Morfossintaxe e semantica da ligua inglesa Unid III

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MORFOSSINTAXE E SEMÂNTICA DA LÍNGUA INGLESA
Unit III
7 PASSIVE VOICE
Verbs are also said to be either active (The mouse ate the cat.) or passive (The mouse was eaten by 
the cat.) in voice.
Passive voice is used when the focus is on the action. It is not important or not known who or what 
is performing the action.
Example: My car was stolen.
In the example above, the focus is on the fact that my car was stolen. I do not know, however, who 
did it.
Sometimes, not to be rude, a statement in passive is more polite than active voice, as the following 
example shows:
Example: A mistake was made.
In this case, the focus is on the fact that a mistake was made, but we aren’t going to blame anyone 
(example: He/ She/You made a mistake.).
Have a look on the examples below: Are they being used in the active or passive voice?
Picture 28
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Unit III
Active Voice: I’m sending your message.
We will switch off your computer in 1 minute.
Passive Voice: Your message is being sent.
Your message can’t be sent.
Your message has been sent.
Your computer will we switched off in 1 minute.
7.1 Passive verb formation
The passive forms of a verb are created by combining a form of the “to be verb” with the past 
participle of the main verb.
Subject + finite form of to be + Past Participle (3rd column of irregular verbs)
Example: An e-mail was written.
When rewriting active sentences in passive voice, note the following:
• the object of the active sentence becomes the subject of the passive sentence
• the finite form of the verb is changed (to be + past participle)
• the subject of the active sentence becomes the object of the passive sentence (or is dropped)
Chart 37 - Examples of Passive
Tense Subject Verb Object
Simple Present
Active: The secretary writes the e-mail.
Passive: The e-mail is written by the secretary.
Simple Past
Active: The secretary wrote the e-mail.
Passive: The e-mail was written by the secretary.
Present Perfect
Active: The secretary has written the e-mail.
Passive: The e-mail has been written by the secretary.
Future 
Active: The secretary will write the e-mail.
Passive: The e-mail will be written by the secretary.
Modal Active: The secretary can write the e-mail.
Passive: The e-mail can be written by the secretary.
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MORFOSSINTAXE E SEMÂNTICA DA LÍNGUA INGLESA
Chart 38 - Examples of Passive
Tense Subject Verb Object
Present Progressive Active: The secretary is writing the e-mail.
Passive: The e-mail is being written by the secretary.
Past Progressive Active: The secretary was writing the e-mail.
Passive: The e-mail was being written by the secretary.
Past Perfect Active: The secretary had written the e-mail.
Passive: The e-mail had been written by the secretary.
Future Active: The secretary will have written the e-mail.
Passive: The e-mail will have been written by the secretary.
Conditional I Active: The secretary would write the e-mail.
Passive: The e-mail would be written by the secretary.
Conditional II Active: The secretary would have written the e-mail.
Passive: The e-mail would have been written by the secretary.
7.2 Passive sentences with by
We are normally not interested in the person who did the action in a passive sentence. When we 
want to mention the “person”, we use the preposition by. The whole phrase is called by-agent in English.
Chart 39
Active sentence Passive sentence
Jones built the house. The house was built by Jones.
When we do not know, who was the person who did the action, we use someone or somebody in 
the active sentence. We leave out these words in the passive sentence.
Chart 40
Active sentence Passive sentence
Someone stole my car. My car was stolen.
7.3 Active sentences with two objects in passive
When there are two objects in an active sentence, there are two possible active sentences and two 
possible passive sentences.
Possibility 1: The man gave Barbara a necklace.
Possibility 2: The man gave a necklace to Barbara.
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Unit III
There are two objects in each of the following sentences:
object 1 = indirect object: the students
object 2 = direct object: the exercise
An indirect object is very often a person, a direct object a thing. When a direct object is followed by 
an indirect one, we put to in front of the indirect object.
Chart 41
active sentence - possibility 1
subject verb indirect object direct object
The man gave Barbara a necklace.
active sentence - possibility 2
subject verb direct object indirect object
The man gave a necklace to Barbara.
Each of the objects (direct and indirect) can be the subject in the passive sentence.
Chart 42
passive sentence - possibility 1
subject verb object (by-agent)
Barbara was given a necklace (by the man).
passive sentence - possibility 2
subject verb object (by-agent)
A necklace was given to Barbara (by the man).
7.4 Personal passive
When we put an object of an active sentence into passive, it becomes subject of the passive sentence.
Active voice:
The man gave Barbara a necklace.
The man gave a necklace to Barbara.
Passive voice:
Barbara was given a necklace by the man.
A necklace was given to Barbara by the man.
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MORFOSSINTAXE E SEMÂNTICA DA LÍNGUA INGLESA
We sometimes use a pronoun for “a necklace” or “Barbara” in its subject form (here: it/she).
Passive voice:
She was given a necklace.
It was given to her.
We very often leave out the by-agent in the passive sentence (here: by the man).
7.5 Verbs with prepositions in passive
When we put an active sentence, where a preposition follows after the verb (e.g. look after), into 
passive - the preposition remains immediately after the verb.
Chart 43
Active sentence Passive sentence 
She is looking after the baby. The baby is being looked after.
7.6 Impersonal passive - it is said ...
The phrase It is said ... is an impersonal passive construction. We often use it in news.
Passive sentence - version 1:
It is said that there is life in Mars.
They say that the planet is in danger.
It is said that the planet is in danger.
This type of passive is called impersonal becausewe use the impersonal form “it is...” This is only 
possible with verbs of perception (e. g. believe, consider,find, know, report, say, think, understand …).
Examples:
• It is said that...
• It is thought that...
• It is believed that...
• It is known that...
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Unit III
It is also common that we start the passive form of these sentences with the subject of the 
that-clause:
Examples:
They say that the planet is in danger. = The planet is said to be in danger.
They think that women live longer than men. = Women are thought to live longer.
7.7 The passive causative
Look at the pictures below.
 
Picture 29 – The girl cut her hair. Picture 30 – The girl had her hair cut.
On the first picture
 The girl cut her own hair.
 The girl went to a hair salon.
Answer:
The girl cut her own hair.
When you get somebody else to do something for you use Causative verbs show that somebody/
something is indirectly responsible for an action. The subject doesn’t perform the action itself, but 
causes someone/something else to do it instead.
For example:
Yesterday I had my hair cut. = I didn’t cut my own hair, but I made someone else do it for me instead 
- I “caused” them to cut my hair.
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MORFOSSINTAXE E SEMÂNTICA DA LÍNGUA INGLESA
Have
Have is a common causative verb. Instead of doing something ourselves, we “have” someone else do 
it instead. It has the following form:
The verb “to have” + object + past participle. For example:
- I had my jacket cleaned yesterday.
- Did you have your computer fixed?
Get
Get is often used instead of have.
For example:
- I got my computer fixed - I had my computer fixed. These two sentences mean the same thing.
- I got my jacket cleaned. - I had my jacket cleaned. These two sentences mean the same thing.
Chart 44
Statements
Subject Have/Get Object Past Participle (by + agent)
 I had my jacket cleaned.
She had her hair cut by Ross.
I got my nails done by Shirley yesterday.
We are going to get our house painted.
Yes/No questions
Auxiliary Verb Subject have/get Object Past Participle (by agent)
Did you have your computer fixed?
Has he had his beard trimmed lately?
Is she going to have her ears pierced? by John?
Will they have their window repaired?
Causative verbs are often used with negative experiences. In these situations it’s more common to 
use have.
For example:
• I had my wallet stolen. (I didn’t actually cause my wallet to be stolen - someone stole my wallet from me)
• She had her window smashed.
• I got my nose broken playing basketball.
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Unit III
Sometimes we use have as a causative verb when we intend to perform the action ourselves.
For example:
• When will the report be ready? I’ll do it by tomorrow morning.
• When will the report be ready? I’ll have it done by tomorrow morning.
By using the causative the second sentence takes attention away from the one who does the action, 
and gives more attention to the action being done. It sounds polite and professional.
Use by when it’s necessary to mention the person doing the service (the agent). Do not 
mention the agent unnecessarily.
 For more information
For more information on Causative verbs see:
<http://my.netian.com/~scorpius/englishgrammar/verb/causative.htm>
<http://webster.commnet.edu/grammar/verbs.htm#causative>
<http://www.englishpage.com/minitutorials/let.html>
7.8 Reported speech
When do we use reported speech?
Picture 31
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MORFOSSINTAXE E SEMÂNTICA DA LÍNGUA INGLESA
Sometimes someone says a sentence, for example “I’m leaving tonight”. Later, maybe we want to tell 
someone else what the first person said.
We use a ‘reporting verb’ like ‘say’ or ‘tell’. If this verb is in the present tense, it’s easy. We just put 
‘she says’ and then the sentence:
• direct speech: “I like the t-shirt.”
• reported speech: She says she likes the t-shirt.
We don’t need to change the tense, though probably we do need to change the ‘person’ from ‘I’ to 
‘she’, for example. We also may need to change words like ‘my’ and ‘your’.
But, if the reporting verb is in the past tense, then usually we change the tenses in the reported 
speech:
• direct speech: “I like the t-shirt.”
• reported speech: She said she liked the t-shirt.
Chart 45
Change of tenses
from to
Simple Present Simple Past
Simple Past
Past PerfectPresent Perfect
Past Perfect
will would
Progressive forms
am/are/is was/were
was/were
had beenhas been
had been
Chart 46
Change of tenses
from to
Peter said, “I study hard.” Peter said that he worked in the garden.
Peter said, “I studied hard.”
Peter said that he had worked in the garden.Peter said, “I have studied hard.”
Peter said, “I had studied hard.”
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Unit III
Peter said, “I will study hard.” Peter said that he would work in the garden.
Peter said, “I can study hard.” Peter said that he could work in the garden.
Peter said, “I may study hard.” Peter said that he might work in the garden.
Peter said, “I would study hard.”
(could, might, should, ought to)
Peter said that he would work in the garden.
(could, might, should, ought to)
Progressive forms
Peter said, “I am studying hard.” Peter said that he was working in the garden.
Peter said, “I was studying hard.”
Peter said that he had been working in the 
garden.Peter said, “I have been studying hard.”
Peter said, “I had been studying hard.”
• If the sentence contains an expression of time, you must change it as well.
Peter: “I worked in the garden yesterday.”
Peter said that he had worked in the garden the day before.
Certain expressions must change in the reported form of speech:
Chart 47
this that
these those
here there
tomorrow the following day or
the next day
next month month or the following
the next month
today that day
tonight that night
yesterday the day before or
the previous day
last year the year before or
the previous year
last night the night before or
the previous night
*now then
*The word now does not have to change, but it can change to then. Most native Englishspeakers 
don’t change now.
He said, “I wasn’t feeling very well yesterday, but now I’m all right.”
He said that he hadn’t been feeling well the day before but that now he was all right.
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MORFOSSINTAXE E SEMÂNTICA DA LÍNGUA INGLESA
He said that he hadn’t been feeling well the day before but that then he was all right.
Pronouns, possessives and demonstratives
The changes required in pronouns, possessive adjectives and demonstratives are as follows:
Chart 48
Direct Speech Indirect Speech
I he, she
me him, her
mine his, hers
we they
us them
our their
you they/them
you their
yours theirs
this that
these those
If the direct speech was in the present tense, the reported speech must be in the past tense:
• She said, “I am tired and also hungry.”
• She said that she was tired and also hungry.
If the direct speech was in the past tense, the reported speech must be in the past perfect:
• (the “past before a past” form, had + past participle):
• He said, “I was feeling pain when I fell down the stairs.”
• He said that he had been feeling pain when he had fallen down the stairs.
Some x-words change from direct to reported speech:
 can/could I asked him, “Can I see your passport?”
 I asked him if I could see his passport.
shall/should She asked, “Shall I call you later?”
 She asked if she should call me later.
will/would He told them, “I’ll help you tomorrow.”
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Unit III
He told them that he would help them the following day.
may/might She said, “I may work tonight.”
 She said that she might work that night.
must/had to He said, “I must see a dentist soon.”
 He said that he had to see a dentist soon.
Some verbs and verb combinations have no change in the reported form. Don’t change the past 
perfect (had + p.p.), the unreal (present or past), or any combination with could, should, would, or might.
past perfect She said, “My mother had already died before I got married.”
 He said that her mother had already died before she had got married.
present He said, “I would help the homeless if I were mayor.”
unreal He said that he would help the homeless if he were mayor.
past She said, “I would have helped you if I had known it.”
unreal She said that she would have helped the answer if she had known it.
could I said, “I could run faster when I was young.”
 He said that he could run faster when he had been young.
should He said, “You should get married.”
 He said that I should get married.
should have She said, “I should have worn a better dress yesterday.”
 She said that she should have worn a better dress the day before.
might I said, “I might go to the San Francisco.”
 I said that I might go to San Francisco.
Occasionally, we don’t need to change the present tense into the past if the information in direct 
speech is still true (but this is only for things which are general facts, and even then usually we like to 
change the tense):
• direct speech: The sky is blue.
• reported speech: She said that the sky is/was blue.
• direct speech: “The sun rises in the East.”
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MORFOSSINTAXE E SEMÂNTICA DA LÍNGUA INGLESA
The teacher said that the sun rose in the East. or
The teacher said that the sun rises in the East.
Okay, so now you have no problem with making reported speech from positive and negative 
sentences.
But how about questions?
• direct speech: “Where do you live?”
How can we make the reported speech here?
In fact, it’s not so different from reported statements. The tense changes are the same, and we keep 
the question word. The very important thing though is that, once we tell the question to someone 
else, it isn’t a question any more. So we need to change the grammar to a normal positive sentence. 
Confused? Sorry, maybe this example will help:
So, to look again at the example:
• direct speech: “Where do you study?”
• She asked me where I studied.
Do you see how I made it? The direct question is in the present simple tense. We make a present 
simple question with ‘do’ or ‘does’ so I need to take that away. Then I need to change the verb to the 
past simple.
How about another example:
• direct speech: “where is Robert?”
• She asked me where Robert was.
The direct question is the present simple of ‘be’. We make the question form of the present simple of 
be by inverting (changing the position of)the subject and verb. So, we need to change them back before 
putting the verb into the past simple.
Here are some more examples:
The direct question is the present simple of ‘be’. We make the question form of the present simple of 
be by inverting (changing the position of)the subject and verb. So, we need to change them back before 
putting the verb into the past simple.
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Unit III
Here are some more examples:
Chart 49
Direct Question Reported Question
“Where is the hospital, please?” She asked me where the hospital was.
“What are you doing?” She asked me what I was doing.
“Who was that handsome man?” She asked me who that handsome had been.
So much for ‘wh’ questions. But, what if you need to report a ‘yes / no’ question? We don’t have any 
question word to help us. It’s easy, instead use ‘if’:
• Direct speech: “Do you like chocolate?”
• She asked me if I liked chocolate.
No problem? Here are a few more examples:
Chart 50
Direct Question Reported Question
“Do you love me?” He asked me if I loved him.
“Have you ever been to Disneyworld?” She asked me if I had ever been to Disneyworld. 
“Are you living here?” She asked me if I was living here.
The normal form for asking a direct question is
Chart 51
Question word Auxiliary verb subject verb
Where is your father working today?
Why do you talk so much?
How much does this t-shirt cost?
Have you seen my glasses?
In reported speech, a question is reported like this.
1. A question with is changes to was.
2. A question with are changes to was/were.
3. A question with do changes to the simple past.
4. A question with does changes to the simple past.
5. A question with did changes to the past perfect (had + past participle).
6. The present perfect also changes to the past perfect.
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7. There are no commas and no question marks in reported questions.
Here are the reported speech forms of the questions above:
Chart 52
Question word Auxiliary verb subject verb
She asked me where your father was working that day.
She asked me why you talked so much.
She asked me how much this t-shirt cost.
She asked me if I had seen her sunglasses.
 Note
You never use that when reporting a question!
You never use a question mark (?) when reporting a question!
7.9 Reported requests
There’s more! What if someone asks you to do something (in a polite way)? For example:
• direct speech: “Close the door, please”
• or: “Could you close the door please?”
• or: “Would you mind closing the door please?”
All of these requests mean the same thing, so we don’t need to report every word when we tell 
another person about it. We simply use ‘ask me + to + infinitive’:
• reported speech: She asked me to close the door.
Here are a few more examples:
Chart 53
Direct Request Reported Request
“Please help me.” She asked me to help her. 
“Please don’t smoke.” She asked me not to smoke.
“Could you bring my book tonight?” She asked me to bring her book that night.
“Could you pass the salt, please?” She asked me to pass the salt. 
“Would you mind coming early tomorrow?” She asked me to come early the next day.
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To report a negative request, use ‘not’:
• Direct speech: “Please don’t be late”
• Reported speech: She asked us not to be late.
7.10 Reported orders
And finally, how about if someone doesn’t ask so politely? We can call this an ‘order’ in English, when 
someone tells you very directly to do something. For example:
• Direct speech: “Sit down!”
In fact, we make this into reported speech in the same way as a request. We just use ‘tell’ instead of ‘ask’:
• Reported speech: She told me to sit down
Chart 54
Direct Order Reported Order
“Go to bed!” He told the child to go to bed.
“Don’t worry!” He told her not to worry.
“Be on time!” He told me to be on time.
“Don’t smoke here!” He told us not to smoke there.
 For more information
If you want some more information, please read:
SINGLETON, K. Front line English grammar series – Reported Speech – 
segunda edição. São Paulo: SBS, 2003.
7.11 Writing
Do you know what a paragraph is?
A Paragraph is a group of sentences that work together to explain or support one main idea, which 
is often stated in the first sentence. The rest of the paragraph contains enough sentences to develop 
the main idea.
A topic sentence is usually the first sentence in a paragraph and introduces its subject. It is a 
general statement that is interesting enough to capture the reader’s interest but narrow enough in 
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scope to be developed in one paragraph. All of the sentences in a unified paragraph relate directly to 
the topic sentence.
When we begin to write, we need to think of ideas to write about. There are four ways to help us to 
get ideas to write.
1. Brainstorming: to write every idea that is in your head (brain). You can write all the ideas and all 
the words you can think of about a topic. You should never say “ This idea isn’t a good idea”. When 
you are brainstorming, all ideas are good ideas.
You do not write complete sentences when you brainstorm. You just write words or phrases. Write 
all the things that you think of.
Let’s see an example of a brainstorming related to the topic Daily Routine:
Chart 55
have breakfast finish work get dressed
 
get to work get up go to bed start work
 
sleep get home watch TV have dinner go to school
2. Clustering: means putting words into groups. Each group, or cluster, has a number of words that 
are related to each other. Clustering is similar to brainstorming. You try to think of many words 
and phrases. When you make a cluster map, you write the words and phrases in groups.
a) Write the topic in the centre of your page, inside a circle.
Daily Routine
Picture 32
b) Write general ideas about the topic around the circle.
Daily Routine
Home Work
Picture 33
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c) Write more ideas about each general idea.
Daily Routine
Home Work
Get to work
Start work
Wake up / get up
Have lunch
sleep
Picture 34
d) Continue until you think of no more ideas.
3. Making lists – when you make a list, you try to think of ideas in an organized way.
Here is an example of two lists about daily routine:
Chart 56
Actions Places
Wake up
Get up
Shower
Get dressed
Eat breakfast
Brush teeth
Take the bus
Buy coffee
Bedroom
Bathroom
Kitchen
Work
School
Living Room
4. Asking questions – Asking yourself questions is a good way to get new ideas. When you answer 
these questions, you think of ideas.
Here is an example of some questions about daily routine:
When do I get up?
What do I do in the morning?
When do I go to work?
Where do I have lunch?
What do I do at work?
When do I go home from work?
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What do I do after work/school?
What do I do in the evening?
Planning
Before you write a paragraph, you have to organize all the ideas you thought of in the pre-writing 
stage. You can organize the ideas using the time order or/and space order.
Time Order
Time order means putting your ideas in the order in which they happened. When you are writing 
about a past event you need to use time order. You begin with the first thing that happened, then tell 
the second thing that happened, and then the third thing.
Space Order
Space order means writing about objects in the order of where they are located. When you are 
writing a description of how something looks, or how to go somewhere, you need to use space order.
Drafting
In the first or rough draft, you take your ideas and write them in sentences in an organized way. 
It won’t be perfect, because your aim here is to write. Don’t worry with spelling mistakes or grammar 
problems. They will be corrected on the second draft.
When you finish the first draft, you can improve the writing. You can reorganize the sentences and 
add or remove information. You can correct mistakes.
Revising & Editing
After you have written a first draft, you need to read it again. You will see some errorsand some 
sentences that need to be changed. Revising means changing and editing means correcting. The second 
draft is where you make changes in your writing and where you correct your mistakes. After you have 
made the changes and corrections, you will have your final draft.
8 PHRASAL VERBS
A conjunction is a joiner, a word that connects (conjoins) parts of a sentence.
• Coordinate conjunctions may express:
• Addition = and
• Listing = and
• Contrast = but
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• Alternative = either...or / or
• Negative = neither...nor
Chart 57
Conjunction Conjunction in correlation Function
And Both…and Addition
Not only…but also Addition
Or Either…or Alternative
Nor Neither…nor Negative
Sally and Peter are going to the movies tonight. [addition]
Not only Sally but also Peter are going to the movies tonight. [addition]
Sally is going to the movies but Pamela isn´t. [contrast]
Either Sally or Peter is going to the movies. [alternative]
Subordinate conjunctions, however, connect the main clause to a subordinate clause. There are 
many kinds of subordinate conjunctions:
• time;
• place;
• contrast;
• reason;
• result;
• purpose.
Let´s have a look at some conjunctions in the chart below:
Chart 58
Conjunction Function Meaning
When Time Quando
While Time Enquanto
As Time Enquanto
Before Time Antes
After Time Após, depois
Until Time Até
Since Time Desde
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Where Place Onde
Wherever Place Onde quer que
Although Contrast Apesar de que
Even though Contrast Mesmo que, apesar de que
Though Contrast Apesar de, no entanto
While Contrast Enquanto que
Whereas Contrast Enquanto que
However Contrast Entretanto
Despite Contrast A despeito de 
Because Reason Porque
As Reason Como
Since Reason Visto que
Therefore Result Portanto
So Result Então
As a result Result Assim, portanto
In order to Purpose A fim de, para
 So as to Purpose A fim de 
So that Purpose Para que
Some of the main features and rules about usage of the common subordinate conjunctions are 
exemplified and classified according to their function and meaning:
Category 1
Time: when/ as/ while
When I was studying the telephone rang.
As I was getting home last night I heard a strange noise.
I often listen to the radio while I am having a shower.
Note that progressive forms are used after conjunctions when one wants to express long time range actions!
When one wants to express actions which happens one after another we can use:
• when;
• after;
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• as soon as;
• before.
Examples
When I had finished breakfast I went to work.
I´ll phone you as soon as I get home
The plane had left before they arrived at the airport.
After she left school, she started working in a hospital.
Note that in some contexts when can have the same meanings of while / as / before / after.
When/While/As we were watching TV the telephone rang twice.
When/ After he left school, he started working as a bank clerk.
The plane had landed when/before he got to the airport.
Usamos as conjunções until e till quando queremos dizer até o momento em que.
Example
We waited until he arrived.
Category 2
Contrast: although, even though, despite, while, whereas, however
We can use although and even though to introduce a contrast and after them we can use a clause 
with subject and verb.
Even though is more emphatic than although!
Although / Even though he doesn´t like his job, he works hard every day.
We can also use though instead of although in more informal style and despite, if used before a verb, 
needs a special construction = [despite + V+ ing].
Though I was late I didn´t hurry!
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I was late. I didn´t hurry though!
Despite being late I didn´t hurry
Despite can also come before nouns or noun phrases
Example
Despite the rain I went for a walk in the park. While / Whereas can introduce a contrast between 
two ideas!
He is quite shy while / whereas his sister is lively and talkative!
We can also introduce contrast ideas by using however [which tends to come in between comas].
Examples
She said she doesn´t like sports, however, she goes jogging twice a week!
He promised he wouldn´t go without asking for permission. However, he woke up and left and didn´t 
say goodbye.
Category 3
Reason: because, because of, since, as
We use because [porque] before a clause, with a subject and verb.
We use because of [devido a] before a noun.
Examples
She ran to the airport because she was late
She arrived late because of the traffic.
Note that as /since may be used with the sense of ‘because’.
But pay attention to the difference of structures!
As / Since
Often come at the beginning of a sentence.
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Because
Used before a clause.
Examples
As we were late, we took the subway.
Since we were late, we took the subway.
We took the subway because we were late.
As it was raining, we didn´t go out.
Since it was raining, we didn´t go out.
Because it was raining, we didn´t go out.
We can use so/ therefore/ as a result to introduce the result of something.
Examples
He was late [and] so he ran to the station.
It was raining hard and as a result we stayed home that evening.
I failed my test last year. Therefore I took it again this year.
Category 4
Purpose = to, in order to, so that
We use to + infinitive of the verb to talk about a person´s purpose = why someone does something.
In a more formal style we can use so as to or in order to.
Examples
I went to the Spain in order to learn Spanish.
She got up early so as to have plenty of time to finish her report.
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 Note
In negativeswe use in order not to or so as not to.
Example
He woke up early so as not to be late for the meeting because he had an important business presentation.
We use for + Verb+ ing to talk about the purpose or function of a thing.
Examples
A thermometer is used for measuring the temperature.
Knives are used for cutting things.
We use telescopes for studying the stars.
 Note
So [that] is a very common conjunction used to express ‘purpose’. It is 
generally used in structures which have the following modal verbs in their 
VP [verb phrases]:
can/ can´t/ will/ won´t/ would/ could.
I gave you the key so [that] you could unlock the door.
He left early so [that] he wouldn´t arrive late!
The conjunction ‘in case’ is specially used to express ‘reason’, ‘purpose’ and carries the meaning of 
‘promptness’ or ‘reasonable certainty’ since the action might happen. In other words, it may express the 
meaning of the possibility of that action:
I wrote down the telephone number in case you forget.
We took some food in case we got hungry during the journey.
Take an umbrella with you in case it rains!
Linking words
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Chart 59
addition
again, also, and, and then, besides, equally important, finally, first, 
further, furthermore, in addition, in the first place, last, moreover, next, 
second, still, too
comparison also, in the same way, likewise, similarly
concession granted, naturally, of course
contrast
although, and yet, at the same time, but at the same time, despite that, 
even so, even though, for all that, however, in contrast, in spite of, 
instead, nevertheless, notwithstanding, on the contrary, on the other 
hand, otherwise, regardless, still, though, yet
emphasis certainly, indeed, in fact, of course
example or
illustration
after all, as an illustration, even, for example, for instance, in conclusion, 
indeed, in fact, in other words, in short, it is true, of course, namely, 
specifically, that is, to illustrate, thus, truly
summary
all in all, altogether, as has been said, finally, in brief, in conclusion, in 
other words, in particular, in short, in simpler terms, in summary, on the 
whole, that is, therefore, to put it differently, to summarize
time sequence
after a while, afterward, again, also, and then, as long as, at last, at 
length, at that time, before, besides, earlier, eventually, finally, formerly, 
further, furthermore, in addition, in the first place, in the past, last, 
lately, meanwhile, moreover, next, now, presently, second, shortly, 
simultaneously, since, so far, soon, still, subsequently, then, thereafter, 
too, until, until now, when
8.1 Phrasal verbs
Phrasal Verbs are part of the idiomaticity of the English language. Whatever is considered ‘idiomatic’ 
in English means that we have to learn as a whole, as a unit that just makes sense when learnt and 
memorized together and it is not to be broken into parts otherwise you will miss the meaning and you 
won´t be able to make sense of it!
Therefore we cannot separate the verb from the adverbial particle which follows it in order to make 
sense of the phrasal verb and to understand the expression as a whole, as a unit, as a chunk.
In this sense phrasal verbs differ from prepositional verbs because the latter have a form a unit of 
meaning which can be broken into parts to be understood, a feature that cannot be applied to phrasal 
verbs.
In case you have difficulty in memorizing the following lists of phrasal verbs it is advisable to try 
and do it step by step, one or two expressions a day but it is essential to have phrasal verbs in your 
vocabulary.
 Pay attention
Remember that idiomaticy and conventionality are exactly the two 
areas that makes your English sound more like natural English!
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Check out the meanings of some prepositional verbs before we study the phrasal verbs jut for you 
to see how clear is the meaning of a prepositional verb: you just have to sum up the tow parts [verb + 
preposition] to get to the total meaning of the chunk:
Chart 60
Suspect of = suspeitar de
Apologize for = desculpar-se por
Specialise in = especializar-se em
Result in = resultar em
Derive from = derivar de
Insisit on = insistir em
Protest against = protestar contra
Deal with = lidar com
Argue about = discutir sobre 
8.2 Phrasal verbs – some lists
The following lists focus on multiple meaning, and other meanings of known phrasal verbs. Note 
that there may be other meanings for the verbs listed here and also remember: this is just a selection of 
some phrasal verbs. There are about other hundreds to be learnt!
 Note
This is a compilation of the most useful everyday phrasal verbs.
They were adapted from: KAY, Sue. Advanced Language Practice with key - English Grammar and 
Vocabulary. 3rd edition. Macmillan/Heinemann do Brasil, 2009.
Chart 61
Phrasal verb Meaning Example
Ask after Inquire about Jim was asking after you.
Back down Yield in an argument Sheila was right so Paul had to back down.
Break down Lose control of emotions David broke down and wept when he heard the bad news.
Bring on Cause the onset of an illness Sitting on the damp brought on his rheumatism.
Bring up Mention I feel I ought to bring on another small matter.
Carry out Complete a plan The attack was successfully carried out.
Come out Appear Look! the flowers have come out!
Come about Happen Let me explain how the situation came about.
Come up with Think of (an answer, a plan) We still haven´t come up with a solution to the problem.
Do away with Abolish [colloquial] Dog licenses have been done away with.
Drop in Pay a visit [colloquial] Drop in any time you are passing!
Drop off Fall asleep [colloquial] The baby has just drop off! Psiu!
Fall for Be deceived by [colloquial] It was an un likely story but he fell for it.
Feel up to Feel capable of doing Old Jimmy didn´t feel up to walking all day.
Fall through Fail to come through completion The plan fell through at the last minute.
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Chart 62
Phrasal verb Meaning Example
Get across Be understood – especially get an idea across I had the feeling I wasn´t getting across during the meeting.
Get down Make to feel depressed [colloquial] This cold weather really gets me down.
Get off with Avoid punishment They were lucky to get off with such light sentences.
get up to Do something usually bad The children are getting up to something in the garden.
Get on for Approach a certain age, time, number He must be getting on for seventy.
Give away Betray His false identity papers gave him away.
Give up Surrender The escaped prisoner gave herself up.
Give over Abandon, devote The rest of the time was given over to playing cards.
Go off Become bad, deteriorate [food] This milk has gone off.
Go round Be enough Thereweren´t enough life jackets to go on.
Grow on Become more liked [colloquial] This new record is growing on me.
Have it in for Be deliberately unkind to someone My teacher has got it in for me.
Have someone on Deceive [colloquially] I don´t believe you! You are having me on!
Hold out Offer, especially with hope We don’t hold out enough hope that the price will fall.
Hold up Delay Sorry, I was help up in the traffic.
Keep up Continue Well done! Keep up the good work!
Let down Disappoint, break a promise Sorry to let you down but I can´t give you a lift today.
Let in on Allow to be part of a secret We haven´t let Tina in on the plans yet.
Live up to Live an expected standard The play quite lived up to my expectations.
Chart 63
Phrasal verb Meaning Example
Look into Investigate The police have promised to look into the problem.
Look on Consider We look on this town as our real home.
Make for Result in The power steering makes for easier parking.
Make out Pretend Tim made out that he hadn´t seen the No Smoking sing.
Make out Manage to understand I couldn’t make out what our boss was saying at the meeting.
Miss out Fail to include You have missed out a word here.
Pack in Stop an activity [colloquial] Jim has packed in his job.
Pick up Improve [colloquial] The weather seems to be picking up.
Point out Draw attention to a fact I pointed out that I wouldn´t be able to participate anyway.
Pull off Manage to succeed It was a tricky plan but we pulled it off.
Put up Offer accomodation We can put you up for some days while you are having your 
house reformed.
Put off Discourage, upset The crowd put the gymnast off and he fell.
Put up with Tolerate I can´t put up with all this noise!
Put oneself out Take trouble to help someone Please don´t put yourself out making a meal. A sandwich will do!
Run into Meet Guess who I ran into at the supermarket!
Run to Have enough money I don´t think we can run to a holiday abroad this year. 
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MORFOSSINTAXE E SEMÂNTICA DA LÍNGUA INGLESA
Run over/ run through Check Let´s run over the plan once more!
Run up against Encounter, usually something 
unpleasant
We have run up against a slight problem.
Chart 64
Phrasal verb Meaning Example
See someone off Go to the station, airport to say goodbye I went to the airport to see them off.
See through Realize the truth about I saw through his intentions at once.
Set about Start working We must set about re-organizing the office.
Set in Establish itself I think this rain has set in for the day.
Set out Give in detail in writing This document sets out all the information necessary.
Set up Establish An inquiry into the accident has been set up.
Slip up Make a mistake [colloquial] Someone slipped up and my application form was lost.
Sort out Find a solution [colloquial] Don´t worry! You will sort out your problem soon.
Stand for Represent [initials] e.g stands for exempli gratia, it´s Latin.
Stand in for Take the place of Carol has kindly agreed to stand in for Greene while he 
is away.
Take in Deceive Don´t be taken in by her apparent shyness.
Stick up for Defend [especially your rights] You must learn to stick up for yourself.
Take off Imitate [colloquial] Dave takes off the prime Minster very well.
Take off Departure [planes] The plane had taken off when they arrived at the 
airport.
Take on Acquire a new characteristic She has taken off a new lease of life after her operation.
Take up [time] Occupy time The meeting took up the whole morning.
Take over Gain control of The army tried to take over the South American country.
 For more information
If you want more information, please read:
Harrison, Jeremy. Front line English Grammar Series - Phrasal Verbs. São 
Paulo: SBS Editora, 2002.
 Summary
In this unit, we worked the following contents: passive voice, generally 
used in academic and journalistic texts; direct and indirect speech; the 
process of writing; and phrasal verbs.
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PICTURES AND ILLUSTRATIONS
Picture 5
FILE000908630014.JPG. Available at: <http://mrg.bz/u2DWGs>. Retrieved: April 20, 2011.
Picture 14
FILE000895312167.JPG. Available at: <http://cdn.morguefile.com/imageData/public/files/d/drfragilex/
preview/fldr_2008_12_01/file000895312167.jpg>. Retrieved: April 20, 2011.
Picture 15
FILE1201294778104.JPG. Available at: <http://cdn.morguefile.com/imageData/public/files/a/alvimann/
preview/fldr_2011_01_11/file1201294778104.jpg>. Retrieved: April 20, 2011.
Picture 18
FILE00017555531.JPG. Available at: <http://cdn.morguefile.com/imageData/public/files/k/katmystiry/
preview/fldr_2005_07_29/file00017555531.jpg>. Retrieved: April 20, 2011.
Picture 19
FILE4511261897498.JPG. Available at: <http://cdn.morguefile.com/imageData/public/files/b/beglib/
preview/fldr_2009_12_27/file4511261897498.jpg>. Retrieved: April 20, 2011.
Picture 20
FILE00048833447.JPG. Available at: <http://cdn.morguefile.com/imageData/public/files/d/daphatone/
preview/fldr_2008_12_01/file00048833447.jpg>. Retrieved: April 20, 2011.
Picture 21
FILE4511261897498.JPG. Available at: <http://cdn.morguefile.com/imageData/public/files/b/beglib/
preview/fldr_2009_12_27/file4511261897498.jpg>. Retrieved: April 20, 2011.
Picture 22
FILE00048833447.JPG. Available at: <http://cdn.morguefile.com/imageData/public/files/d/daphatone/
preview/fldr_2008_12_01/file00048833447.jpg>. Retrieved: April 20, 2011.
Picture 23
FILE5101244929700.JPG. Available at: <http://cdn.morguefile.com/imageData/public/files/j/jade/
preview/fldr_2009_06_13/file5101244929700.jpg>. Retrieved: April 20, 2011.
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MORFOSSINTAXE E SEMÂNTICA DA LÍNGUA INGLESA
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Picture 24
FILE0001114197825.JPG. Available at: <http://cdn.morguefile.com/imageData/public/files/r/ronnieb/
preview/fldr_2005_10_01/file0001114197825.jpg>. Retrieved: April 20, 2011.
Picture 26
FILE000556054096.JPG. Available at: <http://cdn.morguefile.com/imageData/public/files/p/puravida/
preview/fldr_2008_11_11/file000556054096.jpg>. Retrieved: April 20, 2011.
Picture 27
FILE0001993853011.JPG. Available at: <http://cdn.morguefile.com/imageData/public/files/a/
anitapatterson/preview/fldr_2005_08_06/file0001993853011.jpg>.Retrieved: April 20, 2011.
Picture 31
FILE0001468760916.JPG. Available at: <http://cdn.morguefile.com/imageData/public/files/k/
kittenpuff1/preview/fldr_2005_05_08/file0001468760916.jpg>. Retrieved: April 20, 2011.
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EASTWOOD, J. Oxford learner’s grammar. Reference book-grammar-finder with CD-ROM grammar 
checker. Oxford: Oxford University Press, 2005.
FOLSE, K. S. Great writing 3: From great paragraphs to great essays. Cengage ELT, 2010.
FUCHS, M.; BONNER, M. Grammar express-upper intermediate. Pearson Longman. 2006.
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GREENBAUN, S. Oxford English grammar. OUP. Oxford: Oxford University Press, 1989.
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LYONS, J. New horizons in linguistics. UK: Penguin Books, 1970.
MARCELLO, N. Perfect tenses – como entender e empregar perfect tenses. São Paulo: Disal, 2005.
NOLASCO, R. Streetwise. Oxford: Oxford University Press, 1996.
O´KEEFE; McCARTHY, M.; CARTER, R. From corpus to classroom. Cambridge University Press, 2007.
MURPHY, R. English grammar in use. 16. ed. Cambridge: Cambridge University Press, 2003.
OXFORD UNIVERSITY PRESS DO BRASIL. Oxford advanced learner’s dictionary 2005 with compass 
CD-Rom. 7. ed. São Paulo: Oxford do Brasil, 2005.
PALMER, F. R. Semantics. Cambridge: Cambridge University Press, 1981.
SCHOENBERG, E. I.; MAURER, J.; FUCHS, M. Focus on grammar: an integrated skills approach. Pearson 
Longman, 2006.
TAGNIN. S. O jeito que a gente diz: expressões convencionais e idiomáticas. São Paulo: Disal, 2005.
VINCE, M. Intermediate language practice. Oxford: Heinemann ELT, 1998.
VINEY, B.; HOLLEY, G.; METCALFE, R. et all. Grammar practice-upper intermediate. Pearson Longman, 
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YULE, G. Oxford Practice Grammar Advanced (w/ answers + CDROM). Oxford do Brasil, 2006.
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APPENDICE 1
Irregular verbs
Chart 77
Base Form Simple Past Tense Past Participle
awake awoke awoken
be was, were been
bear bore born
beat beat beat
become became become
begin began begun
bend bent bent
beset beset beset
bet bet bet
bid bid/bade bid/bidden
bind bound bound
bite bit bitten
bleed bled bled
blow blew blown
break broke broken
breed bred bred
bring brought brought
broadcast broadcast broadcast
build built built
burn burned/burnt burned/burnt
burst burst burst
buy bought bought
cast cast cast
catch caught caught
choose chose chosen
cling clung clung
come came come
cost cost cost
creep crept crept
cut cut cut
deal dealt dealt
dig dug dug
dive dived/dove dived
do did done
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draw drew drawn
dream dreamed/dreamt dreamed/dreamt
drive drove driven
drink drank drunk
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fit fit fit
flee fled fled
fling flung flung
fly flew flown
forbid forbade forbidden
forget forgot forgotten
forego (forgo) forewent foregone
forgive forgave forgiven
forsake forsook forsaken
freeze froze frozen
get got gotten
give gave given
go went gone
grind ground ground
grow grew grown
hang hung hung
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
kneel knelt knelt
knit knit knit
know knew know
lay laid laid
lead led led
leap leaped/leapt leaped/leapt
learn learned/learnt learned/learnt
leave left left
lend lent lent
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let let let
lie lay lain
light lighted/lit lighted
lose lost lost
make made made
mean meant meant
meet met met
misspell misspelled/misspelt misspelled/misspelt
mistake mistook mistaken
mow mowed mowed/mown
overcome overcameovercome
overdo overdid overdone
overtake overtook overtaken
overthrow overthrew overthrown
pay paid paid
plead pled pled
prove proved proved/proven
put put put
quit quit quit
read read read
rid rid rid
ride rode ridden
ring rang rung
rise rose risen
run ran run
saw sawed sawed/sawn
say said said
see saw seen
seek sought sought
sell sold sold
send sent sent
set set set
sew sewed sewed/sewn
shake shook shaken
shave shaved shaved/shaven
shear shore shorn
shed shed shed
shine shone shone
shoe shoed shoed/shod
shoot shot shot
show showed showed/shown
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shrink shrank shrunk
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
slay slew slain
slide slid slid
sling slung slung
slit slit slit
smite smote smitten
sow sowed sowed/sown
speak spoke spoken
speed sped sped
spend spent spent
spill spilled/spilt spilled/spilt
spin spun spun
spit spit/spat spit
split split split
spread spread spread
spring sprang/sprung sprung
stand stood stood
steal stole stolen
stick stuck stuck
sting stung stung
stink stank stunk
stride strod stridden
strike struck struck
string strung strung
strive strove striven
swear swore sworn
sweep swept swept
swell swelled swelled/swollen 
swim swam swum
swing swung swung
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
thrive thrived/throve thrived
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throw threw thrown
thrust thrust thrust
tread trod trodden
understand understood understood
uphold upheld upheld
upset upset upset
wake woke woken
wear wore worn
weave weaved/wove weaved/woven
wed wed wed
weep wept wept
wind wound wound
win won won
withhold withheld withheld
withstand withstood withstood
wring wrung wrung
write wrote written
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na
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 -
 R
ev
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o:
 A
m
an
da
 -
 D
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gr
am
aç
ão
: M
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- 
24
/0
5/
20
16
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