APOSTILA__2014_1-1INGLES

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INGLÊS INSTRUMENTAL – UNINORTE - LAURETE 
 
PROF. ALBA DE OLIVEIRA 
 
O INGLÊS COMO LÍNGUA INTERNACIONAL 
Assim como não é a direção do vento que determina o rumo do navegador, não é a língua que 
o mundo fala que determinará o nosso destino. 
In the same way that the direction of the wind doesn't determine the sailor's destination, the 
language we speak will not determine our destiny. 
Ricardo Schütz 
Atualizado em 3 de junho de 2009 
O PASSADO 
Analfabetismo era comum na Idade Média. Quando um rei precisava comunicar-se com outro, 
contratava um escriba para desenhar a mensagem em linguagem escrita. É fato sabido, por 
exemplo, que Carlos Magno, no século VIII, era analfabeto. A inexistência da imprensa 
dificultava a padronização da ortografia, fazendo da escrita uma arte complexa. A arte de bem 
escrever era uma habilidade profissional especializada, ao alcance de poucos. Esta talvez seja a 
razão pela qual em 1500 a expedição portuguesa sob o comando de Pedro Álvares Cabral 
trouxe Pero Vaz de Caminha como escrivão da armada. 
Por volta de 1700 o índice de pessoas alfabetizadas na Europa era de apenas de 30 a 40 por 
cento. Esse mesmo índice, por volta de 1850, já era de 50 a 55 por cento, enquanto que durante 
a segunda metade do século 19 a habilidade de escrever tornou-se uma qualificação básica do 
ser humano. No século 20 o analfabetismo tornou-se definitivamente uma deficiência 
intolerável em qualquer plano social, em qualquer profissão. Um analfabeto nos países 
desenvolvidos de hoje seria uma pessoa totalmente marginalizada. 
Isto que aconteceu com a habilidade de ler e escrever, está começando a acontecer com a 
habilidade de se dominar uma segunda língua. Se compararmos a importância de se falar uma 
língua estrangeira 50 anos atrás com a necessidade hoje da pessoa ser bilíngue, pode-se 
facilmente entender a ameaça que o monolinguismo representa e imaginar o problema em que 
se constituirá quando nossos filhos tornarem-se adultos. 
 
 
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FATOS HISTÓRICOS RECENTES 
A história, ao coroar o inglês como língua do mundo, sentenciou o monolinguismo nos países 
de língua não-inglesa a se tornar o analfabetismo do futuro. Mas como isso aconteceu? 
Em primeiro lugar, devido ao grande poderio econômico da Inglaterra no século 19, alavancado 
pela Revolução Industrial, e a consequente expansão do colonialismo britânico, o qual chegou a 
alcançar uma vasta abrangência geográfica e uma igualmente vasta disseminação da língua 
inglesa. 
Em segundo lugar, devido ao poderio político-militar do EUA a partir da segunda guerra 
mundial, e à marcante influência econômica e cultural resultante, que acabou por deslocar o 
Francês dos meios diplomáticos e solidificar o inglês na posição de padrão das comunicações 
internacionais. 
O PRESENTE 
A atual busca de informação aliada à necessidade de comunicação em nível mundial já fez com 
que o inglês fosse promovido de língua dos povos americano, britânico, irlandês, australiano, 
neozelandês, canadense, caribenhos, e sul-africano, a língua internacional. Enquanto que o 
português é atualmente falado em 4 países por cerca de 195 milhões de pessoas, o inglês é 
falado como língua materna por cerca de 400 milhões de pessoas, tendo já se tornado a língua 
franca, o Latim dos tempos modernos, falado em todos os continentes por cerca de 800 milhões 
de pessoas (Todd iv, minha tradução). 
Estimativas mais radicais, incluindo falantes com níveis de menor percepção e fluência, 
sugerem a existência atualmente de um total superior a um bilhão. (Crystal 360, minha 
tradução) 
Além disso, há estimativas de que 85% das publicações científicas do mundo; 75% de toda 
comunicação internacional por escrito, 80% da informação armazenada em todos os 
computadores do mundo e 90% do conteúdo da Internet são em inglês. 
Acrescente-se a isso a redução de custos de passagens aéreas, o que aumenta contatos 
internacionais em nível interpessoal. Em paralelo, a atual revolução das telecomunicações 
proporcionada pela informática, pela fibra ótica, e por satélites, despejando informações via TV 
ou colocando o conhecimento da humanidade ao alcance de todos via INTERNET, cria o 
conceito de autoestrada de informações. Estes dois fatores bem demonstram como o mundo 
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evoluiu a ponto de tornar-se uma vila global, e o quanto necessário é que se estabeleça uma 
linguagem comum. 
Ao assumir este papel de língua global, o inglês torna-se uma das mais importantes ferramentas, 
tanto acadêmicas quanto profissionais. É hoje inquestionavelmente reconhecido como a língua 
mais importante a ser adquirida na atual comunidade internacional. Este fato é incontestável e 
parece ser irreversível. O inglês acabou tornando-se o meio de comunicação por excelência 
tanto do mundo científico como do mundo de negócios. 
Philip B. Gove, no seu prefácio ao Webster's Third New International Dictionary ilustra: 
Parece bastante claro que antes do término do século 20 todas as comunidades do mundo vão 
ter aprendido a se comunicar com o resto da humanidade. Neste processo de intercomunicação 
a língua inglesa já se tornou a língua mais importante no planeta. (5a, minha tradução) 
E David Crystal acrescenta: 
À medida que o inglês se torna o principal meio de comunicação entre as nações, é crucial 
garantirmos que seja ensinado com precisão e eficientemente. (3, minha tradução) 
 
O FUTURO 
Hoje já é previsível que dinheiro e riqueza material serão substituídos por informação e 
conhecimento, como fatores determinantes na estruturação da futura sociedade humana e 
proficiência na linguagem de então será essencial para se alcançar sucesso. 
 
 
 
 
 
 
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 Técnicas de Leitura 
 
 As técnicas de leitura, como o próprio nome diz, vão nos ajudar a ler um texto. Existem 
técnicas variadas, mas veremos as mais utilizadas. Ao ler um texto em Inglês, lembre-se de usar 
as técnicas aprendidas, elas vão ajudá-lo. O uso da gramática vai ajudar também. 
 As principais técnicas são: a identificação de cognatos, de palavras repetidas e de pistas 
tipográficas. Ao lermos um texto vamos, ainda, apurar a ideia geral do texto (general 
comprehension) e utilizar duas outras técnicas bastante úteis: skimming e scanning. 
 
a) Cognatos 
Os cognatos são palavras muito parecidas com as palavras do Português. São as chamadas 
palavras transparentes. Existem também os falsos cognatos, que são palavras que achamos que 
é tal coisa, mas não é; os falsos cognatos são em menor número, estes nós veremos adiante. 
Como cognatos podemos citar: school (escola), telephone (telefone), car (carro), question 
(questão, pergunta), activity (atividade), training (treinamento)... Você mesmo poderá criar sua 
própria lista de cognatos! 
 
b) Palavras repetidas 
As palavras repetidas em um texto possuem um valor muito importante. Um autor não repete as 
palavras em vão. Se elas são repetidas, é porque são importantes dentro de texto. Muitas vezes 
para não repetir o mesmo termo, o autor utiliza sinônimos das mesmas palavras para não tornar 
o texto cansativo. 
 
c) Pistas tipográficas 
As pistas tipográficas são elementos visuais que nos auxiliam na compreensão do texto. Atenção 
com datas, números, tabelas, gráficos, figuras... São informações também contidas no texto. Os 
recursos de escrita também são pistas tipográficas. Por exemplo: 
 ... (três pontos) indicam a continuação de uma ideia que não está ali exposta; 
 negrito dá destaque a algum termo ou palavra; 
 itálico também destaca um termo, menos importante que o negrito; 
 ‘’ ‘’ (aspas) salientam a importância de alguma palavra; 
 ( ) (parênteses) introduzem uma ideia complementar ao texto.5 
d) General Comprehension 
A ideia geral de um texto é obtida com o emprego das técnicas anteriores. Selecionando-se 
criteriosamente algumas palavras, termos e expressões no texto, poderemos chegar à ideia geral 
do texto. 
 Por exemplo, vamos ler o trecho abaixo e tentar obter a “general comprehension” deste 
parágrafo: 
 
 “Distance education takes place when a teacher and students are separated by physical 
distance, and technology (i.e., voice, video and data), often in concert with face-to-face 
communication, is used to bridge the instructional gap.” 
 
 
From: Engineering Outreach 
College of Engineering – University of Idaho 
 
A partir das palavras cognatas do texto (em negrito) podemos ter uma ideia geral do que se trata; 
vamos enumerar as palavras conhecidas (pelo menos as que são semelhantes ao Português): 
 
 distance education = educação a distancia 
 students = estudantes, alunos 
 separeted = separado 
 physical distance = distância física 
 technology = tecnologia 
 voice, video, data = voz, vídeo e dados (atenção: “data” não é data) 
 face-to-face communication = comunicação face-a-face 
 used = usado (a) 
 instructional = instrucional 
 
 Então você poderia dizer que o texto trata sobre educação a distância; que esta ocorre quando os 
alunos estão separados fisicamente do professor; a tecnologia (voz, vídeo, dados) podem ser 
usados de forma instrucional. 
 Você poderia ter esta conclusão sobre o texto mesmo sem ter muito conhecimento de Inglês. É 
claro que à medida que você for aprendendo, a sua percepção sobre o texto também aumentará. Há 
muitas informações que não são tão óbvias assim. 
 
 
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e) Skimming 
“skim” em inglês é deslizar à superfície, desnatar (daí skimmed milk = leite desnatado), passar os 
olhos por. A técnica de “skimming” nos leva a ler um texto superficialmente. Utilizar esta 
técnica significa que não precisamos ler cada sentença, mas sim passarmos os olhos por sobre o 
texto, lendo algumas frases aqui e ali, procurando reconhecer certas palavras e expressões que 
sirvam como ‘dicas’ na obtenção de informações sobre o texto. Às vezes não é necessário ler o 
texto em detalhes. Para usar esta técnica, precisamos nos valer dos nossos conhecimentos de 
Inglês também. 
 
Observe este trecho: 
 “Using this integrated approach, the educator’s task is to carefully select among the 
technological options. The goal is to build a mix of instructional media, meeting the needs of 
the learner in a manner that is instructionally effective and economically prudent.” 
From: Engineering Outreach 
College of Engineering – University of Idaho 
 
Selecionando algumas expressões teremos: 
 
 integrated approach = abordagem (approach = abordagem, enfoque) integrada 
 educator’s task = tarefa (task = tarefa) do educador – ‘s significa posse = do 
 tecnological options = opções tecnológicas (tecnological é adjetivo) 
 goal = objetivo 
 a mix instrucional media = uma mistura de mídia instrucional. 
Com a técnica do “skimming” podemos dizer que este trecho afirma que a tarefa do educador é 
selecionar as opções tecnológicas; o objetivo é ter uma mistura de mídias instrucionais de uma 
maneira instrucionalmente efetiva e economicamente prudente. 
f) Scanning 
“Scan” em Inglês quer dizer examinar, sondar, explorar. O que faz um scanner? Uma varredura, 
não é?! Logo, com a técnica de “scanning” você irá fazer uma varredura do texto, procurando 
detalhes e ideias objetivas. Aqui é importante que você utilize os conhecimentos de Inglês; por 
isso, nós vamos ver detalhadamente alguns itens gramaticais. 
 Olhe este trecho: 
 
“ Teaching and learning at a distance is demanding. However, learning will be more meaningful 
and “deeper” for distant students, if students and their instructor share responsibility for 
developing learning goals: actively interacting with class members; --promoting reflection on 
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experience; relating new information to examples that make sense to learners. This is the 
challenge and the opportunity provided by distance education.” 
 
Poderíamos perguntar qual o referente do pronome “ their” em negrito no trecho? 
Utilizando a técnica de skimming, seria necessário retornar ao texto e entender a sentença na qual 
o pronome está sendo empregado. “Their “ é um pronome possessivo ( e como tal, sempre vem 
acompanhado de um substantivo) da terceira pessoa do plural ( o seu referente é um substantivo 
no plural). A tradução de “their instructor” seria seu instrutor . Seu de quem? Lendo um pouco 
para trás, vemos que há “students”; logo concluímos que “their” refere-se a “students, ou seja, 
instrutor dos alunos”. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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GRAMÁTICA 
 
 Antes de introduzir os tempos verbais, vamos ver os pronomes pessoais: 
 
PRONOMES PESSOAIS 
 
Sujeito Objeto 
I – eu me – me, mim 
you – tu, você you – o, a,te, você, lhe 
he – ele 
she - ela 
it – ele, ela - neutro 
him – o, lhe 
her – a, lhe 
it – o, a, lhe 
we - nós us - nos 
you – vós, vocês you – os, as, você, lhes 
they- eles, elas them – os, as, lhes 
 
 O pronome IT é utilizado quando nos referimos a objetos, animais ou fenômenos da 
natureza. 
Observe os exemplos: 
Mary loves John. Mary loves him. 
Mary talks about John. Mary talks about him. 
 
Os pronomes pessoais objetos são usados como objetos de verbos, isto é, após verbos e 
preposições em inglês. 
 
 
 
 
VERBOS E TEMPO VERBAIS - VERBS AND TENSES 
Verbo é a classe de palavras que nomeia, descreve um estado ou uma ação. A maioria dos verbos 
em Inglês é dividida em verbos regulares (regular verbs) e verbos irregulares (irregular verbs). 
Os verbos irregulares são os que não são conjugados da mesma maneira que os regulares e para 
os quais não existe uma regra geral; para cada verbo irregular há uma regra. Em Inglês, toda 
a sentença precisa ter um verbo, pelo menos. 
Os tempos verbais na Língua Inglesa podem ser divididos basicamente em quatro grupos: 
1. Simple Tenses; 
2. Continuous Tenses / Progressive Tenses; 
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3. Perfect Tenses / Perfect Simple Tenses; 
4. Perfect Continuous Tenses / Perfect Progressive Tenses. 
 
Começaremos a estudar os verbos a partir do Verbo "to be", que é um dos verbos mais 
básicos em língua inglesa. 
 
Verbo to be - Verb to be 
O verbo to be significa ser e estar em português e, além desses dois significados, este verbo é 
muito usado no sentido de ficar (tornar-se). Observe os usos e as formas deste verbo: 
- USOS: 
Usa-se o verbo to be: 
1. Para identificar e descrever pessoas e objetos: 
Richard is my friend. (Ricardo é meu amigo.) 
I am Italian. (Eu sou Italiano.) 
I'm from Spain. (Eu sou da Espanha.) 
It is a computer. (Isto é um computador.) 
 
They will be at the club waiting for me. (Eles estarão no clube esperando por mim.) 
They are French actors. (Eles são atores franceses.) 
Your mother will be very happy if you tell the truth. (Sua mãe ficará muito feliz se você falar a 
verdade.) 
I will be very grateful to you. (Eu ficarei muito grato a você.) 
Is she your sister? (Ela é sua irmã?) 
2. Nas expressões de tempo, idade* e lugar: 
It was raining this morning. (Hoje de manhã estava 
chovendo.) 
It is sunny today. (Hoje o dia está ensolarado.) 
I am twenty years old. (Tenho vinte anos.) 
 
We are spending our vacation in San Francisco. 
(Estamos passando nossas férias em São 
Francisco.) 
 
Rachel is four years older than me.(Raquel é quatro anos mais velha do que eu.) 
 
 
*OBSERVAÇÃO: Nas expressões que se referem a idades o verbo to be equivale ao verbo ter, 
em Português. 
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Verbo To Be - Presente do Indicativo / Verb To Be - Simple Present/Present Simple 
O Simple Present é o equivalente, na língua inglesa, ao Presente do Indicativo, na língua 
portuguesa. 
- FORMAS: 
Apresentamos a seguir as formas do Simple Present (Presente Simples) do verbo to be. Na 1ª 
coluna encontra-se a forma sem contração e, na 2ª, mostramos a forma contraída. A forma 
interrogativa não possui contração. 
 
1 - AFFIRMATIVE FORM / FORMA AFIRMATIVA: 
Forma Sem 
Contração 
Forma Contraída 
I am I'm 
You are You're 
He is He's 
She is She's 
It is It's 
We are We're 
You are You're 
They are They're 
 
Examples: 
I'm a waiter. (Eu sou um garçom.) 
 
They are friends of mine. (Eles são meus amigos.) 
She is in the kitchen. (Ela está na cozinha.) 
 
 
2 - NEGATIVE FORM / FORMA NEGATIVA: 
Forma Sem 
Contração 
Forma Contraída 
I am not ---x--- 
You are not You aren't 
He is not He isn't 
She is not She isn't 
It is not It isn't 
We are not We aren't 
You are not You aren't 
They are not They aren't 
 
 
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Examples: 
Mary is not happy. (Mary não está feliz.) 
It is not correct. [(Isto) Não está certo.] 
 
3 - INTERROGATIVE FORM / FORMA INTERROGATIVA: 
Forma Sem 
Contração 
Forma Contraída 
am I? ---x--- 
are you? ---x--- 
is he? ---x--- 
is she? ---x--- 
is it? ---x--- 
are we? ---x--- 
are you? ---x--- 
are they? ---x--- 
 
Examples: 
Am I being inopportune? (Estou sendo inoportuno?) 
Is he praying in his bedroom? (Ele está rezando em seu quarto?) 
Is she a journalist? (Ela é jornalista?) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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EXERCÍCIOS 
 
1) Write the correct form of the verb “to be” in the sentences below. ( Escreva a forma 
correta do verbo “to be” nas frases abaixo). 
 
1. I ________________ a student. 
2. I ________________ 20 years old. 
3. My father ______________________ a businessman. 
4. He _________________ always busy. 
5. My mother _________________ a teacher. 
6. She _______________ intelligent. 
7. New York _________________ exciting. 
8. It _________________ cold in the winter. 
9. What time is it? It ______________ 5:15. 
10. We ___________________ in Mexico. 
11. You ____________________ my friend. 
12. You _________________ tall. 
13. Dogs ______________ animals. 
14. Italy and Spain _________________ countries. 
15. They ________________ from Japan. 
16. I __________________ at school. 
17. You ___________________ at work. 
18. He _______________ in his room. 
19. My sister _____________________________ a doctor. 
20. My brother _____________________ in Boston. 
21. They __________________ children. 
22. Dogs and cats ____________________ good pets. 
23. She _________________ funny. 
24. I ________________ from China. 
25. The birds ___________________ in the trees. 
26. My mother ______________________ beautiful. 
27. He ___________________ my best friend. 
28. They ______________________ roommates.
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ARTIGOS 
 
Artigos indefinidos 
 
A: um, uma 
An: um, uma 
 
Veja o uso: 
A – é usado antes de palavras começadas com uma consoante, ou diante de som de consoante. 
An - é usado antes de palavras começadas com uma vogal, ou diante de som de vogal. 
 
A boy an egg 
A horse an Apple 
A year an elephant 
A university an hour 
 
Artigo definido 
The: o, a, os, as 
 
The boy – the boys the girl – the girls 
É usado: 
a) antes de substantivos mencionados anteriormente. 
 I see a boy. The boy is swimming. 
b) antes de substantive único na espécie, ou considerado como único, ou quando particularizado. 
The North Pole the boys o four school 
The sea the strongest 
The weather the only 
c) antes de nomes de oceanos, mares, rios, montanhas (plural), ilhas(plural) e países( plural). 
The Atlantic the Medidettanean 
The Thames the Alpes 
The Hebrides the United States 
 
d) antes de nomes de instrumentos musicais, de nomes de família. 
The piano the Johnsons 
e) antes de substantivo ou adjetivo que representa uma classe ou espécie. 
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The old, the Young, the blind 
The dog is a loyal animal. 
 
É omitido: 
a) antes de nomes próprios. 
 Sally Bob 
b) antes de substantivos usados no sentido geral. 
 Children like chocolate. 
c) antes de possessivos 
 our country, his car 
d) antes de alguns substantivos, como church, school, hospital, bed, prision, quando usados para 
seu propósito original. 
 
 
PRONOMES POSSESSIVOS 
 
Adjetivos Pronomes 
my – meu(s), minha(s) mine- meu(s), minha(s) 
your – teu(s), tua(s) yours - teu(s), tua(s) 
his – seu(s), sua(s) - dele 
her- seu(s), sua(s)- dela 
its - seu(s), sua(s) – dele, dela 
his – seu(s), sua(s) - dele 
hers - seu(s), sua(s)- dela 
its - seu(s), sua(s) – dele, dela 
our – nosso(s), nossa(s) ours – nosso(s), nossa(s) 
your – vosso(s), vossa(s) yours – vosso(s), vossa(s) 
their – seu(s), sua(s) – dele, delas theirs – seu(s), sua(s) – dele, delas 
 
 
Observe os exemplos: 
 You read your magazine and she reads hers. 
 We tell our story and they tell theirs. 
 
Os adjetivos possessivos modificam substantivos, portanto aparecem sempre acompanhados de 
substantivos. 
Os pronomes possessivos substituem os substantivos, portanto não aparecem acompanhados de 
substantivos. 
Os adjetivos possessivos e os pronomes geralmente concordam com o possuidor. 
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Notas: 
1. A concordância do pronome indefinido pode ser feita por meio de um adjetivo 
ou pronome masculino e singular, ou pronome no plural ( menos formal). 
2. A estrutura of + pronome possessivo significa um dos [ …] . 
They are going to see a friend of theirs ( one of their friends). 
I am looking for a watch of mine ( one of my watches). 
 
 
Exercise 
A - Complete com os pronomes possessivos adjetivos. 
 
1- She knows ________ lesson well. 
2- I also know ________ lesson well. 
3- Helen likes ________ English class very much. 
4- I do ________ homework on the bus every day. 
5- You always get good marks on ________ examinations. 
6- Both girls prepare ________ lessons well. 
7- Mr. Smith drives to work in ________ car. 
8- Mary and I do ________ homework together. 
9- Grace writes a letter to ________ aunt every week. 
10- The dog wags ________ tail when it see ________ master. 
11- The children take ________ toys to the park. 
12- I write the new words in ________ notebook. 
13- Each cat has ________ own dish for food and water. 
14- Both boys ride ________ bicycles to school. 
15- You and Henry spend a lot of time on ________ homework. 
16- We enjoy ________ English class. 
17- She always does well on all ________ examinations. 
18- An Englishman must have ________ tea every afternoon. 
B – Complete com os pronomes possessives: 
 
 
1. That book belongs to them. That book is _____________________. 
 
2. That pen belongs to me. That pen is _____________________. 
 
3. This dog belongs to us. This dog is _____________________. 
 
4. This car belongs to him. This car is_____________________ . 
 
5. This house belongs to me and my brother.This house is _____________________. 
 
6. That motorcycle belongs to that man. That motorcycle is _____________________. 
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7. These books belong to those students. These books are _____________________. 
 
8. This hat belongs to you. This hat is _____________________. 
 
9. This cat belongs to my aunt. This cat is _____________________. 
 
10. This ball belongs to those boys. This ball is _____________________. 
 
 
 
PRESENTE SIMPLES 
 
 
 
Observe os exemplos: 
I read books about New York. 
She reads books about New York. 
TO READ – LER 
 
I read 
You read 
 He, she, it reads 
We read 
You read 
They read 
 
 
 
O presente simples é formado a partir do infinitivo sem to. 
A 3ª pessoa do singular ( he, she, it) recebe s. 
 
Particularidades 
 
1. Os verbos terminados em sh, ch, o, s, x e z recebem ES na 3ª pessoa do singular ( he, 
she, it). 
brush – brushes go – goes fix – fixes 
watch – watches dress- dresses buzz – buzzes 
 
 2. Nos verbos terminados em Y precedidos de consoante troca-se o Y por IES. 
 
try – tries 
 3. O verbo to have tem a forma has para a 3ª. Pessoa do singular. 
We have beautiful pictures in our Office. 
She has beautiful pictures in her Office. 
 
 Usos 
 
 O presente simples é usado para expressar: 
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a) verdades universais. 
 
 Parallel lines never cross. 
 
b) ações habituais. 
 
 George always reads the newspaper in the morning. 
 
c) ações planejadas para o futuro. 
 
 Our train leaves in five minutes. 
 
 
Importante 
 
 As ações habituais são sempre acompanhadas de advérbios de frequência: 
 
 Always, often, frequently, every... , twice a ..., usually, 
Never, sometimes, seldom, once a ..., rarely, regularly 
 
 
 
 
 
PRACTICE 
 
A. Supply the correct form of the verbs in parentheses. 
 
1. I never ________________________ ( find) my sun glasses. 
2. She _________________ ( go ) to the bank on Fridays. 
3. The lady _________________ ( buy) new magazines every week. 
4. The girls _________________ ( kiss) their grandmother frequently. 
5. Tom and Mary often __________________ ( watch) TV in the evening. 
6. It __________________ (be) a beautiful day today! 
7. She _______________ ( dance) very well. 
8. Paul _________________ ( teach ) History. 
9. Mary __________________ ( learn) very quickly. 
10. I ____________________( live) near the cafeteria. 
 
PRESENTE SIMPLES – INTERROGATIVA E NEGATIVA 
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A interrogativa e a negativa do presente simples são formadas com o auxiliar do. 
 
TO DO – FAZER 
I do 
You do 
He, she, it does 
We do 
You do 
They do 
 
 
 
 
Observe os exemplos: 
( Afirmativa) Cows produce waste. 
( Interrogativa) Do cows produce waste? 
( Negativa ) Cows do not / don’t produce waste. 
 
Observe os exemplos: 
 ( Afirmativa) Nancy wants to change her eating habits. 
 ( Interrogativa) Does Nancy want to change her eating habits? 
 ( Negativa) Nancy does not/doesn’t want to change her eating habits. 
 
Para o presente simples usa-se o auxiliar does para formar a 3ª pessoa do singular (he, she, it ) na 
interrogativa e na negativa. 
Nesse caso, o verbo principal volta para a forma do infinitivo ( perde o s ou es). 
 
 
 
 
 
 
 
 19 
 
 
 
 
 
 
 
 
 
 
 
A- ESCREVA AS FRASES NO PRESENTE SIMPLES E DEPOIS TRADUZA 
PARA O PORTUGUÊS: 
1. We (read) the newspaper in class every day. 
____________________________________________________________________ 
____________________________________________________________________ 
2. He (come) to school by bus. 
____________________________________________________________________ 
____________________________________________________________________ 
3. I always (walk) to school. 
____________________________________________________________________ 
____________________________________________________________________ 
4. The children (play) in the park every afternoon. 
____________________________________________________________________ 
____________________________________________________________________ 
5. I (eat) lunch in the cafeteria every day. 
____________________________________________________________________ 
____________________________________________________________________ 
6. Helen (work) very hard. 
 20 
____________________________________________________________________ 
____________________________________________________________________ 
7. I (like) to sit in the sun. 
____________________________________________________________________ 
____________________________________________________________________ 
 
8. The dog (chase) the cat all around the house. 
____________________________________________________________________ 
____________________________________________________________________ 
9. Mr. Smith (work) for Eastern Airlines. 
____________________________________________________________________ 
____________________________________________________________________ 
10. Helen generally (sit) at this desk. 
____________________________________________________________________ 
____________________________________________________________________ 
11. We always (play) tennis on Saturdays. 
____________________________________________________________________ 
____________________________________________________________________ 
12. He always (prepare) his homework carefully. 
____________________________________________________________________ 
____________________________________________________________________ 
13. They (eat) lunch together every day. 
____________________________________________________________________ 
____________________________________________________________________ 
14. Some girls (use) too much make-up. 
____________________________________________________________________ 
 21 
____________________________________________________________________ 
15. They (take) a lot of trips together. 
____________________________________________________________________ 
____________________________________________________________________ 
16. We always (travel) by car. 
____________________________________________________________________ 
____________________________________________________________________ 
17. They (attend) church every Sunday. 
____________________________________________________________________ 
____________________________________________________________________ 
18. He (speak) several foreign languages. 
____________________________________________________________________ 
____________________________________________________________________ 
B- ESCREVA AS ORAÇÕES NAS FORMAS INTERROGATIVA E NEGATIVA. 
1. My father goes to church twice a week. 
_________________________________________________________________ 
_________________________________________________________________ 
2. Helen does the work of two people. 
_________________________________________________________________ 
_________________________________________________________________ 
3. I always try to arrive everywhere on time. 
_________________________________________________________________ 
_________________________________________________________________ 
4. George always tries to do the same thing. 
_______________________________________________________________ 
_______________________________________________________________22 
5. The teacher whishes to speak with you. 
_______________________________________________________________ 
_______________________________________________________________ 
6. Mr. Walker teaches English and Mathematics. 
_______________________________________________________________ 
_______________________________________________________________ 
7. They go to the movies twice a week. 
_______________________________________________________________ 
_______________________________________________________________ 
8. We watch television every night. 
_______________________________________________________________ 
_______________________________________________________________ 
9. Mary plays the piano very well. 
_______________________________________________________________ 
_______________________________________________________________ 
10. He studies in the same class. 
_______________________________________________________________ 
_______________________________________________________________ 
11. The nurse watches the child in the park. 
_______________________________________________________________ 
_______________________________________________________________ 
12. The mother kisses both boys every morning. 
___________________________________________________________________ 
____________________________________________________________________ 
13. I catch cold very often. 
___________________________________________________________________ 
 23 
____________________________________________________________________ 
14. Helen also catches cold very often. 
___________________________________________________________________ 
____________________________________________________________________ 
 
EXERCÍCIOS 
 
1. Choose the correct word for each space. 
 
1. We gave them ________ telephone number, and they gave us ________. 
1. ours, their 
2. our, their 
3. ours, theirs 
4. our, theirs 
 
 
 
2. ________ computer is a Mac, but ________ is a PC. 
1. Your, mine 
2. Yours, mine 
3. Your, my 
4. Yours, my 
 
3. You can't have any chocolate! It's ________! 
1. your 
2. its 
3. her 
4. Mine 
 
4. ________ pencil is broken. Can I borrow ________? 
1. Mine, yours 
2. Your, mine 
3. My, yours 
4. Yours, mine 
 
5. Jody has lost ________ book. 
1. mine 
2. her 
3. hers 
4. Theirs 
 
 
6. Was ________ grammar book expensive? 
1. your 
2. yours 
3. your's 
4. You 
 24 
 
7. My telephone is out of order, but ________ is working. 
1. your 
2. our 
3. his 
4. Their 
 
8. Junko has eaten her lunch already, but I'm saving ________ until later. 
1. hers 
2. her 
3. my 
4. Mine 
 
9. These grammar books are different. ________ has 278 pages, but ________ has only 275. 
 
1. Yours, mine 
2. Your, my 
3. Yours, my 
4. Your, mine 
 
 
10. This bird has broken ________ wing. 
1. it's 
2. its' 
3. hers 
4. its 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Possessive Pronouns and Adjectives 2 
 
2. Look at the picture, and complete the sentences with the words in the word 
list below. 
 her hers his His my our ours their 
The Mysterious Volkswagen 
 
 25 
Last week, we had a party at …………house. Many people came, and there were lots of cars parked 
outside. At the end of the party, only three people were left: myself, Eric, and Cathy. However, there 
were four cars. One of them was a Volkswagen. I didn't remember seeing it before, so I asked 
whose it was. 
Eric said it wasn't .................car. .................is a Chevrolet pickup. When I asked Cathy if it 
was……………., she said no —………………car is a Ford Explorer. I knew it wasn't ...............car, 
of course. Finally, I called the police, and they came and examined it. They said it belonged to a 
family on the next street. Someone stole it from .....................street and left it on...................... 
 
 
3. Fill in the correct pronouns. 
1. My sister Jane loves books. This novel is for (she)....................... 
2. My children like Disney films. The video is for (they)......................... 
3. My brother Matt collects picture postcards. These postcards are for (he)........................... 
4. My parents like Latin music. The CD is for (they)…………………………. 
5. I like watches. This nice watch is for (I)…………………………… 
6. My wife and I love sweets. These sweets are for (we)………………………… 
7. My nephew likes cars. The toy truck is for (he).................................... 
8. My neighbour wants to go to California next year. The guide book is for 
(she).......................... 
9. Here is another souvenir. I don't know what to do with (it)........................... 
10. You know what? - It's for (you)................................. 
 
4. Replace the personal pronouns by possessive adjectives. 
1. Where are (you) …………………….. friends now? 
2. Here is a postcard from (I) ………………………… friend Peggy. 
3. She lives in Australia now with (she) ……………………….. family. 
4. (She) ………………………husband works in Newcastle. 
5. (He) ………………………… company builds ships. 
6. (They) …………………….children go to school in Newcastle. 
7. (I) …………………………..husband and I want to go to Australia, too. 
8. We want to see Peggy and (she) …………………..family next winter. 
9. (We) ………………….winter! 
10. Because it is (they) ……………………..summer. 
5. Replace the personal pronouns by possessive pronouns. 
1. This book is (you)............................ 
2. The ball is (I)................................... 
3. The blue car is (we).................................. 
4. The ring is (she)....................................... 
5. We met Paul and Jane last night. This house is (they)............................... 
6. The luggage is (he)......................................... 
7. The pictures are (she).......................................... 
8. In our garden is a bird. The nest is (it)............................................ 
9. This cat is (we)........................................... 
 26 
 
Simple Present 
Exercise on Affirmative Sentences 
1. Arrange the words to make sentences in simple present. 
1. I / to collect stamps - .......................................................................................................... 
2. we / to play card games - ................................................................................................... 
3. he / to read comics - ........................................................................................................... 
4. Chris / to sing in a band - .................................................................................................. 
5. we / to have a hamster - ...................................................................................................... 
6. Andy and John / to like cola - ............................................................................................ 
7. she / to be nice - ................................................................................................................... 
8. they / to help their parents - ................................................................................................ 
9. the children / to speak English - ......................................................................................... 
10. I / to buy a newspaper every Saturday - ............................................................................. 
 
 
 
 
 
 
Exercise on Negative Sentences 
2. Make negative sentences. 
1. I watch TV. 
2. We play football. - 
3. It is boring. - 
4. She cleans her room. - 
5. You rideyour bike every weekend. - 
6. Sandy takes nice photos. - 
7. They open the windows. - 
8. He buys a new CD. - 
9. I am late. - 
10. She has a cat. - 
Exercise on Questions I 
3. Arrange the words below to make questions. 
1. she / to collect / stickers - 
 27 
2. they / to play / a game - 
3. the cat / to sleep / in the cat's bed - 
4. she / often / to dream - 
5. he / to play / streetball - 
6. you / to be / from Paris - 
7. the pupils / to wear / school uniforms - 
8. you / to go / to the cinema - 
9. she / to have / friends - 
10. he / to read / books - 
Question Words 
 
São as perguntas feitas em inglês que geralmente usam palavras iniciadas com WH, com uma única 
exceção do HOW. 
WHO 
WHICH 
WHY 
WHOM 
WHAT 
WHEN 
WHOSE 
WHERE 
HOW 
Who (quem) – é uma palavra usada como o sujeito da oração. 
Exemplos: Who is that beautiful girl? 
(Quem é aquela moça bonita?) 
Who likes soccer? 
(Quem gosta de futebol?) 
Who was playing to you? 
(Quem estava brincando com você?) 
Whom (quem) – é usado como o objeto da pergunta. 
Exemplos: Whom did you kiss at the party? 
(Quem você beijou na festa?) 
With whom did Peter go? 
(Com quem Peter foi?) 
 28 
Whose (de quem) 
Exemplos: Whose pencil is this? 
(De quem é este lápis?) 
Whose house is that? 
(De quem é aquela casa?) 
Which (qual, quais) 
Exemplos: Which of those men is your father? 
(Qual daqueles homens é seu pai?) 
Which sock do you prefer: the yellow one or the pink one? 
(Qual meia você prefere: a amarela ou a rosa?) 
What (o que, que) 
Exemplos: What did you say? 
(O que você disse?) 
What should I do? 
(O que eu deveria fazer?) 
Where (onde) 
Exemplos: Where is Mary? 
(Onde está Mary?) 
Where was Daniel last week? 
(Onde estava Daniel semana passada?) 
Where are the toys and objects? 
(Onde estão os brinquedos e objetos?) 
Why (por que) 
Exemplos: Why did you run? 
(Por que você correu?) 
Why did you catch that? 
(Por que você pegou isso?) 
When (quando) 
Exemplos: When were you born? 
(Quando você nasceu?) 
When did he go? 
(Quando ele saiu?) 
How (como) 
 29 
Exemplos: How do you usually go to work? 
(Como você faz habitualmente para ir ao trabalho?) 
How’s your family? 
(Como vai sua família?) 
 
 
IMPERATIVO 
 
Observe os exemplos: 
 Eat your sandwich! 
 Read the book! 
 Bring ne a chair! 
 
O imperative afirmativo é formado pelo infinitivo sem to. O sujeito (you) está subentendido. 
 
Observe os exemplos; 
Do not/ Don’t read the book! 
O imperativo negativo é formado pelo verbo auxiliar do + not. 
 
ADVÉRBIOS DE FREQUÊNCIA (Frequency adverbs) 
 
 
1 Existem dois tipos de advérbios de frequência — definida e indefinida. 
2 Exemplos de advérbios de frequência definida: 
once (a day) uma vez (por dia) 
twice (a week) duas vezes (por semana) 
three times (a month) três vezes (por mês) 
several times (a year) várias vezes (por ano) 
Hourly de hora em hora 
daily, fortnightly diariamente, quinzenalmente 
monthly, yearly mensalmente, anualmente 
every hour, every Day de hora em hora, todos os dias 
every month, every year todos os meses, todos os anos 
on Saturdays, on Sundays nos sábados, nos domingos 
on weekdays nos dias da semana 
at weekends nos fins de semana 
 
3 Exemplos de advérbios de frequência indefinida: 
 30 
Always Sempre 
nearly always, almost always quase sempre (×2) 
usually, normally normalmente (×2) 
generally, regularly geralmente, regularmente 
often, frequently muitas vezes, frequentemente 
sometimes, occasionally às vezes, ocasionalmente 
rarely, seldom raramente (×2) 
almost never, hardly ever quase nunca (×2) 
Never Nunca 
from time to time de vez em quando 
again and again repetidas vezes 
now and again, now and then de quando em quando (×2) 
at times por vezes 
 
4 Posição dos advérbios de frequência definida: 
 
 
• no fim da frase (normalmente) 
John plays tennis every day. O João joga ténis todos os dias. 
February has 29 days every four years. 
O mês de Fevereiro tem 29 dias de quatro em 
quatro anos. 
I visit my dentist twice a year. Vou ao dentista duas vezes por ano. 
 
5 Posição dos advérbios de frequência indefinida: 
 
• no início ou no fim da frase para ênfase (ex. usually, normally, generally, regularly, 
often, frequently, sometimes, occasionally) 
Occasionally, you hear noises in the 
basement. 
Ocasionalmente, ouve-se barulho na cave. 
Sometimes he is naughty. Às vezes ele é mal comportado. 
Generally, he is a nice person. Geralmente, ele é uma boa pessoa. 
She is naughty sometimes. Ela é mal comportada às vezes. 
They don't come here often. Eles não vêm cá muitas vezes. 
Do you see her often? Costumas vê-la muitas vezes? 
She visits her mother on Sundays usually. Ele visita a mãe nos domingos normalmente. 
 
 
• no início da frase para ênfase (ex. always, never + imperativo) 
Always brush your teeth. Escove sempre os dentes. 
Always lock the door when you leave. Tranque sempre a porta quando sais. 
Never say never. Nunca digas nunca. 
Never forget what I said. Nunca esqueças o que eu te disse. 
 
 
• no meio da frase antes do verbo se este tiver a forma de uma única palavra 
 31 
I always get up early. Eu sempre levanto cedo. 
I usually watch television. Eu normalmente vejo televisão. 
I rarely drink wine. Eu raramente bebo vinho. 
I hardly ever study. Eu quase nunca estudo. 
I never said that. Eu nunca disse isso. 
 
 
 
• no meio da frase a seguir ao verbo BE 
He is always late. Ele chega sempre tarde. 
He is usually lazy. Ele é normalmente preguiçoso. 
They are never on time. Eles nunca chegam à hora. 
The weather is sometimes unpredictable. O tempo é às vezes imprevisível. 
 
 
• no meio da frase a seguir ao primeiro verbo auxiliar 
He is always complaining. Ele está sempre a queixar-se. 
I have often seen her. Eu tenho a visto muitas vezes. 
I would never have invited him. Eu nunca o teria convidado. 
Your request will never be granted. O seu pedido nunca será aceite. 
 
 
Excepto os verbos auxiliares used to, have to e ought to, que vêm somente depois do 
advérbio: 
He never used to say that. Ele nunca costumava dizer isso. 
I always have to remind him. Eu tenho sempre de lhe lembrar. 
You always ought to respect your elders. Deves sempre respeitar as pessoas mais 
velhas. 
 
 
 
• no meio da frase a seguir ao sujeito nas interrogativas 
Do you always come here? Vens sempre aqui? 
Does she usually study? Ela estuda normalmente? 
Does he ever cook? (1) Ele alguma vez cozinha? 
 
(1) nas interrogativas emprega-se ever em vez de never 
 
 
• antes do verbo auxiliar nas respostas curtas 
She always works hard. 
But she never does! 
Ela sempre trabalha muito. 
Mas ela nunca trabalha. 
You rarely go to the cinema. 
But I often do! 
Tu raramente vais ao cinema. 
Mas eu vou muitas vezes. 
He never studies. 
No, he never does. 
Ele nunca estuda. 
Não, ele nunca 
 
 32 
 
 
Present Continuous 
 
O presente contínuo deve ser usado para expressar uma situação que está em progresso, ou seja, 
uma ação que ainda está acontecendo. Todo nosso “ando”, “endo” e “indo” dos verbos em 
português devem ser trocados em inglês por “ing”. 
A construção do presente contínuo deve ser dada segundo a forma: 
Sujeito + verbo to be + verbo com “ing” + complemento 
She is studying English now. (Ela está estudando inglês agora). 
 
Para a forma negativa, basta acrescentar o “not” após o verbo “to be” (am, is are).Ex: 
He is not playing the electric guitar at this moment. (Ele não está tocando guitarra neste exato 
momento). 
She is not listening to music. (Ela não está ouvindo música). 
They are not helping their mother. (Eles não estão ajudando a mãe deles). 
Para elaborar uma frase interrogativa é necessário colocar o verbo “to be” no início da frase: 
Is Mariane talking to Bob? (A Mariane está conversando com o Bob?) 
Is Susan watching the soap opera? (A Susan está assistindo a novela?) 
Are the kids playing on the backyard? (As crianças estão brincando no quintal?) 
Obs: 
1- Deve-se retirar o “e” dos verbos terminados com essa letra, antes de se acrescentar o “ing”. 
Ex: to ride (andar) 
 to dance (dançar) 
She is riding a bike now. (Ela está andando de bicicleta agora). 
She is dancing ballet. (Ela está dançando balé). 
2- Deve-se dobrar a última letra dos verbos monossílabos terminados em CVC (consoante, vogal, 
consoante) antes de se acrescentar o “ing”. 
Ex: to swim (nadar) 
 to put (colocar) 
 33 
He is swimming on the lake. (Ele está nadando no lago). 
She is putting the folders in the drawer. (Ela está colocando as pastas na gaveta). 
 
EXERCISE 
 
Rewrite the complete sentence using the adverb in brackets in its correct position. 
1) He listens to the radio. (often) 
2) They read a book. (sometimes) 
3) Peter gets angry. (never) 
4) Tom is very friendly. (usually) 
5) I take sugar in my coffee. (sometimes) 
6) Ramon and Frank are hungry. (often) 
7) My grandmother goes for a walk in the evening. (always 
8) Walter helps his father in the kitchen. (usually) 
9) They watch TV in the afternoon. (never) 
10) Christine smokes. (never) 
 
 
 
Numbers 
0 zero 10 ten 20 Twenty 100 one hundred 
1 one 11 eleven 21 twenty-one 200 two hundred 
2 two 12 twelve 22 twenty-three 300 three hundred 
3 three 13 thirteen 30 Thirty 400 four hundred 
4 four 14 fourteen 40 Forty 500 five hundred 
5 five 15 fifteen 50 Fifty 600 six hundred 
6 six 16 sixteen 60 Sixty 700 seven hundred 
7 seven 17 seventeen 70 Seventy 800 eight hundred 
8 eight 18 eighteen 80 Eighty 900 nine hundred 
9 nine 19 nineteen 90 Ninety 1000 one thousand 
 34 
 
Observação 
Como se vê no caso dos números 21 e 22, a partir do 20 (twenty), formam-se os outros números em 
inglês por justaposição. 
 
Veja mais exemplos: 
 28 - Twenty-eight 
 47 - Forty-seven 
 102 - One hundred-two 
 263 - Two hundred-sixty-three 
 1002 - One thousand-two 
 3627 - Three thousand-six-hundred-twenty-seven. 
 
 Números Ordinais - Ordinal Numbers 
 Os Ordinal Numbers indicam a ordem ou lugar do ser numa determinada série. À 
exceção de first (primeiro), second (segundo), third (terceiro) e os números que os contém 
em sua grafia, os números ordinais são formados com a adição do sufixo -th. 
 A abreviação dos Ordinal Numbers é feita acrescentando-se ao número as duas 
últimas letras de sua forma extensa. Por exemplo: 
abreviação /por extenso abreviação /por extenso 
1st - first 30th - Thirtieth 
2nd - second 50th - Fiftieth 
3rd - third 62nd - sixty-second 
 4th - fourth 73rd - seventy-third 
5th - fifth 85th - eighty-fifth 
9th - ninth 99th - ninety-ninth 
12th - twelfth 133th - (one/a) hundred and thirty-third 
21st - twenty-first 518th - five hundred and eighteenth 
 
 Na grafia da abreviação, as duas últimas letras podem ser elevadas: 
 
 
 35 
 Quando lemos ou escrevemos por extenso os números ordinais em português, tanto na 
dezena quanto na centena e no milhar, todos os algarismos vão para a forma ordinal. No 
inglês, no entanto, apenas o último algarismo vai para a forma ordinal: 
 21º - vigésimo primeiro = 21st - twenty-first 
72º - septuagésimo segundo = 72nd - seventy-second 
167º - centésimo sexagésimo sétimo = 167th - one hundred and sixty-seventh 
 
 Repare que, nos números ordinais acima de 100, o uso da conjunção and segue as 
mesmas regras dos cardinais: 
 205th – two hundred and fifth 
440th – four hundred and fortieth 
 
Números Ordinais em datas - Ordinal Numbers in dates: 
 Uma mesma data pode ser expressa de diversas maneiras. Por exemplo, a data 13 de 
maio pode ser escrita das seguintets formas: May 13 / May 13th / 13 May / 13th May. 
 O modo como se fala é geralmente May the thirteenth ou The thirteen of May. 
Entretanto, no inglês americano, também é possível dizer May thirteen. 
 
 Números Romanos - Roman Numbers 
 
 Os números Romanos (I, II, III, IV etc.) não são tão comuns no inglês moderno, mas 
ainda são utilizados em algumas situações: nos nomes de reis e rainhas, na numeração das 
páginas da introdução de alguns livros, nos números dos parágrafos em certos documentos, 
nos números das questões em alguns exames, nos algarismos de alguns relógios e, 
eventualmente, na representação dos séculos. Examples: 
 This table was bought in the time of Henry V. (Esta mesa foi comprada na época de Henry 
V.) 
 The XX Century actually ended on December, 31, 2000; not on December 31, 1999; as 
many people think. 
(O século vinte na realidade terminou em 31 de dezembro de 2000 e não em 31 de dezembro 
de 1999, como muitos acreditam.) 
 For details, see introduction page iv. (Para mais detalhes, veja a página iv da introdução.) 
 Do question (vii) or question (viii) but not both. 
[Faça ou a questão (vii) ou a (viii), mas não ambas.] 
 36 
IMPORTANT REMARKS! 
 Após um substantivo, geralmente utiliza-se um número cardinal para se falar 
de títulos em geral. Compare: 
the fourth book - Book Four 
the third act - Act Three 
Mozart's thirty ninth symphony - Symphony No. 39 , by Mozart 
the third day of the course - Timetable for Day Three 
 No entanto, os títulos de reis, rainhas, papas, etc., que levam números romanos 
em sua escrita, falam-se com números ordinais: 
Henry VIII - Henry the Eighth 
Louis XIV - Louis the Fourteenth 
Elizabeth II - Elizabeth the Second 
Pope Paul VI - Pope Paul the Sixth 
 
 
Leitura dos numerais cardinais 
310 – three hundred (and) ten 
5,642 – five thousand, six hundred (and) forty-two 
7,001 – seven thousand (and) one 
 
Leitura dos meses e dos dias 
12/31 – December ( the) thirty-first 
06/18 – June ( the) eighteenth 
Leitura dos anos 
455 – four hundred (and) fifty-five 
1908 – nineteen o eight 
1998 – nineteen ninety-eight 
2005 – twenty hundred and five 
 
 
 
PASSADO SIMPLES – VERBOS REGULARES 
 
Observe os exemplos: 
 Zaowang protected the home. 
 37 
 They prepared good food. 
 The festivities lasted 15 days. 
 
O passado simples dos verbos regulares é formado acrescentando-se ED ao final do 
verbo. 
 
TO WORK 
I worked 
you worked 
he, she, it worked 
we worked 
you worked 
they worked 
 
 
PARTICULARIDADES 
1. Nos verbos terminados em y precedidos de consoante troca-se o y por ied. 
study – studied carry - carried 
2. Nos verbos terminados em consoante/vogal/consoante cuja sílaba forte é a última, 
dobra-se a consoante e depois acrescenta-se ed. 
Stop – stopped occur – ocurred 
Permit – permitted chat – chatted 
Drop – dropped prefer - preferred 
3. Nos verbos terminados em consoante/vogal/consoante cuja sílaba forte não é a 
última, não se dobra a consoante. 
Listen – listened open – opened 
Develop – developed fasten – fastened 
Happen – happened visit – visited 
 
 
 
 
Verbo To Be - Passado / Verb To Be - Past Simple/SimplePast 
Apresentamos a seguir as formas do Simple Past (Passado Simples) do verbo to be. As formas 
afirmativas e interrogativas do Simple Past não possuem contração; a forma negativa é organizada 
 38 
da seguinte maneira: na 1ª coluna encontra-se a forma sem contração e na 2ª, mostramos a forma 
contraída: 
1 - AFFIRMATIVE FORM / FORMA AFIRMATIVA: 
 
Forma Sem Contração Forma Contraída 
I was ---x--- 
You were ---x--- 
He was ---x--- 
She was ---x--- 
It was ---x--- 
We were ---x--- 
You were ---x--- 
They were ---x--- 
 
Examples: 
They were talking about you. (Eles estavam falando de você.) 
We were in a hurry last night and didn't stop to talk to him. (Estávamos com pressa ontem à noite e 
não paramos para falar com ele.) 
It was too cold yesterday. (Estava muito frio ontem.) 
 
2 - NEGATIVE FORM / FORMA NEGATIVA: 
 
Forma Sem 
Contração 
Forma Contraída 
I was not I wasn't 
You were not You weren't 
He was not He wasn't 
She was not She wasn't 
It was not It wasn't 
We were not We weren't 
You were not You weren't 
They were not They weren't 
 
Examples: 
 
I wasn't feeling well, so I decided to go home. (Não estava me sentindo bem, então decidi ir para 
casa.) 
They were not good students. (Eles não eram bons alunos.) 
Mary wasn't the main actress. (Mary não era a atriz principal.) 
 39 
 
3 - INTERROGATIVE FORM / FORMA INTERROGATIVA: 
 
Forma Sem 
Contração 
Forma Contraída 
was I? ---x--- 
were you? ---x--- 
was he? ---x--- 
was she? ---x--- 
was it? ---x--- 
were we? ---x--- 
were you? ---x--- 
were they? ---x--- 
 
Examples: 
Was he wearing a pair of sunglasses when you met 
him? 
(Ele estava usando óculos de sol quando você o 
encontrou?) 
 
 
 
Was the blender working yesterday? (O liquidificador estava funcionando 
ontem?) 
Were you occupied when I called to you? (Você estava ocupado quando 
lhe liguei?) 
 
 
 
 
 
 PRACTICE: A - Give the simple past of the following verbs. 
1. try ___________________ 
2.destroy________________ 
3. study _________________ 
4. order _________________ 
5. shout _________________ 
6. follow ________________ 
7. dance _________________ 
8. need ____________________ 
 40 
9. stop _____________________ 
10. permit __________________ 
11. cry _____________________ 
12. arrive ___________________ 
 
PASSADO SIMPLES – VERBOS IRREGULARES 
Observe os exemplos: 
 They gave presents to the children. 
 He left the house. 
 They made food. 
Os verbos irregulares não seguem nenhuma regra, isto é, cada um tem uma forma própria 
de passado. 
 
PRACTICE 
A. Give the simple past of the following verbs. 
 
1. make ____________________ 
2. take _____________________ 
3. come ____________________ 
4. become ___________________ 
5. wear _____________________ 
6. know _____________________ 
7. find ______________________ 
8. hold ______________________ 
9. give ______________________ 
10. see _______________________ 
 
 
 
2. PASSADO SIMPLES – USOS 
Observe os exemplos: 
 They went to the Festival of Lanterns last year. 
 Bob and Tom always worked together. 
O passado simples é usado para expressar: 
 41 
a) ações acabadas num passado definido. Exemplo: They went to the Festival of Lanterns 
last year. 
b) ações habituais no passado. Exemplo: Bob and Tom always worked together. 
 
 
Nota 
 Alguns advérbios de tempo que acompanham o passado simples: 
 Yesterday last week last month 
 In 1960 two years ago 
 
 
 
PRACTICE 
C- Put these sentences into the simple past ( insert time adverbs). 
 
1. Families reconcile with their neighbors. 
________________________________________________________ 
2. The families gather during the New Year. 
________________________________________________________ 
3. Sally makes good coffee. 
________________________________________________________ 
4. That scientist knows the answer to that problem. 
________________________________________________________ 
 
 
D - Supply the simple past of the verbs in parentheses. 
1. My birthday _____________________ ( fall) on a Friday last year. 
2. They _____________________ ( celebrate) their victory yesterday. 
3. I _________________ ( be) involved in many projects last month. 
4. She ___________________ (say) that you were not at home. 
5. John ____________________ (give) flowers to his mother last Sunday. 
6. Lee ___________________ (come) from Japan two months ago. 
7. I ______________________ ( become) nervous during the ceremony. 
8. We _____________________ ( give) a nice present to Nr. Smith yesterday. 
9. My mother __________________ (tell) me a beautiful story last night. 
 42 
10. Bob ______________________ (see) that film the day before yesterday. 
 
E- Complete the sentences with the simple past tense of the verb to be: 
 
1. It ____________ a very beautiful painting. 
2. ______________ she in a rock band? No, she ____________________ 
3. Bob and Ted ___________________ ten years old. They were eleven. 
4. _________________ the scientist here? Yes, he ________________________ 
5. We ____________________ in the classroom. 
6. _______________________ you on of the contestants? No, I _____________ 
 
 
5. PASSADO SIMPLES – INTERROGATIVA E NEGATIVA 
 
Observe os exemplos: 
(Afirmativa) Paul worked on a ship last year. 
(Interrogativa) Did Paul work on a ship last year? 
(Negativa) Paul did not/ didn’t work on a ship last year. 
 
A interrogativa e a negativa do passado simples são formadas com a auxiliar DID. O 
verbo principal fica no infinitivo sem to. 
 
 PRACTICE 
 E Put the sentences into the interrogative and the negative. 
1. He invented fire. 
__________________________________________________________________________
______________________________________________ 
 
2. They did everything possible to come to party. 
__________________________________________________________________________
______________________________________________ 
 
3. The dragon symbolized strength and goodness. 
_____________________________________________________________________________
_________________________________________________ 
 43 
4. We wished them peace and good luck. 
_____________________________________________________________________________
_________________________________________________ 
5. Zaowang protected the family home. 
__________________________________________________________________________
______________________________________________ 
 
 
 
 
 
 
 
 
 
 
FUTURO – BE + GOING TO + VERBO 
 
Observe os exemplos: 
 
I am going to write a message tonight. 
Stem cells are going to grow into organs. 
Research is going to help people. 
Veja como é formado: 
futuro 
simples 
forma 
contraída 
significado 
I am going to work. I’m going to work. Eu trabalharei 
You are going to work. You’re going to work. Você trabalhará 
He is going to work. He’s going to work. Ele trabalhará 
 44 
She is going to work. She’s going to work. Ela trabalhará 
It is going to work. It’s going to work. Ele/Ela trabalhará 
We are going to work. We’re going to work. Nós trabalharemos. 
 You are going to work. You’re going to work. Vocês trabalharão. 
They are going to 
work. 
They’re going to work. Eles trabalharão 
 
 Importante 
A forma going to geralmente é seguida de advérbios de tempo: 
Next weekin a week tomorrow 
Next month in a month tonight 
Next year in a year 
BE GOING TO – Uso 
1. Previsões baseadas em evidências, sobre algum evento futuro.Temos certeza que algo acontecerá. 
Look at the those clouds! It‘s going to rain this afternoon. 
[Olhe aquelas nuvens! Vai chover hoje à tarde.] 
2. Intenções, planos (note que as decisões já foram tomadas). 
I‘m going (to go) to France next month. [Irei à França no próximo mês.] 
He is going to graduate in December. [Ele vai se formar em dezembro.] 
They are going to discuss this topic. [Eles discutirão esse assunto.] 
 
BE+ GOING TO + VERBO – INTERROGATIVA E NEGATIVA 
 
Observe os exemplos: 
( Afirmativa) She is going to order the goods. 
 45 
( Interrogativa) Is she going to order the goods? 
( Negativa) She is not/isn’t going to order the goods. 
 
A interrogativa e a negativa de going to também são formadas com o verbo to be. 
 
 
 
 
 
PRACTICE 
 
B. Transform the sentences using going to. Don’t forget time adverbs. 
Example: She brings her books to school every day. 
 She is going to bring her books to school tomorrow. 
 
1. She gives information about the new experimentation every week. 
___________________________________________________________ 
 
2. That boy delivers the newspaper at home at 7 o’clock. 
___________________________________________________________ 
 
3. They always obtain cells from embryos. 
___________________________________________________________ 
 
4. Jack often researches information about human organs. 
___________________________________________________________ 
 
5. The cells begin to divide. 
___________________________________________________________ 
 
 
6. Todd writes a letter. 
__________________________________________________________ 
7. My grandmother walks her dog. 
 __________________________________________________________ 
 46 
8. You need a piece of paper. 
 __________________________________________________________ 
9. They don’t drink water. 
 __________________________________________________________ 
10. Pam walks to school. 
 _________________________________________________________ 
 
11. Andrew is not a salesman. 
 __________________________________________________________ 
12. We buy apples. 
 __________________________________________________________ 
13. The TV makes noise. 
 __________________________________________________________ 
14. Carol is not sad. 
 __________________________________________________________ 
15. I do my homework. 
 __________________________________________________________________ 
 
 
 
FUTURO SIMPLES – WILL 
 
 Observe os exemplos: 
 John will work in an automobile company next year. 
 Cars will be more economical in the future. 
 
 O futuro simples expressa ações completas no futuro. 
 O futuro simples é formado pelo verbo auxiliar will ( para todas as pessoas) e pelo 
verbo principal no infinitivo sem to. 
 Pode-se contrair o verbo auxiliar “ Will” 
 We’ll see you tomorrow morning. 
 
Verbo To Be - Futuro / Verb To Be - Simple Future 
 47 
Apresentamos a seguir as formas do Simple Future (Futuro Simples) do verbo to be. Na 1ª coluna 
encontra-se a forma sem contração e na 2ª, mostramos a forma contraída. A forma interrogativa não 
possui contração: 
 
 
 
1 - AFFIRMATIVE FORM / FORMA AFIRMATIVA: 
 
Forma Sem Contração Forma Contraída 
I will be I'll be 
You will be You'll be 
He will be He'll be 
She will be She'll be 
It will be It'll be 
We will be We'll be 
You will be You'll be 
They will be They'll be 
 
Examples: 
We will be on vacation next month. (Estaremos de férias no mês que 
vem.) 
I think it will be raining tomorrow. (Acho que estará chovendo amanhã.) 
She will be the most beautiful bride in the whole world! (Ela será a noiva 
mais linda do mundo inteiro!) 
 
I'll be there at eight o'clock. 
(Estarei lá às oito horas.) 
 
 
 
2 - NEGATIVE FORM / FORMA NEGATIVA: 
Forma Sem Contração Forma Contraída 
I will not be I'll not be / I won't be 
You will not be You'll not be / You won't be 
He will not be He'll not be / He won't be 
She will not be She'll not be / She won't be 
It will not be It'll not be / It won't be 
We will not be We'll not be / We won't be 
You will not be You'll not be / You won't be 
They will not be They'll not be / They won't 
 48 
be 
Examples: 
I won't be here next week. (Não estarei aqui na semana que vem.) 
He will not be a spoiled child. (Ele não será uma criança mimada.) 
We will not be ready to play the game tomorrow. (Não estaremos preparados para jogar o jogo 
amanhã.) 
3 - INTERROGATIVE FORM / FORMA INTERROGATIVA: 
 
Forma Sem Contração Forma Contraída 
will I be? ---x--- 
will you be? ---x--- 
will he be? ---x--- 
will she be? ---x--- 
will it be? ---x--- 
will we be? ---x--- 
will you be? ---x--- 
will they be? ---x--- 
 
Examples: 
 
Will you be at home tomorrow evening? (Você vai estar em casa amanhã à noite?) 
Will I be late if I get there at nine o'clock? (Vou estar atrasado se chegar lá às nove horas?) 
Will he be waiting for me in the station? (Ela estará esperando por mim na estação?) 
 
PRACTICE 
 
A. Supply the simple future of the verbs in parentheses. 
1. Pollution _______________________ (increase) a lot next year. 
2. Not many people ________________________ ( travel) by car in the future. 
3. The new project _______________________ (begin)before December. 
4. He ______________________ ( change) the hydraulic system. 
5. Light cars _________________________ (cave) fuel. 
6. We _______________________ (drive) the new model next week. 
7. Mr. Murray ___________________ (represent) our company during the car show. 
8. Jack __________________________(solve) the problem in the electric system. 
 
 
 49 
1. FUTURO SIMPLES – INTERROGATIVA E NEGATIVA 
 
 Observe os exemplos: 
 
 ( Afirmativa) John will work in an automobile company next year. 
 (Interrogativa) Will John work in an automobile company next year? 
 ( Negativa) John will not / won’t work in an automobile company next year 
 
 A interrogativa do futuro simples é feita colocando-se o verbo auxiliar will antes do 
sujeito. 
 A negativa do futuro simples é feita acrescentado-se not ao verbo auxiliar ( will not 
ou won’t). 
 
 
 
 
PRACTICE 
B. Put the sentences into the interrogative and the negative. 
1. The scientists will talk about the computer. 
_____________________________________________________________________________
_________________________________________________ 
2. They will connect it to the central computer. 
_____________________________________________________________________________
_________________________________________________ 
 
3. Our company will increase its production. 
_____________________________________________________________________________
_________________________________________________ 
4. Solar energy will be an alternative kind of energy. 
_____________________________________________________________________________
_________________________________________________ 
 
5. Changes will occur in the control panel of the “car of the future”. 
_______________________________________________________________________
_____________________________________________50 
 
 
VERBOS MODAIS 
 
Características gerais 
1. Não têm conjugação completa ( não possuem tempos primitivos). 
2. Não recebem S na 3ª. Pessoa do singular do presente simples. 
3. Funcionam como verbos auxiliares. 
4. Não recebem a partícula to antes, nem depois deles. 
 
CAN – indica possibilidade ou habilidade/capacidade física e permissão. 
 ( Afirmativa ) Fluorine can reduce tooth decay. 
( Interrogativa ) Can fluorine reduce tooth decay? 
( Negativa ) Fluorine cannot/ can’t reduce tooth decay. 
 
COULD - indica o passado de can, indica também o futuro condicional, especialmente 
quando o autor está sugerindo algo ( poderia). 
 Ex: My grandfather could speak five languages. 
MAY – indica permissão ou probabilidade 
 
( Afirmativa) Fertilizers may contaminate water. 
( Interrogativa ) May fertilizers contaminate water? 
( Negativa ) Fertilizers may not contaminate water. 
MIGHT – o mesmo que may, porém com menor ênfase. 
 I may fly to Recife next week. 
MUST – indica a necessidade ou dever/obrigação de se fazer algo; pode indicar também uma 
dedução. 
 ( Afirmativa ) They must treat polluted water. 
( Interrogativa ) Must they treat polluted water? 
( Negativa ) They must not / mustn’t dump waste into the rivers. 
 Mary must have some problems: she keeps crying. 
 
SHOULD – indica uma sugestão feita pelo autor; uma opinião pessoal/conselho. 
 We should eat out more often. 
 51 
OUGHT TO: o mesmo que should; contudo, apresenta um caráter mais objetivo e é usado de 
modo especial para fazer referência a leis, deveres e regulamentos. 
 People ought to vote even they don’t agree with any of the candidates. 
VERBOS ANÔMALOS – USOS 
 Observe os exemplos: 
 CAN - COULD 
 He can swim Five Miles a Day. = capacidade 
 She can arrive before dinner. = possibilidade 
 Can I talk to you? = permissão 
MAY - MIGHT 
 She may arrive before dinner. = possibilidade 
 May I talk to you? = permissão 
MUST 
 I must study. = obrigação/necessidade 
 He goes to England every year. He must be rich. = dedução 
 You mustn’t arrive late. = proibição 
PRACTICE 
A- Supply the interrogative and the negative. 
1. You can add sugar to your coffee. 
_____________________________________________________________________
___________________________________________ 
2. They must work from eight to five. 
_____________________________________________________________________
___________________________________________ 
3. We may find contaminated water in wells. 
_____________________________________________________________________
___________________________________________ 
4. She must be home before midnight. 
_____________________________________________________________________
___________________________________________ 
5. Many communities can treat their water with fluorine. 
_____________________________________________________________________
___________________________________________ 
6. You can swim three hours a day. 
 52 
_____________________________________________________________________
___________________________________________ 
B. Fill in the blanks using can or must. 
1. I ____________________ study today because I have a test tomorrow. 
2. My sister _________________________ play tennis very well. 
3. We _______________________ wash our clothes; they are very dirty. 
4. My father _______________________ get up at seven every day because he works in the 
morning. 
5. Joel ________________________ swim two kilometers. 
 
C. Fill in the blanks using may or mustn’t. 
1. She is very young. She _____________________ go out in the evening. 
2. It ___________________ rain today. 
3. They __________________ arrive late. Their car is broken. 
4. The children ____________________ watch that film. It’s very violent. 
5. The party starts at 9. We ___________________ arrive there after 9. 
 
D- Complete with can, may, must or mustn’t. 
1. In the future people ________________ travel to Mars. ( possibility). 
2. We _____________________ reduce air pollution to a safe level. ( obligation) 
3. Scientists _____________ give precise weather forecasts. ( capacity) 
4. You ________________ damage the garden. ( prohibition) 
5. They ______________________ see their schedule now. ( permission) 
6. I ________________ take the next train to Glasgow. ( obligation) 
7. We ______________ order cheap canvas from that store. ( possibility) 
8. He lives in the country. He _______________ be a farmer. ( deduction) 
9. She _________________ waste her time with that experiment. ( prohibition) 
10. My sister _________________ dance rock-and-roll very well. ( capacity) 
 
 
PRESENTE PERFEITO 
 
 Observe os exemplos: 
 Space scientists have studied the moon. 
 The physicist has proved his theory. 
 53 
O presente perfeito é formado pelo verbo auxiliar to have no presente simples ( have, has) + o 
particípio passado do verbo principal. 
 
Particularidades 
 
1. O particípio passado dos verbos regulares é formado do mesmo modo que o passado 
simples. 
2. O particípio passado dos verbos irregulares não segue nenhuma regra. 
PRACTICE 
 
A. Give the simple past and the past participle of these verbs. 
 
Infinitive simple past past participle 
1. to crash ________________________________________________________ 
2. to send: ________________________________________________________ 
3. to say: _________________________________________________________ 
4. to try: __________________________________________________________ 
5. to go: __________________________________________________________ 
6. to write ________________________________________________________ 
7. to end: _________________________________________________________ 
8. to find: _________________________________________________________ 
9. to suffer: ________________________________________________________ 
10. to drive: _______________________________________________________ 
 
B. Supply the present perfect tense of the verbs in parentheses. 
 
1. Meteors _________________________ (crash) against the surface of the moon. 
2. The moon ______________________ (be) a mystery since the beginning of civilization. 
3. Scientists _____________________ (try) to reproduce the formation of craters. 
4. Man __________________ (send) many astronauts to the moon. 
5. He ___________________ (study) astronomy. 
6. The kids ____________________ ( break) the door of the garage. 
7. We _________________________ ( go) to the zoo many times. 
8. Helen _____________________ (write) a letter to her friend in Holland. 
9. The children ____________________ (help) their mother lately. 
 54 
10. You ______________________ (forget) to call Nancy. 
 
 
PRESENTE PERFEITO – INTERROGATIVA E NEGATIVA 
 
Observe os exemplos: 
( Afirmativa) The physicist has proved his theory. 
(Interrogativa) Has the physicist proved his theory? 
(Negativa) The physicist has not / hasn’t proved his theory. 
 
 Na interrogativa, o presente perfeito é construído colocando-se o verbo auxiliar (have / has) 
antes do sujeito. 
 Na negativa, acrescenta-se not ao verbo auxiliar ( haven’t /hasn’t) 
 Nas duas formas, o verbo principal permanece inalterado. 
 
 
 
 
 
 
ORGANIZING THEIDEAS IN ENGLISH 
 
 
ESTRUTURA DAS FRASES EM INGLÊS 
 
 
Subject + Verb + Objects and/or Other Complements 
 
 A estrutura das frases em inglês é muita mais fixa do que no português. Inversões e 
omissões de sujeito são permitidas no português, inclusive enriquecem a linguagem. Em inglês, a 
ordem das palavras é, praticamente, fixa. Pouquíssimas inversões são permitidas e o sujeito deve 
estar sempre presente, ocupando seu lugar na frase. Quando ele não existir, o It ou o there (que não 
é o lá, apesar de ser escrito da mesma forma) preenchem o espaço do mesmo. 
 
 
Ao ler em inglês, deve-se ter em mente que: 
Todas as frases têm um verbo 
O sujeito em inglês é explicito e formado por substantivos, pronomes ou estruturas 
nominais (um conjunto formado de substantivo + palavras que possam 
modifica-lo). 
Normalmente as frases têm objetos (diretos/indiretos) e/ou outros complementos 
como adjuntos adverbiais de tempo, lugar e outros. 
Da mesma forma que o sujeito, tanto os adjuntos adverbiais quanto os objetos são 
formados por substantivos, pronomes ou estruturas nominais. 
 
 55 
EXERCISES 
 
 
3. Marque o sujeito, verbo, objetos e complementos das orações que se seguem. 
1. This is not a physics textbook 
 
2. This book demonstrates the relevance of basic scientific concepts in a real-world 
context. 
 
3. It encourages the study of physics. 
 
4. The traditional order of presentation has been reversed in this book in the hope of 
increasing motivation. 
 
5. It first shows the applications of physics principles in familiar everyday things, such 
as television, transport, telecommunications, domestic gadgets and health. 
 
 
 
 
FORMAÇÃO DE PALAVRAS 
 
Para interpretar o significado da palavra através da sua análise deve-se decompor a palavra 
em pequenas partes, tais como: raiz, prefixo e sufixo. O conhecimento do processo de formação das 
palavras e o significado dos afixos poderão ajudá-lo a descobrir o significado de muitos vocábulos 
sem precisar recorrer ao dicionário. 
Prefixo é o elemento que vem antes da raiz e altera o significado da palavra. 
Sufixo é o que vem depois da raiz e geralmente faz com que a palavra mude de classe 
gramatical. 
 
PREFIXOS 
IN-, IM-, UN-, IR-, IL-, A-, NON - (são prefixos que expressam negação: não, oposto a). 
Exs. inactive, impossible, unusual, irrelevant, illegal, amoral, non-smoker. 
1. MIS - (expressa incorreção, erro) ex: miscalculate. 
2. DIS - (expressa negação) ex: dIsconect 
 
Prefixos que expressam tamanho ou grau: 
5. SUPER - (acima, mais do que) ex: Superman 
6. OUT - (fazer alguma coisa mais rápida, etc. do que) ex. outrun. 
7. SUR - (sobre e acima) ex: surtax 
8. SUB - (menos, mais baixo do que) ex: subhuman. 
9. OVER- (demais) overeat 
10. UNDER - (de menos) ex. underprivileged 
11. HYPER - (extremamente) ex: hypercritical 
12. ULTRA - (extremamente e além de) ex. ultra-violet 
13. MINI - (pouco) ex: miniskirt 
 
Prefixos locatives: 
1. SUPER - (sobre) ex: superstructure 
2. SUB - (abaixo, em grau inferior) ex. subconscious. 
3. INTER - (entre) ex: international 
4. TRANS - (através de, de um lugar para outro) ex. transplant. 
 56 
 
 Prefixos de tempo e ordem: 
16. FORE - (antes) ex: foretell 
17. PRE -(antes)ex: pre-marital 
18. POST -(depois) ex: post-classical 
19. EX - (anterior) ex: ex-husband 
20. RE - (novamente, de volta) ex: re-evaluate,review 
 
OUTROS PREFIXOS: 
 AUTO-(próprio) ex: autobiography 
 NEO-(novo) ex: Neo-Gothic 
 PAN- (todo, universal) ex. : pan-African 
 PROTO-(primeiro, original) ex: prototype. 
 SEMI-(metade) ex: semicircle 
 VICE-(adjunto) ex: vice-president. 
 
 
 
S U F I X O S 
 
 FORMAM SUBSTANTTVOS: 
 
 -ER, -OR - (aquele que faz a ação) ex.: driver, instructor 
 -ANT, -ENT - (agente) exs.: consultant, resident 
 -ATION, -TION, -ION, -MENT - (estado, ação) exs creation, advisement, location, 
 -ING - (atividade, resultado de uma atividade). Observe que a terminação ING pode indicar 
a forma do gerúndio em inglês ou pode formar verbos substantivados que funcionam como 
adjetivo. Ex.: John is working now. 
 -NESS, -ITY - (estado, qualidade) exs.: happiness, popularity 
 -SHIP - (status, condição) exs.: friendship , dictatorship 
 -HOOD - (status) ex.: boyhood 
 -IST - (ocupação) ex.: violinist - recepcionist 
 -ISM - (atitude, movimento político) ex: idealism, comunism 
 
 
FORMAM VERBOS: 
1. -IFY, -IZE (-ISE), -EN: - exs.: simplify, realize, darken. 
2. -ED - (formam o passado regular): ex.: prepared 
 
 
FORMAM ADVÉRBIOS 
 
-LY (equivale a -MENTE em Português). Exs.: loudly, quickly 
-WARD(S) (movimento, direção). Exs.: backward(s), upward(s). 
 
 
FORMAM ADJETTVOS 
-ABLE, -IBLE (capaz de, com característica de). – Exs.: comfortable, responsible. 
-ISH (pertencente a, parecido com) - Exs.: spanish. 
 -LESS (sem, com falta de).- Exs.: useless. 
-OUS [-EOUS, -IOUS] (caracterizado por).- Exs.: virtuous, courteous, vivacious. 
 57 
-IC' AL [-IAL, -ICAL] (relativo a) - Exs.: heroic, criminal, editorial, musical. 
-IVE [-ATIVE, -ITIVE] - (exprimem gradação ou não gradação). Exs.: attractive affirmative, 
sensitive, creative. 
 
 
 
 
 
 
 
Important hint 
Um recurso bastante útil para a abordagem de textos em inglês é o dicionário bilingue. Contudo, ao 
procurar uma palavra no dicionário, há algo que você deve ter sempre em mente. Como nós vimos, 
muitas palavras são formadas por prefixos. Portanto, se você procurar uma palavra como 
hopelessness, você não deverá encontrá-la, encontrará hope, e, como você já conhece os sufixos –
less e –ness, advinhará rapidamente o significado de hopelessness. 
 
 
 
 
WH-QUESTIONS 
 
How – Como 
What - o quê 
When – quando 
Where - Onde 
 Who - Quem 
 Which – O qual, as quais, os quais ou quais 
Whose – de quem 
Why – por que 
Whatever – o que quer que – ou seja lá o que 
 
USO DO DICIONÁRIO 
 
Os leitores em língua estrangeira algumas vezes sentem a necessidade de recorrer ao dicionário em 
busca de informações que possam ajudá-los na compreensão de determinadas palavras, expressões 
ou frases. Porém, antes de dar início a essa tarefa, observe as dicas a seguir. 
 
Um bom dicionário é aquele que pode fornecer todas as informações necessárias ao leitor durante o 
seu processo de leitura de textos em língua estrangeira. Quais seriam essas informações? 
 
ear to be all an for music um 
ouvido para música. to come to s. o. ‘s chegar ao conhecimento de alguém. 
 58 
Fonte: Michaellis Inglês Português, Melhoramentos,1989. 
 
ear [i ] noun 1 part of the head by means of which we hear, or its external part only: Her new hair-
style covers her ears. ouvido, orelha 
2 the sense or powe of hearing especially the ability to hear the difference between sounds: sharp 
ears; She has a good ear for music. ouvido 
 
go in one ear and out the other not to make any lasting impression: I keep telling that child to 
work harder but my words go in one ear and out the other: entrar por um ouvido e sair pelo outro 
play by ear to play (music) without looking at and with-out having memorized printed music. 
tocar de ouvido. 
up to one’s ears (in) deeply involved (in): I’m up to my ear in work – até as orelhas. 
Fonte: Password, K. Dictionary for Speakers of Portuguese, New Edition, Martins Fontes, 2001. 
 
 
Como vocês podem perceber, podemos encontrar as seguintes informações: 
A representação fonética: 
A classe gramatical: substantivo 
Abreviaturas: s.: m. : f. 
O significado das palavras: ouvido: orelha: audição.Expressões idiomáticas: to be all ears, na ear for music, etc. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Marcadores discursivos 
 
Marcadores discursivos, frequentemente representados por conjunções, são termos utilizados para 
ligar orações e ideias, indicando como elas se relacionam. Através desses elementos de ligação, os 
autores mostram com maior clareza a organização de suas ideias. Eles constituem, portanto, 
importante recurso de coesão textual. 
 
 59 
Os marcadores discursivos podem sinalizar: adição, contraste, causal/consequência, tempo, 
sequência cronológica, etc. Observe nos quadros a seguir, alguns exemplos de marcadores 
discursivos bastante utilizados na língua inglesa. 
 
ADIÇÃO 
And - e 
Futhermore,In addition, Moreover, Besides, - além disso, 
in addition to.../ as well as… - além de… 
Also; too/as well - também 
both…and - tanto…quanto 
not only…but also - não apenas…mas também 
 
Exemplos: 
There’s still a tendency to see the issues in black and white. 
The source of the information is irrelevant. Moreover, the information need not be confidential. 
John, Jack and Sam are coming as well as our friends from Boston. 
Peter is a photographer and also writes books. 
She is a valued colleague and a great friend too/as well. 
Sometimes it is not only wise to listen to your parents but also interesting. 
 
CONTRASTE 
 
but - mas 
However, - Entretanto, /Porém, 
Yet, / still, / Nevertheless, Despite / In spite of … - apesar disso/apesar de … 
Rather than… instead of… - ao invés de/ em vez de 
Although, though - embora 
While/whereas - enquanto que/ao passo que 
On the one hand, - Por um lado, 
On the other hand, - Por outro lado 
In contrast (to/with),Unlike...,Differently from… - ao contrário de… 
 
Exemplos: 
I’d like to go but I’m too busy. 
He’s overweight and bald; yet somehow, he’s incredibly attractive. 
Despite all out efforts to save the school, the authorities decided to close it. 
She walked home by herself, although she knew that it was dangerous. 
On the one hand I’d like a job which pays more, but on the other hand I enjoy the work I’m 
doing at the moment. 
Rather than go straight on to university why not get some work experience first? 
He must be about sixty, whereas his wife looks about thirty. 
In contrast to Cuiabá, Curitiba has a cold winter. 
 
 
CAUSA/CONSEQUÊNCIA 
 
so - por isso/assim 
Therefore, /Thus, Because of this/that, For this/that reason, Consequently, /As a result, - Portanto 
since - visto que/ uma vez que 
because - porque/ por causa de 
so that - a fim de que 
 
 60 
Exemplos: 
I was feeling hungry, so I made myself a sandwich. 
Progress so far has been very good. Therefore, we are confident that the work will be completed on 
time. 
Since you are unable to answer, perhaps we should ask someone else. 
We didn’t enjoy the day because the weather was so awful. 
 
 
TEMPO / SEQUÊNCIA CRONOLÓGICA 
 
First(ly), /To start with, - Primeiramente 
Second(ly), /Third(ly), - Em Segundo/terceiro lugar 
Then, /Next, /After that, /Afterwards, - A seguir 
Finally, - Finalmente, /Por último 
Formerly - no passado 
Nowadays/currently - atualmente 
Before / prior to - antes de 
after… - depois que/de 
the former - o/a primeiro/a 
The latter - o/a segundo/a 
When - quando 
While - enquanto 
 
Exemplos: 
We had tea, and afterwards we sat in the garden for a while. 
The European Union was formerly called the European Community. 
Most people nowadays are aware of the importance of a healthy diet. 
All the arrangements should be completed prior to your departure. 
Zimmerman changed his name after he left Germany. 
Of the two suggestions, I prefer the former. 
She offered me more money or a car and I chose the latter. 
I went there when I was a child. 
While I was in Italy, I went to see Alessandro. 
 
 
EXEMPLIFICAÇÃO 
 
for example, /for instance, /e.g. / i.e. - por exemplo 
such as - tal/tais como 
like - como 
 
CONCLUSÃO 
 
In short, / In conclusion, /In summary, Finally, /To sum up, - Finalmente, Em resumo 
 
Exemplos: 
That sum of money is to cover costs such as travel and accommodation. 
To sum up, for a healthy heart you must take regular exercise and stop smoking. 
 
 
ÊNFASE 
 
 61 
As a matter of fact, / In fact, / Actually, / Indeed, - De fato, / Na verdade 
 
COMPARAÇÃO 
 
In the same way, / Likewise, / Similarly, / Correspondingly, - Da mesma forma 
 
Exemplos: 
I’ve known Barbara for years. Since we were babies, actually. 
The cost of living in the city is more expensive, but salaries are supposed to be correspondingly 
higher. 
 
 
 
Bibliografia 
 
SOUZA, Adriana Grade Fiori ... [et al.] Leitura em língua inglesa: uma abordagem instrumental. 
São Paulo: Disal, 2005. p.69 a 72. 
 
 
 
 
 
 
 
 
 
 
 
 
 
TEXTOS 
Dentistry 
Dentistry began to emerge as a recognized specialty within medical surgery in seventeenth-century 
Europe, although scattered examples of basic dental practice (especially extractions) and attention 
to oral hygiene can be traced to earlier centuries. The French surgeon Pierre Fauchard, author of Le 
Chirurgien Dentiste (1728), is generally recognized as the "father" of modern dentistry. Among his 
select clientele was an occasional child, usually a daughter of one of his (mainly female) patients, 
who would present with a badly carious, visible tooth that she was reluctant to extract because an 
empty space or replacement tooth might threaten her physical appearance and social position. 
Fauchard's creative solution, which apparently met with some success, was to withdraw the 
diseased tooth and then replace it immediately in its socket. Beyond providing pain relief, Fauchard 
and his contemporaries also experimented with new procedures to straighten misaligned teeth; 
children ages twelve to fourteen were the principal clientele. 
These early examples notwithstanding, it was rare for a child of any social class to visit a dentist in 
the eighteenth and nineteenth centuries. Even among leading professional spokesmen, the 
traditional view still held that children's primary (deciduous) teeth were expendable, unworthy of 
financial investment, and unrelated to future oral health. The reparative treatment of carious teeth 
improved in quality and gained in popularity during the late nineteenth century, but its primary 
reliance on expensive gold fillings militated against its general extension to children. Extraction 
 62 
remained the primary response to children's dental diseases. Trained dentists–few in number, 
located mainly in cities, and expensive–were largely peripheral to the extraction trade, which was 
dominated by barbers, nostrum salesmen, and itinerant "tooth-pullers" who promised instant, pain-
free relief. Not surprisingly, business boomed for replacement teeth and prosthetic devices in the 
nineteenth century, not just for the elderly but also for young adults who emerged from childhood 
with few usable teeth and constant mouth pain. Dentists and craftsmen worked singly and 
collaboratively to meet public demand and to improve the quality and fit of prosthetic devices 
(famous portraits of George Washington's clenched mouth exemplified why technical 
improvements were considered necessary). Dentists in the United States established clear 
superiority in "mechanical dentistry" and in the production, quality, variety, and economy of 
prosthetic devices. 
Education, Child Welfare, and the Rise of Children's Dentistry 
Children's dentistryemerged as a distinct subspecialty in Canada, Great Britain, and the United 
States in the first half of the twentieth century. Oddly, the field took shape mainly outside rather 
than inside dentists' offices, and under public rather than private sponsorship. Most dentists 
remained ambivalent, if not hostile, to integrating children into their private practices. The 
challenges and rewards of technically sophisticated, adult-oriented mechanical dentistry, not child-
oriented, poorly compensated, preventive dentistry, drove the bulk of the profession. Nonetheless, a 
major shift in scientific direction, professional orientation, and public discourse about dental disease 
was evident by the early 1900s. For the first time, dentists seriously questioned the panacea of 
extraction and the presumed inevitability of toothlessness. A new gospel of "prevention" became a 
clarion call for dentistry to transform its customary assumptions about children's dental needs, and 
to make "mouth hygiene" a vital concern in medicine, public health, and education. 
Several scientific advances in the 1880s and 1890s underlay the new viewpoint. Most important 
were Dr. William Miller's "chemico-parasitic" theory, which described the bacteriological process 
by which caries emerged under gelatinous plaques, and his "focal infection" theory, in which an 
unclean oral cavity was seen as the prime avenue of penetration for infectious disease in children. 
Also important in building professional confidence were Dr. Edward Angle's creative inventions for 
straightening teeth, which raised hopes for addressing the entire range of difficult problems 
surrounding malocclusion. New techniques and equipment for saving carious teeth with better, 
longer lasting, and cheaper filling materials also promised a bright future for reparative dentistry. 
Children's dentistry was integral to the Progressive Era's (1890–1920) wide-ranging child welfare 
and Americanization campaigns, and, in particular, to the school health movement. Educational 
programs made prevention the central theme of children's dentistry. While educators emphasized 
the importance of nutrition and regular prophylaxis, they urged above all that children maintain 
lengthy, stringent, technically perfect standards of brushing their teeth: three, four, and ideally five 
times per day. Mothers as much as children were the audience for the new conventional wisdom. As 
with other elements of the Progressive child welfare agenda, mothers were assigned major 
responsibility for sparing their children needless pain and suffering, and thereby ensuring their 
success in school and assimilation into American life. 
The provision of operative treatment via schools and clinics was the boldest innovation of early-
twentieth-century children's dentistry. In the 1910s, several dozen dental clinics were established 
exclusively or primarily to serve children in public schools and in local health departments; a few 
clinics with private support, most notably in Boston and Rochester, were also founded. These 
clinics brought prevention-and-treatment oriented dentistry to the masses for the first time. In many 
clinics, dentists not only inspected children's teeth but also performed reparative treatments and 
extractions. Equally innovative was the introduction of regular prophylaxis, usually performed by 
 63 
members of the new, entirely female, school-centered specialty of dental hygienists. Despite its 
acknowledged importance in caries prevention, prophylaxis was time-consuming, laborious, and 
generated low fees. Dentists rarely performed prophylaxes in their private offices until hygienists or 
comparably trained assistants became more widely available. Although male dentists provided most 
school- and clinic-based operative service, it was lower-level women professionals–teachers, 
nurses, and hygienists–who mainly carried the banner of children's dentistry, much as in other areas 
of Progressive child-welfare reform. 
A small corps of women dentists also emerged in the early twentieth century that began to focus 
primarily on children. M. Evangeline Jordon was arguably the first specialist in children's dentistry, 
beginning in 1909. Jordon authored the field's first expert textbook, Operative Dentistry for 
Children, in 1925. In his preface to Jordon's text, the prominent dental scholar Rodrigues Ottolengui 
observed that prior to 1915 he "had never heard of a dentist specializing exclusively in dentistry for 
children," and that "Dr. Jordon, so far as we have been able to learn, was the first dentist to practice 
exclusively for children, and thus she is the pioneer pedodontist of the United States, and perhaps of 
the world" (p. vii). In 1927, around the time of her retirement as a practitioner, a small group of 
dentists formed the American Society for the Promotion of Dentistry for Children, based on a 
common understanding that "if children are to be served, general dentists would have to provide 
most of the treatment." In 1933, the Journal of Dentistry for Children was founded. 
General dentists did begin to serve children in larger numbers during the Great Depression, but 
mainly as paid employees in schools and clinics that expanded under government auspices. The 
Depression brought considerable hardship for dentists, and publicly funded programs in school and 
clinic settings were essential for their professional survival. Now numbering in the hundreds, these 
clinics provided around half of the total amount of dental treatment that children received from any 
source during the 1930s. (As the draft examinations in World War II would reveal, however, the 
oral health of American children and youth was still abominable, especially in rural communities 
and in the South, where publicly financed school and dental clinics never took hold.) Thus, out of 
necessity more than design or desire, children and dentists were no longer strangers to one another. 
A base of professional experience and client expectation for integrating children into general 
dentistry had been laid. Signifying the subspecialty's gradual arrival at professional legitimacy, the 
American Society for the Promotion of Dentistry for Children was renamed the American Society 
of Dentistry for Children in 1940. 
Toward the Cavity Free Child: New Advances and New Horizons in Children's Dentistry 
The provision of free reparative and restorative dentistry to several million servicemen during 
World War II also did much to create a new consumer base for children's dentistry in the postwar 
era. With the return of prosperity, this potential was soon realized–but now in the private rather than 
in the public sector. In the decade following the war, the private practice of American dentistry 
boomed as never before, and the share of children receiving private dental care expanded 
dramatically. By the late 1950s, nearly half of the school-age population was visiting a dentist about 
once per year. Organized dentistry–which, unlike organized medicine, had largely supported free 
school and clinic dental programs for children during the previous half-century–adopted a 
condescending stance toward such programs in the 1950s, claiming that they provided inferior 
treatment, used outdated equipment, misled parents about their children's true dental needs, and 
were no longer necessary. School clinics and other public agencies that had grown accustomed to 
calling upon unemployed or underemployed dentists on an hourly per capita or fee basis to treat 
children now found that dentists no longer had the time or financial inclination to participate in such 
arrangements. The long-sought ideal of the "family dentist" was finally becoming a reality. 
 64 
An equallymajor change emerged in the postwar years that would profoundly transform children's 
oral health by the 1980s. This was the discovery of the preventive possibilities of fluorides for 
dental caries. Schools returned briefly in the 1970s to a central role in children's dentistry as the 
National Institute of Dental Research launched a major publicity campaign to convince educators 
and dentists alike that school-based fluoride rinse programs represented the most cost-effective, 
school-based means available to prevent tooth decay. By 1980, nearly one-quarter of the nation's 
school districts were participating in fluoride rinse programs, which may have reached as many as 8 
million children. Although bitter fights over water fluoridation occurred in numerous communities, 
with some opponents casting fluoridation as a Communist plot, the fluoridation of water supplies 
grew rapidly in the postwar era. By the end of the 1950s, nearly two thousand communities serving 
over 33 million people had fluoridated their water supplies. By 1980, over eight thousand 
communities and more than half of the U.S. population was drinking from artificially or naturally 
fluoridated water supplies. 
In addition, the advent of fluoride-based toothpastes beginning in the 1960s and the growing 
availability of fluoride mouth rinses in the 1970s further increased the likelihood that children, 
whether their community had fluoridated its water supply or not, had ready access to fluorides' 
preventive possibilities. The impact of pervasive exposure to fluorides on children's dental health 
was spectacular. By the late 1970s, a precipitous nationwide decline in the incidence of dental 
caries was evident, in non-fluoridated as well as in fluoridated communities. Dentists began to 
report substantial growth in the numbers of cavity free children, who were virtually unknown just 
two decades earlier. While the precise causes were uncertain, the omnipresence of fluorides in the 
food chain, as well as their widespread ingestion via community water supplies, tablets, mouth 
rinses, and toothpastes, contributed substantially to the decline. 
By the beginning of the twenty-first century, the perceived crisis in "mouth hygiene" that had given 
rise to the specialty of children's dentistry was clearly over. To be sure, dental caries still 
compromise children's health, and some subgroups of children, particularly among the 
disadvantaged, continue to suffer disproportionately from caries. But leaders in the field have 
understandably turned their attention to a variety of new issues and unmet needs. These include 
paying more attention to periodontal diseases in children; intervening earlier to treat malocclusions; 
grounding dentist–child relations more consistently on scientific principles of child development; 
extending dental care to disabled children; expanding the dentist's responsibility in recognizing 
child abuse and neglect; managing medically compromised patients, such as those with AIDS; and 
inventing a caries vaccine. Concerns about aesthetic issues as well as health issues led to growing 
rates of treatment with braces and other straightening devices from the mid-twentieth century 
onward. 
Perhaps bolder still, some leaders in "preschool dentistry" insist that the relatively recently 
established ideal age for children to see a dentist for the first time–age three–is in fact far too late to 
preserve optimal dental health. Instead, they recommend that parents schedule their child's first 
dental appointment between six months and one year of age. The entire field of preschool dentistry 
was inconceivable a century ago. But its basic premise remains consistent with that of Jordon and 
other pioneers in early-twentieth-century children's dentistry: "The prevention of disease can never 
be started too early" (Pinkham, p. 4). 
See also: Hygiene; Pediatrics. 
bibliography 
Adams, Tracey I. 2000. A Dentist and a Gentleman: Gender and the Rise of Dentistry in Ontario. 
Toronto: University of Toronto Press. 
 65 
Campbell, J. M. 1963. Dentistry, Then and Now. Glasgow, UK: Pickering and Inglis. 
Dunning, James Morse. 1970. Principles of Public Health, 3rd ed. Cambridge, MA: Harvard 
University Press. 
Gies, William J. 1926. Dental Education in the United States and Canada. New York: The 
Carnegie Foundation for the Advancement of Teaching. 
Jordon, M. Evangeline. 1925. Operative Dentistry for Children. Brooklyn, NY: Dental Items of 
Interest Publishing. 
 
Welcome to Image Dentistry! 
 
At Image Dentistry we practice complete dentistry and have years of experience in 
Cosmetic and Restorative Dentistry. We take time to understand your needs and want to 
make our experience simple and pleasant. 
We are dedicated to making a difference in your life. We treat patients like family and want 
them to have the best dental experience possible. 
We perform all General Dentistry functions, as well as dental implants and other 
specialties. Call us today for a truly unique dental experience. 
Short waiting times, relaxing music and aromas make you feel comfortable and at ease. 
Just relax, sit back and enjoy your new smile! 
 
 
1. Want to Improve Your Smile? 
See what braces, crowns, veneers, teeth whitening, bridges, implants, gum reshaping – or 
even a complete dental makeover -- can do for your smile. 
 66 
2. Why Imagecare Dental? 
• Your time is valuable! Our dental hygienists and doctors provide you with quality 
care in an efficient yet caring manner. Plus, we run on time! 
• Having direction and goals for your dental health is important. The Dental Experts at 
Imagecare create a customized short term and long term treatment plan to help you 
“Get Your Smile On!TM” for a lifetime. 
• Apprehensive or afraid? NEW, Safe, Conscious Sedation Dentistry lets you snooze 
through your dental appointment. 
• Most dental insurance accepted and claims filed for you! We are the only dental 
office in Plano that has an actual dentist filing your claims and interacting with your 
insurance company to help you get the coverage you deserve. 
• For your peace-of-mind, our dental experts have over 60 years of experience and 
thousands of hours of continuing education. Smile Design Expert and Plano 
Cosmetic Dentist, Dr. Thompson has completed over 50,000 cosmetic restorations 
• For your convenience we offer Zoom Advanced Power Whitening, Cosmetic 
Dentistry, Dental Implants, Sedation Dentistry, Invisalign , Bioesthetic Dentistry, TMJ 
Treatment, Full Mouth Reconstruction, General Dentistry and much more! 
• Our Friendly and Gentle Dentists are knowledgeable and use the latest technology. 
3. Yours for optimal oral health, 
 
Dr's Thompson, Henry, Imperial and Moore 
P.S. We also serve as dental experts for out of state patients, as well as patients from the 
North Texas region including Plano, Frisco, Allen, McKinney, Flower Mound, The Colony, 
Carrollton, Dallas and Richardson. 
Call Today! 972-618-5000 
 
6. Sedation Dentistry Takes 
the Fear Out Of Going To 
The Dentist 
Millions of people are afraid of going to the dentist. Some would rather walk through a 
burning building, while others are so terrified that no matter how much pain they are in 
they refuse to even schedule an appointment, much less follow through. The world of 
dentistry has had an uphill battle to convince many people they have made great strides 
in the area of pain management and control. One way to address the issue is by talking 
about the possibility of Sedation Dentistry. 
 
 
7. Who would benefit from Sedation Dentistry? 
It is not uncommon for a dentist to see a patient who has gone without any form of dental 
treatment for 10 to 30 years, or more. A childhood experiencemay have caused this fear, 
either from a dentist they did not like, gag reflexes, the smell of the dental office, fear of 
needles, or horror stories told by their big brother. Some may not have actually had any 
bad experiences themselves, but shrink from the thought of hearing drills or getting an 
 67 
impression. 
 
There are two main types of patients who will benefit from Sedation Dentistry – those 
who have fear-based discomfort and those who have some degree of fear, but are more 
in a rush. These patients want to have as few appointments as possible in order for them 
to get on with their busy life. 
 
No matter the reason, people need to understand that vast strides have been made to 
make dentistry virtually pain-free – either with drugs taken before their appointment, 
hypnotherapy, or as a last resort – an injection. 
 
Going without proper dental care can lead to cavities, loss of teeth, receding gums, jaw 
pain, misaligned bite. Infections from abscesses, gone untreated, can not only be 
unhealthy, but fatal. For these reasons, the world of dentistry has tried to show that there 
is such a thing as pain-free dentistry. 
11. 
8. Qualification needed from Doctor and Staff 
One area of pain control and assurance that has been explored in depth is 
Sedation Dentistry, quickly becoming one of the many new innovations dentists 
have added to their services. The dental industry has found that being able to 
help those who would otherwise go without treatment can be life saving as well as 
beneficial to their practice. 
 
Dentists who administer Sedation undergo special training and certification. Some 
states, like California, require permits if they plan to administer medication 
dosages that exceed the FDA minimum requirements. This would require them to 
have 25 hours of training, and renewed every 2 years. 
 
The dentist and staff will be well trained and make the extra effort needed to put 
their patient at ease. They will need to hone their compassion and communication 
skills in order to calm the patient’s fears. 
 
9. How Oral Sedation Works 
Oral sedation is typically safe, but in order for a dentist to administer treatment 
they will need a complete history, which includes a list of allergies, medications 
that are being taken, and any current illness – such as diabetes. The patient’s 
doctor will be consulted to assure that every precaution will be taken and there is 
no interaction of medications. Blood pressure and pulse are to be constantly 
supervised to ensure any problems are detected immediately. 
 
Although oral sedation is safe for most people, there are exceptions, like 
pregnancy and people who are taking medications that will not react well together. 
 
Some patients will be given an oral sedative to take the evening prior to their 
appointment. A supplement, with a low dose of nitrous oxide during administration 
of a local anesthetic may be required. Patients are NOT put to sleep, but rather in 
a relaxed state. After the appointment is complete post-operative instructions are 
given to the patient and their escort (they should never drive home after this 
treatment is completed). They will then return home to rest. 
 
As an added bonus, many patients may experience a small spell of amnesia, 
 68 
where they may not even remember they were at the dentist. 
 
10. Place your trust one of the Imagecare Dentist 
To find out what your Imagecare staff and do to make your treatment more 
comfortable, contact our office for a free consultation – 972-360-3766. Visit 
www.ImagecareDental.com to learn more about this successful Plano Dental 
practice. 
 
 
Are X-ray Images in Dentistry Important? 
 
Watch Dental Video about X-ray Images in Dentistry
69 
 
 
12. The most common imaging procedures are single images and panoramic 
images, also referred to as a panorex. 
The quality of X-ray images has improved significantly in recent years; whether 
they’re taken with the help of single images or panoramic processes, they have 
high informative value that should benefit the patient. 
When selecting a respective radiological procedure, one must always follow the 
principle that the imaging technology should yield the optimum amount of 
diagnostic information. If the information value of the chosen technology is 
significantly higher compared to other procedures, then this approach should be 
given preference even if radiation exposure is higher. There’s no doubt about the 
value of the panorex (OPTG) as an overview image; it’s proven to be practically 
indispensible in orthognathic surgery and orthodontic diagnoses. 
Panoramic systems have significantly improved in recent years. Thus, modern 
devices have multi-pulse generators and a computer controlled system that can 
adjust the trajectory to any special issues that the patient may have. Various digital 
systems can also be used for panoramic technology today. 
A panorex is still subject to a number of process-related restrictions compared to a 
single image; for example, the resolution is lower and the projection geometry and 
position don’t correspond to the individual requirements of every jaw area, not even 
in modern digital systems. 
The combination of film and intensifying screens in analog systems mean that fine 
structures (also depending on the region) cannot be displayed in an optimal 
fashion, especially if they differ very little from the environment in their absorption. 
 
Initial Caries 
Some advantages should be expected from the dynamics and image processing of 
digital systems; nevertheless, some limitations remain. In special cases, the 
orthopantomogram advises that a specific X-ray finding by means of single image 
shots is required. This means that the panorex doesn’t fulfill all the diagnostic 
requirements in answering certain questions when it comes to dental preservation, 
periodontology, and prosthetics. 
Even though panorexes sometimes allow for the recognition of contact point caries, 
marginal bone recession, or other circumscribed pathological changes, discrete 
findings are not always recognizable because of a blurring of the film. Single 
images are unmatched when it comes to reproduction of details. Therefore, this X-
ray technology must be applied when it’s important to recognize fine details such 
as, for example, recognizing hidden approximal caries. 
This also applies to a variety of other issues. Therefore, using only panorex 
technology is only appropriate to a limited degree. However, in most cases, the 
panorex can replace the single image nowadays. The advantages of the panorex 
are: Very small time expenditure, standardized projection, wider imaging area, and 
less risk. 
Furthermore, the wide imaging area gives the panorex special importance in early 
70 
 
 
diagnosis of changes in the maxillo-facial region. Each of these two imaging 
procedures has its designated, scientifically founded use; when seen this way, it 
can be said that both are highly important tools for diagnosing dental, oral and 
maxillar diseases. 
 
12.Dick Moller, D.D.S. & Joshua Hiller, D.D.S. 
Vancouver, Washington Dentists 
Welcome to our dental practice. How would you like to have the smile you’ve 
always dreamed of? Here at New Image Cosmetic & Family Dentistry, we take a 
holisitc approach to your dental care giving your smile a beautiful new image. We 
can take care of almost anything right here in our office. Dental services range from 
regular cleaning and fillings to dental implants and exceptional prosthodontic work. 
At New Image Cosmetic & Family Dentistry, we take the time to listen to your 
needs. Our goal is to help you have better health and to feel better. We believe 
that prevention, education and the latest in dental technology are the keys tooptimal dental health. We strive to provide “dental health care” vs. “disease care”. 
That’s why we focus on thorough exams – checking the overall health of your teeth 
and gums, performing oral cancer exams, and taking x-rays when necessary. 
Additionally, we are an amalgam free dental clinic. We invite all new patients to 
come to our office. Please give us a call if you have any questions or concerns or if 
you would like to schedule an appointment with us. We will help your family have 
healthy teeth and happy smile 
 
 
 
 
 
 
 
 
 
 
 
 
71 
 
 
 
 
 
 
R EVISÃO DE TEMPOS VERBAIS 
COMPLETE AS FRASES COM A FORMA CORRETA DOS VERBOS DADOS NOS PARÊNTESES. 
1. Smith always........................................................... (to come) to class on time. 
2. We ……………………………. (to have) our examinations next week. 
3. I …………………………. (to come) to work on the bus this morning. 
4. I …………………….. (to be) to Radio city several times. 
5. Listen! I think the telephone …………………………………. (to ring) 
6. John said that …………………………… (to see) that movie before. 
7. I ………………………………….(to read) that novel three or four times. 
8. By this time next year, we …………………………………. (to complete) all the 
exercises in this book. 
9. The sun ……………………… (to shine) brightly when I got up this morning. 
10. Our class …………………………..(to begin) every morning at 8:00 and 
………………………….. (to end) at 11:40. 
11. We occasionally ………………………….(to go) to the movies on Sunday. 
12. Listen! Someone …………………………….. (to knock) at the door. 
13. Mary …………………………….(to study) French for a few months last year. 
14. My brother …………………………………(to come) to visit me next week. 
15. I saw that we ………………………… ( to take) the wrong road. 
16. John usually …………………………..(to study) very hard. In fact, whenever I 
…………………………(to see) him he ………………………….(to study) 
something. 
72 
 
 
17. What ……………………. you ……………….(to do) when I called you last night? 
18. Since when ………………………… Harry ……………………. (to be) manager of 
this department? 
19. Where …………………………….. you ………………………….. (to go) on your 
vacation next month? 
20. What did you do when you discovered that you ……………………….. (to lose) 
your pocketbook? 
 
 
 
 
 
 
 
 
 
 
 
 
 
73 
 
 
IRREGULAR VERBS 
 Base Past Past Portuguese 
 Form Tense Participle Translation 
 ------- ------- --------------- ------------------- 
 Arise ............. arose ............ arisen ................. surgir, erguer-se 
 Awake ........... awoke ............ awoken ............... despertar 
 Be ................. was, were ...... been ................... ser, estar 
 Bear .............. bore ............... borne .................. suportar, ser portador de 
 Beat .............. beat ............... beaten ................ bater 
 Become ........ became.......... become .............. tornar-se 
 Befall............. befell .............. befallen............... acontecer 
 Beget ............ begot ............. begotten, begot .. procriar, gerar 
 Begin ............ began ............ begun ................. começar 
 Behold .......... beheld............ beheld ................ contemplar 
 Bend ............. bent ............... bent .................... curvar 
 bet ................ bet ................. bet ...................... apostar 
 bid ................. bid .................. bid ...................... oferecer, fazer uma oferta 
 bind ............... bound ............ bound ................. unir, encadernar, obrigar-se 
 bite ................ bit ................... bitten .................. morder 
 bleed ............. bled................ bled .................... sangrar, ter hemorragia 
 blow .............. blew ............... blown .................. assoprar, explodir 
 break............. broke ............. broken ................ quebrar 
 breed ............ bred ............... bred .................... procriar, reproduzir 
 bring.............. brought .......... brought ............... trazer 
 broadcast ...... broadcast ...... broadcast ........... irradiar, transmitir 
 build .............. built ................ built ..................... construir 
 buy ................ bought ........... bought ................ comprar 
74 
 
 
 cast ............... cast ................ cast ..................... atirar, deitar 
 catch ............. caught............ caught ................ pegar, capturar 
 choose .......... chose ............. chosen................ escolher 
 cling .............. clung .............. clung................... aderir, segurar-se 
 come ............. came.............. come .................. vir 
 cost ............... cost ................ cost ..................... custar 
 creep............. crept .............. crept ................... rastejar 
 cut ................. cut .................. cut ...................... cortar 
 deal ............... dealt............... dealt ................... negociar, tratar 
 dig ................. dug ................ dug ..................... cavocar 
 do.................. did .................. done ................... fazer ** 
 draw .............. drew............... drawn ................. tracionar, desenhar ** 
 drink .............. drank ............. drunk .................. beber 
 drive .............. drove ............. driven ................. dirigir, ir de carro 
 eat................. ate ................. eaten .................. comer 
 fall ................. fell .................. fallen................... cair 
 feed............... fed ................. fed ...................... alimentar 
 feel ................ felt .................. felt ...................... sentir, sentir-se 
 fight ............... fought ............ fought ................. lutar 
 find ................ found ............. found .................. achar, encontrar 
 flee ................ fled ................. fled ..................... fugir, escapar 
 fling ............... flung............... flung ................... arremessar 
 fly .................. flew ................ flown ................... voar, pilotar 
 forbid............. forbade .......... forbidden ............ proibir 
 forget ............ forgot ............. forgot, forgotten .. esquecer 
75 
 
 
 forgive ........... forgave .......... forgiven .............. perdoar 
 freeze............ froze .............. frozen ................. congelar, paralisar 
 get................. got ................. gotten, got .......... obter ** 
 give ............... gave............... given................... dar 
 go.................. went ............... gone ................... ir 
 grind.............. ground ........... ground ................ moer 
 grow .............. grew............... grown ................. crescer, cultivar 
 have .............. had ................ had ..................... ter, beber, comer 
 hear .............. heard ............. heard .................. ouvir 
 hide ............... hid .................. hidden, hid ......... esconder 
 hit .................. hit ................... hit ....................... bater 
 hold ............... held................ held .................... segurar 
 hurt ............... hurt ................ hurt ..................... machucar 
 keep .............. kept................ kept .................... guardar, manter 
 know ............. knew .............. known ................. saber, conhecer 
 lay ................. laid ................. laid ...................... colocar em posiçãohorizontal, assentar 
 lead ............... led .................. led ...................... liderar 
 leave ............. left .................. left ...................... deixar, partir 
 lend ............... lent ................. lent ..................... dar emprestado 
 let .................. let ................... let ....................... deixar, alugar 
 lie .................. lay .................. lain ...................... deitar 
 lose ............... lost ................. lost ...................... perder, extraviar 
 make ............. made ............. made .................. fazer, fabricar ** 
 mean............. meant ............ meant ................. significar, querer dizer 
 meet.............. met ................ met ..................... encontrar, conhecer 
76 
 
 
 overcome ...... overcame ...... overcome ........... superar 
 overtake ........ overtook......... overtaken ........... alcançar, surpreender 
 pay ................ paid................ paid .................... pagar 
 put................. put ................. put ...................... colocar 
 quit ................ quit ................. quit ..................... abandonar 
 read .............. read ............... read .................... ler 
 ride................ rode ............... ridden ................. andar 
 ring................ rang ............... rung .................... tocar (campainha, etc.) 
 rise ................ rose ............... risen ................... subir, erguer-se 
 run ................ ran ................. run ...................... correr, concorrer, dirigir 
 saw ............... sawed ............ sawn ................... serrar 
 say ................ said ................ said ..................... dizer 
 see ................ saw ................ seen ................... ver 
 seek .............. sought............ sought ................ procurar obter, objetivar 
 sell ................ sold ................ sold ..................... vender 
 send .............. sent................ sent .................... mandar 
 set ................. set .................. set ...................... pôr em determinada condição, marcar, ajustar ** 
 shake ............ shook ............. shaken................ sacudir, tremer 
 shed .............. shed............... shed ................... soltar, deixar cair ** 
 shine ............. shone............. shone ................. brilhar, reluzir 
 shoot ............. shot................ shot .................... atirar, alvejar 
 show ............. showed .......... shown ................. mostrar, exibir 
 shrink ............ shrank............ shrunk ................ encolher, contrair 
 shut ............... shut................ shut .................... fechar, cerrar 
 sing ............... sang............... sung ................... cantar 
77 
 
 
 sink ............... sank ............... sunk .................... afundar, submergir 
 sit .................. sat .................. sat ...................... sentar 
 slay ............... slew ............... slain .................... matar, assassinar 
 sleep ............. slept ............... slept .................... dormir 
 slide .............. slid ................. slid ...................... deslizar, escorregar 
 sling .............. slung .............. slung................... atirar, arremessar 
 speak ............ spoke ............. spoken................ falar 
 spend ............ spent.............. spent .................. gastar 
 spin ............... spun............... spun ................... fiar, rodopiar 
 spit ................ spit, spat ........ spit, spat ............. cuspir 
 spread........... spread ........... spread ................ espalhar 
 spring ............ sprang ........... sprung ................ fazer saltar 
 stand ............. stood.............. stood .................. parar de pé, agüentar 
 steal .............. stole ............... stolen.................. roubar 
 stick .............. stuck .............. stuck ................... cravar, fincar, enfiar 
 sting .............. stung.............. stung .................. picar (inseto) 
 stink .............. stank .............. stunk................... cheirar mal 
 strike ............. struck ............. struck.................. golpear, desferir, atacar 
 string ............. strung ............ strung ................. encordoar, amarrar 
 strive ............. strove............. striven................. esforçar-se, lutar 
 swear ............ swore ............. sworn.................. jurar, prometer, assegurar 
 sweep ........... swept ............. swept .................. varrer 
swim .............. swam ............. swum .................. nadar 
 swing ............ swung ............ swung ................. balançar, alternar 
 take ............... took................ taken .................. tomar ** 
78 
 
 
 teach ............. taught ............ taught ................. ensinar, dar aula 
 tear ............... tore ................ torn ..................... rasgar, despedaçar 
 tell ................. told ................. told ..................... contar 
 think .............. thought .......... thought ............... pensar 
 throw ............. threw.............. thrown ................ atirar, arremessar 
 tread ............. trod ................ trodden ............... pisar, trilhar 
 undergo ........ underwent ..... undergone .......... submeter-se a, suportar 
 understand ... understood .... understood ......... entender 
 uphold ........... upheld............ upheld ................ sustentar, apoiar, defender 
 wear .............. wore............... worn ................... vestir, usar, gastar 
 win ................ won ................ won ..................... vencer, ganhar 
 wind .............. wound ............ wound................. enrolar, rodar, dar corda 
 write .............. wrote.............. written................. escrever, redigir