apostila ingles instrumental

Prévia do material em texto

�PAGE �
�PAGE �9�
CURSO DE ENGENHARIA DE PRODUÇÃO E ENGENHARIA DE PETRÓLEO
DISCIPLINA: INGLÊS INSTRUMENTAL
PROFESSORA: VÍVIAN GARCIA ALMEIDA LEITE
BE – PRESENT (Is – am - are)
Is he/ she/ it at home now?
Am I at home now?
Are You/ we/ they at home now?
BE –PAST (Was - were) 
Was I/ he/ she/ it at home yesterday?
Wasn’t
Were You/ we/ they at home yesterday?
Weren’t
PRESENT PERFECT (Have + past participle) (used for an action in the past with a result now)
I
We have cleaned the house.
You started 
They
He
She has done the exercise.
It 
O Present Perfect é formado de: Have ou has + Verbo no Particípio Passado.
Devemos usar o Present Perfect nas seguintes situações:
Quando uma ação começar no passado e continuar até o presente momento. Ex: She has lived here for 10 years.
As expressões: FOR – SINCE – LATELY – RECENTLY – São usadas para indicar o período de tempo.
Quando a ação tiver acontecido e não mencionarmos o tempo. Ex: I have watched that film. ( não indicou o tempo )
- Quando algo nunca tiver acontecido. Ex: We have never eaten lobster.
Quando algo tiver acabado de acontecer. Ex: He has just arrived.
Quando uma ação não tiver acontecido ainda. Ex: They haven’t called me yet.
- Quando a ação puder acontecer no tempo que você definiu na frase. Ex: I have gone to the movies twice this year. ( o ano não acabou e você tem a possibilidade de ir mais vezes )
4 - Main Auxiliares (Do, Does, Did, Would, Will) 
PRESENT – I, YOU, WE THEY = DO
HE, SHE, IT = DOES
PAST = DID
FUTURE = WILL
CONDITIONAL = WOULD
1 - Where ________ you have lunch? (Past)
2 – When ________ you travel to France? (Future)
3 – How far _______ he live from here? (Present)
4 – What _______ you like to do now? (Conditional)
5 – What _______ you study yesterday? (Past)
6 – How _______ your brother go to school? (Future)
7 – How often _______ she go to the movies? (Present)
8 – Where _______ you buy these CDs? (Past)
9 – Whose house _______ you live? (Conditional)
10 – What _______ you wear yesterday? (Past)
11 – How long _______ they use the computer tonight? (Future)
12 – What _______ you like to wear? (Conditional)
13 – What _______ you like to do on a rainy day? (Present)
14 – What celebration _______ the children prefer? (Present)
15 – At what time _______ you go to bed tomorrow? (Past)
5 - ADJECTIVES:
LONG – SHORT RICH – POOR HOT – COLD TALL – SHORT 
INTELLIGENT NECESSARY DIFFICULT
INTERESTING IMPORTANT OUTGOING
COMPARATIVE FORMS:
AS + ADJECTIVE + AS
JAYME IS AS INTELLIGENT AS BETH.
ADRIANA IS AS SHORT AS THAT GIRL.
MORE + ADJECTIVE + THAN (BIG ADJECTIVES)
CAR IS MORE COMFORTABLE THAN BUS.
PORTUGUESE IS MORE DIFFICULT THAN ENGLISH.
ADJECTIVE + ER + THAN
GISELE IS TALLER THAN ISLANE.
TODAY IS COLDER THAN YESTERDAY.
LESS + ADJECTIVE + THAN
BIKE IS LESS COMFORTABLE THAN MOTORCYCLE.
EDIL IS LESS OUTGOING THAN CELSO.
SUPERLATIVE FORMS:
THE MOST + ADJECTIVE
JULIANA WILL BE THE MOST POPULAR SINGER IN BRAZIL.
HE IS THE MOST HANDSOME BOY IN THE CLASS.
CRISTIANO IS THE MOST OUTGOING STUDENT HERE.
THE + ADJECTIVE + EST
VANESSA IS THE RICHEST STUDENT OF THE CLASS.
LUCIANO IS THE SHORTEST STUDENT HERE.
MARLON IS THE FUNNIEST STUDENT OF THE CLASS.
THE + LEAST + ADJECTIVE
ENGLISH IS THE LEAST DIFFICULT SUBJECT.
FUSCA IS THE LEAST COMFORTABLE CAR.
NOTE: IRREGULAR ADJECTIVES – 
BIG – BIGGER - BIGGEST 
HAPPY – HAPPIER – HAPPIEST
FAR – FARTHER – FARTHEST 
GOOD – BETTER – BEST
BAD – WORSE – WORST
FLÁVIO IS THE HAPPIEST MAN OF UNIG.
6 - Prepositions
At: 6 o’ clock (time / hora)
 20 Cardoso Moreira Ave. (addresses / endere;os)
 home / the club (places / lugares)
On: Monday / Tuesday (days of the week / dias da semana)
 Assis Ribeiro Street (names of streets / nomes de ruas / avenues / avenidas)
 the table (surface/ superfície)
In: January / March (months of the year / meses do ano)
 2004 / 2002 (year / ano)
 Brazil (countries / países / cities . cidades)
 the drawer (containers / compartimentos)
For: Clean the house for me, please. (requests / pedidos)
 This chocolate is for you. (intended for / intenção )
To: I want to go to Paris. (movement towards / movimentos em direção)
Attention: Leave for ( a place / um lugar )
 He left for the office at 6 AM.
Of: Give me a glass of lemonade. (content / conteúdo/ quantity / quantidade)
7 - MAKE, DO, HAVE, TAKE
THINGS WE MAKE:
Make a mistake (= an error) He made a few mistakes in the exam.
Make a meal (= prepare and cook something to eat) I had to make my own dinner last night.
Make money (= become rich) He made lot of money when he worked in America.
Make friends It’s not always easy to make friends in a foreign country.
Make a decision We can have the red ones or the green ones, but we must make a decision.
Make a noise I can’t work when the children make a lot of noise.
Make progress (= improvement) Her English is good now; she has made a lot of progress.
YOU CAN MAKE A DIFFERENCE!
MAKE THE BED MAKE A HOUSE
MAKE A CAKE MAKE A MISTAKE
MAKE A NOISE MAKE LUNCH
To make is generally for the PHYSICAL construction of something, with the meaning of to build (construir) or to create (criar).
Sometimes the use of to make is idiomatic:
To make the bed
To make a mistake
To make noise, sound, a speech
To make sense
THINGS WE DO:
Do homework I forgot to do my English homework last night.
Do the housework (= cleaning) My mother does all the housework last night.
Do subjects (= study subjects) Did you do English at school?
Do a course I did a one-week course in word processing.
Do the shopping (= buy a food) I always do the shopping at the weekend.
Do research (= detailed study in one subject) He’s doing research in physics at Rome University.
Do (someone) a favour (= do something to help someone) I don’t have any coffee. Could you do me a favour and lend me some?
Do something/anything/nothing I didn’t do anything last night. That boy has done nothing all day.
THINGS WE HAVE:
Have a rest (= relax / do nothing) They had a long rest after the game.
Have food (= eat food) and drink I had steak but Paul just had a cup of tea.
Have a drink (= drink something) Let’s have a drink before dinner.
Have a bath / shower I always have a bath when I get up.
Have a party I’m having a party for my birthday.
Have a baby (= be pregnant or give birth) Mary is having a baby next month.
Have a (nice / great / terrible) time We had a very nice time in New York last year.
THINGS WE TAKE:
Take an exam (also do an exam) I’m going to take four exams next month.
Take a photo She took lots of photos on holiday.
Take a decision (also make) I’m not very good at taking decisions.
Take a shower (also have) I’m just going to take a shower before lunch.
Take a bus / train / plane / taxi We were late, so we took a taxito the airport.
8 - SUBJECTIVE AND OBJECTIVE PRONOUNS 
- Subjective Pronouns - Só podem ocupar a posição de sujeito (são usados sempre antes do verbo)
Ex: Mary visited John yesterday.
 (she)
- Objective Pronouns – Ocupam a posição de objeto direto e/ou indireto, além de serem usados depois de preposições.
Ex: Paul gave Jane (indirect object) a book (direct object) for her birthday.
 He her it
	SUBJECTIVE
	OBJECTIVE
	I I know Ann.
	Ann knows me.
	WE We know Ann.
	Ann knows us.
	YOU You know Ann.
	Ann knows you.
	HE He knows Ann.
	Ann knows him.
	SHE She knows Ann.
	Ann knows her.
	THEY They know Ann.
	Ann knows them. 
Exercise
1 – I don’t know those girls. Do you know ____________?
2 - I don’t know that man. Do you know _____________?
3 - I don’t know those people. Do you know ___________?
4 – I don’t know David’s wife. Do you know __________?
5 – I don’t know Mr Stevens. Do you know ___________?
6 – I don’t know Sarah’s parents. Dou you know _________?
9 – DEMONSTRATIVE PRONOUNS
	SINGULAR
	PLURAL
	THIS
	THESE
	THAT
	THOSE
10 – MONTE SUA CARTA
	O raciocínio lógico e a coerência são fundamentais para a compreensão, por isso lembre-se sempre de percorrer todo o texto primeiro e, assim, você adquire melhores condições para inferir o contexto.
	Leia a atividade a seguir e faça a melhor opção para que a sua mensagem tenha uma seqüência lógica. Não se esqueça de que você é o autor desta carta e que dependendo de sua escolha, você pode torná-la coerente, incoerente, engraçada ou até mesmo indelicada.
Você é o autor:
1-Você recebeu um presente de um primo pelo correio e precisa agradecê-lo por escrito. Escolha a melhor opção para que sua carta tenha coerência do início ao fim. Lembre-se de que você é o autor.
	Dear Cousin,
Thanks for the
_______ projects.
_______ photographs.
_______ sneakers.
I got really
_______ depressed;
_______ satisfied;
_______ disappointed;
It is
_______ an unusual present;
_______ a delicate present;
_______ a spectacular present;
I’ll be the
_______ most happy person;
_______ envy of the office to have these projects;
_______ most elegant person;
I’m certain it / they will look perfect
_______ on me.
_______ in my business .
_______on the person you gave.
	
I plan to show it / them
_______ in my university;
_______ when I get nervous;
_______at the moment my friends return;
because I am
_______ not a ridiculous person.
_______ a person Who likes Carnival.
_______ an anxious person.
I hope to
_______ exchange it / them.
_______ have it / them forever.
_______ make it / them a present to someone.
Next time you send me a present make sure
_______ I’m not an adult.
_______ to visit me.
_______ I detest Carnival.
See you,
_______ Respect,
_______ Aversion,
_______ Love,
11 – READING STRATEGIES (ESTRATÉGIAS DE LEITURA)
Maior sucesso terá o leitor no estudo do texto se fizer uso de algumas estratégias de leitura, bem como todas as dicas que o próprio texto proporciona. Conheça a seguir alguns desses elementos. 
1. Skimming: Estratégia que consiste em lançar os olhos rapidamente sobre o texto, numa breve leitura para captar o assunto geral.
2. Scanning: É uma estratégia de leitura não-linear em que o leitor busca objetivamente localizar as informações em que está interessado. Através do scanning o leitor é objetivo e seletivo e nem sempre precisa ler o texto todo.
3. Cognates: Muito comuns na língua inglesa, os cognatos são termos de procedência grega ou latina bastante parecidos como português tanto na forma escrita como no significado.
Os cognatos podem ser:
- idênticos: radio, piano, hospital, nuclear, social, etc.
- parecidos: gasoline, ifltion, intelligent, population, history, etc.
- pouco parecidos: electricity, responsable, explain, activity, etc.
4. Typography: As marcas tipográficas são elementos que , no texto, transmitem informações nem sempre representadas por palavras.
5. Repeated Words: Quando algumas palavras se repetem várias vezes no texto, mesmo com formas diferentes (exemplo: socialism, socialist, social, socialize...), normalmente são importantes para a compreensão. As palavras repetidas aparecem especialmente na forma de verbos, substantivos e adjetivos e nem sempre são cognatas.
6. Prediction: É uma atividade pela qual o aluno é levado a predizer, inferir o conteúdo de um texto através do título ou de outros elementos tipográficos, como ilustrações, por exemplo.
Pode ser chamada de pré-leitura.
7. Key words: As palavras chaves são aquelas que estão mais de perto associadas especificamente
ao assunto do texto, podendo aparecer repetidas e algumas vezes na forma de sinônimos. A identificação das Key words através do skimming leva-nos a ter uma visão geral do texto.
12 - Aspectos Lingüísticos
Afixos (Prefixos e sufixos)
Prefixos – sílaba ou sílabas que precedem a raiz de uma palavra, modificando seu sentido.
Ex: agree – disagree / known – unknown
Sufixos - sílaba ou letras que se pospõem às raízes das palavras para indicar sua flexão, ou torná-las derivadas.
Ex: live – lives / teach – teacher 
Prefixes
1-oposto / não
un – uncertain / unusual non – non-smoking
in – incapable / incorrect dis – dislike
il / ir – illegal / irresponsable
 2-errado / ruim / mal
mis – misunderstand mal – malnutrition
3-muito / acima / além de
over – oversleep (dormir em excesso) 
super – supernatural (sobrenatural) 
supra – suprarational (além da razão)
4-pouco / abaixo
under – undergraduate / underestimated
sub – subsurface(escondido) / subordinate
5-colocar junto
en – enclose (fechar, encerrar)
6-fora / for a de
ex – extract / ex-wife
7-contra
anti – antiviral / antisocial
8-único
uni – unity / universal
9-junto
co – cooperation com – combine 
col – collate (confrontar, conferir)
10-antes
fore – forecast
11-entre
inter – interaction / international
Sufixes
1-Formam substantivos de verbos
- ion – organization
- er – teacher
- or – actor
- ing – building
- ment – agreement
2-Formam substantivos de adjetivos
- ness – safeness
3-Formam adjetivos de substantivos
- ful – fearful
- less – endless (infinito)
- ous – dangerous
- al – beneficial
- y – noisy
4-Formam adjetivos de verbos
 - ing – interesting
- able – comfortable
5-Formam advérbios de adjetivos
- ly – honestly
 easily
 mainly
6-Formam verbos de adjetivos
 - ize – generalize
- en - shorten
13 - IRREGULAR VERBS IN GROUPS
Past simple / past participle are the same
1 – 
to cost – cost - cost = custar
to cut – cut – cut = cortar
to hit – hit – hit = bater
to hurt – hurt – hurt = ferir
to let – let – let = permitir
to put – put – put = colocar 
to shut – shut – shut = fechar
2 –
to lend – lent – lent = emprestar
to send – sent – sent = mandar, enviar
to spend – spent – spent = gastar
to build – built – built = construir
to burn – burnt – burnt = queimar
to learn – learnt – learnt = aprender
to smell – smelt – smelt = cheirar
to feel – felt – felt = sentir
to leave – left – left = durar
to meet – met – met = encontrar
to dream – dreamt – dreamt = sonharto mean – meant – meant = significar
to lose – lost – lost = perder
to shoot – shot – shot = disparar
to get – got – got = obter
to light – lit – lit = acender
to sit – sat – sat = sentar
to keep – kept – kept = guardar
to sleep – slept – slept = dormir
3 -
to bring – brought – brought = trazer
to buy - bought – bought = comprar
to fight – fought – fought = lutar
to think – thought – thought = pensar
to catch – caught – caught = pegar
to teach – taught – taught= ensinar
4 – 
to sell – sold – sold = vender
to tell – told – told = informar
to find – found – found = achar
to have – had – had = possuir
to hear – heard – heard = ouvir
to hold – held – held = segurar
to read – read – read = estudar
to say – said – said = dizer
to pay – paid – paid = pagar
to make – made – made = fazer
to stand – stood – stood = levantar
to understand – understood – understood = entender
Past simple / past participle are different
1 - 
to break – broke – broken = quebrar
to choose – chose – chosen = escolher
to speak – spoke – spoken = falar
to steal – stole – stolen = roubar
to wake – woke – woken = acordar
2 - 
to drive – drove – driven = dirigir
to ride – rode – ridden = montar
to rise – rose – risen = subir
to write – wrote – written = escrever
to beat – bit – bitten = derrotar
to hide – hid – hidden = esconder
3 -
to eat – ate – eaten = comer
to fall – fell – fallen = cair
to forget – forgot – forgotten = esquecer 
to give – gave – given = ofertar
to see – saw – seen = ver
to take – took – taken = tomar
4 -
to blow – blew – blown = soprar
to grow – grew – grown = crescer
to know – knew – known = saber
to throw – threw – thrown = atirar
to fly – flew – flown = voar
to draw – drew – drawn = puxar, arrancar, desenhar
to show – showed – shown = mostrar
5 -
to begin – began – begun = iniciar
to drink – drank – drunk = beber
to swim – swam – swum = nadar
to ring – rang – rung = tocar (campainha)
to sing – sang – sung = cantar
to run – ran – run = correr
6 - 
to come – came – come = vir, chegar, aparecer, surgir
to become – became – become = tornar-se algo, vir a ser 
14 - ADVERBS
1 – Adjective + ly = adverb
quickly badly suddenly carefully heavily
2 – Adverbs tell you how something happens or how somebody does something.
Ex: The train stopped suddenly.
I opened the door slowly.
Please listen carefully.
I understand you perfectly.
It’s raining heavily.
3 – Hard / fast / late / early are adjectives and adverbs.
 Adjective Adverb
Ex: Sue’s job is very hard. Sue works very hard.
Ben is a fast runner. Ben can run fast.
I went to bed early / late The bus was late / early
4 – good (adjective - well (adverb)
Ex: Your English is very good.
You speak English very well.
It was a good game.
Our team played very well.
OBS: well is also an adjective = not ill, in good health
How are you? I’m very well, thank you.
Exercise 
1 – Your English is very _________. You speak English very _________. 
2 – The party was very ___________. I enjoyed it very much.
3 – Martin has a difficult job but he does it ________.
4 – How are your parents? Are they ____________?
5 – Did you have a _________ holiday? Was the weather ___________?
15 - ADJECTIVES
1 – Adjective + noun ( nice day / blue eyes ) The adjective is before the noun.
Ex: It’s a nice day today.
Laura has brown eyes.
There’s a very old bridge in his village.
Do you like Italian food?
I don’t speak any foreign languages.
There are some beautiful yellow flowers in the garden.
- Be (am / is / are / was / were) + adjective
Ex: The weather is nice today.
These flowers are very beautiful.
I’m hungry. Can I have something to eat?
The film wasn’t very good. It was boring.
– Look / feel / smell / taste / sound / + adjective
Ex: You look tired.
George told me about his new job. It sounds very interesting.
Don’t cook that meat. It doesn’t smell good.
Compare: 
 is are is
He feels They look American It smells good
 Looks sound tastes
Get hungry / get cold / get tired / get married / get dressed / get lost
(get + adjective) + become
Ex: Linda and Frank are getting married. now.
I got dressed quickly.
We went for a walk and got lost.
1. Leia o texto com atenção e responda às perguntas.
ATI VIDADE
The Robotics Revolution
If you think robots are mainly characters of science fiction movies, think again. Right now, all over the world, robots are painting cars, walking into live volcanoes, driving trains in Paris, and defusing bombs in Northern Ireland.
“Many of the robots in use today do jobs that workers. These are the types of jobs which require great strength or pose danger. For example, robots are particularly useful in the auto-manufacturing industry where parts of automobiles must be put together…
Spray painting is another task suited to robots because robots do not need to breathe. Unlike humans beings, they are unaffected by the poisonous fumes. Robots are better at this
task, not because they y are faster or cheaper but because they work in a place where people p pcannot…
The robotics revolution is already beginning to change the kind of work that people do. The boring and dangerous jobs are now assumed by robots. More and more humans will be required for tasks that robots cannot do. There are some industrialists who hope that all their employees will be knowledge workers, sitting at desks and computer terminals to deal with information. These changes are already under
way, and their pace accelerates every year”.
Fonte: Boeckner, K. and Brown, P. Charles. Computing.
Oxford: Oxford University Press, 1993.
Texto 9.2
Se você se interessa por robótica, não deixe de visitar o website.www.thetech.org/exhibits/online/robotics/
Help!! 
characters personagens defusing desarmando jobs trabalhos require requerem
strength força pose impõe spray painting pintura a jato
breathe respirar fumes vapores poisonous venenoso
task tarefa faster mais rápidos cheaper mais baratos
boring enfadonho dangerous perigosos hope esperar (ter esperança)
employees empregados knowledge conhecimento desks mesas de trabalho
deal with lidar com under way a caminho pace ritmo
a. Que tipo de trabalho é mais bem desempenhado por robôs do que por
seres humanos?
___________________________________________________________________
___________________________________________________________________
b. Quais os exemplos, apresentados no texto, de tipos de trabalho nos
quais os robôs são melhores do que o homem?
___________________________________________________________________
___________________________________________________________________
c. Qual o perigo da pintura a jato para a saúde do homem?
___________________________________________________________________
___________________________________________________________________
d. Que tipo de tarefa vai ser desempenhada pelo ser humano cada vez
mais freqüentemente?
___________________________________________________________________
___________________________________________________________________
Trouble to Find the Job of your Dreams?
WE HELP YOU TO REACH
YOUR GOALS!!!!
LONDON SCHOOL FOR
ADVANCED STUDIES
We offer B.A. and MASTER´ S DEGREES in all technological areas.
Our staff includes lecturers with excellent reputation in their areas.
We grant scholarships to applicants with indisputable academic
qualities, with outstanding results in our entrance exams.
Contact us: www.lsad.com/ln/uk
B.A. Quer dizer bacharelado, 
MAS TER’S DEGREE, mestrado.
to reach a goal alcançar um objetivo staff quadro de funcionários lecturer professor
scholarship bolsa de estudos to grant conceder indisputable inegável
ATIVIDADES
1. a. No anúncio do Texto, qual é o problema?
___________________________________________________________________
_________________________________________________________________
b. Qual a solução?
___________________________________________________________________
_________________________________________________________________
Você vai refletir sobre uma das mais fenomenais formas de expressão humana: a linguagem. Você já parou para pensar sobre sua capacidade de se expressar? Veja: por meio da linguagem, o homem “enfrenta” a vida; com ela, ele se comunica, expressa seus sentimentos, define coisas e pensamentos. A capacidade do ser humano de se expressar por meio da linguagem é realmente fascinante, não acha? O Texto discute essa maravilhosa ferramenta humana. Consulte o glossário antes de iniciar a leitura.
One of the most fascinating aspects of human development is
the ability to learn language. The language faculty is specific
to the human species because no other creature apart from
human beings possesses a language organ. All men are born
with the capacity to speak and it is this capacity that makes
human beings different from animals. It might be suggested
that apes and dolphins use some form of language; this may
be a communication system but it does not have the distinctive
features of human language. Animals may learn some form
of communication in captivity but no species of animal can
spontaneously use a form of human language. Indeed, learning
a language is an amazing feat and it has attracted the attention
of linguists and psychologists for generations (COOK, 1988).
HELP!
captivity cativeiro
feat grande feito
feature característica
learn aprender
faculty capacidade
apart from com exceção de
LANGUAGE FOCUS I
No Texto, há verbos que chamamos modais. Os verbos
modais, como can, may, might, must, should, will, não possuem um
sentido próprio como, por exemplo, os verbos run (correr) e write
(escrever), que envolvem uma ação. Eles são uma espécie de verbos
auxiliares e, como o nome parece implicar, os modais introduzem uma
certa modalidade ao que é dito ou escrito. Dessa forma, com os modais
expressam-se não apenas o fato, mas uma avaliação desse fato. Para
explicar melhor, vamos considerar uma frase do Texto 
Veja: “Animals may learn some form of communication in captivity.”
Observe que, nessa frase, may vem acompanhado do verbo learn.
(Os modais vêm sempre antes de outro verbo, e esses outros verbos são
chamados verbos principais.) Na frase acima, o que se está sugerindo é
que os animais podem (may) aprender alguma forma de comunicação
quando estão em cativeiro; é uma probabilidade, e não uma certeza.
Com os modais, podemos:
a) dar e pedir permissão:
A: May I visit you at the weekend?
B: Of course, you may. (Poderíamos usar can aqui.)
O modal can também é usado para “poder” e dar
permissão. Exemplos: Can I have your telephone
number? (May tem conotação mais formal.)
b) falar sobre obrigatoriedade:
You must wear your seat
belt while driving.
c) falar sobre proibição (usando o
modal na forma negativa):
You mustn´t drink before driving.
d) dar um conselho:
For safe sex, you should wear condoms.
The USA should sign the Kioto´s Protocol.
You should turn off your computer when you’ re
not using it.
HELP!
condom camisinha
seat belt cinto de segurança
ATIVIDADES
1. Vamos considerar uma outra frase do Texto: “… but no species of
animal can spontaneously use a form of a human language.” Aqui, o uso
de can indica possibilidade.
a. Qual é o verbo principal dessa frase? _____________________________
b. Agora traduza a frase:
...mas nenhuma espécie ___________________________________________
2. Um dos questionamentos do Texto é se os macacos e golfi nhos usam
alguma forma de linguagem. O texto diz: “It might be suggested that apes
and dolphins use some form of language…”
Levando em conta o sentido de might nessa frase, o autor do texto está
questionando se o que os golfi nhos e macacos usam é realmente linguagem.
Ele oferece uma resposta para seu questionamento na frase que se segue:
“but it does not have the distinctive features of human language”.
a. Quais seriam as “distinctive features of human language” a que o autor
se refere?
__________________________________________________________________
___________________________________________________________________
Observe que it nessa frase está substituindo form of language.
b. A forma de comunicação usada por golfinhos e macacos se encaixaria dentro dessas características?
_____________________________________________________________________________________________________________________________________
c. Qual a idéia expressa por might na frase "It might be suggested that apes and dolphins use some form of language..."?
UMA CIDADE SUBTERRÂNEA
Qual a cidade mais peculiar que você conhece? Qual a razão dessa peculiaridade?
Você já ouviu falar da cidade de Coober Pedy, na Austrália? Faça
uma rápida leitura do Texto e, com a ajuda do glossário que o segue,
descubra o que Coober Pedy tem de diferente de outras cidades:
Texto
COOBER PEDY: my cave is my home!
Coober Pedy is considered one of the most extraordinary towns in Australia and perhaps in the world. It is a cosmopolitan town with a population of 3,500 and over 45 different nationalities.
The presence of different nationalities and the friendly lifestyle of the town make it a reference for cultural tolerance, diversity and acceptance. Like any other city, it has schools, shops, a
police station, restaurants, hotels, doctors, sports centers and many things you find in a common town. Electricity, water and a telephone system are also part of the infra-structure of Coober
Pedy. However, you cannot drive a car, a bus or a taxi there as Coober Pedy has no roads. It has no trees or parks either. “Why?” – You may ask. The reason is very simple: Coober Pedy
is completely underground! The area in Australia where Coober is located is extremely hot, dry and dusty. During the day the temperature is about 50 C. This is the reason why people in
Coober live underground, in comfortable caves. Coober Pedy’s caves remain at comfortable 25 degrees during all the year. There are authentic underground homes to explore as well as underground museums, potteries, opal 
shops, an art gallery and, of course, opal mines. After all, Coober Pedy is recognized as the largest producer of opal in the world. Today, the town depends as much on tourism as on the opal mining industry to provide the community with employment and sustainability. ( text adapted from:
http://www.gluckman.com/CooberPedy.Australia.htm
http://esvc001128.wic015u.server-web.com/default.htm ).
Help!! 
Perhaps talvez Friendly amigável, simpático lifestyle estilo de vida
like como fi nd encontrar, achar there lá
underground subterrâneo (“under”: embaixo; “ground”: chão, solo)
cave caverna remain continuar, permanecer pottery cerâmica
opal opala (pedra semipreciosa ) mines minas
provide fornecer employment emprego after all afinal
Vocêpode obter maiores informações sobre Coober Pedy e outras cidades na Austrália em:
http://www.greatestcities.com/oceania/Australia
A palavra “like” no texto funciona tal qual a palavra “como“, estabelecendo uma comparação, e não com o sentido do verbo “gostar”, que também é “like”. O oposto, de “like” (como), neste caso, é “unlike” (ao contrário de...). Assim teríamos, por exemplo, “unlike Petrópolis, Niterói
is located on the coast”.
ATIVIDADES
1. Indique se as afirmativas abaixo são falsas ou verdadeiras. Quando falsas,
explique a inadequação da afirmativa.
a. Coober Pedy tem características similares às de outras cidades.
Verdadeira ( ) Falsa ( )
_________________________________________________________________
b. Coober Pedy é um país que fica na Oceania.
Verdadeira ( ) Falsa ( )
_________________________________________________________________
c. Coober Pedy é uma cidade com menos de mil habitantes.
Verdadeira ( ) Falsa ( )
_________________________________________________________________
d. Há muitos problemas em Coober Pedy relativos à oferta de água e de eletricidade.
Verdadeira ( ) Falsa ( )
_________________________________________________________________
e. O transporte é algo que distingue Coober Pedy de outras cidades.
Verdadeira ( ) Falsa ( )
_________________________________________________________________
f. A temperatura é amena o ano inteiro em Coober Pedy.
Verdadeira ( ) Falsa ( )
_________________________________________________________________
g. A cidade é subterrânea devido às várias minas de opala que existem na região.
Verdadeira ( ) Falsa ( )
_________________________________________________________________
h. As minas de opala são, em grande parte, responsáveis pela economia de Coober Pedy.
Verdadeira ( ) Falsa ( )
__________________________________________________________________
i. A cidade abriga pessoas de diversas nacionalidades.
Verdadeira ( ) Falsa ( )
_________________________________________________________________
j. Os habitantes de Coober Pedy vivem como os homens das cavernas.
Verdadeira ( ) Falsa ( )
__________________________________________________________________
2. Determine se as seguintes afirmativas são, de acordo com o texto, possíveis ou impossíveis. Justifique suas respostas. In Coober Pedy…
a. it rains a lot. ( ) Possible ( ) Impossible
__________________________________________________________________
b. we can buy food at a supermarket. ( ) Possible ( ) Impossible
__________________________________________________________________
c. the children can climb trees in the park. ( ) Possible ( ) Impossible
_________________________________________________________________
d. we cannot have a garden in our home. ( ) Possible ( ) Impossible
_________________________________________________________________
e. the traffic is heavy. ( ) Possible ( ) Impossible
_________________________________________________________________
��
Senior Production Engineer Production Engineering Advisor Salaries in Houston, TX
Parte superior do formulário
Parte inferior do formulário
Average Salary of Jobs Matching Your Search
	In USD as of Sep 9, 2009
	40k
	80k
	120k
	Senior Production Engineer Production Engineering Advisor in Houston, TX
	$108,000 
	
Average Se nior Production Engineer Production Engineering Advisor salaries for job postings in Houston, TX are 4% lower than average Senior Production Engineer Production Engineering Advisor salaries for job postings nationwide.
Average Salary of Jobs with Related Titles
	In USD as of Sep 9, 2009
	40k
	80k
	120k
	Supplier Development Engineer in Houston, TX
	$69,000
	
	Planning Engineer in Houston, TX
	$77,000
	
	Project Engineer Manager in Houston, TX
	$72,000
	
	Drilling Engineer in Houston, TX
	$108,000
	
	Industrial Engineer in Houston, TX
	$69,000
	
	Senior Electrical Engineer in Houston, TX
	$90,000
	
	Technical Manager in Houston, TX
	$86,000
	
Discuss This
Join discussions in the Forums.
About Salary Search
	Senior Production Engineering Advisor
	
	
	View All Jobs
	Details about the vacancy 
	Job Title and Reference 
	Senior Production Engineering Advisor 
	Remuneration
	US$96000 - US$200000 per annum + Bonus
	Location 
	USA
	Cont/Perm 
	Permanent
	Region
	Houston
	Required Residency of Applicant
	
	Posted by
	Oscar Associates
	Expiry Date
	30 September 2009
	
	Description 
	Senior Production Engineer/Production Engineering Advisor 
POSITION SUMMARY: 
This position will provide Production Engineering technical support for development projects and producing assets. The position requires experience in analysis and optimization of all components of the production system. Normal job duties will be to model and/or analyze the performance of existing and planned wells, gathering systems and facilities to ensure optimum production delivery from assets. 
ROLES/RESPONSIBILITIES: 
Prepare the functional requirements for well completion and recompletion designs in conjunction with subsurface and completions engineers, including material and elastomer requirements, tubing size, perforation requirements, smart well system, etc. 
Design the well testing and downhole and/or subsea metering requirements, and production data requirements for new wells 
Artificial lift system design and optimization 
Develop and maintain well performance models for all existing and proposed wells. Utilize trending and visualization tools to validate production and allocation data and ensure compliance with specified operating limits 
Build, maintain and optimize integrated production models for all wells, gathering systems and production facilities 
Develop the well specific operating envelopes and well management guidelines for drawdown, liquid/gas coning, liquid lifting 
Prepare recommendations for well and/or production system modifications to optimize production including economic analysis of opportunities 
Analyze and prepare recommendations for injection and producing zone fluid management 
Flow assurance and production chemistry analysis and management, including prediction of paraffin, asphaltines, and scale deposition 
Well test analysis 
Assess Life Cycle stimulation requirements and incorporate in design and operating plans 
Production forecasting, in collaboration with the operations engineer and subsurface team 
Production log recommendations and analysis 
Sand production management, including design and recommendation of sand production monitoring systems 
Formation damage identification and assessment of stimulation requirements. Design of well treatment recommendations in conjunction with subsurface and operations engineers 
Erosional velocity analysis and optimization 
Identification, assessment and implementation of new technologies to enhance well and field performance 
SKILLS AND EXPERIENCE: 
10-15 years relevant industry experience in production engineering 
Experience with well and production system modeling/analysis and familiar with related software (e.g. Prosper, GAP, OLGA) 
Self-motivated to learn and apply new technologies 
Ability to mentor and coach others 
Strong written and verbal communication skills. Must be able to effectively communicate with management, technical and operations staff 
Ability to work effectively with minimal supervision in a diverse, multidiscipline team environment 
Track record of successful accomplishments and successfully executed projects in production engineering 
Proactive analytical skills with attention to details and process improvements 
EDUCATION/TRAINING: 
Minimum Bachelor of Science degree in Mechanical Engineering, Petroleum Engineering or equivalent 
SOFTWAREREQUIREMENTS: 
Microsoft Word, PowerPoint, and EXCEL 
Production System modeling tools - PROSPER, GAP, RESOLVE, OLGA, PIPESIM, HYSYS
	
	Skill
	Completion
	Design
	Operations oil and gas
	Production
	Well
	
	
Qualification
Bachelors Degree or equivalent
Production Engineer
This job belongs to job family > Engineering
Further details
Production or manufacturing engineers work with companies that make things - from food, drink and chemical products to clothing, cars, aircraft and printing equipment. They design, build and maintain all the systems in factories, including automated and computer-controlled machines. This may involve investigating operational problems affecting production, improving existing operations, bringing in new methods and processes and planning, and commissioning and maintaining new production lines. They work with production staff, including operatives and technicians, to keep assembly, manufacturing and packaging systems working smoothly and efficiently. 
Production engineers usually work 37 hours a week, but this could include weekend and evening work. They may work on the shop floor, at a desk with a computer, or in meetings. Manufacturing machinery can be noisy but modern production lines are quieter and usually operate in an air-conditioned, dust-free environment. 
Salaries range from about £23,000 a year to £50,000 or more.
A production engineer should:
have a thorough understanding of the manufacturing process
work well with a wide range of people
be able to plan and prioritise tasks
be good at analysing and solving problems
have good communication skills 
have strong numerical skills
understand the importance of health and safety.
There are engineering and manufacturing companies in most areas but many companies tend to be based in the major cities and towns across the country. Employers range from food and drinks manufacturers to vehicle producers. There is also a growing number of high-technology manufacturing companies in the aerospace and electronics industries, as well as precision engineering and pharmaceuticals. There are also many smaller firms, often producing high value, technologically-advanced products.
Many production engineers are graduates. An HND with distinctions or merits may be an alternative, although further training will be required. Apprenticeships and Advanced Apprenticeships are available and it is possible to begin apprentice training for craft- or technician-level jobs in production engineering straight from school, with three to five GCSEs (A*-E). The Diploma in engineering and the Diploma in manufacturing and product design may be relevant for this area of work.
Production engineers can register with the Engineering Council (ECUK) as a professional engineer - either Incorporated Engineer (IEng) or Chartered Engineer (CEng). They are expected to undertake continuing professional development (CPD). This can include attending courses, meetings, workshops and seminars.
Some engineers move into sales, marketing, general management, training or consultancy.
What is the work like?
Production or manufacturing engineers work with companies that make things - from food, drink and chemical products to clothing, cars, aircraft and printing equipment. They design, build and maintain all the systems in factories, including automated and computer-controlled machines.
They develop production lines and systems for all kinds of manufacturing processes. These can be anything from filling cans or bottles to packaging medicines or assembling trucks or computers.
The latest technology is used in this work, and production engineers are responsible for planning, managing and maintaining the production methods and processes.
This may involve:
investigating operational problems affecting production
improving existing operations, bringing in new methods and processes
planning, commissioning and maintaining new production lines
handling the purchase and installation of new equipment
providing manufacturing data
ensuring that quality control standards are being maintained
training and managing staff
preparing manufacturing manuals for staff
managing budgets.
Production engineers usually have a day-to-day responsibility for providing technical expertise and diagnosing and solving problems. They work with production staff, including operatives and technicians, to keep assembly, manufacturing and packaging systems working smoothly and efficiently. 
If their job involves a management role, production engineers will be involved in meetings with other technical and management staff, and they will have to produce reports on production issues and budgets for new or replacement systems. They may also liaise with suppliers and customers, ensuring that service departments handle product defects correctly and recalling products if necessary.
Hours and environment
Production engineers usually work 37 hours a week, but this could include weekend and evening work, particularly when a new production process is being installed and tested, or if the company works a shift system.
They may work on the shop floor, at a desk with a computer, or in meetings. Protective clothing may be required when visiting the shop floor.
Manufacturing machinery can be noisy, and in older traditional industries the environment can be hot, dirty and dusty. Modern production lines are quieter and usually operate in an air-conditioned, dust-free environment. 
Salary and other benefits
These figures are only a guide, as actual rates of pay may vary, depending on the employer and where people live.
Starting salaries for graduates after their initial training may be in the region of £23,000 a year. 
Experienced production engineers may earn up to £37,000 a year.
Senior production engineers may earn £50,000 or more.
There may be extra pay for overtime or shifts. 
Skills and personal qualities
A production engineer should:
have a thorough understanding of the manufacturing process
work well with a wide range of people
be able to plan and prioritise tasks
be good at analysing and solving problems
have good communication skills 
have strong numerical skills
understand the importance of health and safety.
Interests
It is important to be interested in:
engineering and manufacturing
keeping up to date with new developments in technology.
Getting in
Around 1.5 million people are employed in engineering-related jobs in the UK, and there are engineering and manufacturing companies in most areas. Many companies tend to be based in the major cities and towns across the country. 
Employers range from food and drinks manufacturers to vehicle producers. There is also a growing number of high-technology manufacturing companies in the aerospace and 
electronics industries, as well as precision engineering and pharmaceuticals. There are also many smaller firms, often producing high value, technologically-advanced products.
Jobs tend to be advertised in professional and trade publications, through recruitment agencies specialising in engineering posts and on the many websites dealing with engineering jobs.
Entry routes
Many production engineers are graduates. In fact, most employers look for graduates, and a degree or equivalent is essential for professional (chartered) status. An HND with distinctions or merits may be an alternative, although further training will be required. It is also possible to take an Open University degree. The engineering institutions accept these as long as studies follow an approved profile.
For a degree course in an engineering subject, applicants need at least two A levels normally including maths and physics, and five GCSEs (A*-C), or equivalent qualifications including Access courses.
The Institution of Mechanical Engineering (IMechE) offersfunding for people starting a degree, as well as opportunities to win further funding through prizes and awards. Opportunities include the Whitworth Scholarship Awards, (www.whitworthscholarships.org.uk), designed for engineers who are planning to embark on, or have already commenced, an undergraduate engineering degree-level programme, normally a MEng. The scholarships are available in all the main engineering disciplines - mechanical, civil, electrical, aerospace and others. Many universities appear to have some funding to encourage students to study technology (www.scholarship-search.org.uk).
It is also possible to begin apprentice training for craft- or technician-level jobs in production engineering straight from school, with three to five GCSEs (A*-E). Ideally, these should include English, maths and science. GCSEs in engineering, manufacturing or design and technology could also be useful. A BTEC First Diploma in a relevant subject would be a good alternative. The Diplomas in engineering, and manufacturing and product design may be relevant for this area of work.
Apprenticeships and Advanced Apprenticeships provide structured training with an employer and pay at least £80 per week - £95 per week from August 2009. A recent survey found that the average wage for apprentices was £170 a week. Entry to Employment (e2e) can help to prepare those who are not yet ready for an Apprenticeship. In addition, Young Apprenticeships may be available for 14- to 16-year-olds. To find out more, see the Apprenticeship page on this website, contact the local Connexions service or visit: www.apprenticeships.org.uk. 
Training
All apprentices follow a structured training scheme at work, with part-time study at a local college leading to NVQ Level 2 or 3 in engineering production. This can then lead on to study for a foundation degree, HNC/D or degree. 
For graduate trainees, training is mainly on the job, usually within a structured graduate training scheme. Many will go on to do postgraduate qualifications such as the MEng.
Following the award of a degree or an HNC/HND, and after further training with an employer, production engineers can go on to register with the Engineering Council (ECUK) as a professional engineer - either Incorporated Engineer (IEng) or Chartered Engineer (CEng).
Production engineers are expected to undertake continuing professional development (CPD). This can include attending courses, meetings, workshops and seminars.
The IET (Institution of Engineering and Technology) offers a number of awards to help women who are studying for engineering qualifications.
Getting on
Production engineers can gain experience in a variety of manufacturing areas, which will help them to move into other industries or sectors. There is also scope to move into production management, or to gain experience in other technical functions such as systems engineering. 
Some engineers move into sales, marketing, general management, training or consultancy.
Further information
Diploma in Manufacturing and Product Design. Website: www.manufacturingdiploma.co.uk 
The Engineering and Technology Board (ETB), 020 3206 0400. Website: www.etechb.co.uk 
Engineering Council UK (ECUK), 246 High Holborn, London WC1V 7EX, 020 3206 0500. Website: www.engc.org.uk 
Engineering Diploma Development Partnership. Website: www.engineeringdiploma.com 
Enginuity Careers. Website: www.enginuity.org.uk 
The Institution of Engineering and Technology (formerly Institution of Electrical Engineers and Institution of Incorporated Engineers), Savoy Place, London WC2R 0BL. 020 7240 1871. Website: www.theiet.org 
Institution of Mechanical Engineers (IMechE), 1 Birdcage Walk, Westminster, London SW1H 9JJ. 020 7222 7899. Website: www.imeche.org.uk 
The Manufacturing Institute, Quay West, Trafford Wharf Road, Manchester M17 1HH. 0161 872 0393. Website: www.manufacturinginstitute.co.uk 
SCENTA - careers information in science, engineering and technology. Website: www.scenta.co.uk 
SEMTA (Science, Engineering, Manufacturing Technologies Alliance), 14 Upton Road, Watford WD18 0JT. Careers advice line: 0800 282 167. Website: www.semta.org.uk 
UK Resource Centre for Women in Science, Engineering and Technology. 01274 436485. Website: www.ukrc4setwomen.org 
Women into Science, Engineering and Construction (WISE). 020 3206 0408. Website: www.wisecampaign.org.uk 
Women's Engineering Society. 01438 765506. Website: www.wes.org.uk 
Further reading
A range of publications from the above organisations
BTEC National Engineering - Newnes
Directions 16 plus - SEMTA publication online
Engineering (CRAC Degree Course Guides) - Trotman
How to Get Ahead in Engineering - Trotman
So You Want to Work in Engineering - Hodder Wayland
Magazines/journals
The Engineer
Engineering
Engineering and Technology - IET
Manufacturing Engineer - IET
Spark magazine - WISE 
(Some may be priced)
May 2009 
The Engineer Online
Production Engineering
CO2 capture
Published: 15 August 2007  05:45 PM
Source: The Engineer Online
��� HYPERLINK "http://www.unimelb.edu.au/" �University of Melbourne� PhD student Julianna Franco has developed a cost-effective CO2 capture system based on the use of inexpensive plastic.
In her membrane gas absorption (MGA) system, the porous plastic acts as a semi permeable barrier, allowing CO2 gas on one side to come into contact with an aqueous solvent on the other, without the gas or liquid dispersing into each other.
MGAs are commonly used to remove gases from, or dissolve them into, water. For an MGA to be effective, however, the membrane must be water-repellent on one side to prevent the water from passing through the pores into the gaseous side of the membrane.
According to Franco’s supervisor, Professor Geoff Stevens, past research on the use of polypropylene as a membrane for CO2 capture concluded that it was unsuitable for MGA use. The plastic’s pores were observed to ‘wet’ in the presence of the aqueous solvent used to absorb CO2
from the gaseous phase, allowing the two phases to mix.
However, Franco has now modified the surface properties of the polypropylene to make it as water-repellent as Teflon. This allows the CO2 to selectively pass through the membrane and be absorbed on the other side by a widely available solvent (20–30% methylethanolamine dissolved in water).
The membrane can be deployed in the form of hollow fibre units that provide an order of magnitude more surface area than those available in conventional CO2 capture columns.
‘MGA units can separate carbon dioxide using three to four times less space than processing towers, making carbon dioxide capture more efficient and economical,’ said Franco. 
Franco’s research follows on from earlier research that resulted in the construction of a pilot-scale membrane gas absorption plant – incorporating Teflon as the membrane material – for separation of CO2 from natural gas at Kårstø, Norway. 
Australia has natural gas reserves with high CO2 levels, such as those at the Gorgon gas field on the north-west coast of Australia. According to Stevens, a polypropylene MGA system would make new natural gas fields with high CO2 content more economically – and environmentally – viable.
However, it’s still early days. Stevens says the polypropylene carbon capture system is due to be tested next year at a pilot plant that will process 25 tonnes of CO2 per day. The pilot plant is being built at Hazelwood, one of Victoria’s oldest – and its most greenhouse-polluting – brown coal-fired power stations. 
Depending on the outcome of that trial – in particular, how the economics of this technology stack up against competing technologies – the most optimistic date for the full deployment of commercial scale carbon dioxide capture systems in Australia is 2015.
Job Detail 
Engineering Opportunities
Job Detail
	Recruiter Name:McLaren
	Date Posted:
	10 August 2007
	Location:
	South East
	Sector:
	Automotive, Design, Engineering, Manufacturing
	Position Type:
	Permanent
	Salary Description:
	£Excellent
	
	Apply Now
Job Description
At McLaren we believe that anything is possible.We know what it takes to succeed and we achieve this by working together and encouraging innovation in an extraordinary high performance environment.
Our Automotive business based at the McLaren Technology Centre in Woking, Surrey, is renowned for its expertise in engineering and manufacturing the most definitive sports cars in the world.We are now seeking talented engineers and designers on both a permanent and contract basis to join our team to work on current and future car projects. Our environment is highly challenging and you will need to be resilient and confident in your abilities.
We are looking for:
Senior Controls Engineer
Structural Analysis Engineer
Development Engineer
Chassis Project Engineers & Designers
Body Project Engineers & Designers
Interior Project Engineers & Designers
Powertrain Project Engineers & Designers
NVH Manager
Aerodynamics Engineer
Senior Composite Technologist
Electrical Project Engineers
We expect a Mechanical or Automotive Degree at 2:1 standard or above combined with suitable experience. An understanding of low volume, high performance vehicle programmes would be a particular advantage.
Job Detail 
Production Engineer
Job Detail
	Recruiter Name:
	CABOT
	Date Posted:
	31 July 2007
	Job Reference:
	C3107PE
	Contact Name:
	Liam  O'Connell 
	Location:
	Wales
	Sector:
	Engineering, Materials
	Position Type:
	Permanent
	Salary Description:
	£Unspecified
	
	Apply Now
Job Description
The Cabot Corporation is a $2.5 billion global speciality chemicals company, operating in 18 countries with 42 manufacturing facilities worldwide. A world leader in fine particle technology, our products are found in diverse markets. Our manufacturing site in South Wales specialises in the manufacture of fumed silica, which is sold into a range of end markets including electronics and automotive industry.
We operate a highly customer focused environment that is constantly striving to maintain and improve the quality of the processes in our silica and packaging line department. We have a position available for a degree qualified Engineer with experience of working within a similar manufacturing environment, to provide technical support and drive continuous improvements in packaging process capability, capacity and productivity. You will use best practice operating principles and develop and implement world-class procedures to maximise plant safety and optimise packaging line performance whilst ensuring packaging quality standards are achieved. Key aspects of this technical role are:-
• Identify, recommend and implement improvements in packaging performance.
• Provide prompt and effective technical advice and support to resolve unusual problems using root cause analysis.
• Support and implement new packaging changes and improvements and prepare relevant documentation.
• Assist in the design, procurement, and installation of new equipment to support new product development and commercialisation and existing process improvements.
With an excellent remuneration package, commensurate with relevant experience and career development prospects both within the UK and abroad, we can offer a challenging yet rewarding career. 
Production Engineering 
Stranded gas
Published: 27 July 2007  04:27 PM Source: The Engineer Online��
A US Department of Energy (DOE) project is turning "stranded" natural gas at marginal, or low-production, oil fields into fuel for distributed electric power systems.
The project is bringing previously idle oil fields back into production and could boost US oil production by some 28 million barrels per year within the next 10 years.
Stranded gas is natural gas that is uneconomic to produce for one or more reasons: the energy, or Btu content, may be too low; the gas may be too impure to use, or, the volume may be too small to warrant a pipeline connection to the gas infrastructure.
Non-commercial gas is sometimes produced along with oil, becoming an environmental liability. This unwanted by product of oil production has become a major problem in California oil fields where producers have been forced to abandon sites early, leaving valuable reserves of domestic oil untapped.
Typically, there are three ways to deal with stranded gas: venting or flaring the gas contributes to air pollution without any beneficial offsets from the gas, using electrical energy to re-inject the gas incurs significant extra costs and, shutting down oil production leaves valuable oil in the ground.
But now researchers have recently found another, useful, way to solve the stranded gas problem.
A project managed by the Office of Fossil Energy's National Energy Technology Laboratory (NETL) called the Oil Field Flare Gas Electricity Systems (OFFGASES) project is turning the waste gas into a valuable fuel for distributed generation power units at marginal well sites in California. 
Oil production sites are heavy electricity consumers. According to the California Oil Producers Electric Cooperative, electricity accounts for 40 to 60 percent of the operating cost of oil production and delivery, and it represents one of the highest expenses in producing marginal oil wells.
In California, equipment such as pump jacks are all run by electricity, and this power must be purchased from the utility grid. This figures heavily in deciding which sites remain economical to produce as oil production declines and which ones must be abandoned.
By using microturbines to harness the stranded gas and generate low-cost electricity - usually at 20 to 40 percent of the costs of utility grid electricity - the Distributed Generation/OFFGASES project is increasing oil production in previously hopeless fields, making use of a fuel that was previously considered unusable and uneconomic to produce.
The project is conducting four field demonstrations with fuels of varying energy contents and quality. Three of the demonstrations have shown success so far.
In the first, a demonstration using high-Btu gas, which contains more than 1,600 Btu per standard cubic foot of gas, boosted oil production in its three-well marginal oil field from 10 barrels per day to 23 barrels per day.
In the second, a demonstration with medium-Btu gas, which does not meet the quality requirements for commercial pipelines in California, is now producing 150 barrels of oil per day in a 19-well field that had been at risk for abandonment. 
In the third, a field containing "harsh" gas, which contains naturally high levels of nitrogen, carbon dioxide, and hydrogen sulphide, has been brought into compliance with air emissions regulations by scrubbing hydrogen sulphide from the gas using a patented sulphide-treating system. 
The fourth demonstration deals with ultralow-Btu gas, which has as little as 15 Btu per standard cubic foot of gas. This gas is of such low quality that it's not immediately flammable and therefore cannot even be flared - operators have been spiking the weak gas with purchased commercial natural gas just to flare it.
As part of the NETL-funded project, operators are now using FlexEnergy's Flex-Microturbine, a new technology that uses catalytic combustors and actually runs on 15 Btu gas. While the microturbine is working, improvements are still needed, and researchers are testing the equipment needed to turn this field into another success.
NETL demonstration partners include FlexEnergy, the Interstate Oil and Gas Compact Commission, California Oil Producers Electrical Cooperative, California Energy Commission, and California South Coast Air Quality Management District.The Engineer Online
Sunday - 30 March 2008
Letters 
Inefficiency drive 
Email article�� HYPERLINK "http://www.theengineer.co.uk/Articles/Comment.aspx?liArticleID=305168" Comment on this article
Published: 26 March 2008  11:40 AM
Source: The Engineer
��
I write in response to the Porsche Cayenne/Panda discussion (Letters, 10 March). 
Last year the government changed the categories of road tax so that all 4x4s would be classified as band G vehicles. 
There used to be a 4x4 version of the Panda which, had it been built recently, would now been in this category and burdened with the same ill-thought-out charge. 
VW, Subaru and most of the proposed 'hybrid/electric' vehicles currently being proposed also fall into the 'four-wheel-drive category' regardless of emissions. 
If the government wants to stop so-called 'chelsea tractors' it should do so around those areas of London affected — and leave the rest of the country alone. 
Out of town, where there is no adequate public transport, a 4x4 is essential for safe travel in ice/mud or snow conditions. 
The latest charges mean that instead running newer, fuel-efficient cars, many of us will now be driving older vehicles that aren't burdened in this way.
Suppose that you’re going to participate of an English Congress and now you have to fill out a Registration Form. So, Let’s Go! 
INSTRUCTIONS:
Complete this Registration Form
Submit a copy of your school transcripts
1. Name ______________________ _________________________ _________________________
 (First) (Middle) (Last)
2. Home Address _________________________________________________________________
3. Student ID ____________________________________________________________________
 
4. Zip Code ________________________________ City _________________________________ 
 State: ___________________________________
 
5. Phone Number __________________________ Cell Phone _____________________________
6. Date of Birth ____________________________ Place of Birth __________________________
7. Sex: (Male or Female) ___________________________
8. Nationality: ____________________________________
9. Can you speak English Fluently? __________________________________________________