APOSTILA - Inglês Básico

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ÍNDICE
	Aula 1
	TRADUÇÃO E INTERPRETAÇÃO DE TEXTO - England
Vocabulary – Days of the week
	03
05
	Aula 2
	GRAMMAR - A / AN (ARTIGOS INDEFINIDOS)
	6
	Aula 3
	GRAMMAR - PLURAL OF NOUNS (PLURAL DOS SUBSTANTIVOS)
	7
	Aula 4
	VOCABULARY – MONTHS, SEASONS AND NUMBERS
	9
	Aula 5
	TRADUÇÃO E INTERPRETAÇÃO DE TEXTO – The water we drink
	14
	Aula 6
	GRAMMAR – DEMONSTRATIVE PRONOUNS
	16
	Aula 7
	GRAMMAR – SUBJECT PRONOUNS
	17
	Aula 8
	LISTENING – THE GHOSTS OF EDINBURG
	18
	Aula 9
	AULA 9 – VERBO TO BE / COLORS
	20
	Aula 10
	TRADUÇÃO E INTERPRETAÇÃO DE TEXTO (de acordo com o curso)
	20
	Aula 11
	FINAL REVIEW
	23
	ANEXOS
	26
	Anexo 1 – Lista de verbos irregulares
	27
	Anexo 2 – Textos para tradução
	29
	Anexo 3 – Gírias
	32
	BIBLIOGRAFIA
	33
AULA 1 – TRADUÇÃO E INTERPRETAÇÃO DE TEXTO
ENGLAND
England is a green country, of fields and wooded hills; 
And England is a black country, of factories and mills.
In its big and busy cities of concrete, brick, and steel,
It is hard to know the people, and what they think and feel.
Its language is a mixture of Celtic, Saxon, Greek,
With German, French and Latin, so it’s difficult to speak.
It is famous for its cricket, and for its love of tea; 
Thatched cottages in villages, small harbours by the sea.
It’s proud of its long history, and many books are written
On the fondness of the British for clinging to tradition.
And visitors still marvel at a ceremonial scene
Like the Trooping the Colour in the presence of the Queen. 
(REMBOWSKA, Dilys. Sound, Sense and Rhythm.
Longmans, Green and Co, 1967, p.7.)
VOCABULARY
sovereign: a king, queen, ruler or monarch			wooded: covered with trees
hill: a small mountain						harbour: port
proud: pleased; happy					fondness: affection; love
busy: a full of people, vehicles and movement		cling (v): adhere to; unite
steel: a strong metal consisting of iron and carbon
Tropping to Colour: Queen of England’s birthday parade
Responda:
Na primeira estrofe, a autora:
a. ( ) menciona coisas boas e ruins do Reino Unido.
b. ( ) apresenta uma visão ruim da Inglaterra.
c. ( ) descreve os aspectos geográficos da Grã-Bretanha.
d. ( ) cita aspectos geográficos, industriais e sociológicos da Grã-Bretanha.
e. ( ) fala da geografia, da indústria e do povo da Inglaterra.
A palavra black, no segundo verso da poesia, tem a ver com:
a. ( ) a população de afro-descendentes residentes na Inglaterra.
b. ( ) o clima sempre nublado, típico da Inglaterra.
c. ( ) a poluição trazida pelas fábricas e moinhos ingleses.
d. ( ) os fatores que causam a fumaça ou o fog londrino.
e. ( ) os aspectos ligados à população inglesa procedente da África.
Segundo a autora, o povo inglês é:
a. ( ) é reservado.				b. ( ) não tem sentimentos.
c. ( ) é difícil de ser entendido.		d. ( ) não é dado a amizades duradouras.
e. ( ) não se deixa levar pelo que pensam dele.
Segundo o texto, a língua inglesa:
a. ( ) foi formada com a ajuda de germanos, latinos e celtas.
b. ( ) nasceu do alemão arcaico.
c. ( ) é difícil devido à influência que recebeu do latim.
d. ( ) recebeu contribuições de diversas línguas.
e. ( ) é difícil de ser falada, mas não de ser escrita.
O texto informa que a Inglaterra é famosa pelo cricket. A definição de cricket é:
a. ( ) uma bolacha salgada muito apreciada com o típico chá inglês.
b. ( ) um esporte praticado ao ar livre por duas equipes de onze jogadores, com uma pequena bola maciça e pás de madeira para passá-la entre valizas de um lado e de outro do gramado.
c. ( ) uma espécie de grilo que produz um som estridente ao esfregar as asas.
d. ( ) um esporte no qual dois times de onze jogadores usam longos bastões com uma das extremidades recurvadas para bater em uma pequena bola tentando marcar pontos.
e. ( ) um jogo entre duas equipes de 15 jogadores cada que se enfrentam usando as mãos e os pés para levar uma bola oval e passá-la por entre as traves da meta adversária.
Segundo o texto, os britânicos:
a. ( ) são apegados à tradição
b. ( ) escrevem muitos livros sobre sua história.
c. ( ) sentem orgulho pelo que os livros relatam de sua tradição.
d. ( ) participam de cerimônias espetaculares na presença da Rainha.
e. ( ) gostam de paradas militares, erguendo bandeiras coloridas diante da Rainha.
No trecho: “ so it’s difficult to speak.” (2ª estrofe, 2º verso), a palavra so indica:
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a. ( ) contraste
b. ( ) comparação
c. ( ) alternância
d. ( ) conseqüência
e. ( ) conclusão
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VOCABULARY – EXPANSION
DAYS OF THE WEEK
CURIOSIDADES
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Alguns dias da semana são homenagens a deuses mitológicos:
Sunday/Sun: Sol
Monday/Moon: Lua
Tuesday/Tiw: deus da Guerra e do Céu (Marte)
Wednesday/Woden: Rei dos deuses (Mercúrio)
Thursday/Thor: deus do Trovão (Júpiter)
Friday/Frigg: Mulher de Woden (Vênus)
Saturday/Saturn: deus da Agricultura
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Exercício:
Complete a cruzadinha com os dias da semana:
	
	
	
	
	
	
	 
	
	 
	
	
	
	
	 
	
	
	
	
	
	
	 
	
	 
	
	
	
	
	 
	
	
	
	S
	A
	T
	U
	R
	D
	A
	Y
	
	
	 
	
	
	
	
	
	
	 
	
	 
	
	
	
	
	 
	
	
	
	
	 
	
	 
	
	 
	
	
	
	
	 
	
	
	
	
	 
	
	 
	
	 
	 
	 
	 
	 
	 
	
	
	
	
	 
	
	 
	
	 
	
	
	
	
	
	 
	 
	 
	 
	 
	 
	 
	
	 
	
	
	
	
	
	
	
	
	
	 
	
	
	
	 
	
	
	
	
	
	
	
	
	
	 
	
	
	
	
	
	
	
	
	
AULA 2 – GRAMMAR - A / AN (ARTIGOS INDEFINIDOS)
1. A/an significa ‘um'. Usamos esse artigo quando queremos nos referir a um membro de uma classe (teachers, girls, names, etc.) em particular.
My mother is a teacher. (=e não my mother is teacher)
Giovanni is an italian name. 
I love an ugly girl 
2. A é usado antes de palavras que comecem com fonética consonantal. An é usado quando a fonética é vogal. Veja: 
a boy, a girl, a man, a guy, a day, a computer, a record, a toy, a television, etc. 
an umbrella, an eye, an expert, an old guy, an interesting movie etc. 
3. Nunca usamos a/an com substantivos plurais e/ou incontáveis, adjetivos sozinhos ou acompanhado de outro determinante. Tais regras são óbvias, em vista do significado do artigo (‘one'). Veja: 
Would you like some milk? (=e não ...a milk) 
She's very stupid. (=e não ...she's a very stupid) 
It's a record of mine. (=e não ...a my Record) 
4. Particularidades:
	a) Y e w neste caso são considerados consoantes. 
Exemplo: a week, a yellow car
	b) Quando o h é mudo, vem precedido de an.
		Exemplo: an hour, an honor
Exercícios:
Complete as frases abaixo com a ou an: e traduza as frases:
There is ______ automobile in the garage.
______________________________________________________________________
Today is _____ hot day.
______________________________________________________________________
My sister was in New York _____ year ago.
______________________________________________________________________
There is _____ car in front of the church.
______________________________________________________________________
______ woman is reading a book in the library.
______________________________________________________________________
It is _____ lovely day.
______________________________________________________________________
He is _____ unusual man.
______________________________________________________________________
She is _____ honest woman.
______________________________________________________________________
It is ______ hour till lunch.
______________________________________________________________________
It is _____ good idea.
______________________________________________________________________
It is _____ old university.______________________________________________________________________
It is ____ long trip, but it is ____ easy trip.
______________________________________________________________________
His car is _____ used car.
______________________________________________________________________
It is ____ tall tree.
______________________________________________________________________
It is ____ old bus.
______________________________________________________________________
It is _____ orange, ____ pear and _____ egg.
______________________________________________________________________
AULA 3 – GRAMMAR - PLURAL OF NOUNS (PLURAL DOS SUBSTANTIVOS)
Observe os exemplos abaixo:
table: tables		boy: boys		girl: girls
Observações:
Nos substantivos terminados em ch, sh, x, s e o acrescenta-se es para formar o plural.
Exemplo:	church: churches		dish: dishes			box: boxes
		bus: buses			potato: potatoes
Nos substantivos terminados em y precedido de consoante substitui-se o y por i e acrescenta-se es, porém se o y vier precedido de vogal, acrescenta-se apenas o s.
Exemplo: 	baby:	babies			party:		parties
		day	days			monkey: 	monkeys
O substantivo man e seus derivados têm o plural formado da seguinte maneira:
man: men		woman: women		policeman: policemen
Substantivos com plural irregular:
tooth: teeth			foot: feet			child: children
mouse: mice			sheep: sheep(Ø)		fish: fish(Ø)
person: people
Substantivos terminados em f e fe:
wife: wives			life: lives
Exercícios:
1. Complete a cruzadinha abaixo com usando as regras do “Plural do Substantivo”:
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plural of tomato
plural of man
plural of sister
plural of boy
plural of hat
plural of box
plural of girl
plural of student
plural of church
plural of child
plural of lady
plural of day
plural of chair
plural of cat
singular of eggs
singular of shirts
singular of classes
feminine of father
singular of babies
singular of buses
masculine of sister
feminine of man
singular of tables
feminine of son
masculine of girl
masculine of wife
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2. Escreva no plural:
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a) flower:	______________________
b) boat:	______________________
c) woman:	______________________
d) city:	______________________
e) umbrella: ____________________
f) address:	______________________
g) knife:	______________________
h) sandwich: ____________________
i) family: 	______________________
j) foot:	______________________
k) holiday:	______________________
l) potato:	______________________
m) sheep: 	______________________
n) fish:	______________________
o) child:	______________________
p) hat:	______________________
q) student:	______________________
r) church:	______________________
s) cat:	______________________
t) class:	______________________
u) baby:	______________________
v) wife:	______________________
w) boy:	______________________
y) son:	______________________
x) bird:	______________________
z) father:	______________________
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AULA 4 – VOCABULARY – MONTHS, SEASONS AND NUMBERS 
MONTHS
 Atenção: As abreviações dos meses podem ter ponto ou não: Jan ou Jan.
Exercício e Curiosidade:
Para conhecer a Origem dos Nomes dos Meses, traduza a relação abaixo: 
January: Janus, Roman god of doors, beginnings, sunset and sunrise, had one face looking forward and one backward.
________________________________________________________________________________________________________________________________________________
February: On February 15 the Romans celebrated the festival of forgiveness for sins; (februare, Latin to purify).
________________________________________________________________________________________________________________________________________________
March: Mars, the Roman god of war.
________________________________________________________________________________________________________________________________________________
April: Roman month Aprilis, perhaps derived from aperire, (Latin to open, as in opening buds and blossoms) or perhaps from Aphrodite, original Greek name of Venus.
________________________________________________________________________________________________________________________________________________
May: Maia, Roman goddess, mother of Mercury by Jupiter and daughter of Atlas.
________________________________________________________________________________________________________________________________________________
June: Juno, chief Roman goddess.
________________________________________________________________________
July: Renamed for Julius Caesar in 44 BC, who was born this month; Quintilis, Latin for fifth month, was the former name (the Roman year began in March rather than January).
________________________________________________________________________________________________________________________________________________
August: Formerly Sextilis (sixth month in the Roman calendar); re-named in 8 BC for Augustus Caesar.
________________________________________________________________________________________________________________________________________________
September: September, (septem, Latin for 7) the seventh month in the Julian or Roman calendar, established in the reign of Julius Caesar.
________________________________________________________________________________________________________________________________________________
October: Eighth month (octo, Latin for 8) in the Julian (Roman) calendar. The Gregorian calendar instituted by Pope Gregory XIII established January as the first month of the year.
________________________________________________________________________________________________________________________________________________
November: Ninth Roman month (novem, Latin for 9). Catholic countries adopted the Gregorian calendar in 1582, skipping 10 days that October, correcting for too many leap years.
________________________________________________________________________________________________________________________________________________
December: Julian (Roman) year's tenth month (decem, Latin for 10). 
________________________________________________________________________
SEASONS
 Primavera Verão Outono Inverno
	Northern Hemisphere
	
	Southern Hemisphere
	Spring
Mar 20-23 to Jun 20-23
	Summer
Jun 20-23 to Sep 20-23
	
	Spring
Sep 20-23 to Dec 20-23
	Summer
Dec 20-23 to Mar 20-23
	Fall (Autumn)
Sep 20-23 to Dec 20-23
	Winter
Dec 20-23 to Mar 20-23
	
	Fall (Autumn)
Mar 20-23 to Jun 20-23
	Winter
Jun 20-23 to Sep 20-23
NUMBERS
Saber como falar e escrever os números é muito importante. Eles são usados em uma série de situações, tais como: para dar números de telefone, falar de peso, altura, temperatura, distância, endereços, etc. Vamos relembrar como os números são escritos e falados em inglês?
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0 – zero
1 – one
2 – two
3 – three
4 – four
5 – five
6 – six
7 – seven
8 – eight
9 – nine
10 – ten
11 – eleven
12 – twelve
13 – thirteen
14 – fourteen
15 – fifteen
16 – sixteen
17 – seventeen
18 – eighteen
19 – nineteen
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20 – twenty
30 – thirty
40 – forty
50 – fifty
60 – sixty
70 – seventy
80 – eighty
90 – ninety
100 – a/one hundred
200 – two hundred
300 – three hundred
400 – four hundred
500 – five hundred
600 – six hundred
700 – seven hundred
800 – eight hundred
900 – nine hundred
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21 – twenty-one
32 – thirty-two
54 – fifty-four
65 – sixty-five
76 – seventy-six
98 – ninety-eight
101 – a/one hundred (and) one
102 – a/one hundred(and) two
240 – two hundred (and) twenty
350 – three hundred (and) fifty
480 – four hundred (and) eighty
790 – seven hundred (and) ninety�
155 – a/one hundred (and) fifty-five
563 – five hundred (and) sixty-three
881 – eight hundred (and) eighty-one
1 000 – a/one thousand
2 000 – two thousand
1 001 – a/one thousand (and) one
2 002 – two thousand (and) two
5 734 – five thousand seven hundred and thirty-four
8 467 – eight thousand four hundred and sixty-seven
10 000 – ten thousand
20 000 – twenty thousand
100 000 – a/one hundred thousand
1 000 000 – a/one million
Exercises
Como você escreveria os números apresentados abaixo em inglês:
23: __________________________________________________________________
56: __________________________________________________________________
87: __________________________________________________________________
178: __________________________________________________________________
357: __________________________________________________________________
511: __________________________________________________________________
660: __________________________________________________________________
902: __________________________________________________________________
1,696: ________________________________________________________________
5,783: ________________________________________________________________
Quais os termos adequados para completar as frases abaixo?
A millennium has ____________________________ years.
A century has ___________________________ years.
A millionarie is a person who has _____________________ dollars or more.
LET’S SING		
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More Than Words
Extreme
Composição: Gary Cherone e Nuno Bettencourt
Saying 'I Love you' is not the ______________
I want to hear from you
It's not that I want you
Not to say But if you only knew
How easy it would be to __________ me how you feel
___________ than words
Is all you have to do to ____________ it real
Then you wouldn't have to ___________
That you __________ me cause I'd already know
What would you do if my heart was torn in ______
More than words to ________ you feel
That your love for me is real
What would you _____ if I took those words away
Then you couldn't make things ________
Just by saying I love you
La la ri la la ri la ri la la la , more than words
la la ri la la ri la... uuuuuuuu uuuuuh...
Now that I've tried to
Talk to you and ________ you ______________________
All you have to do is
Close your _____________ and just reach out your hands
And touch me hold me __________
Don't ever let me go
More than words
Is all I ever needed you to show
Then you wouldn't have to __________
That you love me cause I'd already know
What would you do if my _______ was torn in two
More than words
To show you feel
That your __________ for me is real
What would you say if I took those words away
Then you couldn't make things new
Just by saying I love you
TRADUÇÃO: MAIS QUE PALAVRAS
Dizer "eu te amo"
Não são as palavras que eu quero ouvir de você.
Não é que eu não queira que você diga,
Mas se você apenas soubesse
Como seria fácil me mostrar como você se sente...
Mais do que palavras é tudo que você tem de fazer 
para tornar isso real.
Então você não teria de dizer que me ama,
Pois eu já saberia...
O que você faria se meu coração fosse rasgado em dois?
Mais do que palavras para mostrar que você sente
Que seu amor por mim é verdadeiro.
O que você diria se eu afastasse para longe aquelas palavras?
Então você não poderia criar coisas novas
Simplesmente dizendo "eu amo você".
Mais do que palavras...
Agora que eu tentei conversar com você e te fazer entender,
Tudo que você tem a fazer é fechar seus olhos
E apenas estender suas mãos e me tocar.
Me abrace apertado, não me deixe partir jamais.
Mais do que palavras
é tudo que eu sempre precisei que você mostrasse.
Então você não teria de dizer que me ama,
Pois eu já saberia...
O que você faria se meu coração fosse rasgado em dois?
Mais do que palavras para mostrar que você sente
Que seu amor por mim é verdadeiro.
O que você diria se eu afastasse para longe aquelas palavras?
Então você não poderia criar coisas novas
Simplesmente dizendo "eu amo você".
Mais do que palavras...
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AULA 5 – TRADUÇÃO E INTERPRETAÇÃO DE TEXTO
THE WATER WE DRINK
The water we drink usually comes from reservoirs, lakes, or rivers. A large number of cities uses river water and dumps it back into the river. Sometimes another city downstream uses the same water. This water may be badly polluted with chemicals and pathogenic bacteria. Many different chemical treatments are necessary to make it safe and palatable.
Many communities add some form of fluorine to their water. Fluorine in concentrations of 0.7 to 1.0 ppm (parts per million) can significantly reduce tooth decay in children.
Smaller communities usually obtain water from wells. Even they have problems because sometimes the ground water in contaminated by nitrates. These nitrates come from agricultural fertilizers and from the decomposition of organic waste.
What can we do? We can fight for clear water and convince our neighbors to do the same. We can demand an end to water pollution by industries and cities. And, finally, we must know how to use the water of the Earth because that is all the water we have.
Exercises
– Answer the questions in Portuguese. Find the answers in the text:
a) O autor explica a adição de flúor na água. Por que se faz isso?
________________________________________________________________________________________________________________________________________________
b) O que é necessário para tornar a água “segura”?
________________________________________________________________________________________________________________________________________________
Write T for true and F for false according to the text:
( ) Nitrates pollute the water.
( ) People dump purified water into the river.
( ) We drink water from reservoirs.
( ) Fertilizers purity the water.
( ) We can’t drink safe water.
Choose the correct alternative according to the text:
Many communities add
a) ( ) fertilizers to the water.			b) ( ) organic waste to their water
c) ( ) fluorine to the water.				d) ( ) nitrates to their water.
Fluorine in concentrations of 0.7 to 1.0 ppm can
a) ( ) pollute the water				b) ( ) fertilize agricultural products.
c) ( ) contaminate ground water.			d) ( ) reduce tooth decay in children
We obtain safe and palatable water
a) ( ) from wells.					b) ( ) after chemical treatments.
c) ( ) from lakes.					d) ( ) from agricultural fertilizers.
We can
a) ( ) demand and end water pollution.			c) ( ) use river water.
b) ( ) stop the decomposition of organic wastes.		d) ( ) convince our neighbors to 
use fluorine.
Some small communities
a) ( ) obtain nitrates from wells.		c) ( ) also have problems with their water.
b) ( ) have purified well water.		d) ( ) obtain agricultural fertilizers from nitrates.
Find the synonyms:
	( 1 ) add
	
	( ) social group
	( 2 ) polluted
	
	( ) consume
	( 3 ) usually
	
	( ) secure
	( 4 ) dump
	
	( ) contaminated
	( 5 ) use
	
	( ) put
	( 6 ) earth
	
	( ) get
	( 7 ) community
	
	( 4 ) throw
	( 8 ) dump back
	
	( ) generally
	( 9 ) safe
	
	( ) ground
	( 10 ) obtain
	
	( ) return
Complete the sentences with these words from the text
	waste
	dump
	badly
	demand
	well
	neighbors
	palatable
My __________________ moved to another city last week.
Is there ____________________ water in this village?
Feminist movements’___________________equal rights for men and women.
I had an accident. My car was _____________ damaged.
The engineers found a new oil ________________ in the desert.
Modern cities are using organic ______________ to produce energy.
They ______________ a large quantify of fluorine into the reservoir every day.
AULA 6 – GRAMMAR – DEMONSTRATIVE PRONOUNS (PRONOMES DEMONSTRATIVOS)
Os pronomes demonstrativos, assim como no português, servem para apontar, mostrar algum animal, objeto ou pessoa. 
Usa-se “this” para referir-se a algo que está perto de quem fala. O plural de this é “these”. 
Exemplos: 
- This car is comfortable. (Este carro é confortável.)
- These clothes are beautiful. (Estas roupas são bonitas.)
Usa-se “that” para referir-se a algo que está longe de quem fala. O plural de that é “those”. 
Exemplos: 
- That is the teacher (Aquele (a) é o(a) professor(a))
- Those are the students. (Aqueles são os alunos. )
Atenção: Note que, diferentemente da língua portuguesa, no inglês não há pronomes demonstrativos femininos e pronomes demonstrativos masculinos. Observe o quadro abaixo: 
	English
	Portuguese
	This (singular)
	Este, esta, isto.
	These (plural)
	Estes, estas.
	That (singular)
	Aquele, aquela, aquilo.
	Those (plural)
	Aqueles, aquelas.
Exercícios:
1. Transcreva as frases abaixo para o plural e faça a tradução das mesmas:
a) This car is black. 		_________________________________________________
 ________________________________________________________________________
b) That orange is delicious.	_________________________________________________
 ________________________________________________________________________
c) That man is Chinese. 	_________________________________________________
 ________________________________________________________________________
d) This box is empty. 		_________________________________________________
 ________________________________________________________________________
e) That child is my sister.	_________________________________________________
 ________________________________________________________________________
2. Complete as traduções abaixo:
a) Aquela é minha casa.			_______ is my house.
b) Aqueles alunos estão na classe.		_______ students are in the classroom.
c) Aquele homem tem um cavalo.		_______ man has _______ horse.
d) Eu não sou atleta.				I am not _______ athlete.
e) Este é um exercício fácil.			_______ is _______ easy exercise.
AULA 7 – GRAMMAR – SUBJECT PRONOUNS (PRONOMES SUBJETIVOS / SUJEITO)
O estudo dos pronomes subjetivos é uma das partes mais simples e ao mesmo tempo, mais importantes da língua inglesa, sendo estudadas logo no início do aprendizado da língua. 
De fato, os pronomes subjetivos ou subject pronouns são aqueles que funcionam como um sujeito. Esses pronomes equivalem na língua portuguesa, aos pronomes pessoais do caso reto. Geralmente se posicionam antes do verbo e são muito importantes, pois evitam o desgaste gerado pela repetição exagerada do sujeito. 
	Subject Pronoun
	Classification
	I
	1ª pessoa / singular
	You 
	2ª pessoa / singular
	He
	3ª pessoa / singular
	She
	3ª pessoa / singular
	It
	3ª pessoa / singular
	We
	1ª pessoa / plural
	You
	2ª pessoa / plural
	They
	3ª pessoa / plural
Os pronomes de 1ª pessoa (emissor) são “I” e “We”, singular e plural, respectivamente. Os pronomes subjetivos de 2ª pessoa (interlocutor) são sempre “You” em ambos os casos, singular e plural. Os pronomes de 3ª pessoa (de quem se fala) são “He”, “She”, “It”, para o singular, ou “They”, para o plural. 
RESUMINDO: Os pronomes pessoais são empregados como sujeitos das orações.
Exercícios:
1. Substitua o sujeito das frases usando os Pronomes Pessoais:
a) Sally is French.				_______ is French.
b) Bob and Jack are in the living room.	________ are in the living room.
c) Sheila and I are old friends.			________ are old friends.
d) Is Mr. Brown a doctor?			Is ________ a doctor?
e) Jack is quiet now. 				________ is quiet now.
f) You and Brenda are not hungry.		________ are not hungry.
g) The dog is in the house.			________ is in the house.
h) The policeman is in the car.			________ is in the car.
i) The cows are on the farm.			________ are on the farm.
j) The car is in the garage.			________ is in the garage.
AULA 8 – LISTENING – THE GHOSTS OF EDINBURG
Do you believe in ghosts1? If the answer is no, then Mary King’s Edinburgh Ghost Fest may change your opinion. Edinburgh has a long and dark history, and attracts paranormal experts from around the world who come and investigate its supernatural inhabitants. The festival (which runs from 9th – 18th May – ed.) gives ordinary people the chance to hear about the results of these investigations and to assist the experts themselves. 
The festival takes its name from one of Edinburgh’s 17th century residents, Mary King, who lived in a small close2, off Edinburgh’s most famous street, the Royal Mile. Mary King’s Close is open to the public and the festival’s main events take place here.
SCARY…
Would you like to spend a night in dark, gloomy3, rooms where water drips4 from the ceilings and strange sounds emanate from the walls? Visitors are given special equipment: microphones to record the ghost’s cries, infra-red torches, cameras, and special meters that beep when ghosts are present. Next, it’s time to explore the candle-lit passageways5 where an expert guide recounts tales of murder and horror. When the temperature suddenly drops6, the guide explains: “That’s the ghosts; they draw heat7 from living bodies so they can materialize.” People try to photograph the ghosts, or use the special microphones to record their voices. At the end of the evening, the guide talks about his investigations and answers questions.
GUIDED TOUR
The festival includes a Ghost Bus Tour that visits Crichton Castle, Rosslyn Chapel, made famous by the Da Vinci Code, and the Temple Graveyard. During evening sessions in local pubs, storytellers recount tales of ghosts and murderers8. The Scottish Paranormal Workshop9 holds séances10. Finally, it’s time to join Edinburgh’s past demons and murderers for a parade11 down the Royal Mile to Mercat Cross – once the scene of Edinburgh’s exebitions.
By John Rigg
Fonte: Speak Up, Ano XXI, nº 252, pag. 7
Vocabulary
	1
	ghosts
	fantasmas 
	2
	close
	rua sem saída
	3
	gloomy
	macabros, tenebrosos
	4
	drips
	pinga, goteja
	5
	candle-lit passageways
	corredores iluminados por velas
	6
	drops
	cai, despenca
	7
	they draw heat
	eles retiram calor
	8
	murderers 
	assassinos 
	9
	workshop 
	oficina 
	10
	séances 
	sessões espíritas
	11
	parade 
	desfile 
Let’s training our English, we’re going to listen and to discuss the theme.
Now write, with your words, what do you understand about the text:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
AULA 9 – TRADUÇÃO E INTERPRETAÇÃO DE TEXTO (de acordo com o curso)
AULA 10 – VERBO TO BE / COLORS
To be, or not to be, that is the question
	
Robin Williams is not a housekeeper
He is an actor.
Muito utilizado nas aulas desde a 5ª Série (6º ano) do Ensino Fundamental até o fim do Ensino Médio, o Verbo To be (ser ou estar) é muito utilizado na construção de frases aqui no Brasil, pois possui uma das conjugações mais fáceis.
	Verbo To Be – Forma Afirmativa
	Forma Negativa
	Forma Interrogativa
	I am (Eu sou, estou)
	I am not
	Am I?
	You are (Você é, está)
	You are not
	Are You?
	He is (Ele é, está)
	He is not
	Is He?
	She is (Ela é, está)
	She is not
	Is she?
	It is (Ele/Ela é, está para coisas ou animais) 
	It is not
	Is it?
	We are (Nós somos, estamos)
	We are not
	Are we?
	You are (Vocês são, estão)
	You are not
	Are you?
	They are (Eles são, estão)
	They are not
	Are they?
Confira alguns exemplos:
Afirmativo
You are a student 		(Você é um estudante).
They are students, too. 	(Eles são estudantes, também).
We are  Brazilian. 		(Nós somos brasileiros).
Mr. Smith is in the office. 	(Sr. Smith está no trabalho).
Negativo
We aren't in Canada now. 	(Nós não estamos no Canadá agora).
I'm not a teacher. 		(Eu não sou um professor).
Interrogativo
Are they inteliggent? 		(Eles são inteligentes?)
Am I Brazilian? 		(Eu sou brasileiro?)
Who Am I? 			(Quem sou eu?) 
Exemplos: 
She's working (= ela está trabalhando) 
We are playing (= nós estamos brincando) 
Is he speaking? (= ele está falando?) 
It isn't working (= isso não está funcionando) 
Aren't they teaching? (= eles/elas não estão ensinando?) 
Exercícios:
1 - Preencha as lacunas com a forma correta do verbo To be e traduza as frases abaixo:
Affirmative sentences
a)	I _____ never happy on a Sunday afternoon. ___________________________
b)	We _____ Scottish.	_____________________________________________
c)	He _____ a pilot.	_____________________________________________
d)	Samantha and Nigel _____ angry.	___________________________________
e) You _____ clever and good-looking.	___________________________________
Negative sentences
You _____ not French.	_____________________________________________
Gloria _____ at home.	_____________________________________________
Linda and I _____ pleased about it.	___________________________________
I _____ not cruel.		_____________________________________________
It _____ good.		_____________________________________________
Interrogative sentences
a) 	_____ you from Tokyo?		________________________________________
b)	_____ Ricky Mexican?		________________________________________
c)	_____ we alright for milk?	_____________________________________________
d) 	_____ he married?		_____________________________________________
e)	 _____ you tired?			________________________________________
2 – Complete as frases afirmativas abaixo com a forma correta do verbo TO BE, passe-as para as formas: negativa e interrogativa e faça a tradução das mesmas:
a) AFF:	He ______ a good student.
	 NEG:	___________________________________________________________________
	INT:	___________________________________________________________________
	TRAD:	___________________________________________________________________
b) AFF:	They ______ old friends.
	 NEG:	___________________________________________________________________
	INT:	___________________________________________________________________
	TRAD:	___________________________________________________________________
c) AFF:	John ______ absent from class today.
	 NEG:	___________________________________________________________________
	INT:	___________________________________________________________________
	TRAD:	___________________________________________________________________
d) AFF:	The weather today ______ good.
	 NEG:	___________________________________________________________________
	INT:	___________________________________________________________________
	TRAD:	___________________________________________________________________
e) AFF:	The sky ______ clear.
	 NEG:	___________________________________________________________________
	INT:	___________________________________________________________________
	TRAD:	___________________________________________________________________
f) AFF:	Henry and John _____ brothers.
	 NEG:	___________________________________________________________________
	INT:	___________________________________________________________________
	TRAD:	___________________________________________________________________
g) AFF:	Mr. Smith ______ sick today.
	 NEG:	___________________________________________________________________
	INT:	___________________________________________________________________
	TRAD:	___________________________________________________________________
h) AFF:	He and I ______ cousins.
	 NEG:	___________________________________________________________________
	INT:	___________________________________________________________________
	TRAD:	___________________________________________________________________
COLORS
My favorite color is green, and…
What is your favorite colour? 
	
Black
	
White
	
Blue
	
Green
	
Brown
	
Gray
	
Pink
	
Red
	
Orange
	
Yellow
	
Violet
	Preto
	Branco
	Azul
	Verde
	Marrom
	Cinza
	Rosa
	Vermelho
	Laranja
	Amarelo
	Violeta
AULA 11 – FINAL REVIEW
Atenção:
Seguem abaixo exercícios referentes ao 1º bimestre que serão cobrados na prova bimestral:
Complete as frases abaixo com a ou an: e traduza as frases:
There is ______ child in the car.
Today is _____ good day.
My mother was in Hong Kong _____ year ago.
There is _____ cat in front of my house.
It is _____ old university.
2. Transcreva os substantivos abaixo para o plural:
�
a) tomato:	______________________
b) man:	______________________
c) woman:	______________________
d) city:	______________________
e) adress:	______________________
g) knife:	______________________
h) sandwich: ____________________
i) family: 	______________________
j) foot:	______________________
l) potato:	______________________
m) sheep: 	______________________
n) fish:	______________________
o) child:	______________________
r) church:	______________________
u) baby:	______________________
v) wife:	______________________
�
Como você escreveria os números apresentados abaixo em inglês:
33: __________________________________________________________________
76: __________________________________________________________________
85: __________________________________________________________________
156: __________________________________________________________________
587: __________________________________________________________________
768: __________________________________________________________________
1,679: _______________________________________________________________
95,986: _______________________________________________________________
4. Transcreva as frases abaixo para o plural:
a) This motorcycle is red. 		____________________________________________b) That pear is delicious.	_________________________________________________
c) That woman is American. 	_________________________________________________
d) This box is empty. 		_________________________________________________
e) That boy is my brother.	_________________________________________________
5. Substitua o sujeito das frases usando os Pronomes Pessoais:
a) Jerry is Brazilian.				_______ is Brazilian.
b) Rafael and André are in the class room.	________ are in the class room.
c) Michelle and I are old friends.		________ are old friends.
f) You and Harry are not hungry.		________ are not hungry.
g) The dog is in the house.			________ is in the house.
i) The cows are on the farm.			________ are on the farm.
6. Responda as questões abaixo em inglês:
a) Em que dia da semana é lecionada a sua aula de Inglês? ____________________________
b) Em que dia da semana é apresentado o programa “Grande Família” da Rede Globo? 
____________________________
c) Em que dia da semana são lecionadas as aulas de Desenho Técnico?
	__________________________________
d) No Hemisfério Sul, a Primavera tem início em que mês? _____________________________
e) O Halloween é comemorado nos Estados Unidos em que mês? ________________________
f) Qual é a sua estação do ano favorita? ____________________________________________
g) Qual é a estação do ano mais fria? Em que mês ela se inicia? _________________________
7 – Complete as frases afirmativas abaixo com a forma correta do verbo TO BE, passe-as para as formas: negativa e interrogativa e faça a tradução das mesmas:
a) AFF:	He ______ a good teacher.
	 NEG:	___________________________________________________________________
	INT:	___________________________________________________________________
	TRAD:	___________________________________________________________________
b) AFF:	Sally and Paty ______ old friends.
	 NEG:	___________________________________________________________________
	INT:	___________________________________________________________________
	TRAD:	___________________________________________________________________
c) AFF:	Cristiane ______ absent from class now.
	 NEG:	___________________________________________________________________
	INT:	___________________________________________________________________
	TRAD:	___________________________________________________________________
d) AFF:	The weather today ______ good.
	 NEG:	___________________________________________________________________
	INT:	___________________________________________________________________
	TRAD:	___________________________________________________________________
e) AFF:	The sky ______ clear.
	 NEG:	___________________________________________________________________
	INT:	___________________________________________________________________
	TRAD:	___________________________________________________________________
f) AFF:	The rabbits ______ on the farm.
	 NEG:	___________________________________________________________________
	INT:	___________________________________________________________________
	TRAD:	___________________________________________________________________
ANEXOS
ANEXO 1 – VERBOS IRREGULARES
	Infinitive (to)
	Simple Past
	Past Participle
	Translation
	 
	 
	 
	 
	arise
	arose
	arisen
	surgir
	awake
	awoke
	awoken
	despertar
	be
	was/were
	been
	ser, estar
	bear
	bore
	born
	dar a luz
	beat
	beat
	beaten
	bater
	become
	became
	become
	tornar-se
	begin
	began
	begun
	começar
	bite
	bit
	bitten
	morder
	blow
	blew
	blown
	soprar
	bring
	brought
	brought
	trazer
	catch
	caught
	caught
	pegar, capturar
	choose
	chose
	chosen
	escolher
	come
	came
	come
	vir
	cost
	cost
	cost
	custar
	cut
	cut
	cut
	cortar
	do
	did
	done
	fazer
	draw
	drew
	drawn
	desenhar
	dream
	dreamt
	dreamt
	sonhar
	drink
	drank
	drunk
	beber
	drive
	drove
	driven
	dirigir
	eat
	ate
	eaten
	comer
	fall
	fell
	fallen
	cair
	feel
	felt
	felt
	sentir
	fight
	fought
	fought
	luta
	fly
	flew
	flown
	voar
	forbid
	forbade
	forbidden
	proibir
	forgive
	forgave
	forgiven
	perdoar
	get
	got
	gotten
	obter
	give
	gave
	given
	dar
	grow
	grew
	grown
	crescer
	hang
	hung
	hung
	pendurar
	have
	had
	had
	ter
	hear
	heard
	heard
	ouvir
	hide
	hid
	hidden
	esconder
	hit
	hit
	hit
	bater
	hold
	held
	held
	segurar
	hurt
	hurt
	hurt
	machucar
	keep
	kept
	kept
	manter
	know
	knew
	known
	saber, conhecer
	lay
	laid
	laid
	colocar, depositar
	lead
	led
	led
	conduzir, levar
	learn
	learnt
	learnt
	aprender
	leave
	left
	left
	partir
	lend
	lent
	lent
	emprestar
	let
	let
	let
	permitir, deixar
	lie
	lay
	lain
	repousar
	light
	lit
	lit
	acender, clarear
	lose
	lost
	lost
	perder
	make
	made
	made
	fazer
	mean
	meant
	meant
	querer dizer
	meet
	met
	met
	encontrar
	pay
	paid
	paid
	pagar
	put
	put
	put
	pôr, colocar
	read
	read
	read
	ler
	ride
	rode
	ridden
	andar de 
	ring
	rang
	rung
	tocar, soar
	rise
	rose
	risen
	erquer-se
	run
	ran
	run
	correr
	say
	said
	said
	dizer
	see
	saw
	seen
	ver
	seek
	sought
	sought
	procurar
	sell
	sold
	sold
	vender
	send
	sent
	sent
	enviar
	shake
	shook
	shaken
	sacudir
	shine
	shone
	shone
	brilhar
	shoot
	shot
	shot
	atirar (com um arma)
	show
	showed
	shown
	mostrar
	shut
	shut
	shut
	fechar
	sing
	sang
	sung
	cantar
	sink
	sank
	sunk
	afundar
	sit
	sat
	sat
	sentar
	sleep
	slept
	slept
	dormir
	smell
	smelled
	smelled
	cheirar
	speak
	spoke
	spoken
	falar
	spend
	spent
	spent
	gastar
	stand
	stood
	stood
	permanecer
	steal
	stole
	stolen
	roubar
	sting
	stung
	stung
	picar, ferroar
	stink
	stank
	stunk
	cheirar mal
	strike
	struck
	stricken
	golpear
	sweep
	swept
	swept
	varrer
	swim
	swam
	swum
	nadar
	take
	took
	taken
	pegar, tomar
	teach
	taught
	taught
	ensinar
	tear
	tore
	torn
	rasgar
	tell
	told
	told
	dizer, contar
	think
	thought
	thought
	pensar, achar
	throw
	threw
	thrown
	atirar, jogar
	understand
	understood
	understood
	compreender
	wake
	woke
	woken
	acordar
	wear
	wore
	worn
	usar
	wed
	wed
	wed
	casar
	weep
	wept
	wept
	chorar
	win
	won
	won
	vencer
	write
	wrote
	written
	escrever
ANEXO 2 – TEXTOS PARA TRADUÇÃO
HEAVEN AND HELL
Almost everyone has a wish, but not many people make their wishes come true. Once in ancient China a man had a strange wish. “I want to see the difference between heaven and hell before I die,” He used to say.
Then one Day his wish came true. When He was visiting hell, he saw tables full of delicious food, but everyone was hungry and angry. They had food, but had to sit far from the table because they were forced to use very long chopsticks. It was impossible to put any food into the mouth.
When the man was visiting heaven, he was very surprised. Everything looked the same: big tables full of delicious food, people sitting far from the table, and using very long chopsticks to eat. It was exactly like hell, but in heaven the people were well fed and happy.
Do you know why? In heaven they were feeding one another. 
	
	Heaven
	Hell
JEANERATION
Young people all around the world have many things in common – their music, their language, their ideas. However, there is nothing more universal than jeans.
Jeans are not a privilege of modern generations. In the 15th century, the sailorsfrom Genoa were the first to wear heavy cotton pants. They needed those durable and practical cotton pants to work on their ships. Our modern term jeans comes from the Genovese sailors.
Later, during the Gold Rush, Levi Strauss arrived in California with a roll of heavy canvas under his arm. He created the blue jeans and made a fortune.
Until World War II, blue jeans were popular among farmers and cowboys, construction workers and people in the country and small towns of the United States.
In the forties, some artists and young people wore blue jeans because they were practical, cheap, and a kind of political protest. Then came the fifties with Marlon Brando, James Dean and motorcycle movies. Jeans became a synonym of “bad” and schools banned them.
In the sixties, jeans became very popular not only in USA but all over the world. They were a symbol of youth. Today, however, they are no longer a privilege of a generation or a class: everybody wears jeans.
Chocolate
Do you like chocolate? Do you like it very much? Does a piece of chocolate satisfy you or isn’t it just enough? Do you need a bar of chocolate when you fell depressed? Just one? Be careful – you may be addicted!
Chocolate contains small amounts of three drugs. When you get too much of any of the three, your body becomes chemically dependent – addicted – on the drug.
One of the drugs is caffeine, which is also in coffee and tea. Caffeine is a stimulant, and can also interfere with the way you absorb vitamins. Another drug in chocolate is also a mild stimulant. The third drug causes your brain to produce a type of hormone that makes you fell happy. That’s why you like it so much!
In Britain, the average person eats nine kilos of chocolate a year. That’s too much! And too much of any drug is harmful. So next time you unwrap the third or fourth chocolate bar of the day, watch out!
Adapted from “Sweet Sensation”
November, 1997.
KYOTO PROTOCOL
The Kyoto Protocol is a protocol to the “United Nations Framework Convention on Climate Change”, an international environmental treaty produced at the United Nations Conference on treaty is intended to achieve "stabilization of greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous anthropogenic interference with the climate system." The Kyoto Protocol establishes legally binding commitments for the reduction of four greenhouse gases (carbon dioxide, methane, nitrous oxide, sulphur hexafluoride), and two groups of gases (hydrofluorocarbons and perfluorocarbons) produced by "Annex I" (industrialized) nations, as well as general commitments for all member countries. As of January 2009, 183 parties have ratified the protocol, which was initially adopted for use on 11 December 1997 in Kyoto, Japan and which entered into force on 16 February 2005. Under Kyoto, industrialized countries agreed to reduce their collective GHG emissions by 5.2% compared to the year 1990. National limitations range from 8% reductions for the European Union and some others to 7% for the United States, 6% for Japan, and 0% for Russia. The treaty permitted GHG emission increases of 8% for Australia and 10% for Iceland. 
Kyoto includes defined "flexible mechanisms" such as Emissions Trading, the Clean Development Mechanism and Joint Implementation to allow Annex I economies to meet their greenhouse gas (GHG) emission limitations by purchasing GHG emission reductions credits from elsewhere, through financial exchanges, projects that reduce emissions in non-Annex I economies, from other Annex I countries, or from Annex I countries with excess allowances. In practice this means that Non-Annex I economies have no GHG emission restrictions, but have financial incentives to develop GHG emission reduction projects to receive "carbon credits" that can then be sold to Annex I buyers, encouraging sustainable development. In addition, the flexible mechanisms allow Annex I nations with efficient, low GHG-emitting industries, and high prevailing environmental standards to purchase carbon credits on the world market instead of reducing greenhouse gas emissions domestically. Annex I entities typically will want to acquire carbon credits as cheaply as possible, while Non-Annex I entities want to maximize the value of carbon credits generated from their domestic Greenhouse Gas Projects.
Among the Annex I signatories, all nations have established Designated National Authorities to manage their greenhouse gas portfolios; countries including Japan, Canada, Italy, the Netherlands, Germany, France, Spain and others are actively promoting government carbon funds, supporting multilateral carbon funds intent on purchasing Carbon Credits from Non-Annex I countries, and are working closely with their major utility, energy, oil & gas and chemicals conglomerates to acquire Greenhouse Gas Certificates as cheaply as possible. Virtually all of the non-Annex I countries have also established Designated National Authorities to manage the Kyoto process, specifically the "CDM process" that determines which GHG Projects they wish to propose for accreditation by the CDM Executive Board.
* United Nations Framework Convention on Climate Change: Convenção das Nações Unidas sobre o Sistema das Mudanças Climáticas.
ANEXO 3 – GÍRIAS
Inside out
Embora possa significar "ao avesso" (You've put your sweatshirt on inside out. = Você vestiu o moletom do avesso.), também pode representar uma coisa ou sentimento profundo (To love you from the inside out. = Pra te amar profundamente.).
To roll up one's sleeves
Significa "arregaçar as mangas" (Let's roll up our sleeves and get to work! = Vamos arregaçar nossas mangas e começar a trabalhar!.
Dude
Usado grandemente nas conversas informais, aproxima-se do que chamamos de "cara", no sentido de se referir a uma pessoa. (How are you dude? = Como você vai cara?).
Bad egg
Usado pra definir um sujeito de mau caráter, um causador de problemas. (Joe's a bad egg. = Joe é um "mau elemento".).
Beat
Empregado quando alguém quer dizer que está muito cansado, exausto. (I wanna go to bed, I'm beat today. = Eu quero ir para a cama, hoje estou exausto.).
Lose your mind
Refere-se a uma pessoa que enlouqueceu ou "perdeu a cabeça". (I said no! Are you crazy? Have you lost your mind? = Eu disse não! Você está louco? Perdeu a cabeça?).
Jerk
Significa uma pessoa desprezível, desagradável e repugnante. (Ah, you're a jerk! = Ah, você é um desagradável!).
Have eyes for
A expressão é usada quando alguém acha outra pessoa fisicamente muito bonita e atraente. (Jake has eyes for July. = Jack acha July muito bonita.).
Gabby
Empregada para designar uma pessoa que conversa muito, sobre assuntos sem importância e relevância. (I think Mary a gabby. = Eu acho Mary uma "tagarela".).
Boozehound - Representa uma pessoa que bebe excessivamente. (This man is a boozehound! = Esse cara é um "cachaceiro"!).
.
BIBLIOGRAFIA
Livros
Essential Grammar in Use. Raymond Murphy - Cambridge University Press, Second edition.
Volume único Inglês. Elisabeth Prescher, Ernesto Pasqualin, Eduardo Amos – Editora Moderna.
Graded Exercises in English. Robert J. Dixson – Educom Editora Ltda.
Revista
Speak Up, Ano XXI, nº 252, Editora Peixes, pag. 7
Sites
www.algosobre.com.
www.alunosonline.com.br
www.brasilescola.com/ingles/
www.inglescurso.net.br
http://itsenglishbuddy.blogspot.com
http://www.englishpage.com
http://www.englisch-hilfen.de
Buckingham Palace
O plural em inglês é formado acrescentando-se s ao substantivo.
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Atenção: PERCENTAGE 
 (Porcentagem)
10% - ten per cent
18% - eighteen per cent
65% - sixty-five per cent
100% - a/one hundred per cent
Crichton Castle - Scothland
I HAVEA DREAM
I have a dream
That one day this nation will rise up
And live out the true meaning of its creed:
“We hold these truths to be self-evident,
That all men are created equal.”
I have a dream
That my four little children
Will on day live in a nation
Where they will not be judged
By the color of their skin
But by the content of their character.
This is our hope.
(Martin Luther King Jr. – 1963)
Apostila de Inglês Técnico MEU COLÉGIO Profª Fabiana F. Calvi Simões de Almeida
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