[apostila] inglÊs instrumental.pdf

7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf

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Prefcio

Esta apostila contm duas unidades que explicam as tcnicas de leitura

e recursos gramaticais utilizados para uma eficiente leitura de textos em ingls,

para a maior fixao e incio de treinamento na leitura da lngua, foram

adicionados como anexos exerccios do cotidiano em pesquisas de pginas da

internet , livros tcnicos da rea e de artigos cientficos de matrias j estudadas.

Bom estudo e Good Luck!


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Unidade I

Tcnicas de Leitura

As tcnicas de leitura, como o prprio nome diz, vo nos ajudar a ler um texto.

Existem tcnicas variadas, mas veremos as mais utilizadas. Ao ler um texto em Ingls,

lembre-se de usar as tcnicas aprendidas, elas vo ajud-lo. O uso da gramtica vai ajudar

tambm.

As principais tcnicas so: a identificao de cognatos, de palavras repetidas e de

pistas tipogrficas. Ao lermos um texto vamos, ainda, apurar a idia geral do texto (generalcomprehension) e utilizar duas outras tcnicas bastante teis: skimming e scanning.

a) Cognatos

Os cognatos so palavras muito parecidas com as palavras do Portugus. So as

chamadas palavras transparentes. Existem tambm os falsos cognatos, que so

palavras que achamos que tal coisa, mas no ; os falsos cognatos so em menor

nmero, estes ns veremos adiante.

Como cognatos podemos citar: school (escola), telephone (telefone), car (carro),

question (questo, pergunta), activity (atividade), training (treinamento)... Voc

mesmo poder criar sua prpria lista de cognatos!

b) Palavras repetidas

As palavras repetidas em um texto possuem um valor muito importante. Um autor

no repete as palavras em vo. Se elas so repetidas, porque so importantes

dentro de texto. Muitas vezes para no repetir o mesmo termo, o autor utilizasinnimos das mesmas palavras para no tornar o texto cansativo.

c) Pistas tipogrficas

As pistas tipogrficas so elementos visuais que nos auxiliam na compreenso do

texto. Ateno com datas, nmeros, tabelas, grficas, figuras... So informaes


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tambm contidas no texto. Os recursos de escrita tambm so pistas tipogrficas.

Por exemplo:

... (trs pontos) indicam a continuao de uma idia que no est aliexposta;

negrito d destaque a algum termo ou palavra; itlico tambm destaca um termo, menos importante que o negrito; (aspas) salientam a importncia de alguma palavra; () (parnteses) introduzem uma idia complementar ao texto.

d) General ComprehensionA idia geral de um texto obtida com o emprego das tcnicas anteriores.

Selecionando-se criteriosamente algumas palavras, termos e expresses no texto,

poderemos chegar idia geral do texto.

Por exemplo, vamos ler o trecho abaixo e tentar obter a general comprehension

deste pargrafo:

Distance education takes place when a teacher andstudents areseparated

by physicaldistance, andtechnology (i.e., voice, video anddata), often in concert

withface-to-facecommunication, is usedto bridge the instructionalgap.

From: Engineering Outreach

College of Engineering University of Idaho

A partir das palavras cognatas do texto (em negrito) podemos ter uma idia geral do

que se trata; vamos enumerar as palavras conhecidas (pelo menos as que so

semelhantes ao Portugus):

distance education = educao a distncia students = estudantes, alunos separeted = separado physical distance = distncia fsica technology = tecnologia


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voice, video, data = voz, vdeo e dados (ateno: data no data) face-to-face communication = comunicao face-a-face used = usado (a) instructional = instrucional

Ento voc poderia dizer que o texto trata sobre educao a distncia; que esta

ocorre quando os alunos esto separados fisicamente do professor; a tecnologia

(voz, vdeo, dados) podem ser usados de forma instrucional.

Voc poderia ter esta concluso sobre o texto mesmo sem ter muito conhecimento

de Ingls. claro que medida que voc for aprendendo, a sua percepo sobre otexto tambm aumentar. H muitas informaes que no so to bvias assim.

e) Skimming

skim em ingls deslizar superfcie, desnatar (da skimmed milk = leite

desnatado), passar os olhos por. A tcnica de skimming nos leva a ler um texto

superficialmente. Utilizar esta tcnica significa que no precisamos ler cada

sentena, mas sim passarmos os olhos por sobre o texto, lendo algumas frases aqui e

ali, procurando reconhecer certas palavras e expresses que sirvam como dicas na

obteno de informaes sobre o texto. s vezes no necessrio ler o texto em

detalhes. Para usar esta tcnica, precisamos nos valer dos nossos conhecimentos de

Ingls tambm.

Observe este trecho:

Using this integrated approach, the educators task is to carefully select

among the technological options. The goal is to build a mix of instructional media,

meeting the needs of the learner in a manner that is instructionally effective and

economically prudent.

From: Engineering Outreach

College of Engineering University of Idaho


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Selecionando algumas expresses teremos:

integrated approach = abordagem (approach = abordagem, enfoque)integrada

educators task = tarefa (task = tarefa) do educador s significaposse = do

tecnological options = opes tecnolgicas (tecnological adjetivo) goal = objetivo a mix instrucional media = uma mistura de mdia instrucional.

Com a tcnica do skimming podemos dizer que este trecho afirma que a tarefa do

educador selecionar as opes tecnolgicas; o objetivo ter uma mistura de

mdias instrucionais de uma maneira instrucionalmente efetiva e economicamente

prudente.

f) Scanning

Scan em Ingls quer dizer examinar, sondar, explorar. O que faz um scanner?

Uma varredura, no ?! Logo, com a tcnica de scanning voc ir fazer uma

varredura do texto, procurando detalhes e idias objetivas. Aqui importante que

voc utilize os conhecimentos de Ingls; por isso, ns vamos ver detalhadamente

alguns itens gramaticais no ser Estudo da Lngua Inglesa.

Olhe este trecho:

Teaching and learning at a distance is demanding. However, learning will

be more meaningful and deeper for distant students, if students and their

instructor share responsibility for developing learning goals: actively interacting

with class members; promoting reflection on experience; relating new information

to examples that make sense to learners. This is the challenge and the opportunity

provided by distance education.


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Poderamos perguntar qual o referente do pronome their em negrito no

trecho?Utilizando a tcnica de skimming, seria necessrio retornar ao texto e

entender a sentena na qual o pronome est sendo empregado. Their um

pronome possessivo (e como tal, sempre vem acompanhado de um substantivo) da

terceira pessoa do plural (o seu referente um substantivo no plural). A traduo de

their instructor seria seu instrutor . Seu de quem? Lendo um pouco para trs,

vemos que h students; logo conclumos que their refere-se a students, ou seja,

instrutor dos alunos.

g) Prediction:

a atividade pela qual o aluno levado a predizer, inferir o contedo de um texto atravs do ttulo

ou de outros elementos tipogrficos, como ilustraes, por exemplo. Sendo uma atividade do tipo

pr-leitura, a prediction contribui para estimular o interesse e a curiosidade do aluno pelo contedo

de um texto que o tpico sugere.

Quanto mais cultura geral (background knowledge) tiver o leitor, mais fcil ser a suaprediction. Tomemos como exemplo o ttulo "ecologia". Um leitor com um conhecimento razovel

poderia ordinariamente predizer sobre o assunto listando palavras como: Meio-ambiente Poluir

Desastroso Poluentes Matar Devastao Poluio Florestas tropicais Animais em extino Proteger

Protestos Chuva cida Produtos qumicos: Natureza Reflorestar Envenenar Etc... Estas palavras

poderiam at no fazer parte do texto, mas muito provvel que faam. Observe agora o mesmo

ttulo em ingls e avalie o grau de dificuldade comparado com aquele em portugus.

h) Critical Reading:

Ao final de cada leitura, o bom leitor deveria estar atento para tudo o que lhe foi transmitido atravs

do texto, procurando avaliar o contedo do mesmo mediante perguntas tais como: O texto

interessante?...por que? A leitura do texto acrescentou algo novo aos seus conhecimentos? O texto

foi apresentado de modo objetivo, superficial, profundo, confuso..? Voc discorda ou concorda com

as idias do autor? O autor foi imparcial ou tendencioso? Voc conseguiu captar alguma Segunda

intenso nas entrelinhas do texto? Voc acrescentaria algo que no foi mencionado?


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j) Contextual Reference:

Normalmente existem no texto elementos de referncia que so usados para evitar repeties e parainterligar as sentenas, tornando a leitura mais compreensvel e fluente. Esses elementos aparecem

na forma de pronomes diversos: Pessoais: he, she, it, they, etc. Demonstrativos: this, that, those,

such; Relativos: who, whom, whose, that, which; Adjetivos possessivos: his, her, our. Veja

alguns exemplos abaixo:

- I asked my students why they had chosen the ESP course.

- This description is very simple. It follows a diagram in numbered stages.

- Geologists use explosive charges and seismic refraction to find oil storages. These

techniques have proved to be successful in the desert.

Texto 1

LOS ANGELES Come summer 2006, Warner Brothers Pictures hopes to usher

Superman into thousands of theaters after a 19-year absence. But given the tortured

history surrounding that studios attempts to revive Superman, the forerunner of

Hollywoods now-ubiquitous comic-book blockbusters, the Man of Steels arrival would benothing short of a miracle. Since Warner began developing a remake of the successful

comic-book franchise in 1993, it has spent nearly $10 million in development, employed no

fewer than 10 writers, hired four directors and met with scores of Clark Kent hopefuls

without settling on one. The latest director Bryan Singer, who directed X-Men and its

sequel, was named on July 18 to replace Joseph McGinty Nichol, known as McG, who left

the project after refusing to board a plane to Australia, where the studio was determined to

make the film.

The New York Times, July 22, 2004.


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Texto 2

[In: Antunes, Maria Alice. Insight. So Paulo: Richmond Published, 2004. pg. 289.]


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Unidade II

Grupos Nominais I

Grupos nominais so expresses de carter nominal em que prevalecem os substantivos e

adjetivos, cuja ordem na frase ordinariamente no corresponde ao portugus. Observe os exemplos

a seguir e note que a disposio das palavras na traduo no correspondente ao ingls: A

charismatic leader Black Africa Um lder carismtico frica negra South American Societies

Brazil's high cost of living Sociedades da Amrica do Sul O alto custo de vida do Brasil Sempre

existe no grupo nominal uma palavra mais importante (headword), que normalmente um

substantivo, como voc pode ver nos exemplos acima: leader, Africa, societies, cost.

Voc tambm notou que em torno das headwords orbitam outras palavras, como adjetivos,

advrbios ou mesmo outros substantivos, que so chamados modificadores (modifiers). Vejamos

outros exemplos e a posio das headwords e dos modifiers: The economic crisis. Affixation: Como

voc sabe, existem palavras que so derivadas atravs de afixos (prefixos e sufixos) e que esses

afixos podem alteram a classe gramatical das palavras, ou o seu sentido. Por isso, reconhec-las e

saber o seu significado, representa um valioso recurso adicional da compreenso do texto. Ento

vejamos: Inadequate (inadequado), Disconnect (desligar), Brazilian (Brasileiro), Formation

(formao), Inconstitucional (inconstitucional). Grande parte dos afixos em Ingls so semelhantes

ao Portugus devido sua origem grega ou latina, conforme os exemplos acima. Devemos ter em

mente, porm, que muitos outros no possuem a mesma origem e so, por isso, mais difceis de

compreender.

Unhappy (infeliz), Underground (subsolo), Misunderstanding (desentendimento), Useful (til),

Useless (intil), Wisdom (Sabedoria), Unforgetable (inesquecvel). Quando acrescentamos um

sufixo, a palavra geralmente muda sua classe gramatical, sem alterar o significado.

Palavra Classe gramatical Significado

General Adjetivo Geral

Generally advrbio Geralmente


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No caso do prefixo, torna-se uma nova palavra, porm sem alterar a classe gramatical.

Palavra Classe gramatical SignificadoFunction substantivo funo

Disfunction substantivo disfuno

Form verbo formar

Reform verbo reformar

[http://www.vestibular1.com.br/revisao/dicas_ingles_II.doc]

Grupos Nominais II

Um grupo nominal um grupo de palavras formado por um substantivo e seus

modificadores que podem ser artigos, numerais, quantificadores, pronomes e/ou adjetivos,

por exemplo. O substantivo o ncleo semntico, ou seja, a palavra-ncleo ou chave

(headword=H) e os demais elementos so modificadores (modifier= M). Um dos desafios

em seu reconhecimento que a grafia da palavra a mesma, mas a ordem em que ela

colocada pode trazer significados diferentes. Observe:

1) ... the master control program

1 2 3 4 (H)

2) ... the master program control

1 2 3 4 (H)

Em 1 a palavra program que recebe os modificadores ao passo que em b a

palavra control que recebe os modificadores. Essa diferena significativa, pois o assunto

diferente apesar da palavra estar escrita de forma idntica. No entanto, em Ingls, a

ORDEM significativa. Ela tem significado. Conforme exemplos, a ltima (da esquerda

para a direita) palavra da cadeia a palavra principal, ou seja, ela diz o que a coisa ,

enquanto que as precedentes apenas descrevem o item. Para se entender o significado


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destes grupos nominais em ingls, preciso ler a fila de palavras de trs para frente. Na

leitura teramos:

1) ... the master control program

4 3 2 1 (H)

2) ... the master program control

4 3 2 1 (H)

Os grupos nominais formam assim unidades de significado que podem se combinar

em sentenas. Para permitir a construo de seqncias lineares h elementos quefuncionam como elos de ligao:preposies. Observe a frase a seguir:

A three-dimensional TV picture over a huge wooden box in the empty

room.

A palavra dentro do crculo caracteriza a cpsula verbal (appears) que ao

identificada pode ser separada e classificada de acordo com as frmulas no quadro de

formas verbais estudado anteriormente. Conforme o referido quadro : sentena=

S+V(s)+C= Presente simples). Essa diviso reduz a sentena a trs segmentos principais, a

saber: S +V+ C. Com o propsito de leitura e entendimento, o que resta pode ser

subdividido ainda em grupos nominais tendo as preposies como elementos separadores

de unidades de sentido. Cada subdiviso por sua vez formada de uma palavra-ncleo (N)

e modificadores (M) e o elemento de ligao (preposio) entre elas chamado de

LINKER (L) pela funo de ligao sinttica e semntica que exerce. Observe a mesma

frase aps a subdiviso e identificao de termos (o smbolo indica a separao entre ostermos).

A three-dimensional TV picture appears over a huge wooden box in the empty room.

m m m H V L m m m H L m m H

appears


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O conhecimento da cpsula verbal e do grupo nominal fornece uma melhor noo

de como as palavras se organizam em sintagmas para veicular mensagens. O

reconhecimento das partes constituintes da cpsula verbal e do grupo nominal,

respectivamente, tambm d condio de analisarmos a hierarquia entre os elementos

quando se trata do entendimento textual. Tendo claro o objetivo de leitura, a viso dessa

hierarquia decisiva como critrio para a busca de palavras no dicionrio.

[http://www.fesppr.br/~elizabeth/apostila-parte%201/apostilaFESPfinal.doc]

Grupos Verbais

(PRESENT TENSE)

Opresent tense do verbo be (ser/estar) tem as seguintes formas:

na afirmativa:

Full Form Short Form SignificadoI am I'm eu sou / estou

you are you're tu s / estshe is he's ele / estshe is she's ela / estit is it's ele(a) / estwe are we're ns somos / estamosyou are you're vs sois / estaisthey are they're eles(as) so / esto

na negativa:

Full Form Short Form Short Form

I am not I'm notyou are not you aren't you're nothe is not he isn't he's notshe is not she isn't she's notit is not it isn't it's notwe are not we aren't we're notyou are not you aren't you're notthey are not they aren't they're not


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na interrogativa: na interrogativa negativa:

Full Formam I?are you?is he?is she?is it?are we?are you?are they?

Full Form Short Formam I not? aren't I?are you not? aren't you?is he not? isn't he?is she not? isn't she?is it not? isn't it?are we not? aren't we?are you not? aren't you?are they not? aren't they?

2 As formas contradas do verbo be na afirmativa nunca ocorrem no fim de uma frase:

Example SignificadoAre you a student?Yes, I am. / Yes, I'm.

s estudante?Sim, sou.

Is he English?Yes, he is. / Yes, he's.

Ele ingls?Sim, ele .

Do you know where she is?

Do you know where she's?

Sabes onde ela est?

3 Emprega-se o verbo be para:

(a) identificar pessoas ou algo:

Example SignificadoWho is it? It is John. Quem ? o Joo.

What is that? It is a pen. O que aquilo? uma caneta.

(b) descrever o estado fsico ou mental:

Example SignificadoI am tired. Estou cansado.They are tall. Eles so altos.She is happy. Ela est feliz.He is angry. Ele est zangado.


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(c) falar sobre profisses:

Example SignificadoHe is a doctor. Ele mdico.She is an architect. Ela arquiteta.They are(1) mechanics. Eles so mecnicos.John and I are(1) teachers. Eu e o Joo somos professores.

(1) No se utiliza o artigo indefinido a(n) no plural.

(d) falar sobre a idade:

Example SignificadoMary is(2) ten (years old).(3) A Maria tem dez anos.The house is(2) ten years old. A casa tem dez anos.

(2) bastante frequente os estudantes portugueses da lngua inglesa empregarem o verbo tohave (que incorreto) em vez do verbo be para fazer referncia idade de pessoas ou algo.(3)years oldpode ser omitido quando se refere idade de pessoas.

(e) falar sobre o tempo, horas, preos, etc.:

Example SignificadoIt is cold today. Hoje est frio.It is three o'clock. So trs horas.It is 10. So 10 libras.

(f) falar sobre posses:

Example SignificadoThis is my book. Este meu livro.

This is mine. Este meu.This is John's. Este do Joo.

(g) falar sobre a localizao:

Example SignificadoShe is in the bedroom. Ela est no quarto de dormir.Lisbon is in Portugal. Lisboa fica em Portugal.

[http://www.grammarnet.com/ghtml/presbe.htm]


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Texto complementar 3:What is a Computer Processor?

The computer memory or computer RAM of a computer is a collection of integrated

circuits that temporarily holds data and program information for the computer to use. When

the computer is shutoff the memory in the computer RAM is erased. There are many

different types of computer memory, but the most common kind that we use in our

desktops today is DDR (Double Data Rate), DDR2, and DDR3 DRAM. The difference

between the 3 variations of DDR is that DD2 has higher clock speeds than DDR, and

DDR3 has an even higher clock speed than the DDR2 computer RAM. A laptop uses the

same kinds of computer memory, but they come in a different packaging called SO-

DIMMS, so be wary when upgrading a laptops memory that you pick you out the right

kind.

[http://stevestechguide.com/what-is-computer-memory/]


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Opresent tense do verbo there+be (haver) tem as seguintes formas:

na afirmativa:

Full Form Short Form Significadothere is there's h (no singular)there are h (no plural)

na negativa:

Full Form Short Form Short Formthere is not there isn't there's notthere are not there aren't


Full Formis there?are there?

Full Form Short Formis there not? isn't there?are there not? aren't there?

2 A forma contrada do verbo there+be na afirmativa nunca ocorre no fim de uma frase:

Example SignificadoIs there any water?Yes, there is. / Yes, there's.

H gua?Sim, h.

3 Consideremos a frase seguinte:

Example SignificadoA boy is at the door. Est um rapaz porta.


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O sujeito da frase (a boy) satisfaz duas condies:

indefinido seguido do verbo be (is)

Sendo assim, mais frequente dizer-se em ingls:

Example SignificadoThere is a boy at the door. Um rapaz est (1) porta.

sem alterar o sentido da frase, colocando there no incio da frase e o sujeito (a boy) a seguirao verbo be (is).

Vejamos mais alguns exemplos:

Example Significado(Many people are in the party.)There are many people in the party.

Muita gente h / est na festa.

(Someone is in the kitchen.)There is someone in the kitchen.

Algum est (1) na cozinha.

(A man is smoking a cigar.)

There is a man smoking a cigar.

Um homem est (1) fumando charuto.

4 Quando o verbo be usado para exprimir existncia, a utilizao do there+be necessria:

Example SignificadoThere is plenty of time. H muito tempo.There are a lot of mistakes. H muitos erros.

Repare que estes exemplos no podem ser convertidos como os do ponto anterior:

From ToThere is plenty of time. Plenty of time is.There are a lot of mistakes. A lot of mistakes are.


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5 Em todos os exemplos anteriores, a palavra there no acentuada. Compare os doisexemplos seguintes, e repare no significado da palavra there:

(a) there no acentuada:

Example SignificadoThere is a girl I would like to see. H uma garota com quem eu gostaria de

falar.

(b) there acentuada:

Example Significado

There is the girl I would like to see. A est a garota com quem eu gostaria defalar.

Repare que o sujeito (a girl) do primeiro exemplo indefinido, e o sujeito (the girl) dosegundo definido.

6 Em linguagem informal, a forma singular there is por vezes empregada para exprimiralgo no plural em vez de there are. Esta forma no singular , no entanto, considerada pormuitos incorreta.

Example SignificadoThere's two boys at the door. Dois rapazes esto (1) porta.

(1) Literalmente, deveria ser h.

[http://www.grammarnet.com/ghtml/presthbe.htm]


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(PAST TENSE)

Opast tense do verbo be (ser/estar) tem as seguintes formas:

na afirmativa:

Full Form SignificadoI was eu fui / estive (1)you were tu foste / estiveste (1)hesheit

was eleelaele(a)

foi / esteve (1)

we were ns fomos / estivemos (1)you were vs fostes / estivestes (1)they were eles(as) foram / estiveram (1)(1) A traduo (para a lngua portuguesa) da conjugao dopast tense do verbo be apenasum exemplo entre vrias outras possibilidades, estando este tempo verbal dependente docontexto de uma frase.

na negativa:Full Form Short Form

I was not I wasn't

you were not you weren'thesheit

was not hesheit

wasn't

we were not we weren'tyou were not you weren'tthey were not they weren't


Full Formwas I?were you?was he?

she?it?

were we?were you?were they?

Full Form Short Formwas I not? wasn't I?were you not? weren't you?was he

sheit

not? wasn't he?she?it?

were we not? weren't we?were you not? weren't you?were they not? weren't they?


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2 Emprega-se opast tense do verbo be para:

(a) identificar pessoas ou algo:

Example SignificadoWho was it? It was John. Quem foi? Foi o Joo. /

Quem era? Era o Joo.What was that? It was the dog. It wastrying to jump over the fence.

O que foi aquilo? Foi o co. Estava a tentarsaltar por cima da vedao.

(b) descrever o estado fsico ou mental:

Example SignificadoI was tired. Eu estive / estava cansado(a).They were tall. Eles(as) eram altos(as).She was happy. Ela esteve / estava feliz.He was angry. Ele esteve / estava zangado.

(c) falar sobre profisses:

Example Significado

He was a doctor. Ele foi / era mdico.She was an architect. Ela foi / era arquiteta.They were (2) mechanics. Eles foram / eram mecnicos.John and I were (2) teachers. Eu e o Joo fomos / ramos professores.

(2) No se utiliza o artigo indefinido a(n) no plural.

(d) falar sobre a idade:

Example Significado

Mary was (3) ten (years old) (4). Maria tinha dez anos.The house was (3) ten years old. A casa tinha dez anos.

(3) bastante freqente os estudantes portugueses da lngua inglesa empregarem o verbo tohave (que incorreto) em vez do verbo be para fazer referncia idade de pessoas ou algo.

(4)years oldpode ser omitido quando se refere idade de pessoas.

(e) falar sobre o tempo, horas, preos, etc.:


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Example SignificadoIt was cold yesterday. Ontem esteve / estava frio.It was three o'clock. Eram trs horas.It was 10. Foram 10 libras.

(f) falar sobre posses:

Example SignificadoThat was my book. Aquele era o meu livro.This was mine. Este era meu. / Esta era minha.This was John's. Este era do Joo.

(g) falar sobre a localizao:

Example SignificadoShe was in the bedroom. Ela esteve / estava no quarto de dormir.Salisbury was the capital of Zimbabwe. Salisbria foi / era a capital de Zimbabwe.

[http://www.grammarnet.com/ghtml/pastbe.htm]

Texto complementar 4:

Someone to remember(texto adaptado)

Mahatma Gandhi was Born on Octuber 2, 1869, in Porbandar, India. At that time,India was a colony of the British Empire and many people lived in poverty because theBritish exploited the countrys wealth.

When Gandhi was 19 years old, he went to England to study Law and became alawyer. In London, Gandhi began to develop his philosophy of life. He read religiousclassics and studied different religions.

When he went back to India, people celebrated his arrival but Gandhi was not happy

because he wanted to live a simple life in the Indian countryside. So he traveled by trainthroughout India in third class and he saw the country and how people lived and workedthere. He encouraged people to fight for Indias independence and organized manydemonstrations, but he never used violence.

After the war, in 1947, India became independent.On January 30, 1948, Gandhi was assassinated. A Hindu fanatic, who opposed

Gandhis program of tolerance of all creeds and religions, shot him three times. The manwho preached and practice non-violence his hole life, died violently.

[In: Antunes, Maria Alice. Insight. So Paulo: Richmond Published, 2004. pg. 52.]


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O tempo verbalpast simple (ou simple past) tem as seguintes formas:

na afirmativa (verbos regulares, por ex. to ask):

Full Form SignificadoI asked eu perguntei (1)you asked tu perguntaste (1)he / she / it asked ele(a) perguntou (1)we asked ns perguntamos (1)you asked vs perguntastes (1)they asked eles(as) perguntaram (1)

na afirmativa (verbos irregulares, por ex. to buy):Full Form SignificadoI bought eu comprei (1)you bought tu compraste (1)he / she / it bought ele(a) comprou (1)we bought ns compramos (1)you bought vs comprastes (1)they bought eles(as) compraram (1)(1) A traduo (para a lngua portuguesa) da conjugao do tempo verbalpast simple apenas um dos exemplos possveis entre vrios, estando este tempo verbal dependente docontexto de uma frase.

na negativa:Full Form Short Form

I did not ask /buy I didn't ask /buyyou did not ask /buy you didn't ask /buyhesheit

did not ask /buy hesheit

didn't ask /buy

we did not ask /buy we didn't ask /buyyou did not ask /buy you didn't ask /buythey did not ask /buy they didn't ask /buy

na interrogativa:Full Form

Did I ask /buy?Did you ask /buy?Did he

sheit

ask /buy?

Did we ask /buy?Did you ask /buy?Did they ask /buy?


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na interrogativa negativa:

Full Form Short FormDid I not ask /buy? Didn't I ask /buy?Did you not ask /buy? Didn't you ask /buy?Did he

sheit

not ask /buy? Didn't hesheit

ask /buy?

Did we not ask /buy? Didn't we ask /buy?Did you not ask /buy? Didn't you ask /buy?Did they not ask /buy? Didn't they ask /buy?

nas respostas breves:

Full Form / Short FormYes, I / you /

he / she / it /we / you / they

did.

No, I / you /he / she / it /we / you / they

did not / didn't.

2 Veja as regras ortogrficas dos verbos regulares na afirmativa do tempo verbalpastsimple.

3 Na afirmativa, os verbos irregulares do tempo verbalpast simple variamconsideravelmente, e no terminam em -ed:

Base Past Simple Significadobuy bought comprar

cut cut cortareat ate comergo went irtake took levar; tomar

Para consultar a lista dos verbos irregulares veja irregular verbs (na segunda colunapastsimple).


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4 Na negativa, os verbos tanto regulares como irregulares formam-se da seguintemaneira:

did not+ (base do verbo) = didn't+ (base do verbo)

Full Form Short Form SignificadoI did not ask I didn't ask eu no pergunteiyou did not buy you didn't buy tu no comprastehe did not work he didn't work ele no trabalhouwe did not see we didn't see ns no vimos

5 Na interrogativa, os verbos tanto regulares como irregulares formam-se da seguintemaneira:

did+ (sujeito) + (base do verbo) ?

Full Form Significadodid I ask? eu perguntei?did you buy? tu compraste?did he work? ele trabalhou?did we see? ns vimos?

NOTA: O verbo auxiliar didno possui nenhum significado em particular, mas a suautilizao necessria tanto na negativa como na interrogativa.

6 O tempo verbalpast simple estabelece uma relao somente com o passado.

7 Emprega-se opast simple para descrever:

(a) aes que ocorrem num momento bem definido do passado:

Example SignificadoI saw her yesterday. Eu vi-a ontem.She bought a car last week. Ela comprou um carro na semana passada.The First World War began in 1914. A Primeira Guerra Mundial comeou em

1914.He arrived two hours ago. Ele chegou h duas horas atrs.


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(b) aes que ocorrem num momento (que no mencionado) do passado e que pode seridentificado a partir de um contexto conhecido entre os intervenientes:

Example SignificadoI saw her in London. Eu vi-a em Londres.She arrived late. Ela chegou atrasada.He gave me the book. Ele deu-me o livro.

(c) aes repetidas do passado:

Example SignificadoI phoned you three times. Eu telefonei-te trs vezes.He knocked at the door several times. Ele bateu porta vrias vezes.

(d) hbitos do passado:

Example SignificadoHe always studied at night. Ele sempre estudou noite.She never liked garlic. Ela nunca gostou de alho.

I played football every week when I was achild. Eu brincava futebol todas as semanasquando eu era criana.

(e) aes que decorrem durante um perodo de tempo no passado sem nenhuma relaocom o presente:

Example SignificadoI lived in Lisbon for ten years beforemoving to Oporto.

Eu vivi em Lisboa durante dez anos antesde me mudar para o Porto.

She lived in England during the Second

World War.

Ela viveu na Inglaterra durante a Segunda

Guerra Mundial.

(f) aes quando se pergunta ou responde sobre o tempo:

Example SignificadoWhen did you come to Portugal? Quando vieste para Portugal?I came to Portugal ten years ago. Eu vim para Portugal h dez anos atrs.

[http://www.grammarnet.com/ghtml/pastsimp.htm]


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1 Opast tense do verbo there+be (haver) tem as seguintes formas:

na afirmativa:

Full Form Significadothere was houve (1) (no singular)there were houve (1) (no plural)

(1)

A traduo (para a lngua portuguesa) da conjugao dopast tense do verbo there+be apenas um exemplo entre vrias outras possibilidades, estando este tempo verbaldependente do contexto de uma frase.

na negativa:

Full Form Short Formthere was not there wasn'tthere were not there weren't


Full Formwas there?were there?

Full Form Short Formwas there not? wasn't there?were there not? weren't there?


Example SignificadoA boy was at the door. Um rapaz esteve / estava porta.

O sujeito da frase (a boy) satisfaz duas condies:

indefinido seguido do verbo be (was)



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Example Significado

There was a boy at the door. Esteve / Estava

(2)

um rapaz porta.

sem alterar o sentido da frase, colocando there no incio da frase e o sujeito (a boy) depoisdo verbo be (was).


Example Significado(Many people were in the party.)There were many people in the party.

Muita gente houve / havia / esteve / estavana festa.

(Someone was in the kitchen.)There was someone in the kitchen.

Algum esteve / estava (2) na cozinha.

(A man was smoking a cigar.)There was a man smoking a cigar.

Um homem esteve / estava (2) a fumarcharuto.

(2) Literalmente, deveria ser houve /havia

3 Quando o verbo be empregado para exprimir existncia, a utilizao de there+be necessria:

Example SignificadoThere was plenty of time. Houve / Havia muito tempo.There were a lot of mistakes. Houve / Havia muitos erros.


From To

There was plenty of time. Plenty of time was.There were a lot of mistakes. A lot of mistakes were.

[http://www.grammarnet.com/ghtml/pastthbe.htm]


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(FUTURO)

Ofuture simple tem as seguintes formas:

na afirmativa:

Full Form Short Form SignificadoI shall do

will doI

'll doeu farei (1)

you will do you 'll do tu fars (1)hesheit

will do hesheit

'll do eleelaele(a)

far (1)

we shall dowill do

we 'll do

ns faremos (1)

you will do you 'll do vs fareis (1)they will do they 'll do eles(as) faro (1)(1) A traduo (para a lngua portuguesa) da conjugao dofuture simple apenas umexemplo entre vrias outras possibilidades, estando este tempo verbal dependente docontexto de uma frase.

na negativa:

Full Form Short Form

I shall not dowill not do I shan't do / won't do /'ll not doyou will not do you won't do /'ll not dohesheit

will not do hesheit

won't do /'ll not do

we shall not dowill not do

we shan't do / won't do /'ll not do

you will not do you won't do /'ll not dothey will not do they won't do /'ll not do

na interrogativa:

Full Formshall /will I do?will you do?will he / she / it do?shall /will we do?will you do?will they do?


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Full Form Short Formshall /will I not do? shan't /won't I do?will you not do? won't you do?will he / she / it not do? won't he / she / it do?shall /will we not do? shan't /won't we do?will you not do? won't you do?will they not do? won't they do?


Full Form / Short FormI / we shall /will.Yes,you / he / she / it / they will.I / we shall not /shan't.

will not /won't.No,

you / he / she / it / they will not /won't.

2 Ofuture simple forma-se da seguinte maneira:

SHALL / WILL + (base do verbo)

onde SHALL / WILL = verbo auxiliar modal

Emprega-se o shall:

na 1 pessoa do singular e plural principalmente em ingls britnico em linguagem formal na escrita, no se emprega a forma contrada 'll

Emprega-se o will:

em todas as pessoas (incluindo a 1) do singular e plural em forma contrada 'll em linguagem informal


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Em ingls britnico, no existe nenhuma diferena em significado entre o shall e o willquando estes so empregados para informar ou prever algo no futuro. No entanto, o shall menos utilizado hoje em dia.

Na negativa, adiciona-se nota seguir ao verbo auxiliar modal shall / will.

Na interrogativa, invertem-se o verbo auxiliar modal shall / will e o sujeito.

3 Emprega-se ofuture simple para:

(a) fazer uma previso no futuro:

Example SignificadoI'll be in the office tomorrow. Estarei no escritrio amanh.

(b) exprimir um facto no futuro:

Example SignificadoShe'll be eighteen next week. Ela far dezoito anos na prxima semana.

(c) exprimir uma deciso espontnea:

Example SignificadoIt's okay. I'll open the window. Deixe-se estar. Eu abro a janela.

(d) se oferecer para fazer algo. Emprega-se somente o shall na 1 pessoa do singular nainterrogativa:

Example SignificadoShall I make a cup of tea for you? Queres que eu lhe faa um ch?

(e) fazer uma sugesto. Emprega-se somente o shall na 1 pessoa do plural na interrogativa:

Example SignificadoShall we go? Vamos?


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(f) fazer um pedido. Emprega-se somente o will na 2 pessoa do singular / plural nainterrogativa:

Example SignificadoWill you open the window, please? Abre a janela, por favor.

(g) exprimir uma opinio. Normalmente, emprega-se um dos seguintes verbos (ex. think,suppose, doubt if, assume) ou advrbios (ex. perhaps, probably, possibly):

Example SignificadoI think he'll come. Penso que ele vir.

He'll probably come. Ele provavelmente vir.

(h) exprimir uma forte probabilidade no presente:

Example SignificadoSomeone's ringing the bell.Oh, that'll be John.

Algum est a tocar a campainha. Ah, oJoo.

(i) fazer uma ameaa:

Example SignificadoI'll tell your father if you do that again. Vou dizer ao teu pai se fizeres isso

novamente.You'll regret this! Arrepender-te-s disto!

(j) fazer uma promessa:

Example Significado

Don't worry! I'll talk to her! No te preocupes! Vou falar com ela!

(k) fazer uma recusa:

Example SignificadoI won't leave the room until you tell mewho she is.

No sairei da sala at me disseres quem ela.


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NOTA:O future simple nas alneas (a-b) por vezes conhecido por pure future, porque exprimealgo que ir acontecer no futuro. No entanto, nas alneas (c-k), o mesmo no pode serconsiderado como tal, porque existe uma inteno pessoal.

4 Em ingls formal, arcaico, ou literrio, shall por vezes empregado na 2 e 3 pessoado singular e plural para:

(a) fazer uma promessa:

Example SignificadoYou shall have a computer for yourbirthday.

Ters um computador no teu aniversrio.

(b) fazer uma ameaa:

Example SignificadoYou shall die. Morrers.

(c) exprimir uma proibio:

Example SignificadoYou shall not go to the theatre. No irs ao teatro.

(d) fazer uma concesso:

Example SignificadoThey shall have what they want. Eles(as) tero o que quiserem.

[http://www.grammarnet.com/ghtml/futusimp.htm]


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[http://www.hallmark.com]

Ofuture "going to"tem as seguintes formas:

na afirmativa:

Full Form SignificadoI am going to do eu vou fazer (1)you are going to do tu vais fazer (1)hesheit

is going to do ele(a) vai fazer (1)

we are going to do ns vamos fazer (1)you are going to do vs ides fazer (1)they are going to do eles(as) vo fazer (1)

As formas contradas na afirmativa so:I'm / you're / he's / she's / it's / we're / they're going to do

(1) A traduo (para a lngua portuguesa) da conjugao dofuture "going to" apenas umexemplo entre vrias outras possibilidades, estando este tempo verbal dependente docontexto de uma frase.


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na negativa:

Full Form Short FormI am not going to doyou are not going to do you aren't going to dohesheit

is not going to do hesheit

isn't going to do

we are not going to do we aren't going to doyou are not going to do you aren't going to dothey are not going to do they aren't going to do

As outras formas contradas na negativa so:I'm / you're / he's / she's / it's / we're / they're not going to do

na interrogativa:

Full Formam I going to do?are you going to do?is he

sheit

going to do?

are we going to do?are you going to do?are they going to do?


Full Form Short Form

am I not going to do? aren't I going to do?are you not going to do? aren't you going to do?is he

sheit

not going to do? isn't hesheit

going to do?

are we not going to do? aren't we going to do?are you not going to do? aren't you going to do?are they not going to do? aren't they going to do?


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Full FormI am.you are.he/she/it is.we are.you are.

Yes,

they are.

Full Form / Short FormI am not / 'm not.you are not /'re not /aren't.he/she/it is not /'s not /isn't.we are not /'re not /aren't.you are not /'re not /aren't.

No,

they are not /'re not /aren't.

2 Ofuture "going to"forma-se da seguinte maneira:

BE + GOING TO + (base do verbo)

onde BE = verbo auxiliar be nopresent tense(ex. am, is, are)

Na negativa, adiciona-se nota seguir ao verbo auxiliar be.Na interrogativa, invertem-se o verbo auxiliar be e o sujeito.

3 Emprega-se ofuture "going to"para:

(a) prever algo num futuro imediato ou prximo. A previso baseia-se no que sabemos,vemos, ou sentimos no momento em que falamos:

Example SignificadoThey're going to talk to her. Eles(as) vo falar com ela.Look at the clouds!I think it's going to rain.

Veja as nuvens!Acho que vai chover.

(b) exprimir uma inteno, um plano, ou uma deciso:

Example SignificadoI'm going to buy a car next week. Vou comprar um carro na prxima semana.I'm going to show you how to use thismachine.

Vou mostrar-lhe como se utiliza estamquina.


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4 Embora a combinao entre "going to + go"(ou "going to + come") seja possvel, amesma normalmente evitada por falta de boa sonncia. Como alternativa, emprega-se otempo verbalpresent continuous:

Example SignificadoI'm going to the cinema tonight.

(em vez de)I'm going to go to the cinema tonight.

Vou ao cinema esta noite.

Are you coming to the party tonight?

(em vez de)Are you going to come to the party

tonight?

Vens festa esta noite?

[http://www.grammarnet.com/ghtml/futugoin.htm]

Ofuture continuous (oufuture progressive) tem as seguintes formas:

na afirmativa:Full Form

I shallwill be doingyou will be doinghesheit

will be doing

we shallwill

be doing

you will be doingthey will be doing

Na afirmativa, somente a forma contrada de will empregue:I / you / he / she / it / we / they 'll be doing

(1) A traduo (para a lngua portuguesa) da conjugao dofuture continuous apenas umexemplo entre vrias outras possibilidades, estando este tempo verbal dependente docontexto de uma frase.

na negativa:


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Full FormI shall

will

not be doing

you will not be doinghesheit

will not be doing

we shallwill

not be doing

you will not be doingthey will not be doing

Forma contrada de shall not:

I / we shan't be doing

Forma contrada de will not:

I / you / he / she / it / we / theywon't be doing

I / you / he / she / it / we / they'll not be doing

na interrogativa:

Full Formshallwill

I be doing?

will you be doing?will he

sheit

be doing?

shallwill

we be doing?

will you be doing?will they be doing?


Full Form Short Formshallwill

I not be doing? shan'twon't

I be doing?

will you not be doing? won't you be doing?will he

sheit

not be doing? won't hesheit

be doing?

shallwill

we not be doing? shan'twon't

we be doing?

will you not be doing? won't you be doing?will they not be doing? won't they be doing?


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Example SignificadoThis time tomorrow I'll be watchingfootball on television.

Amanh a esta hora ver futebol nateleviso.

John will be working for another companyin two weeks' time.

O Joo vai trabalhar para uma outracompanhia dentro de duas semanas.

Don't call me after six because I'll beteaching.

No me telefones depois das seis porqueirei dar aulas.

(b) perguntar sobre os planos de algum, ou pedir informaes sobre algo, de uma formadelicada:

Example Significado

Will you be coming with your wife? Vem com a sua esposa?Will you be joining us for the party? Vens nossa festa?Will you be using this classroomtomorrow?

Vais usar esta sala de aula amanh?

[http://www.grammarnet.com/ghtml/futucont.htm]

1 Ofuture perfect continuous(ou future perfect progressive) tem as seguintes formas:

na afirmativa:

Full Form SignificadoI shall

willhave been doing eu estarei fazendo (1)

you will have been doing tu estars fazendo (1)hesheit

will have been doing eleelaele(a)

estar fazendo (1)

we shall

will

have been doing ns estaremos fazendo (1)

you will have been doing vs estarieis fazendo (1)they will have been doing eles(as) estaro fazendo (1)

Na afirmativa, somente a forma contrada de will empregue:I / you / he / she / it / we / they 'll have been doing

(1) A traduo (para a lngua portuguesa) da conjugao dofuture perfect continuous apenas um exemplo entre vrias outras possibilidades, estando este tempo verbaldependente do contexto de uma frase.


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na negativa:

Full FormI shall

willnot have been doing

you will not have been doinghesheit

will not have been doing

we shallwill

not have been doing

you will not have been doingthey will not have been doing

Forma contrada de shall not:

I / we shan't have been doing


I / you / he / she / it / we / they won't have been doing

I / you / he / she / it / we / they 'll not have been doing

na interrogativa:

Full Formshallwill

I have been doing?

will you have been doing?will he

sheit

have been doing?

shallwill

we have been doing?

will you have been doing?will they have been doing?


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forma completa e contrada de shall not: shall I / we not have been doing? shan't I / we have been doing? forma completa e contrada de will not: will I / you / he / she / it / we / they not have been doing? won't I / you / he / she / it / we / they have been doing?

nas respostas breves:Full Form / Short Form

I / we shall /will.Yes,you / he / she / it / they will.

I / we shall not /shan't.will not /won't.No,you / he / she / it / they will not /won't.

2 Ofuture perfect continuous forma-se da seguinte maneira:

SHALL / WILL HAVE BEEN + (base do verbo) + ING

onde SHALL / WILL HAVE BEEN = verbo auxiliar have nofuture perfect simple

Emprega-se o shall:


Emprega-se o will:


O shall menos utilizado hoje em dia.




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3 Ofuture perfect continuous empregue para descrever uma ao contnua (muitasvezes j em progresso) que acaba antes de um determinado momento no futuro, e frequentemente utilizado com by+(expresso temporal):

Example SignificadoBy the end of next month I will have beenliving here for three years.

No fim do prximo ms faz trs anos quevivo aqui.

By the end of the month he will have beenteaching for twenty years.

No fim do ms faz vinte anos que eleleciona.

She will have been working for this schoolfor 20 years next year.

No prximo ano vai fazer 20 anos que elaest no servio nesta escola.

Ofuture perfect simple tem as seguintes formas:na afirmativa:

Full Form SignificadoI shall

willhave done eu farei

you will have done tu farshesheit

will have done Eleelaele(a)

far

we shallwill have done ns faremos

you will have done vs farieisthey will have done eles(as) faro

Na afirmativa, somente a forma contrada de will empregue:I / you / he / she / it / we / they 'll have done

na negativa:

Full FormI shallwill

not have done

you will not have donehesheit

will not have done

we shallwill

not have done

you will not have donethey will not have done

Forma contrada de shall not:I / we shan't have done


I / you / he / she / it / we /they won't have done

I / you / he / she / it / we /they 'll not have done


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na interrogativa:

Full Formshallwill

I have done?

will you have done?will he

sheit

have done?

shallwill

we have done?

will you have done?will they have done?


Full Form Short Formshallwill

I not have done? shan'twon't

I have done?

will you not have done? won't you have done?

willhesheit

not have done?won't

hesheit

have done?

shallwill

we not have done? shan'twon't

we have done?

will you not have done? won't you have done?will they not have done? won't they have done?


Full Form / Short FormI / we shall /will.Yes,you / he / she / it / they will.I / we shall not /shan't.

will not /won't.No,

you / he / she / it / they will not /won't.


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2 Ofuture perfect simple forma-se da seguinte maneira:

SHALL / WILL HAVE + PAST PARTICIPLE

onde SHALL / WILL HAVE = verbo auxiliar have nofuture simplee PAST PARTICIPLE = verbo principal no particpio passado

NOTA: O PAST PARTICIPLE dos verbos regulares termina em -ed (ex. washed, played,listened, etc.). Dos irregulares, terminado de forma diferente (ex. broken, done, known,etc.).

Emprega-se o shall:


Emprega-se o will:


O shall menos utilizado hoje em dia.



3 Ofuture perfect simple empregue para descrever algo que ter acabado antes dequalquer outro tempo ou algo no futuro, e frequentemente utilizado com by+(expressotemporal):

Example SignificadoBy the end of the year I will have saved500.

At ao fim do ano eu pouparei 500.

By the end of this week he will havewritten twenty letters.

At ao fim desta semana ele escrever vintecartas.

She will have done all her exams byFriday.

Ela far todos os exames at sexta-feira.

If you don't hurry, the train will have leftbefore you get there.

Se no apressares, o comboio partir antesde tu l chegares.


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1 Ofuture do verbo there+be (haver) tem as seguintes formas:

na afirmativa:

Full Form Significadothere will be haver (1) (singular / plural)

A forma contrada na afirmativa there'll be.

(1) A traduo (para a lngua portuguesa) da conjugao do future do verbo there+be apenas um exemplo entre vrias outras possibilidades, estando este tempo verbaldependente do contexto de uma frase.

na negativa:

Full Form Short Formthere will not be there won't be


Full Formwill there be ?

Full Form Short Formwill there not be ? won't there be ?


Example SignificadoSomeone will be in the warehouse. Estar algum no armazm.

O sujeito da frase (someone) satisfaz duas condies:

indefinido seguido do verbo be(will be)


Example SignificadoThere will be someone in the warehouse. Estar (2) algum no armazm.


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sem alterar o sentido da frase, colocando there no incio da frase e o sujeito (someone)depois do verbo be (will be).


Example Significado(Many people will be in the party.)

There will be many people in the party.

Haver (ou Estar) muita gente na festa.

(Someone will be in the office.)

There will be someone in the office.

Algum estar (2) no escritrio.

(Someone will be waiting for you.)

There will be someone waiting for you.

Algum estar (2) sua espera.

(2) Literalmente, a palavra traduzida deveria serHaver.

3 Quando o verbo be empregue para exprimir existncia, a utilizao do there+be necessria:

Example SignificadoThere will be plenty of time. Haver muito tempo.There will be a lot of complaints. Haver muitas queixas.


From ToThere will be plenty of time. Plenty of time will be.

There will be a lot of complaints. A lot of complaints will be.


* Atividade na plataforma


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FALSOS COGNATOS (FALSE FRIENDS):

1 Osfalse cognates oufalse friends so palavras que tm a mesma forma, ou forma

semelhante, em duas lnguas, mas que tm significados diferentes. Essas semelhanascostumam induzir os estudantes portugueses da lngua inglesa em empreg-lasincorrectamente

a = um, umaa (artigo definido) = the

actual = real, verdadeiroactual = current, present

actually = na realidade, efectivamente

actualmente = at present, nowadays

agenda = ordem do diaagenda = diary

alias = tambm chamado; pseudnimo, outro nomealis = as a matter of fact; besides; incidentally; nevertheless

almond = amndoaalmndega = meatball

bank = banco (instituio bancria); margem (do rio)banco (de assento) = bench, stool

boat = barco, bote, pequeno navioboate (clube nocturno) = nightclub

cave = caverna, grutacave = basement, wine-cellar

celebrate = celebrar (no sentido de festejar, comemorar)celebrar (um contrato) = make (a contract)

comprehensive = completo, abrangentecompreensivo = understanding

condescending = com ar de superioridade; com ar protectorcondescendente = complaisant, acquiescent, obliging

constipation = priso de ventreconstipao = a cold


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48

maggot = larva de insectomagote = a crowd of people; a heap of things

manifestation = manifestao (no sentido de mostrar, revelar)manifestao (no sentido de protesto) = demonstration

notorious = de reputao duvidosa, com m famanotrio = well-known

paper = papel; jornal; prova de examepapel (de um actor) = role

particular = especfico; especial; exigente, minuciosoparticular (pessoal) = private

pass = passar; passar em; passar por; aprovarpassar (a limpo) = make (a fair copy)

petrol = gasolinapetrleo = oil, petroleum

pilot = piloto (de avio, barco, ou porto); prtico (de nutica)piloto (automvel de corrida) = racing driver

prejudice = preconceito

prejuzo (dano) = damage, harm, loss

presently = em breve, logopresentemente = at present

pretend = fingir, simularpretender (fazer) = intend (to do)

process = tratar, processar (substncia, material, etc.)processar (jurdico) = prosecute, sue, take proceedings against

prorogue = interromper sesso parlamentarprorrogar = extend, prolong; adjourn

prosecute = processar (no sentido jurdico)prosseguir (estudos) = continue

push = empurrarpuxar = pull

reclaim = recuperar; reivindicar; desbravar; aterrar (com terra)reclamar = complain; claim; demand


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49

reform = reformar (no sentido de modificar, melhorar, corrigir)reformar (no sentido de aposentar) = retire

repair = consertar, repararreparar (no sentido de notar) = notice

resume = retomar, reassumir, reatar, recomearresumir = summarize, sum up, condense

revise = rever, reexaminarrevistar = search, frisk, inspect

secretary = secretrio, secretria (pessoa)

secretria (mesa) = desk, writing-desk

sensible = sensato, razovelsensvel = sensitive

soldier = militar (do exrcito)soldado (raso) = private

stranger = pessoa estranha; desconhecidoestrangeiro = foreigner

sympathetic = compreensivo, compassivosimptico = kind, nice

tranquillize = tranquilizar (com sedativo)tranquilizar = calm, quieten, reassure


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50

PALAVRAS DE MLTIPLOS SENTIDOS

(Lexical Ambiguity of Portuguese)

comum a todas as lnguas a ocorrncia de palavras com significado ou funo

gramatical mltiplos. Freqentemente este mltiplo sentido em um idioma no tem

correspondente em outro. Quer dizer: os termos nem sempre cobrem as mesmas reas de

significado entre diferentes idiomas. Este fenmeno, tambm chamado de polissemia,

ocorre com qualquer idioma; assim como o portugus, o ingls tambm tem inmeras

palavras de mltiplo significado. , entretanto a ocorrncia do fenmeno na lngua me doaluno que causa maior dificuldade. Partir do geral para o particular sempre mais difcil do

que o inverso. Generalizar ou representar diferentes idias atravs de um nico smbolo

pode se comparar ao ato de misturar o feijo e o arroz numa mesma panela: uma tarefa que

no exige muito esforo. Especificar diferentes idias, as quais estamos acostumados a

generalizar em uma nica palavra, em palavras diferentes da lngua estrangeira, pode-se

comparar ao ato de separar o arroz e o feijo que haviam sido misturados. Certamente uma

tarefa muito mais difcil.

Portanto, sempre que diferentes idias representadas pela mesma palavra na lngua

me do aluno corresponderem a diferentes palavras na segunda lngua, o mesmo ter

dificuldades em expressar-se corretamente. As diferentes palavras do ingls que

correspondem aos diferentes significados da palavra do portugus, podem eventualmente

funcionar como sinnimos, portanto neutralizando o contraste entre os dois idiomas.

Exemplos no link:[http://www.sk.com.br/sk-mmw.html]


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AFIXOS

FORMAO DE PALAVRAS

A Morfologia ocupa um lugar importante no ingls tcnico e cientfico. Muitas palavras so

formadas pelo acrscimo de uma slaba ou partcula antes (prefixo) ou depois (sufixo) de

sua raiz.

Para interpretar o significado da palavra atravs de sua anlise, deve-se decompor a

palavra em pequenas partes, tais como: raiz, prefixo e sufixo.

Prefixo o elemento que vem antes da raiz e altera o significado da palavra.

Sufixo o elemento que vem depois da raiz e geralmente faz com que a palavra mude declasse gramatical.

PREFIXOS

IN-, IM-, UN-, IL-, A-, NON-, DE- (so prefixos que expressam negao: no, oposto a)

Exs.: inactive, impossible, unusual, irrellevant,illegal, amoral, non-smoker, deforestation.

mis - (expressa incorreo, erro). Ex.: miscalculate

dis - (expressa negao). Ex.: disconnect.

mal - (pejorativo). Ex..: malformed.

pseudo (imitao). Ex.: pseudo-christianity.

Prefixos que expressam tamanho ou grau:

Super (acima, mais do que). Ex.:

Out (fazer alguma coisa mais rpida, etc. do que). Ex.: outrun.

Sur (sobre e acima). Ex.: surtax

Sub (menos, mais abaixo do que). Ex.:subhuman.Over (demais). Ex.: overeat.

Under (de menos). Ex.: underprivileged.

Hyper (extremamente). Ex.: hypercritical.

Ultra (extremamente e alm de). Ex.: ultra-violet.

Mini (pouco). Ex.: miniskirt.

Arch (supremo). Ex.: archduke.


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52

Prefixos Locativos:

Super (sobre). Ex.: superstructure

Sub (abaixo, em grau inferior). Ex.: subconscious.

Inter (entre). Ex.: international.

Trans (atravs de, de um lugar para outro). Ex.: transatlantic.

Prefixos de tempo e ordem:

Fore (antes). Ex.: foretell.

Pre (antes). Ex.: pre-marital.Post (depois). Ex.: post-classical.

Ex (anterior). Ex.: ex-husband.

Re (novamente de volta). Ex.: re-evaluate.

Prefixos de atitude:

Co (juntar). Ex.: cooperate.

Counter (contra, em oposio). Ex.: counter-revolution.

Anti (contra). Ex.: anti-war.

Pro (a favor de). Ex.: pro-common market.

Prefixos de nmero:

Uni (um). Ex.: unilateral.

Mono (um). Ex.: monotheism.

Bi (dois). Ex.: bifocal.

Di (dois). Ex.: dichotomy.Tri (trs). Ex.: tricycle.

Multi (muitos). Ex.: multi-racial.

Poly (muitos). Ex.: polygamy.


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53

Outros prefixos:

Auto (prprio). Ex.:autobiography.

Neo (novo). Ex.: neo-gothic.

Pan (todo, universal). Ex.: pan-African.

Proto (primeiro, original). Ex.: prototype.

Semi (metade). Ex.: semicircle.

Vice (adjunto). Ex.: vice-president.

SUFIXOS

Formam substantivos:

-ER, -EER, -OR, -STER (aquele que faz ao). Ex.: driver, engineer, instructor, gangster.

-ANT, -ENT, (agente). Ex..: consultant, resident.

-ATION, -TION, -ION, -MENT (estado, ao). Ex.: exploration, location, creation,

advisement.

-ee (significado passivo). Ex.: employee.

-al (ao). Ex.: refusal.

-age (quantidade). Ex.: wastage.

-ing (atividade, resultado de uma atividade). Observe que a terminao ING pode indicar a

forma de gerndio em ingls ou pode formar substantivos que funcionam como adjetivo.

Ex.: She is driving now. / Inflation is a serious problem for developing countries. / This is

na exciting idea.

-ery (RY) (corpotamento, lugar de atividade, coletividade). Ex.: slavery, refinery.

-let (sem importncia). Ex.: booklet.-ette (compacto). Ex.: kitchenette.

-ess (forma o feminino). Ex.: waitress.

-ese (nacionalidade). Ex.: chinese.

-i (an) (pertence ou ligado a). Ex.: parisian, Elizabethan.

-ite (membro de). Ex.: Israelite

-dom (condio de). Ex.: kingdom.


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Exerccios

[http://www.computerhistory.org/timeline/?year=1939]

[ http://www.computerhistory.org/timeline/?year=1949 ]

Exerccio 1:

No site Computer history v em

http://www.computerhistory.org/timeline/?category=cmptre em

http://www.computerhistory.org/timeline/?category=sle faa um resumo

comparativo da histria do software e da histria do computador nos anos de

39 a 49.
http://www.computerhistory.org/timeline/?year=1939http://www.computerhistory.org/timeline/?year=1939http://www.computerhistory.org/timeline/?year=1939http://www.computerhistory.org/timeline/?category=cmptrhttp://www.computerhistory.org/timeline/?category=cmptrhttp://www.computerhistory.org/timeline/?category=slhttp://www.computerhistory.org/timeline/?category=slhttp://www.computerhistory.org/timeline/?category=slhttp://www.computerhistory.org/timeline/?category=cmptrhttp://www.computerhistory.org/timeline/?year=1939


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Exerccios

Hi everyone, na semana passada fiz o pedido do livro deMichael A. Jacobs,Como no aprender Ingls. A encomenda chegou e noconsigo parar de ler. Eu recomendo principalmente para os estudantes queesto ou passaram do nvel pr-intermedirio. Sabe aqueles erros bobos que agente comete toda hora? Aquelas dificuldades que somente quem falaPortugus tm? Ele responde.

J no prefcio, o Prof. Michael faz um questionamento interessante.

Voc gostaria, precisa ou quer aprender ingls? Eu acredito que dessas trsatitudes, aquela que te levar mais longe o querer. Vocs j perceberamque a desculpa do no tenho tempo superada pela motivao? Imagine queaquela pessoa que voc est de olho a um tempo te convide para um jantar.Voc vai dizer no? Se voc realmente quer, tempo no problema.

Vou contar uma historinha. Entre os anos de 2003 e 2004, eu trabalhavao dia todo, de noite tinha que ir para a faculdade e nos finais de semana eu mededicava aos trabalhos atrasados. Resultado, no tinha tempo livre paraestudar as coisas que eu realmente gostava, uma delas era o Ingls. A soluoque encontrei foi acordar 30 minutos mais cedo todos os dias e estudar umalio, eu usava um daqueles cursos vendidos em banca de revista. Foi sofrido,mas valeu a pena. Calma gente, no precisa chorar. Eu fiz isso porque estavamotivado. A disciplina muito importante. If you dont want to lose it, use it.
http://www.submarino.com.br/books_productdetails.asp?Query=ProductPage&ProdTypeId=1&ProdId=96086&ST=SR&franq=172571http://www.submarino.com.br/books_productdetails.asp?Query=ProductPage&ProdTypeId=1&ProdId=96086&ST=SR&franq=172571http://www.submarino.com.br/books_productdetails.asp?Query=ProductPage&ProdTypeId=1&ProdId=96086&ST=SR&franq=172571http://www.submarino.com.br/books_productdetails.asp?Query=ProductPage&ProdTypeId=1&ProdId=96086&ST=SR&franq=172571


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The influence of job and career attitudes on learning

motivation and transfer

Eddie W.L. Cheng

The Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong

Danny C.K. Ho

The Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong

Introduction

In the twenty-first century, fierce

competition among organisations will

continue to be the central issue. While

employee performance is one of the critical

measures emphasised by the top

management, employees are more concerned

about their own productivity and are

increasingly aware of the accelerated

obsolescence of knowledge and skills in this

turbulent environment. Better equipping

oneself by learning new knowledge becomes

a survival strategy in the career world. As a

result, ``upgraded'' employees look for

improving their job performance, as well as

enhancing their future career prospects.

Obviously, when employees transfer the

learning content to their jobs, a win-win

situation for both organisations and

employees can be accomplished. This

inevitably provides the strong ground for

undertaking the test of the degree of actual

transfer of newly acquired knowledge and

skills to the jobs.

During the past decade, learning transfer

was a popular research topic that had

attracted a lot of applied psychologists and

management researchers to examine its

effectiveness in task skill learning. In

general, learning transfer can be defined as

the application, generalisation and retention

of newly acquired knowledge and skills in the

workplace (Ford and Weissbein, 1997). Yet,

among all kinds of knowledge and skills,

managerial skills (also known as

management knowledge) are relatively more

crucial but less focused (Ford and Kraiger,

1995). Managerial skills, including

interpersonal and supervisory skills, are said

to be transferable to different work settings

while task skills are specific to individual job

requirements. Research focusing on

managerial skills should therefore have

higher value to learning transfer literature

with regard to the applicability of learning.

In addition to improving job performance,

upgrading managerial skills may enhanceemployees' employability. Management

development is therefore essential in the

contemporary management philosophy,

which involves the provision of management

learning programs. Generally, management

learning programs can be either formal

education programs (e.g. Master's degree in

Management) or other short-term skill-

specific courses (e.g. Certificate of

Interpersonal Skill Training). In the sense of

management development, formal programs

are more appropriate and become more

popular. Kirkbride and Tang (1990), in a

recent survey, revealed that formalmanagement courses were the most popular

method of management development in Hong

Kong. This may be explained by the cultural

preference of Chinese who are fond of

didactic teaching and learning styles

(Kirkbride et al., 1989). Besides, due to a high

credentialism in Asia, employees with a

higher level education (e.g. a higher degree)

are what Asian organisations want. Among

different higher degree programs, the MBA

(Master of Business Administration) degree

is widely accepted as the most promising

stepping-stone to management development.

Since an MBA program incurs a ratherexpensive investment to both employees and

organisations, it is worth ascertaining the

transferability of the MBA knowledge to the

workplace.

The past learning transfer literature is not

expected to have high value in helping

practitioners to increase positive transfer

(Baldwin and Ford, 1988). Although the early

work of Noe (1986) and Baldwin and Ford

(1988) attracted many research efforts to

investigate factors affecting transfer of

learning, the growth of theoretical

knowledge and the advancement of training

practices are loosely coupled. In fact, training

The research register for this journal is available at

http://www.mcbup.com/research_registers

The current issue and full text archive of this journal is available at

http://www.emerald-library.com/ft

[ 2 0 ]

Career DevelopmentInternational6/1 [2001] 2027

# MCB University Press[ISSN 1362-0436]

Keywords

Learning, Motivation,

Job satisfaction, Involvement,Commitment,

Career development

Abstract

This article examines a

parsimonious model that specifies

the effects of job involvement and

career commitment on learning

motivation and learning transfer,

using structural equation

modelling. The ``best fitting''

model is achieved because it has

surpassed all the goodness-of-fit

indices including the chi-square

statistic. The results indicated

that career commitment was

positively related to learning

motivation and learning transfer.

In addition, suppressor effect may

help to explain the non-significant

relationships between job

involvement and learning

motivation, and between job

involvement and learning transfer.
http://www.mcbup.com/research_registershttp://www.mcbup.com/research_registershttp://www.emerald-library.com/fthttp://www.emerald-library.com/fthttp://www.emerald-library.com/fthttp://www.mcbup.com/research_registers


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and Schmitt (1986) found that highly job-

involved trainees are more motivated to

learn and transfer the skills to the job. Clark,

cited in Facteau et al. (1995), also found thatthe variation in training motivation is

significantly explained by individuals' job

involvement. So, in the current study, job

involvement is hypothesised to predict

learning motivation and learning transfer

positively.

H2a: Job involvement will be positively

related to learning motivation.

H2b: Job involvement will be positively

related to learning transfer.

Career commitmentTrainees with high commitment to their

career or work are likely to exertconsiderable effort towards learning the

training content, because these trainees have

the intention of improving their job

performance. When they attend training

programs, they invest more effort in learning

new skills or knowledge. The purpose of their

investment is to increase their competence in

performing their work and/or to secure their

employability. Although career commitment

and work commitment are correlated, they

are two different concepts (Hall, 1971;

Morrow, 1983) and may often have different

antecedents and consequences (Morrow,

1983).Career commitment is a component of the

subjective dimension of career. It is defined

as ``an affective concept which represents

identification with a series of related jobs in

a specific field of work and is behaviourally

expressed in an ability to cope with

disappointments in the pursuit of career

goals'' (Aryee and Tan, 1992, p. 189). One who

shows more career commitment is able to

persist in pursuing career goals, even if

confronting obstacles and setbacks (Colarelli

and Bishop, 1990).

Career commitment has been included in

several integrative models of organisationalbehaviour to study its relationship with

various work-related outcomes (e.g. Aryee

and Tan, 1992; Mobley et al., 1979; Price and

Mueller, 1981). For example, it is positively

and significantly related to both skill

development (Aryee and Tan, 1992) and job

performance (Darden et al., 1989), whereas it

is negatively related to actual turnover

(Bedeian et al., 1991). Although its effect on

training has not been widely studied, the

influence of its energising component (i.e.

career planning) on learning transfer has

been investigated (London, 1985).

Colarelli and Bishop (1990) also suggestedthat career commitment is specifically

relevant to individuals who try to develop a

high level of skills, as it can help them persist

long enough through years of training,

development and experience across different

organisational settings. In an MBA program,

which involves a high level of skill

acquisition, individuals with a high level of

career commitment may be motivated tosustain learning when they think that

acquiring new knowledge and skills would

help them remain in their chosen careers.

Therefore, career commitment is proposed to

influence learning motivation and learning

transfer positively.

H3a: Career commitment will be positively

related to learning motivation.

H3b: Career commitment will be positively

related to learning transfer.

Research method

ParticipantsData for the study were collected from those

who had graduated from part-time MBA

programs offered in Hong Kong not more

than one year ago. Graduates within this

range were assumed to be more likely to

prevent memory distortion of perception

responses and avoid obsolescence of the

learned MBA content. All MBA program

providers in Hong Kong (altogether 45 local

and overseas higher institutions) were

invited through telephone contacts. Only

four (two local and two overseas) universities

agreed to participate. Of those 155 identicalquestionnaires already sent out, 81 completed

questionnaires were returned and usable,

representing a response rate of 52.3 per cent.

With respect to the demographic profile,

70.4 per cent of the respondents were in the

31-40 age group (n = 81). This was consistent

with the job positions in that 63 per cent (n =

81) were middle level managers. In addition,

77.8 per cent of the respondents (n = 80) were

male, while 66.7 per cent (n = 77) were

married. Approximately half of the

respondents (49.4 per cent, n = 80) reported

that the organisation in which they worked

employed more than 900 employees. Of therespondents, 77.8 per cent (n = 81) were

working in the service sector, which might

reflect the importance of this sector in Hong

Kong's economy. Respondents' (n = 81)

undergraduate majors were Business (34.6

per cent), Social Science (8.6 per cent), Arts

and Humanities (8.6 per cent), Engineering

(28.4 per cent), Computing and Information

Management (8.6 per cent), and others (11.2

per cent). Their job functions included

Human Resources (11.1 per cent), Marketing/

Sales (17.3 per cent), Finance/Accounting

(19.8 per cent), Production (12.3 per cent), MIS

(9.9 per cent), Engineering (8.6 per cent), and

others (21 per cent). The demographic profile

of respondents indicates that non-response

biases were not likely to affect further

analysis.

[ 2 2 ]

Eddie W.L. Cheng andDanny C.K. HoThe influence of job and careerattitudes on learningmotivation and transfer



67/71

MeasuresThe endogenous and exogenous variables

depicted in the model were measured using

multi-item scales. Measures for the variablesexamined in the study are described

hereinafter.

Learning transferThe respondents were asked to provide their

answers according to a ``perceived'' learning

transfer measure. A 4-item scale was used to

measure the extent to which MBA graduates

transfer what they have learned back to the

workplace. Response options ranged from (1)

``strongly disagree'' to (5) ``strongly agree''. A

sample item is `Ì incorporate skills,

competencies, and knowledge learned in the

MBA program into my daily work activities''.The scale's alpha reliability in this study is

0.88.

Learning motivationA 4-item scale was used to measure the

degree of learning motivation in an MBA

program. Response options ranged from (1)


sample item is `Ì tried to learn as much as I

could from the MBA program''. The scale's

alpha reliability in this study is 0.85.

Job involvementA 4-item scale was used to measure the

degree of job involvement of MBA graduates.Response options ranged from (1) ``disagree

very much'' to (6) `àgree very much''. A

sample item is `Ì am very much involved

personally in my job''. The scale's alpha

reliability in this study is 0.76.

Career commitmentA 4-item scale was used to measure the

degree of career commitment of MBA

graduates. Response options ranged from (1)


sample item is `Ì strongly identify with my

chosen line of work/career field''. The scale's

alpha reliability in this study is 0.71.

Statistical methodStructural equation modelling (SEM) was

used to examine statistically the specified

relationships for this study. Recently, SEM

has been extensively used for model testing.

It is a powerful statistical tool that can

examine the extent to which the model fits

the data and the level of statistical

significance of the hypothesised

relationships. This research involved the test

of the relationships between variables that

could not be directly observed and measured

(known as latent constructs), which were

then measured by some observable

indicators or items. These observable

indicators formed the multi-item scales,

which, for ensuring measurement adequacy,

must secure reliability and construct,

convergent and discriminant validity. SEM

can be used to validate scales and possibly

modify scales for better psychometric

properties since the validity of measuringscales is crucial to establish the confidence in

substantive theory building and research

findings (Chau, 1997). SEM permits the

simultaneous estimation of both the

parameters linking observable indicators to

latent variables (the measurement equations)

and the parameters linking the latent

variables to each other (the structural

equations). The model allowed for reciprocal

causation among variables and correlated

measurement errors (Joreskog and Sorbom,

1993).

Procedurally, it helps to find the ``best

fitting'' model by, in the first stage,establishing the ``best fitting'' measurement

model, which then enters the second stage of

testing the hypothesised structural model.

The measurement model (or confirmatory

factor model) specifies the relationships of

the observed indicators to their posited

underlying factors, while the structural

model specifies the causal relationships

among the latent variables as posited by the

underlying theories (Segars and Grover,

1993). For computing the measurement and

structural equations, LISREL (Linear

Structural Relationships), which is a popular

commercial statistical software, was used.Hypothesised relationships with strong

theoretical support, multivariate normal

distributions, interval scales, and an

adequate size of sample are essential for

model testing using LISREL (Chau, 1997).

Findings

The measurement modelTable I presents the goodness-of-fit indices

for the a priori measurement model or the

so-called ``combined'' measurement model

(Clark et al., 1993). These indices suggested amoderate fit of the measurement model to the

data. Except for the chi-square statistic and

AGFI, other indices surpassed the

recommended values suggested by Chau

(1997). As shown in LISREL output, some

indicators had very large positive

standardised residuals, and attempted to load

on more than one factor, as demonstrated by

large modification indexes. These indicators

were then deleted one by one, since the

deletion of one indicator in a model may

affect other parts of the model

simultaneously (Segars and Grover, 1993),

until the ``best fitting'' measurement modelhas been achieved.

Based on the above-mentioned revisions,

the revised measurement model, as shown in

Table I, attained improvements in all

goodness-of-fit indices (12/df: 2.21 ? 1.15;

[ 2 3 ]

Eddie W.L. Cheng andDanny C.K. HoThe influence of job and careerattitudes on learningmotivation and transfer



68/71

AGFI: 0.55? 0.80; RMSR: 0.095? 0.071; NNFI:

0.89 ? 0.99; CFI: 0.90 ? 0.99), and a non-

significant chi-square statistic (p = 0.15)

which exceeded the recommended level

(p > 0.05). Individual measurement models

for each variable were also computed to

check whether they achieved a good fit to the

data (Chau, 1997). As shown in Table II, all

individual measurement models achieved a

very good fit. Thus, the ``combined''

measurement model possessed good

psychometric properties. The correlation

matrix was shown in Table III. After the

measurement model had been ``cleaned'' and

said to be the best fit to the data, the revised

model would enter into the second stage for

testing the structural model.

The structural modelThis stage of analysis involved the testing of

the hypothesised relationships among the

latent variables. The computation was based

upon a simultaneous regression of the

endogenous variable in the structural model

on the predicted antecedents. Table IV

presents the goodness-of-fit indices for the

hypothesised structural model. All these

indices surpassed the recommended values,

and indicated that the model had a very good

fit to the data (12/

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