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LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
RAV2 – CLASSES 6 TO 10.
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
Conteúdo Programático desta aula
Analyze the Syntactic, Semantic and Stylistic forms of the Active and Passive Voices;
Analyze the Syntactic, Semantic and Stylistic forms of Reported Speech;
Study the concepts of language, variation, idiom, convention and idiomatic expressions;
Study the concepts of Denotation, Connotation, Polyseme and Homonym;
Analyze the main figures of speech.
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
When the subject is the agent or doer of the action, the verb is in the active voice. When the subject is the patient, target or undergoer of the action, the verb is said to be in the passive voice.
The cat ate the mouse, the verb "ate" is in the active voice.
The mouse was eaten by the cat, the verbal phrase "was eaten" is passive.
NOTE:   Only transitive verbs (those that take objects) can be transformed into passive constructions. 
‘Colorful parrots live in the rain forests’ cannot be changed to passive voice because the sentence does not have an object. (the verb is intransitive)
‘He is happy’ cannot be changed to passive voice because the sentence does not have an object. (the verb is a linking one)
ACTIVE VS. PASSIVE
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
PASSIVE SENTENCES WITH TWO OBJECTS
Rewriting an active sentence with two objects in passive voice means that one of the two objects becomes the subject, the other one remains an object. Which object to transform into a subject depends on what you want to put the focus on.
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
PERSONAL AND IMPERSONAL PASSIVE
Personal Passive simply means that the object of the active sentence becomes the subject of the passive sentence. So every verb that needs an object (transitive verb) can form a personal passive.
They build houses. – Houses are built.
Impersonal Passive is not as common in English as in some other languages (e.g. Portuguese, German). In English, Impersonal Passive is only possible with verbs of perception (e. g. say, think, know).
They say that women live longer than men. – It is said that women live longer than men.
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
1) In the sentence: “I sent him a letter.”, HIM is the indirect object. In which sentence this object is correctly changed in the passive voice and becomes the subject?
a) He had been sent a letter.
b) He was sent a letter.
c) A letter was sent to him.
d) He sent a letter.
e) A letter was sent.
 
2) What is the impersonal passive of the sentence: “People know that cars pollute the environment.”
a) The environment is polluted by cars and people know that.
b) The environment is polluted by cars.
c) The environment was polluted by cars.
d) People know that the environment is polluted by cars.
e) Cars are known to pollute the environment.
LET’S PRACTICE
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
Reported speech is also known as indirect speech or indirect discourse and is commonly used in spoken conversations to report what others have said. Think about your day with other friends, co-workers and family. It's quite common to tell others what someone else has told you. Here are a few examples:
Jane: Mary told me she was going to the mall this afternoon to buy some clothes. She said she wanted to get a new dress and a few other things.
Peter: Oh, maybe she'll see Peter. He told me he needed to stop in at computer store to get something fixed. 
REPORTED SPEECH
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
The changing of tenses is called Backshift. 
CHANGING TENSES 
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
REPORTED SPEECH QUESTIONS AND REQUESTS
QUESTIONS:
1.  “Where’s my book?” he asked. - He asked where his book was.
 2. “Is he your uncle?” she asked.  - She asked whether (if or whether) he was my uncle.
REQUESTS:
1. “Say hello to your mum.” – She asked me to say hello to my mum.
 2. “You must (should or ought to) read that book.” - He advised / urged me to read that book.
 3. “Let’s go to the cinema.” - He suggested going to the cinema. OR He suggested that we should go to the cinema.
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
CHANGING PRONOUNS AND TIME EXPRESSIONS
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
1. Change the following request into indirect speech: “"Close the door behind you,“ He told me….
a) to close the door behind him.
b) closed the door behind him.
c) closed the door behind me.
d) to close the door behind me.
e) to close the door behind you.
 
2. Complete the reported speech:
She said, “I am a nurse and work in a hospital.” 
She said that….
a) she was a nurse and that worked in a hospital.
b) she was a nurse and that she worked in a hospital.
c) she had been a nurse and had worked in a hospital.
d) she was a nurse and worked in a hospital.
e) she had been a nurse and that she had worked in a hospital.
LET’S PRACTICE
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
TENSES DO NOT CHANGE
 
1) If the introductory sentence starts in the present (Susan says), present perfect (Susan has said) or future (Susan will say) there is no backshift of tenses in Reported speech.
Direct speech: Susan: "I work in an office." 
Reported speech: Susan says (that) she works in an office.
 
2) The reporting verb is in the past tense but the meaning refers to something which never changes or is always true, there is no backshift of tense.
Direct speech: “The Earth is round,” the teacher explained
Reported speech: The teacher explained that the Earth is round.
3) The auxiliary verbs should, could, would, ought to and might do not change in the indirect speech.
Direct speech: “You should do your homework,” mum said
Reported speech: Mum said (that) I should do my homework. 
 
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
TENSES DO NOT CHANGE
 
4) When we are reporting something that was said in the past but is still true, it is not obligatory to make the tense 'more in the past'. The choice is up to the speaker. 
Direct speech: "The train doesn't stop here."
Reported speech: He said the train doesn't stop here.
Reported speech: He said the train didn't stop here.
 
5) Simple Past and Past Progressive do not normally change in sentences with when / if.
Direct speech: “When I was having breakfast, the telephone suddenly rang.“
Reported speech: She said that when she was having breakfast, the telephone suddenly rang. 
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
 
Which alternative is CORRECT?
a) If the introductory sentence starts in the present, present perfect or future, there is no backshift of tenses in Reported speech.
b) The reporting verb is in the past tense but the meaning refers to something which never changes or is always true, there is backshift of tense.
c) When we are reporting something that was said in the past but is still true, it is obligatory to make the tense 'more in the past'. The choice is up to the speaker. 
d) The auxiliary verbs should, could, would, ought to and might change in the indirect speech.
e) If the introductory sentence starts in the past, there is no backshift of tenses in Reported speech. 
LET’S PRACTICE
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
Language is the human capacity for acquiring and using complex systems of communication, and a language is any specific example of such a system. 
Variability is inherent in human language: a single speaker will use different linguistic forms on different occasions, and different speakers of a language willexpress the same meanings using different forms. 
LANGUAGE AND VARIABILITY
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
DIMENSIONS OF VARIATION
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
DIMENSIONS OF VARIATION
A dialect is a variation in grammar and vocabulary in addition to sound variations. It is usual to distinguish between dialect and accent. 
Both terms are used to identify different varieties of a particular language.
‘ACCENT’ - used for varieties which differ from each other only in matters of pronunciation 
‘DIALECT’ - covers differences in such things as vocabulary and grammar. 
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
An idiom is a combination of words that has a figurative meaning, due to its common usage. An idiom's figurative meaning is separate from the literal meaning or definition of the words of which it is made. Idioms are numerous and they occur frequently in all languages. There are estimated to be at least 25,000 idiomatic expressions in the English language
Let's take a very simple word such as "hand" and make a literal sentence that is not an idiomatic expression: 
Bill has two hands, a right hand and a left hand. (literal sentence)
 
Now, using the same word "hand", we will make a typical idiomatic expression.
Bill is an old hand in the store.(This means that Bill has a lot of experience in the store. An "old hand" refers to a person with experience.)
IDIOMS
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
Denotation is the strict dictionary meaning of a word. It refers to the literal meaning of a word, the "dictionary definition."¨ For example, if you look up the word snake in a dictionary, you will discover that one of its denotative meanings is "any of numerous scaly, legless, sometimes venomous reptiles having a long, tapering, cylindrical body and found in most tropical and temperate regions.”
Connotation is the emotional and imaginative association surrounding a word. It refers to the associations that are connected to a certain word or the emotional suggestions related to that word. The connotations for the word snake could include evil or danger.
CONNOTATION AND DENOTATION
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
HOMONYM - the same spelling and the same pronunciation but have different meanings. 
rose (flower) and rose (past tense of rise). 
stalk (part of a plant) and stalk (follow/harass a person) 
left (past tense of leave) and left (opposite of right). 
bark (the sound of a dog) and bark (the skin of a tree)
There are two types of homonyms
 HOMOPHONES = same sound, different spelling 
to, too, two
there, their, they’re
read (peruse) and reed (waterside plant)
 
HOMOGRAPHS = different sound, same spelling (Also called in English HETERONYM)
bow (the front of a ship) and bow (a type of knot). 
HOMONYMS, HOMOPHONES, HOMOGRAPHS AND POLYSEMES
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
HOMONYMS, HOMOPHONES, HOMOGRAPHS AND POLYSEMES
POLYSEME = same sound, same spelling, different meaning
Polysemy is the state of being a word with multiple meanings. 
What’s the difference between homonym and polyseme?
HOMONYM = unrelated in origin (they have different origins, they come from different languages, or different words from the same language)
Skate (glide on ice) [From Dutch schaats, stilt, skate (taken as pl.), from Middle Dutch schaetse, from Old North French escache, stilt, perhaps of Germanic origin.]
Skate(a kind of fish) [From Middle English scate, from Old Norse skata.]
 
POLYSEME = related origin (they have the same origins, they come from the same language or the same word from the same language)
mouth (of a river) and mouth (of an animal). [From Old English mūth.]
 
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
LET’S PRACTICE!
Select the alternative that is INCORRECT:
a) Denotation is the strict dictionary meaning of a word. It refers to the literal meaning of a word, the "dictionary definition."¨ 
b) Connotation is the emotional and imaginative association surrounding a word. It refers to the associations that are connected to a certain word or the emotional suggestions related to that word. 
c) Homonyms have the same spelling and the same pronunciation but they have different meanings. 
d) Homophones have the same sound and the same spelling. 
e) Homographs have a different sound but the same spelling. 
 
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
TYPES OF HETERONYMS
HOMOGRAPHS = different sound, same spelling (Also called in English HETERONYM)
NOUN - NOUN 
bow /baw/(the front of a ship) and bow /bow/ (a type of knot).
I stood on the BOW of the ship with my BOW and arrow. 
 
Take a look at the rules of pronunciation:
WORDS IN ‘ATE’ -
ADJECTIVE OR NOUN (ate=It) VERB ( ate= ei) 
They alternate (ei) between using the alternate (i) machine and the main one. 
WORDS WITH –S: The words differ by the pronunciation of the s. In one form (the verb) it is voiced like zzz, and in the other (the noun) it is voiceless like sss.
Please excuse (Z SOUND) me while I think of an excuse (S SOUND). 
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
TYPES OF HETERONYMS
NOUN- VERB 
ONE SYLABLE - Every time I SOW (sow) seeds the sow (saw) digs them up and eats them. 
TWO OR MORE SYLLABLES: NOUN - stressed on the first syllable. X VERB - stressed on the second - Please exCUSE me while I think of an EXcuse. 
NOUN-ADJECTIVE
TWO OR MORE SYLLABLES: ADJECTIVE - stressed on the first syllable. X NOUN - stressed on the second. - John was CONtent that the conTENT of the box was undamaged. 
 
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
ADJECTIVE – VERB
TWO OR MORE SYLLABLES: ADJECTIVE - stressed on the first syllable. X VERB - stressed on the second. - The boy was ABsent because he chose to abSENT from school.
ONE SYLLABLE: same pronunciation (no heteronym) - I CROOKED my neck to see the man with the CROOKED stick.
 
TYPES OF HETERONYMS
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
LET’S PRACTICE!
In which alternative the explanation is WRONG concerning the pronunciation of heteronyms?
a) In words in ‘-ATE’, the verb has an /ei/ sound and the adjective an /i/ sound.
b) In words with –S, the verb is voiceless like /sss/, and the noun is voiced like /zzz/.
c) Whenever ‘number’ is a verb or a noun, it has the same pronunciation.
d) When a word can be an adjective or a verb, the adjective is stressed on the first syllable. And the verb is stressed on the second one.
e) When a word can be a noun or an adjective, the noun is stressed on the second syllable and the adjective is stressed on the first one.
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
“A figure is worth a thousand words”
 
A figure of speech is a rhetorical device that achieves a special effect by using words in distinctive ways. Figurative language is often associated with literature--and with poetry in particular. But the fact is, whether we're conscious of it or not, we use figures of speech every day in our own writing and conversations.
Figurative language is the opposite of literal language. Literal language means exactly what it says. Figurative language means something different to (and usually more than) what it says on the surface:
He ran fast. (literal)
He ran like the wind. (figurative)
.
FIGURES OF SPEECH
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
FIGURES OF SPEECH
 
ANAPHORA -I want her to live. I want her to breathe. I want her to aerobicize
ANTITHESIS -"We must learn to live together as brothers or perish together as fools."(Martin Luther King, Jr., speech at St. Louis, 1964)
3) APOSTROPHE-"Oh! Stars and clouds and winds, ye are all about to mock me; if ye really pity me, crush sensation and memory; let me become as nought; but if not, depart, depart, and leave me in darkness.”(Mary Shelley, Frankenstein, 1818)
4) ASYNDETON -Veni, vidi, vici and its English translation "I came, I saw, I conquered". 
5) POLYSYNDETON -He ran and jumped and laughed for joy.
6) ALLITERATION - She sells seashells by the seashore. (sounds of ‘s’ and ‘sh’)
7) ASSONANCE - It beats . . . as it sweeps . . . as it cleans! (advertising slogan for Hoover vacuum cleaners, 1950s)
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
FIGURES OF SPEECH
8) ELLIPSIS -"Wise men talk because they have something to say; fools, (talk) because they have to say something." (Plato)
9) EUPHEMISM -He passed away (i.e. died) after a long illness (i.e. cancer). 
10) HYPERBOLE -They ran like greased lightning.
11) IRONY -He was so intelligent, that he failed all his tests. 
12) METAPHOR -Her home was a prison.
13) METONYMY -
 Tools/Instruments: Often a tool is used to signify the job it does or the person who does the job, as in the phrase "the press" (referring to the printing press), or as in the idiom.
The pen is mightier than the sword. 
"steel" for a sword
I ate the whole box of chocolate.
I bought a Picasso yesterday.
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
FIGURES OF SPEECH
SYNECDOCHE 
Describing a complete vehicle as "wheels"
Referring to people by a particular body part. For example, "head count", "counting noses", or "all hands on deck!", “She has ten mouths to feed.”
Referring to a part of a construction: “I don’t have a roof over my head.”
14) ONOMATOPOEIA -"Chug, chug, chug. Puff, puff, puff. Ding-dong, ding-dong. The little train rumbled over the tracks.”("Watty Piper" [Arnold Munk], The Little Engine That Could)
15) PERSONIFICATION -The picture in that magazine shouted for attention.
16) PUN -"Time flies like an arrow. Fruit flies like a banana."(Groucho Marx)
17) ZEUGMA - You are free to execute your laws, and your citizens, as you see fit."(Star Trek: The Next Generation)
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
FIGURES OF SPEECH
18) OXYMORON -Here are some common examples of oxymoronic expressions: act naturally, random order, original copy, conspicuous absence, found missing, alone together, criminal justice, old news, peace force, even odds, awful good, student teacher, deafening silence, definite possibility, definite maybe, open secret, exact estimate.
19) SIMILE -
His skin was as cold as ice.
It felt as hard as rock.
My love is like a red, red rose.
These cookies taste like garbage.
They fought like cats and dogs.
20) PLEONASM -  Syntactic pleonasm - Syntactic pleonasm occurs when the grammar of a language makes certain function words optional. "I know you are coming.”
Semantic pleonasm - Semantic pleonasm is more a question of style and usage than grammar. "He entered into the room."
“He raised up his hands in a gesture of surrender."
"This particular item": this item.
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
1) Choose the one figure that is most clearly illustrated by the short passage.“There is much to support the view that it is clothes that wear us, and not we, them.” (Virginia Woolf)
(a) Onomatopoeia	(b) ellipsis (c) apostrophe
(d) Simile		(e) Anaphora
2) Choose the one figure that is most clearly illustrated by the short passages.
I. "If you think asparagus has a lot of iron, you don't know beans”. II. He worked himself into a temporary full-time position.
III.“Pitching pennies with the Pittsburgh Pirates in a pitter-patter of rain outside the Pitti Palace.”(James Thurber, Lanterns and Lances, 1961) IV. "Sleeping on a Seely is like sleeping on a cloud."(Seely Mattresses)
(a) hyperbole – oxymoron – assonance - metaphor
(b) pun – oxymoron – alliteration - simile
(c) pun – oxymoron – alliteration - metaphor
(d) metaphor – oxymoron – alliteration - simile
(e) pun – oxymoron – assonance – simile
CLASSES 6 TO 10 - RAV 2
LÍNGUA INGLESA ESTRUTURA SINTÁTICA I
Conteúdo Programático desta aula
Analyzed the Syntactic, Semantic and Stylistic forms of the Active and Passive Voices;
Analyzed the Syntactic, Semantic and Stylistic forms of Reported Speech;
Studied the concepts of language, variation, idiom, convention and idiomatic expressions;
Studied the concepts of Denotation, Connotation, Polyseme and Homonym;
Analyzed the main figures of speech.