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CURSOS ON-LINE – INGLÊS – CURSO REGULAR PROFESSOR CARLOS AUGUSTO

www.pontodosconcursos.com.br

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AULA 5

THE PRESENT PERFECT SIMPLE Enfatizaremos nesta aula o estudo do present perfect simple. Veja a conjugação dos verbos to walk (r.v.) (= andar, caminhar) e to give (i.v.) (= dar)

AFFIRMATIVE

I have walked I have given You have walked You have given He has walked He has given She has walked She has given It has walked It has given We have walked We have given You have walked You have given They have walked They have given

O present perfect é formado pelo present simple do auxiliar to have + the past participle of the principal verb. É fundamental saber a terceira forma dos verbos irregulares para domínio deste tempo verbal.

NEGATIVE STATEMENTS

I have not walked I have not given You have not walked You have not given He has not walked He has not given She has not walked She has not given It has not walked It has not given We have not walked We have not given You have not walked You have not given They have not walked They have not given

A forma negativa se obtém pela colocação de not após o verbo auxiliar have / has. Note: has not or hasn’t // have not or haven’t



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QUESTIONS

Have I walked? Have I given? Have you walked? Have you given? Has he walked? Has he given? Has she walked? Has she given? Has it walked? Has it given? Have we walked? Have we given? Have you walked? Have you given? Have they walked? Have they given?

Basta inverter o auxiliar have / has com o sujeito para formar a interrogativa.

USES OF THE PRESENT PERFECT SIMPLE The present perfect simple is mainly used: O tempo presente perfeito é usado principalmente para: a) to say that an action has just taken place or has repeatedly happened already but the definite time is not specified. Para dizer que uma ação acaba de acontecer – ou aconteceu repetidas vezes sem que um tempo definido seja especificado. Mr. Hart has just left. O Sr. Hart acabou de sair. I’m not going to the movies with you. I have already seen that movie twice. Não vou ao cinema com você. Já vi esse filme duas vezes. Jennifer has not read Jô’s latest book yet. Jennifer não leu o último livro do Jô ainda. b) To express actions which begin in the past and are connected with the present and are likely to go on in the future. ‘For’ and ‘since’ are commonly used. Para expressar ações que começaram no passado, têm conexão com o presente e possivelmente continuarão no futuro. As preposições ‘for’ e ‘since’ são comumente usadas. Mr. Dunlop has worked at C& C for more than 20 years. (He began 20 years ago and is still working there.) O Sr. Dunlop trabalha na C&C há mais de vinte anos. Começou há vinte anos e ainda trabalha lá.



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Denise has studied English since her childhood. (and she keeps on studying the language till now) Denise estuda inglês desde a sua infância. [continua a estudar até hoje] c) assim como ocorre com outros tempos verbais há advérbios e locuções que são usadas comumente com o present perfect. É o caso lately (= ultimamente) recently (= recentemente), as yet (= até agora), so far (= até agora) never (= nunca), ever (= alguma vez na vida), etc Veja estes exemplos: Lately we haven’t seen Grace very often. I wonder where she may be. Ultimamente não temos visto muito a Grace. Imagino onde ela possa estar. So far we haven’t had any mechanical problem with our new car. Até agora não tivemos nenhum problema mecânico com nosso carro novo. Bill and Mel have taken a trip to Japan. As yet I haven’t heard from them. Bill e Mel viajaram para Grécia. Até agora não tivemos notícias deles. Recently there have been many terrorist attacks in that region of the globe. Recentemente têm havido muitos ataques terrorista naquela área do globo. I had to learn my French the hard way because I’ve never lived in France. Tive que aprender meu francês a duras penas porque nunca vivi na França. d) Brazilian students should pay close attention to the use of the present perfect after the expression “It’s the first time (that) ... Os alunos brasileiros devem prestar atenção ao uso do presente perfeito após a expressão ‘É a primeira vez (que) It’s the first time I have been to the Maracanã Stadium. (I had never been here before) É a primeira vez que venho ao estádio do Maracanã. (não tinha estado lá antes) It’s the first time that Laura has seen Casablanca. (She hadn’t seen the movie before) É a primeira vez que Laura viu Casablanca. (Não tinha visto o filme antes)



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NB: Muitos alunos já me disseram que abandonaram seus cursos tradicionais quando o /a professor/ a começou com esse negócio de Have you ever been, I have gone here or there, Have you been to ... etc. me enrolei todo/ a, dizem. Na minha opinião não há nenhum motivo justificável para tal atitude. Minha sugestão: estude o present perfect, both simple and continuous, como qualquer outro tempo verbal. Você verá que esta aula e a próxima seguem o mesmo padrão das iniciais. Aceite, no entanto, minhas dicas quanto à tradução mais fácil das estruturas com estes tempos verbais. Good luck!

THE PRESENT PERFECT CONTINUOUS PREVIEW O present perfect continuous será focalizado na nossa próxima aula. Vou apenas satisfazer sua curiosidade se você estiver se perguntando: em se tratando dos exemplos na letra ‘b’, não posso usar a forma contínua sem prejuízo do sentido? Pode. Mr. Dunlop has been working at C& C for more than 20 years. (He began 20 years ago and is still working there.) O Sr. Dunlop trabalha na C&C há mais de vinte anos. Começou há vinte anos e ainda trabalha lá. Denise has been studying English since her childhood. (and she keeps on studying the language till now ) Denise estuda inglês desde a sua infância. [continua a estudar até hoje] Agora não se pode usar sempre o present perfect simple e o present perfect continuous um pelo outro e é sobre este aspecto que chamaremos sua atenção na aula que vem.



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Text 1: Stage and screen Many new plays, usually about 50 productions a season are presented first on Broadway, the theater district of New York City. If successful, they often go “on the road” to scores of cities throughout the country. To many Americans, seeing a Broadway show is a high point in their visit to the nation's largest city. In addition, a movement known as “regional theater” has developed across the 5 United States in the past 30 years; and large subscription audiences now attend professional theater based in their own communities. Over the years New York theater has developed two new avenues, known as “off Broadway” and “off-off Broadway,” where plays are modestly staged in small playhouses, but some rank with the best Broadway performances in 10 professional skill, and many enjoy long runs. After the regular theater season has closed, more than 300 summer theaters go into action in rural areas, in suburbs and at seashore and mountain resorts. Sometimes the theater is only a renovated barn or even a tent. Well-known actors often appear in these plays. At the same time, ambitious young students 15 of the theater have an opportunity to work with experienced actors and directors. Outdoor pageant plays have also grown in popularity. One of the best known, “The Common Glory”, a story of America's early history, is performed every summer at Williamsburg, Virginia. (From This is America, page 62, USIA 20 publication)

VOCABULARY PRÉ-TEST Faça o skimming do texto, depois faça o scanning para dizer com que sentido estão usadas as seguintes palavras: a) plays (L- 1) _________________________________________________ b) season (L- 1) _______________________________________________ c) scores (L- 3) ________________________________________________ d) attend (L- 7) ________________________________________________ e) runs (L- 11) _________________________________________________

ANALYSIS OF TEXT 1 1. Escreva nas linhas abaixo os verbos do texto nos seguintes tempos: present perfect ______________________________________________ present simple _______________________________________________



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2. Escreva nas linhas abaixo 3 (três) construções do passive present, that

is, verb to be in the present simple + past participle of the principal verb, e dê a tradução delas:

____________________________________________________________ ____________________________________________________________ 3. A locução ‘In addition’ (L-5) está usada pelo autor para expressar a idéia de

________________ 4. Observe a forma verbal in bold no seguinte fragmento “Over the years New York theater has developed two new avenues, known as “off Broadway” and “off-off Broadway,” (L- 8). Tal qual uma oração reduzida do nosso português faça o desdobramento inclusive colocando o relative pronoun apropriado: ____________________________________________________________

VOCABULARY POST-TEST Sem consultar nenhum dicionário procure correlacionar as colunas A & B:

A B? 1. theater district a. ( ) platéias de assinantes 2. subscription audience b. ( ) bairro dos teatros 3. small playhouses c. ( ) celeiro reformado 4. renovated barn d. ( ) peças históricas 5. pageant plays e. ( ) habilidade profissional 6. professional skill f. ( ) pequenas casas de espetáculos

READING COMPREHENSION QUESTIONS

Write (T) in parentheses if you think it’s true or (F) if you think it’s false: 1. New plays go “on the road” throughout the country only if successful on

Broadway. ( ) 2. Plays modestly staged “off Broadway” may rank with the best Broadway

performances. ( ) 3. More than 300 summers theaters go into action when the regular theater

season closes. ( ) 4. Renovated barns in seashore resorts turn into playhouses in rural areas. ( ) 5. “Pageant plays” have grown in popularity because they tell people about

North America’s early history ( )



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WORD FORMS From text 1: “Well-known actors often appear in these plays.” (L- 14/15) Atores conhecidos freqüentemente aparecem nessas peças. a) The suffix –OR O sufixo -OR funciona da mesma forma que o sufixo –ER já estudado na AULA 3. Normalmente é acrescentado a verbos para formar substantivos indicando aquele /a que faz o que o verbo expressa.. Do verbo regular act (=atuar, representar) formamos actor (= ator)

Verb Noun Translation visit visitor visitante

survive survivor sobrevivente direct director diretor

Inclua aqui mais exemplos que encontrar em suas leituras

Adjective Noun Translation

b) The suffix – (T) ION From text 1: “Many new plays, usually about 50 productions a season” (L- 1) Muitas peças novas, geralmente 50 produções por temporada…

Verb Noun Translation produce production produção act action ação erupt eruption erupção

Inclua aqui mais exemplos que encontrar em suas leituras:

Verb Noun Translation



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FUNCTION WORDS: A QUIZ All the following questions refer to TEXT 1 words. Answer (T) if you it’s or (F) if false: 1. In ‘many new plays …” (L-1) pode-se usar much ao invés de many sem

prejuízo algum do sentido? ( ) 2. In ‘usually about 50 productions a season (L-1) a palavra about está usada

no sentido a respeito de? ( ) 3. In ‘If successful, they often go “on the road” (L-2) a palavra often pode ser

substituída pela locução hardly ever? ( ) 4. In ‘to scores of cities throughout the country (L-2) a palavra throughout

pode ser substituída pela locução all over? ( ) 5. In ‘In addition, a movement known as …”” (L-5) a locução in addition

poderia ser substituída pela palavra furthermore? ( ) 6. In ‘large subscription audiences now attend” (L-6) a palavra often pode ser

substituída pela palavra nowadays sem prejuízo do sentido? ( ) 7. In ‘Over the years New York theater has developed’ (L-8) a palavra over

está usada no sentido sobre? ( ) 8. In ‘Sometimes the theater is only a renovated barn ” (L-13) a palavra only

pode ser substituída pela palavra just sem prejuízo do sentido? ( ) 9. In ‘At the same time, ambitious young students” (L-6) a locução At the

same time pode ser substituída por at once sem prejuízo do sentido? ( ) 10. In ‘have also grown in popularity” (L-6) a palavra also pode ser

substituída pela palavra too sem prejuízo do sentido? ( )



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KEY WORD: EVEN From text 1: “Sometimes the theater is only a renovated barn or even a tent…” (L-14) Às vezes o teatro é apenas um celeiro reformado ou mesmo uma tenda.” Confesso que cheguei a pensar em incluir um estudo sobre a palavra even, in bold, que aparece no text 1 da AULA 3. Mas como a aula já estava longa e, principalmente porque havia no texto mais exemplos com ‘as’ & related expressions (such as, as if, as though, as of, etc) acabei optando por esta última. Aqui vai o fragmento do texto 1 onde a palavra even aparece: “… architecture of some of these projects …, that even today remain the pride of the city of São Paulo…” (L-7/8) a arquitetura de alguns desses projetos, ... que mesmo hoje permanecem o orgulho da cidade de SP By the way, você sabe qual o significado desta palavra, qual a sua classe gramatical, que outras expressões com ela merecem ser estudadas também? No fragmento acima even é um advérbio com significado de mesmo(ou ainda). Quem sabe você já viu a palavra even usada como adjetivo: a) com o significado de plano / a, liso / a The table has an even surface. A mesa tem uma superfície plana. b) com o significado de par / pares, com referência a números: 2, 4, 6 are even numbers & 1, 3, 5 are odd numbers 2, 4, 6 são números pares & 1, 3, 5 são números ímpares. c) com o sentido de estar quites: You don’t owe me any more money. We’re even. Você não me deve mais dinheiro algum. Estamos quites. Merecem sua atenção também algumas expressões com even: d) even if (= mesmo se ) Even if it rains, we are going to play soccer tonight. Mesmo se chover nós vamos jogar futebol hoje à noite.



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e) even though (= muito embora) Even though they didn’t have our favorite make, we bought the car anyway. Muito embora não tivessem nossa marca preferida, compramos o carro assim mesmo. f) even so (= mesmo assim) We saw the accident and even so it’s hard to believe it. Nós presenciamos o acidente e mesmo asssim é difícil de acreditar. g) get even with (= ir à forra) You won this time but I will get even with you. Você ganhou desta vez mas eu vou à forra. Text 2: “Second Half'' program distributes sports equipment Yesterday the Minister of Sports, Agnelo Queiroz, handed out 800 pairs of tennis shoes and socks to children who participate in the government's Second Half program. The ceremony took place in Sobradinho, a city outside Brasilia. The Second Half program has now reached over a million children in 800 municipalities around the country. The program assists children in elementary 5 or high school, who come from low- income families, to practice sports, attend catch-up classes and receive nutritious meals, all at the same time - in their after-school hours. And the program keeps them off the streets. "A child's place is in school, not on the street. That is the program's main objective. We are working to improve grades, self-esteem, health and also to 10 prevent problems in the future with these young people," explained the minister. "We have reports of kids in the program doing better in school, being more sociable, more interested in learning. The program is simple and cheap. But it has a sensational effect on the lives of these young people." Queiroz went on to say that one program goal is to double the number of children enrolled by the 15 end of next year. "We should have 2 million kids in the program then," he concluded. (By Yara Aquino, Reporter Agência Brasil, Translator: Allen Bennett ) [Access: 23/08/2005]



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VOCABULARY PRE TEST Sem consultar nenhum dicionário procure correlacionar as colunas A & B:

A B 1. children enrolled a. ( ) crianças matriculadas 2. assists children b. ( ) famílias de baixa renda 3. low-income families c. ( ) aulas de reforço 4. catch-up classes d. ( ) mantê-los fora das ruas 5. keep them off the streets e. ( ) melhoras as notas 6. improve grades f. ( ) ajuda crianças

ANALYSIS OF TEXT 2 1. Escreva na linha abaixo uma construção verbal usada pela autora no

present perfect: _______________________________________________________________ 2. Escreva 5 (cinco) construções usadas pela autora no past simple

____________________________________________________________ ____________________________________________________________

3. Escreva 1 (uma) construção usada pela autora no present continuous

____________________________________________________________ 4. Escreva 5 (cinco) construções usadas pela autora no present simple

____________________________________________________________ 5. No seguinte fragmento: ‘Yesterday the Minister of Sports, Agnelo Queiroz,

handed out 800 pairs of tennis shoes and socks’, (L-1/2) veja se consegue descobrir o significado do phrasal verbs had out in bold. ___________________________________



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KEY WORDS – OVER From text 2; “…The Second Half program has now reached over a million children in 800 municipalities around the country..” (L-8/9) O programa ‘Segundo Tempo’ já alcançou mais de um milhão de crianças em 800 municipalidades. Nesse fragmento do texto over é usada como preposição com o sentido de more than. Vejamos outros usos da palavra over: a) preposição com o sentido de acima The picture was hanging over the teacher’s desk O quadro estava pendurado acima da mesa do professor. There were helicopters flying over the center of the town. Havia helicópteros sobrevoando o centro da cidade. b) partícula adverbial em phrasal verbs como Don’t stand or you may cause the boat to turn over. Não fique em pé ou você vai fazer o barco virar. The old man was knocked over by a bus when crossing the avenue. O velho foi jogado ao chão por um ônibus quando atravessava a avenida. c) nas expressões como over here / over there Can’t you come over here to visit us? We can’t go over there to see you. Você não pode vir aqui nos visitar? Não podemos ir aí visitar vocês. d) the prefix OVER- Este prefixo acrescentado a adjectives & verbs indica algo que existe ou é feito em excesso (= more than is good). Estude estes exemplos: Milton arrived late to work because he overslept. Milton chegou atrasado no trabalho porque dormiu demais. Are you sure they are not overestimating the price? Você tem certeza de que eles não estão superestimando o preço? I know how your wife is. As usual she overreacted. Conheço bem como é a tua mulher. Como sempre está reagindo exageradamente.



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THE MODAL VERB SHOULD From text 2: "We should have 2 million kids in the program then," he concluded.” (L-18) Deveremos ter 2 milhões de crianças inscritas no programa então. To begin with, gramaticalmente falando o modal verb should é o passado de ‘shall’, usado na formação do futuro - primeira pessoa do singular e do plural, uso mais britânico que americano. No inglês do USA o auxiliar shall é usado em casos especiais que estudaremos mais tarde. a) para indicar algo que é recomendável fazer. Dr. Harley only sees his patients by appointment (*). You should make one. Dr. Harley só atende seus pacientes com hora marcada. Você deve marcar uma. (*) atenção acrescente a collocation ‘make an appointment’ (= marcar uma hora- com dentistas, médicos, etc) no seu vocabulary notebook. If you want to pass the exam, you should study even harder. Se você quer passar na prova deve estudar ainda mais arduamente. b) para indicar condição em orações com ‘if’. If I see Helen, I should tell her that you are waiting for her, then. Se eu vir a Helena, devo dizer-lhe que você a está esperando, então. c) com o subjuntivo (e aqui o uso britânico e o americano diferem) My boss asked that everybody should get to work on time. (UK usage) Meu chefe pediu que todos chegassem no trabalho na hora certa. My boss asked that everybody get to work on time. (US usage) Meu chefe pediu que todos chegassem no trabalho na hora certa. NB: Dada essa palhinha de uma if-clause e de um caso do subjunctive, cabe

lembrar que veremos esses pontos com mais detalhe mais adiante.



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VOCABULARY BUILD UP

HERE IS THE NEWS WTO meeting makes no progress in reducing farm subsidies Brasília - The ministerial meeting of the World Trade Organization (WTO) in Geneva this weekend was unable to break the deadlock over the key issue at stake, agricultural trade liberalization, as laid out in the Doha Round blueprint. Since the start of the meeting on Friday, the Brazilian minister of Foreign Relations, Celso Amorim, declared several times that he failed to observe "any 5 significant progress" in the negotiations. Brazil wants a commitment on the part of the United States and the European Union to reduce export incentives and domestic farm subsidies. "The European Union is getting closer to our position. But we still haven't reached the point of negotiation," Amorim commented in a collective interview 10 reproduced on the WTO website. In the chancellor's view, Europe must spell out the details of its proposal to lower agricultural duties by up to 51%, as well as informing whether the products that are of interest to Brazil will be included in the cuts or treated as exceptions. The European proposal also depends upon a positive gesture by the United 15 States, and so far there has been no such indication. The European Union and the members of the G20, a group formed by 20 developing countries, call on the United States to lower its annual level of farm subsidies to US$ 12 billion. The US negotiators refuse to accept this demand. The G20, which is led by Brazil, insists on greater sacrifices by the rich 20 countries to enact the Doha agenda, which is aimed at the development of less industrialized countries. "It is not up to the developing countries to take the lead in this process," Amorim argued. In order for agricultural products from developing countries to be able to compete and penetrate other markets, the G20 considers it crucial for the rich 25 countries to do away with subsidies. The group presented a timetable in which such incentives are frozen and substantially reduced by 2010 and completely eliminated in 2013. Anticipating the stalemate at this weekend's meeting, Brazil has already proposed that political leaders place the matter on the agenda of the meeting of 30 the G8 (the seven wealthiest countries and Russia) scheduled for this month in Saint Petersburg, Russia. Developing countries, including Brazil, have been invited to attend the meeting as guests. (From Agência Brasil, by Edla Lula, Translation: David Silberstein) Access: 03/07/2006 Visit: http://internacional.rediobras.gov.br/ingles



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Let’s talk it over. Longe de ser conversa jogada fora vamos tentar deixar bem claro certos pontos quando 1/5 do nosso curso estão sendo cumpridos. Leia o texto anterior do site da Radiobrás Internacional (aliás, de onde retiro muitos dos textos para aulas e simulados) e veja se eu não poderia formular as seguintes questões ao estilo das que venho fazendo: a) Escreva nas linhas abaixo 5 (cinco) construções no present simple: _____________________________________________________________ _____________________________________________________________ b) Escreva nas linhas abaixo 5 (cinco) construções no past simple: _____________________________________________________________ _____________________________________________________________ c) Quantas construções no present perfect, tempo verbal priorizado nesta aula, você consegue reconhecer? _____________________________________________________________ _____________________________________________________________ d) Provavelmente, no caso deste artigo, eu exploraria o s diversos verbos seguidos preposição – tão importantes e cuja cobrança em alguns concursos é simplesmente fatal para alguns concursandos. Por exemplo: depends upon (L-15) - (or depend on, menos formal) – depender de insists on (L-20) (= insister em ) aimed at (L-21) (= apontado, voltado para ) scheduled for (L-31) - (= programada para) e) Qual a classe gramatical e com que sentido estão usadas no texto as palavras

terminadas em ... ING & ...ED getting (L-9) ___________________ informing (L-13) ____________________ developing (L-22) ____________________ reproduced (L-11) ___________________ industrialized (L-22) ____________________ scheduled (L-31) ____________________



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THE TURNING POINT! A GRANDE VIRADA!

É preciso, no entanto, fazer a grande distinção entre a exploitation didática feita por mim nas nossas aulas e a cobrança dos examinadores seja de que banca for. Certamente o examinador que estivesse a fim de dificultar as coisas para os candidatos buscaria testar seu conhecimento das seguintes expressões. Tente fazer a correlação das colunas como você já deve estar acostumado a fazer:

A B 1. break the deadlock a. ( ) assunto chave em jogo 2. key issue at stake b. ( ) explicitar os detalhes 3. spell out the details c. ( ) não cabe a eles 4. it’s not up to them d. ( ) superar o impasse 5. take the lead e. ( ) abolir os subsídios 6. do away with subsidies f. ( ) tomar a iniciativa

Muitas vezes por causa de uma expressão idiomática, uma locução, uma collocation que os examinadores são mestres em pinçar dos textos de publicações como a revista The Economist, A Newsweek, a Business Week, a TIME ou jornais como O The New York Times (fontes de onde infelizmente não posso extrair material e usar aqui por copyright reasons) uma questão perdida pode simplesmente representar a sua eliminação ou desclassificação justamente em inglês. No site da Radiobrás, você poderá muitas vezes confrontar a versão do artigo em português com a versão em inglês. Sem dúvida alguma dá para você aumentar o seu vocabulário significativamente agindo dessa forma. Porém, sugiro que não se contente apenas com o confronto das duas versões; seja criativo, invente seus próprios exercícios.



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THE PAST SIMPLE X THE PRESENT PERFECT Text A: Landing on the Moon of the Apollo 11 Perhaps the most spectacular event of President Nixon’s first term of office was the landing on the moon, on July 21, 1969, of astronauts Neil Armstrong and Edwin Aldrin, while astronaut Michael Collin orbited the moon in the mother ship of the Apollo 11 mission. After landing their lunar craft, Armstrong and Aldrin remained for several hours gathering rocks and other specimens to 5 take back to earth for study. They also staked an American flag and a plaque reading “We came in peace for all mankind.” With definite achievements in foreign policy overshadowing his mixed performance at home, President Nixon faced the election of 1972 as a heavy favorite to defeat the Democratic candidate George McGovern, Senator from 10 South Dakota. On election day, when 18-year-olds could vote for the first time, Nixon carried 49 states and won 60.6 percent of the total vote, one of the highest percentages in American history. Ironically, the country again elected a Democratic Congress, as it had in 1968 and 1970. (Excerpt from “An Outline of American History”, ps.177/178, USIA, 1990) 15 a) Veja se consegue traduzir o título do texto A: Landing on the Moon of the Apollo 11 _____________________________________________________________ b) Procure escrever nas linhas abaixo o maior número de formas verbais do

texto no past simple: _____________________________________________________________ _____________________________________________________________ c) Após a leitura cuidadosa do texto dê sua explicação do porquê há tantas

formas neste tempo verbal: _____________________________________________________________ _____________________________________________________________ d) Discrimine aqui quais palavras ou locuções acompanham os verbos no past

simple: _____________________________________________________________ _____________________________________________________________



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Text B: Shifts in the market Despite tears about oil and raw material prices and gradually rising interest rates, there has been good news on the economic front. Figures published in July showed UK manufacturing more buoyant than it has been for ten years, with growth fuelled by strong domestic and international demand and driven by new orders in the investment goods industries. An analysis of Yellow Pages telephone book entries over the past decade has provided an insight into the way that British lifestyles have changed. Down have gone the numbers of greengrocers (59% drop) and butchers (40%), put out of business by the supermarkets, while practitioners of newly fashionable services such as aromatherapy (up 5,200%) and cosmetic surgery (1,780%) have prospered. however, there are clearly significant regional variations in the spread of these trends. I could find only three aromatherapists in the Chesterfield phone book (two of whom were located in Nottingham). This must show how far behind the times we are! (From Britain Brazil magazine p.31, September /October 2004 issue) a) Veja se consegue traduzir o título do texto B: Shifts in the |Market _____________________________________________________________ b) Escreva nas linhas abaixo o maior número de formas verbais do texto no

present perfect: _____________________________________________________________ _____________________________________________________________ c) Após a leitura cuidadosa do texto dê sua explicação do porquê há tantas

formas neste tempo verbal: _____________________________________________________________ _____________________________________________________________ d) Discrimine aqui quais palavras ou locuções acompanham os verbos no

present perfect: _____________________________________________________________ _____________________________________________________________



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PICTURE TEST 5

Have you ever [a) had / b) got] dancing lessons?

USEFUL TIPS Você já deve ter percebido que não adianta tentar fugir do estudo dos Irregular Verbs. Uns vão preferir consultar as listagens que aparecem em quase todos os grandes dicionários. Porém, essas fomas verbais têm que se tornar music to your ears. Uma forma de facilitar a memomorização delas é atraes de grupos de verbos que reúnem semelhanças entre si como é ocaso do grupo abaixo que selecionei como exemplo.

Infinitive Past Simple Past Participle Translation to bear bore born /borne nascer / carregar to swear swore sworn jurar to tear tore torn rasgar to wear wore worn usar, vestir



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EXERCISES I. Complete with the past participle of the verbs in brackets. 1. Skateboards have __________ in popularity among teenagers. [GROW] 2. The police have _____________ the criminal already. [CATCH] 3. My parents have __________ up five children in Rio. [BRING] 4. They have __________ many condos in that district. [BUILD] 5. Sally has __________ playing the violin since she was 18. [BEGIN] 6. The kids have ________ camping. They’re coming back on Sunday. [GO] 7. How often has she __________ late to the office late this month? [GET] 8. Harry has never _________ automobiles in his whole life. [SELL] 9. Have you _______ a chance to talk to Dr. medina already? [HAVE] 10. The news has __________ fast as usual. [SPREAD] II. Escreva na s linhas abaixo em que tempo verbal estão as formas

em negrito numeradas de 1 a 10: The formula for eliminating child labor Brasília – Economic growth with equitable income distribution, quality education and a safety net for children. That, says (1) the secretary for Social Assistance at the Ministry of Development and Hunger Combat, Osvaldo Russo, is the formula for eliminating child labor. And, he added (2), the government is working (3) on all three fronts. It is creating (4) the Basic Education Fund (Fundeb) and has set up (5) 2,000 social assistance centers around the country over the last three years, Russo pointed out. (6) Russo made (7) his comments at a ceremony for the release of a global report by the International Labor Organization on child labor. The report shows (8) that for the first time ever, child labor has been reduced (9) worldwide and that Brazil has made (10) significant progress in the area. (From Agência Brasil, by Carolina Pimentel, Translation: Allen Bennett) Access: 05/05/2006



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1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ 5. ____________________________________________________________ 6. ____________________________________________________________ 7. ____________________________________________________________ 8. ____________________________________________________________ III. Complete with the present perfect or the past simple : . 1. I’m sorry to inform you that Mrs. Gilbert _____________ already (leave) T: _____________________________________________________________________ 2. It was raining hard when Mrs. Gilbert ___________. (leave) T: _____________________________________________________________________ 3. Gerald ____________ chess well when he was in college. (play) T: _____________________________________________________________________ 4. Two weeks ago the boys _________ their final exams. (have) T: _____________________________________________________________________ 5. Lucia _________ to Brasilia in her whole life. (never - be ) T: _____________________________________________________________________ 6. I’m doing advanced French at night. I _________ there for three months

now. (study) T: _____________________________________________________________________ _____________________________________________________________________ 7. ______________ a UFO in your life? ( you ever - see) T: _____________________________________________________________________ 8. “How long _____________ in Geece?” (you stay)

“About three weeks last semester.” T: _____________________________________________________________________ _____________________________________________________________________ 9. “How long _____________ in Brazil?” (live)

“Since my birth.” T: _____________________________________________________________________ _____________________________________________________________________ 10. Julie __________ at the Law School in 1979. (be) T: _____________________________________________________________________



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IV. Read the following mini text e tente escrever o significadoas

palavras e locuções listadas abaixo

OVER AND OVER AGAIN While doing this exercise, I hope you feel like starting over, as John Lennon said in one of his inspired songs. Lennon, whose loss is so hard for so many of us to get over. How do you think Stevie Wonder felt when he composed his brilliant “Overjoyed”? or Lionel Ritchie when he wrote “I feel my heart will overflow” in his memorable “Hello”? Take some time to observe how close to us the little word “over” seems to be day in and day out. When the bank manager gives you a buzz just to warn you that your checking account is overdrawn there it is over and over again. “Where are we going to stop overnight on our trip to Bahia?”, your wife may be worried about it. “Think it over before you make the decision”, now it’s a friend of yours telling you to take your time. Oops! There it is again, the haunting little word “over”, as if to test you. Therefore, you might as well go over its various meanings than just overlook them. By the way, it’s time you turned this page over. This exercise is over now. 1. starting over ___________________________________________ 2. get over _______________________________________________ 3. overjoyed _____________________________________________ 4. overflow ______________________________________________ 5. overdrawn _____________________________________________ 6. over and over again ____________________________________ 7. stop overnight _________________________________________ 8. think it over ___________________________________________ 9. go over _______________________________________________ 10. overlook _____________________________________________ 11. turn the page over _____________________________________ 12. be over _______________________________________________



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V. Practice making up questions: Você pode fazer o exercício seguinte por escrito ou apenas praticar oralmente.

Compare com as minhas respostas no final. 1. My neighbor has played his electric guitar very loud for hours all

afternoon. a) “Who _________________?” “My neighbor has.” b) “What ____________________?” “His guitar.” c) “How __________________________?” “Very loud.” d) “How long __________________________?” “For hours all afternoon.” 2. Mr. Nelson has gone back home in his car. a) “Who _________________?” “Mr. Nelson has.” b) “What ____________________?” “He has gone back home.” c) “How __________________________?” “In his car.” d) “Where __________________________?” “Home.”



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3. Scientists have not found the cure for cancer yet. a) “Who _________________?” “Scientists.” b) “What ____________________?” “The cure for cancer.” 4. That rock group has already visited Brazil several times. a) “Who _________________?” “That rock group.” b) “Which country ____________________?” “Brazil.” c) “How often __________________________?” “Several times.” 5. Many world leaders have dreamed of achieving peace on earth non-

violently. a) “Who _________________?” “World leaders.” b) “What ____________________?” “Peace on earth.” c) “How __________________________?” “Non violently.”



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ANSWERS Vocabulary Pré-Test plays (L- 1) (noun) peças teatrais // season (noun) temporada teatral // scores (L- 3) (noun) dezenas, várias // d) attend (L- 7) (r.v) assistir, estar presente // runs (L- 11) (noun)- temporadas, períodos em cartaz Analysis of Text 1 present simple: go (L- 1) // is (L- 4) // attend (L- 7)// rank (L- 10) // go (L- 12 // appear (L- 15) // have (L-16) present perfect: has developed (L- 5 & 8) // has closed (L-12) // have also grown (L-18) 2. passive present: are presented (L-1) (= são apresentadas) // are

(modestly) staged (L-9) (= são encenadas) // is performed (L-19) (= é apresentada)

3. In addition ( = besides, furthemore) são palavras equivalentes a ‘and’,

portanto indicando idéia de adição, acréscimo. 4. O particípio passado do verbo ‘to know’ - known - no fragmento

mencionado pode ser entendido como which are known referindo às duas avenidas “off Broadway” and “off-off Broadway,”

Vocabulary Post Test

A B? 1. theater district a. (2) platéias de assinantes 2. subscription audience b. (1) bairro dos teatros 3. small playhouses c. (4) celeiro reformado 4. renovated barn d. (5) peças históricas 5. pageant plays e. (6) habilidade profissional 6. professional skill f. (3) pequenas casas de espetáculos



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Reading Comprehension Questions: (T) true or (F) false: 1. (F) Novas peças ‘pegam a estrada’ pelo país inteiro somente se fizerem

sucesso na Broadway. 2. (T) Peças mais modestamente montadas “Off-Broadway” se comparam às

melhores apresentações da Broadway. 3. (T) Mais de 300 teatros de verão são ativados quando a temporada regular

termina. 4. (F) Celeiros reformados se transformam em casas de espetáculos nos

balneários nas áreas rurais. 5. (F) As “Peças históricas” ganharam popularidade porque elas contam para as

pessoas a respeito da história dos pioneiros nos EUA. function words quiz 1. In ‘many new plays … (L-1) pode-se usar much ao invés de many sem

prejuízo algum do sentido? (F) porque plays é um countable noun. 2. In ‘usually about 50 productions a season (L-1) a palavra about está usada

no sentido a respeito de? (F) significa aproximadamente, cerca de. 3. In ‘If successful, they often go “on the road” (L-2) a palavra often pode ser

substituída pela locução hardly ever? (F) pois tem sentido oposto = rarely 4. In ‘to scores of cities throughout the country (L-2) a palavra throughout

pode ser substituída pela locução all over? (T) 5. In ‘In addition, a movement known as …” (L-5) a locução in addition

poderia ser substituída pela palavra furthermore? (T) 6. In ‘large subscription audiences now attend” (L-6) a palavra often pode ser

substituída pela palavra nowadays sem prejuízo do sentido? (T) 7. In ‘Over the years New York theater has developed’ (L-8) a palavra over

está usada no sentido sobre? (F) significa durante, ao longo dos anos 8. In ‘Sometimes the theater is only a renovated barn ” (L-13) a palavra only

pode ser substituída pela palavra just sem prejuízo do sentido? (T) 9. In ‘At the same time, ambitious young students” (L-6) a locução At the

same time pode ser substituída por at once sem prejuízo do sentido? (F) lembre-se a locução at once = immediately.

10. In ‘have also grown in popularity” (L-6) a palavra also pode ser substituída pela palavra too sem prejuízo do sentido? (F) não por causa da questão de word order. .



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Text 2: Vocabulary Pre Test

A B 1. children enrolled a. (1) crianças matriculadas 2. assists children b. (3) famílias de baixa renda 3. low-income families c. (4) aulas de reforço 4. catch-up classes d. (5) mantê-los fora das ruas 5. keep them off the streets e. (6) melhoras as notas 6. improve grades f. (2) ajuda crianças

Analysis of Text 2 1. present perfect: has now reached (L-4) [= já atingiu] 2. past simple: handed out (L-1) // took place (L-3) // explained (L-12) // went on (L-15) [phrasal verb = continuou] // concluded (L-18) 3. present continuous: are working (L-10) 4. present simple: participate (L-2) // assists (L-5) // come (L-6) // keeps (L-8) // is (L-9) // have (L-13) // has (L-15) 5. handed out está usado no sentido de distribuiu. Here is the news a) present simple: wants (L-7) // depends (upon) (L-15) // refuse (L-19) // insists on (L-20) considers (L-25) b) past simple: was (L-2) // declared (L-5) // commented (L-10) // presented (L-26) c) present perfect: havent reached (L-9/10) // has already proposed (L-29/30) d) depends upon (L-15) - (or depend on, menos formal) – depender de // insists on (L-20) (= insister em ) // aimed at (L-21) (= apontado, voltado para ) // scheduled for (L-31) - (= programada para) e) ... ING & ...ED getting (L-9) (present participle formador do presente continuous) // informing (L-13) gerund: informando // developing (L-22) adjective –developing countries (= países em desenvolvimento) reproduced (L-11) past particple implicando na entrevista que foi reproduzida // industrialized (L-22) adjective - industrialized countries ( = países industrializados) // scheduled (L-31) particípio passado implicando na reuni~çao que foi marcada, programada.



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turning point

A B 1. break the deadlock a. (2) assunto chave em jogo 2. key issue at stake b. (3) explicitar os detalhes 3. spell out the details c. (4) não cabe a eles 4. it’s not up to them d. (1) superar o impasse 5. take the lead e. (6) abolir os subsídios 6. do away with subsidies f. (5) tomar a iniciativa

Comparing present perfect and past simple Text A a) O Pouso da Apolo 11 na Lua b) past simple: was (L-2) // orbited (L-3) // remained (L-5) // staked (L-6) // came (L-7) // faced (L-9) // could (L-11) // carried (L-12) // won(L-12) // elected (L-13) NB: a forma ‘had’ (L-14) na realidade se trata do auxiliar do past perfect que, conforme estudaremos, se refere a uma ação passada anterior a outra ação passada. Por isso a referência aos anos de 1968 & 1970. c) por se tratar de um texto de cunho histórico sobre a descida do homem na lua em 1969, durante o governo Nixon, as várias formas de past simple se referem a este tempo bem definido no passado. d) vinculados à data 21de julho de 1969 estão: was, orbited remained, staked, came. // vinculados à eleição de 1972 estão: faced, could, carried, won, elected Text B a) Mudanças no Mercado b) there has been (L-2) // has been (L-3) // has provided (L-7) // have changed (L-7) // have gone (L-8) // have prospered (L-11)



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c / d) em there has been good hews (= houve boas notícias) no período indefinido de tempo que o autor vai considerar. Compare quando o autor usa o past simple ‘showed’ referindo-se aos números publicados sobre a economia britânica (em julho de 2004 - tempo perfeitamente definido) e logo a seguir a forma do present perfect has been referindo ao período de dez anos, inclusive com a utilização da preposição ‘for’. Em seguida has provided vinculado à over the past decade (= ao longo da década passada). Depois have changed para indicar como o estilo de vida dos britânicos mudou no período. A mesma coisa com have gone referindo ao número de verdureiros e açougueiros que diminuiu no período e have prospered para dizer que os praticantes de cirurgia estética progrediram. Picture Test (a) Have you ever had dancing lessons? Você já teve aulas de dança?

EXERCISES - ANSWERS I. Irregular past participles 1. [GROWN] As pranchas de skate ficaram populares hoje entre os adolescentes. 2. [CAUGHT] A polícia já capturou o criminoso. 3. [BROUGHT] Meus pais criaram cinco filhos aqui no Rio. 4. [BUILT] Construíram muitos condomínios naquele bairro. 5. [BEGUN] Sally começou a tocar violino desde quando tinha 18 anos. 6. [GONE] As crianças saíram para acampar. Retornam no domingo. 7. [GOTTEN] Quantas vezes a Laurie chegou tarde no escritório este mês? 8. [SOLD] O Harry nunca vendeu carros na sua vida. 9. [HAD] Você já teve a oportunidade de falar com o Dr. Medina? 10. [SPREAD] A notícia se espalhou rápido como sempre. II. Qual o tempo verbal? From the text “The formula for eliminating

child labor” (A fórmula para eliminar o trabalho infantil) says (1) - present simple // added (2) past simple // government is working (3) on present continuous // is creating (4) - present continuous // has set up (5) – present perfect // pointed out. (6) – past simple // made (7) his past simple // shows (8) that present simple // has been reduced (9) - present perfect passive voice // has made (10) - present perfect



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III. present perfect or past simple? 1. (has left) Lamento lhe informar que a Sra. Gilbert já saiu. 2. (left) Estava chovendo forte quando a Sra Gilbert saiu. 3. (played) Gerald jogava xadrez bem quando estava na faculdade. 4. (had) Há duas semanas os rapazes fizeram seus exames finais. 5. (has never been) Lucia nunca esteve em Brasilia em toda a sua vida. 6. (have studied) Estou fazendo curso de francês avançado a noite. Já estudo há

três meses. 7. (Have you ever seen) Você já viu um OVNI na sua vida? 8. ( did you stay) - Quanto tempo você esteve na Grécia? - Cerca de 3 semnas no semestre passado. 9. (have you lived) - Há quanto tempo você vive no Brasil? - Desde que eu nasci. 10. (was) Julie estava na faculdade de direito em 1979. IV. Over and over again 1. starting over (= começar de novo) // 2. get over (= resignar-se) // 3. overjoyed (= pleno de felicidade) // 4. overflow (= transbordar) // 5. overdrawn ( = estourada, com o limite de crédito ultrapassado) // 6. over and over again (= repetidas vezes) // 7. stop overnight ( = pernoitar ) // 8. think it over (=pense bem, pondere) // 9. go over ( = examinar) // 10. overlook ( = deixar passar, não perceber) // 11. turn the page over (=virar a página) // 12. be over (= estar terminado) V. Practice making up questions: 1. My neighbor has played his electric guitar very loud for hours all afternoon.

Meu vizinho está tocando sua guitarra elétrica bem alto há horas à tarde toda. a) “Who has played his guitar very loud for hours all afternoon?” “My neighbor has.” b) “What has my neighbor played all afternoon?” “His guitar.” c) “How has my neighbor played his guitar all afternoon?” “Very loud.” d) “How long has my neighbor played his guitar?” “For hours all afternoon.”



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2. Mr. Nelson has gone back home in his car.

O Sr. Nelson voltou para casa no seu carro. a) “Who has gone back home in his car?” “Mr. Nelson has.” b) “What has Mr. Nelson done?” “He has gone back home.” c) “How has Mr. Nelson gone back home?” “In his car.” d) “Where has Mr. Nelson gone back?” “Home.” 3. Scientists have not found the cure for cancer yet. Os cientistas ainda não encontraram a cura para o câncer. a) “Who haven’t found the cure for cancer yet?” “Scientists.” b) “What haven’t the scientists found yet?” “The cure for cancer.” 4. That rock group has already visited Brazil several times.

Aquele grupo de rock já esteve no Brasil diversas vezes. a) “Who has visited Brazil several times?” “That rock group.” b) “Which country has that rock group visited several times?” “Brazil.” c) “How often has that rock group visited Brazil?” “Several times.” 5. Many world leaders have dreamed of achieving peace on earth non-

violently. Muitos líderes mundiais sonharam em conseguir a paz na terra sem violência.

a) “Who have dreamed of achieving peace on earth non-violently?” “World leaders.” b) “What have many world leaders dreamed of achieving non-violently?” “Peace on earth.” c) “How have many world leaders dreamed of achieving peace on earth?” “Non violently.”



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Avalie se os seguintes objetivos da AULA 5 foram alcançados.

OBJECTIVES (OBJETIVOS) Draw your attention to the following essential points: Chamar sua atenção para os seguintes pontos essenciais: I. The study of Verb Tenses: The Present Perfect simple & its uses O estudo dos tempos verbais: O presente perfeito e seus usos II. Analysis of text 1 ‘Stage and Screen’ Análise do texto 1 ‘Palco e Tela’ III. Reading Comprehension Questions – True or False? Questões de compreensão- falso ou verdadeiro? IV. Word Forms – The suffixes –OR // – (T)ION Formação das palavras – o sufixo –OR// – (T)ION V. Function words: A Quiz Palavras funcionais: um teste VI. Key words: ‘even’ Palavras –chave: ‘even’ VII. The study of text 2: ‘The Second Half Program’ Estudo do texto 2: ‘O Programa Segundo Tempo’ VIII. Key words: ‘over’ Palavras –chave: ‘over’ IX. The Modal Verb ‘Should’ O verbo modal ‘should’ X. Vocabulary Build Up: ‘Here is the news’ / Turning point Construção do vocabulário – ‘Eis as notícias’ / Ponto da Vurada XI. Comparing the past simple and the present perfect Estudo comparativo do passado simples e do presente perfeito XII. Picture Test 5 & Useful Tips Teste com gravuras 5 & Dicas Úteis XIII. Exercise Section



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Seção de Exercícios



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