a cargo of the India Company Tea into the Massachusetts Bay. 
Como reagiram alguns habitantes de Boston? 
Atiraram na Baía de Massachusetts uma carga pertencente à companhia indiana. 
7. Why were the British soldiers jeered and stoned by colonists? 
Because the colonists thought the soldiers had been sent to watch them. 
Por que os soldados foram ridicularizados e apedrejados pelos colonos? 
Porque os colonos pensaram que os soldados haviam sido enviados p/ vigiá-los. 
8. Who fired into the crowd? 
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The soldiers did. 
Quem atirou contra a multidão. 
Os soldados o fizeram. 
9. How many citizens were killed? 
A few citizens were killed. 
Quantos cidadãos foram mortos? 
Apenas alguns cidadãos foram mortos. 
10. How did the colonists call this incident? 
They called it a massacre. 
Como os colonos chamaram este incidente? 
Chamaram-no de massacre. 
Text 2: Vocabulary Pre-Test – Text 2 a.2 / b.1 / c.5 /d.3 / e.4 
Analysis of Text 2 
1. past continuous. was recovering (L-1) 
2. past simple: irrregular verbs: was / came / heard / led / was not 
regular verbs: suggested / placed / planned / survived / called 
3. Efetivamente diz-se: I study at school in the morning. (Estudo no colégio de manhã), mas deve-se dizer: on
the morning of specific day. Portanto: On the morning of the D Day the soldiers … (Naquela manhã do Dia
‘D’ os soldados ...) 
Analysis of Text 3 
1. past continuous: was living 
2. present continuous: I am living / I am trying 
3. past simple: arrived / wanted / I did not know 
4. o verbo modal ‘can’ em “Now I can speak, read, and write more than before I arrived” (Hoje eu consigo falar,
ler e escrever mais do que antes de chegar aqui) está indicando capacidade, habilidade.5. Cross-cultural understanding (Entendimento / Interação de duas culturas) 
Picture Test 
(a) Several old men were standing in line at the bank waiting to receive they paychecks. 
Vários senhores de idade estavam na fila do banco esperando para receber seus contracheques. 
Mock Test 
1. (c) – Os feriados nos EUA são celebrados por razões tanto religiosas quanto comemorativas. Não está correto
afirmar-se: em (a), somente por motivos religiosos; em (b), em virtude de princípios tradicionais; em (d), para
homenagear os antigos ancestrais. 
2. (b) – O dia de São Patrick é celebrado para homenagear o santo padroeiro da Irlanda. Não está correto dizer:
em (a), somente por cidadãos de ascendência irlandesa; em (c), por adultos e crianças vestidos de verde; em (d)
pelas bandas desfilando em NY. 
3. (d) – Todas as outras afirmativas estão corretas; exceto dizer-se que o 4 de Julho é um feriado legal para
homenagear Thomas Jefferson. Nas demais estão expressas no texto: em (a), nesse dia os americanos
comemoram sua independência; em (b), é o feriado mais importante nos EUA; em (c), os americanos celebram o
aniversário da assinatura da Declaração de Independência. 
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4. (a) – Não é correto se afirmar que o Dia do Trabalho é comemorado no mesmo dia nos EUA e no resto do
mundo. Nas demais: em (b), o Columbus Day é uma ocasião para reconhecimento da influência da cultura italiana
nos EUA; em (c), o Dia do Trabalho é um feriado destinado a homenagear a classe trabalhadora; em (d), desfiles e
discursos marcam as celebrações do Dia do Trabalho. 
5. (d) – No Dia dos Namorados as pessoas enviam mensagens de amor e afeição para seus entes queridos. Nas
demais: em (a), demonstram sua amizade uns pelos outros; em (b), comem chocolate em excesso; em (c),
trocam cartões em formato de coração. 
Exercises 
I. Past Simple or Past Continuous? 
1. It was not raining when Mrs. Nelson arrived home. 
Não estava chovendo quando a Sra. Nelson chegou em casa. 
2. Did you meet Jane when you were studying in Europe? 
Você encontrou com a Jane quando estava estudando na Europa? 
3. Were you sleeping when I phoned you last night? 
Você estava dormindo quando eu telefonei ontem à noite? 
4. Was your father watching a news program on TV when I called yesterday? 
Seu pai estava assistindo ao noticiário na TV quando eu liguei ontem? 
5. I was not talking about you. I meant to say that your brother was wrong. 
Eu não estava falando de você. Queria dizer que o seu irmão estava errado. 
II. Past Form – Irregular Verbs 
1. [FOUND] – As treze colônias achavam difícil serem governadas por um rei a 3000 milhas de distância. 
2. [SOLD] – A Inglaterra vendia chá para as 13 colônias. 
3. [THOUGHT] – O Rei George não achou o incidente nada engraçado. 
4. [CAME] – Os soldados voltaram para casa com muitas histórias para contar sobre a guerra. 
5. [LED] – O general de divisão liderou os veteranos numa marcha pela cidade até o cemitério. 
III. Picture Quiz 
1. (a) eles estavam jogando futebol. Em (b), eles estavam correndo; em (c), lê-se: estavam divertindo. 
2. (c) o chefe índio estava carregando um rifle. Em (a), carregando um revólver; em (b), carregando uma
metralhadora. 
3. (b) ela não estava verificando o motor. Em (a) ela não estava olhando para o motor; em (c), ela estava
inspecionando o motor. 
4. (c) o homem estava rezando (lit: fazendo suas orações). Em (a), o verbo ‘telling’ não forma a collocation
correta; em (b), o verbo ‘pronouncing’ não forma a collocation correta. 
5. (c) o engraxate notou que todos estavam usando tênis. Em (a), fala-se de chinelos; em (b), fala-se de meias. 
6. (a) a mulher estava passeando com o cão. Em (b), tem-se carregando o cão; em (c), tem-se segurando o cão. 
7. (b) o homem estava carregando um poste. Em (a) tem-se segurando um poste; em (c) ele estava pesando um
poste. 
IV. ‘Think Family’ 
1. On second thought I am going to take my umbrella with me. 
Pensando melhor , vou levar meu guarda-chuva comigo. 
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2. In fact, it was very thoughtful of you to bring your wife a gift. 
Na verdade foi muito atencioso de sua parte trazer um presente para sua mulher. 
3. That’s not what they were thinking at that time. 
Aquilo não era o que eles estavam pensando na época. 
4. Don’t you like to read books by the most famous world thinkers? 
Você não gosta de ler os livros dos mais famosos pensadores do mundo? 
5. It was very thoughtless of you to leave the keys in the car. 
Foi muita desatenção sua deixar as chaves dentro do carro. 
V. Appropriate Prefix or Suffix 
1. partly / 2. bloody / 3. surviving / 4. owner / 5. planned / 6. unrest / 7. funny. 
VI. Practice making up questions 
1. Virginia was playing her keyboard this afternoon. 
Virginia estava tocando seu teclado esta tarde. 
a) “Who was playing her keyboard?” 
“Virginia was.” 
b) “What was Virginia doing this afternoon?” 
“Playing her keyboard.” 
c) “When was Virginia playing her keyboard?” 
“This afternoon.” 
2. It was raining heavily when I woke up this morning. 
Estava chovendo forte quando eu acordei esta manhã. 
a) “What was happening this morning?” 
“It was raining heavily.” 
b) “When was it raining heavily? 
“When I woke up this morning.” 
c) “How was it raining this morning?” 
“Heavily.” 
3. The girls were rehearsing for the talent show at school last night. 
As garotas estavam ensaiando para o show de talentos na escola ontem à noite. 
a) “Who were rehearsing for the school play?” 
“The girls were.” 
b) “What were the girls doing?” 
“Rehearsing for the talent show at school.” 
c) “When were the girls rehearsing?” 
“Last night.” 
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4. The boys were singing Tom Jobim’s songs in church last Sunday. 
Os rapazes estavam cantando músicas de Tom Jobim na igreja domingo passado. 
a) “Who were singing Tom Jobim’s songs in church last Sunday?” 
“The boys.” 
b) “What were the boys doing in church last Sunday?” 
“Singing songs.” 
c) “Whose songs were the boys singing in church last Sunday?” 
“Tom Jobim’s.” 
d) “Where were the boys singing Tom Jobim’s songs?” 
“In church.” 
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Unit 6 
Text 1: Stage and screen 
Many new plays, usually about 50 productions a season are presented first 
on Broadway, the theater district of New York City. If successful, they often go 
“on the road” to scores of cities throughout the country. To many Americans, 
seeing a Broadway show is a high point in their visit to the nation’s largest city. 
5 In addition, a movement known as “regional theater” has developed across 
the United States in the past 30 years; and large subscription audiences now 
attend professional theater based in their own communities. 
Over the years New York theater has developed two new avenues, known 
as “off Broadway” and “off-off Broadway,” where plays are modestly staged 
10 in small playhouses, but some rank with the best Broadway performances in 
professional skill, and many enjoy long runs. 
After the regular theater season has closed, more than 300 summer 
theaters go into action in rural areas, in suburbs and at seashore and mountain 
resorts. Sometimes the theater is only a renovated barn or even a tent. Well- 
15 known actors often appear in these plays. At the same time, ambitious young 
students of the theater have an opportunity to work with experienced actors 
and directors. 
Outdoor pageant plays have also grown in popularity. One of the best 
known, “The Common Glory”, a story of America’s early history, is performed 
20 every summer at Williamsburg, Virginia. (From This is America, page 62, USIA 
publication) 
Vocabulary Pre-Test 
Faça o skimming do texto, depois faça o scanning para dizer com que sentido estão usadas as seguintes palavras: 
a) plays (L-1) ____________________________________________________ 
b) season (L-1) __________________________________________________ 
c) scores (L-3) __________________________________________________ 
d) attend (L-7) __________________________________________________ 
e) runs (L-11)___________________________________________________ 
Analysis of Text 1 
1. Escreva nas linhas abaixo os verbos do texto nos seguintes tempos: 
present perfect ________________________________________________ 
present simple _________________________________________________ 
2. Escreva nas linhas abaixo 3 (três) construções do passive present, that is, verb to be in the present simple +
past participle of the principal verb, e dê a tradução delas: 
3. A locução ‘In addition’ (L-5) está usada pelo autor para expressar a ideia de ________________ 
4. Observe a forma verbal in bold no seguinte fragmento “Over the years New York theater has developed two new
avenues, known as “off Broadway” and “off-off Broadway,” (L- 8). Tal qual uma oração reduzida do nosso
português, faça o desdobramento inclusive colocando o relative pronoun apropriado: 
Vocabulary Post-Test 
Sem consultar nenhum dicionário correlacione as colunas A & B: 
A B 
1. theater district a. ( ) plateias de assinantes 
2. subscription audience b. ( ) bairro dos teatros 
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3. small playhouses c. ( ) celeiro reformado 
4. renovated barn d. ( ) peças históricas 
5. pageant plays e. ( ) habilidade profissional 
6. professional skill f. ( ) pequenas casas de espetáculos 
Reading Comprehension Questions 
Write (T) in parentheses if you think it’s true or (F) if you think it’s false: 
1. New plays go “on the road” throughout the country only if successful on Broadway. ( ) 
2. Plays modestly staged “off Broadway” may rank with the best Broadway performances. ( ) 
3. More than 300 summers theaters go into action when the regular theater season closes. ( ) 
4. Renovated barns in seashore resorts turn into playhouses in rural areas. ( ) 
5. “Pageant plays” have grown in popularity because they tell people about North America’s early history. ( ) 
Function Words: A Quiz 
All the following questions refer to TEXT 1 words. Answer (T) if you it’s true or (F) if false: 
1. In ‘many new plays …” (L-1) pode-se usar much em vez de many sem prejuízo algum do sentido? ( ) 
2. In ‘usually about 50 productions a season (L-1) a palavra about está usada no sentido a respeito de? ( ) 
3. In ‘If successful, they often go “on the road” (L-2) a palavra often pode ser substituída pela locução hardly ever?
( ) 
4. In ‘to scores of cities throughout the country (L-2) a palavra throughout pode ser substituída pela locução all
over? ( ) 
5. In ‘In addition, a movement known as …”” (L-5) a locução in addition poderia ser substituída pela palavra
furthermore? ( ) 
6. In ‘large subscription audiences now attend” (L-6) a palavra often pode ser substituída pela palavra nowadays
sem prejuízo do sentido? ( ) 
7. In ‘Sometimes the theater is only a renovated barn ” (L-13) a palavra only pode ser substituída pela palavra just
sem prejuízo do sentido? ( ) 
8. In ‘At the same time, ambitious young students” (L-6) a locução At the same time pode ser substituída por at
once sem prejuízo do sentido? ( ) 
9. In ‘have also grown in popularity” (L-6) a palavra also pode ser substituída pela palavra too sem prejuízo do
sentido? ( ) 
The Present Perfect Simple 
This time enfatizaremos o estudo do present perfect simple. Veja a conjugação dos verbos to walk (r.v.)
(andar, caminhar) e to give (i.v.) (dar). 
AFFIRMATIVE 
I have walked I have given 
You have walked You have given 
He has walked He has given 
She has walked She has given 
It has walked It has given 
We have walked We have given 
You have walked You have given 
They have walked They have given 
O present perfect é formado pelo present simple do auxiliar to have + the past participle of the principal
verb. É fundamental saber a terceira forma dos verbos irregulares para domínio deste tempo verbal. 
NEGATIVE STATEMENTS 
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I have not walked I have not given 
You have not walked You have not given 
He has not walked He has not given 
She has not walked She has not given 
It has not walked It has not given 
We have not walked We have not given 
You have not walked You have not given 
They have not walked They have not given 
A forma negativa se obtém pela colocação de not após o verbo auxiliar have / has. Note: has not or hasn’t /
have not or haven’t 
QUESTIONS 
Have I walked? Have I given? 
Have you walked? Have you given? 
Has he walked? Has he given? 
Has she walked? Has she given? 
Has it walked? Has it given? 
Have we walked? Have we given? 
Have you walked? Have you given? 
Have they walked? Have they given? 
Basta inverter o auxiliar have/has com o sujeito para formar questions. 
Uses of The Present Perfect Simple 
The present perfect simple is mainly used: 
O tempo presente perfeito é usado principalmente para: 
a) to say that an action has just taken place or has repeatedly happened already but the definite time is not
specified. 
Para dizer que uma ação acaba de acontecer – ou aconteceu repetidas vezes sem que um tempo definido seja
especificado. 
Mr. Preston has gone back home. 
O Sr. Preston já voltou para casa. 
I can’t lend you this book because I haven’t read it yet. 
Não posso lhe emprestar este livro porque não o li ainda. 
I have lost contact with most of my classmates from high school. 
Perdi o contato com a maioria dos meus colegas de escola. 
b) To express actions which begin in the past and are connected with the present and are likely to go on in the
future. ‘For’ and ‘since’ are commonly used. 
Para expressar ações que começaram no passado, têm conexão com o presente e possivelmente continuarão no
futuro. As preposições ‘for ’ e ‘since’ são comumente usadas. 
My wife has been a dentist for 27 years, (She began 27 years ago and is still working as dentist) 
Minha mulher trabalha como dentista há 27 anos. (Ou seja: Começou há 27 anos e ainda exerce a odontologia) 
My daughter has studied English since her childhood. (and she keeps on studying the language till now) 
Minha filha estuda inglês desde a sua infância. [continua a estudar até hoje] 
c) assim como ocorre com outros tempos verbais há advérbios e locuções que são usadas comumente com o
present perfect. É o caso de lately (ultimamente), recently (recentemente), as yet (até agora), so far (até
agora) never (nunca), ever (alguma vez na vida), etc Veja estes exemplos: 
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Lately we haven’t seen Grace very often. I wonder where she may be. 
Ultimamente não temos visto muito a Grace. Imagino onde ela possa estar. 
So far we haven’t had any mechanical problem with our new car. 
Até agora não tivemos nenhum problema mecânico com nosso carro novo. 
Bill and Mel have taken a trip to Japan. As yet I haven’t heard from them. 
Bill e Mel viajaram para o Japão. Até agora não tivemos notícias deles. 
Recently there have been many terrorist attacks in that region of the globe. 
Recentemente tem havido muitos ataques terroristas naquela área do globo. 
I had to learn my French the hard way because I’ve never lived in France. 
Tive que aprender meu francês a duras penas porque nunca vivi na França. 
d) Brazilian students should pay close attention to the use of the present perfect after the expression “It’s the
first time (that) ... 
Os alunos brasileiros devem prestar atenção ao uso do presente perfeito após a expressão ‘É a primeira vez (que) 
It’s the first time Silvia has tasted açai. (She had never tasted it before) 
É a primeira vez que a Silvia prova açaí. (não tinha provado antes) 
Is it the first time you’ve been to Rio, Glenda? 
É a primeira vez que visita o Rio, Glenda? 
(Ou seja: Nunca tinha vindo antes) 
Key Words – Over 
From text 1: 
“Over the years NY theater has developed two new avenues (L-8) 
Ao longo desses anos o teatro de NY desenvolveu duas novas avenidas 
Nesse fragmento do texto over é usada como preposição com o sentido de during all these years. Vejamos
outros usos da palavra over: 
a) preposição com o sentido de acima 
The picture was hanging over the teacher’s desk 
O quadro estava pendurado acima da mesa do professor.There were helicopters flying over the center of the town. 
Havia helicópteros sobrevoando o centro da cidade. 
b) partícula adverbial em phrasal verbs como 
Don’t stand or you may cause the boat to turn over. 
Não fique em pé ou você vai fazer o barco virar. 
The old man was knocked over by a bus when crossing the avenue. 
O velho foi jogado ao chão por um ônibus quando atravessava a avenida. 
c) nas expressões como over here / over there 
Can’t you come over here to visit us? We can’t go over there to see you. 
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Você não pode vir aqui nos visitar? Não podemos ir aí visitar vocês. 
d) the prefix OVER- 
Esse prefixo acrescentado a adjectives & verbs indica algo que existe ou é feito em excesso (more than is
good). Estude estes exemplos: 
Milton arrived late to work because he overslept. 
Milton chegou atrasado no trabalho porque dormiu demais . 
Are you sure they are not overestimating the price? 
Você tem certeza de que eles não estão superestimando o preço? 
I know how your wife is. As usual she overreacted. 
Conheço bem como é a tua mulher. Como sempre reagiu exageradamente . 
Word Forms 
From text 1: 
“Well-known actors often appear in these plays.” (L-14/15) 
Atores conhecidos frequentemente aparecem nessas peças. 
a) The suffix –OR 
O sufixo –OR funciona da mesma forma que o sufixo –ER. Normalmente é acrescentado a verbos para formar
substantivos indicando aquele /a que faz o que o verbo expressa. Do verbo regular act (atuar, representar)
formamos actor (ator). 
Verb Noun Translation 
visit visitor visitante 
survive survivor sobrevivente 
direct director diretor 
b) The suffix – (T) ION 
From text 1: 
“Many new plays, usually about 50 productions a season” (L-1) 
Muitas peças novas, geralmente 50 produções por temporada… 
Verb Noun Translation 
produce production produção 
act action ação 
erupt eruption erupção 
Key Word: Even 
From text 1: 
“Sometimes the theater is only a renovated barn or even a tent…” (L-14) 
Às vezes o teatro é apenas um celeiro reformado ou mesmo uma tenda.” 
Confesso que cheguei a pensar em incluir um estudo sobre a palavra even, in bold, que aparece no text 1 da
AULA 3. Mas como a aula já estava longa e, principalmente porque havia no texto mais exemplos com ‘as’ &
related expressions (such as, as if, as though, as of, etc.) acabei optando por esta última. 
Aqui vai o fragmento do texto 1 onde a palavra even aparece: 
“… architecture of some of these projects …, that even today remain the pride of the city of São Paulo…” (L-7/8) 
a arquitetura de alguns desses projetos, ... que mesmo hoje permanecem o orgulho da cidade de São Paulo 
By the way, você sabe qual o significado desta palavra, qual a sua classe gramatical, que outras expressões com
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By the way, você sabe qual o significado desta palavra, qual a sua classe gramatical, que outras expressões com
ela merecem ser estudadas também? 
No fragmento acima even é um advérbio com significado de mesmo, ainda. 
Quem sabe você já viu a palavra even usada como adjetivo: 
a) com o significado de plano / a, liso / a 
The table has an even surface. 
A mesa tem uma superfície plana . 
b) com o significado de par / pares, com referência a números: 
2, 4, 6 are even numbers & 1, 3, 5 are odd numbers 
2, 4, 6 são números pares & 1, 3, 5 são números ímpares. 
c) com o sentido de estar quites: 
You don’t owe me any more money. We’re even. 
Você não me deve mais dinheiro algum. Estamos quites. 
Merecem sua atenção também algumas expressões com even: 
d) even if (mesmo se) 
Even if it rains, we are going to play soccer tonight. 
Mesmo se chover nós vamos jogar futebol hoje à noite. 
e) even though (muito embora) 
Even though they didn’t have our favorite make, we bought the car anyway. 
Muito embora não tivessem nossa marca preferida, compramos o carro assim mesmo. 
f) even so (mesmo assim) 
We saw the accident and even so it’s hard to believe it. 
Nós presenciamos o acidente e mesmo asssim é difícil de acreditar. 
g) get even with (ir à forra) 
You won this time but I will get even with you. 
Você ganhou desta vez mas eu vou à forra . 
Text 2: Abraham Lincoln 
Of all the presidents in the history of the United States, Abraham Lincoln 
is probably the one that Americans remember the best and with deepest 
affection. His childhood in the frontier of Indiana set the course for his 
character and motivation later in life. He brought a new honesty and integrity 
5 to the White House. He would always be remembered as “honest Abe”. Most of 
all, he is associated with the final abolition of slavery. Lincoln became a virtual 
symbol of the American dream whereby an ordinary person from humble 
beginnings could reach the pinnacle of society as president of the country. 
Abraham Lincoln was born on February 12, 1809, in Kentucky, and spent 
10 the first seven years of his life there. They were difficult years in which Thomas 
Lincoln, Abe’s father, tried to make a living as a carpenter and farmer. The 
Lincolns moved from farm to farm around Kentucky, until 1816, when the 
family left to settle in Indiana. The United States was still young, and the 
Midwest was a wild, unsettled frontier. They stopped in the middle of a forest 
15 in Spencer County, Indiana. Neighbors were few and far away, and the family 
lived in a three-sided shelter until Abe’s father cleared enough land and built 
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a log cabin. 
Abe and his sister helped with the heavy daily tasks that came with farming. 
He cleared the woods for farmland with his father, and became so skilled at 
20 splitting logs that neighbors settling into the Indiana territory paid him to 
split logs. At the time, he confessed that he did not really like manual labor. 
He wrote later that although he was very young, an axe was put into his hand, 
and he “was almost constantly handling that most useful instrument”. 
Visit: http://www.usemb.se/Holidays/celebrate/abraham.html 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário, correlacione as colunas A & B: 
A B 
1. set the course a. ( ) crianças matriculadas 
2. abolition of slavery b. ( ) construiu cabana de madeira 
3. humble beginnings c. ( ) fronteira não colonizada 
4. make a living d. ( ) estabeleceu a direção 
5. unsettled frontiers e. ( ) ganhar a vida 
6. built a log cabin f. ( ) cortando lenha 
7. splitting logs g. ( ) começo humilde 
Analysis of Text 2 
1. Uma vez mais, por se tratar de um texto de caráter histórico, o text 2 está repleto de estruturas no past simple.
Escreva abaixo quantas desssas construções você conseguir reconhecer. 
2. Em que grau se encontram os adjetivos best e deepest (L-2)? 
3. A conjunção although (L-20) como discourse marker está expressando a ideia de:
_________________________________________________________________ 
4. No fragmento ”was almost constantly handling that most useful instrument’ (L-21/22), a que instrumento o autor
está se referindo? Responda em português. 
5. Escreva de outra maneira a hyphenated phrase ‘three-sided shelter’: 
Picture Test 
Come on, try it. It’s fifty-fifty. Você tem sempre 50% de chances de acertar! 
 
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http://www.usemb.se/Holidays/celebrate/abraham.html
Have you ever [a) had / b) got] dancing lessons? 
IRREGULAR VERBS (III) 
Infinitive Past Tense Past Participle Tradução 
buy bought bought comprar 
bring brought brought trazer 
catch caught caught pegar 
fight fought fought lutar 
seek sought sought procurar, buscar 
teach taught taught ensinar 
think thought thought pensar 
Vocabulary Pre-Test 
Antes de responder as questões sobre o texto ‘Abraham Lincoln’, a seguir, sem consultar nenhum dicionário,
procure correlacionar as colunas A & B: 
A B 
1. quest for learning a. ( ) viveu na pobreza 
2. lived in squalor b. ( ) dons da oratória 
3. a pile of logs c. ( ) fizeram seu juramento 
4. powers of speech d. ( ) tomou posição sobre 
5. exchanged their vows e. ( ) busca pelo saber 
6. took stand on f. ( ) um monte delenha 
Mock Test 
Abraham Lincoln 
In his entire life Abraham Lincoln was able to go to school for a total of 
one year. This lack of education only made him hungry for more knowledge. 
His mother, Nancy Hanks Lincoln, influenced him in his quest for learning. 
Although she was completely uneducated and could not read or write, she 
5 encouraged her children to study by themselves. His beloved mother died 
when he was nine years old. ‘The family was greatly saddened, and for a while 
lived almost in squalor. Two years later, however, Thomas Lincoln remarried. 
Abe’s stepmother was also instrumental in encouraging him to read. He even 
travelled to neighboring farms and counties to borrow books. He was often 
10 found reading next to a pile of logs that he should have been splitting. 
When he was older, Abe noticed that people loved to listen to stories. He 
began telling tall tales in the general store where he worked. Customers came 
and stayed when they knew he was there, just to hear him talk. The family 
moved once again, this time to illinois. He began working in a store in the 
15 new capital of Springfield. His powers of speech soon helped him enter a 
new arena, that of politics and law. In 1834 he was elected into the House of 
Representatives and began studying to become a lawyer. 
In 1839, he met his future wife Mary Todd. Coincidentally, she had been 
born in Kentucky, and her family had recently moved to Illinois. They had a 
20 long and unstable courtship, because Abe was indecisive about marrying. They 
finally exchanged their vows in Mary’s home in November 1842. Abraham 
Lincoln began a long road to become the sixteenth president of the United 
States. He practiced law all across the state for the next few years, traveling far 
on horseback to different counties. In 1847 he was elected into Congress, but 
25 his opinions did not ensure him a long stay there. He was vehemently against 
slavery and took stands on other controversial issues. He was not elected for 
a second term, so he returned to his law practice. 
http://www.usemb.se/Holidays/celebrate/abraham.html 
Choose the best answer: 
1. All of the following statements are true, EXCEPT 
a) Lincoln had very little formal schooling. 
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http://www.usemb.se/Holidays/celebrate/abraham.html
b) Lincoln’s mother, Nancy, was illiterate. 
c) After Lincoln’s mother death his family lived in misery. 
d) After his father remarried his family lived in luxury. 
2. We can affirm that in Lincoln’s case 
a) Both his mother and his stepmother encouraged him to learn how to read and write. 
b) He could buy many books in nearby farms and other counties. 
c) He used to read his books after splitting the wood logs. 
d) He entered politics because he knew ho to tell tales. 
3. In the fragment: “ a pile of logs that he should have been splitting” (L-10) the modal verb should is expressing
something that Lincoln 
a) was obliged to do. 
b) had better do. 
c) would do one way or another. 
d) would probably do soon. 
4. In the fragment: “she encouraged her children to study by themselves” (L-4/5) the phrase in bold means 
a) all along. 
b) on time 
c) on their own. 
d) in practice. 
5. In the fragment: “Although she was completely uneducated and could not read or write” (L-4), as a discourse
marker the conjunction although is indicating 
a) emphasis. 
b) addition. 
c) result. 
d) contrast. 
Exercises 
I. Complete with the past participle of the verbs in brackets. 
1. Skateboards have ________ in popularity among teenagers. [GROW] 
2. The police have ___________ the criminal already. [CATCH] 
3. My parents have ________ up five children in Rio. [BRING] 
4. They have __________ many condos in that district. [BUILD] 
5. Sally has __________ playing the violin since she was 18. [BEGIN] 
6. The kids have ______ camping. They’re coming back on Sunday. [GO] 
7. How often has she ________ late to the office late this month? [GET] 
8. Harry has never _________ automobiles in his whole life. [SELL] 
9. Have you _______ a chance to talk to Dr. Medina already? [HAVE] 
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10. The news has __________ fast as usual. [SPREAD] 
II. Escreva nas linhas abaixo em que tempo verbal estão as formas em negrito numeradas de 1 a 10: 
The formula for eliminating child labor 
Economic growth with equitable income distribution, quality education and a safety net for children. That, says (1)
the secretary for Social Assistance at the Ministry of Development and Hunger Combat, Osvaldo Russo, is the
formula for eliminating child labor. And, he added (2), the government is working (3) on all three fronts. It is
creating (4) the Basic Education Fund (Fundeb) and has set up (5) 2,000 social assistance centers around the
country over the last three years, Russo pointed out. (6) 
Russo made (7) his comments at a ceremony for the release of a global report by the International Labor
Organization on child labor. The report shows (8) that for the first time ever, child labor has been reduced (9)
worldwide and that Brazil has made (10) significant progress in the area. (From Agência Brasil, by Carolina
Pimentel, Translation: Allen Bennett) – Access: 05/05/2006. 
III. Complete with the present perfect or the past simple: 
1. I’m sorry to inform you that Mrs. Gilbert __________ already (leave) 
2. It was raining hard when Mrs. Gilbert ___________. (leave) 
3. Gerald ____________ chess well when he was in college. (play) 
4. Two weeks ago the boys _________ their final exams. (have) 
5. Lucia _________ to Brasilia in her whole life. (never – be) 
6. I’m doing advanced French at night. I _________ there for three months now. (study) 
7. ______________ a UFO in your life? (you ever – see) 
8. “How long _____________ in Greece?” (you stay) 
“About three weeks last semester.” 
9. “How long _____________ in Brazil?” (live) 
10. Julie __________ at the Law School in 1979. (be) 
IV. Read the following mini text e tente escrever o significado das palavras e locuções em negrito abaixo: 
OVER AND OVER AGAIN 
While doing this exercise, I hope you feel like starting over, as John Lennon said in one of his inspired songs.
Lennon, whose loss is so hard for so many of us to get over. 
How do you think Stevie Wonder felt when he composed his brilliant “Overjoyed”? or Lionel Ritchie when he wrote
“I feel my heart will overflow” in his memorable “Hello”? 
Take some time to observe how close to us the little word “over” seems to be day in and day out. When the bank
manager gives you a buzz just to warn you that your checking account is overdrawn there it is over and over again.
“Where are we going to stop overnight on our trip to Bahia?”, your wife may be worried about it. “Think it over
before you make the decision”, now it’s a friend of yours telling you to take your time. Oops! There it is again, the
haunting little word “over”, as if to test you. Therefore, you might as well go over its various meanings than just
overlook them. 
By the way, it’s time you turned this page over. This exercise is over. 
1. starting over 
2. get over 
3. overjoyed 
4. overflow 
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5. overdrawn 
6. over and over again 
7. stop overnight 
8. think it over 
9. go over 
10. overlook 
11. turn the page over 
12. be over 
V. Practice making up questions: 
1. My neighbor has played his electric guitar very loud for hours all afternoon. 
a) “Who _________________?” 
“My neighbor has.” 
b) “What ____________________?” 
“His guitar.” 
c) “How __________________________?” 
“Very loud.” 
d) “How long __________________________?” 
“For hours all afternoon.” 
2. Mr. Nelson has gone back home in his car. 
a) “Who _________________?” 
“Mr. Nelson has.” 
b) “What ____________________?” 
“He has gone back home.” 
c) “How __________________________?” 
“In his car.” 
d) “Where __________________________?” 
“Home.” 
3. Scientists have not found the cure for cancer yet. 
a) “Who _________________?” 
“Scientists.”b) “What ____________________?” 
“The cure for cancer.” 
4. That rock group has already visited Brazil several times. 
a) “Who _________________?” 
“That rock group.” 
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b) “Which country ____________________?” 
“Brazil.” 
c) “How often __________________________?” 
“Several times.” 
5. Many world leaders have dreamed of achieving peace on earth non-violently. 
a) “Who _________________?” 
“World leaders.” 
b) “What ____________________?” 
“Peace on earth.” 
c) “How __________________________?” 
“Non violently.” 
Answers – Unit 6 
Vocabulary Pre-Test 
plays (noun) peças teatrais / season (noun) temporada teatral / scores (noun) dezenas, várias / d) attend
(r.v.) assistir, estar presente / runs (noun)- temporadas, períodos em cartaz 
Analysis of Text 1 
present simple: go / is / attend / rank / go / appear / have 
present perfect: has developed / has closed / have also grown 
2. passive present: are presented (são apresentadas) / are (modestly) staged (são encenadas) / is
performed (é apresentada) 
3. In addition (besides, furthemore) são palavras equivalentes a ‘and’, portanto indicando ideia de adição,
acréscimo. 
4. O particípio passado do verbo ‘to know’ – known – no fragmento mencionado pode ser entendido como
which are known referindo às duas avenidas “off Broadway” and “off-off Broadway”. 
Vocabulary Post-Test – Text 1: a.2 / b.1 / c.4 / d.5 / e.6 / f.3 
Reading Comprehension – (T) true or (F) false? 
1. (F) – Novas peças ‘pegam a estrada’ pelo país inteiro somente se fizerem sucesso na Broadway. 
2. (T) – Peças mais modestamente montadas “off-Broadway” se comparam às melhores apresentações da
Broadway. 
3. (T) – Mais de 300 teatros de verão são ativados quando a temporada regular terminar. 
4. (F) – Celeiros reformados se transformam em casas de espetáculos nos balneários nas áreas rurais. 
5. (F) – As “peças históricas” ganharam popularidade porque elas contam para as pessoas a respeito da história
dos pioneiros nos EUA. 
Function Words Quiz 
1. In ‘many new plays … (L-1) pode-se usar much em vez de many sem prejuízo algum do sentido? (F) porque
plays é um countable noun. 
2. In ‘usually about 50 productions a season (L-1) a palavra about está usada no sentido a respeito de? (F)
significa aproximadamente, cerca de. 
3. In ‘If successful, they often go “on the road” (L-2) a palavra often pode ser substituída pela locução hardly
ever? (F) pois tem sentido oposto = rarely 
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4. In ‘to scores of cities throughout the country (L-2) a palavra throughout pode ser substituída pela locução
all over? (T) 
5. In ‘In addition, a movement known as …” (L-5) a locução in addition poderia ser substituída pela palavra
furthermore? (T) 
6. In ‘large subscription audiences now attend” (L-6) a palavra now pode ser substituída pela palavra nowadays
sem prejuízo do sentido? (T) 
7. In ‘Sometimes the theater is only a renovated barn ” (L-13) a palavra only pode ser substituída pela palavra
just sem prejuízo do sentido? (T) 
8. ‘At the same time (Ao mesmo tempo), (F) a locução at once = immediately. 
9. In ‘have also grown in popularity” (L-6) a palavra also pode ser substituída pela palavra too sem prejuízo do
sentido? (F) não por causa da questão de word order. 
Text 2: Vocabulary Pre-Test: a.1 / b.3 / c.4 / d.5 / e.6 / f.2 
Analysis of Text 2 
1. present perfect: has now reached (L-4) [já atingiu] 
2. past simple: handed out (L-1) / took place (L-3) / explained (L-12) / went on (L-15) [phrasal verb =
continuou] / concluded (L-18) 
3. present continuous: are working (L-10) 
4. present simple: participate (L-2) / assists (L-5) / come (L-6) / keeps (L-8) / is (L-9) / have (L-13) / has
(L-15) 
5. handed out está usado no sentido de distribuiu. 
Picture Test 
(a) Have you ever had dancing lessons? 
Você já teve aulas de dança? 
Vocabulary Pre-Test 
A B 
1. quest for learning a. (2) viveu na pobreza 
2. lived in squalor b. (4) dons da oratória 
3. a pile of logs c. (5) fizeram seu juramento 
4. powers of speech d. (6) tomou posição sobre 
5. exchanged their vows e. (1) busca pelo saber 
6. took stand on f. (3) um monte de lenha 
Mock Test 
1. (d) – Não é correto dizer que: Depois que o pai de Lincoln se casou de novo sua família viveu na riqueza, pois
não há menção no texto a respeito. As demais afirmativas são verdadeiras: em (a), Lincoln teve muito pouco
tempo de educação escolar formal; em (b), a mãe de Lincoln, Nancy, era analfabeta; em (c), Após a morte da mãe
de Lincoln, a família dele viveu na pobreza. 
2. (a) – No caso de Lincoln pode-se afirmar que tanto sua mãe quanto sua madrasta incentivaram-no a aprender a
ler e escrever. Nas demais opções: em (b), Lincoln podia comprar muitos livros na fazendas vizinha e em outros
condados; em (c), Lincoln costumava ler seus livros após cortar lenha; em (d) Lincoln entrou para a política porque
sabia contar histórias. 
3. (b) – Em:“a pile of logs that he should have been splitting” (um monte de lenha que ele já devia estar
rachando), o modal verb should está expressando something that Lincoln had better do (algo que era
melhor que Lincoln fizesse). Nas demais: em (a), was obliged to do (era obrigado a fazer); em (c), would do
one way or another (faria de um modo ou de outro); em (d), would probably do soon (provavelmente o faria
em breve) 
4. (c) – A locução by themselves corresponde a on their own (sozinhos). Traduzindo: “she encouraged her
children to study by themselves” (Ela incentivou seus filhos a estudar por si próprios) . Nas demais: em (a), all
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children to study by themselves” (Ela incentivou seus filhos a estudar por si próprios) . Nas demais: em (a), all
along (o tempo todo); em (b), on time (pontualmente); em (d), in practice (na prática). 
5. (d) – A conjunção although (embora) no fragmento: “Although she was completely uneducated and could not
read or write” (Embora ela fosse completamente analfabeta e não soubesse ler e escrever) como palavra
marcadora do discurso, está indicando contraste ; e, não, em (a), emphasis (ênfase); em (b), addition
(acréscimo); em (c), result (consequência, resultado). 
Exercises 
I. Irregular past participles 
1. [GROWN] – As pranchas de skate ficaram populares hoje entre os adolescentes. 
2. [CAUGHT] – A polícia já capturou o criminoso. 
3. [BROUGHT] Meus pais criaram cinco filhos aqui no Rio. 
4. [BUILT] Construíram muitos condomínios naquele bairro. 
5. [BEGUN] Sally começou a tocar violino desde quando tinha 18 anos. 
6. [GONE] As crianças saíram para acampar. Retornam no domingo. 
7. [GOTTEN] Quantas vezes a Laurie chegou tarde no escritório este mês? 
8. [SOLD] O Harry nunca vendeu carros na sua vida. 
9. [HAD] Você já teve a oportunidade de falar com o Dr. Medina? 
10. [SPREAD] A notícia se espalhou rápido como sempre. 
II. Qual o tempo verbal? From the text “The formula for eliminating child labor” (A fórmula para eliminar
o trabalho infantil) 
says – present simple / added – past simple / government is working – on present continuous / is creating –
present continuous / has set up – present perfect / pointed out. – past simple / made his past simple / shows –
that present simple / has been reduced – present perfect passive voice / has made – present perfect 
III. present perfect or past simple? 
1. (has left) – Lamento lhe informar que a Sra. Gilbert já saiu. 
2. (left) – Estava chovendo forte quando a Sra Gilbert saiu. 
3. (played) – Gerald jogava xadrez bem quando estava na faculdade. 
4. (had) – Há duas semanas os rapazes fizeram seus exames finais. 
5. (has never been) – Lucia nunca esteve em Brasilia em toda a sua vida. 
6. (have studied) – Estou fazendo curso de francês avançado à noite. Já estudo há três meses. 
7. (Have you ever seen) – Você já viu um OVNI na sua vida ? 
8. ( did you stay) 
– Quanto tempo você esteve na Grécia? 
– Cerca de 3 semanas no semestre passado. 
9. (have you lived) 
– Há quanto tempo você vive no Brasil? 
– Desde que eu nasci. 
10. (was) – Julie estava na faculdadede direito em 1979. 
IV. Over and over again 
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1. starting over (começar de novo) / 2. get over (resignar-se) / 3. overjoyed (pleno de felicidade) / 4.
overflow (transbordar) / 5. overdrawn (estourada, com o limite de crédito ultrapassado) / 6. over and over
again (repetidas vezes) / 7. stop overnight (pernoitar) / 8. think it over (pense bem, pondere) / 9. go over
(examinar) / 10. overlook (deixar passar, não perceber) / 11. turn the page over (virar a página) / 12. be
over (estar terminado) 
V. Practice making up questions 
1. My neighbor has played his electric guitar very loud for hours all afternoon. 
Meu vizinho está tocando sua guitarra elétrica bem alto há horas a tarde toda. 
a) “Who has played his guitar very loud for hours all afternoon?” 
“My neighbor has.” 
b) “What has my neighbor played all afternoon?” 
“His guitar.” 
c) “How has my neighbor played his guitar all afternoon?” 
“Very loud.” 
d) “How long has my neighbor played his guitar?” 
“For hours all afternoon.” 
2. Mr. Nelson has gone back home in his car. 
O Sr. Nelson voltou para casa no seu carro. 
a) “Who has gone back home in his car?” 
“Mr. Nelson has.” 
b) “What has Mr. Nelson done?” 
“He has gone back home.” 
c) “How has Mr. Nelson gone back home?” 
“In his car.” 
d) “Where has Mr. Nelson gone back?” 
“Home.” 
3. Scientists have not found the cure for cancer yet. 
Os cientistas ainda não encontraram a cura para o câncer. 
a) “Who haven’t found the cure for cancer yet?” 
“Scientists.” 
b) “What haven’t the scientists found yet?” 
“The cure for cancer.” 
4. That rock group has already visited Brazil several times. 
Aquele grupo de rock já esteve no Brasil diversas vezes. 
a) “Who has visited Brazil several times?” 
“That rock group.” 
b) “Which country has that rock group visited several times?” 
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“Brazil.” 
c) “How often has that rock group visited Brazil?” 
“Several times.” 
5. Many world leaders have dreamed of achieving peace on earth non-violently. 
Muitos líderes mundiais sonharam em conseguir a paz na Terra sem violência. 
a) “Who have dreamed of achieving peace on earth non-violently?” 
“World leaders.” 
b) “What have many world leaders dreamed of achieving non-violently?” 
“Peace on earth.” 
c) “How have many world leaders dreamed of achieving peace on earth?” 
“Non violently.” 
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Unit 7 
Text 1: Chinese New Year 
(Sometime between Jan 21 – Feb 19 
Gung Hay Fat Choy! This is the Chinese greeting for the New Year 
celebrated in the beginning of the year. From ancient times to the present, 
Chinese people have been welcoming in the New Year and chasing away the 
evil spirits by setting off firecrackers. Large crowds gather in the narrow streets 
5 of Chinatown in New York, San Francisco and other cities where Chinese have 
settled. A huge cloth dragon sways back and forth around the street corners, 
chasing a red sunball or a white pearl-ball. Following the dragon are people 
playing drums and gongs, and lion dancers with paper lion heads on sticks. 
As they dance, store and business owners come outside to give them money. 
10 In China, New Year is the most important holiday, and it is observed by 
Chinese all over the world. 
The holiday has added significance because every Chinese celebrates his 
/ her birthday on New Year, regardless of the month in which he or she was 
actually born. (From Celebrate! Holidays in the USA) 
Visit: http://www.usemb.se/Holidays/celebrate/labor.html 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário, procure correlacionar as colunas A & B: 
A B 
1. chasing away the evil spirits a. ( ) tenham nascido realmente 
2. setting off firecrackers b. ( ) ginga de um lado para outro 
3. sways back and forth c. ( ) grandes multidões se reúnem 
4. large crowds gather d. ( ) afastando os maus espíritos 
5. people playing drums e. ( ) soltando fogos de artifício 
6. was actually born f. ( ) gente tocando tambores 
Analysis of Text 1 
1. Escreva um exemplo do texto de verbo no present perfect continuous. 
2. Responda se as formas have settled (L-5) & has added (L-12) poderiam ser colocadas no present perfect
continuous sem prejuízo da gramática e do sentido do texto 1: 
3. Escreva 3(três) exemplos de verbos do texto no present simple: 
The Present Perfect Continuous 
Estudaremos o present perfect continuous. Veja a conjugação dos verbos to walk (r.v.) (andar, caminhar) e
to give (i.v.) (dar). 
AFFIRMATIVE 
I have been walking I have been giving 
You have been walking You have been giving 
He has been walking He has been giving 
She has been walking She has been giving 
It has been walking It has been giving 
We have been walking We have been giving 
You have been walking You have been giving 
They have been walking They have been giving 
O present perfect continuous é formado pelo present perfect do auxiliar to be (have been or has been) +
... ing form of the principal verb. É comum encontrarem-se as formas contraídas I have / I’ve / (S)He has /
(S)He’s 
NEGATIVE STATEMENTS 
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http://www.usemb.se/Holidays/celebrate/labor.html
I have not been walking I have not been giving 
You have not been walking You have not been giving 
He has not been walking He has not been giving 
She has not been walking She has not been giving 
It has not been walking It has not been giving 
We have not been walking We have not been giving 
You have not been walking You have not been giving 
They have not been walking They have not been giving 
A forma negativa se obtém pela colocação de not entre o verbo auxiliar have/has e o particípio been. Note: has
not or hasn’t / have not or haven’t 
QUESTIONS 
Have I been walking? Have I been giving? 
Have you been walking? Have you been giving? 
Has he been walking? Has he been giving? 
Has she been walking? Has she been giving? 
Has it been walking? Has it been giving? 
Have we been walking? Have we been giving? 
Have you been walking? Have you been giving? 
Have they been walking? Have they been giving? 
Basta inverter o auxiliar have / has com o sujeito para formar a interrogativa. 
Uses of the Present Perfect Continuous 
Já mencionamos en passant que o present perfect simple e o present perfect continuous são usados
indiferentemente como no exemplo abaixo. 
I have worked for this company since last year. (OR) 
I have been working for this company since last year. 
Trabalho (ou tenho trabalhado) para esta companhia desde o ano passado. 
Basicamente o present perfect continuous será usado para indicar que a ação que começou no passado vem se
desenrolando até agora e poderá continuar no futuro. Contrasta com o present perfect simple quando este é
usado para ações completas num tempo não definido. Compare: 
Wilson has been writing his new play. He’s working hard. 
Wilson está escrevendo sua nova peça teatral. Está trabalhando arduamente. 
Wilson has written many plays in his life. 
Wilson escreveu muitas peças na sua vida. 
Tanto ‘for’ para indicar tempo decorrido e ‘since’ para marcar a origem da ação serão often quando usados com
o present perfect continuous. 
My former teacher Mr. Patrick Finn left England many years ago and has been living in Brazil ever since. 
Meu ex-professor Mr. Patrick Finn deixou a Inglaterra há muitos anos e está vivendo no Brasil desde então . 
Word Forms 
From text 1: 
“The holiday has added significance because every Chinese celebrates his / her birthday on New Year” (L-12/13) 
O feriado aumentou em significado, pois todos os chineses comemoram seu aniversário no Ano Novo 
The suffix –ANCE / ENCE 
Adjective Noun Translation 
important importance importância 
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abundant abundance abundância 
different difference diferença 
dependent dependence dependência 
turbulent turbulence turbulência 
Key Word: Back 
From text 1: 
“A huge cloth dragon sways back and forth around the street corners” (L-6) 
Um grande dragão de pano balança pra frente e pra trás nas esquinas das ruas 
A expressão backand forth do texto pode ser traduzida também por ‘de um lado para o outro’. Se você consultar
um bom dicionário, principalmente um Learner’s, cheio de bons exemplos, certamente ficará estupefato com a
quantidade de expressões em que a pequena palavrinha ‘back’ pode aparecer. Vamos dar uma palinha apenas. 
a) ‘back’ – noun – na acepção de costa(s)- parte do corpo humano, é comum. 
Mrs. Dawn suffers from severe pains in her back. 
A Sra. Dawn sofre de dores atrozes na coluna . 
b) significando atrás, no verso. 
On the back of the product you read ‘made in Taiwan’. 
No verso do produto lia-se: ‘feito em Taiwan’. 
c) significando ‘de volta’ 
My e-mail was sent back to me. 
Meu e-mail foi devolvido para mim. 
d) significando ‘em resposta’ 
Your wife called, Mr. Thompson. Will you call her back? 
Sua esposa ligou, Sr. Thompson. O senhor ligará de volta? 
e) ‘back’ pode ser usado como verbo regular também: dar marcha à ré. 
Benny backed the car out of the parking lot. 
Benny deu a ré no carro para sair do estacionamento. 
f) backwards (adv) (de trás pra frente) 
Can you spell your first name backwards? 
Você consegue soletrar seu nome de trás pra frente ? 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário procure correlacionar as colunas A & B: 
A B 
1. make an appeal a. ( ) acentuados desequilíbrios 
2. increase wealth b. ( ) dar passos importantes 
3. rid of barriers c. ( ) padrões de vida 
4. profound imbalances d. ( ) aumentar a riqueza 
5. make significant strides e. ( ) livre de barreiras 
6. living standards f. ( ) fazer um pedido 
Text 2: Lula urges leaders to conclude WTO negotiating round 
President Luiz Inácio Lula da Silva made an appeal today to the leaders 
attending the 4th Latin American-Caribbean-European Union Summit 
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Meeting to speed up the completion of the current round of negotiations in 
the World Trade Organization (WTO). According to Lula, this would be the 
5 best way for the rich countries to contribute to the war on poverty. 
“The WTO Round is the best opportunity we have to reduce or eliminate 
subsidies, open markets, increase wealth, and generate employment,” Lula 
said, when he addressed a closed meeting of the more than 50 heads of State 
and government present at the summit. The Brazilian Ministry of Foreign 
10 Relations (Itamaraty) distributed copies of the president’s speech to the press. 
“Only when trade is truly rid of barriers and subsidies will we be able to 
integrate millions of human beings into the world economy,” he affirmed. 
“For this to occur, we should correct the profound imbalances that currently 
dominate commercial exchanges, to the detriment of the poorest countries.” 
15 Lula pointed out that the negotiations must consider the countries’ level 
of development. “The final agreement we desire for the Doha Round should 
incorporate a context in which concessions are directly proportional to the 
degree of wealth,” he said. 
“The rich countries should be the most magnanimous. The developing 
20 countries will make significant strides, according to their possibilities. And 
the poorest among the poor countries will not have to make any sacrifice. 
Quite the opposite, they will receive concrete benefits inversely proportional 
to their degree of wealth.” 
The Brazilian president declared that Brazil is willing to make concessions. 
25 “We are willing to alter our stand on questions related to industry and 
services, so long as there are really significant advances in the liberalization 
of agricultural trade,” he stated. 
The chief item on which the rich countries must soften their position, 
according to Lula, is in their agricultural subsidies. “The rich countries’ 
30 agricultural protectionism is one of the most unjust forms of lowering living 
standards in the developing world.” 
The president recalled that he has been repeating this appeal since 
February, when he participated in an international meeting in South Africa, 
and will make it again in July, in Russia, at the meeting of the G-8 (formed 
37 by the world’s richest countries). (From Agência Brasil, Spensy Pimentel, Translation: 
David Silberstein) 
Analysis of Text 2 
1. Busque no texto uma construção verbal no present perfect continuous. 
2. Quantos verbos no past simple você consegue encontrar no texto? 
3. Leia o texto de novo com atenção e procure um ou mais sinônimos de “he affirmed” usado para reportar as
palavras do presidente Lula. 
4. Escreva nas linhas abaixo quantas collocations do tipo verb + adjective você consegue encontrar no texto e
traduza-as. Já fiz a primeira para você: 
open markets (abrir mercados) ____________________________________ 
5. Apesar de ainda não estarmos falando sobre reference detalhadamente, observe o pronome it em “make it again’
(L-37) e diga a que palavra ele está se referindo no texto: 
Key Word: Way(s) 
From text 2: 
“the best way for the rich countries to contribute” (L-5) 
a melhor maneira de os países ricos contribuírem 
A palavra way aparece várias vezes em textos com diversos significados: 
a) substantivo significando manner (modo, maneira) 
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I like to do things my own way. 
Gosto de fazer as coisas ao meu modo . 
b) substantivo significando method (método) 
She has her own way of teaching prepositions. 
Ela possui seu próprio método para ensinar preposições. 
c) substantivo significando route, road (rota, caminho) 
Do you know the way to the Municipal Theater? 
Você sabe o caminho para o Teatro Municipal? 
d) informalmente como advérbio na expressão: 
Her clothes are way old fashioned. 
Suas roupas estão pra lá de fora de moda . 
Encontra-se a palavra ‘way’ também em várias expressões: 
I. By the way ... (a propósito) 
By the way, do you know where Kate is? 
A propósito , você sabe onde está a Kate? 
II. In the way ... (no caminho, obstruindo a passagem) 
Move that table, please. It’s in the way. 
Afaste essa mesa, por favor. Ela está no caminho. 
III. On the way ... (a caminho) 
I saw Ruth on the way to the bank. 
A caminho do banco encontrei a Ruth. 
IV. In a way (de uma certa maneira) 
In a way you have a point here. 
De certa maneira você tem razão nesse ponto. 
V. Out of the way (fora de mão) 
My cousin’s house is so out of the way. 
A casa de minha prima é tão fora de mão . 
Modal Verbs: Must 
From text 2: 
“Lula pointed out that the negotiations must consider the countries’ level of development.” (L-18/19) 
Lula destacou que as negociações têm que considerar o estágio de desenvolvimento dos países 
“The chief item on which the rich countries must soften their position” (L-31) 
O principal item sobre o qual os países ricos têm que suavizar sua posição 
O verbo modal must só tem essa forma, sendo substituído por uma flexão de ‘have to’ em diversas situações.
Estude os seguintes casos: 
a) must (‘have to) – para expressar obrigação, algo indispensável a fazer. 
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I must leave early today. 
Tenho que sair cedo hoje. 
Must you leave us so soon? 
Você tem que partir tão cedo? 
Do you have to leave now? 
Você tem que ir agora? 
b) ‘Must’ and ‘have to’ in negative statements. 
Atenção! Não se pode usar um pelo outro 
b.1) a forma ‘must not indica proibição) 
You must not enter that area. The sign says: Authorized Personnel Only. 
Você não pode entrar naquela área. A placa diz: Só Pessoal Autorizado! 
b.2) Aqui ‘don’t have to’ indica que não há necessidade. 
You don’t have to come with us if you don’t want to. 
Você não precisa vir conosco se não quiser. 
c) ‘must’ – usado para tirar conclusões lógicas. 
Look! The lights in Gina’s room are on. So she must be awake. 
Veja! As luzes no quarto da Gina estão acesas. Logo ela deve estar acordada. 
I can’t see Bob’s car in the garage. He must be at work downtown. 
Não vejo o carro do Bob na garagem. Ele deve estar no trabalho na cidade. 
IRREGULAR VERBS (IV) 
Infinitive Past Tense Past Participle Tradução 
blow blew blown soprar 
fly flew flownvoar 
grow grew grown crescer 
know knew known saber, conhecer 
throw threw thrown jogar, atirar 
Pesent Perfect Continuous X Present Perfect Passive 
Preste bastante atenção a estas formas para reconhecê-las nos textos: 
a) present perfect continuous (que estamos estudando – termina com ... ing form of principal verbs 
The girls have been studying German for months. 
As meninas estão estudando alemão há meses. 
Tess has been writing books for children for some time now. 
Tess está escrevendo livros infantis há um bom tempo já. 
b) passive present perfect – que termina com ... ed forms (regular verbs) or past participle of irregular
verbs. Por exemplo: 
Many creative plays have been staged on Broadway since last year. 
Muitas peças criativas foram encenadas na Broadway desde o ano passado. 
New houses have been built in that area of the city. 
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Novas casas têm sido construídas naquela área da cidade. 
Como você observa, mais uma vez fica evidente que o conhecimento das três formas dos verbos irregulares é
imprescindível. 
Picture Test 
Come on, try it. It’s fifty-fifty, Você tem 50% de chances de acertar! 
 
The man wearing a [a) long / b) top] hat has been reading the
newspaper while two guys in the back keep looking at him. 
Mock Test 
The Great Lakes 
From the Pittsburgh area came much of the steel for the railroads that 
opened America’s West, for the bridges that spanned the rivers, and for the 
girders that went into the construction of skyscrapers. Today, the Pittsburgh 
area still produces about one-fifth of the nation’s steel, and also ships coal to 
5 the other great steel making centers – Chicago, Youngstown, Detroit, Toledo, 
Cleveland, Erie, Buffalo, Wheeling, Gary. 
Several of the cities on the Great Lakes grew up first as grainmilling centers, 
and even today grain is a major cargo of Lakes freighters. Detroit, heart of the 
automobile industry, had a rather special start. It began as a wagonmaking 
10 town, using wood from the forests that covered the peninsula between Lake 
Michigan and Lake Huron. Its founders even laid out the streets of the city 
to resemble a giant wagon wheel. It was fortunate that when, early in the 20th 
century, the makers of wagons and carriages turned to making automobiles, 
they found the new raw materials they needed close at hand. 
15 An almost unbelievable amount of freight is carried across the Great Lakes, 
and most of the shipments are raw materials. The cargo tonnage which passes 
between Lake Superior and Lake Huron about equals the combined capacity 
of the Panama and Suez Canals. (From An Outline of American Geography, p. 34, 
USIA, 1989 edition) 
1. Steel for the railroads that opened America’s West came mainly from 
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a) Chicago. 
b) Detroit. 
c) Pittsburgh. 
d) Cleveland. 
e) Buffalo. 
2. About the cities on the Great Lakes the author says that 
a) all of them remain as grainmilling centers today. 
b) except for Detroit they found the raw materials they needed close at hand. 
c) early in the 20th century they turned to making automobiles. 
d) even today grain is a major cargo of Lakes freighters. 
e) they’re responsible for the deforestation of the peninsula region. 
3. All of these came from the Pittsburgh area, except for 
a) steel for the bridges. 
b) metal for the girders that went into the construction of skyscrapers. 
c) shipments of coal to other steelmaking centers. 
d) most of the shipments of raw materials. 
e) steel for the railroads. 
4. In the fragment:”Its founders even laid out the streets of the city to resemble a giant wagon wheel” (L-11/12)
the phrasal verb that could replace the word in bold is 
a) look like. 
b) look for. 
c) look at. 
d) look into. 
e) look down. 
Exercises 
I. Say when you have to use only the present perfect simple or when both the simple and continuous forms can be
used: 
1. Melinda has lived in Ipanema for decades. 
2. I have read The Da Vinci Code twice. 
3. Tess has waited for you the whole afternoon, Mr. Lampard. 
4. We have made the shopping list already. 
5. Rogério has played for São Paulo for more than ten years. 
II. Complete the sentences with the present perfect continuous using the verbs in parentheses as the main verbs. 
1. Lucas _________________ (watch) this beautiful sunset for an hour. 
2. Our ancestors _________________ (celebrate) Christmas this way since they came to Brazil in the early 1900s. 
3. Lucinda and I ___________________ (date) for three years now. 
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4. Roger ___________________ (have) trouble with English grammar since he started studying it. 
5. Economists ___________________ (try) to curb inflation for decades. 
III. Complete with the past participle of the verbs in brackets. 
1. To be honest, I haven’t ________ Paulo Coelho’s latest book. [read] 
2. We haven’t ___________ three weeks in Aspen this year. [spend] 
3. Jadel hasn’t ___________ the world record yet, but he will. [break] 
4. Joyce hasn’t ___________ that long dress since last year. [wear] 
5. Actually, we haven’t ________ Kelly very much these days. [see] 
IV. Traduza as expressões em negrito a seguir onde aparece a palavra ‘back’; consulte um dicionário se necessário. 
1. Let’s go to Miguel Pereira. I know that town like the back of my hand. 
2. Mr. Harris went to Europe and I don’t know when he’ll come back. 
3. It’s not funny to keep criticizing me behind my back. 
4. Can you count backwards from 10 to 1? 
5. If you’re not satisfied with the product, we guarantee your money back. 
6. I could hear some sounds in the background. 
7. I know that girl. In the back of my mind I know her face looks familiar. 
8. Joe started his own business and never looked back. 
9. Everything happened during the back trip. 
10. Why don’t you write them and ask for the back issues of the magazine? 
11. You’ve taken the dictionary from the shelf, so put it back. 
12. Stop acting like a back seat driver! 
V. Practice making up questions: 
Você pode fazer este exercício por escrito ou apenas praticar oralmente. 
1. My neighbor has been playing his electric guitar very loud for hours all afternoon. 
a) “Who _________________?” 
“My neighbor has.” 
b) “What ____________________?” 
“His guitar.” 
c) “How __________________________?” 
“Very loud.” 
c) “How long __________________________?” 
“For hours all afternoon.” 
2. Terence has been living in Rio de Janeiro for many years now. 
a) “Who _________________?” 
“Terence has.” 
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b) “What ____________________?” 
“Living in Rio.” 
c) “How long __________________________?” 
“For many years now.” 
3. Mrs. Higgins has been considering leaving Rio since last year. 
a) “Who _________________?” 
“Mrs. Higgins has.” 
b) “What ____________________?” 
“Leaving Rio.” 
c) “How long __________________________?” 
“Since last year.” 
4. Police detectives have been investigating the murder for months. 
a) “Who _________________?” 
“Police detectives have.” 
b) “What ____________________?” 
“Investigating the murder.” 
c) “How long __________________________?” 
“For months.” 
VI. Traduza as expressões em negrito a seguir onde aparece a palavra way(s); consulte um dicionário se precisar. 
1. On my way to school I saw a car accident. 
2. I wanted to tell her I loved her, but the words got in the way. 
3. Don’t think you’re going to take my son away from me. No way. 
4. Everybody has his/her best way of learning vocabulary. 
5. By the way, does anyone know where little Timmy is? 
6. Could you take a look at the photos of some suspects? This way, please. 
7. Sorry I can’t take you home this time. It’s too out of the way. 
8. Be careful! This is a two-way street. 
9. In a way you’re right about this point. 
10. God acts in mysterious ways. 
11. The place was so crowded that I had to elbow my way in. 
12. Debbie wants to become an actress one way or another. 
13. There are better restaurants along the way. 
14. I don’t want you to come alongwith me. Just show me the way. 
15. We removed the dresser to give way to the baby’s cradle. 
VII. Complete with the right forms of the verbs in brackets: either the ... ing forms or the past participle will have to
be used. 
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1. No effort to reach peace has been _________ so far. [make] 
2. Actually, the heirs have not been __________ care of the property as they should. [take] 
3. Lots of time has been ________ into the implementation of the project. [put] 
4. A lot of new exercises have been __________ in the updated edition of the book. [include] 
5. For years Jones has been __________ as an assistant manager and he does not have any ambitions to achieve
higher aims. [work] 
6. The beginning of the new year has been ____________ by many people in different ways. [celebrate] 
7. Chocolate eggs have been __________ to the celebration of Easter Sunday in many cultures. [connect] 
Answers – Unit 7 
Vocabulary Pre-Test: a.6 / b.3 / c.4 / d.1 / e.2 / f.5 
Analysis of Text 1 
1. present perfect continuous: have been welcoming 
2. have settled & has added não poderiam ser colocadas no present perfect continuous no texto pois se
referem a um tempo passado apenas não definido. 
3. present simple: gather / sways / dance / come / celebrates 
Text 2: Vocabulary pre-test: a.4 / b.5 / c.6 / d.2 / e.3 / f.1 
Analysis of Text 2 
1. present perfect continuous: has been repeating (L-33) 
2. past simple: made / said / addressed / distributed / affirmed / pointed out / stated / recalled / participated 
3. sinônimos “he affirmed” / stated / pointed out / declared 
4. collocations: verb + adjective: open markets (abrir mercados) / reduce subsidies (reduzir subsídios) /
increase wealth (aumentar a riqueza) / generate employment (gerar emprego) // integrate human beings
(integrar os seres humanos) / dominate (commercial) exchanges (dominar as trocas comerciais) // receive
benefits (receber benefícios) / make concessions (fazer concessões) / lower living standards (diminuir
padrões de vida) [entre outros] 
5. reference:o pronome it em “make it again’ está claramente vinculado a appeal 
Picture Test 
(b) The man wearing a top hat has been reading the newspaper while two guys in the back keep looking at him. 
O homem usando uma cartola está lendo o jornal enquanto que dois caras ao fundo estão olhando para ele. 
Mock Test 
1. (c) – Ideia expressa no texto: o aço para as ferrovias que abriram o oeste dos EUA vinha principalmente de
Pittsburgh. 
2. (d) – A respeito das cidades na região dos Grandes Lagos o autor diz que até hoje cargas de grãos ainda são
significativas nos seus cargueiros. Nas demais lê-se: em (a), todas essas cidades permanecem como centros
produtores de grãos até hoje; (b) exceto por Detroit, elas acharam as matérias-primas de que precisavam bem
perto; em (c), no início do século XX elas passaram a produzir automóveis; em (e), são responsáveis pelo
desmatamento da região peninsular. 
3. (d) – Todos os itens citados vinham da área de Pittsburgh, exceto: a maioria dos carregamentos de matérias-
primas. Nas outras temos: em (a), steel for the bridges (aço para as pontes); em (b), metal for the girders
that went into the construction of skyscrapers (metal para as vigas de aço que fizeram parte da construção
dos arranha-céus); em (c), shipments of coal to other steelmaking centers (carregamentos de carvão para
os demais centros de fabricação do aço); em (e) steel for the railroads (aço para as ferrovias). 
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4. (a) – Em: “Seus fundadores até mesmo construíram as ruas da cidade de modo que parecessem com uma
enorme roda de vagão”, o phrasal verb que poderia substituir o verbo to resemble é look like, de significado
semelhante. 
Exercises 
I. only the present perfect simple or both simple and continuous 
1. Melinda has lived in Ipanema for decades. (OR) 
Melinda has been living in Ipanema for decades. 
Melinda está morando em Ipanema há décadas. 
2. I have read The Da Vinci Code twice. (ONLY) 
Já li o Código Da Vinci duas vezes 
3. Tess has waited for you the whole afternoon, Mr. Lampard. (OR) 
Tess has been waiting for you the whole afternoon, Mr. Lampard 
Tess está esperando pelo senhor a tarde toda, Sr. Lampard. 
4. We have made the shopping list already. (ONLY) 
Já fizemos a lista de compras. 
5. Rogério has played for São Paulo for more than ten years. (OR) 
Rogério has been playing for São Paulo for more than ten years. 
Rogério vem jogando pelo SP há mais de 10 anos. 
II. present perfect continuous. 
1. Lucas has been watching this beautiful sunset for an hour. 
Lucas está olhando para o pôr do sol há uma hora. 
2. Our ancestors have been celebrating Christmas this way since they came to Brazil in the early 1900s. 
Nossos ancestrais têm celebrando o Natal desta forma desde vieram para o Brasil no início do século XX. 
3. Lucinda and I have been dating for three years now. 
Lucinda e eu estamos namorando há três anos já. 
4. Roger has been having trouble with the English grammar since he started studying it. 
Roger tem tido problemas com a gramática inglesa desde que começou a estudá-la. 
5. Economists have been trying to curb inflation for decades. 
Os economistas vêm tentando controlar a inflação há décadas. 
III. past participle of the verbs in brackets 
1. [read] – Para ser franco ainda não li o livro mais recente do Paulo Coelho. 
2. [spent] – Não passamos três semanas em Aspen este ano. 
3. [broken] – Jadel não bateu o recorde ainda, mas baterá. 
4. [worn] – Joyce não usa aquele vestido longo desde o ano passado. 
5. [seen] – Na verdade não temos visto a Kelly por estes dias. 
IV. Expressões com a palavra ‘back’. 
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1. Let’s go to Miguel Pereira. I know that town like the back of my hand. 
Vamos para Miguel Pereira. Conheço aquela cidade como a palma da minha mão . 
2. Mr. Harris went to Europe and I don’t know when he’ll come back. 
O Sr. Harris foi para a Europa e não sei quando voltará . 
3. It’s not funny to keep criticizing me behind my back. 
Não é engraçado ficar me criticando pelas minhas costas . 
4. Can you count backwards from 10 to 1? 
Você consegue contar de trás pra frente do 10 ao 1? 
5. If you’re not satisfied with the product, we guarantee your money back. 
Se não estiver satisfeito com o produto, garantimos o seu dinheiro de volta . 
6. I could hear some sounds in the background. 
Podia ouvir certos sons ao fundo . 
7. I know that girl. In the back of my mind I know her face looks familiar. 
Conheço aquela garota. Lá no fundo da minha mente seu rosto me parece familiar. 
8. Joe started his own business and never looked back. 
Joe começou seu próprio negócio e nunca olhou para trás . 
9. Everything happened during the back trip. 
Tudo aconteceu na viagem de volta . 
10. Why don’t you write them and ask for the back issues of the magazine? 
Por que não escreve para eles e pede os exemplares atrasados da revista ? 
11. You’ve taken the dictionary from the shelf, so put it back. 
Você tirou o dicionário da prateleira, portanto ponha-o de volta . 
12. Stop acting like a back seat driver! 
Pare de bancar o copiloto . 
V. Practice making up questions: 
1. My neighbor has been playing his electric guitar very loud for hours all afternoon. 
Meu vizinho está tocando sua guitarra elétrica muito alto há horas a tarde toda. 
a) “Who has been playing his guitar very loud?” 
“My neighbor has.” 
b) “What has my neighbor been playing all afternoon?” 
“His electric guitar.” 
c) “How has my neighbor been playing his guitar?” 
“Very loud.” 
d) “How long has my neighbor been playing his guitar?” 
“For hours all afternoon.” 
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2. Terence has been living in Rio de Janeiro for many years now. 
O Terence já está morando no Rio de Janeiro há muitos anos. 
a) “Who has been living in Rio de Janeiro for many years now?” 
“Terence has.” 
b) “What has he been doing in Rio de Janeiro?” 
“Living in Rio.” 
c) “How long has he been doing in Rio de Janeiro?” 
“For many years now.”3. Mrs. Higgins has been considering leaving Rio since last year. 
A Sra. Higgins está pensando em deixar o Rio desde o ano passado. 
a) “Who has been considering leaving Rio since last year?” 
“Mrs. Higgins has.” 
b) “What has Mrs. Higgins been considering?” 
“Leaving Rio.” 
c) “How long has Mrs. Higgins been considering leaving Rio?” 
“Since last year.” 
4. Police detectives have been investigating the murder for months. 
Detetives da polícia vêm investigando o assassinato há meses. 
a) “Who have been investigating the murder for months?” 
“Police detectives have.” 
b) “What have the police detectives been doing?” 
“Investigating the murder.” 
c) “How long have the police detectives been investigating the murder?” 
“For months.” 
VI. Kew Word ‘way’ 
1. On my way to school I saw a car accident. 
A caminho da escola eu presenciei um acidente. 
2. I wanted to tell her I loved her, but the words got in the way. 
Queria lhe dizer que a amava, mas as palavras me impediram . 
3. Don’t think you’re going to take my son away from me. No way. 
Não pense que vai tirar o meu filho de mim. De jeito nenhum ! 
4. Everybody has his/her best way of learning vocabulary. 
Todo mundo tem seu melhor modo de aprender vocabulário. 
5. By the way, does anyone know where little Timmy is? 
A propósito , alguém sabe onde está o Timmy? 
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6. Could you take a look at the photos of some suspects? This way, please. 
Poderia olhar as fotos de alguns suspeitos? Por aqui , por favor. 
7. Sorry I can’t take you home this time. It’s too out of the way. 
Desculpe não poder levar você em casa desta vez. É muito fora de mão. 
8. Be careful! This is a two-way street. 
Tenha cuidado. È uma rua de mão dupla . 
9. In a way you’re right about this point. 
De uma certa forma você tem razão neste ponto. 
10. God age in mysterious ways. 
Deus atua de formas misteriosas . 
11. The place was so crowded that I had to elbow my way in. 
O lugar estava tão apinhado que tive que abrir caminho às cotoveladas . 
12. Debbie wants to become an actress one way or another. 
Debbie quer se tornar atriz de um jeito ou de outro . 
13. There are better restaurants along the way. 
Há restaurantes melhores pelo caminho . 
14. I don’t want you to come along with me. Just show me the way. 
Não quero que venha comigo. Apenas mostre-me o caminho . 
15. We removed the dresser to give way to the baby’s cradle. 
Retiramos a cômoda para dar lugar pro berço do bebê. 
VII. the ... ing forms or the past participle? 
1. [made] – Nenhum esforço para alcançar a paz foi feito até agora. 
2. [taking] – De fato, os herdeiros não estão cuidando da propriedade como deviam. 
3. [put] – Muito tempo foi colocado na implementação do projeto. 
4. [included] – Muitos novos exercícios foram incluídos na edição atualizada do livro. 
5. [working] – Há anos Jones vem trabalhando como subgerente e não parece ter nenhuma ambição de alcançar
postos mais elevados. 
6. [celebrated] – O início de um novo ano tem sido celebrado por diversos povos de diversas maneiras. 
7. [connected] – Os ovos de chocolate têm estado ligados à celebração do Domingo de Páscoa em muitas
culturas. 
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Unit 8 
Text 1: The Making of a Holiday 
Dr. Martin Luther King Jr’s death did not slow the Civil Rights Movement. 
Black and white people continued to fight for freedom and equality. Coretta 
Scott King is the widow of the civil rights leader. In 1970, she established 
the Martin Luther King Jr. Memorial Center in Atlanta, Georgia. This living 
5 memorial consists of his boyhood home and the Ebenezer Baptist Church, 
where King is buried. 
On Monday, January 20, 1986, in cities and towns across the country people 
celebrated the first official Martin Luther King Day, the only federal holiday 
commemorating an African-American. A ceremony which took place at an 
10 old railroad depot in Atlanta Georgia was especially emotional. Hundreds had 
gathered to sing and to march. Many were the same people who, in 1965, had 
marched for fifty miles between two cities in the state of Alabama to protest 
segregation and discrimination of black Americans. 
All through the 1980’s, controversy surrounded the idea of a Martin Luther 
15 King Day. Congressmen and citizens had petitioned the President to make 
January 15, Dr. Martin Luther King, Jr.’s birthday, a federal holiday. Others 
wanted to make the holiday on the day he died, while some people did not 
want to have any holiday at all. (Excerpt from Independence Day, in Celebrate! 
Holidays in the USA) 
Visit: http://www.usemb.se/Holidays/celebrate/mlk.html 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário, procure correlacionar as colunas A & B: 
A B 
1. fight for freedom a. ( ) lar de sua infância 
2. boyhood home b. ( ) velho armazém da ferrovia 
3. old railroad depot c. ( ) protesta contra a discriminação 
4. had gathered to sing d. ( ) lutar pela liberdade 
5. protest segregation e. ( ) pairavam controvérsias 
6. controversy surrounded f. ( ) reuniram-se para cantar 
Analysis of Text 1 
1. Escreva nas linhas abaixo as formas de past simple encontradas no text 1: 
2. Escreva abaixo as formas de past perfect encontradas no text 1: 
3. O que a palavra while (L-17) como discourse marker, está indicando? 
Reading Comprehension Questions 
Indispensable question words: 
What…? O que...? Why…? Por que...? 
Who…? Quem...? How…? Como...? 
Where…? Onde....? How many…? Quantos...? 
When…? Quando...? How often…? Quantas vezes...? 
Answer the following questions using complete sentences just to practice using mainly past simple & past perfect
constructions: 
1. What did Martin Luther King’s widow establish after his death? 
2. Where did she establish it? 
3. What does it consist of? 
4. When did people celebrate the first official Martin Luther King Day? 
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5. How many people had gathered in Atlanta to attend the ceremony? 
6. What had many of those people done in 1965? 
7. Who had petitioned the president to make January 15 a federal holiday in honor of Martin Luther King? 
8. Why did controversy surround the idea of a Martin Luther King Day? 
The Past Perfect Simple 
The spotlight falls on the past perfect desta vez. Veja a conjugação dos verbos to walk (r.v.) (andar,
caminhar) e to give (i.v.) (dar). 
AFFIRMATIVE 
I had walked I had given 
You had walked You had given 
He had walked He had given 
She had walked She had given 
It had walked It had given 
We had walked We had given 
You had walked You had given 
They had walked They had given 
O past perfect é formado pelo past simple do auxiliar to have (sempre had) + the past participle of the
main verb. É fundamental, aqui, saber a terceira forma dos verbos irregulares para domínio deste tempo verbal. 
NEGATIVE STATEMENTS 
I had not walked I had not given 
You had not walked You had not given 
He had not walked He had not given 
She had not walked She had not given 
It had not walked It had not given 
We had not walked We had not given 
You had not walked You had not given 
They had not walked They had not given 
A forma negativa se obtém pela colocação de not após o verbo auxiliar had. 
Note: had not or hadn’t. 
QUESTIONS 
Had I walked? Had I given? 
Had you walked? Had you given? 
Had he walked? Had he given? 
Had she walked? Had she given? 
Had it walked? Had it given? 
Had we walked? Had we given? 
Had you walked? Had you given? 
Had they walked? Had they given? 
Basta inverter o auxiliar had com o sujeito para formar a interrogativa. 
Uses of The Past Perfect Simple 
Procuro fazer um verdadeiro bombardeio com relação ao entendimento do past perfect com meus alunos.
Primeiro martelando a ideia de que é um past before past e, segundo, porque sua tradução para o português, na
esmagadora maioria dos casos, é tranquila e corresponde ao nosso tempo composto mesmo. Vamos analisar alguns
exemplos: 
Before Mr. Jay worked here, he hadworked for another insurance company. 
Antes de o Sr. Jay trabalhar aqui, ele havia trabalhado para outra seguradora. 
My mother had never worked as an elementary school teacher until she came to live in Rio de Janeiro. 
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Minha mãe nunca havia trabalhado como professora primária até que veio morar no Rio de Janeiro. 
Guess what! Last night I ate something I had never eaten in my whole life: Bolivian salteñas. 
Adivinhe! Ontem à noite comi algo que nunca havia comido na minha vida: salteñas bolivianas. 
Had you seen something that amazing before tonight’s show? 
Você já havia visto algo tão surpreendente antes do show desta noite? 
Key Word: Same 
From text 1: 
“Many were the same people who had marched for fifty miles…” (L-10/11) 
Muitos eram os mesmos que haviam marchado por 50 milhas … 
No fragmento do text 1 a palavra ‘same’ funciona como um adjetivo, podendo ser traduzida por mesmo/ a,
mesmos/ as. Veja outros exemplos: 
This is absolutely true. I have a student who always goes to the same restaurant with his wife when he wants to
celebrate something. 
Isto é absolutamente verdade. Tenho um aluno que vai sempre ao mesmo restaurante com a esposa dele quando
quer celebrar algo. 
My uncle Joseph has lived in the same house all his life. 
Meu tio José sempre viveu na mesma casa toda a sua vida. 
Pode também a palavra ‘same’ funcionar como um pronome ou advérbio. Veja as seguintes dialog exchanges: 
“Are you talking about the Tim who runs the car rental near our house? 
“Yes, the same.” 
– Você está falando do Tim que dirige a locadora de automóveis perto da nossa casa?” 
– Sim, ele mesmo (o próprio ). 
Vera and Jessica are sisters. Though they look the same, they are not twins. 
A Vera e a Jéssica são irmãs. Embora pareçam idênticas , não são gêmeas. 
“Have a nice weekend, Miss Lavinia.” 
“The same to you, Professor Hart.” 
– Bom fim de semana para você, Senhorita Lavinia. 
– O mesmo para o senhor , professor Hart. 
There are a few expressions with ‘same’ really worthwhile studying: 
a) just the same (mesmo assim) 
“Why are you going to Eve’s birthday? You two don’t get along.” 
“Just the same. She invited me to her party and I’ll be there.” 
– Por que você vai ao aniversário da Eva? Vocês duas não se dão bem. 
– Mesmo assim . Ela me convidou para sua festa e eu estarei lá. 
b) all the same (tanto faz, não faz diferença) 
You may wear your red dress or the blue one. It’s all the same to me. 
Você pode usar o vestido vermelho ou o azul. Para mim, não faz diferença . 
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c) the same as (o mesmo que / os mesmos que) 
How could you make the same mistakes as your brother on the exam? 
Como você pôde cometer os mesmos erros que o seu irmão no teste? 
I would like to change my diet. I don’t want to eat the same as usual. 
Gostaria de mudar a minha dieta. Não quero comer o mesmo de sempre . 
d) to be on the same boat (lit. estar no mesmo barco, ou seja, estar na mesma situação) 
“I know it’s not easy to pay all those taxes and fees, but where else could I go?”, 
“We’re definitely on the same boat, my friend.” 
– Sei que é duro pagar tantos impostos e taxas, mas para onde mais eu poderia ir?” 
– Definitivamente estamos no mesmo barco , meu amigo. 
e) on the same vein (lit. na mesma veia, no sentido de na mesma linha de raciocínio, de pensamento) 
First we started talking about light subjects and the conversation went on the same vein for a while, until I
decided to change to the main subject. 
Primeiro começamos a falar sobre assuntos leves e a conversa seguiu na mesma linha por um tempo, até que
decidi mudar pro assunto principal. 
Text 2: St. Patrick’s Day (I) 
Many people who immigrated to the United States have come from 
Ireland. More than one-half of the soldiers who fought in the Revolutionary 
War had Irish ancestors. Today, it is said, Irish descendants in the United 
States put on a noisier and bigger St. Patrick’s Day celebration than the 
5 people in Ireland. Every year on March 17 or the preceding Saturday, cities 
with a large population of Irish Americans have parades. Green is one of the 
national colors of Ireland and also one of the signs of spring. Green stripes 
are painted on the streets where the parade will travel. People wear green 
shirts, ties, hair ribbons and hats. Many American bars even serve green 
10 beer on that day! 
Just like many other holidays in the United States, St. Patrick’s Day has 
its origins in ancient times. A young boy named Patrick lived in the British 
Isles, a land that had been invaded and conquered first by the Romans and 
then by Germanic tribes. Patrick was captured and taken as a slave from the 
15 British Isles to what is now Ireland. He lived there for several years herding 
sheep. He was a religious boy and he prayed that he would someday return 
to his homeland. 
Legend has it that one night while he was praying, a voice told him to 
escape from the farm, and find a ship that was waiting for him two hundred 
20 miles away. Patrick got to the ship, sailed to Europe, and disembarked in what 
is now probably France. He led several of the ship’s crew through a dangerous 
forest, praying all the time. Neither Patrick nor any member of his crew was 
captured. When some of the men were about to die of starvation, wild animals 
appeared for them to eat. Events such as these appeared to be miracles and 
25 gave rise to later legends surrounding Patrick. 
At home, Patrick felt that he was called by God to perform an important 
mission. He believed it was his duty to go back to Ireland and convert the 
Celtic people to the Christian religion. 
Patrick arrived in Ireland and became a missionary, traveling from village 
30 to village and talking about his faith. Once, several members of a tribe 
approached Patrick and told him that they found it difficult to understand 
and believe in the Holy Trinity. Patrick thought a moment, then stooped down 
and picked one of the plentiful shamrocks growing wild around Ireland. “Here 
are three leaves,” he said, “yet it is one plant. Imagine the Father, Son and the 
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35 Holy Spirit as each of these leaves. Here they are, yet they are one plant.” The 
tribesmen understood, because Patrick had used a familiar object to explain. 
From that time on, the shamrock has been a revered symbol of Ireland. 
Visit: http://www.usemb.se/Holidays/celebrate/stpatric.html 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário, procure correlacionar as colunas A & B: 
A B 
1. put on a noisier celebration a. ( ) listras verdes são pintadas 
2. green stripes are painted b. ( ) foi aprisionado como escravo 
3. was taken as a slave c. ( ) fazem uma festa mais ruidosa 
4. legend has it that d. ( ) curvou-se e a apanhou 
5. it was his duty e. ( ) era seu dever 
6. stooped down and picked f. ( ) diz a lenda que 
Analysis of Text 2 
1. Uma vez mais, por se tratar de um relato histórico, o texto 2 está repleto de exemplos no past simple tanto com
regular quanto com irregular verbs. Escreva abaixo quantos exemplos você reconhecer: 
2. Há também diversos exemplos no present simple. Escreva-os: 
3. Há também diversos exemplos no present perfect. Escreva-os: 
4. Procure 3(três) construções no past simple passive. 
5. Extraia do text 2 uma construção verbal no past perfect simple e uma no past perfect passive: 
6. No trecho em que S. Patrício explica o mistério da Santíssima Trindade por duas vezes aparece a palavra ‘yet’,
nas linhas 33 & 35; explique qual a ideia que ela está expressando e em que sentido ela é usada no texto. Traduza-
a: 
Word Forms 
From text 2: 
“Today, it is said, Irish descendants in the United States put on a noisier and bigger St. Patrick’s Day celebration
than the people in Ireland. 
Hoje, diz-se que os descendentes de irlandeses nos EUA fazem uma comemoração do Dia de São Patrício mais
ruidosa e maior do que a dos irlandeses na Irlanda . 
a) Sem dúvida alguma quando falamos de países e nacionalidades o sufixomais comum é –(I)AN, a começar pelo
nosso Brasil, em inglês Brazil – Brazilian; e também Canadá – Canadian, Bolívia – Bolivian, Germany –
German, Colombia – Colombians e muitos, muitos outros. Porém, é bom observar os casos com o final –ISH.
Veja os seguintes exemplos: 
Country Adjective Translation 
Sweden Swedish Sueco / a 
Britain British Britânico / a 
Turkey Turkish Turco /a 
Denmark Danish Dinamarquês / esa 
Poland Polish Polonês /esa 
b) the suffix –ISH – usado para formar adjetivos do tipo: 
Noun Adjective Translation 
child childish infantil 
green greenish esverdeado 
yellow yellowish amarelado 
Key Word: Time 
From text 2: 
From that time on, the shamrock has been a revered symbol of Ireland. 
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Daquele momento em diante o trevo se tornou um símbolo reverenciado da Irlanda. 
Existe o noun ‘time’, uncountable, as in: 
How much time have you put into studying the matter? 
Quanto tempo você dedicou ao estudo do assunto? 
Existe, também, o noun ‘times’ (vezes), countable: 
How many times do I have to tell you that I won’t let you use the car tonight? 
Quantas vezes tenho que lhe dizer que não deixarei você usar o carro esta noite? 
Observe também a família do ‘time’: 
a) the regular verb to time 
Could you time my reading? I’ll try to read as fast as you. 
Pode cronometrar minha leitura? Tentarei ler tão rápido quanto você. 
b) the noun timing 
Most often timing is crucial when making a decision. 
Frequentemente a questão do tempo é crucial se tomar uma decisão. 
c) the adjectives: timely / untimely 
A bigger fire was prevented by the timely intervention of the fire fighters. 
Um incêndio maior foi evitado pela oportuna intervenção dos bombeiros. 
Prof. Gray was visibly affected by such untimely interruptions during his lecture. 
O Prof Gray estava visivelmente afetado pelas interrupções inoportunas durante sua palestra. 
d) ‘time’ em compostos 
É muito comum o uso da palavra ‘time’ em compostos. Veja alguns exemplos e passe a anotar outros extraídos de
suas leituras: 
The examiner called our attention to the time-limit. 
O examinador chamou nossa atenção para o limite de tempo . 
Modern technology has brought us many time-saving devices. 
A moderna tecnologia nos trouxe muitos aparelhos p/ poupar tempo . 
I would not opt for that activity. It’s too time-consuming. 
Não optaria por aquela atividade. É muito demorada. 
Last but not least, basta olhar para os inúmeros verbos e adjetivos that go together with time & times para
comprovar como seu campo colocacional é valioso. Veja estes exemplos. 
All of us spent a wonderful time on the farm. 
Todos nós passamos um tempo maravilhoso na fazenda. 
My father had lost his job then. Those were hard times. 
Meu pai tinha perdido seu emprego na época. Aqueles foram tempos difíceis . 
Use the skimming technique to read the exam texts if you feel you’re pressed for time. 
Use a técnica do skimming com os textos da prova se sentir que está pressionado pelo tempo. 
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Devote your spare time to activities that give you great pleasure. 
Dedique seu tempo livre a atividades que lhe deem grande prazer. 
We have gone through rough times recently. 
Passamos por momentos terríveis ultimamente. 
No final desta aula você encontra um exercício sobre collocations e expressões comuns com a palavra time(s). 
Modal Verbs – Would 
From text 2: 
He was a religious boy and he prayed that he would someday return to his homeland. 
Ele era um rapaz religioso e rezava para que um dia retornasse a sua terra natal. 
a) O modal would é o passado de will em termos puramente gramaticais. Fica visível esta mudança quando se
passa para o discurso indireto: 
“I pray that you will get there safe and sound”, my grandma said. 
– Rezo para que você chegue lá são e salvo, minha avó disse. 
My grandma said that she prayed that I would get there safe and sound. 
– Minha avó disse que rezava para que eu chegasse lá são e salvo. 
b) Conditional sentences – corresponde ao nosso futuro do pretérito. 
I would become a millionaire if I won the big lottery prize. 
Eu me tornaria um milionário se eu ganhasse o grande prêmio da loteria sozinho. 
c) would – com ações que se repetiam no passado 
The musician would get back home late at night, he would take off his clothes; next, he would take a
shower and then go to bed. 
O músico voltava para casa tarde à noite, tirava sua roupa e, depois, tomava um banho e ia para a cama. 
Every Sunday my brother and I would go to Maracanã to watch soccer games when we lived in Rio. 
Todos os domingos meu irmão e eu í amos ao Maracanã assistir aos jogos de futebol quando morávamos no Rio. 
d) Would rather – expressão indicando preferência 
I would rather stay home than go to the beach with you. 
Prefiro ficar em casa a ir à praia com vocês. 
I would rather you didn’t smoke here. 
Prefiro que não fume aqui. 
IRREGULAR VERBS (V) 
Infinitive Past Tense Past Participle Tradução 
bend bent bent curvar(-se) 
build built built construir 
lend lent lent emprestar 
send sent sent enviar 
mean meant meant querer dizer 
spend spent spent gastar 
IRREGULAR VERBS 
Se você não gosta da maneira de fixar os irregular verbs em grupos com semelhanças ortográficas e sonoras que
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Se você não gosta da maneira de fixar os irregular verbs em grupos com semelhanças ortográficas e sonoras que
vimos adotando, você pode se valer do que eu chamo de método zigue-zague. É uma outra boa maneira de praticar
the past simple & the past perfect de diversos verbos conforme se vê abaixo. Nesse caso com outra finalidade:
a de inventar novos dialogs like the one below: 
S1: Did you see the film on TV last night? 
S2: No, I didn’t. Yesterday I saw something I had never seen before. 
S1: Oh, really! What did you see? 
S2: I saw a hockey game. 
Complete the missing past form of the following irregular verbs, then make up other dialogues with a
partner. 
Infinitive Past Simple Past Participle 
buy bought _____________ 
catch _________ caught 
choose chose _____________ 
do _________ done 
draw drew _____________ 
drink _________ drunk 
eat ate _____________ 
feel _________ felt 
fly flew _____________ 
hear _________ heard 
hit hit _____________ 
leave _________ left 
lose lost _____________ 
make _________ made 
run ran _____________ 
sell _________ sold 
spend spent ______________ 
spread _________ spread 
steal stole _____________ 
teach _________ taught 
tell told _____________ 
throw _________ thrown 
understand understood _____________ 
wear _________ worn 
Picture Test 
Come on, try it. It’s fifty-fifty, Você tem 50% de chances de acertar! 
138
 
The widow was mourning for her dead husband who [a) had / b) has] been a famous opera singer. 
Useful Tips 
Continue a desenvolver sua collocation awareness, ou seja, sua conscientização quanto à importância dessas
locuções. Aproveito o espaço para dar mais uma dica útil. Às vezes nos surpreendemos quando duas palavras
comuns – no exemplo a seguir o verbo go (i.v.) + bad (adj.). Veja esta frase: 
Bananas go bad easily in the summer. 
As bananas estragam facilmente no verão. 
Portanto nunca take for granted any words, nem mesmo as palavras mais corriqueiras você deve presumir que
já sabe, pois elas podem ter um campo colocacional precioso. 
Mock Test 
The History of Mardi Gras 
It takes place at the end of a long carnival season that begins on January 6. The climax is on the day before the
Christian season of Lent. called “Shrove Tuesday”. 
Mardi Gras, from the French words meaning “Fat Tuesday,” combines 
religious tradition with a carnival or festival to welcome spring. 
In 1829, some y'oung men returned to New Orleans, Louisiana, from a 
visit to Paris. Carrying on a lively French custom, they dressed in costumes 
5 and masks and paraded through the narrow streets of the French Quarter of 
New Orleans. More people joined and followed them until theycaught the 
attention of the ladies of the town, who leaned over their balconies and threw 
chocolates and kisses to them. From that time on, masked walking parades 
became fashionable in New Orleans in the springtime. 
10 The festivals became more organized and elaborate. In 1857, a group of 
people calling themselves “The Mystick Krewe of Comus” made their way 
through the streets on floats pulled by horses. One float was carrying the king 
of the Crewe on a throne and another carried a devil sifting among flames 
made from paper and representing hell. 
15 Later, a person of true royal blood found his way into the festival. Alexis 
Alexandrovich Romanov, the brother of the heir to the Russian throne, visited 
New York and fell in love with an American actress named Lydia Thompson. 
He followed her to New Orleans, where the Mardi Gras was being planned. 
When the planners discovered that a royal person was attending the noisy 
20 festivities a float was added for a new king, ‘Rex’. 
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That year, 1872, set the pattern for the boisterous fashion in which the 
Mardi Gras is celebrated today. Purple, green and gold became the official 
holiday colors. The Grand Duke Alexis was surprised and honored to sit on 
the float and play the role of Rex. Alexis and Lydia probably never even met, 
25 but they began a tradition. Rex and his queen are chosen each year to ride on 
the largest float. They are masked and in costume. Those around the royalty, 
called “maskers,” toss “throw-outs” to the crowd in response to the traditional 
cry. “Throw me something mister!” The “throw-outs” are large tin coins, plastic 
beads and other trinkets. 
30 The holiday had become a full carnival by the time Alexis participated. The 
word “carnival” comes from the Latin and means “take away the meat”. It is 
a time of merry-making and intense fun because “Fat Tuesday” is the last day 
that Catholics can eat meat before Lent. “Ash Wednesday” officially marks the 
beginning of Lent, the forty-day period of fasting before Easter. Lent comes 
35 from the Anglo-Saxon word ‘iengtenid’ (a lengthening time). 
Although Mardi Gras in New Orleans may be considered by some a minor 
version of “carnival” in Brazil and other Latin countries, Americans are no less 
enthusiastic in having a good time and enjoying themselves to the fullest during 
the festivities! Visit: http://www.usemb.se/Holidays/celebrate/mardi.html 
Choose the best option: 
1. You can say all of the following about Mardi Gras, EXCEPT 
a) Mardi Gras happens at the end of a long carnival season. 
b) Mardi Gras combines religious tradition with carnival. 
c) Mardi Gras has its climax on the day before the Christian season of Lent. 
d) Mardi Gras is a festival to welcome spring no one knows the origin of. 
2. Mardi Gras had its origins when 
a) Young men dressed in luxurious clothes parading through the streets of New Orleans. 
b) Young men dressed in costumes paraded on the streets of the French Quarter of New Orleans. 
c) People on the streets of New Orleans were welcoming a French custom. 
d) Ladies leaning over their balconies to say farewell to springtime. 
3. What was added to the parade when the planners discovered that a royal person was there for the festivities? 
a) another decorated mobile platform. 
b) a different set of trinkets. 
c) large tin coins and plastic beads began to be thrown to the crowd. 
d) more than two colors began to be used in the festivities. 
4. Mardi Gras is celebrated today 
a) in a very quiet and restrained manner. 
b) just like the old times. 
c) in a very noisy and loud way. 
d) the same way as Carnival in Latin American countries. 
5. In: “Fat Tuesday” is the last day that Catholics can eat meat before Lent” (L-35/36), the modal verb can indicates
a) probability. 
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b) obligation. 
c) prohibition. 
d) permission. 
Exercises 
I. Complete the mini text below with one of the words in the box: 
different / patron / wide / custom / famous 
Stories of Saint Patrick, for by then he was a saint, reached far and __________ (1). His most __________ (2) feat
is forcing the snakes out of the entire country Ireland. Even though there are many __________ (3) stories about
how he accomplished such a task, it is probably not true. 
St. Patrick died on March 17 and the Irish people set aside the day to mourn. He became the __________ (4) saint
of Ireland. Mourning turned to commemorating him and celebrating his life. Americans have inherited this
__________ (5). On St Patrick’s Day in the United States, millions of people celebrate whether they are Irish or not!
(Excerpt from St Patrick’s Day in Celebrate! Holidays in the USA) 
II. Practice making up questions: 
Você pode fazer o exercício seguinte por escrito ou apenas praticar oralmente. Compare com as minhas respostas
no final. 
1. Bianca’s parents had lived in Italy before they came to Brazil. 
a) “Who _________________?” 
“Bianca’s parents.” 
b) “What ____________________?” 
“Lived in Italy.” 
c) “Where __________________________?” 
“In Italy.” 
d) “When __________________________?” 
“Before they came to Brazil.” 
2. Vanessa had done some shopping very close to the World Trade Center, hours before the terrorist attacks on
September 11th. 
a) “Who _________________?” 
“Vanessa had.” 
b) “What ____________________?” 
“Done some shopping.” 
c) “Where __________________________?” 
“Very close to the World Trade Center.” 
d) “When __________________________?” 
“Before the terrorist attacks on Sep. 11th.” 
3. Brazilian soccer players had never played so badly in World Cup games as they did in Germany in 2006. 
a) “Who _________________?” 
“Brazilian soccer players.” 
b) “What ____________________?” 
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“Played so badly in World Cup games.” 
c) “Where __________________________?” 
“In Germany.” 
d) “When __________________________?” 
“In 2006.” 
4. Lola had not drunk mango juice before she visited Brazil. 
a) “Who _________________?” 
“Lola.” 
b) “What ____________________?” 
“Drunk mango juice.” 
c) “Where __________________________?” 
“Nowhere.” 
d) “When __________________________?” 
“Before visiting Brazil.” 
III. Complete with the Past Perfect Tense or the Past Simple. 
1. When Mrs. Jenkins _____________ (arrive) at home the maid _____________ (leave) already. 
2. Helen _____________ (begin) working as a secretary before she _____________ (finish) college. 
3. They _____________ (tell) us about the existing danger before we _____________ (get) there. 
4. Dr. Nelson’s secretary _____________ (write) five reports before 2 p.m. yesterday. 
5. We _____________ (get) to the movie theater in time for the movie. Vendors _____________ (sell) candy and
pop corn. 
6. Sandra _____________ (offer) me some delicious cookies but I _____________ (just – have) my lunch. 
7. The room _____________ (smell) of cigarettes. The maid _____________ (smoke) there for sure. 
8. I’d rather you ________ (open – neg.) the window. I’m cold. 
9. Mario _____________ (be) no longer working for the company in 1989, he _____________ (retire) already. 
10. Yesterday I _____________ (drink) a fruit juice that I _____________ (taste – neg.) in my life: “açaí”. 
IV. Complete the sentences with a word deriving from the one in bold type. Follow the example: 
Her novel was an immediate success. 
Her novel immediately became a success worldwide. 
1. Crossword puzzles are the most popular form of recreation. 
Crossword puzzles are appreciated by their ____________ value. 
2. In the US there are an estimated 30 million fans. 
The experts’ ____________ is that there are 30 million fans in the US. 
3. Experts don’t believe crossword puzzles can teach anything. 
Solving those puzzles requires some ______________ 
4. Fans want to test their speed and perseverance. 
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Some ____________ fans wish to test their speed as well. 
5/7. Most fans hope to improveto meet the challenge of more difficult puzzles. 
The ____________ fans get, leads them to more ____________ puzzles which present increasing ____________. 
8. It is impossible to say how popular crossword puzzles are. 
It is ____________ how popular this form of recreation has become. 
9. Most forms of recreation require a partner. 
Mr. Andrews’ ____________ with his nephew proved disastrous. 
10. Most experts doubt that puzzles can teach anything. 
Experts suggest the educational value of puzzles is ____________. 
VI. Translate the sentences containing ‘time’ expressions: 
1. You still have half an hour to do your test. So, take your time. 
2. As a rule, how do you pay for the things you buy: cash or on time? 
3. The head coach was right in asking for a time- out at that moment. 
4. From time to time I call on my parents on Sundays. 
5. I’ll have to do some shopping, in the meantime you can do the dishes. 
6. The British prefer the word ‘timetable’ while the Americans use ‘schedule’ more often. 
7. What does she do when closing time catches her in the middle of some task at work? 
8. At times my secretary arrives late to work, but nearly always she gets here on time. 
9. Joe looked stressed, so his boss told him to take some time off. 
10. Whether the new measures will prove effective only time will tell. 
11. In 1992 I had the time of my life during my vacation in Europe. 
12. At least for the sake of making up this exercise I can say I literally have time on my hands. 
13. My watch is neither fast nor slow, it keeps good time. 
14. Our flight has been delayed. It’s almost one hour behind time. 
15. The movie is about a guy who did time in prison unjustly. 
16. We had nothing to do in between classes so we were just killing time. 
17. It’s pretty hard to work and study at the same time. 
18. We thought we’d get bored at Laura’s party, but we had a good time. 
19. For the time being, let’s restrict ourselves to these ‘time’ pieces. 
20. When will you learn all these expressions? I tell you, in no time. 
VI. Use can, could, will would, should, must in order to complete the following sentences. The translations can help
you. 
1. If I were you I _______ buy a new car. 
Se eu fosse você compraria um carro novo. 
2. If you plan to pass the exam, you ________ study these topics. 
Se você planeja passar na prova, deveria estudar estes tópicos. 
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3. When I was much younger I ______ swim very fast. 
Quando eu era bem mais jovem eu conseguia nadar muito rápido. 
4. If you want to get to the airport on time you ________ hurry up. 
Se quiserem chegar ao aeroporto na hora, vocês têm que se apressar. 
5. If you want to start your own business you _______ need honest people to work with you. 
Se você quer abrir seu próprio negócio precisará de pessoas honestas trabalhando com você. 
Answers – Unit 8 
Text 1: Vocabulary Pre-Test: a.2 / b.3 / c.5 / d.1 / e.6 / f.4 
Analysis of Text 1 
a) past simple: did not slow / continued / established / celebrated / took place / was / were / surrounded /
wanted / died / did not want 
b) past perfect: had gathered / had marched / had petitioned 
Reading Questions 
1. What did Martin Luther King’s widow establish after his death? 
She established the Martin Luther King Jr Memorial. 
O que a viúva de Martin Luther King Jr fundou após a morte dele? 
Ela fundou o Memorial Martin Luther King Jr. 
2. Where did she establish it? 
In Atlanta, Georgia. 
Onde ela o estabeleceu? 
Em Atlanta, Geórgia. 
3. What does it consist of? 
It consists of his boyhood home and the Ebenezer Baptist Church where he is buried. 
Em que consiste o Memorial? 
Consiste na casa de sua infância e na Igreja Batista Ebenezer onde King está enterrado. 
4. When did people celebrate the first official Martin Luther King Day? 
On Monday, January 20, l986. 
Quando as pessoas celebraram o 1o dia official em honra a Martin Luther King Jr? 
Numa segunda-feira, 20 de Janeiro de 1986. 
5. How many people had gathered in Atlanta to attend the ceremony? 
Hundreds of people. 
Quantas pessoas se reuniram em Atlanta para assistir à cerimônia? 
Centenas de pessoas. 
6. What had many of those people done in 1965? 
They had marched for 50 miles between two cities in Alabama. 
O que muitas destas pessoas haviam feito em 1965? 
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Haviam caminhado por 50 milhas entre duas cidades no estado do Alabama. 
7. Who had petitioned the president to make January 15 a federal holiday in honor of Martin Luther King? 
Congressmen and citizens had done so. 
Quem havia requerido ao presidente para fazer do 15 de Janeiro um feriado nacional? 
Congressistas e cidadãos o fizeram. 
8. Why did controversy surround the idea of a Martin Luther King Day? 
While some people want the holiday to be on Martin Luther King’s birthday, others wanted it to be on the day of his
death and still other did not want any day at all. 
Por que a ideia de um dia em honra de Martin Luther King estava cercada de controvérsia? 
Porque enquanto uns queriam que o feriado caísse no dia do nascimento de King, outros queriam o feriado no dia
de sua morte; e outros até não queriam o feriado em dia nenhum. 
Text 2: Vocabulary Pre-Test: a.2 / b.3 / c.1 / d.6 / e.5 / f.4 
Analysis of Text 2 
1) past simple: immigrated / fought / had / lived / was / prayed / told / got / sailed / disembarked / led / were /
appeared/ gave / felt / believed / was / arrived / became / approached / told / found / thought / stooped / picked /
said / understood 
2) present simple: put on / have / wear / serve / has / are / is 
3) present perfect: have come / has been 
4) past simple passive: have come / has been 
5) a) past perfect simple: had used / b) past perfect passive: had been invaded 
6) a palavra yet aqui não tem o significado comum ‘ainda’; ela é usada aqui como discourse marker, uma
conjunção que expressa contraste ou oposição com o significado de contudo, sinônimo de however. 
Principal Parts of Irregular Verbs: verb chosen: drink. (Invent your dialogs!) 
S1: Did you drink guaraná last night? 
S2: No, I didn’t. Yesterday I drank something I had never drunk before. 
S1: Oh, really! What did you drink? 
S2: I drank ginger ale. 
Irregular verbs – zig-zag 
Buy (bought, bought) – comprar / catch (caught,caught) – pegar, agarrar / choose (chose, chosen) – escolher / do
(did, done) – fazer/ draw (drew, drawn) – desenhar, tirar / drink (drank, drunk) – beber/ eat (ate, eaten) – comer/
feel (felt, felt) – sentir/ 
fly (flew, flown) – voar / hear (heard, heard) – ouvir / hit (hit, hit) bater, atingir – leave (left, left) – deixar, partir/
lose (lost, lost) – perder / make (made, made) – fazer / run (ran, run) – correr / sell (sold, sold) – vender / spend
(spent, spent) – gastar / spread (spread, spread) – espalhar, disseminar / steal (stole, stolen) – roubar / teach
(taught, taught) – ensinar / tell (told,told) – contar, dizer/ throw (threw, thrown) – jogar, arremessar / understand
(understood, understood) – entender / wear (wore, worn) – usar, vestir 
Picture Test 
(a) The widow was mourning for her dead husband who had been a famous opera singer. 
A viúva chorava por seu falecido marido que tinha sido um famoso cantor de ópera. 
Mock Test 
1. (d) – A respeito do Mardi Gras só não é possível afirmar que se trata de festividade para dar as boas-vindas à
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1. (d) – A respeito do Mardi Gras só não é possível afirmar que se trata de festividade para dar as boas-vindas à
primavera e cuja origem ninguém sabe qual é. As demais estão corretas: em a) Mardi Gras acontece no final de um
longo período carnavalesco; (b), Mardi Gras combina tradição religiosa com carnaval; em (c), Mardi Gras atinge
seu clímax no dia anterior ao período da quaresma dos cristãos. 
2. (b) – Mardi Gras tem suas origens quando jovens vestindo fantasias desfilaram pelas ruas de Nova Orleans. Nas
demais: em (a), jovens vestidos com roupas luxuosas desfilaram pelas ruas de Nova Orleans; em (c), As pessoas
nas ruas deNova Orleans davam as boas-vindas a um costume francês; em (d), damas debruçadas nas janelas
para dizer adeus à primavera. 
3. (a) – Um outro ‘float’ (carro alegórico) that is, another decorates mobile platform, foi acrescentado ao desfile
quando os organizadores da festa souberam que um membro da realeza se achava presente. Nas outras: em (b),
um conjunto de adornos, ornamentos diferentes; em (c), grandes moedas de metal e continhas de plástico para
serem lançadas à multidão; em (d), mais do que duas cores começaram a ser usadas nas festividades. 
4. (c) – Mardi Gras é celebrado hoje de uma forma barulhenta e em cores vivas. Nas demais: em (a), de uma
forma calma e contida; em (b), assim como nos velhos tempos; em (d), da mesma forma que o carnaval nos
países latino-americanos. 
5. (d) – O modal verb ‘can’ em “Fat Tuesday” is the last day that Catholics can eat meat before Lent” (A terça-
feira gorda é o último dia em que os católicos podem comer carne) expressa permissão. Nas demais: em (a)
probability (probabilidade); em (b), obligation (obrigação); em (c), prohibition (proibição). 
Exercises 
I. Complete the mini text 
(1) reached far and wide (alcançava lugares distantes) / (2) most famous feat (mais famoso feito) / (3)
different stories (histórias diferentes) / (4) became the patron saint of Ireland (tornou-se o santo padroeiro
da Irlanda) / (5) have inherited this custom (herdaram este costume). 
II. Making up questions: 
1. Bianca’s parents had lived in Italy before they came to Brazil. 
Os pais da Bianca haviam vivido na Itália antes de virem para o Brasil. 
a) “Who had lived in Italy before they came to Brazil?” 
“Bianca’s parents.” 
b) “What had Bianca’s parents done before they came to Brazil?” 
“Lived in Italy.” 
c) “Where had Bianca’s parents lived before they came to Brazil?” 
“In Italy.” 
d) “When had Bianca’s parents lived in Italy?” 
“Before they came to Brazil.” 
2. Vanessa had done some shopping very close to the World Trade Center, hours before the terrorist attacks on
September 11th. 
Vanessa tinha feito compras bem próximo do World Trade Center horas antes dos ataques terroristas de 11 de
setembro. 
a) “Who had done some shopping very close to the World Trade Center?” 
“Vanessa had.” 
b) “What had Vanessa done very close to the World Trade Center?” 
“Done some shopping.” 
c) “Where had Vanessa done some shopping?” 
“Very close to the World Trade Center.” 
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d) “When had Vanessa done some shopping very close to the World Trade Center” 
“Before the terrorist attacks on Sep. 11th .” 
3. Brazilian soccer players had never played so badly in World Cup games as they did in Germany in 2006. 
Os jogadores de futebol do Brasil nunca haviam jogado tão mal em jogos de Copa do Mundo como o fizeram na
Alemanha em 2006. 
a) “Who had never played so badly in World Cup games?” 
“The Brazilian soccer players.” 
b) “What had Brazilian soccer players never done before?” 
“Played so badly in World Cup games.” 
c) “Where had Brazilian soccer players played so badly?” 
“In Germany.” 
d) “When had Brazilian soccer players played so badly?” 
“In 2006.” 
4. Lola had not drunk mango juice before visiting Brazil. 
Lola nunca tinha bebido suco de manga antes de visitar o Brasil. 
a) “Who had not drunk mango juice before visiting Brazil?” 
“Lola.” 
b) “What had Lola not done before visiting Brazil?” 
“Drunk mango juice.” 
c) “Where had Lola drunk mango juice before visiting Brazil?” 
“Nowhere.” 
d) “When had Lola never drunk mango juice?” 
“Before visiting Brazil.” 
IV. Past Perfect Tense or the Past Simple? 
1. When Mrs. Jenkins arrived at home the maid had left already. 
Quando a Sra Jenkins chegou em casa sua empregada já havia saído. 
2. Helen had begun working as a secretary before she finished college. 
Helena havia começado a trabalhar como secretaria antes de terminar a faculdade. 
3. They had told us about the existing danger before we got there. 
Eles nos haviam prevenido do perigo existente antes de chegarmos lá. 
4. Dr. Nelson’s secretary had written five reports before 2 p.m. yesterday. 
A secretária do Dr. Nelson havia escrito cinco relatórios antes das 2h. 
5. We had gotten to the movie theater in time for the movie. Vendors had sold candy and pop corn. 
Chegamos ao cinema a tempo de ver o filme. Vendedores tinham vendido doces e pipoca. 
6. Sandra offered me some delicious cookies but I had just had my lunch. 
Sandra me ofereceu biscoitos deliciosos mas eu tinha acabado de almoçar. 
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7. The room smelled of cigarettes. The maid had smoked there for sure. 
O quarto cheirava a cigarro. A empregada tinha fumado com certeza. 
8. I’d rather you didn’t open the window. I’m cold. 
Preferiria que você não abrisse a janela. Estou com frio. 
9. Mario was no longer working for the company in 1989, he had retired already. 
Mario não estava mais trabalhando na companhia em 1989. Já havia se aposentado. 
10. Yesterday I drank a fruit juice that I had not tasted in my life: “açaí”. 
Ontem provei um suco de fruta que jamais provara antes: açaí. 
V. Word Forms 
Model: Her novel was an immediate success. 
Her novel immediately became a success worldwide. 
Seu romance imediatamente se tornou um sucesso mundial. 
1. Crossword puzzles are the most popular form of recreation. 
Crossword puzzles are appreciated by their recreational value. 
Palavras cruzadas são apreciadas por seu valor recreativo. 
2. In the US there are an estimated 30 million crossword puzzles fans. 
The experts’ estimate is that there are 30 million fans in the US. 
A estimativa dos especialistas é de que há 30 milhões de fãs nos EUA. 
3. Experts don’t believe crossword puzzles can teach anything. 
Solving those puzzles requires some expertise. 
Resolver problemas de palavras cruzadas requer alguma perícia . 
4. Fans want to test their speed and perseverance. 
Some perseverant fans wish to test their speed as well. 
Alguns fãs perseverantes desejam testar sua velocidade também. 
5/7. Most fans hope to improve to meet the challenge of more difficult puzzles. 
The improvement fans get, leads them to more challenging puzzles which present increasing difficulty. 
O progresso que os fãs obtêm os leva a problemas mais desafiadores que apresentam grau de dificuldade maior. 
8. It is impossible to say how popular crossword puzzles are. 
It is puzzling how popular this form of recreation has become. 
É surpreendente o quão populares as palavras cruzadas se tornaram. 
9. Most forms of recreation require a partner. 
Mr. Andrews’ partnership with his nephew proved disastrous. 
A parceria do Sr. Andrews com seu sobrinho provou ser desastrosa. 
10. Most experts doubt that puzzles can teach anything. 
Experts suggest the educational value of puzzles is doubtful. 
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Peritos dizem que o valor educacional das palavras cruzadas é duvidoso . 
VI. Translating the ‘time’ expressions. 
1. Vocês ainda têm ½ h para fazer a prova. Portanto , não tenham pressa. 
2. Geralmente como você paga as coisas que compra: à vista ou a crédito? 
3. O treinador estava certo em pedir tempo naquele momento. 
4. De vez em quando visito meus pais aos domingos. 
5. Tenho que fazer compras, nesse ínterim, você pode lavar os pratos. 
6. Os britânicos preferem a palavra ‘timetable’, enquanto os americanos usam mais frequentemente ‘schedule’
(horário). 
7. O que ela faz quando a hora da saída a surpreende no meio de uma tarefa no trabalho? 
8. Às vezes minha secretária chega tarde para trabalhar, mas quase sempre ela chega na hora aqui. 
9. O Joe parecia estressado, logo seu chefe disse para tirar uma folga. 
10. Se as novas medidas serão eficazes, só o tempo dirá. 
11. Em 1992 me diverti muito durante minha viagem à Europa. 
12. Pelo menos, para efeito de fazer este exercício posso dizer que literalmente tenho ‘tempo’ sob o meu controle. 
13. Meu relógio não está nem adiantado nem atrasado, marca a hora certa. 
14. Nosso voo atrasou. Está com quase uma horade atraso. 
15. O filme é sobre um cara que cumpriu um tempo na cadeia injustamente. 
16. Não tínhamos nada para fazer entre uma aula e outra, portanto estávamos fazendo hora. 
17. É muito duro ter que trabalhar e estudar ao mesmo tempo. 
18. Pensamos que iríamos nos chatear na festa da Laura, mas nos divertimos. 
19. Por enquanto, vamos nos restringir a estas expressões com ‘time’. 
20. Quando você aprenderá todas estas expressões? Logo, eu garanto. 
VI. Use can, could, will would, should, must in order to complete the following sentences. The
translations can help you. 
1. If I were you I would buy a new car. 
Se eu fosse você, compraria um carro novo. 
2. If you plan to pass the exam, you should study these topics. 
Se você planeja passar na prova, deveria estudar estes tópicos. 
3. When I was much younger I could swim very fast. 
Quando eu era bem mais jovem eu conseguia nadar muito rápido. 
4. If you want to get to the airport on time you must hurry up. 
Se quiserem chegar ao aeroporto na hora, vocês têm que se apressar. 
5. If you want to start your own business you will need honest people working with you. 
Se você quer abrir seu próprio negócio precisará de pessoas honestas trabalhando com você. 
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Unit 9 
Text 1: April Fool’s Day 
In sixteenth-century the French had been observing the start of the new 
year on April first. It was celebrated in much the same way as it is today with 
parties and dancing into the late hours of the night. Then in 1562, Pope 
Gregory introduced a new calendar for the Christian world, and the new year 
fell on January first. There were some people, however, who hadn’t heard or 
5 didn’t believe the change in the date, so they continued to celebrate New 
Year’s Day on April first. Others played tricks on them and called them ‘April 
fools”. They sent them on a “fool’s errand” or tried to make them believe 
that something false was true. In France today, April first is called “Poisson 
d’Avril”. French children fool their friends by taping a paper fish to their 
10 friends’ backs. When the “young fool” discovers this trick, the prankster yells 
“Poisson d’Avril!” (April Fish!) 
Today Americans play small tricks on friends and strangers alike on the first 
of April. One common trick on April Fool’s Day, or All Fool’s Day, is pointing 
down to a friend’s shoe and saying, “Your shoelace is untied”. Teachers in the 
15 nineteenth century used to say to pupils, “Look! A flock of geese”, and point 
up. School children might tell a classmate that school has been canceled. 
Whatever the trick, if the innocent victim falls for the joke, the prankster 
yells, “April Fool!” 
The “fools’ errands” we play on people are practical jokes. Putting salt in 
20 the sugar bowl for the next person is not a nice trick to play on a stranger. 
College students set their clocks an hour behind, so their roommates show 
up to the wrong class – or not at all. Some practical jokes are kept up the 
whole day before the victim realizes what day it is. Most April Fool jokes are 
in good fun and not meant to harm anyone. The most clever April Fool joke 
25 is the one where everyone laughs, especially the person upon whom the joke 
is played. (From Celebrate! Holidays in the USA) 
Visit: http://usemb.se/Holidays/celebrate/apr.html 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário, procure correlacionar as colunas A & B: 
A B 
1. into the late hours a. ( ) bando de gansos 
2. play tricks on b. ( ) até altas horas 
3. untied shoelaces c. ( ) não visam a machucar ninguém 
4. flock of geese d. ( ) acertar seus relógios 
5. set their clocks e. ( ) sapatos desamarrados 
6. meant to harm nobody f. ( ) pregar peças em 
Analysis of Text 1 
1. Escreva 5 exemplos do texto de verbos no past simple. 
2. Escreva 1 exemplo do texto de verbo no past perfect: 
3. Escreva 5 exemplos do texto de verbos no present simple. 
4. Escreva 2 exemplos do texto de verbos no past simple passive. 
5. Escreva 1 exemplo do texto de verbos no past perfect continuous. 
6. Após a leitura rápida do text 1, você é capaz de traduzir seu título? 
7. Explique o que você entende da seguinte citação do American humorist Mark Twain: “The first of April is the day
we remember what we are the other 364 days of the year.” 
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False Cognates 
From text 2: 
“Some practical jokes are kept up the whole day before the victim realizes what day it is.” (L-23/24) 
Algumas brincadeiras de mau gosto são mantidas o dia inteiro até que a vítima perceba que dia é. 
O verbo regular realize tem o significado de perceber, notar. É verdade que o substantivo realization poderá ser
traduzido por realização, desenvolvimento de potencial como em: professional realization (= realização
profissional). Mas é muito raro. Outro exemplo com realize: 
Can’t you realize how much I love you? 
Você não percebe o quanto eu te amo? 
No final desta aula você encontra um exercício com mais alguns false friends selecionados. 
The Past Perfect Continuous 
The past perfect continuous reigns desta vez. Veja a conjugação dos verbos to walk (r.v.) (andar, caminhar)
e to give (i.v.) (dar). 
AFFIRMATIVE STATEMENTS 
I had been walking I had been giving 
You had been walking You had been giving 
He had been walking He had been giving 
She had been walking She had been giving 
It had been walking It had been giving 
We had been walking We had been giving 
You had been walking You had been giving 
They had been walking They had been giving 
O past perfect continuous é formado pelo past perfect do auxiliar to be (had been em todas as pessoas) +
the ... ing form of the principal verb. 
NEGATIVE STATEMENTS 
I had not been walking I had not been giving 
You had not been walking You had not been giving 
He had not been walking He had not been giving 
She had not been walking She had not been giving 
It had not been walking It had not been giving 
We had not been walking We had not been giving 
You had not been walking You had not been giving 
They had not been walking They had not been giving 
A forma negativa se obtém pela colocação de not após o verbo auxiliar had. 
Note: had not or hadn’t 
QUESTIONS 
Had I been walking? Had I been giving? 
Had you been walking? Had you been giving? 
Had he been walking? Had he been giving? 
Had she been walking? Had she been giving? 
Had it been walking? Had it been giving? 
Had we been walking? Had we been giving? 
Had you been walking? Had you been giving? 
Had they been walking? Had they been giving? 
Basta inverter o auxiliar had com o sujeito para formar a interrogativa. 
Uses of The Past Perfect Continuous 
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Basicamente este tempo verbal é usado para indicar que a ação em progressão num tempo passado é anterior a
outra também no tempo passado. A tradução usando o tempo composto do tipo ‘tinha estado acontecendo’ fica
muito estranha. Basta você usar algo como ‘vinha ou estava acontecendo’ antes da outra ação no passado para ter,
a meu ver, uma expressão bem mais clara. Vejamos alguns exemplos: 
Philip had been working as a system analyst for some years when he changed course and decided to set up
his own business. 
O Felipe estava trabalhando como analista de sistemas há alguns anos quando mudou de rumo e decidiu abrir o
seu próprio negócio. 
Ronaldo had been playing for Inter de Milão when he had a serious knee injury and had to be operated on. 
Ronaldo vinha jogando pela Inter de Milão quando sofreu uma lesão séria no joelho e teve que ser operado. 
When the new manager took over, he changed some practices that had been going on in our firm for ages. 
Quando o novo gerente assumiu . ele mudou certas práticas que vinham acontecendo na nossa empresa há muito
tempo. 
Who had been working as the volleyball team head coach at the time Brazil won its first gold medal in
Barcelona? 
Quem estava trabalhando como treinador da equipe de vôlei do Brasil na época da conquista da primeira medalha
de ouro em Barcelona? 
Word FormsFrom text 1: 
“Some practical jokes are kept up the whole day before the victim realizes what day it is.” (L-23/24) 
Algumas brincadeiras de mau gosto são mantidas o dia inteiro até que a vítima perceba que dia é. 
THE SUFFIX -AL 
The suffix “ ... al” may form both nouns and adjectives. 
Verb Noun Translation 
survive survival sobrevivência 
withdraw withdrawal retirada saque 
renew renewal renovação 
reverse reversal reversão 
Verb Adjective Translation 
tradition traditional tradicional 
form formal formal 
agriculture agricultural agrícola 
structure structural estrutural 
Whatever & Other –Ever Words 
From text 2: 
“Whatever the trick, if the innocent victim falls for the joke the prankster yells, “April Fool!” 
Qualquer que seja a peça, se a vítima inocente cair nela feito um pato o autor da brincadeira grita: “Caiu primeiro
de abril!” 
Além dos pronomes interrogativos que eu denominei de indispensable tais como: what (o que), who (quem),
when (quando), which ( qual), where (onde), é importante saber também: 
a) whatever (o que quer que) 
Whatever she says do not listen to her. She’ll be lying. 
O que quer que ela diga não lhe dê ouvidos. Ela estará mentindo. 
b) whenever (sempre que) 
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Whenever my wife sees this film she cries softly. 
Sempre que minha mulher assiste a esse filme ela chora baixinho. 
c) whichever (qualquer um que) 
Whichever play you choose is fine to me. 
Qualquer peça teatral que você escolher para mim está bom. 
d) whoever (quem quer que) 
Whoever Mr. Hanks chooses for the position will get a good salary. 
Quem quer que o Sr. Hanks escolha para o cargo receberá um bom salário. 
e) wherever (onde quer que) 
Wherever you go take this lucky charm with you. 
Onde quer que vá leve este amuleto com você. 
f) However (não importa de que modo, não importa o quão) 
However interesting the program may be it’s time to go to bed, boys. 
Não importa quão interessante seja o programa está na hora de dormir, meninos. 
Text 2: Protecting the EU’s financial interests 
In brief: Cigarette smuggling, counterfeit euro coins, diversion of aid for Kosovo 
subsidies for oranges grown on farms which do not exist – all these defraud European 
taxpayers. The European Anti-Fraud Office (OLAF) has more than 300 officials looking 
after the financial interests of the European Union and its taxpayers. 
5 OLAF’s mission is to protect the financial interests of the European 
Union, to fight fraud, corruption and any other illegal activity, including any 
misconduct within the European institutions with financial consequences. 
OLAF investigates several hundred cases each year where the EU is being 
cheated out of revenue or its funds have been misused. More than half the 
10 cases opened by OLAF result in follow-up measures. These can be prosecution 
by national authorities, disciplinary proceedings or administrative sanctions. 
Past examples of fraud include cheating on the value-added tax payable on 
used cars and mixing illegal imports of cane sugar with legitimate imports of 
beet sugar OLAF has also investigated complaints about money being used to 
15 develop tourist facilities in a region so remote no tourist is ever likely to visit it, 
and double claims for money for the same developing country project – once 
from the European Commission and then again from member states. Cases 
relating to agriculture and external aid account for nearly half the allegations 
investigated by OLAF. 
Reading Comprehension 
Responda em português: 
1. Sucintamente, qual é a missão do OLAF? 
2. Escreva três atividades criminosas mencionadas no texto: 
3. Que medidas podem se seguir a uma investigação do OLAF? 
4. Quais casos investigados pelo OLAF correspondem a quase 50% das queixas formalizadas? 
5. Traduza o seguinte trecho: “so remote no tourist is ever likely to visit it” (L-16) 
Discourse Markers 
From text 2: 
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In brief: Cigarette smuggling, counterfeit euro coins, diversion of aid for Kosovo subsidies for oranges grown on
farms which do not exist -all these defraud European taxpayers. The European Anti-Fraud Office (OLAF) has more
than 300 officials looking after the financial interests of the European Union and its taxpayers. 
Em resumo: contrabando de cigarros – falsificação de moedas de euro – desvio dos subsídios para ajuda ao Kosovo
para plantações de laranja em fazendas fantasmas – tudo isso burla os contribuintes europeus. O Escritório Contra
Fraude tem mais de 300 funcionários cuidando dos interesses financeiros da EU e de seus contribuintes. 
Como se observa no exemplo acima, a locução in brief, uma daquelas de que se mune o autor para indicar a ideia
de resumo ou conclusão, deve ser estudada em conjunto com as outras que aparecem na caixa a seguir: 
Indicando conclusão ou para resumir 
IN BRIEF, in summary, to summarize, in sum, in short, to conclude, in conclusion, on the whole 
Vera had a job interview at 2 p.m. today. She not only arrived late but she also forgot to bring her CV. In sum, she
got all messed up. 
Vera tinha uma entrevista de emprego hoje às 2 da tarde. Ela não só chegou atrasada como não levou seu CV. Em
suma , confundiu-se toda. 
To sum up, here are all the suggestions I’ve made to you up until now. 
Resumindo , aqui estão todas as sugestões que eu lhes fiz até agora. 
Most of the books you lent me do not deal in detail with the subject I intend to write about. In short, they are
useless. 
A maioria dos livros que você me emprestou não trata com detalhes do assunto sobre o qual eu quero escrever. Em
resumo , eles são inúteis. 
And here is the news in brief. 
E aqui está um resumo das notícias. 
Word Forms 
a) The Prefix MIS- 
From text 2: 
“… including any misconduct within the European institutions” (L-7/8) 
incluindo qualquer conduta errônea no seio das instituições europeias 
“... or its funds have been misused.” (L-10) 
ou seus respectivos fundos foram malversados. 
Este prefixo, acrescentado a verbos e substantivos, indica algo feito erradamente ou malfeito. Nos casos do texto
misconduct é uma conduta errada, e misused é mal utilizado. 
Estude os exemplos a seguir: 
Sorry, I misunderstood you. 
Perdão, eu entendi você mal . 
She said that you’ve mispronounced her name. 
Ela diz que você pronunciou o nome dela errado. 
You showed that you were totally misinformed. 
Você demonstrou que estava totalmente mal-informado. 
b) The Prefix DE– & DIS– 
b.1) The Prefix DE– 
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From text 2: 
“all these defraud European taxpayers. (L-2/3) 
Tudo isso burla os contribuintes europeus 
Economists realized that economic activity was decelerating. 
Os economistas perceberam que a atividade econômica estava se desacelerando. 
The best solution would be to decentralize management. 
A melhor solução seria descentralizar o gerenciamento das operações. 
b.2) The Prefix DIS– 
Não há dúvida de que o prefixo DIS– é muito mais comum que o anterior. É acrescentado geralmente a verbos.
Estude estes exemplos. 
Verb Verb Translation 
cover discover descobrir 
qualify disqualify desclassificar 
regar disregard desconsiderar 
organize disorganize desorganizar 
Key Word: About 
From text 2: 
“OLAF has also investigated complaints about money being used to develop tourist facilities” (L-15/16) 
OLAF também investigou reclamaçõessobre dinheiro sendo usado para desenvolver instalações turísticas 
Um dos significados de about (prep.) é sobre, a respeito de, as in: 
What are you talking about? 
Sobre o que você está falando? 
What do you know about the author’s book? 
O que você sabe a respeito do livro do autor? 
Veja outros significados: 
a) about (adv.) – approximadamente 
“How long does the movie last?” 
“About two hours.” 
– Quanto tempo dura o filme? 
– Aproximadamente duas horas. 
b) about (adv.) – daqui para lá 
Don’t keep walking about the room. You’re driving me crazy. 
Não fique andando de lá pra cá pela sala. Você está me deixando louco. 
c) about in variousphrasal verbs: 
The 21st century has brought about some interesting changes. 
O século XXI trouxe algumas mudanças interessantes. 
Don’t you have anything more useful to do than just play about all day? 
Você não tem nada mais útil a fazer do que perder tempo o dia inteiro? 
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Do you know how to go about the problem? 
Você sabe como lidar com o problema? 
d) nas expressões: how about or what about (que tal) 
What (How) about going to a movie tonight? 
Que tal ir a um cinema hoje à noite? 
e) na expressão to be about (estar prestes a, a ponto de) 
I was about to leave home when the phne rang. 
Estava quase saindo de casa quando o telefone tocou. 
A Look at Phrasal Verbs 
From text 2: 
“300 officials looking after the financial interests…” (L-4) 
300 funcionários cuidando dos interesses financeiros ... 
Como eu disse na introdução deste trabalho, o estudo dos phrasal verbs – verbos seguidos de adverbial
particle – é de suma importância. Têm significados diferentes do sentido mais comum do verbo usado
isoladamente: 
Look! It’s raining. 
Veja! Está chovendo. 
No exemplo extraído do text 2, com o acréscimo da partícula after, o phrasal verb já toma o significado de cuidar,
tomar conta de. Dependendo da partícula adverbial que se seguir a verbos como look, keep, put, call etc. você
terá significados, às vezes, muito diferentes do verbo individualmente considerado. Ao longo do nosso curso vamos
praticar os phrasal verbs com vários desses verbos mais comuns. 
Complete com as palavras do quadro abaixo de modo a formar um phrasal verb com LOOK. Um significado
equivalente é dado entre parênteses: 
OVER FOR UP OUT TO 
1. If you need any help with your Math problems, look _________ me. (ask me for help) 
2. My grandpa was a man I looked _____ to. (admired) 
3. Look ______! You can’t cross the street in the middle of the block. (be careful) 
4. This is not the word I was looking ________. (trying to find) 
5. Dora is not going out with us. She has to look _______ an apartment she intends to rent. (examine) 
Picture Test 
Come on, try it. It’s fifty-fifty, Você tem sempre 50% de chances de acertar! 
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Poor Mr. Silva! He had been hearing so [a) many / b) much] complaints for so long that he got stressed out. 
Useful Tips 
Vocabulary só pode ser considerado realmente absorvido quando se é capaz de reconhecer um item num texto de
imediato – se o seu objetivo é o simples reconhecimento da palavra ou expressão – ou quando se é capaz de usá-lo
fluentemente numa conversação. Para isso, você precisa ter o seu notebook (caderno de anotações). Suponhamos
que você encontre a expressão to foot the bill e admitamos que você saiba o significado de foot (pé) e bill
(conta). A tentação para traduzir como algo parecido com ‘dar um chute na conta’ é grande. No entanto, trata-se
da expressão ‘pagar a conta’ [só conheço o verbo to foot usado nessa expressão]. Moral da história: se você
encontrar uma collocation deste tipo com todo esse aspecto particular, não hesite em incluí-la no seu notebook.
Quem sabe um dia it will pay off! 
IRREGULAR VERBS (VI) 
Infinitive Past Tense Past Participle Tradução 
bleed bled bled sangrar 
breed bred bred fazer criação de 
feed fed fed alimentar 
flee fled fled fugir, escapar 
lead led led guiar, conduzir 
Mock Test 
Flowers Generate More Jobs than Agriculture in Brazil 
A pioneering study just released by Brazil’s IBGE (Brazilian Institute of Geography and Statistics) in Rio de Janeiro
on the production of flowers and ornamental plants shows that cultivation of flowers provides more jobs than
agriculture in Brazil. 
The work confirms that the planting of flowers and ornamental plants already employs, on the average, double the
number of workers engaged in agriculture and livestock-raising and predominates on properties with less than 10
hectares. 
Based on the 1995-96 Agricultural Census, the study, Characterization of the Brazilian Flower and Ornamental Plant
Productive Sector, is the first investigation of its type. The flower sector, according to the IBGE, has great export
potential and represents a significant alternative for the generation of jobs and income on small properties. 
The study discovered 7,561 properties, leased lands, partnerships, or rural occupancies that, between August,
1995, and July, 1996, earned US$ 108.6 million US$ 65.7 million of which came from the production of flowers and
ornamental plants on a total area of 434,935 hectares. 
Of the 2,963 rural establishments in which the production of flowers and ornamental plants was the principal
activity, the vast majority (1,941) had less than 10 hectares, and 10,014 of the 21,844 employees of these
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activity, the vast majority (1,941) had less than 10 hectares, and 10,014 of the 21,844 employees of these
establishments worked on properties with fewer than 10 hectares of occupied area. The average number of workers
per establishment was 7.4, double the average for Brazilian agriculture as a whole (3.7 workers per establishment).
(By Nielmar de Oliveira, Agência Brasil, Translator: David Silberstein) 
Write (T) in parentheses if you it’s true or (F) if you think it’s false: 
1. According to the text, only agriculture provides more jobs than the cultivation of flowers. ( ) 
2. There are twice as many people employed in the planting of flowers and ornamental plants than in agriculture
and livestock raising. ( ) 
3. The Brazilian Flower and Ornamental Plant Productive Sector had never been investigated before by any similar
study. ( ) 
4. In the period 1995 /1996 an area of 434,935 hectares was being used for the production of flowers and
ornamental plants. 
5. Most rural establishments mainly used for the production of flowers and ornamental plants were huge properties.
( ) 
6. The average number of workers per establishment was half the average for Brazilian agriculture as a whole. ( ) 
Exercises 
I. Complete the sentences with a word deriving from the one in bold type. Number 1 has been done for you. 
1. DISCOVER 
Sleep and dream affect the way people feel. That has been one of scientists’ recent discoveries. 
2. DREAMS 
Alice was taken to a ___________ land where there were dwarfs, fairies and wizards. 
3. STRONG 
From her childhood the girl showed signs of great ____________ of character. 
4. CHARACTER 
Everyone has some type of dream that ______________ him. 
5. EFFECT 
One of the most ___________ aspects of one’s dreams is the presence of many people in them. 
6. MANIPULATE 
The ____________ of sleep by scientists will permit them to control the way people perform and feel. 
7. INVESTIGATION 
Hercule Poirot was Agatha Christie’s brilliant ____________. 
8. GROWING 
Banana ____________ have had a record crop recently. 
9. EXPLAIN 
Scientists believe such information will provide an ____________ of the origin of the solar system. 
10. MEAN 
The word comet comes from Greek. Its ____________ is a “hairy object”. 
II. Practice making up questions. 
1. Paul and Susan had been dating for years when they suddenly decided to end their relationship. 
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a) “Who _________________?” 
“Paul and Susan had.” 
b) “What ____________________?” 
“Dating for years.” 
c) “How long __________________________?” 
“For years.” 
d) “What __________________________?” 
“End their relationship.” 
2. All the employees had been working overtime for quite some time in an effort to save the company from going
bankrupt. . 
a) “Who _________________?” 
“All the employees.” 
b) “What ____________________?” 
“working overtime.” 
c) “How long __________________________?” 
“For quite some time.” 
d) “Why ____________________?” 
“To prevent bankruptcy.” 
3. Oil prices had been climbing in world markets for months in a row, as a result of the conflict in Iraq. 
a) “What ____________________?” 
“Oil prices.” 
b) “Where ____________________?” 
“In world markets.” 
c) “How long __________________________?” 
“For months in a row.”d) “Why ____________________?” 
“Because of the conflict in Iraq.” 
4. Prisoners in the camp had been waiting for news from home since they had been captured. 
a) “Who _________________?” 
“Prisoners in the camp.” 
b) “What ____________________?” 
“For news.” 
c) “How long __________________________?” 
“since they had been captured.” 
d) “Where ____________________?” 
“From home.” 
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III. More Collocations with make or do: 
1. How come you’re watching TV? Don’t you have any reading to ______? 
2. Instead of criticizing him overtly the boss _____ a subtle reference to John’s tardiness problem. 
3. Our economy has ______ very well in the last 2 years. 
4. Does a woman ______ as much money as a man for doing the same job in this country? 
5. Those lethal weapons they showed us are the ones which were in store. It ______ me wonder how many more
may be in the ______ 
6. At uncle Billy’s farm, it was uncle Billy himself who ______ the milking of the cows. 
7. In a modern language classroom, students – not the teacher – should ______ most of the talking. 
8. The couple ______ a very polite request. My friends and I moved away in order not to disturb their reading. 
9. So moved was the speaker that she had to ______ a pause before she could go on ______ her speech. 
10. The ad on TV says this shampoo can ______ wonders to dry hair. 
11. It will take Caroline some time to ______ the adjustments necessary to living abroad. 
12. We just can’t afford to ______ a trip to Europe now. 
13. Valerie says she just can’t ______ without cable TV. 
14. Joanne used to live in a world of ______ believe. 
15. ______ business with your firm has always been a pleasure, Sir. 
IV. Consulte um bom dicionário e traduza os false cognates in bold. 
1. There were some extenuating circumstances in Marion’s case. 
2. Theresa is adept at distorting my words. 
3. Holly’s mother had always told her not to talk to strangers. 
4. The criminal was soon released on bail. 
5. Jules has always been a dependable employee. It’s highly unlikely that he will change his behavior now. 
6. I would like to say that I sympathize with the leader’s ideas. 
7. Little Johnny saw the cartoon and found it terrific. 
8. Mrs. Higgins is a woman of exquisite tastes. 
9. Not many students were present at Prof. Hal’s lecture. 
10. Since elementary school Edgar has never been good at figures. 
11. When the president travels abroad, his duties devolve upon the vice president of the republic. 
12. During the trial, the prosecutor presented conclusive evidence of the defendant’s crime. 
V. Complete with correct past forms of the verbs in brackets 
1. Mary’s suggestion _________ us all by surprise. [TAKE] 
2. I ________ sick during the cruise. My body ached all over. [FEEL] 
3. My wife and I _______ Vivian on our way to the supermarket today. [SEE] 
4. Dad _______ he was going to take his vacation soon. [SAY] 
5. Many more Brazilian youngsters have _________ a college education during the last decade than ever before.
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5. Many more Brazilian youngsters have _________ a college education during the last decade than ever before.
[SEEK] 
6. All I can say is that the word in that particular context _______ something really offensive. [MEAN] 
7. It was Michael who ________ in favor of the motion. [RISE] 
8. It was Mr. Williams who _________ all the way from São Paulo to Rio de Janeiro. [DRIVE] 
9. The old man’s violent reaction _________ it difficult to try to avoid a big fight. [MAKE] 
10. Many employees from that factory were _______ off due to the crisis. [LAY] 
Answers – Unit 9 
Analysis of Text 1 
1. past simple: introduced / fell / didn’t believe / continued / played / sent / tried / called 
2. past perfect: hadn’t heard 
3. present simple: discovers / yells / play / falls / are / set / show 
4. past simple passive: was observed / was celebrated 
5. past perfect continuous: had been observing 
6. Traduzindo a citação de Mark Twain: “O 1o de abril é o dia em que nos lembramos do que somos nos outros
364 dias do ano.” Mark Twain é cáustico no seu humor. Você não precisa tomar o significado ao pé da letra, mas
se puder se lembrar que não devemos nos levar muito a sério já valeu, in my opinion, lógico! 
Analysis of Text 2 
1. Sucintamente, qual é a missão do OLAF? 
A missão do OLAF basicamente é a de proteger os interesses financeiros da UE. 
2. Escreva três atividades criminosas mencionadas no texto: 
smuggling (contrabando), counterfeit euro coins (falsificação de moedas de euro), diversion of
humanitarian aid (desvio de ajuda humanitária), fraud (fraude), corruption (corrupção). 
3. Que medidas podem se seguir a uma investigação do OLAF? 
A uma investigação do OLAF podem se seguir indiciamento por autoridades nacionais, medidas disciplinares e
sanções administrativas. 
4. Quais casos investigados pelo OLAF correspondem a quase 50% das queixas formalizadas? 
Os casos relacionados com agricultura e ajuda externa. 
5. Tradução de: “so remote no tourist is ever likely to visit it” (lugar tão remoto que não é provável que
algum turista jamais o visite) 
Phrasal verbs with LOOK. 
1. If you need any help with your Math problems, look to me. 
Se você precisar de ajuda com seus problemas de matemática peça minha ajuda. 
2. My grandpa was a man I looked up to. 
Meu avô era uma pessoa que eu admirava muito. 
3. Look out! You can’t cross the street in the middle of the block. 
Cuidado! Você não pode atravessar a rua no meio do quarteirão. 
4. This is not the word I was looking for. 
Esta não é a palavra que eu estava procurando. 
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5. Dora is not going out with us. She has to look over an apartment she intends to rent. 
Dora não vai sair conosco. Ela tem que examinar um apartamento que está querendo alugar. 
Picture Test 
Poor Mr. Silva! He had been hearing so many complaints for so long that he got stressed out. 
Pobre Sr. Silva, vinha ouvindo tantas reclamações por tanto tempo que acabou estressado. 
Mock Test 
1. (F) – De acordo com o texto, o cultivo das flores e plantas ornamentais fornece mais empregos do que a
agricultura. Cuidado com a palavra ‘only’ (somente) 
2. (T) – Há duas vezes mais pessoas empregadas neste setor do que na agricultura. 
3. (T) – Sim, foi a primeira vez que um estudo destes foi realizado. 
4. (T) – Ideia expressa no texto. 
5. (F) – O texto fala em small properties (pequenas propriedades) e não em huge properties (enormes
propriedades) 
6. (F) – On the contrary o texto fala em double (dobro) 
Exercises 
I. Word Formation 
1. Sleep and dream affect the way people feel. That has been one of scientists’ recent discoveries. 
O sono e os sonhos afetam o modo com que as pessoas se sentem. Esta foi uma das descobertas dos cientistas. 
2. Alice was taken to a dreamy land where there were dwarfs, fairies and wizards. 
Alice foi levada a uma terra de sonhos onde havia anões, fadas e magos. 
3. From her childhood the girl showed signs of great strength of character. 
Desde a infância a menina demonstrava sinais de grande força de caráter. 
4. Everyone has some type of dream that characterizes him. 
Toda pessoa tem algum tipo de sonho que a caracteriza . 
5. One of the most effective aspects of one’s dreams is the presence of many people in them. 
Um dos aspectos mais efetivos dos sonhos é a presença de muita gente nele. 
6. The manipulation of sleep by scientists will permit them to control the way people perform and feel. 
A manipulação do sono pelos cientistas permitirá controlar o modo como as pessoas agem e sentem. 
7. Hercule Poirot was Agatha Christie’s brilliant investigator. 
Hercule Poirot era o brilhante investigador de Agatha Christie. 
8. Banana growers have had a record crop recently. 
Os plantadores de banana tiveram uma plantação recorde recentemente. 
9. Scientists believe such information will provide an explanation of the origin of the solar system. 
Os cientistas acreditam que tais informações fornecerão uma explicaçãopara a origem do sistema solar. 
10. The word comet comes from Greek. Its meaning is a ‘hairy object’. 
A palavra cometa vem do grego. Seu significado é: um ‘objeto peludo’. 
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II. Making up questions: 
1. Paul and Susan had been dating for years when they suddenly decided to end their relationship. 
Paul e Susan estavam namorando há anos quando de repente decidiram terminar seu relacionamento. 
a) “Who had been dating for years?” 
“Paul and Susan had.” 
b) “What had Paul and Susan been doing?” 
“Dating for years.” 
c) “How long had Paul and Susan been doing?” 
“For years.” 
d) “What did Paul and Susan decide to do?” 
“End their relationship.” 
2. All the employees had been working overtime for quite some time in an effort to save the company from going
bankrupt. 
Todos os empregados estavam fazendo horas extras há bastante tempo num esforço para salvar a companhia da
falência. 
a) “Who had been working overtime for quite some time?” 
“All the employees.” 
b) “What had all the employees been doing?” 
“Working overtime.” 
c) “How long had all the employees been working overtime?” 
“For quite some time.” 
d) “Why had all the employees been working overtime?” 
“To prevent bankruptcy.” 
3. Oil prices had been climbing in world markets for months in a row, as a result of the conflict in Iraq. 
Os preços do petróleo vinham aumentando nos mercados mundiais por meses em sequência como resultado da
guerra no Iraque. 
a) “What had been climbing in world markets for months in a row?” 
“Oil prices.” 
b) “Where had oil prices been climbing for months in a row?” 
“In world markets.” 
c) “How long had oil prices been climbing?” 
“For months in a row.” 
d) “Why had oil prices been climbing for months in a row?” 
“Because of the conflict in Iraq.” 
4. Prisoners in the camp had been waiting for news from home since they had been caught. 
Prisioneiros no campo estavam esperando por notícias de casa desde que haviam sido presos. 
a) “Who had been waiting for news from home?” 
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“Prisoners in the camp.” 
b) “What had the prisoners in the camp been waiting for?” 
“For news.” 
c) “How long had the prisoners in the camp been waiting for?” 
“Since they had been caught.” 
d) “Where had the prisoners been waiting for news from?” 
“From home.” 
III. Collocations with make or do 
1. [do] – Como você está vendo TV? Não tem nenhuma leitura para fazer? 
2. [made] – Ao invés de criticá-lo abertamente, o chefe do John fez uma referência sutil ao seu problema de
atrasos. 
3. [done] – Nossa economia se saiu muito bem nos últimos 12 meses. 
4. [make] – Uma mulher ganha o mesmo que o homem para fazer o mesmo serviço no seu país? 
5. [makes /in the making] Aquelas armas letais que nos mostraram são as que estavam em estoque. Faz-me
pensar quantas mais estarão em processo de fabricação. 
6. [did] – Na fazenda do Tio Billy era ele próprio que fazia a ordenha das vacas. 
7. [do] – Numa aula de idiomas moderna, são os alunos e não o professor que devem falar a maior parte do
tempo. 
8. [made] – O casal fez o pedido educadamente. Meus amigos e eu nos afastamos a fim de não perturbar sua
leitura. 
9. [make / making] – Tão comovida estava a oradora que teve que fazer uma pausa antes que pudesse
continuar a fazer o seu discurso. 
10. [do] – O anúncio na TV diz que este xampu pode fazer maravilhas com cabelos secos. 
11. [make] – Caroline levará algum tempo para fazer os ajustes necessários para viver no exterior. 
12. [make] – Simplesmente não temos dinheiro para fazer uma viagem à Europa agora. 
13. [do] – Valéria diz que não consegue passar sem TV a cabo. 
14. [make] – Joanne costumava viver num mundo de faz de conta. 
15. [Doing] – Fazer negócios com sua empresa sempre foi um prazer, Senhor. 
IV. False cognates in bold 
1. There were some extenuating circumstances in Marion’s case. 
Havia algumas circunstâncias atenuantes no processo da Marion. 
2. Theresa is adept at distorting my words. 
Teresa é perita em distorcer minhas palavras. 
3. Holly’s mother had always told her not to talk to strangers. 
A mãe da Holly sempre disse para ela não falar com estranhos . 
4. The criminal was soon released on bail. 
O criminoso logo foi solto sob fiança . 
5. Jules has always been a dependable employee. It’s highly unlikely that he will change his behavior now. 
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Jules sempre foi um funcionário confiável. É muito improvável que ele mude seu comportamento agora. 
6. I would like to say that I sympathize with the leader’s ideas. 
Gostaria de dizer que me solidarizo com as ideias do líder. 
7. Little Johnny saw the cartoon and found it terrific. 
O Joãozinho viu o desenho animado e achou-o maravilhoso. 
8. Mrs. Higgins is a woman of exquisite tastes. 
A Sra. Higgins é uma mulher de gostos refinados. 
9. Not many students were present at Prof. Hal’s lecture. 
Não muitos alunos estavam presentes à conferência do Prof. Hal. 
10. Since elementary school Edgar has never been good at figures. 
Desde a escola primária que o Edgar não é bom com números . 
11. When the president travels abroad, his duties devolve upon the vice president of the republic. 
Quando o presidente viaja para o exterior seus deveres são transmitidos ao vice-presidente. 
12. During the trial, the prosecutor presented conclusive evidence of the defendant’s crime. 
Durante o julgamento o promotor apresentou provas conclusivas da crime praticado pelo réu. 
V. Irregular verbs 
1. Mary’s suggestion took us all by surprise. 
A sugestão da Mary nos pegou de surpresa. 
2. I felt sick during the cruise. My body ached all over. 
Senti-me enjoado durante o cruzeiro. Sentia dores pelo corpo todo. 
3. My wife and I saw Vivian on our way to the supermarket today. 
Minha esposa e eu vimos a Vivian a caminho do supermercado hoje. 
4. Dad said he was going to take his vacation soon. 
Papai disse que iria tirar suas férias logo. 
5. Many more Brazilian youngsters have sought a college education during the last decade than ever before. 
Muito mais jovens brasileiros procuraram uma educação universitária durante as últimas décadas do que antes. 
6. All I can say is that the word in that particular context meant something really offensive. 
Tudo que eu posso dizer é que a palavra naquele contexto em especial significava algo muito ofensivo. 
7. It was Michael who rose in favor of the motion. 
Foi o Michel que se levantou a favor da moção. 
8. It was Mr. Williams who drove all the way from São Paulo to Rio de Janeiro. 
Foi o Sr. Williams que dirigiu o tempo todo no caminho de S .Paulo ao RJ. 
9. The old man’s violent reaction made it difficult to try to avoid a big fight. 
A reação violenta do velho tornou difícil impedir uma grande briga. 
10. Many employees from that factory were laid off due to the crisis. 
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Muitos empregados daquela fábrica foram demitidos devido à crise. 
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Unit 10 
Text 1: Urban Vitality meets Southern Hospitality 
That’s life in Charlotte-the Queen City of the South 
You might be surprised to learn that Charlotte, N.C., has the nation’s #1 
pro-business attitude, according to Fortune magazine, and that it is the sec- 
ond largest financial center in the country, controlling $488 billion in assets. 
It’s home to the NBA Charlotte Hornets and one of the NFL’s newest teams, 
5 the Carolina Panthers. The city also boasts one of the nation’s top interactive 
Science centers, Discovery Place, which features an Omnimax theatre and a 
planetarium. 
The historic, hopping South End district, beautifully revitalized from a 
tired old textile mill area, features many outstanding restaurants and night- 
10 spots. Historic markers detail the area’s past, while new sidewalks and period 
lighting enhance the area’s charms. 
Charlotte’s South Park district, not to be confused with South End, is an 
upscale, beautifully landscaped area with shops, restaurants, theaters. nightlife 
and commercial space. It has a rich heritage which developers carefully weave15 into its ever-evolving appearance. Some of the retail establishments may be 
new, but the architectural design reflects the historic South with a trendy 
twist. It is a fabulous mix of nationally recognized stores and small specialty 
shops. Dining varies from light fare to elegant repasts. Before an opera or 
symphony performance at the North Carolina Blumenthal Performing Arts 
20 Center, head to The Palm or La Bibliotheque for a meal that will make the 
entire evening memorable. 
The Largest city between Atlanta and Washington, DC Charlotte is making 
its mark as a major business hub. This lively metropolis has been rated one of 
the nation’s most livable cities by the U.S Conference of Mayors. Charlotte, 
25 the gateway to the Carolinas, is a perfectly situated starting point for exploring 
the region. With its warm hospitality and engaging business environment, you 
just might want to take a closer look at the Queen City of the South. (From 
Montage, summer/1998, p. 3) 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário, procure correlacionar as colunas A & B: 
A B 
1. outstanding restaurants a. ( ) lojas no varejo 
2. enhance the charms b. ( ) possui uma rica herança 
3. engaging bizz environment c. ( ) acentua os encantos 
4. has a rich heritage d. ( ) restaurantes de classe 
5. retail establishments e. ( ) olhar mais de perto 
6. take a closer look at f. ( ) meio empresarial atraente 
Key Word: Head 
From text 1: 
“… head to The Palm or La Bibliotheque for a meal… (L-20) 
Dirija-se a La Palm ou La Bibliotheque para uma refeição ... 
Como você vê, head é usado no texto como regular verb. Outro exemplo: 
Melissa was heading to the tennis club when I met her this morning. 
Melissa estava indo pro clube de tênis quando a encontrei de manhã. 
Of course, existe o conhecidíssimo noun head. Por exemplo: 
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I’m sorry I won’t go to the theater with you because my head aches. 
Lamento mas não irei ao teatro com vocês porque minha cabeça dói. 
Lisa is not the head of her department, but she will be before long. 
Lisa não é a chefe do seu departamento, mas será em breve. 
Furthermore, você tem várias expressões com a palavra head: 
a) At the head of (no topo de/da) 
There was a list with the 100 best soccer players ever. At the head of the list was Pelé, of course. 
Havia uma lista com os 100 maiores jogadores de futebol de todos os tempos. No topo dela estava o Pelé, é claro. 
b) Keep one’s head (ficar calmo) 
Nobody said it would be easy, but you have to keep your head now. 
Ninguém disse que seria fácil, mas você tem que ficar calmo agora. 
c) lose one’s head (perder a cabeça, o controle) 
What’s the use of losing your head now? 
De que adianta perder o controle agora? 
d) (be) over one’s head (ser difícil para alguèm) 
Algebra has always been over his head. 
Álgebra sempre foi difícil para ele . 
e) shout one’s head off (gritar feito louco, berrar a plenos pulmões) 
Why didn’t you open the door right away? I’ve been shouting my head off for hours. 
Por que não abriu a porta de imediato? Estava gritando feito louco há horas. 
f) put our heads together (botar nossas cabeças para funcionar) 
If we put our heads together I’m sure we’ll achieve success. 
Se trabalharmos juntos tenho que certeza de que teremos sucesso. 
g) Have a good head for figures (ser bom com números) 
If you don’t have a good head for figures do not think of studying accountings, for example. 
Se você não tem uma boa cabeça para números não pense em estudar contabilidade por exemplo. 
h) go to one’s head (subir à cabeça) 
Never let success go to your head. 
Nunca deixe o sucesso subir à sua cabeça . 
The Modal May /Might 
From text 3: 
“You might be surprised to learn that Charlotte, N.C.,... (L-1) 
Você poderia ficar surpreso de descobrir que Charlotte, N.C. 
“Some of the retail establishments may be new...” (L-16) 
Algumas das lojas no varejo podem ser novas... 
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“you just might want to take a closer look at the Queen City of the South” (L-27/28) 
Você bem poderia querer dar uma olhada mais de perto na Rainha do Sul. 
a) may and might 
São usados para expressar probabilidade. 
Jones may (might) be promoted this time. 
Jones pode (podia) ser promovido desta vez. 
One may (might) say that she was enjoying the whole thing. 
Alguém pode (podia) dizer que ela estava gostando daquilo tudo. 
It may( might )be said that English is basically a monosyllabic language. 
Pode (Podia) ser dito que o inglês é basicamente uma língua monossilábica. 
b) may (might) (usados para expressar contraste) 
She may (might) like mangoes, but she shouldn’t eat a dozen of them. 
Ela pode (podia) gostar de mangas, mas não devia comer uma dúzia delas. 
Word Forms 
From text 1: 
“This lively metropolis has been rated one of the nation’s most livable cities … 
Esta metrópole vibrante foi classificada como uma das cidades do país mais agradáveis para se viver ... 
THE SUFFIXES –ABLE / -IBLE 
Os adjetivos formados pelo acréscimo destes sufixos comuníssimos, geralmente, serão traduzidos pelas
terminações –ÁVEL, –ÉVEL.–ÍVEL. Poderão ocorrer pequenas alterações ortográficas (no caso live / livable ocorre
a queda do ‘e’ final). Estude outros exemplos: 
We will have to work hard to change this room into a livable place. 
Teremos que trabalhar duro para fazer deste quarto um local habitável . 
I can’t be held responsible for everything that goes wrong in this office. 
Não posso ser responsável por tudo que sai errado neste escritório. 
Those norms are not applicable in your case. 
Estas normas não são aplicáveis no seu caso. 
This crime is not bailable according to our law. 
Este crime não é afiançável segundo as nossas leis. 
She found his latest book quite readable. 
Ela achou o último livro dele bastante agradável de ler. 
Write this paragraph again. Your handwriting is illegible. 
Escreva este parágrafo de novo. Sua caligrafia está ilegível. 
Nobody will believe your story. It’s incredible. 
Ninguém acreditará em sua história. É incrível. 
Those explorers have reached the most inaccessible places on earth. 
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Aqueles exploradores atingiram os pontos mais inacessíveis da terra. 
Those previous experiences had left an indelible mark on the child’s character. 
Aquelas experiências anteriores haviam deixado uma marca indelével no caráter da criança. 
The Future Simple 
A conjugação do future simple com o auxiliar will é fácil. Veja como conjugamos os verbos to walk (r.v.)
(andar, caminhar) e to give (i.v.) (dar). 
AFFIRMATIVE STATEMENTS 
I will walk I will give 
You will walk You will give 
He will walk He will give 
She will walk She will give 
It will walk It will give 
We will walk We will give 
You will walk You will give 
They will walk They will give 
Conjuga-se o futuro simples tanto de um verbo regular quanto de um irregular usando o auxiliary ‘will’ seguido
do unmarked infinitive (without to) of the principal verb. 
NEGATIVE STATEMENTS 
I will not walk I will not give 
You will not walk You will not give 
He will not walk He will not give 
She will not walk She will not give 
It will not walk It will not give 
We will not walk We will not give 
You will not walk You will not give 
They will not walk They will not give 
Para formar estruturas negativas, basta colocar ‘not’ logo após o auxiliar ‘will’. 
NB: will not or won’t 
QUESTIONS 
Will I walk? Will I give? 
Will you walk? Will you give? 
Will he walk? Will he give? 
Will she walk? Will she give? 
Will it walk? Will it give? 
Will we walk? Will we give? 
Will you walk? Will you give? 
Will they walk? Will they give? 
Basta inverter o auxiliar will com o sujeito para formar a interrogativa. Não há tradução para este auxiliar em
português. 
Uses of The Future Simple 
a) The future simple with will 
a.1) To express simple futurity or determination. 
Para expressar ação futura simples ou determinação. 
I will be on vacation next month. 
Estarei de fériasno mês que vem. 
The president will go to China next year. 
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O presidente irá à China no ano que vem. 
a.2) To express promises, offers or predictions. 
Para expressar promessas, ofertas e previsões. 
Can I borrow your dictionary? I will bring it back tomorrow. (I promise) 
Pode me emprestar seu dicionário? Eu o devolverei a você amanhã. (Prometo) 
It will be hard to cope with inflation. (So I predict) 
Será difícil enfrentar a inflação. (Assim prevejo ) 
Joe will help you with those heavy boxes. (offer) 
Joe ajudará você com essas caixas pesadas. (oferta) 
b) With ‘be going to’ (future substitute) – tem-se o present simple of the verb to be + going to 
Kurt will visit his relatives back in Germany soon. (He intends to do so) 
Kurt vai visitar seus parentes na Alemanha em breve. (Ele pretende, está decidido a fazê-lo) 
I’m going swimming tomorrow morning. (I decided so) 
Vou nadar amanhã de manhã. (Assim o decidi) 
Não se esqueça de que o future simple pode ser também expresso por meio de: 
I) verb in the present simple 
My plane leaves at 8 o’clock tomorrow morning. 
Meu avião parte (partirá) às 8h amanhã de manhã. 
II) verb in the present continuous 
Lucia is coming to visit us next week. 
Lúcia virá nos visitar na semana que vem. 
III) by some modal verbs such as: can, may 
I can come early tomorrow morning if you need me. 
Posso (poderei) vir cedo amanhã se precisar de mim. 
Tomorrow it may be too late. We must act now. 
Amanhã poderá ser muito tarde. Temos que agir agora. 
Aqueles que têm formação em inglês britânico sabem que os ingleses usam o auxiliar shall nas primeiras pessoas
do singular e do plural. Em American English ‘shall’ é usado em alguns casos. Por exemplo: 
a) na formação da question tag com let’s. 
Let’s change the subject of our talk, shall we? 
Vamos mudar de assunto, tudo bem? 
b) quando se faz uma solicitação ou convite. 
Shall I open the window for you? (Do you want me to open it for you?) 
Quer que eu abra a janela para você? 
c) há também o uso mais formal de shall para fazer ameaças. 
They shall not invade our country. 
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Eles não invadirão nosso país. 
You shall pay for your crime. 
Você pagará pelo seu crime. 
The Future Continuous 
Estudemos agora o future continuous. Veja como conjugamos os verbos to walk (r.v.) (andar, caminhar) e to
give (i.v.) (dar). 
AFFIRMATIVE STATEMENTS 
I will be walking I will be giving 
You will be walking You will be giving 
He will be walking He will be giving 
She will be walking She will be giving 
It will be walking It will be giving 
We will be walking We will be giving 
You will be walking You will be giving 
They will be walking They will be giving 
Observe que utilizamos o future simple do verbo to be + the ...ing form of the main verb. 
NEGATIVE STATEMENTS 
I will not be walking I will not be giving 
You will not be walking You will not be giving 
He will not be walking He will not be giving 
She will not be walking She will not be giving 
It will not be walking It will not be giving 
We will not be walking We will not be giving 
You will not be walking You will not be giving 
They will not be walking They will not be giving 
Para formar frases negativas, basta colocar a partícula not após o auxiliary verb ‘will’. NB: will not = won’t 
QUESTIONS 
Will I be walking? Will I be giving? 
Will you be walking? Will you be giving? 
Will he be walking? Will he be giving? 
Will she be walking? Will she be giving? 
Will it be walking? Will it be giving? 
Will we be walking? Will we be giving? 
Will you be walking? Will you be giving? 
Will they be walking? Will they be giving? 
Formamos questions com a inversão do auxiliary will and the subject. 
Uses of the Future Continuous 
It is used to say that you will be carrying out an action at a certain time in the future. 
É usado para expressar uma ação determinada que você estará realizando num tempo futuro. 
Don’t worry. I won’t be sleeping. You can call me back later. I will be watching the news. 
Não se preocupe. Não estarei dormindo. Pode ligar mais tarde . Estarei vendo as notícias na TV. 
It will be easy to recognize me. I’ll be wearing white. 
Será fácil me reconhecer. Estarei usando branco. 
Look up in Jill’s diary. See what she will be doing tomorrow at 10 a.m. 
Olhe na agenda da Jill. Veja o que ela estará fazendo amanhã às dez de manhã. 
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Text 2: ILO will discuss unemployment in LA and the Caribbean 
Around 19 million workers are unemployed at present in Latin America. 
This total corresponds to 10% of the world’s unemployed population. From 
May 2-5, the International Labor Organization (ILO) will be holding its 16th 
Regional Meeting, in Brasília, to discuss political measures and immediate 
5 acts of intervention to deal with this problem. 
According to José Carlos Ferreira, deputy director of the ILO in Brazil, 
the organization foresees that it will take up to 15 years to reduce the 
unemployment figures for Latin America and the Caribbean. When the 
discussions in Brasília are done, countries will be expected to implement the 
10 measures over which a consensus has been formed. 
Representatives from 35 nations are expected to attend the meeting. The 
goal is to consolidate the agreements reached by the countries at previous 
meetings. “We plan to introduce the creation of quality jobs on the agenda 
of economic and social policies. Few countries today have a real policy of job 
15 creation,” Ferreira observes. 
In his view, a quality job is one that is adequate for the needs of the worker 
and his/her family. “Moreover, the worker should receive social security 
coverage,” he points out. 
Ferreira says that there is a high index of informal employment in the 
20 majority of countries. Over 40% of urban workers are subject to these 
conditions, frequently without the benefits of social security coverage. 
“The ILO is striving to bring to the debate a proposal for policies and 
actions aimed at inserting the agenda of decent employment within the 
broader perspective of each government’s economic and social policies.” 
25 The deputy director of the ILO in Brazil emphasizes that the global 
economy has been growing at an annual rate of 4-5%. However, this growth 
has not generated a sufficient number of jobs. “It is no use to have economic 
policies that resolve macroeconomic problems without giving the population 
access to better jobs,” Ferreira insists. (From Agência Brasil, Keite Camacho, 
30 T:David Silberstein) 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário, procure correlacionar as colunas A & B: 
A B 
1. will be holding its meeting a. ( ) ter uma verdadeira política 
2. deal with this problem b. ( ) tentando trazer à discussão 
3. have a real policy c. ( ) crescendo a uma taxa anual 
4. striving to bring to the debate d. ( ) irá realizar sua reunião 
5. growing at an annual rate e. ( ) lidar com este problema 
Analysis of Text 2 
O text 2 apresenta uma multiplicidade de construções verbais que vale a pena repisar, já que a nossa ênfase maior
até aqui tem sido os tempos verbais. 
1. As usual procure no texto 10 exemplos de construções no present simple, sem dúvida, o tempo verbal
predominante no text 2: 
2. Encontre um exemplo de construção no present continuous: 
3. Escreva 2 exemplos de construções do texto no past simple: 
4. Encontre um exemplo de construção no future simple: 
5. Encontre um exemplo de construção no future continuous: 
6. Você consegue encontrar um exemplo de construção present perfect simple? 
7. Você consegue encontrar um exemplo de construção present perfect continuous? 
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8. A que corresponde em português a locução social security? 
9. Como discourse marker, que ideia está indicando a palavra ‘moreover’ (L-17)? 
10. Uma vez mais aparece num texto o phrasal verb point out (L-18) que eu disse que vira e mexe pipoca nos
textos. Você sabe o seu significado? 
Reading Comprehension QuestionsIndispensable question words: 
What…? O que...? Why…? Por que...? 
Who…? Quem...? How…? Como...? 
Where…? Onde....? How many…? Quantos...? 
When…? Quando...? How often…? Quantas vezes...? 
Answer the following questions in complete sentences to practice various constructions with different verb tenses: 
1. How many workers are currently unemployed in Latin America? 
2. How much of the world’s unemployed population does that figure correspond to? 
3. What will the International Labor Organization (ILO) be holding its meeting for? 
4. When was the meeting scheduled for? 
5. How long will it take to reduce unemployment figures for LA and the Caribbean? 
6. How many representatives are expected to attend the meeting? 
7. What do these representatives plan to introduce? 
8. Why hasn’t world growth generated a sufficient number of jobs? 
Picture Test 
Come on, try it. It’s fifty-fifty, Você tem 50% de chances de acertar! 
 
How long will this [a) absent minded / b) broad-minded]
guy go on acting as if pollution did not exist! 
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Useful Tips 
Text 1: Urban Vitality meets Southern Hospitality 
That’s life in Charlotte-the Queen City of the South 
O subtítulo do text 1 me lembrou de um ponto importantíssimo nas provas de inglês de concursos públicos, de
diversas bancas. No exemplo acima, descobre-se que Charlotte é conhecida como a Rainha do Sul. Às vezes no
subtítulo de um texto de prova se encontra uma informação importantíssima que pode ser cobrada numa das
questões. Nunca deixe de analisar subtítulos, manchetes secundárias de artigos de jornal ou revista, seja lá o que
aparecer na seu concurso. Be alert! 
IRREGULAR VERBS (VII) 
Infinitive Past Tense Past Participle Tradução 
drink drank drunk beber 
ring rang rung soar, tocar 
shrink shrank shrunk encolher 
sing sang sung cantar 
sink sank sunk afundar 
spring sprang sprung pular,saltar 
stink stank stunk cheirar mal 
Vocabulary Pre-Test 
Complete with one word derived from the ones in bold. 
1. _________ band access to the Internet is becoming incresingly popular. 
a) widening. 
b) wider. 
c) width. 
d) wide. 
2. Paula is a more ______________ programmer than Lilia. 
a) imagining. 
b) imaginable. 
c) imaginative. 
d) imagination. 
3. Just give a few minutes to look ___________ and I’ll go out with you. 
a) resentable. 
b) presenter. 
c) presenting. 
d) present. 
4. Amusement parks offer countless ___________ for your kids. 
a) attracting. 
b) attractions. 
c) attractive. 
d) attracted. 
5. Police agents have uncovered the ___________ scandal. 
175
a) fraudsters. 
b) fraud. 
c) fraudulent. 
d) frauding. 
6. We noticed there were some ___________ traces of fraud in the plot. 
a) identity. 
b) identification. 
c) identifying. 
d) identifiable. 
7. Sonia seems to be more ___________ than her sister. 
a) cooperating. 
b) cooperated. 
c) cooperative. 
d) cooperation. 
8. Move to a more __________ level please. This one is too easy. 
a) challenging. 
b) challenge. 
c) challenges. 
d) challenged. 
9. ___________ of durable goods has never been higher in Brazil. 
a) consumer. 
b) consumed. 
c) consumerism. 
d) consumption. 
10. Harry was appointed head of the ___________ department. 
a) market. 
b) marketing. 
c) marketable. 
d) marketed. 
Mock Test 
Fighting Internet Fraud – A Global Effort 
The increasing globalization of the electronic marketplace offers nearly 
unimaginable opportunities for businesses and consumers in terms of both 
access and choices. Yet it also presents more risks. The same qualities that 
make the Internet so attractive to legitimate businesses make it fertile ground 
5 for fraudsters targeting consumers from Joliet, Illinois, to Jaipur, India. It 
gives con artists the ability to appear suddenly, defraud consumers quickly, 
and disappear without revealing their true identity or location. Stopping them 
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requires law enforcement officials to move just as quickly – and to operate in 
a culture of unprecedented cooperation. 
10 The challenges for law enforcement officials are legion. For example, 
cross-border con artists can be difficult to track down and stop, and redress for 
consumers may be difficult to achieve. But several new initiatives are helping 
to establish the international cooperation necessary to take on Internet fraud – 
and ultimately, to ensure that consumers develop the confidence in the global 
15 electronic marketplace necessary for it to reach its true potential. The U.S. 
Federal Trade Commission’s (FTC) leadership in law enforcement, the use of 
technology, and policy development should go a long way toward increasing 
consumer confidence in the online marketplace. (By Jodie Bernstein, Director 
of the Bureau of Consumer Protection US Federal Trade Commission) 
Visit: http://usinfo.state.gov/journals 
Choose the best option: 
1. According to the author, the key element in trying to stop con artists is 
a) technological advances. 
b) global confidence. 
c) unprecedented cooperation. 
d) police training. 
e) cultural interchanges. 
2. According to the text the U.S. Federal Trade Commission’s (FTC) shows leadership in 
a) law enforcement. 
b) consumer confidence. 
c) use of technicians. 
d) police development. 
e) online marketplace. 
3. In the 2nd paragraph the phrasal verb to ‘track down’ in “cross-border con artists can be difficult to track down”
means 
a) find. 
b) notice. 
c) perceive. 
d) ascertain. 
e) achieve. 
4. In “Yet it also presents more risks…” (L-3) the word in bold as a discourse marker expresses 
a) condition. 
b) emphasis. 
c) result. 
d) exemplification. 
e) contrast. 
5. In “The challenges for law enforcement officials are legion” (L-10), the word in bold means 
177
a) legend. 
b) weird. 
c) uniform. 
d) many. 
e) hard. 
Exercises 
I. Complete the sentences with a word deriving from the one in bold type. Number 1 has been done for you. 
1. DISCOVER 
That has been one of the scientists’ recent discoveries. 
2. LENGTHS 
We like the movie, but we found it a bit too ___________. 
3. CAREFUL 
Aunt Louise drives __________. She’s never gotten a ticket for speeding. 
4. INTERESTED 
My coordinator has an ___________ in classical music. 
5. FAMOUS 
By 1914 Einstein had already gained world __________. 
6. PREDICT 
Edmond Halley, an English scientist, made the ____________ of the comet’s appearance in 1758. 
7. BRIGHT 
That star characterizes itself for its extreme _____________. 
8. ANNOUNCE 
During our family dinner my sister said: ‘I have an __________ to make.’ 
9. DISCUSS 
Representatives from 35 nations will participate in the ____________. 
10. RECOGNITION 
Can you ____________ those structures in exam texts? 
II. Practice making up questions: 
Você pode fazer o exercício seguinte por escrito ou apenas praticar oralmente. Compare com as minhas respostas
no final. 
1. Peter and Nancy will visit Greece on their honeymoon in July. 
a) “Who _________________?” 
“Peter and Nancy will.” 
b) “What ____________________?” 
“Visit Greece.” 
c) “Where __________________________?” 
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“In Greece.” 
d) “When __________________________?” 
“On their honeymoon in July” 
2. Mr. Samuelson is going to appoint the new manager nest week. 
a) “Who _________________?” 
“Mr. Samuelson is.” 
b) “What ____________________?” 
“Appoint the new manager.” 
c) “When __________________________?” 
“Next week.” 
3. The board will be meeting in one hour to make the final decision. 
a) “Who _________________?” 
“The board of directors.” 
b) “Why ____________________?” 
“To make the final decision.” 
c) “When __________________________?” 
“In one hour.” 
4. Jackie will be taking her plane at Galeão in 20 minutes. 
a) “Who _________________?” 
“Jackie will.” 
b) “What____________________?” 
“Taking and airplane.” 
c) “When __________________________?” 
“In twenty minutes” 
d) “Where____________________?” 
“At Galeão.” 
III.Word Formation: Add an appropriate Suffix to the Word in Parentheses. Then translate the Sentences. 
1. The lady came up to me and began to talk ____________. (nervous) 
2. As Paul does not speak Chinese, he needs an ___________. (interpret) 
3. We expect many _____________ to come over the weekend. (visit) 
4. Mr. Howard is not our professor; he’s just an ____________. (assist) 
5. The police caught both _______ minutes after the bank robbery. (rob) 
6. As a matter of fact, Joanne sang __________at the concert. (beautiful) 
7. Talk to that gas station ____________ over there. (attend) 
8. Daring _________ arrived in the new world after a long trip. (explore) 
179
9. It’s good to see so many ______ faces after such a long absence. (friend) 
10. How many ___________ is the company taking on this year? (train) 
IV. Write the irregular past forms of the verbs in brackets: 
1. The doctor _________ my grandpa to stay in bed for a few days. [TELL] 
2. The revolution in communication and information technology has ______ continents together. [BRING] 
3. Our world has __________ on account of all the technological advances at our disposal. [SHRINK] 
4. Man has _______ new ways of communication. [FIND] 
5. When I _________ to Rio from the North of Brazil, I was very young. [COME] 
6. My brother and I _________ everything was different from our homeland. [THINK] 
7. It was getting late. I __________ we had to find some place to spend the night. [KNOW] 
8. Barack Obama __________ president of the USA in 2009. [BECOME] 
9. Mrs. Wilkins _________ birth to twin yesterday. [GIVE] 
10. Ray ____________ that the financial market at that time posed some real challenges. [UNDERSTAND] 
Answers – Unit 10 
Text 1 – Vocabulary Pre-Test: a.5 / b.4 / c.2 / d.1 / e.6 / f.3 
Text 2 – Vocabulary Pre-Test: a.3 / b.4 / c. 5 / d.1 / e.2 
Reading Comprehension Questions 
1. How many workers are currently unemployed in LA? 
Around 19 million workers. 
Quantos trabalhadores estão desempregados atualmente na América Latina? 
Em torno de 19 milhões de trabalhadores. 
2. How much of the world’s unemployed population does that figure correspond to? It corresponds to 10%. 
A quanto da população de desempregados no mundo corresponde este número? 
Corresponde a 10%. 
3. What will the International Labor Organization (ILO) be holding its meeting for? 
To discuss political measures and immediate acts of intervention to deal with this problem. 
Para que estará a ILO se reunindo? 
Para debater medidas políticas e ações imediatas com o intuito de lidar com este problema. 
4. When was the meeting scheduled for? 
It was scheduled for May 2-5, 2006. 
Para quando estava programada a reunião? 
Estava programada para 2-5 de maio de 2006. 
5. How long will it take to reduce unemployment figures for LA and the Caribbean according to ILO director in
Brazil? 
It will take up to 15 years to reduce those unemployment figures. 
Quanto tempo levará para reduzir este percentual de desemprego na AL, segundo o representante da ILO no
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Quanto tempo levará para reduzir este percentual de desemprego na AL, segundo o representante da ILO no
Brasil? 
Levará até 15 anos para reduzir esse percentual de desemprego na América Latina. 
6. How many representatives are expected to attend the meeting? 
Representatives from 35 nations. 
Quantos representantes são esperados para assistirem à reunião? 
Representantes de 35 nações. 
7. What do these representatives plan to introduce? 
They plan to introduce the creation of quality jobs on the agenda of economic and social policies. 
O que estes representantes planejam introduzir? 
Planejam introduzir a criação de empregos de qualidade na pauta das políticas econômicas e sociais. 
8. Why hasn’t world growth generated a sufficient number of jobs? 
Because it’s useless to have economic policies that resolve macro-economic problems without giving the population
access to better jobs. 
Por que o crescimento mundial não gerou um número de empregos suficientes? 
Porque é inútil ter políticas econômicas que resolvam problemas macroeconômicos sem dar à população acesso a
melhores empregos. 
Analysis of Text 2 
1. present simple: are / corresponds / foresees / plan / have / observes / points out / says / resolve / emphasizes
/ is / insists 
2. present continuous: is striving 
3. past simple: reached / aimed 
4. future simple: will take 
5. future continuous: will be holding 
6. present perfect simple: has not generated 
7. present perfect continuous: has been growing 
8. social security (previdência social) 
9. moreover (além disso, ademais) dá ideia de acréscimo, adição. 
Picture Test 
(a) How long will this absent minded guy go on acting as if pollution simply did not exist! 
Por quanto tempo este sujeito desligado irá continuar agindo como se a poluição simplesmente não existisse! 
Broad-minded é um adjetivo que se refere a uma pessoa que tem mente aberta; é o oposto de narrow-minded
person. 
Vocabulary Pre-Test – Internet 
1. (wide) – O acesso à banda larga na Internet está se tornando cada vez mais crescente. 
2. (imaginative) – Paula é uma programadora mais criativa do que a Lilia. 
3. (presentable) – Dê-me alguns minutos para ficar mais apresentável e vou sair com você. 
4. (attractions) – Parques de diversão oferecem um sem-número de atrações para seus filhos. 
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5. (fraudulent) – Agentes de polícia descobriram o esquema fraudulento escandaloso. 
6. (identifiable) – Percebemos que havia alguns traços de fraude no plano. 
7. (cooperative) – Sônia parece mais interessada em colaborar do que a irmã dela. 
8. (challenging) – Mude para um nível mais desafiador. Este é muito fácil. 
9. (consumption) – O consumo de bens duráveis nunca foi tão alto no Brasil. 
10. (marketing) – Harry foi nomeado chefe do departamento de marketing. 
Mock Test 
1. (c) – O item-chave para impedir a ação dos vigaristas é a cooperação sem precedentes, na (a), avanços
tecnológicos, na (b) confiança global; na (d) treinamento da polícia, na (e) intercâmbios culturais. 
2. (a) – De acordo com o texto, a FTC demonstra liderança na aplicação da lei. Na (b), tem-se: confiança do
consumidor; na (c), uso dos técnicos; na (d), desenvolvimento da polícia; na e), mercado online. 
3. (a) – É a melhor tradução para track down no fragmento ‘os vigaristas na área da fronteira são difíceis de
achar. Em (b), notice (perceber), em c) perceive (perceber, notar), em (d) ascertain (averiguar), em e)
achieve (alcançar). 
4. (e) – Yet expressa contraste. Na a) condition (condição), na (b) emphasis (ênfase), na c) result
(resultado); na (d) exemplification (exemplificação) 
5. (d) – legion aqui significa many (muitas). Na (a), model (modelo), na (b) weird (estranhas), na (c),
uniform (uniformes), na (e) hard (duras). 
Exercises 
I. Word forms 
1. That has been one of the scientists’ recent discoveries. 
Esta foi uma das recentes descobertas dos cientistas . 
2. We liked the movie, but we found it a bit too long. 
Gostamos do filme, mas o achamos um pouco longo demais. 
3. Aunt Louise drives carefully. She’s never gotten a ticket for speeding. 
A Tia Luisa dirige cuidadosamente. Nunca recebeu multa por excesso de velocidade. 
4. My coordinator has an interest in classical music. 
Meu coordenador tem um interesse em música clássica. 
5. By 1914 Einstein had already gained world fame. 
Por volta de 1914 Einstein já havia ganhado fama mundial. 
6. Edmond Halley, an English scientist, made the prediction of the comet’s appearance in 1758. 
Edmond Halley, um cientista inglês, fez uma previsão do aparecimento do cometa em 1758. 
7. That star characterizes itself for its extreme brightness. 
Aquela estrela se caracteriza por seu extremo brilho . 
8. During our family dinner my sister said: ‘I have an announcement to make.’ 
Durante o jantar em família minha irmã disse: Tenho um c omunicado a fazer. 
9. Representatives from 35 nations will participate in the discussions.Representantes de 35 países irão participar das conversações / dos debates. 
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10. Can you recognize those structures in exam texts? 
Você consegue reconhecer estas estruturas nos textos de provas? 
II. Making up questions: 
1. Peter and Nancy will visit Greece on their honeymoon in July. 
Peter e Nancy visitarão a Grécia na sua lua de mel em julho. 
a) “Who will visit Greece on their honeymoon?” 
“Peter and Nancy will.” 
b) “What will Peter and Nancy do?” 
“Visit Greece.” 
c) “Where will Peter and Nancy spend their honeymoon?” 
“In Greece.” 
d) “When will Peter and Nancy visit Greece?” 
“On their honeymoon in July.” 
2. Mr. Samuelson is going to appoint the new manager next week. 
O Sr. Samuelson nomeará o novo gerente na semana que vem. 
a) “Who is going to appoint the new manager next week?” 
“Mr. Samuelson is.” 
b) “What is Mr. Samuelson going to do next week?” 
“Appoint the new manager.” 
c) “When is Mr. Samuelson going to appoint the new manager?” 
“Next week.” 
3. The board will be meeting in one hour to make the final decision. 
A diretoria se reunirá em uma hora para tomar a decisão final. 
a) “Who will be meeting in one hour?” 
“The board of directors.” 
b) “Why will they be meeting in one hour?” 
“To make the final decision.” 
c) “When will they be meeting?” 
“In one hour.” 
4. Jackie will be taking her plane at Galeão in 20 minutes. 
A Jackie pegará seu avião no Galeão em 20 minutos. 
a) “Who will be taking her plane at Galeão in 20 minutes?” 
“Jackie will.” 
b) “What will Jackie be doing in 20 minutes?” 
“Taking and airplane.” 
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c) “When will Jackie be taking her plane at Galeão?” 
“In twenty minutes” 
d) “Where will Jackie be taking her plane?” 
“At Galeão.” 
III. Word Forms / Suffixes 
1. nervously – A Sra. se aproximou de mim e começou a falar nervosamente. 
2. interpreter – Como Paulo não falava chinês, precisava de um intérprete. 
3. visitors – Esperamos que muitos visitantes venham no fim de semana. 
4. assistant – O Sr. Howard não é nosso professor; é só um assistente. 
5. robbers – A polícia prendeu os dois assaltantes minutos após o roubo do banco. 
6. beautifully – Na verdade a Joana cantou lindamente no concerto. 
7. attendant – Fale com o frentista ali. 
8. explorers – Exploradores corajosos chegaram ao novo mundo após longa viagem. 
9. friendly – É bom ver tantos rostos amigos depois de tão longa ausência. 
10. trainees Quantos estagiários a firma está contratando este ano? 
IV. Irregular past forms of verbs 
1. The doctor told my grandpa to stay in bed for a few days. 
O médico disse para meu avô ficar na cama por uns dias. 
2. The revolution in communication and IT has brought continents together. 
A revolução nas tecnologias de informação e comunicação trouxeram os continentes para perto uns dos outros. 
3. Our world has shrunk on account of all the technological advances at our disposal. 
Nosso mundo encolheu por causa dos avanços tecnológicos ao nosso dispor. 
4. Man has found new ways of communication. 
O homem encontrou novas formas de comunicação. 
5. When I came to Rio from the North of Brazil, I was very young. 
Quando para o Rio proveniente do Norte do Brazil, eu era muito jovem. 
6. My brother and I thought everything was different from our homeland. 
Meu irmão e eu achávamos tudo muito diferente de nossa terra natal. 
7. It was getting late. I knew we had to find some place to spend the night. 
Estava ficando tarde. Sabia que tínhamos de arranjar um lugar para passar a noite. 
8. Barack Obama became president of the USA in 2009. 
Barack Obama tornou-se presidente dos EUA em 2009. 
9. Mrs. Wilkins gave birth to twin yesterday. 
A Sra Wilkins deu à luz gêmeos ontem. 
10. Ray understood that the financial market at that time posed some real challenges. 
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Ray entendeu que o mercado financeiro naquela época apresentava alguns verdadeiros desafios. 
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Unit 11 
Text 1: Study reveals improvement in national income distribution 
The share of the country’s total income allotted to the poorest half of the 
Brazilian population should improve this year. A study released yesterday by 
the National Economic and Social Development Bank (BNDES) estimates that 
15.1% of the country’s Gross Domestic Product (GDP) will go to the poorest 
5 50% of the population in 2006. Their share was 13.2% in 2002. 
The figures indicate a technical improvement in national income 
distribution. This is not a new phenomenon, since it has been evident since 
the beginning of the decade of the 1990’s, according to the BNDES. The 
difference is the accelerated pace of improvement between 2003 and 2006. 
10 If the BNDES estimate proves correct, the poorest half of the Brazilian 
population will have experienced an annual increase of 0.53% in their share 
of total national income between 2003 and 2006, as against an average annual 
increase of only 0.12% between 1993 and 2002. 
According to the president of the BNDES, Demian Fiocca, the change is 
15 largely due to the increase in the real value of the minimum wage and income 
transfer programs, such as the Family Grant. That is why social programs are 
as important for the country as long-term policies, such as education and 
health, he explains. 
“Direct transfer programs are like a third leg. If education represents one 
20 basic leg and health, another, direct transfer programs should be part of this 
tripod,” Fiocca observed. 
According to Fiocca, the annual increase in the minimum wage amounted 
to 5.9% in real terms between 2003 and 2006. The Family Grant, for its part, 
benefi ted 8.7 million families at the end of 2005, and the federal government 
25 estimates that it will reach 11.2 million families by the end of 2006. (From 
Agência Brasil, by Vitor Abdala, Translation: David Silberstein) 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário, procure correlacionar as colunas A & B: 
A B 
1. allotted to the poorest a. ( ) aumento anual médio 
2. the figures indicate b. ( ) os números indicam 
3. pace of improvement c. ( ) destinada aos mais pobres 
4. average annual increase d. ( ) políticas de longo prazo 
5. long-term policies e. ( ) ritmo da melhoria 
Analysis of Text 1 
1. Traduza o título do texto sem consultar nenhum dicionário. 
2. Quantas estruturas de future simple você consegue reconhecer no text 1? 
3. Destaque três exemplos de estruturas no present simple. 
4. Destaque um exemplo de estrutura no future perfect simple. 
5. Destaque três exemplos de estruturas no past simple. 
The Future Perfect Simple 
Veja como conjugamos o future perfect simple dos verbos to walk (r.v.) (andar, caminhar) e to give (i.v.)
(dar). 
AFFIRMATIVE STATEMENTS 
I will have walked I will not have given 
You will have walked You will not have given 
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He will have walked He will not have given 
She will have walked She will not have given 
It will have walked It will not have given 
We will have walked We will not have given 
You will have walked You will not have given 
They will have walked They will not have given 
Conjuga-se o futuro perfeito tanto de um verbo regular quanto irregular usando o auxiliary ‘will’ seguido do
present perfect of the principal verb. 
NEGATIVE STATEMENTS 
I will not have walked I will not have given 
You will not have walked You will not have given 
He will not have walked He will not have given 
She will not have walked She will not have given 
It will not have walked It will not have given 
We will not have walked We will not have given 
You will not have walked You will not have given 
They will not have walked They will not have given 
Para formar negative statements basta colocar ‘not’ após o auxiliary verb will. Note: will not or won’t. 
QUESTIONS 
Will I have walked? Will I have given? 
Will you have walked? Will you have given? 
Will he have walked? Will he have given? 
Will she have walked? Will she have given? 
Will it have walked? Will it have given?Will we have walked? Will we have given? 
Will you have walked? Will you have given? 
Will they have walked? Will they have given? 
Com as questions é só inverter o auxiliar will com o sujeito para formar a interrogativa. Não há tradução para
este auxiliar em português nesse caso. 
Uses of the Future Perfect Simple 
a) the future perfect simple 
a.1) It tells us about an action that will be finished by a certain future date. 
Diz-nos a respeito de uma ação que estará terminada numa data futura. 
By the end of this year Mr. Hill will have lived in Brazil for 35 years. 
No final do ano o Sr. Hill terá vivido no Brasil por 35 anos. 
a.2) Shows that a future action will have happened before some other future action happens. 
Mostra que uma ação futura terá acontecido antes de outra ação futura. 
If you don’t hurry up, everybody will have left by the time we get there. 
Se não se apressar, todos já terão partido quando chegarmos lá. 
IRREGULAR VERBS (VIII) 
Infinitive Past tense Past participle Tradução 
deal dealt dealt lidar com 
feel felt felt sentir 
keep kept kept manter, guardar 
leave left left partir, deixar 
meet met met encontrar 
sleep slept slept dormir 
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weep wept wept chorar 
Discourse Markers 
From text 1: 
“That is why social programs are as important for the country as long-term policies, such as education and health”
(L-16/17) 
É por essa razão que programas sociais são tão importantes quanto as políticas de longo prazo, tais como
educacionais e de saúde. 
Os marcadores do discurso – as palavras de transição que você não pode deixar de estudar são indispensáveis na
conexão de frases e parágrafos. 
Sempre que precisar, recorra aos principais discourse markers indicadores de exemplificação a seguir: 
Indicando exemplificação 
FOR EXAMPLE, for instance, in other words, in particular, namely, particularly, specifically, such as, that is. 
Outros exemplos do mesmo tipo: 
She went to the wrong bank, she misunderstood me. In other words, she made a whole mess this morning. 
Ela foi para o banco errado, ela não me entendeu bem. Em outras palavras , fez uma grande confusão hoje de
manhã. 
There is one factor that outweighs all the others, namely, the location of the building is perfect. 
Há um fator que sobrepuja todos os outros, a saber, a localização do prédio é perfeita. 
Of course Rio de Janeiro has its problems, such as urban violence and its chaotic traffic. 
Naturalmente o Rio de Janeiro tem problemas tais como a violência urbana e o seu trânsito caótico. 
Brandon loves studying scientific subjects, natural science in particular. 
Brandon adora estudar matérias cientificas, em especial ciências naturais. 
You could help the victims. For instance, work part time as a volunteer. 
Você podia ajudar as vítimas. Por exemplo , trabalhando como voluntário parte do seu tempo. 
Text 2: Global population estimates reduced because of HIV/AIDS 
U.N. projections for 2050 lowered by 278 million due to epidemic 
Deaths caused by the HIV/AIDS epidemic will reduce the world’s 
population by 278 million below what it would have otherwise been in 2050, 
according to new projections from the U.N. Population Division. In the 2002 
revision of the official U.N. population estimates released February 26, HIV/ 
5 AIDS and a reduced number of projected births are cited as dual factors in a 
total decline in the revised estimate of 400 million. 
The 2002 Revision confirms key conclusions from previous revisions. 
Despite the lower fertility levels projected and the increased mortality risks 
to which some populations will be subject, the population of the world is 
10 expected to increase by 2.6 billion during the next 47 years, from 6.3 billion 
today to 8.9 billion in 2050. However, the realization of these projections is 
contingent on ensuring that couples have access to family planning and that 
efforts to arrest the current spread of the HIV/AIDS epidemic are successful 
in reducing its growth momentum. The potential for considerable population 
15 increase remains high. According to the results of the 2002 Revision, if fertility 
were to remain constant in all countries at current levels, the total population 
of the globe could more than double by 2050, reaching 12.8 billion. Even a 
somewhat slower reduction of fertility than that projected in the medium 
variant would result in additional billions of people. Thus, if women were 
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20 to have, on average, about half a child more than according to the medium 
variant, world population might rise to 10.6 billion in 2050 as projected in 
the high variant. 
The increasing diversity of population dynamics among the countries and 
regions of the world is evident in the results of the 2002 Revision. Whereas 
25 today the population of the more developed regions of the world is rising at 
an annual rate of 0.25 per cent, that of the less developed regions is increasing 
nearly six times as fast, at 1.46 per cent, and the subset of the 49 least developed 
countries is experiencing even more rapid population growth (2.4 per cent 
per year). Such differences, although somewhat dampened, will persist until 
30 2050. By that time, the population of the more developed regions will have 
been declining for 20 years, whereas the population of the less developed 
regions will still be rising at an annual rate of 0.4 per cent. More importantly, 
the population of the least developed countries will likely be rising at a robust 
annual rate of over 1.2 per cent in 2045-2050. (Distributed by the Office of 
35 International Information Programs, U.S. Department of State.) 
Visit: http://usinfo.state.gov 
Vocabulary Pre-Test 
Sem consultar nenhum dicionário, procure correlacionar as colunas A & B: 
A B 
1. number of projected births a. ( ) níveis de fertilidade + baixos 
2. lower fertility levels b. ( ) sustar a atual disseminação 
3. arrest the current spread c. ( ) uma redução um tanto mais lenta 
4. somewhat slower reduction d. ( ) no de nascimentos projetados 
5. such dampened differences e. ( ) uma forte taxa anual 
6. robust annual rates f. ( ) tais diferenças amenizadas 
Analysis of Text 2 
1. Traduza o título do texto sem consultar nenhum dicionário, depois compare com a minha versão na seção de
respostas. 
2. Find out o único exemplo de future perfect continuous construction no text 2. 
3. Quantos exemplos de estruturas no future simple você consegue encontrar no text 2? 
4. Quantos exemplos de estruturas no future continuous você consegue encontrar no text 2? 
5. Quantos exemplos de estruturas no present continuous você consegue encontrar no text 2? 
6. O que a palavra whereas, as a discourse marker (L-30) está, indicando? 
The Future Perfect Continuous 
Veja como conjugamos o future perfect simple dos verbos to walk (r.v.) (andar, caminhar) e to give (i.v.) (dar). 
AFFIRMATIVE STATEMENTS 
I will have been walking I will have been giving 
You will have been walking You will have been giving 
He will have been walking He will have been giving 
She will have been walking She will have been giving 
It will have been walking It will have been giving 
We will have been walking We will have been giving 
You will have been walking You will have been giving 
They will have been walking They will have been giving 
Conjuga-se o futuro perfeito contínuo tanto de um verbo regular quanto de um irregular usando o auxiliary ‘will’
seguido do present perfect continuous of the principal verb. 
NEGATIVE STATEMENTS 
I will not have been walking I will not have been giving 
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You will not have been walking You will not have been giving 
He will not have been walking He will not have been giving 
She will not have been walking She will not have been giving 
It will not have been walking It will not have been giving 
We will not have been walking We will not have been giving 
You will not have been walking You will not have been giving 
They will not have