Inglês Instrumental: Estratégias de Leitura e Gramática

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Inglês Instrumental
Aula 1
Profa. Dra. Thereza Cristina 
de Souza Lima 
Organização da Disciplina
Tópicos que serão 
abordados na disciplina
 Estratégias de leitura
 Alguns tópicos gramaticais
 Interpretação de textos
Contextualização
 English is essencial in our lives
 Reading is essencial in our lives
 Reading in English is essencial
in our lives
Let’s learn how to read in 
English
Instrumentalização
The Reading Process: 
True or False?
 Ser um bom leitor significa 
ler cada letra de uma 
palavra e palavra por 
palavra de todas as 
sentenças de um texto. ( )
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 É necessário que saibamos o 
significado de cada palavra 
em uma sentença para 
compreendê-la 
completamente. ( )
 Devemos sempre 
consultar o dicionário para 
descobrirmos o significado 
das palavras 
desconhecidas. ( )
 Diferentes tipos de texto, 
como, por exemplo, receitas, 
jornais etc., são lidos da 
mesma maneira. ( )
 Não é necessário o uso de 
nosso conhecimento intrínseco 
de mundo quando lemos 
qualquer texto. ( )
 A compreensão de qualquer 
texto só é possível quando 
entendemos todas as 
palavras nele contidas. ( )
What are the
correct answers? 
True or False?
Lesson 1
First step
 Remember your previous
knowledge (conhecimento 
prévio)
 Investigate pictures, situation
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 Similarity between 
English and Portuguese
 Words of Latin origin 
(cognates)
 False cognates
 Consider the order of the
words:
Subject + Verb + 
Complement
The secretary of the sales 
manager (subject)
received (verb)
a fax changing the date 
of the visit. (complement)
Attention to
 Cognates (similar words)
 False cognates (deceitful 
words)
 Skimming
 Scanning
Five Strategies for 
Good Readers
1. Predict – Make guessses
 Good readers make predictions 
which may be confirmed or not. 
If they prove invalid, you make 
new predictions. This constant 
process helps you to learn
2. Picture – Form images
 For good readers, the 
words and the ideas on 
the page cause mental 
images. It helps you 
understand what you read
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3. Relate: draw comparisons
 Comparing your experience 
to the new information in the 
text helps you understand the 
new material
4. Monitor: check 
comprehension
 Monitor your comprehension 
and try to solve difficulties 
when they occur; do not 
continue reading when they 
are confused
5. Correct gaps in 
understanding
 If you have questions, stop 
and solve the problem. Find 
solutions, not confusion, if 
necessary, go back to a 
previous page for clarification
 Qual a ideia principal do 
texto? (skimming)
 Em que subtítulo(s) 
encontra(m)-se 
informação(ões) sobre 
(scanning):
A. Usar da própria 
experiência 
B. Criar imagens sobre o 
que se lê
C. Resolver os problemas 
encontrados no texto 
Business Administration 
professionals have a well-
rounded education, so they 
work and function well in many 
different areas of a company or 
organization. (…)
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(…) The majority of those 
that enter into business 
administration begin as a 
department manager. 
This professional usually plans, 
organizes and controls the overall 
duties of their assigned 
department. A typical 
organization generally has
specific departments for sales, 
manufacturing, accounting, and 
finance. 
Each department works in 
cooperation with the next and 
communication is very 
important for the success of 
each department.
 What is the function of the
underlined words?
 What is the main idea of the
text? (skimming)
 How do most of these
professionals start the
career? (scanning)
Verbs in English
Simple Present Affirmative
I understand
You understand
He understandS
She understandS
It understandS
We understand
You understand
They understand
Interrogative
Auxiliary Verb Subject Main Verb
Do I understand?
Do You understand?
DoeS He understand?
DoeS She understand?
DoeS It understand?
Do We understand?
Do You understand?
Do They understand?
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Negative
Subject Auxiliary Verb Main Verb
I don’t (do + not) understand
You don’t (do + not) understand
He doeSn’t (does + not) understand
She doeSn’t (does + not) understand
It doeSn’t (does + not) understand
We don’t (do + not) understand
You don’t (do + not) understand
They don’t (do + not) understand
Auxiliary Verbs in English
Simple Present
To be Affirmative
I am
You are
He is
She is
It is
We are
You are
They are
Simple Present
To be Interrogative
Am I?
Are you?
Is he?
Is she?
Is it?
Are we?
Are you?
Are they?
Simple
Present To be Negative
I am am not
You are aren’t (are + not) 
He is isn’t (is + not)
She is isn’t (is + not)
It is isn’t (is + not)
We are aren’t (are + not) 
You are aren’t (are + not) 
They are aren’t (are + not) 
Aplicação
Mary _______ (be) a bank 
manager. Every morning she 
_______ (get) up at 6 a.m., ______ 
(take) a shower, _______ (get) 
dressed, ______ (have) breakfast 
and ________ (go) to work at 7:15 
a.m. She usually ________ (arrive) 
at the office at about 7:50 a.m. 
because she ________ (start) 
working at 8:00 o’clock.
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Mary is (be) a bank manager. Every 
morning she gets (get) up at 6 
a.m., takes (take) a shower, gets 
(get) dressed, has (have) breakfast 
and goes (go) to work at 7:15 a.m. 
She usually arrives (arrive) at the 
office at about 7:50 a.m. because 
she starts (start) working at 8:00 
o’clock. 
Síntese
 Estratégias de leitura 
(Reading strategies)
 Conhecimento prévio 
(Previous knowledge)
 Cognatos (Cognates)
 Falsos cognatos (False 
cognates)
 Verbos no present (verbs 
in the present)