Reading Technics. English for all Unit 1 - Englsh around the world -

READING TECHNICS

Algumas técnicas de leitura facilitam a nossa compreensão do texto apresentado:

Layout à é a apresentação/exploração visual do que está sendo apresentado e depende da compreensão de cada uma de nós.

Ex.: o formato, as ilustrações, as cores, os destaques (negrito, itálico, tamanho das letras), o “pano de fundo” dos textos, os gráficos, mapas, as pictures, ...

Cognates à são as palavras iguais e com o mesmo significado nos dois idiomas.  Às vezes elas são semelhantes ou parecidas – devido a diferença do tempo de entrada da palavra em uso – para os ingleses as palavras oriundas dos romanos (latim – nossa língua materna), estão estagnadas, ié, não sofrem alteração, mas no nosso idioma, elas estão em constante evolução. 

Ex: os nomes próprios (pessoas, lugares, continentes);

Os números romanos,  arábicos, ordinais e suas variações e os símbolos: 1; 1°; 1st; 100 X 5; 20ª;  5 2; #;

As words terminadas em “AL”: animal, fatal, annual (na língua portuguesa sofreu evolução), natural, gradual, general,  ...

Os suffixes:  sempre tem a mesma tradução:

- tion à lemos /sham/ e traduzimos “ção”: nation = nação; introduction = introdução;  evolution = evolução; translation,...

- “ty” = dade à  city = cidade; quality = qualidade; antiquity = antiguidade; ...

“ly” = menteà gradually = gradualmente;  generally = geralmente;              

“ence" = ência à independence = independência; influence = influência; eloquence = eloqüência; ...

Key words: São as palavras chaves para a compreensão do que o autor quer transmitir.

Scanning: localização de dados específicos no texto;

Skimming:  identificação de informações gerais como a ideia central do texto (ou parágrafo).

Após essas dicas, espero que a leitura e a compreensão sejam mais fáceis.

Não se esqueça de underline os cognatos, para facilitar a compreensão!!!

As respostas dadas são de responsabilidade das autoras do livro texto (fornecidos aos alunos e professores/as)!!!

UNIT 1 – ENGLISH  AROUND THE WORLD

A língua inglesa é usada como principal idioma para a comunicação internacional. Você sabe o motivo?

Dê uma olhada no texto abaixo, observe o título e os subtítulos e responda as questões em português.

1. Em sua opinião, qual é o assunto do texto?

2. Quem é o autor do texto?

3. De onde é o autor?

TEXT  1.                                                     Why do we teach English?

Kenji Kitao

                                            Doshisha University (Kyoto, Japan)

                                K. Kitao [at] Lancaster.ac.uk

Introduction

We are teaching English or studying the teaching of English, but why do we want to teach English, as opposed to other foreign languages?  It is useful for us to consider this basic question occasionally.

The importance of English

English is not the most widely spoken language in the world in terms of the number of native speakers - there are many more Chinese speakers than native English speakers – but Chinese is spoken little outside Chinese communities, so English is the most widespread language in the world.  lt is difficult to estimate exactly how many English speakers there are, but according to one estimate there are more than 350,000,000 native English speakers and more than 400,000,000 speakers of English as a second language (a language used in everyday life, even though it is not the native language) or foreign language (a language studied but not used much in everyday life).

However, even these numbers do not really indicate how important English is as a world language, because less than fifteen percent of the world population uses English. The importance of English is not just in how many people speak it but in what it is used for. English is the major language of news and information in the world.  lt is the language of business and government even in some countries where it is a minority language.  lt is the language of maritime communication and international air traffic control. American popular culture - primarily movies and music - carries the English language throughout the world. 

                                            

                                                                         (...)The lnteruet TESL Journul, r,'. II, n. 4, April 1996.                              http:i/iteslj.orgiArticlesiKitao-WhyTeach.html (Accessed 3 September 2009)

COMPREHENSION

A)       Numere as ideias principais do texto de acordo com o parágrafo em que se encontram.

(  3  ) A importância da língua inglesa para comunicação nacional e internacional em todos

os setores de atividades.

(  1 ) A necessidade de considerar as razões de ensinar a língua inglesa em vez de outra língua estrangeira.

(  2  ) A quantidade de pessoas que usam a língua inglesa, seja como língua nativa, como

segunda língua ou como língua estrangeira.

B)        A quem você acha que esse texto se dirige?     (Resposta Pessoal)

______________________________________________________________________

C)         Mark all the correct alternatives.

(    ) A língua inglesa é a que tem o maior número de falantes nativos.

(  X ) A língua inglesa não é falada pela maioria dos habitantes do mundo.

(  X ) A cultura popular americana é a principal transmissora da língua inglesa no mundo.

(   X ) A língua inglesa é a mais difundida no mundo.

(    ) A língua inglesa não é usada para negócios internacionais, mas é usada para transações governamentais.

D)      Find in the text.

1.        O quanto a língua chinesa é falada fora das comunidades chinesas.

Chinese is spoken little outside Chinese communities._____________________________

2.        A porcentagem de pessoas que usam a língua inglesa no mundo.

(…) less than fifteen percent of the world population uses English. ______________________________________

3.        A principal razão da grande importância da língua inglesa.

The importance of English is not just in how many people speak it but in what it is used for.______________________

THINKING  ABOUT   THE   TEXT

Com seus colegas, discuta:

1.        Além das situações apresentadas no texto, em quais outras é importante o conhecimento do inglês?

       2.  Em sua opinião, por que o conhecimento de uma segunda língua é importante?

       3.   Que outra língua poderá  se tornar tão importante, para certos grupos sociais, quanto a língua inglesa no futuro?

      4.   Por que esse texto foi escrito em inglês e não em japonês?

VOCABULARY   STUDY

       A)      Complete the sentences using the cognate words from the text which are in the box.

culture - native - population - government

1. Brazil's __ population ___ is about 200,000,000  people.

2. My ______ native _______ language is Portuguese.

3. Carnival is a typical celebration of  Brazilian__ culture ____

4. This country has a democratic system of ___ government _

B)      Find the opposite of the following words in the text

2nd paragraph                                       3rd paragraph

less -  _more___                                   unimportant - _imprtant____

inside - __outside_                               national - ______international_____

easy - ____difficult _______                majority - _____minority____

C)        Now use some of the words you have just found to complete the paragraph below.

This is my second Year at the ___international__ English Institute. In my opinion, studying a second language is very _important __ to work and to travel _____outside________  Brazil. Besides, in my opinion, English is not _____difficult____  On the contrary: it is easy!

VOCABULARY  EXPANSION

Look at these people. They are from different countries. Aqui podemos usar a técnica de leitura dos suffixes: “an, ish, esse”, que correspondem  aos nossos adjetivos pátrios.   

COUNTRY	NATIONALITY	LANGUAGE
Brazil	Brazilian	Portuguese
France	French	French
Germany	German	German
Italy	Italian	Italian
Japan	Japanese	Japanese
Spain	Spanish	Spanish
Lebanon	Lebanese	Arabic
United States	American	English
Mexico	Mexican	Spanish
Portugal	Portuguese	Portuguese
England	English	English

Choose the appropriate nationality and language to finish the sentences.

1. Consuelo is from Mexico City. She is __ Mexican ___. Her native language is __ Spanish ___

2. Marie Claire is from Paris. She  is ______ French ____ Her native language is ______ French ____

3. I am from São Paulo. I am ______ Brazilian ______ My native language is ____ Portuguese ______

4. Jorge and Saba are from Beirut. They are ____Lebanese___.  Their native language is _Arabic__

5. Rudolph and I are from Berlin. We are _German _ Our native language is  German __

6. Stefano is from Rome. He is_ Italian _ .  His native language is _ Italian _ .

LISTENING      ACTIVITY

Listen to someone from Hazely Academy of Refinement and Modeling talking about social etiquette and mark the correct option.

1. The presenter's name is

a. (     ) Jennifer Lopez.                           b. (    ) Nancy  Lopez                              c. ( X ) Hazely Lopez.

2. She is talking about

a. (  X  ) how to introduce yourself.     b. (   ) the importance of English.     c. (   ) how to study English.

3. One of the important things when you introduce yourself is

a. (   ) say "excuse me".             b. (  X ) say your first and last name.         c. (    )say "good-bye”.

LANGUAGE  IN  USE

A)       This is Ahreum Kang introducing herself in a blog.                                                                                           

Read  and complete the text with sentences from the box.

Nimo is  a Boston  terrier - It's aThai school -  my brother and I are students – My name is Ahreum Kang – My parents are Korean – My father is a businessman -

                _____My name is Ahreum Kang______ . My nickname is Arum and I’m fifteen years old.  I live in Phuket, Thailand, with my parents. __ My parents are Korean __ but I was born in Bangkok .  So, I’m Thai. There are four people in my family.  Father, mother, one younger brother and me.   I also have two dogs, _____Nimo is  a Boston  terrier__   and Sunni is a Cocker Spaniel.  _____My father is a businessman___, my mother is a housewife, ____my brother and I are students__ at Chalermprakiart  School. ____ It's aThai school___ but it has an English programme that my brother and I are studying in. My brother studies in grade B and I study in grade 10. I like to play badminton. (...)

http://myschoolyogrschoolproject.blogspot.co ml2006l09lstttdents-from-thailand-are-introducing.html (Accessed I I December 2009.

B)       Some teachers and students from Millennia Institute of Languages are getting to know each other. Use the given sentences to complete their dialogs.

Where are you from? - No, we aren't. –No, English is their second language. – they’re from India. – where are they from?

1.       - Are you from China?

_____No, we aren't. ________

_______________________________

 We're from San Francisco.

- And your friends? _____where are they from?_____

___________________________________________

Is English their native language?

_________________________________________________________

I'm from Frankfurt. - No, they're from Berlin. - Are you German?

2.        __________________________________

-          Yes, I am.

-          Where exactly are you from?

-          _____________________________________________

-          And your friends?  Are they also from Frankfurt?

-          _________________________________________________

COMMUNICATIVE  ACTIVITY

Show your partner photos of people that you admire: athletes, politicians, singers, actors, actresses... And ask him/her questions like these:

. What is his/her full name?

. Where is he/she from?

. What is his/her native language?

WRITING

Having a penpal/e-pal is a great way to practice a foreign language. Fill in the blanks to sign up for "Worldpals".

1. What kind of map is this?

TEXT 2

ENGLISH AROUND THE WORLD – THE MAP

COMPREHENSION

Answer the questions in Portuguese.

1.       On this map there are some highlighted countries. What do people from these countries have in common?

_________________________________________________________________________________________

2.        What is the objective of a map like this one?

________________________________________________________________

No Brasil, a língua inglesa é usada como língua estrangeira. Em sua opinião, em que circunstâncias o inglês é mais utilizado aqui?

Staying Alive - Mantendo-se Vivo. Pg 19. Compact English Book.

Staying alive

How are you living? What are you doing to stay healthy? Are you not eating and sleeping accordingly? Are you working and worrying too much? Aren't you exercising? Even being very useful, these questions are often boring to answer.
If you are taking care of your life, congratulations! But if you are smoking cigarettes, cigars or pipes; making use of drugs like pot, cocaine or crack; drinking alcoholic beverages in excess; eating too much and sleeping late, my sympathies!* You are entering the roll of people facing actual risky factors.
Your chances of a long and healthy life are not many. At least, these are some of the medical conclusions all over the world.

Vocabulary:alive - having life; active accordingly – adequately

at least - at the minimum beverage - drink

boring – tedious healthy - in good physical conditions

often – frequently pot – marijuana roll – list

MARQUE A MELHOR ALTERNATIVA:

1. O que você não pode inferir do texto?
a) Você deve deitar e levantar cedo.
b) Devemos comer com moderação.

c) Deve-se dormir adequadamente.
d) É importante nos preocuparmos com a saúde.

e) Você não deve ter preocupações excessivas.

2. Qual das citações abaixo não se enquadra no texto?
a) 0 Ministério da Saúde adverte: fumar pode causar diversos males à sua saúde.
b) Diga não às drogas.
c) Dormir é o melhor remédio.
d) Mente sã em corpo são.
e) Prevenir é melhor que remediar.

3. 0 texto apresenta:
a) questionamentos e ameaças.

b) dicas e deveres.

c) indicações e avisos.

d) receitas e sugestões.

e) críticas e estímulos.

4. As frases My congratulations e My sympathies poderiam ser
usadas, respectivamente, nas seguintes ocasiões:

a) Natal e noivado.
b) casamento e batizado.
c) Ano-novo e Ação de Graças.
d) formatura e Dia dos Namorados.

e) aniversário e velório.

5. Marque a alternativa ortograficamente incorreta.

a) staying - worrying - sleeping

b) doing - living -exercising
c) enterring - sleeping - staing

d) facing - drinking - smoking

e) taking - eating - working .

THE ACE = GABARITO: 1 = A); 2 = C); 3 = A); 4 = E); 5 = C)
(From Compact English Book; Vol único; Wilson Liberato, Ed FTD; Unit 2; p. 19/20)

Sightseeing in London - Unit 10 do Compact English Book

Sightseeing in London - Passeio em Londres

“We've been to Buckingham Palace for the Changing of the Guard,
We've walked as far as Trafalgar Square
To see the two art-galleries there;
We've looked at Scotland Yard.
And now you suggest that before it's dark
We should visit the Zoo in Regent's Park!
When tubes and buses are tightly packed
And I am feeling completely whacked!
Do you realise, Henry darling, that we've had no lunch or tea?
And these fashionable sandals are nearly killing me!
So, unless you find a café for a coffee and a snack,
Though we left home only yesterday, I'll catch the next train back!”

(Dilys A. M. Rembowska. Sound, Sense and Rhythm. Longman, 1967, p.9)

Vocabulary
fashionable — chic, elegant;
tightly — compactly; nearly — almost
whacked — exhausted; unless — if not, except
to realise — to understand; though — although;
in spite of - the fact that

Check your reading
1. We can infer from the text that:

a)sightseeing in London is an exhausting experience.
b)it is possible to see London on a single day.
c)there is a boy anxious to see more of London, but his mother is tired.
d)there are three tourists involved in the story.
e)some suggestions can be easily accepted.

2. Circle the wrong alternative.
a) The author won't have time to visit the zoo.
b)The author is tired of visiting so many places.
c)The author is hungry.
d)The author feels uncomfortable with her sandals.
e)The author hasn't had lunch yet.

3. The characters in the story may have come from any of the countries below except from:
a)France.
b)Canada.
c)Germany.
d)Italy.
e)Spain.

4. When a bus is tightly packed it is:
a)late.
b)empty
c)departed.
d)developed.
e)crowded.

5. Tube and café in the text mean:

a)a long cylinder made of plastic, metal, rubber or glass — restaurant
b)television — a dark brown powder with a strong flavor and smell.
c)London's underground train system — coffee shop.
d)England's railroad — a drink or beverage.
e)England's railway — French restaurant.

(By Wilson Liberato; In: Compact English Book; Vol único; Ed FTD, P 140/6)

THE ACE = O GABARITO: Fornecido pelos autores no "Livro do Professor"
1a.  2a.  3b.  4e.  5c.  

GRAMMAR = STRUCTURES
Present Perfect - affirmative form
Sujeito + have/has + participio passado do verbo principal
I, you, We, They have walked to Trafalgar Square.
He, She, It has walked to Trafalgar Square.

Obs.: A forma contracta de have é 've
We've (We have) been to Buckingham Palace.

A forma contracta de has é 's:
He's (He has) visited Regent's Park.

Negative  We have not (haven't) gone to the Zoo.
She has not (hasn't) seen the art-galleries.

Interrogative
Have they seen the palace?
Has he looked at the Scotland Yard?

Interrogative-negative  Has she not visited the zoo?
Hasn't she visited the zoo?
Have they not been to London before? Haven't they been to London before?

Uso do Present Perfect  :Descreve uma ação iniciada no passado e que continua no presente ou, pelo menos, cujos efeitos continuam sendo observados:
That decision has changed his life.
Aquela decisão mudou/tem mudado a vida dele.
(A decisão mudou e vai continuar a mudar a vida dele.)
Obs.: Muitas vezes confunde-se o Present Perfect com o Simple Past.
No entanto, cada um deles expressa uma idéia distinta. Veja:

Simple Past  She traveled to London last year.
Ela viajou para Londres no ano passado.
A ação começou e terminou no passado:
Ela viajou para Londres no ano passado e, desde então, não viajou mais.

               DRILL = EXERCISES - THE ACES ARE AT THE END.

Present Perfect
She has traveled to London.
Ela viaja/tem viajado para Londres.
Neste caso, a ação começou no passado e continua no presente: Ela viajou e continua a viajar para Londres ou ainda está lá.

Complete the sentences with the Simple Past or the Present Perfect
1. I ______(to see) this film two years ago.
2. She ________(to find) a new love now.
3. Shakespeare ______(not to write) The Phantom of The Opera.
4. We _______ (not to be) to London this year.
5. What ______ you ______ (to do) this week.

Grammar = Structures
 Advérbios usados:
• always — sempre
the answers have always been the same.
As respostas têm sido sempre as mesmas.

• never — nunca
We have never had Latin classes.
Nunca tivemos aulas de latim.

• ever — já; alguma vez (geralmente usado em perguntas)
Have you ever studied Latin?
Você já estudou latim?

• already — já (indica um fato consumado e sobre o qual se esta falando)
We have already heard this song.
Já ouvimos esta canção.
I have had lunch already. Eu já almocei.

OBS: Always, never e ever geralmente são posicionados entre o auxiliar (have/has) e o verbo principal.

• yet — já (usado em orações interrogativas para indicar surpresa ou expectativa)
Have you eaten all your dessert yet?
Você já comeu toda a sua sobremesa?

• yet — ainda (usado no final de orações negativas)
The train hasn't arrived yet.
O trem não chegou ainda.

• just — muito recentemente (expressa uma ação que acabou de acontecer)
She's just lost her last chance.
Ela acaba/acabou de perder sua última chance.

• lately — ultimamente
I haven't gone to the theater lately.
Eu não tenho ido ao teatro ultimamente.

• recently — recentemente
He has changed his job recently.
Ele mudou de emprego recentemente.
Obs.: Lately, recently e yet geralmente são posicionados no final da oração.

Exercises = drills:  Reescreva usando the adverbs dos parênteses:

1. I have taken this bus. (never)
2. Have you read Hamlet? (ever)
3. They have shut the windows. (already)
4. The teacher hasn't taught it. (yet)
5. You have said the opposite. (just)

Prepositions and time expressions:
For — durante, por
I have worked as a nurse for ten years.
Eu tenho trabalhado/trabalho como enfermeira por dez anos.

since — desde
I have lived here since 1988.
Eu tenho morado/moro aqui desde 1988.

so far / up to now — até agora
Up to now / So far they haven't told me the truth.
Até agora eles não me contaram a verdade.

Obs: • Have got/has got
Para indicar posse, podemos usar as formas have got/has got em vez de have/has no Simple Present:
have got = have has got = has
He has got some problems.= He has some problems.
Ele tem alguns problemas.What disease has he got? = what disease does he have?
Que doença ele tem?

• been (to) x gone (to)
Usa-se been (to) p lugar para indicar que alguém foi e já voltou de algum lugar
Where have you been? I have been to the park.
Onde você esteve? Estive no parque.
Have you ever been to Mexico? I have been there once.
Você já esteve no México? Eu estive lá uma vez.

Usa-se gone (to) para indicar que algo ou alguém foi embora para ficar temporária ou definitivamente:
My love has gone and I'm alone.
Meu amor partiu (foi embora) e eu estou sozinho.
All the tourists have gone back to their countries.
Todos os turistas voltaram para seus países.

THE ACES = OS GABARITOS:

I - SIMPLE PAST OR PRESENT PERFECT?

1- I SAW                       2 - SHE HAS FOUND           3 - SHAKESPEARE  DIDN'T WRITE
           4 - WE  HAVEN'T BEEN             5 - WHAT HAVE YOU DONE...?

II - Rewrite using the adverbs...

1. I HAVE NEVER......                  2. HAVE YOU EVER.......                    3. THEY HAVE ALREADY....
  4. THE TEACHER HASN'T TAUGHT YET.                   5. YOU HAVE JUST ......

The Ruins of Troy. As Ruínas de Troia- Compact English Book - Unit 8

Unit 8 The ruins of Troy
Heinrich Schliemann (1822-1890), a German merchant w had become a millionaire by the age of 36, discovered the ruins Troy in 1873. Since his childhood the story of the City and its war had fascinated him, as told by the Greek poet, Homer, in the Iliad (‘Ilium’ was another name for Troy)
In the mid 1800s many scholars thought the Iliad was fiction, but

Schliemann believed exactly the contrary. As he was studying the text, he came to the conclusion that the site was in northwestern Turkey, in Hissarlik. After he had dug there for months he found the ruins not of one City, but of nine, each built on the ruins of the previous one, forming nine layers. When excavations had finished, he could gather treasures of gold, silver and jewelry
Schliemann had imagined that Homer’s Troy was layer IX (2200 BC), but archeologists discovered later that it was layer VII, a smal1 fortified city, destroyed by fire and violence in 1200 BC, just as the Iliad recounts.
Adapted from The Giant Book of Facts, Octopus Books Ltd 1989, p. 291. in: Compact English Books Edit FTD. 1998; Unit 8; Pg 102/3).
Vocabulary
mid — middle scholar — expert, erudite

as — when to dig— to excavate

to gather — to collect just — exactly

Check Your Reading1. According to the text, Heinrich Schliemann:
a) firstly discovered the ruins and then became rich.
b) first became rich and then discovered the ruins.
c) became rich after he had discovered the ruins.
d) became a millionaire in 1873.
e) had a fascination for wars and Troy.

2. The Iliad is the name of a:
a) poet.

b) Greek.

c) war.

d) book

e) place

3. Read the statements below:

I. Troy was considered fiction until 1873.
II. Schliemann discovered the site of Troy reading the Iliad.
III. The nine cities discovered were side by side.

Now circle the correct alternative.
a) all statements are correct

b) no statement is correct

c) only statement I is correct
d) only statement III is correct

e) only statement I and II are correct

4. In the clause “As he was studying the text”, an approximate meaning for as is:
a) then.

b) how.

c) when.

d) them.

e) where.

5. Circle the alternative that has a wrong definition for the words given.
a) merchant — a person who buys and sells things
b) childhood — the time of life before adolescence
c) scholar — a school student
d) layer — stratum; a quantity of some material spread on a surface
e) archeologist — a person that studies the history and culture of ancient societies

THE  ACE = O GABARITO: 1 = b); 2 = d); 3 = e); 4 = c); e 5 = c).

Grammar in Focus

past continuous Forma Afirmativa - Sujeito + was/were + verbo + -ing

Pessoas do singular - usamos WAS
I, He, She, It was sleeping.

pessoas do plural - usamos WEREYou, We, They were singing old songs.

NegativeIt was not (wasn’t) raining hard.
We were not (weren’t) reading the Iliad.

Interrogative
Was it raining hard?
Were you studying history?

Interrogativo-negativa
Was it not (Wasn’t it) raining hard?
Were they not (Weren’t they) living in Turkey?

Uso do Past Continuous

Descreve uma ação que estava ocorrendo em certo período no passado. Um advérbio pode ser usado para definir o tempo em que a ação estava acontecendo:
He was smoking too much last year Ele estava fumando demais no ano passado.
At midday we were having lunch. Ao meio-dia nós estávamos almoçando.

• Indica uma ação que se repetia freqüentemente no passado.
Nesses casos é comum o emprego dos frequency adverbs:
They were always chewing gums. Eles estavam sempre mascando chicletes.

• Descreve duas ações que estavam acontecendo simultaneamente no passado.

Geralmente usa-se a conjunção while (enquanto):
You were washing the dishes while Jane was drying her hair.
Você estava lavando a louça enquanto Jane estava secando o cabelo.

• Indica uma ação que estava em andamento no passado quando outra ação, expressa pelo Simple Past, aconteceu:
When (As) he was studying the text, he came to this conclusion.
Quando ele estava estudando o texto, ele chegou a esta conclusão.

Duas ações passadas podem ser expressas através do Simple Past quando a segunda ação é conseqüência da primeira ou quando as duas ações aconteceram imediatamente uma após a outra:He fell down and broke his leg. Ele caiu e quebrou a perna.

When I turned on the TV, I saw the scenes of the disaster.
Quando eu liguei a TV eu vi as cenas do desastre.

Drills = Exercises

a) Translate the sentences below into English.
1. Onde vocês estavam morando no ano passado?
2. o que você estava fazendo aqui ontem?
3. Ela estava sempre perguntando sobre ele.
4. Não estava chovendo quando eu cheguei em casa.
5. Enquanto nós estávamos trabalhando, eles estavam dormindo.

b) complete as sentenças abaixo usando o Past Continuous ou o simple Past dos verbos entre parênteses.
1. He …………………….. (to bleed=hemorrhage ) when he ……………..(to come) to hospital.

2. As the teachers ……………………… (to explain) the subjects, I …………….(to feel) more secure about them.

3. While they …………….(to clean) the windows, you …………..(to water) the garden.

4. It …………………… (to get) dark when it ……………… (to start) to rain.

5. When we ………. (to live) in Ohio, my father …………(to have) a small business there.

THE ACE 1. was bleeding / came;  2. explained / was feeling;  3.cleaned/ watered/ 4. was getting / started; 5. lived / had.

Present Continuous (to be + verb + ing)PALAVRAS – CHAVE: Now (= agora) At this moment (= neste momento)

AFIRMATIVEI am writing.

You are writing
He is writing

She is writing
It is writing.

We are wriring.
You are ...
They are ...

INTERROGATIVE

Am I ?

Are you ?

Is he ?

Is she ?

Is it writing?
Are we

Are you

Are they

NEGATIVE

I'm not writing
You aren’t writing

He isn't writing
She isn't writing

It isn't writing.

We aren't ...

You aren’t...

They aren't ...

A talk with the doctor - Uma conversa com o/a doutor/a - Unit 11 from Compact English Book.

A talk with the doctor

Mr. Keith Smith is having an appointment with Dr. Judith Thompson, an ear, nose and throat specialist.

Judith: What's going on with you, Mr. Smith?
Keith: I've been snoring lately, Dr. Thompson, and this has been an unpleasant thing to my wife.
Judith: Has your wife told you about your snoring or have you woken up with apnea?
Keith: Apnea? What is this?
Judith: It's a temporary absence or a cessation of breathing. Have you had this during your sleep?
Keith: Yes, once in a while, yes.
Judith: Curious... Everything seems absolutely normal. Have you had changed your habits recently?
Keith: Well, I've been eating more than usual at dinner time. That has increased my weight in six kilos.
Judith: Hmmmm... Obesity, enlarged tonsils, chronic nasal congestion, and congenital physical abnormalities are the possible causes of snoring.
Keith: Do you think I'm an obese person? Not yet, but you've got to be careful. What do you mean?
Judith: Try to reduce your eating impulses and keep a uniform diet. Your weight will decrease and the snoring will probably disappear in a few weeks. If the symptoms persist, I will ask for an X-ray of your face.
Keith: Do I have to take any medicine?
Judith: I won't prescribe you any medicine.
Keith: Oh, thank God it's nothing serious. Thank you, Dr. Thompson.
Judith: Don't mention it.

vocabulary
throat— the front part of the neck, containing the pharynx and the larynx
to snore — to breathe through the mouth and nose with noise in sleep unpleasant — disagreeable
once in a while — sometimes
tonsils — the two small internal organs at the back of the mouth
to decrease — to reduce gradually

Check your reading

1. A especialidade da Dra. Judith é:
a) oftalmologia.
b) nefrologia.
c) otorrinolaringologia.
d) ortopedia.
e) geriatria

2. A disfunção física de que trata o texto provoca:
a) dores.
b) falta de apetite.
c) excesso de apetite.
d) falta de sono.
e) Desconforto

3. Dentre as informações contidas no texto, deduz-se que:
a) a apnéia é uma doença do sono.
b) a obesidade pode provocar distúrbios no sono.
c) amídalas largas causam problemas de respiração.
d) há relação entre apnéia e rouquidão.
e) a congestão nasal crônica é uma anormalidade congênita.

4. Na sentença "I've been eating more than usual", de que outra forma o trecho sublinhado poderia ser expresso?
a) I have ate
b) I've eating
c) I'm eating
d) I've eaten
e) I am eaten

5. Quais os substantivos que correspondem aos verbos breathe, prescribe, disappear?
a) breath — prescription — disappearance
b) breth — prescribing — disappearance
c) breeth — prescription — disappearment
d) braeth — prescrivition — dispparition
e) breathingly – prescition — disparition

THE ACE = GABARITO: 1) c; 2) e; 3) b; 4) d; 5) a.

Grammar in Focus - Present perfect continuous

forma AfirmativaSujeito + have/has + been + verbo + -ing
She has been teaching biology lately.

NegativaShe has not (hasn't) been teaching biology lately.

InterrogativaHas she been teaching biology lately?

Interrogativo-negativa
Has she not/Hasn't she been teaching biology lately?

Uso do Present Perfect ContinuousEnfatiza a continuidade de uma ação iniciada no passado e que se prolonga até o presente:
I have been doing my job.
Estou fazendo/tenho estado fazendo meu trabalho.

She has been studying for three hours.
Ela está estudando/tem estado estudando há três horas.
(In: Wilson Liberato; Compact English Book; Vol. Único; Unit 11; P. 152/62)

O Present Perfect Continuous não deve ser confundido corn o Present continuous.

Observe:

Present Perfect Continuous
He has been practicing his English lately.
Ele está praticando/tem estado praticando seu inglês ultimamente.
(A ação de praticar o inglês está ocorrendo ultimamente.)

Present Continuous: he is practicing his English now.
(Ele está praticando seu inglês agora.)
(Neste caso, a ação esta acontecendo no momento da fala.)

Complete as sentenças corn o Present Perfect Continuous ou corn o present Continuous dos verbos entre parênteses.
1. I_____________________ (to call) her since midday.
2. I_________(to try) a solution to our trouble for the last three days.
3. What________ you__________ (to do) now?
4. How long__________ they_______________ (to live) in Brazil?
5. Look at my father! He________________________ (to drink) a lot at this party.
6. Where________ you____________________ (to work) lately?
7. The patient ______________ (to suffer) from this disease since left his last job.
8. She _______________________ (to read) your book for two weeks, but
she hasn't finished it yet.
9. We_______________________ (to wait) your answer since last month.
10. ______ it_______________ (to rain) now?

Indefinite article

a — um; uma
Usado antes de palavras no singular iniciadas por:

· consoante:

a boy; a year; a yellow car; a wall; a horse

· u, eu, ew com som de /ju:/: a university; a unit; a euphemism; a European; a ewe (ovelha)

· h aspirado: a hospital; a housewife; a hut

· one: a one-way bottle (uma garrafa não-retornável) a one-eyed person (uma pessoa caolha)

an — um; uma

Usado antes de palavras no singular iniciadas por:

· vogal: an asterisk; an elephant; an idiom

· h mudo: an hour; an honor (uma honra); an heir (um herdeiro); an honest

· letras que, quando pronunciadas, possuem som vocálico

(f, h, l, m r, s, x): an FM station; an X-ray

Usos de a/an

· antes de nomes de profissões:

She's an actress. He's a reporter.

· em algumas expressões numéricas:

half a dozen/a half dozen (meia dúzia) a hundred (cem; uma centena) ; a lot of (muito; muitos)

· em expressões de preço, velocidade, freqüência:

ten cents a kilo (dez centavos o quilo)

ninety kilometers an hour (noventa quilômetros por hora)
three times a day (três vezes por dia)

· em exclamações:
What a night! (Que noite!)
What a mess! (Que bagunça!)
It was such an awful day! (Foi um dia tão horrível!)