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Disciplina 
Língua Inglesa V A Compreensão e 
produção oral 
 
 
Coordenador da Disciplina 
Prof.ª Edna Maria Vasconcelos 
 
 
9ª Edição
 
Copyright © 2010. Todos os direitos reservados desta edição ao Instituto UFC Virtual. Nenhuma parte deste material poderá ser reproduzida, 
transmitida e gravada por qualquer meio eletrônico, por fotocópia e outros, sem a prévia autorização, por escrito, dos autores. 
 
Créditos desta disciplina 
 
Realização 
 
 
Autor 
 
Prof.ª Sâmia Alves Carvalho 
 
 
Colaborador(es) 
 
Débora Andrade Pamplona 
 Willis Poole 
 Kent Rivoll 
 Angélica Rivoll
 
 
 
Sumário 
 
Lesson 01 .................................................................................................................................................... 01 
 Tópico 01: Listening & Speaking .......................................................................................................... 01 
 Tópico 02: Vocabulary Development .................................................................................................... 04 
 Tópico 03: Grammar Support ................................................................................................................ 06 
 
Lesson 02 .................................................................................................................................................... 12 
 Tópico 01: Listening & Speaking .......................................................................................................... 12 
 Tópico 02: Vocabulary Development .................................................................................................... 18 
 Tópico 03: Grammar Support ................................................................................................................ 22 
 
Lesson 03 .................................................................................................................................................... 31 
 Tópico 01: Listening & Speaking .......................................................................................................... 31 
 Tópico 02: Grammar Support ................................................................................................................ 36 
 Tópico 03: Vocabulary Development .................................................................................................... 45 
 
Lesson 04 .................................................................................................................................................... 51 
 Tópico 01: Listening & Speaking .......................................................................................................... 51 
 Tópico 02: Vocabulary Development .................................................................................................... 55 
 Tópico 03: Grammar Support ................................................................................................................ 61 
 
Lesson 05 .................................................................................................................................................... 69 
 Tópico 01: Listening & Speaking .......................................................................................................... 69 
 Tópico 02: Vocabulary Development .................................................................................................... 71 
 Tópico 03: Grammar Support ................................................................................................................ 79 
 
Língua Inglesa V A Compreensão e produção oral 
Lesson 01 - Family members 
Tópico 01: Listening & Speaking
Caro aluno,
Bem-vindo à Disciplina Língua Inglesa 5A – Compreensão e produção oral. 
Essa disciplina é composta de cinco lições, cada lição dura entre nove e dez 
dias. É uma disciplina bem concisa, então é necessário que você esteja atento 
aos prazos e às atividades. Ao longo da disciplina há uma seção muito 
importante chamada Let's Practice Corner.
Procure não 'pular' essa seção, pois ela contém práticas relevantes para o 
tema de cada aula. Existe ainda uma seção chamada Further Practice com 
inúmeros links de práticas extras para que você possa exercitar mais cada item 
da aula de forma a se sentir seguro para desenvolver os portfólios e participar 
das discussões nos fóruns. No material de apoio dessa disciplina no solar, há 
uma atividade complementar para fornecer o apoio necessário aos itens 
gramaticais estudados em cada unidade. O material é composto por 
explicação, exercícios e a chave de resposta para que você possa se 
autocorrigir em cada exercício.
Na primeira lição, serão estudados vocabulário relativo ao quanto nos 
parecemos com nossos familiares. Há dois fóruns e dois portfólios como 
atividade. 
Na segunda lição as discussões irão girar em torno do vocabulário escolar. 
No primeiro fórum, por exemplo, você é convidado a discutir sobre as 
qualidades de um bom professor, e ao longo da aula, várias atividades são 
propostas para que você possa estudar esse tema. Há dois fóruns e três 
portfólios nessa lição. 
Na terceira lição discutiremos vocabulário relativo a crime, punição e 
justiça e estudaremos o passado perfeito em inglês. Ao longo da aula você irá 
encontrar dois fóruns e três portfólios.
Na quarta lição discutiremos a linguagem dos animais e as formas 
condicionais em inglês. A aula vai ficar no ar por dez dias e contém um fórum e 
três portfólios. 
Na quinta lição falaremos a respeito do papel dos computadores em 
nossas vidas e sobre os pronomes relativos em inglês. A aula terá duração de 
dez dias e haverá um fórum e três portfólios. 
Esperamos que você aproveite ao máximo cada aula.
Atenciosamente,
Sâmia Carvalho
Identical Twins 
1
Descrição da imagem:
Fotos de Jessica Jones e Jessica Jarry.
Fonte [1]
Have you ever wondered if you had an identical twin somewhere who not only looked like you but 
made similar life decisions, liked and disliked the same things, and had the same habits?
That happened to Jessica Jones and her identical twin, Jessica Jerry.
Jessica Jones and Jessica Jarry were reunited at age 30. They were separated after birth and adopted 
by different families. It was a huge surprise when after 3 decades they found out that despite their very 
different upbringing they had a lot in common. Listen to their dialogue. They are trying to confirm the 
information they had about their recently found twin.
Jessica Jones: You got married to a man named Jack, just like me, haven't 
you?
Jessica Jarry: Yes, I have! And you got divorced and remarried a man named 
David, didn't you?
Jessica Jones: Yes I did. 
Jessica Jarry: Me too! And you hated math at school, didn't you?
Jessica Jones: Yes, I did! Just like you! Your favorite school subject was 
spelling, wasn't it?
Jessica Jarry: Yes it was! You have traveled to Brazil last year, haven't you?
Jessica Jones: Yes I have! It's amazing. But you don't have a son named 
Mark, do you?
Jessica Jarry: Strange as it seems, I do! Your dog's name isn't Loly, is it?
Jessica Jones: Yes it is! How amazing we're twin souls!
FORUM 1
So you can't believe Jessica and Jessica's story is true?! Then go to: 'Identical Strangers' Explore 
Nature Vs. Nurture [2] and see more details of this amazing case of identical twins! After reading about 
the amazing cases of the identical twins, go to our forum and express your opinion on how that can 
happen and answer the following questions:
1. How would you feel if you knew you had been part of the same experiment?
2
2. Do you agree with the researchers `that twins were often dressed the same and treated exactly 
the same, and this interfered with their independent psychological development`? (Give reasons for 
your answers).
PORTFOLIO ACTIVITY 1
Read and listen to the information below then download the video and answer thequestions. 
After being given up for adoption at birth, identical twin sisters Elyse Schein and Paula Bernstein 
spent their first 35 years in total ignorance of the other's existence. Being separated at birth, they were 
given to different families as part of a US experiment to discover how identical twins would react being 
raised in different family environments. Neither set of adoptive parents knew the babies were part of a 
study or in fact that they were part of a matching pair. The research project took place under the 
guidance of a leading US child psychologist with the co-operation of a prestigious New York adoption 
agency Louise Wise Services. I feel kind of sorry for the sisters; through being a part of this research 
they've lost out on so much of the intimacy of being a twin.
Now download the following video and answer the questions below. Record your answers in an 
audio file and upload it to your portfolio.
Click here to download the video.
Where was Elyse living when she decided to look for her biological mother? 
When were the twins born? 
What does their book talk about? They try to answer the big question, nature or nurture?
3
Língua Inglesa V A Compreensão e produção oral 
Lesson 01 - Family members 
Tópico 02: Vocabulary Development
Can you answer these questions?
Are you and your siblings very much alike?
Do you look like your siblings?
Who do you take after in your family?
What is your brother like?
What is your sister like?
No? Then have a look at the definitions below and then try again!
• Siblings – Noun 
A person's brothers and sisters.
• Alike - Adjective 
Having the same or similar characteristics; "all politicians are alike"; "they looked 
utterly alike"; "friends are generally alike in background and taste".
• Look Like - Verb 
Bear a physical resemblance to; "She looks like her mother".
1. If you look like your passport picture, you probably need the trip.
2. There are three billion women who don't look like super models and only eight 
who do.
What to have some fun? See these pictures and how people look like their dogs!
• Take after - Verb
Be similar to a relative; 
1."She takes after her father!"
LET’S PRACTICE CORNER
Make sure you visit these websites. They are very important to learn the new vocabulary.
1. To Like/To Be Like/To Look Like [3]
2. Getting to know you [4]
3. English Families [5]
4
FORUM 2
Go to our Forum 2 and answer the following questions: 
1. Are you and your mother lookalikes? Or do you look more like your dad?
2. Are you and your siblings spitting images of each other?
3. Out of everyone in your family, which member do you resemble most?
4. Don't look like anyone? Well, then, tell us all that, too.
SEE THE EXAMPLE BELOW 
The side of my family that I look most like, I would have to say, is my mom's. People have 
always commented to my mom that she looks too young to be the mother of two children and a 
grandmother. They were always saying how young she looked especially when we would all be 
standing together. We have the same personality and she was always young at heart. People, 
(friends and some family members) would not be able to tell who they were talking to when they 
called. Because mom and I sounded so much alike, too.
FURTHER PRACTICE
Do you need extra practice? Visit the websites below: Clique aqui. [6]
5
Língua Inglesa V A Compreensão e produção oral 
Lesson 01 - Family members 
Tópico 03: Grammar Support
Questions Tags 
Have a look at twins’ conversation again and pay attention to the words in 
blue.
Jessica Jones: You got married to a man named Jack, just like me, haven’t 
you?
Jessica Jarry: Yes, I have! And you got divorced and remarried a man named 
David, didn’t you?
Jessica JonesV: Yes I did. 
Jessica Jarry: Me too! And you hated math at school, didn’t you?
Jessica Jones: Yes, I did! Just like you! Your favorite school subject was 
spelling, wasn’t it?
Jessica Jarry: Yes, it was! You traveled to Brazil last year, haven’t you?
Jessica Jones: Yes I have! It’s amazing. But you don’t have a son named 
Mark, do you?
Jessica Jarry: Strange as it seems, I did! Your dog’s name isn’t Loly, is it?
Jessica Jones: Yes it is! How amazing we’re twin souls!
Question Tags - Form
The words in blue are called question tags. They are short questions that appear at the end of 
sentences. They are formed with auxiliary verbs. 
If the first sentence has an auxiliary or a modal verb, this is repeated in the question tag.
The identical twins were part of a research, weren't they? 
They can't have so much in common, can they?
They will make up for the time they were separated, won't they? 
Paula has been separated from her twin sister for 35 years, hasn't she?
If the main sentence does not have an auxiliary or modal verb the tag question is formed with the 
auxiliary do/did.
You love your twin sister, don’t you?
You hated math at school, didn’t you?
Question Tags – Use
We Use question tags to:
1. Confirm information: You’re a teacher, aren’t you?
2. Find information we aren’t sure about: Munich is in 
German, isn’t it?
3. Ask for agreement: You are happy with this, aren’t 
you?
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4. Make requests: We can bring a friend, can’t we?
Notice that: 
a) If the sentence is positive (+) the tag question is negative (-) - You are 
Spanish, aren't you?
b) If the auxiliary verb in the sentence is negative (-), the tag is positive (+). - 
You're not Spanish, are you?
The structure is:
+ Positive statement, - negative tag?
Click the tabs to see the content
1º 3º
+ -
Positive statement negative tag?
2º 4º
Snow is white, isn't it?
- Negative statement, + positive tag?
1º 3º
Negative statement, +
- positive tag?
2º 4º
You don't like me, do you?
7
STOP AND CHECK
EXCEPTIONS:
1. When we use: Let’s, a tag question é shall we?
• Let’s go to movies tomorrow, shall we?
• Let’s study for the English test tomorrow, shall we?
2. In imperative sentences, we usually use; will you?
• Come over here, will you?
• Try and be quiet, will you?
SOME SPECIAL CASES:
I am right, aren't I? aren't I (not amn't I)
You have to go, 
don't you?
you (do) have to go...
I have been
answering, haven't I?
use first auxiliary
Nothing came in the 
post, did it?
treat statements with nothing, 
nobody etc like negative statements
Let's go, shall we? let's = let us
He'd better do it, 
hadn't he?
he had better (no auxiliary)
Descrição da tabela:
I am right, aren't - I? aren't I (not amn't I)
You have to go, don't you? - you (do) have to go...
I have been answering, haven't - I? use first auxiliary
Nothing came in the post, did it? - treat statements with nothing, nobody etc like negative 
statements
Let's go, shall we? - let's = let us
He'd better do it, hadn't he? - he had better (no auxiliary) 
Question tags with imperatives
Sometimes we use question tags with imperatives (invitations, orders), but the sentence remains an 
imperative and does not require a direct answer. We use won't for invitations. We use can, can't, will, would
for orders.
notes:
8
imperative + 
question tag
invitation
Take a seat, won't 
you?
polite
order
Help me, can you? quite friendly
Help me, can't 
you?
quite friendly (some 
irritation?)
Close the door, 
would you?
quite polite
Do it now, will 
you?
less polite
Don't forget, will 
you?
with negative imperatives 
only will is possible
MULTIMEDIA
Watch the videos:
1. Tag Questions
Acesse a aula online para visualizar este conteúdo
2. Disneyland Trip
Acesse a aula online para visualizar este conteúdo
LET’S PRACTICE CORNER
• Further explanation 1 [7]
• Further explanation 2 [8]
• Explanation + exercise [9]
• Interactive exercise 1 [10]
• Interactive exercise 2 [11]
• Interactive exercise 3 [12]
9
• Interactive exercise 4 [13]
FURTHER PRACTICE
Present Tense/To Be Verb/Affirmative [14]
Complete the following questions by filling in the blanks with the correct tag question. [15]
TagQuestions Quiz [16]
PORTFOLIO ACTIVITY 2
Complete the dialogue bellow with the appropriate question tag. Then, get together with a friend, 
play the dialogue and record it in an audio file. Then, upload it to your Grammar Support Portfolio.
STUDENT A: You called your sister, ? She needs to water the plants at least twice a 
week. She needs to get the mail and newspapers, too.
Student B: You were there when I called her, ? And I even sent her instructions by 
email.
STUDENT A: She has the key, ? And she has the number of the hotel just in case she 
needs to contact us in an emergency...
Student B: Everything will be fine. Don't worry. We'll have the best vacation ever, ? If 
you can just relax, that is.
STUDENT A: Okay, okay. Planes just make me a little nervous. I hope we take off soon.
Student B: You know, I've been looking forward to Italy since Bill and Amy went there last spring.
STUDENT A: But they only went for a day, ?
Student B: Yeah. If I remember correctly, they went on a whirlwind tour. It was five European 
countries in five days, ?
STUDENT A: That's much too fast. It's so much more relaxing to stay in one place, take your time, 
and not change hotels every night, ?
Student B: You can say that again. Wait, here we go. We're taking off
OBSERVATION
Apenas um arquivo de voz com o diálogo deve ser postado. Envie um email ao tutor informando o 
nome dos dois aluno que compõe o par e em qual portfólio o arquivo será postado. 
Fontes das Imagens
1 - http://1.bp.blogspot.com/-XRlA3HOF-Nc/TdQTB-TuyBI/AAAAAAAAZtg/ekq51FVbf-E/s1600/07Identical+Twin+Study.bmp
10
2 - http://www.npr.org/templates/story/story.php?storyId=15629096
3 - http://www.learn-english-online.org/Lesson42/Like.htm
4 - http://www.learn-english-online.org/Lesson42/Lesson42.htm
5 - http://www.learn-english-online.org/Lesson43/Lesson43.htm
6 - http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv334.shtml
7 - http://www.learnenglish.de/grammar/tagquestions.htm
8 - http://www.englishclub.com/grammar/verbs-questions-tag.htm
9 - http://www.english-zone.com/grammar/tags01.html
10 - http://www.englishgrammarsecrets.com/questionstags/exercise2.swf
11 - http://www.eflnet.com/grammar/tags.php
12 - http://www.englishexercises.org/makeagame/viewgame.asp?id=2520#a
13 - http://www.englishgrammarsecrets.com/questionstags/exercise1.swf
14 - http://www.english-zone.com/grammar/tags01.html
15 - http://www.eflnet.com/grammar/tags.php
16 - http://www.englishclub.com/grammar/verbs-questions-tag_quiz.htm
11
Língua Inglesa V A Compreensão e produção oral 
Lesson 02 - School 
Tópico 01: Listening & Speaking
FORUM 1
Can you remember your best teacher? Can you make a list of the qualities of a good teacher? 
What were your top 2 best school subjects? Why did you like them? Think about these questions, go to 
our forum and try to answer them there.
STOP AND CHECK
Before you listen to Kent talking about his school days have a look at the glossary below to make 
sure you understand his comments.
WORDS RELATED TO OUR SCHOOL LIFE 
Pupils – Students.
Behave - Act in a polite or proper way.
I got a detention - A temporary state of custody or confinement, especially of a prisoner 
awaiting trial, or of a student being punished.
cheat on exam - act dishonestly or unfairly in order to gain an advantage
principal - The principal administrator of a school.
to be told off - To reprimand or admonish
SCHOOL report – A description of your grades and behavior at school.
fail an exam – judge (a candidate in an examination or test) not to have passed.
a degree - An academic title given by a college or university to a student who has 
completed a course of study.
apply for a place – to try to be accepted as a student at a school or university.
learn by heart - (idiom) to memorize.
LISTEN
CLICK HERE TO READ 
12
On my first day at school I saw all these kids crying as they said good-bye to their 
mothers, but I just wanted to play with the other kids. I told mom to go home. After 
leaving Indian Hill Primary School I went to Maryland high school which was the local 
public high school. I was good at most school subjects but I really hated math and PE. I 
behaved well but I did the normal stuff that you'd expect a thirteen-year-old to get up to. I 
didn't smoke but I went to the smoker's corner. We weren't allowed to wear trainers, so I 
always put them on.
The school had a lot of rules and my friends and I were always thinking of ways to break 
the rules. We had to wear a uniform and we had to stand up until the teacher told us to sit 
down. We were allowed to go outside the school during the lunch hour as long as we'd be 
back within an hour. We were not allowed to smoke or drink at the school. Ah, and we could 
not speak at the library. I disobeyed most of these rules, except the one about smoking and 
drinking. I used to be the one that made the others laugh but I never got caught for that. 
Once I got a detention because my friends were cheating on the math exam and I was 
accused of giving them the answer, then I had to speak to the principal. It was a really 
embarrassing situation because I was told off in front of the girl I was trying to go out with.
I think most people that worked at the school would never think I'd do OK. Actually I 
think my math teacher would die if she knew that now I run my own company and do all the 
accounts myself. I remember at that time the only subject I liked was History. I guess it was 
because our teacher would sit and tell us stories and bring it all alive. He never made us 
learn list of dates and events by heart.
By the end of my last high school year my math teacher wrote a comment on my report
that really took all my confidence away. He put, 'Kent is not expected to pass his A-levels 
with sufficient high grades to get a place at university'. However, I did apply for a place at 
university and here I am running my own company. A bit of a motivation goes long way, but I 
still feel angry at that teacher.
QUESTIONS
Now answer the following questions.
1. Kent was…
a) the class clown
b) the class genius
c) the bottom class
2. A detention is…
13
a) a punishment
b) a qualification
c) a school subject
3. in his school years Kent…
a) Never wore trainers
b) was a smoker
c) didn’t like his math teacher
CLICK HERE AND CHECK YOUR ANSWERS 
1. a
2. a
3. c
LISTEN
Listen to the conversations and number the sentences in the right order according to the 
dialogues.
1
Kent: A How is Junior doing in school?
Angel: He’s doing very well in Math. He’s getting an ‘A’.
Kent: That’s great. He must study very hard.
Angel: However, he isn’t doing well in English or the other subjects
Angel: He isn’t? Is he having trouble with them?
Kent: Yes, he is. It’s difficult for him. He’s getting a lot of ‘Cs’. Are we going to the school’s 
‘open house?’
Angel: Yes, we are. I want to meet my son’s teachers.
Kent: Excellent! It’s a good idea to meet the teachers.
Angel: Also, the teachers will explain about their classes. I want to help him with his homework 
more often.
Kent: It’s a great idea. He really needs us now.
2
Receptionist: Welcome to the school open house.
Angel: Thank you, but I don’t know where I should go.
Receptionist: Do you have your child’s class schedule?
Angel: No, I don’t. Where can I get a copy?
Receptionist: Go to the principal’s office. She’ll give you one.
Angel: I see her office. It’s across the hall.
14
(A few minutes later)
Angel: Here is a copy of my child’s class schedule. Where should I go next?
Receptionist: Go to Dora’s first class of day, in room 113.
Angel: I’m not sure where to find that room.
Receptionist: Here is a floor plan of the school. The room numbers are clearly marked.
Angel: Thank you for explaining everything.
A few minutes later…
Angel: Excuse me. I’m Mrs. Kozak. I’m Junior’s mother.
Samia: (the PE teacher): Oh, Mrs. Kozak. Your son is an excellentstudent.
Angel: I’m concerned about his social skills.
Samia: Yes. Junior is a little shy, but he has friends.
Angel: I think he’s a little afraid of the other students.
Samia: Don’t worry. He’s new here. He’ll get over it.
3
Kent: Excuse me. I’m Mrs. .Kozak. I’m Junior’s father.
Mary (the English teacher): Oh, yes, Mrs. Kozak. It’s nice to meet you.
Kent: Could you tell me how Junior is doing in this class?
Mary: I’m sorry to say that Junior is not doing well.
Kent: Oh god.
Mary: Yes. We are trying to help him to adjust. But he very introverted and sometimes he 
doesn’t want to talk or participate.
A few minutes later…
Kent: Excuse me. I’m Mr. Kozak, Junior’s father.
Alberto (the math teacher): Oh, yes. Mr. Kozak. Nice meeting you.
Kent: Would you tell me if Junior is handing in his homework on time?
Alberto: Yes, Mr. Kozak. He never hands it in late.
Kent: Oh, I’m glad to hear that.
Alberto: Don’t worry, Mr. Kozak. He’s one of my best students.
4
Kent is really worried about his son’s ability to overcome his shyness because he’s been 
complaining a lot about the school. He decides to talk to the principal about Junior
Principal: I recommend you ask about a tutor.
Kent: A tutor? What is a tutor?
Principal: If a subject is difficult, a tutor will help the student.
Kent: That’s great. How can I find a tutor?
Principal: Ask your son’s teacher. She might recommend one.
Kent: I’ll do it right away. Thanks for the advice.
5
Angel: I’ve just received Junior’s report. He is doing much better in English, history and PE 
now.
Kent: That’s great to hear. Did he study with a tutor?
Angel: Yes, he did. And the tutor helped him a lot.
Kent: I knew a tutor would help Junior.
Angel: Junior’s grade in English is better. He got a ‘B”. He also got a ‘B’ in PE. But the amazing 
15
thing is that he got an ‘A’ in History and in all the other subjects too!
Kent: I knew Alberto would do well. He’s very smart.
6
A few months later…
Angel: I have good news. Junior is finishing high school.
Kent: That’s great. When will he graduate?
Angel: He will graduate this June.
Kent: Did you talk to him about college? Does he have any plans for college?
Angel: Yes, he does. He’s going to U. C. Berkeley next year.
Kent: U. C. Berkeley? That’s a great school. And it’s difficult to get into.
Angel: Yes but he really made a lot of progress this year
1. Now number the sentences:
 Kent talks to the principal.
 Kent and Angel at home - Nine Months later.
 Kent is at the school.
 Kent and Angel are talking about Junior, one of their kids.
 Kent and Angel at home.
 Angel visits the school.
CLICK HERE AND CHECK YOUR ANSWERS 
(1) Kent and Angel are talking about Junior, one of their kids.
(2) Angel visits the school.
(3) Kent is at the school.
(4) Kent talks to the principal.
(5) Kent and Angel at home.
(6) Kent and Angel at home - Nine Months later.
FORUM 2
Listen to an American man describing the American and the Brazilian School systems. In what 
ways are the two systems different? Go to our forum and make a comment on the differences between 
the two systems.
USA
Generally, school districts are divided into elementary schools, middle 
schools, and high schools. Elementary schools are composed of students in 
16
kindergarten and grades 1-6. Many children attend kindergarten when they are 
five-years-old. Children begin 1st grade at age six. Middle school is composed of 
students in grades 6-8 and high school contains grades 9-12.
High school students are required to take a wide variety of courses in English, 
mathematics, science, and social science. They may also be required to take 
foreign language or physical education, and they may elect to take music or art 
courses. Many high schools also offer vocational training courses. A course can 
be one semester or two semesters in length. The academic year generally begins 
in late August and ends in early June. In the United States, education is 
compulsory for all students until age 16 
Brazil
The educational system in Brazil is compulsory for children ages 7 to 14. 
Brazil has both public and private sectors in education. Public education is free to 
all Brazilians. Private schooling is not free. The government gives 25% of its 
revenue to the public schooling system and some to the private. The Brazilian 
Educational System is divided into three levels: fundamental, intermediate and 
higher education, the latter comprising two different levels: undergraduate and 
graduate. Preschool or infant education is added to this hierarchical structure, for 
the purpose of providing assistance to children under 7 years of age. 
Any youth or adult who did not follow or finish regular schooling at the 
appropriate age has the possibility of making up for the delay by attending 
courses and suppletory examinations customizing the mode of education to this 
special type of student. 
Besides regular education, other modes of education are offered, such as 
suppletory education which substitutes and complements regular schooling, 
providing permanent education. 
The regular school year in Brazil, independently of the calendar year, covers a 
minimum of 180 days of effective work, excluding tests and exams, according to 
the current Education Law. The new National Education Bases and Guidelines Law 
establishes 200 school days.
PORTFOLIO ACTIVITY 1
Download this file (Visite a aula online para realizar download deste arquivo.), interview your 
partner (at least 10 questions) and upload your audio file to your portfolio. Justify your answers. 
17
Língua Inglesa V A Compreensão e produção oral 
Lesson 02 - School 
Tópico 02: Vocabulary Development
Public School
– is a very expensive private school. They usually have good academic standards 
and are attended by pupils from an upper class and wealthy background. The term 
‘public’ means that “it is open to all members of a community”. However, it is a fee-
charging school.
State School
- is a general term for any school which is run by the government and where 
parents do not have to pay.
Boarding School
– is a school where pupils study and live.
Single Sex School
– it’s a school either only for boys or only for girls.
Mixed School
– It’s a school attended by pupils of both sexes.
School Subjects
ART Biology Chemistry Science 
Computer 
Science 
18
Geography Music Literature Math Physics 
PE (physical 
education) 
Social 
Studies 
World 
Geography 
Writing 
LET'S PRATICE CORNER
1. Let’s practice the school subjects. [1]
2. A listening Activity with the school subjects. [2]
3. A listen activity on a typical school day. [3]
4. School exercises – 1. vocabulary [4] – 2. Vocabulary [5]
Words Related 
to our School 
Life
Pupils – Students.
Behave - Act in a polite or proper way.
I got a detention - A temporary state of custody or confinement, especially of a prisoner awaiting 
trial, or of a student being punished.
Cheat on exam - Act dishonestly or unfairly in order to gain an advantage.
Principal - The principal administrator of a school.
To be told off - To reprimand or admonish.
SCHOOL report – A description of your grades and behavior at school.
19
Fail an exam – Judge (a candidate in an examination or test) not to have passed.
A degree - An academic title given by a college or university to a student who has completed a course 
of study.
Apply for a place – To try to be accepted as a student at a school or university.
Learn by heart - (idiom) To memorize.
PORTFOLIO ACTIVITY 2
Find the Portuguese equivalents to the expressions above. Save them in a word file and upload it 
to you portfolio.
School Ground Floor
Click on each room to view it better.
Educational Systems
See the application below. He makes a comparison with the three educational systems (Brasilian, 
British and American)
20
21
Língua Inglesa V A Compreensão e produção oral 
Lesson 02 - School 
Tópico 03: Grammar Support
Modal VerbsLook at the sentences below.
1. Students cannot eat in class.
2.We could not speak at the library.
3. In most schools, students must wear 
a uniform.
These verbs are called modal verbs.
They are called modals because they express modality. ‘In linguistics, modals 
are expressions broadly associated with notions of possibility and necessity. 
Modals have a wide variety of interpretations which depend not only upon the 
particular modal used, but also upon where the modal occurs in a sentence, 
the meaning of the sentence independent of the modal, the conversational 
context, and a variety of other factors. (Adapted from - Modal verbs) [6].
The modal verbs are:
must -
ought -
can could
may might
shall should
will would
They are considered a finite group that means there are only the modals above. They are always the 
first word in a verb group and they share some characteristics. 
See the chart of the Modal Verbs with some examples:
Can
22
Modal 
Verb 
Uses Example 
Can
Ability / 
Possibility 
They can control 
their own budgets.
Inability / 
Impossibility
I’m sorry. We can’t 
fix it.
Asking for 
permission
Can I smoke here?
Requests Can you help me?
Descrição da tabela:
Modal Verb Can 
Uses Ability / Possibility 
Example They can control their own budgets.
Uses Inability / Impossibility 
Example I’m sorry. We can’t fix it.
Uses Asking for permission
Example Can I smoke here?
Uses Requests 
Example Can you help me? 
Could
Modal Verb Uses Example 
Could 
Asking for 
permission. 
Could I borrow your 
dictionary? 
Requests
Could you say it again 
more slowly? 
Suggestions
We could try to fix it 
ourselves.
Future possibility
I think we could have 
another war.
23
Ability in the past He gave up his old job so 
he could work for us.
May
Modal Verb Uses Example 
May 
Asking for permission 
(polite)
May I have another cup 
of coffee?
Future possibility
China may become a 
major economic power.
Might
Modal Verb Uses Example 
Might Future possibility
They might give us a 
10% discount.
Must
Modal Verb Uses Example 
Must 
Necessity 
We must say good-bey 
now. 
Obligation
You must pay me back by 
next week.
Prohibition
They mustn’t disrupt the 
work more than 
necessary.
Ought to
24
Modal Verb Uses Example 
Ought to 
Saying what’s right or 
correct 
We ought to employ 
professional translator. 
Future probability 
(quite certain) 
The football match 
ought to start on time. 
Shall
Modal Verb Uses Example 
Shall 
Offers
Shall I help you with 
your luggage?
Suggestions Shall we say 2.30 then?
Asking what to do 
Shall I do that or will 
you?
Should
Modal Verb Uses Example 
Should 
Saying what’s right or 
correct 
We should sort out 
this problem at once. 
Recommending action
I think we should 
check everything 
again.
Will
Modal Verb Uses Example 
Will 
Predictions 
Profits will increase 
next year. 
25
Instant decisions I can’t see any taxis so 
I’ll walk. 
Promises 
I’ll get back to you first 
thing on Monday.
Would
Modal Verb Uses Example 
Would 
Asking for 
permission
Would you mind if I 
brought a colleague with 
me?
Making a request 
Would you pass the salt 
please?
Invitation 
Would you mind waiting a 
moment?
Stating or asking 
preferences
“Would you prefer tea or 
coffee? “ – “I’d like tea 
please.”
Making 
arrangements 
“Would three o’clock suit 
you?”
Main Characteristics
1. All modals except for `ought' are followed by the base form of a verb, that is, they are not followed 
by ‘to’ infinitive. `Ought' and have to are the only modals that are followed by a `to'-infinitive.
I must leave now. Not: I must to leave now.
`Ought' on the other hand is always followed by a `to'-infinitive.
She ought to go straight back to England.
2. Modals have only one form that means they do not receive –s for the third person singular and there 
are no `-ing' or `-ed' forms.
E.g. Not: She can swim. She cans swim.
26
3. Modals do not normally indicate the time when something happens. There are, however, a few 
exceptions. ‘Shall' and `will' often indicate a future event or situation. `Could' is used as the past form of 
`can' to express ability. `Would' is used as the past form of `will' to express the future.
I shall go there tomorrow.
He will not return for many hours.
When I was young, I could play the piano very well.
4. You use negative words with modals to make negative clauses.
5. Modals go in front of the subject in questions.
You must not go there.
I can never remember my students’ name.
He ought not to have done that.
Modality
Modals expressing Possibility
You use `can' to say that something is possible. E.g. Cooking can be a real 
pleasure. ‘Can’ may also be used to `can' to talk about ability in the present and in the 
future. You use `could' to talk about ability in the past. You use `be able to' to talk 
about ability in the present, future, and past. You use `can' to say that someone has 
the ability to do something.
You can all read and write.
Anybody can become a qualified teacher.
Modals of probability and certainty
You use `must', `ought', `should', or `will' to express probability or certainty. You 
use `cannot' or `can't' as the negative of `must', rather than `must not' or `mustn't', to 
say that something is not probable or is not certain. When you want to say that 
something is probably true or that it will probably happen, you use `should' or `ought'. 
`Should' is followed by the base form of a verb. `Ought' is followed by a `to'-infinitive.
We should arrive by dinner time.
She ought to know.
When you are fairly sure that something is the case, you use `must'.
Oh, you must be Samia's husband.
He must know rich! Look at his car and his clothes.
If you are fairly sure that something is not the case, you use `cannot' or `can't'.
This cannot be true.
She can't be that old - she's about 22, isn't he?
There are several ways of talking about probability and certainty without using modals. For example, 
you can use:
Permission
27
Modals indicating permission
You use `can' or `be allowed to' to talk about whether someone has 
permission to do something or not.
You usually use `can' to give someone permission to do something.
You use `could' to say that someone was allowed to do something in the past. 
You use `could not' or `couldn't' to say that they were not allowed to do it.
- We could not speak at the library.
'May' is also used to give permission, but this is more formal.
-You may speak.
-You may go to the toilet if you feel like.
Instructions and requests
Modal expressing Instructions and requests
You use `Could you' to tell someone politely to do something. Could you make 
out her bill, please?
You use `I would like', `Would you mind', `Do you think you could', and `I 
wonder if you could' to make requests.
When you want to ask someone to help you, you use `Could you', `Would you', 
`Can you', or `Will you'. `Could you' and `Would you' are used in formal situations, or 
when you want to be very polite, for example because you are asking for 
something that requires a lot of effort. `Could you' is more polite than `Would you'.
-Could you help with this?
-Would you do me a favour?
Suggestions
Modals expressing suggestions
You use `could', `couldn't', or `shall' to make a suggestion. You use `Shall we' 
to suggest doing something with someone. You also use `couldn't' in a question to 
suggest doing something.
-Couldn't you just build some more factories?
-Couldn't we do it at the weekend?
Obligation and necessity
Modals expressing obligation and necessity
You use `have to', `must', and `mustn't' to talk about obligation and necessity 
in the present and future. But You use `had to' to talk about obligation and 
necessity in the past. When you want to say that someone has an obligation to do 
something, or that it is necessary for them to do it, you use `must' or `have to'.-You must come to the meeting tomorrow.
28
There is sometimes a difference between `must' and `have to'. When you are 
stating your own opinion that something is an obligation or a necessity, you 
normally use `must'.
-I must be very careful not to upset him.
When you are giving information about what someone else considers to be an 
obligation or a necessity, you normally use `have to'.
-They have to pay the bill by Thursday.
Necessity
Modal expressing necessity
You use `need to' to talk about necessity. You use `don't have to', `don't need 
to', `haven't got to', or `needn't' to say that it is not necessary to do something.
-You might need to see a doctor.
Obs.: You cannot use 'must' to refer to the past, so when you want to say that it was important that 
something did not happen or was not done, you use other expressions. 
MULTIMEDIA
Do you want to know more about modal verbs? 
1. Watch the video lesson and learn more about the uses of the modal verbs.
Acesse a aula online para visualizar este conteúdo
2. Download the PowerPoint interactive activity and practice the use of modal verbs.
Major StAIR Porject (Modal_Verbs).ppt (Visite a aula online para realizar download deste arquivo.)
LET’S PRACTICE CORNER
• A very interesting video using modals [7]
• Click on the right modal verb to complete the sentences [8]
• Place the modal verb in the right space [9].
• Look at the pictures on the left and match them with the correspondent sentence. [10]
• Modal of Advice and Obligation [11]. Listen to Maria and Jeff then click on advice and obligation and answer the question.
Modals of advice – Pay attention the modals used to give advice. Click here to see.
• should_health advice.ppt (Visite a aula online para realizar download deste arquivo.)
• Modal of necessity – Have to/ Don’t have to [12]
FURTHER PRACTICE
1. I could do with [13] (need) – Video
2. The modal have to with an American Tale using modals [14]
3. My Robot abilities [15]
29
4. Look at the sentences choose an option and click the answer button to see the answer. [16]
5. Order the sentences using the modal verbs. [17]
PORTFOLIO 3
1. Download the test (Visite a aula online para realizar download deste arquivo.), answer it and 
upload your answers to your portfolio 3.
Fontes das Imagens
1 - http://www.visualesl.com/pages/en/tests/81/school_subjects_part_1
2 - http://www.visualesl.com/pages/en/tests/82/school_subjects_part_2
3 - http://www.esl-lab.com/elem/elemrd1.htm
4 - http://www.englishexercises.org/makeagame/viewgame.asp?id=1795
5 - http://web2.uvcs.uvic.ca/elc/studyzone/200/vocab/school1.htm
6 - https://en.wikipedia.org/wiki/English_modal_verbs
7 - http://genkienglish.net/ihavetoican.htm
8 - http://www.english-grammar-lessons.com/musthaveto/exercise8.swf
9 - http://www.english-grammar-lessons.com/could/exercise3.swf
10 - http://enjoyenglish.free.fr/english/college/signs/pages/roadsigns1.htm
11 - http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/330-modals-advice.htm
12 - http://english-zone.com/verbs/haveto1.html
13 - http://pagesperso-orange.fr/sitasima/roadsigns/must2.htm
14 - http://www.starfall.com/n/folk-tales/carrot-soup/load.htm?f
15 - http://pagesperso-orange.fr/absolutenglish-972/notes/inventions/robotschores.htm
16 - http://a4esl.org/q/h/0101/ig-modals.html
17 - http://www.english-grammar-lessons.com/could/exercise1.swf
30
Língua Inglesa V A Compreensão e produção oral 
Lesson 03 - Crime, punishment and justice 
Tópico 01: Listening & Speaking
Have you ever read the book ‘Oliver Twist’ by Charles Dickens?
Read the summary of the book and pay attention to the words in italics. How many of the words in 
italics are crimes?
In the Nineteenth Century, the orphan Oliver Twist is sent to a 
1workhouse, where the children are 2 barely 3fed and mistreated. He moves 
to the house of an 4undertaker, but after an unfair severe spank, he runs 
away to London. He arrives exhausted and 5.starving, and is welcomed by a 
gang of 6.pickpockets leaded by the old 7crook Fagin. When he is taken as a 
8.thief, his victim Mr. Brownlow brings Oliver to his home and takes care of 
him. But Fagin and the dangerous Bill Sykes decide to 9. Kidnap Oliver to .10. 
burglarize Mr. Brownlow's beautiful house. Oliver is 11.wounded, while Mr. 
Brownlow tries to save Oliver.
CLICK HERE AND CHECK YOUR ANSWER 
3. words (pickpocket, kidnap; burglarize)
Now read the glossary below and then read and listen to the text. 
GLOSSARY 
1. Workhouse - a poorhouse where able-bodied poor are compelled to labor. 
(asilo onde as pessoas têm de trabalhar)
2. Barely - by a small margin (mal, quase não)
3. Fed - provided food (Alimentado)
4. Undertaker – a person whose jobs is to manage funerals. (Agente funerário) 
5. Starving – very hungry (Morrer de fome)
6. Pickpockets - A thief who steals from the pockets or purses of others in 
public places. (Batedor de carteiras) 
7. Crook - someone who is always trying to steal and take advantage of other 
people. (Trapaceiro)
8. Thief - A criminal who takes property belonging to someone else. (Ladrão)
9. Kidnap - Take somebody away from his/her family and ask for money to take 
the person back (Sequestrar)
10. Burglarize - Enter and rob a house.
11. Wounded - Suffering from physical injury especially that suffered in battle. 
(Ferido)
31
MULTIMEDIA
Watch the Oliver Twist movie trailer. Which of the crimes above can you notice on the movie 
trailer?
Acesse a aula online para visualizar este conteúdo
CLICK HERE AND CHECK YOUR ANSWERS 
Pickpocket
Now download the following PowerPoint file and study the kinds of crime and punishment (Visite 
a aula online para realizar download deste arquivo.) in English. When you have finished studying the 
kinds of crime and punishment, download the video and listen to what crimes Americans are afraid of! 
Acesse a aula online para visualizar este conteúdo
LET’S LISTEN MORE
Record bank robbery in Brazil
Listen to the text about a bank robbery in Fortaleza and complete the sentences with one of the 
words below.
suspicious - heist - thieves - motion sensors - robbers - vault - have stolen - copycat 
robberies - alarm systems
BNE: Bank 1 in Brazil 2 over 88 million US dollars from a branch of 
the country’s Central Bank. The gang of 3 tunneled 80 meters into the bank from a 
rented house several streets away. It took three months of digging. They strengthened the tunnel walls 
with wood and plastic and installed electric lighting. Neighbors reported nothing 4
about the occupants of the house. They had no idea a tunnel was being excavated. A truck arrived 
every day, which was loaded with dozens of large plastic bags and then driven away. 
Embarrassed bank officials admitted that the 5 was Brazil’s largest ever. It had 
taken place over the weekend and was discovered by bank workers on Monday morning. Most of the 
money was in small bills and is virtually impossible to trace. A Central Bank spokesperson reported 
that the bank had the most up-to-date 6, complete with 7. He also said 
the 8 was encased in two-meter-thick concrete and steel. The bank will now 
immediately review its security systems at all branches to avoid any 9.
32
CLICK HERE AND CHECK YOUR ANSWERS 
Record bank robbery in Brazil
BNE: Bank robbers1 in Brazil have stolen2 over 88 million US dollars from a branch of 
the country's Central Bank. The gang of thieves3 tunneled 80 meters into the bank from a 
rented house several streets away. It took three months of digging. They strengthened the 
tunnel walls with wood and plastic and installed electric lighting. Neighbors reported nothing 
suspicious4 about the occupants of the house. They had no idea a tunnel was being 
excavated. A truck arrived every day, which was loaded with dozens of large plastic bags and 
then driven away. 
Embarrassed bank officials admitted that the heist5 was Brazil's largest ever. It had 
taken place over the weekend and was discoveredby bank workers on Monday morning. 
Most of the money was in small bills and is virtually impossible to trace. A Central Bank 
spokesperson reported that the bank had the most up-to-date alarm systems6, complete 
with motion sensors7. He also said the vault8 was encased in two-meter-thick concrete and 
steel. The bank will now immediately review its security systems at all branches to avoid any 
copycat robberies9.
U.S. child guilty of mother’s murder
GAP FILL- Listen to the story and write the words into the gaps in the text.
self-defense - chores - found guilty - named - had finished - scolded - Prosecutors - 
sentence - had suffered - witnessed
A 12-year-old boy in the United States has been 1 of murder. The child shot and 
killed his mother, Sara Madrid, 34, after an argument over his 2 He cannot be 
3 because he is still a juvenile. The court heard he was so angry that he got his mother’s 
gun from her bedroom and shot her eight times. Ms Madrid’s partner, Alfonso Munoz, 4
the shooting. He said the boy handed him the empty gun after he 5 shooting. Munoz 
told the court he taught the boy how to use the weapon for emergencies and for 6 Local 
newspapers reported that Ms Madrid did not get on with her son. Her sister told the court that Madrid 
had a quick temper and often yelled at, 7 and slapped the boy.
The future of the boy is now in the hands of an Arizona judge, James L. Conlogue. He will 
8 the 12-year-old on January the 23rd. 9 want the boy to receive the 
same sentence as an adult. However, this is impossible under U.S. law, which states a juvenile can only 
be held until he becomes 18. The boy's lawyer, Sanford Edleman, argued that the boy could not be tried 
as an adult because he was so young. Edleman said the boy did not even understand what was going 
on. He said the boy did not intend to kill his mother and that he only wanted to get back at her for 
33
scolding and slapping him. The judge ruled the case should stay in the juvenile court after a 
psychologist said the boy 10 physical and mental abuse from his mother.
CLICK HERE AND CHECK YOUR ANSWERS 
A 12-year-old boy in the United States has been found guilty1 of murder. The child shot 
and killed his mother, Sara Madrid, 34, after an argument over his chores2. He cannot be 
named3 because he is still a juvenile. The court heard he was so angry that he got his 
mother's gun from her bedroom and shot her eight times. Ms Madrid's partner, Alfonso 
Munoz, witnessed4 the shooting. He said the boy handed him the empty gun after he had 
finished5 shooting. Munoz told the court he taught the boy how to use the weapon for 
emergencies and for self-defense6. Local newspapers reported that Ms Madrid did not get 
on with her son. Her sister told the court that Madrid had a quick temper and often yelled at, 
scolded7 and slapped the boy.
The future of the boy is now in the hands of an Arizona judge, James L. Conlogue. He 
will sentence8 the 12-year-old on January the 23rd. Prosecutors9 want the boy to receive the 
same sentence as an adult. However, this is impossible under U.S. law, which states a 
juvenile can only be held until he becomes 18. The boy's lawyer, Sanford Edleman, argued 
that the boy could not be tried as an adult because he was so young. Edleman said the boy 
did not even understand what was going on. He said the boy did not intend to kill his mother 
and that he only wanted to get back at her for scolding and slapping him. The judge ruled the 
case should stay in the juvenile court after a psychologist said the boy had suffered10
physical and mental abuse from his mother.
Adapted from: http://www.breakingnewsenglish.com/0901/090104-murder.html [1]
FORUM 1
Go to our forum and discuss the following questions:
1. Do you think the boy in the story should be charged with murder?
2. What kind of punishment do you think he should get?
3. From what age do you think children know they are committing a crime?
PORTFOLIO ACTIVITY 1
Get together with a partner and after doing the Vocabulary Bank and Grammar Support; interview 
your friend with the questions below. One of you is student A and the other is student B. Record your 
conversation and upload it to your portfolio.
34
Student A Student B
1. Do you believe that public executions 
would deter crime? If so, how?
2. Do you know anyone who has been 
mugged?
3. Do you think gun control is a good idea? 
Explain.
1. Do you think that punishment for violent 
crimes should be the same for juveniles and 
adults?
Why/why not?
2. Do you think that the death penalty would 
prevent crime in your country? Why (not)?
3. Is prison an effective punishment? (Why? 
or Why not?)
Descrição da imagem
Student A
1. Do you believe that public executions would deter crime? If so, how?
2. Do you know anyone who has been mugged?
3. Do you think gun control is a good idea? Explain.
Student B
1. Do you think that punishment for violent crimes should be the same for 
juveniles and adults?
Why/why not?
2. Do you think that the death penalty would prevent crime in your country? Why 
(not)?
3. Is prison an effective punishment? (Why? or Why not?)
FURTHER PRACTICE
Read more about the cases above
• Newspaper articles (Record bank robbery in Brazil) 
'Record' bank robbery in Brazil [2]
• Newspaper articles (U.S. child guilty of mother’s murder)
12-year-old found guilty of mother's murder - ABC [3]
35
Língua Inglesa V A Compreensão e produção oral 
Lesson 03 - Crime, punishment and justice 
Tópico 02: Grammar Support
PAST PERFECT SIMPLE
Read the sentences below:
• The boy handed him the empty gun after he had finished shooting.
• A psychologist said the boy had suffered physical and mental abuse from his mother.
1. How many actions are there in each example above?
2. Which are they?
CLICK HERE AND CHECK YOUR ANSWERS 
1. There are 2 actions in each example.
2.1 In the first example the actions are: 
a) The boy handed in the empty gun.
b) He had finished shooting.
2.2. In the second example the actions are:
a) The psychologists said
b) The boy had suffered physical and mental abuse
Use of the past perfect
As we can see in the examples above each example the Past Perfect tense is used to refer to a non-
continuous action in the past, which was already completed by the time another action in the past took 
place. In the following examples, the verbs in the Past Perfect tense are underlined.
The boy handed him the empty gun after he had finished shooting.
A psychologist said the boy had suffered physical and mental abuse from 
his mother.
In the preceding examples, the verbs had finished and had suffered are in 
the Past Perfect tense, and the verbs handed and said are in the Simple Past. 
The use of the Past Perfect tense indicates that the actions of finishing the 
shooting and suffering physical and psychological abuse were already 
completed by the time the actions expressed by the verbs handed and said took 
place.
36
We can say that when the boy handed the gun the shooting was over. It was finished.
The same thing happens with the second example. When the psychologist said the sentence the boy was 
not suffering physical or psychological abuse anymore. The abuse was over.
Therefore we can say that one action preceded the other. First the shooting was over and then the boy 
handed the empty gun. First the abuse was over and then the psychologists said that it was over.
Formation of the past perfect
Now watch the following video and observe how the past perfect is formed
MULTIMEDIA
Acesse a aula online para visualizar este conteúdo
The Past Perfect tense is formed from the Simple Past of the auxiliary to have, followed by the past 
participle of the verb. The Simple Past of to have is had. In spoken English, the auxiliary had is often 
contracted to 'd. For example, the Past Perfect of the verb to finishe is conjugated as follows:
Without Contractions With Contractions
I had finished I'dfinished
You had finished You'd finished
He had finished He'd finished
She had finished She'd finished
It had finished It'd finished
We had finished We'd finished
They had finished They'd finished
Descrição da tabela:
Without Contractions
I had finished 
37
You had finished 
He had finished 
She had finished 
It had finished 
We had finished 
They had finished 
With Contractions
I'd finished
You'd finished
He'd finished
She'd finished
It'd finished
We'd finished
They'd finished
The contraction it'd is less frequently used than the other contractions, since it is more difficult to 
pronounce.
See more examples below. 
Affirmative: He had suffered physical and psychological abuse.
Negative: He hadn’t suffered physical and psychological abuse.
Interrogative: Had he suffered physical and psychological abuse?
Interrogative negative: Hadn’t he suffered physical and psychological 
abuse?
Affirmative Negative Interrogative
Interrogative 
Negative
I had been 
crying.
I had not
been crying.
Had I suffered? Hadn't I suffered?
You had been 
crying.
You had not
been crying.
Had you suffered?
Hadn't you 
suffered?
He had been 
crying.
He had not
been crying.
Had he/ she/ it
suffered?
Hadn't he/ she/ it
suffered?
She had been 
crying.
She had not
been crying.
Had we suffered?
Hadn't we
suffered?
It had been 
crying.
It had not
been crying.
Had you suffered?
Hadn't you
suffered?
38
Affirmative Negative Interrogative
Interrogative 
Negative
We had been 
crying.
We had not 
been crying.
Had they
suffered?
Hadn't they
suffered?
They had been 
crying.
They had 
not been 
crying.
Descrição da tabela:
Affirmative: 
I had been crying.
You had been crying.
He had been crying.
She had been crying.
It had been crying.
We had been crying.
They had been crying.
Negative
I had not been crying.
You had not been crying.
He had not been crying.
She had not been crying.
It had not been crying.
We had not been crying.
They had not been crying.
Interrogative
Had I suffered?
Had you suffered?
Had he/ she/ it suffered?
Had we suffered?
Had you suffered?
Had they suffered?
Interrogative Negative
Hadn't I suffered?
Hadn't you suffered?
Hadn't he/ she/ it suffered?
Hadn't we suffered?
Hadn't you suffered?
Hadn't they suffered?
39
FOR FURTHER EXPLANATION VISIT
Read more about the cases above
Past Perfect [4]
Past Perfect – explanation [5]
com Past Perfect - Brasil Escola [6]
Past perfect and the use of just. 'Just' is used with the past perfect to refer to an event that was only 
a short time earlier than before. 
a. The bank robbers had just left the crime scene when the police arrived.
b. The bus had just left when I arrived at the bus stop
c. The show had just started when I arrived to the theatre.
Let's Practice Corner 1
1. Put the verbs in brackets in the simple past or past perfect to complete the 
story appropriately. 
When he 1(see) his wife off at the station, he 2
(return) home as he 3 (no have) to be at the airport till 9.30. He 4
 (not have) to pack, for his wife 5 already  6
 (do) that for him and his case 7 (be) ready in the hall. 
He 8 (not have) to check the doors and windows either, for his wife 
always 9 (do) that before she 10 (leave) the house. All 
he 11 (have) to do 12 (be) to decide whether or not to 
take his overcoat with him. In the end he 13 (decide) not to. At 8.30 he 
14 (pick) up his case, 15 (go) out of the house and 16
 (slam) the door behind him. Then he 17 (feel) in his 
pockets for the key, for his wife 18 (remind) him to double-lock the 
front door. When he 19 (search) all his pockets and 20
(find) no key he 21 (remember) where it 22 (be). He 23
 (leave) it in his overcoat pocket. Then he 23
(remember) something else; his passport and tickets 25 (be) in his 
overcoat pocket as well.
Adapted from: Thomson & Martinet - A practical English Grammar cap 126
CLICK HERE AND CHECK YOUR ANSWERS 
1 – had seen; 2 – returned; 3 – didn’t have/hadn’t; 4 – didn’t have; 5 – had 6- 
done; 7 – was; 8 – didn’t have; 9 – did; 10 – left; 11 – had; 12 – was; 13 – 
40
decided; 14 – picked; 15 – went; 16 – slammed; 17 – felt; 18 – had reminded; 19 
– had searched; 20 – found; 21 – remembered; 21 – was; 23 – had left; 24 – 
remembered; 25 - were
Let's Practice Corner 2
Now visit the sites below; read the explanation and answer the questions then 
check your answer.
Simple Past / Past Perfect [7]
Past Perfect and Simple Past (Statements) – Exercise [8]
FURTHER PRACTICE
Do you need further practice? Then visit the sites below and do the exercises using past perfect. 
The more you practice the more you learn. 
Put the words in the correct order [9]
Click the correct answers [10]
Complete the sentences [11]
Match the questions and answers [12]
Mix and match [13]
Complete with the words [14]
Exercise on Past Perfect Progressive [15]
Past Perfect - Positive and Negative [16]
Past Perfect Exercises [17]
Past Perfect – Mix and Match [18]
PORTFOLIO ACTIVITY 2
Complete the text bellow with the verbs in brackets in the simple past or in the past perfect. 
Then read the text, record your readings and upload your file to your portfolio.
When the old lady 1 (return) to her flat she 2 (see) at once that 
burglars 3 (break) in during her absence, because the front door 4  (be) 
open and everything in the flat 5 (be) upside down. The burglars themselves 6
 (be) no longer there, but they probably only just 7 (leave) because a 
cigarette was still burning on an ornamental table. Probably they 8 (hear) the lift coming 
up and 9 (run) down the fire escape. They 10 (help) themselves to her 
whisky too but there 11 (be) a little left, so she 12 (pour) herself out a 
41
drink. She 13 (wonder) if they 14 (find) her jewellery and rather 15 
 (hope) that they had. The jewellery 16 (be given) her by her husband, who 
17 (die) some years before. Since his death she 18 (not have) the heart to 
wear it, yet she 19 (not like) to sell it.
GRAMMAR SUPPORT 2
Past Perfect Constinuous
Watch the video below and pay attention to the use of the past perfect continuous. 
MULTIMEDIA
Acesse a aula online para visualizar este conteúdo
Form 
This tense is formed with had been + the present continuous. It is therefore the same for all persons:
Past Perfect Continuous Forms
Positive Negative Interrogative
I had been crying I had not been crying Had I been crying?
You had been 
crying
You had not been 
crying
Had you been 
crying?
We had been 
crying
We had not been 
crying
Had we been crying?
They had been 
crying
They had not been 
crying
Had they been 
crying?
He had been
crying
He had not been 
crying
Had he been crying?
She had been 
crying
She had not been 
crying
Had she been 
crying?
It had been
crying
It had not been 
crying
Had it been crying?
42
Positive Negative Interrogative
Descrição da tabela:
Positive 
I had been crying
You had been crying
We had been crying
They had been crying
He had been crying
She had been crying
It had been crying
Negative 
I had not been crying
You had not been crying
We had not been crying
They had not been crying
He had not been crying
She had not been crying
It had not been crying
Interrogative 
Had I been crying?
Had you been crying?
Hadwe been crying?
Had they been crying?
Had he been crying?
Had shebeen crying?
Had it been crying?
Practice using the form: http://www.eflnet.com/grammar/pastperfprogfill.php [19]
Past perfect continuous – Use 
We use the past perfect continuous when:
Example 01
The action began before the time of speaking in the past, and continued up to 
that time, or stopped just before it. In these cases, we can use either forms (Past 
Perfect/ Past Perfect Continuous).
It was now ten and the boy was exhausted because he had cried over his 
mother’s body since dawn.
43
It was now ten and the boy was exhausted becausehe had been crying over his 
mother’s body since dawn.
Example 02
A repeated action in the past perfect can sometimes be expressed as a 
continuous action by the past perfect continuous.
The bank robbers had tried five times to get to the vault. They had been trying to 
get to the vault.
Attention - There is a difference between a single action in the simple past 
perfect and an action in the past perfect continuous.
By six o'clock he had repaired the engine. (This job had been completed.)
He had been repairing the engine tells us how he had spent the previous 
hour/half hour etc. It does not tell us whether or not the job was completed.
Another difference is that an action in the past perfect continuous continues up 
to, or beyond, the time of speaking in the past. An action in the past perfect may 
occur shortly before the time of speaking, but there could be quite a long interval 
between them:
He had been kissing his girlfriend. (He has lipstick marks all over his t-shirt.)
But he had kissed his girlfriend. (Perhaps recently, perhaps some time ago.)
SEE FURTHER EXPLANATION
Do you need further practice? Then visit the sites below and do the exercises using past perfect. 
The more you practice the more you learn. 
Past Perfect Continuous [20]
Past Perfect Continuous [21]
Past Perfect Continuous Tense [22]
LET’S PRACTICE CORNER
Visit the websites below and practice the use of the past perfect continuous
Past Perfect / Past Perfect Continuous [23]
Exercise on Past Perfect Progressive [24]
44
Língua Inglesa V A Compreensão e produção oral 
Lesson 03 - Crime, punishment and justice 
Tópico 03: Vocabulary Development
CRIME AND PUNISHMENT
Download the video and study the vocabulary about court and law.
MULTIMEDIA
Acesse a aula online para visualizar este conteúdo
Match the crimes below to their definition.
A - 
Hijacking
 Illegal transport, in particular across a border. Secretly importing 
prohibited goods or not paying taxes.
B - Burglary
 A crime of taking a vehicle from the motorist or passenger, by use of 
force, fear or threat of force.
C - Lookout
 To offer something (usually money) in order to gain an illicit 
advantage
D - 
Shoplifting
 To rob using a gunpoint or violence
E - 
Smuggling
 To sell or transport illegal drugs
F - Forgery Entering a house to steal valuable things.
G - 
Blackmail
 A person who helps a robber watching the police and may provide 
armed backup for the offender.
H - 
Drugdealing
 The act of stealing goods that are on display in a store.
I - 
Kidnapping
 Imitation: a copy that is represented as the original.
J - Mugging To take a person away against the person's will.
45
K - Rape Extortion of money by threats to tell people secret information
L - Bribery Malicious destruction of the property of others.
M - 
Terrorism
 Force (someone) to have sex against their will
N - 
Vandalism
 To use violence (or threat of violence) against civilians to get political, 
religious or ideological goals.
CLICK HERE AND CHECK YOUR ANSWER 
WORD DEFINITION
A - Hijacking
A crime of taking a vehicle from the motorist or passenger, 
by use of force, fear or threat of force.
B - Burglary Entering a house to steal valuable things.
C - Lookout
A person who helps a robber watching the police and may 
provide armed backup for the offender.
D - Shoplifting The act of stealing goods that are on display in a store.
E - Smuggling
Illegal transport, in particular across a border. Secretly 
importing prohibited goods or not paying taxes.
F - Forgery Imitation: a copy that is represented as the original.
G - Blackmail
Extortion of money by threats to tell people secret 
information.
H - Drug dealing To sell or transport illegal drugs.
I - Kidnapping To take a person away against the person's will.
J - Mugging To rob using a gunpoint or violence.
K - Rape Force (someone) to have sex against their will.
46
L - Bribery To offer something (usually money) in order to gain an 
illicit advantage.
M - Terrorism
To use violence (or threat of violence) against civilians to 
get political, religious or ideological goals.
N - Vandalism Malicious destruction of the property of others.
LET'S PRATICE CORNER
1. Complete the sentences bellow with the crime words you have learned so far. Click on Play to 
listen to the words.
1. A broke into my house and stole my cd player.
2. JC went to a party, drank a little and was caught driving. He tried to he 
police officer offering him money to release him.
3. The new CVTEC in Aracati was . Someone had broken all the windows.
4. There was another at Casa de Cultura yesterday. Debbie`s new iPod 
was stolen.
5. Isa is crazy about dogs. She her dog into the US illegally. 
6. Kent was yesterday night but unfortunately, there was no 
 to the attack. Nobody saw what happened.
7. The threatened the pilot with a gun and told him to fly to another 
country.
8. Patricia Abravanel, Silvio Santos` daughter was and people suspect that 
the kidnapper was murdered by police officers.
9. A: If you don’t take me to the party with you, I`ll tel Mom that you have a boyfriend. 
B: That`s . 
10. I haven’t a crime so I have nothing to fear.
47
11. A: The police the drunk driver who had caused the accident.
B: The police questioned the drunk driver and him with murder. 
C: The drunk driver was scared at the . He realized that he could been 
found .
D: The found the drunk driver not guilty and he was so happy. He 
 murder.
E: The family`s victim wanted the drunk driver to be with death 
penalty but instead the old him he had to do 100 hours of 
.
CLICK HERE AND CHECK YOUR ANSWER 
1. A burglar broke into my house and stole my cd player.
2. JC went to a party, drank a little and was caught driving. He tried to bribe the police 
officer offering him money to release him.
3. The new CVTEC in Aracati was vandalized. Someone had broken all the windows.
4. There was another burglary at Casa de Cultura yesterday. Debbie`s new iPod was 
stolen.
5. Isa is crazy about dogs. She smuggled her dog into the US illegally. 
6. Kent was mugged yesterday night but unfortunately, there was no witness to the 
attack. Nobody saw what happened.
7. The hijacker threatened the pilot with a gun and told him to fly to another country.
8. Patricia Abravanel, Silvio Santos` daughter was kidnapped and people suspect that the 
kidnapper was murdered by police officers.
9.    A: If you don’t take me to the party with you, I`ll tel Mom that you have a boyfriend.
B: That`s blackmail.
10. I haven’t committed a crime so I have nothing to fear.
11. A: The police arrested the drunk driver who had caused the accident. 
B: The police questioned the drunk driver and charged him with murder. 
C: The drunk driver was scared at the trial. He realized that he could been found guilty. 
D: The jury found the drunk driver not guilty and he was so happy. He got away with
murder. 
48
E: The family`s victim wanted the drunk driver to be sentenced with death penalty but 
instead the jury told him he had to do 100 hours of community service.
LET’S PRACTICE CORNER
1. Read the definitions and click on the letters in the correct order to make different words related 
to crime and criminals: 
Crime and Criminals - English Vocabulary [25]
Crime and Criminals - english vocabulary exercise [26]
2. Answer the quiz about different kinds of crime: Quiz: Crime [27]
3. Choose the correct option for the crimes described: Crime and Punishment Quiz [28]
PORTFOLIO ACTIVITY 3
1. Download the following file, complete the table with the equivalent crime words and upload it to 
your portfolio.
vocabulary_about_crime_download.doc (Visite a aula online para realizar download deste 
arquivo.)
FORUM 2
Go to our forum and answer the following questions
1. How can you prevent things from being stolen?
2. Is drunk driving a crime where you live? If so, what is the punishment? 
3. What kinds of crime aremost common in your country? What are the penalties for these crimes?
Fontes das Imagens
1 - http://www.breakingnewsenglish.com/0901/090104-murder.html
2 - http://news.bbc.co.uk/2/hi/americas/4133388.stm
3 - http://www.abc.net.au/news/stories/2009/01/04/2458715.htm
4 - http://www.englishpage.com/verbpage/pastperfect.html
5 - http://verdeamarelo.ning.com/profiles/blogs/past-perfect-outro-tempo-q-tb
6 - http://www.brasilescola.com/ingles/past-perfect.htm
7 - http://www.english-zone.com/verbs/pstperf2.html
8 - http://www.englisch-hilfen.de/en/exercises/tenses/past_perfect_simple_past.htm
9 - http://www.englishgrammarsecrets.com/pastperfect/exercise2.swf
10 - http://www.english-grammar-lessons.com/pastperfect/exercise1.swf
11 - http://www.englishgrammarsecrets.com/pastreview1/exercise6.swf
12 - http://www.englishgrammarsecrets.com/pastperfect/exercise3.swf
49
13 - http://www.englishgrammarsecrets.com/pastperfect/exercise1.swf
14 - http://www.english-grammar-lessons.com/pastperfect/exercise2.swf
15 - http://www.ego4u.com/en/cram-up/grammar/past-perfect-progressive/exercises
16 - http://www.perfect-english-grammar.com/past-perfect-exercise-1.html
17 - http://www.tolearnenglish.com/english_lessons/past-perfect-exercises
18 - http://www.english-grammar-lessons.com/pastperfect/exercise3.swf
19 - http://www.eflnet.com/grammar/pastperfprogfill.php
20 - http://www.englishpage.com/verbpage/pastperfectcontinuous.html
21 - http://br.syvum.com/cgi/online/serve.cgi/idiomas/curso/ingles_adv/past/perfect_continuous.html
22 - http://www.englishclub.com/grammar/verb-tenses_past-perfect-continuous.htm
23 - http://www.englishpage.com/verbpage/verbs13.htm
24 - http://www.ego4u.com/en/cram-up/grammar/past-perfect-progressive/exercises
25 - http://www.eclecticenglish.com/vocabulary/crime_criminals_vocabulary/crime_criminals_vocabulary.shtml
26 - http://www.eclecticenglish.com/vocabulary/crime1A.html
27 - http://www.usingenglish.com/quizzes/333.html
28 - http://www.englishclub.com/english-for-work/police-crime-quiz.htm
50
Língua Inglesa V A Compreensão e produção oral 
Lesson 04 - Animal and linguistic 
Tópico 01: Listening & Speaking
PRE-READING ACTIVITY
Think about the following questions:
Descrição da imagem:
Foto de dois cães-da-pradaria, roedor nativo da 
América do Norte.
Have you ever heard about Prairie Dogs? 
What do you know about them? 
Where do they live? 
What makes them so special?
Watch the video [1] and learn more about those incredible animals.
Do animals talk to each other the way people do?
Read and listen about Animal Talking, in which we are going to find out more about Prairie Dogs and 
the way they communicate to each other. 
Animal Talking
Those are fighting words in the fields of animal and linguistic research. A 
lot of people are emotionally invested in the idea that language is the one 
thing that makes human beings unique. Language is the last boundary1
standing between man and beast.
Now even this final boundary is being challenged. Con Slobodchikoff at 
Northern Arizona University has done some of the most amazing studies in 
animal communication and cognition. Using sonograms to analyze the 
distress calls of Gunnison's prairie dog, one of five species of prairie dogs 
found in the U.S. and Mexico, he has found that prairie dog colonies have a 
communication system that includes nouns, verbs, and adjectives. They can 
tell one another what kind of predator is approaching -- man, hawk, coyote, 
51
dog (noun) – and they can tell each other how fast it's moving (verb). They 
can say whether a human is carrying a gun or not. If the prairie dogs are 
signaling the approach of a person, they can tell one another something – 
about what color clothing the person is wearing, as well as something about 
his size and shape (adjectives).
Dr. Slobodchikoff was able to interpret the calls by videotaping 
everything, analyzing the sound spectrum, and then watching the video to see 
what the prairie dog making a distress2 call was reacting to when he made it. 
He also watched to see how the other prairie dogs responded. That was an 
important clue, because he found that the prairie dogs reacted differently to 
different warnings3. If the warning was about a hawk4 making a dive, all the 
prairie dogs raced5 to their burrows6 and vanished7 down into holes. But if 
the hawk was circling overhead, the prairie stood up in an alert posture, and 
waited to see what happened next. If the call warned about a human, the 
prairie dogs all ran for their burrows no matter how fast the human was 
coming.
Dr. Slobodchikoff also found evidence that prairie dogs aren't born 
knowing the calls, the way a baby is born knowing how to cry. They have to 
learn them. He bases this on the fact that the different prairie dog colonies 
around Flagstaff8 all have different dialects9. Since genetically these animals 
are almost identical, Dr. Slobodchikoff argues10 that genetic differences can't 
explain the differences in the calls. That means the calls have been created 
by the individual colonies and passed on from one generation to the next. 
Is this "real" language? A philosopher of language might say no, but the 
case against animal language is getting weaker. Different linguists have 
somewhat different definitions of language, but everyone agrees that 
language has to have meaning, productivity (you can use the same words to 
make an infinite number of now communications), and displacement (you 
can use language to talk about things that aren't present).
Prairie dogs use their language to refer to real dangers in the real world, 
so it definitely has meaning.
From: Animal language controversy. Excerpt from Chapter 6 of Animals 
in Translation by Temple Grandin and Catherine Johnson. [2]
GLOSSARY 
1. Boundary = a line determining the limits of an area.
2. Distress = suffering.
3. Warnings = a message informing of danger.
4. Hawk = diurnal bird which has short rounded wings and a long tail.
5. Raced = moved fast.
6. Burrows = A hole made by an animal, usually for shelter.
7. Vanished = disappeared.
8. Flagstaff = A town in north central Arizona; site of an important 
observatory.
9. Dialects = The usage or vocabulary that is characteristic of a specific group 
52
of people.
10. Argues = Present reasons and arguments (indicates).
READING AND LISTENING
Say if the sentences below about the text are true (T) or false (F). Then check your answers.
1. The prairie dog communication system is very simple. It is composed only of verbs.
2. Prairie dogs have the same reaction to the barking. 
3. The prairie dogs learn the sounds from their parents.
4. Everyone agrees on the definition of language.
CLICK HERE AND CHECK YOUR ANSWERS 
1. (F) They can make verbs nouns and adjectives.
2. (F) The prairie dogs reacted differently to different warnings.
3. (T)
4. (F) - Different linguists have somewhat different definitions of language.
LEST’S PRACTICE CORNER
Read more about animal communication. [3]
PORTFOLIO ACTIVITY 1
Get together with a friend and interview each other with the following question. Record your 
interview and upload it to your portfolio.
Click here and download the questions (Visite a aula online para realizar download deste arquivo.).
FORUM
We strongly advise that you only go to our forum after you have already finished studying the 
whole lesson 4.
1. Go to our forum and answer the following questions. What animal are you afraid of?
1.1. What animal do you think are most human?
1.2. Do you think animals should be used in medical experiments?
53
1.3. Do you think that hunting as a sport should be made illegal?
2. If you were going to describe yourself as an animal, which animal would you be?
Example: If I were an animal I’d be a cat because I consider myself very smart and I always fall on 
my feet. On the other hand I’m lazy and manipulative just like cats.
54
Língua Inglesa V A Compreensão e produção