Jamile Maeda e Silva
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Fonte: Wikimedia commons / Crédito Musical Once, foto por Joan Marcus
INGLÊS Por falar nisso A arte é uma forma de escape da sociedade, dos cotidianos cansativos da escola, da faculdade ou do trabalho. Esteja ela em qualquer formato: pintura, literatura, música, dança, filme, seriado, jogo ou fotografia. Por ser confrontadora e crítica, a arte nos tira de um egocentrismo para enxergar o outro. Isso acontece quando ouvimos uma música e nos arrepiamos ou quando vemos uma fotografia de um refugiado e nos emocionamos. Nesses momentos de escape, o inglês nos amplia os horizontes, uma vez que países como os Estados Unidos da América, a Inglaterra e o Canadá têm altos níveis de produção e apoio às artes. Com o conhecimento da língua inglesa e suas nuances, você poderá desfrutar de produções artísticas emocionantes sem recorrer a traduções, como Once (foto), um musical da Broadway, pouco conhecido para ser trazido ao Brasil. Nas próximas aulas, estudaremos os seguintes temas
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Verbos seguidos por − ing............................................................. 712 Quantificadores............................................................................. 717 Pronomes de distribuição e de reciprocidade.............................. 725 Advérbios interrogativos................................................................ 730
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INGLÊS
MÓDULO A17
ASSUNTOS ABORDADOS nn Verbos seguidos por -ing nn Antes de começar nn Introdução nn Forma -ing
VERBOS SEGUIDOS POR -ING Antes de começar Leia o texto a seguir, que fala brevemente sobre a história de uma das fotografias mais famosas do mundo: Afghan Girl, do americano Steve McCurry, e discuta as questões que o seguem. The story behind the world’s most famous photograph Three decades ago, Steve McCurry took arguably the most iconic picture of all time. Yet even after all this time, the pre-eminent photographer brims with enthusiasm when he talks about Afghan Girl. “I knew she had an incredible look, a penetrating gaze,” he recalls. “But there was a crowd of people around us, the dust was swirling around, and it was before digital cameras and you never knew what would happen with the film. “When I developed the picture, I knew it was special. I showed it to the editor of the National Geographic, and he leaped to his feet and shouted, ‘that’s our next cover’.” Not only did Afghan Girl become the magazine’s next cover, but the most successful in its distinguished history. The striking portrait of 12-year-old Sharbat Gula, a Pashtun orphan in the Nasir Bagh refugee camp on the Afghan-Pakistan border, was taken in December 1984 and published the following year. The woman, now in her forties, has recently been found to be living in Pakistan.
Fonte: Wikimedia Commons
When McCurry reflects upon its popularity, what excites him most is the impact that this single image has had on the real world. “People volunteered to work in the refugee camps because of that photograph,” he says. “Afghans are incredibly proud of it, as the girl is poor but shows great pride, fortitude and self-respect”. “It drew attention to their plight, and inspired a lot of people.” It also led the National Geographic to set up the Afghan Children’s Fund – and meant that to this day, McCurry is never charged a fare by appreciative Afghan taxi drivers. (Jake Wallis Simons. In: CNN Style. Disponível em: <http://edition.cnn.com/style/article/steve-mccurry-afghan-girl-photo/index.html>. Acesso em: 23 set 2017. Modificado.)
DISCUSSÃO 01. Em sua opinião, que características da foto de Steve McCurry a fazem tão forte e expressiva e por que ela se tornou tão icônica para o mundo inteiro? Resposta pessoal. 02. Apesar de ser o retrato de uma mulher parada, essa foto tende a acalmar ou a incomodar seu espectador? Exemplo 2. A profundidade e a força do olhar de Sharbat Gula tende a perfurar seu espectador de modo
a incomodá-lo, como se o estivesse observando. Esse olhar trouxe luz e movimentação social à situação das pessoas em vulnerabilidade no Oriente Médio.
03. Que outras fotos icônicas você conhece? Resposta pessoal. Figura 01 - The cover of National Geographic most iconic issue, with Steve McCurry’ picture of Sharbat Gula
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04. Que outros fotógrafos, de qualquer nacionalidade, você conhece? Resposta pessoal.
Linguagens, Códigos e suas Tecnologias
Introdução Alguns verbos em inglês pedem complementos que também são verbos para expressar o que se quer dizer. Seria o caso em português de “comecei a estudar para a prova”, que, em inglês, seria I started studying for the test. Veja que o verbo depois de start está no gerúndio -ing. É isso o que veremos agora e quais são esses verbos.
Forma -ing A forma -ing, em geral, vem após: 1) verbo go para falar de atividades em geral, ao ar livre, fora de casa: Andrew went shopping for a Halloween costume; that couple loves to go dancing on Friday nights; Fran went hiking; 2) verbo do + o artigo the para mencionar atividades domésticas: my mom does the cooking and my dad does the cleaning of the dishes; I can’t go out tonight, I have to do the ironing; 3) Verbos que indicam início, continuação e fim de um processo: I have to begin working on my paper; you must stop being such an idiot and move on with your life; Josh can’t continue pranking people like this; 4) Verbos que indicam uma intenção ou uma tentativa: you should try listening to her; you can’t give up, you’re doing so well!; Observe que é possível que os verbos start, begin e continue sejam sucedidos por verbos no infinitivo sem prejuízo de sentido: it started snowing / to snow when we left; it continued snowing / to snow when we got back.
Figura 02 - I stopped playing videogames on week days. (= I don’t play them anymore on week days.)
Figura 03 - I stopped to play videogames on week days. (= I stopped something else I was doing to play videogames on week days.)
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Fonte: baranq / Shutterstock.com
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Fonte: Rawpixel.com / Shutterstock.com
Nos verbos stop e try, porém, apesar de poderem ser sucedidos por verbos no infinitivo, o significado da oração se altera:
Fonte: nito / Shutterstock.com
Inglês
Figura 04 - In order to get selected for a job, I tried learning Russian. (= I wanted to learn Russian in order to succeed in getting selected for a job, as an experiment) I tried to learn Russian, but I failed miserably. (= I wanted to learn Russian, but I didn’t succeed in it.)
5) Verbos que expressam preferências, gostos e afins: I prefer going to the movies than going to a party; she didn’t mind staying up until very late; I enjoy learning English; I hate memorizing rules; 6) Os verbos love, like, hate e prefer podem ser sucedidos de verbos no infinitivo quando indicarem uma situação condicional, hipotética ou de interesse do interlocutor: I’d really like to see you again sometime; I’d hate to park on that parking spot, it’s so tight.
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Figura 05 - Don’t deny eating our chocolat bar! Figura 06 - “Imagine […] living life in peace” Ok, I admit eating it!
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Fonte: Dmitry Pichugin / Shutterstock.com
Fonte: Wikimedia Commons
Fonte: zeljkodan / Shutterstock.com
7) Alguns outros termos específicos, como: admit, avoid, consider, deny, fancy, imagine, miss, postpone, practice, risk, suggest, can’t help, it’s no use / there’s no point in, it’s no good, it’s worth.
Figura 07 - It’s worth going outside to see the rainbow, it’s lovely.
Linguagens, Códigos e suas Tecnologias Questão 01. a) to take b) coming c) pushing
d) to tell e) swimming f) to know g) to catch
Exercícios de Fixação 01. Escolha a forma verbal (infinitivo ou gerúndio) gramaticalmente correta para cada caso. a) I want (taking / to take) some traveller’s cheques abroad with me. b) Do you fancy (coming / to come) to have a look round the new shopping mall? c) Mom can’t stand people to (push / pushing) in queues. d) I’m sorry to (tell / telling) you that the store is about to close. e) We try to go to (swim / swimming) every weekend during the summer. f) I’d like (knowing / to know) more about savings accounts, please. g) They hope (catching / to catch) shoplifters by having all those CCTV cameras. h) Ron’s given up (buying / to buy) Superman comics. i) Now you’ve retired, do you miss (working / to work) at the bank? j) I promise not (spend / spending) all my pocket money in one go. 02. Complete as lacunas usando a forma -ing ou o infinitivo. a) Mary enjoys ________ to music. (listen) b) I don’t mind _______ the washing up. (do) c) Irregular verbs are not easy ________. (remember) d) Matthew is really good at ________. (cook) e) She waited ________ a movie ticket. (buy) f) The doctor encouraged his patients ________ healthy food. (eat) g) My flat is easy ________. (find) h) She is interested in ________ a doctor. (becoming)
h) buying i) working j) spend
Questão 02. a) listening b) doing c) to remember d) cooking e) to buy
f) to eat g) to find h) becoming i) to buy j) hugging k) cooking
l) to do m) eating n) to surf o) to see
i) He is saving money ________a new car. (buy) j) When I met her I couldn’t help ________ her. (hug) k) My favorite hobby is ________. (cook) l) My father helped me ________ my homework. (do) m)I’m sick of ________ hamburgers every day. (eat) n) It is important ________ the net for more information. (surf) o) She advised me ______ a doctor as soon as possible. (see) 03. Assinale a opção gramaticalmente correta que preenche a lacuna. She avoids ________ her ex-boyfriend. a) meeting b) to meet c) to meeting d) not to meet e) meets 04. Assinale a opção em que as construções tanto do gerúndio quanto do infinitivo são possíveis. a) Lilly had postponed to travel/travelling to India. b) My parents never considered to move/moving to another country. c) I began to ski/skiing when I was four years old. d) I don’t mind to do/doing the dishes. e) I enjoy to study/studying English. 05. Julgue a afirmação a seguir:
Verdadeira
No período: He continued to be stubborn, é possível substituir o complemento “to be stubborn” por being stubborn sem prejuízo gramatical.
Exercícios Complementares
Dexter and Deby went _________ together some days ago. a) to sail b) sailing c) going to sail d) went sailing e) did go sailing 02. Julgue a afirmação a seguir:
Verdadeira
Na sentença I stopped to lace my shoes when a car splashed water all over me, é possível substituir to lace por lacing sem prejuízo gramatical.
03. Assinale a opção que completa corretamente as lacunas. In order to __________ German, I __________ their declensions. a) start learning - tried memorizing b) starting to learn - tried memorizing c)learning - tried to memorizing d) starting learning - tried to memorizing e) started learning - tried to memorize 04. Julgue a afirmação a seguir:
Falsa
Na sentença I stopped joking around, é possível substituir joking por to joke sem prejuízo gramatical nem semântico.
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01. Assinale a opção que completa corretamente a lacuna.
Inglês
05. (Unesp SP) Assinale a alternativa que completa corretamente a lacuna. Unfortunately, many people .................. after the first week or second week. a) stop dieting b) stop not diet c) don’t stop dieting d) don’t stop to diet e) stop and go on a diet 06. (UPE) You’re very ill! I suggest not _____ any meal. a) skip b) skipped c) skipping d) skips e) will skip 07. (UFF RJ) Read the following text and answer the questions. The Flowering of Human Consciousness
human mind has upon the planet, other life-forms, and upon humans themselves. That is why the history of the twentieth century is where that dysfunction, that collective insanity, can be most clearly recognized. A further factor is that this dysfunction is actually intensifying and accelerating. 25 We only need to watch the daily news on television to realize that the madness has not abated, that is continuing into the twenty-first century. Another aspect of the collective dysfunction of the human mind is the unprecedented violence that humans are inflicting on other life-forms and the planet itself - the destruction of oxygen-producing forests and other plant and animal life; ill-treatment of animals in factory farms; and poisoning of rivers, oceans, and air. Driven by greed, ignorant of their connectedness to the whole, humans 30persist in behavior that, if continued unchecked, can only result in their own destruction. When faced with a radical crisis, when the old way of being in the world, of interacting with each other and with the realm of nature doesn’t work anymore, when survival is threatened by seemingly insurmountable problems, an individual life-form- or a species - will either die or become extinct or rise above the limitations of its condition through an evolutionary leap. 35 Responding to this radical crisis that threatens our very survival is humanity’s challenge now. A significant portion of the earth’s population will soon recognize, if they haven’t already done so, that humanity is now faced with a stark choice: evolve or die. Adapted from Eckhart Tolle, A New Earth: Awakening to your life’s purpose.
Earth, 114 million years ago, one morning just after sunrise: the first flower ever to appear on the planet opens up to receive the rays of the sun. Prior to this momentous event that heralds an evolutionary transformation in the life of plants, the planet had already been covered in vegetation for millions of years. The first flower probably did not survive for 5long, and flowers must have remained rare and isolated phenomena, since conditions were most likely not yet favorable for a widespread flowering to occur. One day, however, a critical threshold was reached, 10and suddenly there would have been an explosion of color and scent all over the planet. Later, this first recognition of beauty was one of the most significant events in the evolution of human consciousness. 15 The achievements of humanity are impressive and undeniable. We have created sublime works of music, literature, painting, architecture, and sculpture. More recently, science and technology have brought about radical changes in the way we live and have enabled us to do and create things that would have been considered 20miraculous even two hundred years ago. No doubt the human mind is highly intelligent. Yet its very intelligence is tainted by madness. Science and technology have magnified the destructive impact that the dysfunction of the
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1
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Glossary: momentous: significativo (ref. 1) heralds: anuncia (ref 1) widespread: vasto (ref. 5) threshold: limiar (ref. 5) tainted: corrompido (ref. 20) abated: enfraquecido (ref. 25) insurmountable: insuperável (ref. 31) stark: difícil (ref. 35) In the extracts below, the words with ‘ing’ are all verbs, except: a) “humans are inflicting on other life-forms” (ref. 25); b) “this dysfunction is actually intensifying” (ref. 20); c) “sublime works of music, literature, painting, architecture and sculpture” (ref. 15); d) “the old way of being in the world” (ref. 30); e) “responding to this radical crisis” (ref. 35). 08. (British Council) Complete as duas lacunas com os verbos de acordo com o complemento que pedem. decide
promise
want
stop
mind
plan
avoid
look forward to
need
enjoy
invite someone
finish
Verbos + verbos –ing enjoy look forward to avoid stop finish mind
Verbos + verbos no infinitivo decide invite someone need plan promise want stop
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INGLÊS
MÓDULO A18
QUANTIFICADORES
ASSUNTOS ABORDADOS nn Quantificadores
Antes de começar
nn Antes de começar
Leia o texto a seguir sobre o(a) artista inglês Banksy e discuta as questões que o seguem.
nn Introdução nn Muito ou pouco? nn Um ou outro, nenhum ou os ambos?
About Banksy Arguably the most controversial street artist in the world, Banksy has developed an entire art subculture devoted to his works. Banksy’s art can impact any location at any given moment. His identity remains unknown, even after over 20 years of being involved with the graffiti scene. He has worked with many different types of street art media and street art types. His work not only includes many powerful, often controversial images, but they may also be found throughout the Internet as viral images.
Very little is known about Banksy himself, as he refuses to be interviewed and keeps his identity carefully maintained. A world-renowned mystery man, Banksy has risen through the ranks to become one of the world’s greatest street artists partly by creating an urgency to understand his character. Street art fanatics are consistently satisfied with every piece of art he delivers, though he often leaves them wanting more. This tactic carries one’s curiosity to explore a completely new perspective or idea, leaving his artistic creations to inspire beginning and advanced artists. This inspiration is also known as the “Banksy Effect.” The media and his supporters have always questioned Banksy’s identity due to a variety of identity claims. Most recently, many popular theories, including an entire newspaper publication, pointed his identity at being a Bristol native by the name of Robin Gunninham. If this theory holds true, it will allow even greater insight into the artistic world Banksy inhabits. What is even more interesting is that he has managed to completely conceal his identity from his family. To this date, no Banksy identity claim has ever been definitive.
Fonte: Wikimedia Commons
The most common form of street art Banksy uses are stencils. These are often in the form of multi-layered stencils and/or combined with other media sources, such as spray-paint. He also includes anything found in the streets like street signs and other objects to convey his message by crafting beautiful street art installations. His artwork is often satirical and combines dark humor with graffiti and also spread messages across art, philosophy, and politics.
Banksy’s artwork has been seen across the world. His travels have included Australia, England, the United States, Israel, Jamaica, and even Canada. Most recently, he spent an entire month glamorizing New York City with his street art, which grabbed the attention of thousands every day. (Disponível em: < http://www.streetartbio.com/banksy>. Acesso em: 23 set 2017.)
Figura 01 - As many of Banksy’s artworks, this crying child sums up our society very well
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Inglês
Exemplo 01. A principal crítica de Banksy na obra é como as mídias sociais, Instagram, no caso, se tornaram o centro da vida de muitas pessoas. Não receber curtidas, comentários, inscrições, aplausos é motivo de fracasso, de impopularidade, de vergonha. É preciso se mostrar melhor do que os outros e ser reconhecido por isso. O fato de se ter escolhido uma criança, a que associamos choro à fome ou à vontade de brinquedo, mostra que essa cultura do aplauso está tão enraizada que se apresenta logo nas primeiras etapas da vida. Exemplo 02. Resposta pessoal. / Sua intenção pode ser perpetuar e dar força à ideia, em vez de se relacionarem as obras a uma pessoa. O anonimato coloca o foco na crítica e não no crítico. O(a) artista pode ainda buscar sua privacidade por motivos de segurança. Exemplo 03. Arte é uma forma de se refletir a sociedade e se refletir sobre ela. Geralmente, períodos artísticos estão relacionados aos ânimos da sua época. Hoje, nos cotidianos corridos e urbanos, em que não há muito tempo para visitar espaços fechados, as obras na rua de Banksy entram como uma solução visível e eficaz de se consumir arte, que geralmente tem como objetivo críticas social, econômica, política, urbana. Exemplo 04. Para se preparar para esta discussão, o professor pode buscar o texto presente neste link: https://goo.gl/MxofoU
DISCUSSÃO 01. Que crítica social está presente na obra da imagem? 02. Banksy é um(a) artista (ou uma coletânea de artistas?) mundialmente reconhecida de obras imediatamente reconhecíveis. Você acredita ser importante que se descubra quem Banksy realmente é? Qual será a intenção do(a) artista em permanecer anônimo(a)? 03. Mesmo que suas obras estejam deslocadas dos tradicionais locais artísticos, como galerias e museus, Banksy faz arte. O que isso nos ensina sobre arte? 04. Banksy é um(a) artista que grafita, não picha. Que diferenças podem ser citadas entre pichação como vandalismo e grafite como arte?
Introdução Nós já vimos dois quantificadores em aulas anteriores, enough e too. Agora veremos alguns outros famosos: much, many, plenty, little, few, a lot, either, neither e both. Essas palavras são importantes, pois possuem algumas regras de uso que podem ajudá-lo a interpretar textos. Voltando ao nosso esquema, temos que: identificar um substantivo desconhecido > olhar seu arredor > observar se há um quantificador > lembrar de suas regras de uso > ter noção do substantivo desconhecido.
Muito ou pouco? As palavras much, many, plenty e a lot são traduzidas, basicamente, como 'muito' de alguma coisa; por sua vez, few e little são traduzidas como 'pouco', de modo bem simplificado. Em inglês, seus usos variam, até porque são muitas palavras para expressar similaridades. I. Much e little são usados para substantivos incontáveis (que não são identificados como unidades): I have so much time and I have so little money to spend!; II. Many e few, por sua vez, são para substantivos contáveis: I have a few dollars to spend, so I’ll buy many comic books; III. A lot (of), lots (of) e plenty (of) são usados com substantivos incontáveis: he has a lot of luck; she bought lots of books; she has plenty of ideas for our project.
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Fonte: Ton Bangkeaw / Shutterstock.com
Fonte: TierneyMJ / Shutterstock.com
Há uma observação interessante quanto aos membros de um grupo em geral, pois é possível acrescentar um substantivo logo após um quantificador. Veja:
Figura 02 - Few snakes are dangerous.
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Figura 03 - Many books already have their digital issues.
Linguagens, Códigos e suas Tecnologias
Fonte: oleschwander / Shutterstock.com
Fonte: victoras / Shutterstock.com
Para se referir a um grupo específico de pessoas ou coisas, usamos a estrutura quantificador + of the + substantivo:
Figura 05 - Many of the books are very old.
Figura 04 - Few of the eggs are spoiled.
Um ou outro, nenhum ou os ambos? Usamos either, neither ou both para nos referir a duas pessoas ou coisas.
Figura 06 - You can eat either the chocolate donut or the raspberry one. You can’t eat both.
Fonte: Ilike / Shutterstock.com
Fonte: oleschwander / Shutterstock.com
Either indica uma escolha entre duas opções, neither combina duas ideias negativas e both, duas ideias positivas.
Figura 07 - Neither Mat or Stephanie had played that game before.
Os três podem funcionar como pronomes e, nesse caso, estarão antecedidos por of + substantivo: I’ve known you for months now, but I haven’t met either of your two brothers yet. A18 Quantificadores
Neither of the explanations you gave me satisfied me. Both of them left when you made that stupid joke. Quando either e neither funcionam como advérbios, eles são palavras de ligação que podem ser acopladas ao final de uma sentença negativa. Com neither, sujeito e verbo são invertidos, mas não com either:
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Inglês
– I can’t make it to Fran’s birthday party. – No, neither can I. OU – No, nor can I. OU – No, I can’t either.
Fonte: Dean Drobot / Shutterstock.com
A concordância dessas duas palavras com o verbo que as segue pode ser tanto no singular quanto no plural, sem prejuízo gramatical.
A18 Quantificadores
Fonte: iravgustin / Shutterstock.com
Figura 08 - Neither of them are going to the party. They both have to work next weekend. Neither of them is going to the party. They both have to work next weekend.
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Neither ainda pode ser usado com a palavra nor para indicar nenhuma das duas pessoas ou coisas: Figura 09 - Neither Fran nor Philip likes to drink Earl Grey tea. Neither Fran nor Philip like to drink Earl Grey tea.
Linguagens, Códigos e suas Tecnologias
Exercícios de Fixação
(MARQUES, Amadeu. Inglês Série Brasil. Editora Ática, São Paulo-SP, 2007. P. 54)
In the sentence: “There are plenty of legal places to get music downloads” The expression “plenty of” can be replaced by which quantifier to guarantee the meaning of the sentence? a) Few. b) Some. c) Any. d) Lots of. e) Little. 02. (Fameca)
Assinale a alternativa que completa, correta e adequadamente, os espaços em branco da história I. a) something … Many of b) nothing … Much of c) anything … Lots of d) no thing … Few of e) some thing … A few of 03. (UFRJ) What is the future of technology in education? By Matt Britland
Some time ago I was asked about the future of 2 technology in education. It is a question I think about 3 all the time. By its very nature, technology changes 4 quickly and making it accessible to pupils, teachers 5 and other stakeholders is an ongoing challenge. 6 I don’t think iPad is the future. For me, the future 7 is not about one specific device. Don’t misunderstand 8 me, I love the iPad. In fact, I have just finished a trial 9 using them – and they have proved effective. 10 IPads and other mobile technology are the 11 ‘now’, and they will play a part in the future, but four12 years ago the iPad didn’t even exist. We don’t know 13 what the current technology will be in another four. 14 Perhaps it will be wearable devices such as Google 15 Glass, although I suspect tablets will still be used in 16 education. 17 The future is about access, both locally and 18 globally. Teaching and learning is going to be social. 19 Future schools could have a traditional cohort of 20 students plus online only students who live across 21 the country or abroad. Things are already starting to 22 move this way with the emergence of massive open 23 online courses (MOOCs). 24 For me the future of technology in education is the 25 cloud because it can remove the barrier technology 26 often represents to teaching and learning. 27 Schools will only need one major thing to 28 be prepared for the future: a fast robust internet 29 connection. Infrastructure is paramount to the future 30 of technology in education. 31 We don’t know about the new future devices, but 32 we do know that they will need the cloud. Schools and 33 other educational institutions will need to provide the 34 best possible infrastructure. 35 If you want to start to use mobile technology in 36 your school, whether it is an iPad program or a bring 37 your own device (BYOD) program, your connectivity 38 must be fast and reliable. If the network is inefficient, 39 students and teachers will not want to use the devices. 40 The infrastructure should be there before the devices. 1
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01. (IF PE) Worldwide, more than 500 million people use the Internet. On the Net, you can send electronic mail (e-mail), find information in distant libraries and museums, play games, shop, and much, much more. The World Wide Web (www) is a part of the Internet that lets you see information using pictures, colors, and sounds. Most people just call it the Web. You can have your favorite Web sites. It’s your choice. With the Internet, the world is yours! These are just some of the things you can do: - You can watch movie trailers, download free music and books, and discover about your interests and favorite things. - You can meet people from other countries. The Internet is global, so you can make friends from all over the world. - You can give your opinion on message boards, build your own site about foot-volley or beach soccer or put your poems on the Net. - You can get legal music. There are plenty of legal places to get music downloads. - You can listen to music on-line too. For example, you can listen to music shows on the BBC site whenever you want. - You can use search engines, like Google, Yahoo or All the web to look for any subject under the sun. In a word, with the Internet the world is yours!
Inglês
Teachers can use the cloud to set, collect and 42 grade work online. Students will have instant access 43 to grades, comments and work via a computer, 44 smartphone or tablet. Many schools are already doing 45 this. 46 This is where devices come in. All devices in the 47 future will need to access the cloud. Students will 48 have their own devices, either specified by the school 49 or chosen by themselves. 50 Thanks to the cloud and mobile devices, 51 technology will be integrated into every part of school. 52 Games fields, gyms and school trips will all change. 53 Whether offsite or on site, the school, teachers, 54 students and support staff will all be connected. All 55 classrooms will be paperless. 56 Whether offsite or on site, the school, teachers, 57 students and support staff will all be connected. All 58 classrooms will be paperless. 59 The cloud can also encourage independent 60 learning. Teachers could adopt a flipped classroom 61 approach more often. Teachers can put videos, 62 documents, audio podcasts or interactive images for 63 students online. Students will take ownership of their 64 own learning. There is a massive amount of resources 65 online that students can find and use without the 66 help of the teacher. As long as they have an internet 67 connection, they are good to go. 68 This, of course, means the teacher’s role will 69 change. 70 Shared applications and documents on the 71 cloud will allow for more social lessons. How often do 72 students get an opportunity to collaborate productively 73 using technology in the classroom? It isn’t always 74 easy. However, using Google Apps is easy when 75 students are working on documents together. They 76 could be in the same room or in different countries. Of 77 course, these collaborative tools are also very useful 78 for teachers, even if they never meet their students. 79 What we must remember is that when schools 80 adopt new technology and services, they must be 81 evaluated. Staff will also need training. Any initiative is 82 doomed to failure without well trained, confident staff 83 who can see how technology can support and benefit 84 teaching and learning. 85 Many schools have already embraced this, but 86 there’s still a way to go to ensure all schools are ready 87 for the future of technology. It is time for all schools to 88 embrace the cloud. 41
A18 Quantificadores
Available at: <http://www.theguardian.com/teacher-network/ teacher-blog/ 2013/jun/19/>. Retrieved on: 20th Aug. 2014. Adapted.
In the text, the sentence “All classrooms will be paperless” (Refs. 54-55) means that there will be a) less paper in the classrooms in the future. b) much paper in the classrooms in the future. c) no paper in the classrooms in the future. d) plenty of paper in the classrooms in the future. e) barely enough paper in the classrooms in the future. 04. (UFMS) Eating Less Meat? A well-planned vegetarian diet has many health benefits to offer. Perhaps that’s why the number of vegetarians has grown 722
from an estimated 2.3 million in 1997 to 4.8 million in 2000. Many people, including growing numbers of teens and young children, “go veggie” by simply pushing their steak aside4 to dine on the remaining garnishes – perhaps potato salad, a roll or three, and a bowl of lettuce backstroking in dressing. “Good intentions gone awry,” says Ann Grandjean, executive director of the Center for Human Nutrition in Omaha. “Plenty of vegetarians eat a healthy, well-planned diet. But plenty of others don’t do their homework. And that can get you into trouble.” There is good reason to move toward a plant-centered diet. But be advised, you must be increasingly vigilant as you move from the semivegetarian to the vegan, foods. When you drop red meat from your diet, you lose a reliable source of vitamin B-12, iron, protein, and zinc. Drop dairy products3, and there go your most common calcium sources. Vegetarian substitutes for these nutrients exist. For example, one cup of cooked soybeans contains the protein equivalent of a quarter-pound hamburger or 18 ounces of milk. Being misinformed can lead to deficiencies and serious problems. Subsist on bread and salad alone, as some weight watching teens2 are known to do, and you deny the bones the calcium they need to stay strong, gradually increasing your risk of fracture. How to prevent such deficiencies? Aspiring vegetarians should make sure their daily consumption follows the vegetarian diet pyramid, including six to eleven servings of bread and cereals; three to five servings of fruit; up to three servings of milk, yogurt, cheese, or other calcium-rich foods; two to three servings of beans, nuts, seeds, eggs, tofu, or peanut butter; and sparing use of fats, oils, and sweets. The bottom line, say the experts1, is that you can stay in tiptop shape5 on a vegetarian diet as long as you consume enough calories, minerals, proteins, and vitamins. Bon appetit! Adapted from the article “Eating Less Meat”. by Ken McAlpine in Reader’s Digest - April 18, 2001
Vocabulary garnish ............................. guarnição roll ................................... pãozinho, pão francês dressing ........................... molho, tempero to go awry ....................... ser mal-sucedido aspiring ........................... aspirante sparing ............................ escasso, frugal to dine ............................. jantar Mark the option(s) which correspond(s) to the synonym(s) or explanation(s) of the words below. Gab: 17 MANY - PERHAPS - PLENTY - MUST 01. 02. 04. 08. 16.
a large number - possibly - many - have to a few - possibly - many - ought to lots of - certainly - many - few a little - it may be - several - should lots of - possibly - many - have to
Linguagens, Códigos e suas Tecnologias
Exercícios Complementares 01. (UEFS) The Greenland shark
sea. The shark, which was five meters 41 (16ft) long, bumped into their submersible vessel 1,000 42 meters (3,280ft) down in the Gulf of Maine. But hardly 43 anyone dives that deep. So these rare encounters can’t 44 tell us how widespread and important the Greenland 45 sharks are. The Greenland shark. Disponível em: <www.bbc.com/earth/20141028the-mystery-shark-of-the-arctic>. Acesso em: 12 out. 2014.
02. (Unifor CE) O grupo Maroon 5 é uma banda de pop rock americana que surgiu em Los Angeles, California. Seu primeiro nome foi Kara’s flowers quando ainda estavam na escola e tinha como membros Adam Levine, Jesse Carmichael, Mickey Madden e Ryan Dusick. Um dos seus sucessos é a música ‘Sugar’.
Your sugar Yes, please Won’t you come and put it down on me? I’m right here, ‘cause I need Little love1, a little sympathy2 Yeah, you show me good loving Make it alright Need a little sweetness3 in my life… Os pronomes indefinidos ‘little/a little’ são usados na língua inglesa para expressar a ideia de quantidade. Leia as sentenças atentamente e escreva (V) se a sentença for verdadeira e (F) se for falsa nos parênteses ao lado. 01. As três expressões apresentam o mesmo significado. ( ) 02. ‘A little’ expressa uma pequena quantidade com sentido positivo. ( ) 03. ‘Little’ expressa uma pequena quantidade indicando sentido negativo. ( )
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They can be as big as great white sharks, but that’s 2 about as far as the comparison goes. Their maximum 3 speed is a lethargic 1.7 miles per hour, many are almost 4 blind, and they are happy to eat rotting carcasses. They 5 may be common throughout the ocean, but you’ve 6 probably never heard of them. Meet the Greenland 7 shark. Looking like nothing so much as a chunk of 8 weather-beaten rock, Greenland sharks (Somniosus 9 microcephalus) can grow up to 7.3 metres (24 feet) long, 10 making them one of the largest of all fish, and the biggest 11 in the Arctic. But they prefer to live in deep, cold water, 12 so humans rarely see them. 13 Studies in the Arctic have revealed a few snippets 14 of information about Greenland sharks, and more data 15 is now starting to come in from elsewhere. It turns out 16 that Greenland sharks are bizarre, and may be crucially 17 important for the ocean ecosystem. 18 Greenland sharks only come close to the surface 19 in places where the shallow water is frigid enough for 20 them — primarily in the Arctic. They are most easily 21 seen around Greenland and Iceland. As a result, they 22 were long thought of as purely polar animals, as were 23 the closelyrelated Pacific sleeper shark and southern 24 sleeper shark. 25 But they have been reported on the coasts of 26 Canada, Portugal, France, Scotland and Scandinavia. 27 Some researchers think they live in many other areas 28 too but just haven’t been spotted in them yet. “They may 29 be everywhere that’s cold enough and deep enough,” 30 says Aaron MacNeil of the Australian Institute of Marine 31 Science, in Townsville, Queensland. 32 The obvious way to see a Greenland shark in the 33 wild is to dive into the deep sea. For instance, in 2001 a 34 remotely operated vehicle in the Gulf of Mexico captured 35 footage of either a Greenland shark or a sleeper shark in 36 over 2,600 meters (8,530ft) of water. Two years later, a 37 pilot and a scientist from the Harbor Branch 38 Oceanographic Institution in Fort Pierce, Florida, became 39 the first people to come face to face with a Greenland 40 shark in the deep 1
Considering language use in the text, it’s correct to say: a) The comparative “as big as” (Ref. 1) expresses inequality b) The conjunction “so” (Ref. 12) is introducing a result clause. c) The expression “a few” (Ref. 13) is the same as very little. d) The word “easily” (Ref. 20) is functioning as an adjective. e) The preposition “over” (Ref. 36) is the same as less than.
Inglês
04. As três expressões apresentam significados diferentes dos demais apresentados. ( ) 05. Uma das expressões apresenta significado diferente das duas outras expressões. ( ) É correta APENAS a alternativa: a) 1 (V); 2. (V); 3. (V); 4. (F); 5. (V) b) 1. (F); 2. (V); 3. (V); 4. (F); 5. (V) c) 1. (V); 2. (V); 3. (F); 4 (V); 5. (V) d) 1. (F); 2. (V); 3. (F); 4.(V); 5. (F) e) 1. (F); 2. (V); 3. (V); 4. (V); 5. (F)
04. The conjunction “However” (Ref. 15) expresses condition. 05. The modal “could” (Ref. 20) is the same as have to. 04. (FMTM) Escolha a alternativa que completa, correta e adequadamente, os espaços em branco do texto abaixo.
03. (Unifacs) Working could kill us
There are ______ people wasting millions of litres of water. And what’s worse, letting treated water, ______ is very expensive and essential to human health, go down the drain. In Brazil that water could prevent poor children from____. (Adapted from www.akatu.org.br.)
A large European study has shown that having a 2 highly demanding job, but little control over it, could be a 3 deadly combination. A report published in the Lancet 4 medical journal showed a link between a stressful 5 workplace and an increased risk of a heart attack. 6 Too much work, too little time and no freedom to 7 make decisions can lead to a form of stress known as 8 job strain. It can appear in any profession, but is more 9 common in lower skilled jobs which can combine tough 10 workloads and little responsibility. 11 The analysis looked at data from nearly two hundred 12 thousand people in thirteen European countries. It found 13 that those in high strain jobs were twenty three per cent 14 more likely to have had a heart attack or to have died 15 from coronary heart disease. However, smoking, not 16 exercising or having an unhealthy diet all have a much 17 greater impact on the heart. 18 Agencies, such as the British Heart Foundation, 19 said stress at work was often unavoidable, but people in 20 high stress jobs could target risks to their heart in other 21 areas of their lives. 1
A18 Quantificadores
GALLAGHER, James. Working could kill us. Disponível em: <www.bbc.co.uk/worldservice/learningenglish/ language/ wordsinthenews/>. Acesso em: 2 jan. 2013.
Considering language use in the text, it’s correct to say; 01. The word “little” (Ref. 2) is the opposite of few. 02. The adjective “increased” (Ref. 5) should be understood as “greater in amount or degree”. 03. The word “Too” (Ref. 6) can be replaced by Also without any change of meaning. 724
a) much … that … die b) many … who … dye c) lots of …whom … to die d) a lot of … which … dying e) several …whose … died 05. (UFPB)
Disponível em: <www.CartoonStock.com>. Acesso em: 14 set. 2009.
Based on the cartoon, identify the correct statements: I. Both of them are spending their time sitting down in the park. II. Neither of them worries about their future professional life. III. One of them works whereas the other just cares about food. IV. The two of them are concerned about doing different things. V. Either of them is engaged in solving environmental problems.
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PRONOMES DE DISTRIBUIÇÃO E DE RECIPROCIDADE Antes de começar Leia o texto a seguir, que fala sobre a apresentação da música “1-800-273-8255”, do rapper americano Logic, no Video Music Awards de 2017.
ASSUNTOS ABORDADOS nn Pronomes de distribuição e de
reciprocidade
nn Antes de começar nn Introdução nn Determinantes
The story behind Logic’s powerful suicide prevention anthem ‘1-800-273-8255’ At the VMAs on Sunday night, rapper Logic shared the stage with suicide attempt survivors as he offered an emotional performance of his anthem “1-800-273-8255,” named after the suicide prevention hotline. The song, which features Alessia Cara and Khalid, begins from the perspective of someone calling the number — known as the National Suicide Prevention Lifeline — and confessing that they “don’t want to be alive.” Ultimately, the song delivers a message of hope — the second verse features the lyrics “You don’t gotta die, I want you to be alive,” told from the perspective of the person offering emotional support at the other end of the line. The song’s final lyrics find the caller determined to keep fighting: “The lane I travel feels alone / but I’m moving ’til my legs give out / and I see my tears melt in the snow / but I don’t wanna cry / I don’t wanna cry anymore / I wanna feel alive / I don’t even wanna die anymore.” The music video for the song explores these themes through the perspective of a young man struggling with his sexuality.
Figura 01 - Logic, Alessia Cara and Khalid at the 2017’s VMAs
Fonte: Wikimedia Commons
At the VMAs, Kesha introduced Logic before the performance, saying that the song and its music video moved her to tears. “The truth is piercing and the truth is what matters,” she said. “The truth is none of us are alone.” “1-800-273-8255,” is featured on Everybody, Logic’s third studio album, which debuted at No. 1 on Billboard’s Hot 200 (a first for the rapper) in May and explores a number of serious themes, including racism, politics and Logic’s own biracial identity.
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“I think it was just a record that was, like, years in the making,” the Gaithersburg, Md., native said. “Who really wants to write a song about suicide, you know? But I was like f‑‑‑ it, I’m gonna do it, I’m gonna make this sh‑‑ an anthem.” Logic isn’t a household name in the way that many of his fellow VMA attendees are. But he has a devoted fan base, and has made a habit of visiting fans at their homes throughout his career. He told Genius that people routinely told him that his music saved their lives. “In my mind, I was like, ‘Man I wasn’t even trying to save anybody’s life,’” he said. “And then it hit me — the power that I have as an artist with a voice. I wasn’t even trying to save your life. Now what could happen if I actually did?” Right after the song’s release in April, Logic addressed his intentions in several tweets, writing that “over the years so many of you guys have told me that my music has helped you through so many tough times.” “I’m beyond humbled,” he added. “But I felt I haven’t done enough. I felt compelled to make a song that could actually help you.” Logic’s team coordinated with the National Suicide Prevention Lifeline ahead of the song’s release, and the organization’s director, John Draper, praised “1-800-273-8255” in a statement earlier this year. “By sharing these stories of recovery from individuals who have been there and have survived their own crises, we can change the conversation about suicide from one of tragedy and isolation to one of hope,” Draper said. “It’s an honor for us to be working alongside Logic to help people in despair find hope and meaning.” (Bethonie Butler. In: The Washington Post. Disponível em: <www.washingtonpost.com/news /-8255/?utm_term=.da1fa890b011>. Acesso em: 23 set 2017.) Sugere-se ao(à) professor(a) trazer a música e a letra, em inglês, da música tratada no texto para discussão à parte em sala.
DISCUSSÃO 01. Qual o poder de uma música com uma mensagem tão importante ser cantada por um homem branco, uma mulher e um homem negro?
A19 Pronomes de distribuição e de reciprocidade
Exemplo 01. Ela dá voz a diferentes representantes sociais e mostra que o tema tratado acontece independente de cor (credo ou orientação sexual). Exemplo 02. São várias respostas possíveis: cantores são vistos como ídolos por seus fãs e muitos destes se devotam a tais artistas, gastando tempo e dinheiro para tornar-se “um fã especial”, como um serviço organizado por Taylor Swift em que, quanto mais dinheiro um fã gasta com a cantora, mais ele se torna “fã verdadeiro” e maiores são as chances de ela notá-lo. Ou Músicas de superação como “Praying” e “Motherf*cking Woman”, da cantora Kesha, e clipes como “Treat you better”, de Shawn Mendes, podem ajudam pessoas a se tratarem melhor. Exemplo 03. O número “1-800-273-8255” é o número de ligação gratuita para a prevenção contra o suicídio. Por causa de tabus sociais, o suicídio não recebe a devida atenção e esse número, por trás do qual há pessoas preparadas prontas para ajudar, fica escondido de quem precisa. Ao se nomear uma música que já está entre as 200 mais famosas, o número ganha visibilidade e importância de uma forma natural e eficiente. Exemplo 04. Ao noticiar a apresentação de Logic nos VMAs de 2017 e falar sobre sua música, os canais de notícia podem fazer referência ao número brasileiro, assim como foi feito neste livro, e, assim, tratar, ainda que brevemente, sobre um assunto tão importante.
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02. Como a indústria da música hoje tem o poder de influenciar seus fãs? Dê exemplos. 03. Qual a intenção de Logic ao nomear sua música de “1-800-273-8255” e esse propósito é, teoricamente, bem-sucedido? 04. No Brasil, o nome da música de Logic não nos conecta diretamente a um centro de prevenção contra o suicídio. Aqui, o número 141 é o que nos liga diretamente ao Centro de Valorização da Vida. Mesmo assim, como a música de Logic pode ajudar o Brasil nessa missão?
Introdução Nesta aula, estudaremos os determinantes each e every, cujos usos permitem inferir do contexto se queremos enfatizar uma totalidade ou um indivíduo, se falamos de duas ou mais pessoas ou coisas. Ainda, veremos a diferença entre os pronomes de reciprocidade each other e one another. Essas informações podem ajudá-lo nas questões que demandam inferência do texto lido.
Determinantes Each e every são dois determinantes usados com substantivos no singular para indicar quantidade. Each indica dois objetos ou duas pessoas, e every, três ou mais.
Linguagens, Códigos e suas Tecnologias
She had tattoos on each leg and on each arms. We each had an umbrella. Every men for himself. Every rock’n’roll concert I’ve ever been was awesome. Costuma-se usar each ao se referir a membros de um grupo individualmente e every quando se refere a uma totalidade, mesmo que ambos signifiquem ‘cada’ no sentido de todos. I love Guimaraes Rosa. I’ve read every one of his stories at least once, I’ve read them all. You suggested I should read Guimares Rosa’s stories, so I’m going to study each one carefully. Uso somente de every: I. Com advérbios, almost, nearly, practically, para enfatizar o grupo sobre que estamos falando em sua totalidade: Practically every person in the room was at a high rank at the company, but him. Nearly every piece of apple pie had been eaten. II. Para eventos repetidos: I go to the hospital for doing voluntary work once every so often − about once every two months. You ask me every single day if Mat is coming back and every single day I tell you that I don’t know. What makes you think it’s going to be different today? III. Com as palavras thing, body, one, where, em cujo every adiciona a ideia de totalidade a essas palavras: Am I crazy or is everything you say balderdash? Everybody loved your apple pie. Everyone was cheering at her. I see his face everywhere I go. Uso somente de each: A19 Pronomes de distribuição e de reciprocidade
I. Como pronome, substituindo substantivos. Each of my uncles say embarrassing things. The bill was US$ 50, so it’s US$ 25 for each of us. II. Com a palavra other, formando-se um pronome de reciprocidade que indica uma relação entre duas pessoas: Romeo and Juliet were in love with each other. Even if they were opponents, they always enjoyed each other’s company. III. Para mencionar reciprocidade entre três ou mais pessoas, usamos one another: Eight people were connected to one another. All people of the world should love one another. 727
Inglês Questão 01. a) every b) every c) each
d) every e) every f) each g) every - every
Questão 03. a) every b) all c) every
h) every i) each j) each
d) every e) every f) all g) every
h) each i) every j) each
Questão 04. a) each other b) one another
c) one another d) each other
Exercícios de Fixação 01. Complete as lacunas com each ou every. a) There’s a train leaving _______ half hour. b) Students have to clean up _______ bathroom in the school. c) He was holding lots of shopping bags in _______ hand. d) _______ six months we have a proficiency test. e) _______ time I wash my car it rains! f) There were boats anchored on _______ side of the river. g) “_______ step you take, _______ move you make”. h) I enjoyed _______ minute of the film. i) She has new school tattoos on _______ arm. j) A nail attracts _______ magnet pole. 02. Marque a opção gramaticalmente correta. a) Almost each time I dance I hurt myself. b) One another embraced one another. c) Every other person at the mall stopped to watch Lindsey’s performance. d) Each tentacle of the octopus constraint itself to open that jar lid. e) Every one thing I say drives you mad. 03. Complete as lacunas com each, every ou all.
a) _______ day is the same in this job. b) Are you going to stay in the bathroom _______ day? c) _______ morning we go to school by bicycle. d) I get worried _______ time I think about my cat. e) Detective Gordon wants to talk to _______ person individually. f) The baby didn’t stop crying _______ night! g) _______ employee has his or her own identity card. h) My brother and my sister have _______ got two children. i) _______ parent wants the best for his or her children. j) They both work for the same bank, but _______ of them is in a different branch. 04. Complete as lacunas com each other ou one another. a) Leslie and Ben were in love with _______. b) They all envied _______. c) The dogs from the park all played with _______. d) My twins study together: they taught _______. 05. Escolha a opção que se apresenta gramaticalmente correta. a) Each day I go to the café on my way to work. b) She loves each child. They’re a happy septet! c) Paint each face of the cube in a different color. d) Paint each side of the poster blue.
Exercícios Complementares 01. (UFMS)
Man provides photo for his own wanted poster Mon Nov 9, 2009 10:23am EST
A19 Pronomes de distribuição e de reciprocidade
LONDON (Reuters) - A British man1 on the run from police sent a picture2 of himself3 to his local paper because he disliked the mugshot4 they had printed of him as part of a public appeal to track him down. South Wales Police had issued media with the photo of Matthew Maynard, wanted by officers investigating a house burglary, as part of a crackdown on crime in Swansea. When it appeared in the South Wales Evening Post, the 23-year-old sent the newspaper a replacement photo of himself standing in front of5 a police van. They6 obligingly printed it7 on the front page. The police thanked him8 for helping them in their appeal, saying: “Everyone9 in Swansea will know10 what he looks like now.” (Reporting by Kylie MacLellan; editing by Andrew Roche) Source: http://www. reuters.com/articlePrint?articleId=USTRE5A831720091109
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Considering the line “Good fences make good neighbors” from the poem Mending walls by Robert Frost, one might correctly state that 01. neighbors make good fences. 02. good neighbors respect each other’s property. 04. there are no good fences. 08. neighbors are only good when they make fences around their properties. 16. bad neighbors make bad fences. 02. (Ufla SC) A variety of experiments can be performed to illustrate the nature of light, but perhaps the most well known is the classic “double slit3 experiment” first performed by Thomas Young in 1803. In the first part of the experiment, a light is shone through a tiny vertical slit in a screen and allowed to pass on to a second detecting screen. The light spreads out after passing through the hole, and a large illuminated area that fades into darkness at the edges shows up on the detecting screen. To form this pattern, the light actually bends or diffracts when passing through the slit.
Linguagens, Códigos e suas Tecnologias
Gear, Jolene & Gear, Robert - Cambridge Preparation for the TOEFL Test - 2002(- Cambridge University Press - UK)
Look at the phrase EACH OTHER in the passage (ref.2). Choose the one best alternative that EACH OTHER refers to a) all waves. b) crests. c) their highest points. d) light bands. e) waves of light. 03. (Ufla SC) Digital record players and digital audio discs, or compact discs, were introduced in the United States in 1983. The initial sales were small, but as discs and players came down in price, their1 sales increased dramatically. The compact disc, or CD, is less than five inches in diameter and has only one playable side. It can, however, hold more than 60 minutes of music. It is played on a digital record player that uses a laser beam to scan the recorded surface. In digital recording, a computer samples 44,000 bits of sound per second and assigns each2 a numerical value. The numbers are then recorded in pits imbedded in the disc. It is these numbers that are read by the laser beam and changed back into sound.
04. (UFPE) The Collor Case “It was a time for celebration. After 21 years of military rule and _________ five under the congress-elected government of José Sarney, a new figure emerged _________ the saviour of Brazil: Fernando Collor de Mello was the man who would take the country to the threshold of the 21st century. Handsome, debonair and charismatic, his fiery rhetoric had a more instant appeal than the socialist politics of the PT’s Lula. Collor, at the age of 40, won the first democratic election _________ 1960, becoming President of Brazil in March 1990. But just two-and-a-half years later Collor’s political career was in ruins and the population was left _________ whether it had stepped from the frying pan into the fire. Faced with accusations of massive corruption, Collor resigned in December 1992.” From “The Collor Case”- POLITICS – SPEAK UP,September 2000, page 27.)
Choose the correct sequence of words to complete the blanks in the text above. 01. another – as – since – wondering 02. each other – like – for – wondered 04. other – how -- within – wonderful 08. otherwise – because – in – wonder 16. one another – when – without – wonders 05. (Englisch-Hilfen) Complete as lacunas abaixo com each ou every. a) each b) every c) each d) every e) every
a) _______ of the students has three books. b) There is a bus _______ 2 hours. c) There are four worksheets - please take one of _______. d) We enjoyed _______ minute of our holidays. e) _______ student has written an e-mail.
06. (Englisch-Hilfen) Complete as lacunas abaixo com each ou every. a) each b) each c) each d) each e) every
a) These lemons cost 25 cent _______. b) They _______ have their own e-mail address. c) We lost $20 _______. d) _______ answer is worth 2 points. e) They’re open _______ day except Sunday.
07. (British Council) Complete as lacunas abaixo com each other ou one another, de modo que tenham o mesmo significado.
(Gallangher, Nancy - Delta’s key to the TOEFL test)
The word each in (ref.2) refers to: a) bit of sound. Questão 07. a) The animals looked at each other. b) computer. b) Romeo and Juliet loved each other. c) compact disc. c) You didn’t talk to one another. d) We didn’t give each other presents. d) second. e) My friends and I met one another’s parents last night. e) number.
a) The dog looked at the cat and the cat looked at the dog. The animals ________________________________. b) Romeo loved Juliet and Juliet loved Romeo. Romeo _______ _________________________. c) You didn’t talk to Jack or Rose and they didn’t talk to you. You ________________________________. d) I gave him a present but he gave me no present. We ______ __________________________. e) Last night I met my friends’ parents and they met mine. My friends and I ________________________________.
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In the second part of the experiment, light is shone through two paralels slits. This time the light passes through the slits, but instead of creating a large lighted area, the detecting screen now shows alternating bands of light and darkness. The band in the center is the brightest. Around that are alternating bands of light and darkness with the light bands becoming less intense the farther away they are from the central one. What is happening is called the “phenomenon of interference”. The waves of light from the two slits interfere with each other. Like all waves, light waves have crests, their highest points, and throughs, their lowest points. In places where the crests coming from one slit extend over the crests coming from the other slit, the result is an intensification of light, and light bands appear on the detecting screen. In places where the crests from one slit overlap the throughs from the other slit, they cancel each other out, and the result is an area of darkness on the detecting screen. But what happens if particles of light, or photons, are shot one after the other2 through the slits? If only one slit is open, these photons build up the same pattern as that of the beam of light. The fascinating thing is that if two slits are open and photons are fired one at a time through either of them the pattern that builds up on the detecting screen is the same pattern obtained when a beam of light is shone through two slits. In other1 words, a single photon appears to “know” whether one slit or two are open4.
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MÓDULO A20
ASSUNTOS ABORDADOS nn Advérbios interrogativos nn Antes de começar nn Introdução nn Pergunte mais!
ADVÉRBIOS INTERROGATIVOS Antes de começar Leia o texto abaixo sobre uma transmissão de rádio do diretor americano Orson Welles que tomou um rumo inesperado. The Infamous “War of the Worlds” Radio Broadcast Was a Magnificent Fluke Orson Welles and his colleagues scrambled to pull together the show; they ended up writing pop culture history
Figura 01 - Orson Welles (arms raised) rehearses his radio depiction of H.G. Wells’ classic, The War of the Worlds. The broadcast, which aired on October 30, 1938, and claimed that aliens from Mars had invaded New Jersey, terrified thousands of Americans (© Bettmann/CORBIS)
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Welles barely had time to glance at the papers, leaving him with only a horribly vague sense of what he had done to the country. He’d heard reports of mass stampedes, of suicides, and of angered listeners threatening to shoot him on sight. “If I’d planned to wreck my career,” he told several people at the time, “I couldn’t have gone about it better.” With his livelihood (and possibly even his freedom) on the line, Welles went before dozens of reporters, photographers, and newsreel cameramen at a hastily arranged press conference in the CBS building. Each journalist asked him some variation of the same basic question: Had he intended, or did he at all anticipate, that War of the Worlds would throw its audience into panic? That question would follow Welles for the rest of his life, and his answers changed as the years went on—from protestations of innocence to playful hints that he knew exactly what he was doing all along.
Fonte: Wikimedia Commons
On Halloween morning, 1938, Orson Welles awoke to find himself the most talked about man in America. The night before, Welles and his Mercury Theatre on the Air had performed a radio adaptation of H.G. Wells’s The War of the Worlds, converting the 40-year-old novel into fake news bulletins describing a Martian invasion of New Jersey. Some listeners mistook those bulletins for the real thing, and their anxious phone calls to police, newspaper offices, and radio stations convinced many journalists that the show had caused nationwide hysteria. By the next morning, the 23-year-old Welles’s face and name were on the front pages of newspapers coast-to-coast, along with headlines about the mass panic his CBS broadcast had allegedly inspired.
Linguagens, Códigos e suas Tecnologias
The truth can only be found among long-forgotten script drafts and the memories of Welles’s collaborators, which capture the chaotic behind-the-scenes saga of the broadcast: no one involved with War of the Worlds expected to deceive any listeners, because they all found the story too silly and improbable to ever be taken seriously. The Mercury’s desperate attempts to make the show seem halfway believable succeeded, almost by accident, far beyond even their wildest expectations.
Exemplo 01. “Fake news” é o fenômeno de se espalhar notícias falsas ou já datadas como se fossem confiáveis.
Brad Schwartz. In: Smithsonian Mag. Disponível em: <www.smithsonianmag.com/ history/infamous-war-worlds-radio-broadcast>. Acesso em: 24 set 2017.)
Exemplo 03. A transmissão de rádio ocorreu em 1938 quando Welles aproveitou sua repentina fama para produzir o filme Cidadão Kane em 1941, apenas três anos após, tornando-se publica e criticamente aclamado.
DISCUSSÃO
Exemplo 02. Mesmo que se tenha como verificar os fatos que lemos em redes sociais como o Facebook e o Twitter, vemos notícias falsas serem espalhadas e acreditadas por inúmeras pessoas em questão de segundos. Aqui se sugere trazer uma discussão em sala sobre os usos de redes sociais.
Exemplo 04. O fato de ser inocente pode trazer-lhe a segurança de não ser levado como terrorista (palavra usada aqui como aquele que espalha o terror, sem associação com facções atuais) nem ter recebido consequências extremas, como ser preso. Por sua vez, ser um estrategista agrega à sua genialidade, à sua inteligência como diretor, como posteriormente foi conhecido.
01. Que expressão no texto é um dos principais problemas da mídia atual? Explique-o. 02. Obviamente, hoje uma transmissão de rádio não conseguiria impactar as pessoas da forma que aconteceu em 1938, pois temos como verificar os fatos na internet antes de se tomar uma decisão. Como podemos traçar um paralelo entre o evento ocorrido com Orson Welles naquele ano e os dias atuais? 03. De acordo com as informações do texto, o discurso de Welles foi mudando ao longo do tempo, de inocente até estrategista. Sabendo que Orson Welles tornou-se um grande diretor de cinema, tendo produzido um dos filmes mais bem aclamados até hoje, Cidadão Kane (1941), Welles soube aproveitar a expressão popular “quinze minutos de fama”. Como isso ocorreu? 04. Que mudança entre ser inocente e ter planejado o evento de 1938 altera seu perfil perante a sociedade?
Introdução
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A20 Advérbios interrogativos
what
Fonte: shutterstock_436596355 Por Rawpixel.com
Os advérbios interrogativos nos ajudam a conhecer mais sobre algo ou alguém, pedindo informações específicas. É fácil observar que seu uso é o mesmo que em português; aliás, são facilmente traduzidos:
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Inglês
Pergunte mais! Os advérbios interrogativos, em seu uso mais comum, sempre vêm primeiro na pergunta: What did just happen? Which pen point do you prefer to draw details, 0.05 mm or 0.1 mm? Who won the match? Where is the graduation ceremony? When was Brazil discovered? How did you solve that puzzle? Why are you doing this ugly face? Whose mask is this? Eles podem, contudo, ser usados de outras maneiras: I. Advérbio where pode ser acompanhado por uma preposição, no final da oração, que indique lugar ou movimento: where does Meera come from?; where are your friends going to?; II. Por sua vez, o advérbio why pode também ser usado em perguntas indiretas: Fran asked the doctor why she needed to take those pills; I don’t know why Philip won’t answer your calls; III. How pode ser seguido por um quantificador, por um advérbio ou por um adjetivo: how much money did this piece of garbage cost?; how little do you know about this subject?; how fast can you swim?; how easily did you complete the task?; how long did your bath take?; how high is Mount Everest?; IV. Whom, como dito no livro 2, pode ser substituído coloquialmente por who, mas ainda existe: to whom were Mat talking to?; With whom are we going? Exercícios de Fixação 01. (UFSC) Researchers worry as teens grow up on-line
A20 Advérbios interrogativos
1. Teens don’t understand the big fuss. As the first generation to grow up in a wired world, they hardly know a time when computers weren’t around and they leap at the chance to spend hours on-line, chatting with friends. So what? 2. But researchers are increasingly concerned that, as cyberspace replaces the pizza parlor as the local hangout, adolescents are becoming more isolated, less skillful at interpersonal relationships, and perhaps numb to the small
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- and big - deceptions that are so much a part of the e-mail world. Researchers are asking just how the future of teenagers is changed when so many of them are spending an hour or two on the Internet each day, replacing face-to-face contact with computer contact. 3. “We’re not only looking at what the computer can do for us, but what it is doing to us,” said sociologist Sherry Turkle. “It’s on so many people’s minds.” She wants to know how a teen’s sense of self and values may be altered in a world where personal connections and the creation of new identities can be limitless. 4. Social psychologist Robert Kraut said he’s concerned about the “opportunity costs” of so much on-line time for youths. He found that teens who used computers, even just a few hours a week, showed increased signs of loneliness and social isolation. In his study of 100 families that use the Internet, Kraut said these teens reported having fewer friends to hang around with, possibly because their computer time replaced hours they would have spent with others. “Chatting on-line may be better than watching television, but it’s worse than hanging out with real friends,” he said.
Linguagens, Códigos e suas Tecnologias
5. Many teens acknowledge there’s an unreal quality to their cyberspace communication, including their odd shorthand terms such as POS (parent over shoulder) or LOL (laughing out loud). Psychologists see this code as part of the exclusive shared language that teenagers love. 6. When it comes to e-mail exchanges, teens also show a remarkable tolerance for each other’s deceptions. Nor are they surprised when a mere acquaintance unloads a personal secret through e-mail. Nobody seems to expect the on-line world to be the same as the real world. 7. Teens say they also appreciate the ability to edit what they say on-line, or take the time to think about a response. As cowardly as it may seem, some teens admit that asking someone for a date, or breaking up, can be easier in message form. But they insist there’s no harm intended, and cyberspace has become just another medium – like the telephone – in the world of adolescence. Adapted from The Boston Globe. RICHARDS, J. C. & ECKSTUT-DIDIER, S. Strategic Reading 3. Cambridge: CUP, 2003, p. 38. (Adapted)
Which of the following questions CAN BE ANSWERED according to the information in text 2? Gab: 07 01. Why don’t teens understand the confusion around the use of computers? 02. How do teens react when a personal secret is revealed through e-mail? 04. How does chatting on-line compare with watching television? 08. What is inconvenient about pizza parlors as teens’ usual meeting places? 16. When do teens become better editors of the texts they write on-line? 32. How much time spent on-line do teens believe is harmful to them?
For 75 minutes, the participants focused their attention on controlling the positions of their arms, legs, torsos and spines, guiding them in concert repeatedly through their poses with varying degrees of gracefulness. Told in 1986 that he had full-blown AIDS and just a year to live, Mr. Morris turned to tai chi, its companion discipline qigong and later a cocktail of antiviral drugs. Now, H.I.V. is virtually undetectable in his blood, and he teaches tai chi at various locations in Miami-Dade County. Mr. Morris is not alone in attributing healing value to what is often called meditation in motion. But as with acupuncture and other non-Western healing arts, determining just how well this ancient discipline works challenges researchers. By MARK DERR - Published: April 13, 2004
“Mr. Morris is a lean, muscular man with a calm smile and shaved head.” What is the correct question to this answer? a) How is Mr. Morris look like? b) What is Mr. Morris like? c) How is Mr. Morris like? d) What does Mr. Morris look like? e) What does Mr. Morris like? 03. (UFBA)
02. (Mackenzie SP) They call it meditation in motion, but does Tai Chi heal ills?
“You’re out of shape, Smith. So from now on, you’re no longer allowed to use elevator. I want you to climb the building to get to your office.”
MIAMI BEACH, April 12 — On a languid March evening, Jeff Morris, a lean, muscular man with a calm smile and shaved head, led a class of three men and two women with slow, fluid, continuous movements through the formalized postures of tai chi, the centuries-old Chinese Taoist martial art.
São perguntas que encontram resposta no “cartoon” em destaque: Gab: 89 01. How fit is Smith? 02. Which floor is the office on? 04. When does Smith have to get to work? 08. Why can’t Smith use the elevator anymore? 16. What does the other man in the picture tell Smith to do? 32. How long does it take to climb the building and get to the office? 64. Who asks Smith to use the stairs instead of the elevator? 733
A20 Advérbios interrogativos
KPNG. You’re out of shape, Smith. Disponível em: <http://www.CartoonStock.com>. Acesso em: 11 jul. 2008.
Inglês
Exercícios Complementares 01. (Fuvest SP) The Sydney Olympics – billed as the Green Games – open in exactly 64 weeks, on 15 September 2000. In bidding for the Games, the Sydney delegates promised that theirs would be the most environmentally-friendly2 Games ever. But there are growing doubts that Sydney will deliver on its promises, even though Australia holds a commanding lead in the race to develop key environmentally-friendly technologies. The biggest single obstacle to the Green Games is the site itself. The land around Homebush Bay, in western Sydney, was an industrial graveyard1 previously used by chemical giants such as ICI and Union Carbide – infamous for the Bhopal plant leak on 3 December 1984 that poisoned thousands in India. Their legacy3 was toxic waste in unmarked sites. The bodies associated with the bid knew about this, and saw the Games as a way to clean up the mess and create a new community. Thus Sydney’s bid document featured a glorious artist’s impression of a ceremonial entrance on the waterfront, where, beneath fluttering bunting, Olympic athletes and grandees arrive from downtown on eco-friendly water taxis. It was, says Murray Hogarth, environmental correspondent of the Sydney Morning Herald, “an absolutely key facet of the bid”. THE FRIDAY REVIEW. The Independent 25 June 1999
Choose the question for the statement: “...the Sydney delegates promised that theirs would be the most environmentally-friendly Games ever.” (ref.2) a) Whose Games the Sydney delegates promised that would be the most environmentally-friendly Games ever? b) Who did the Sydney delegates promise that would be the most environmentally-friendly Games ever? c) Who did promise that theirs would be the most environmentally-friendly Games ever? d) Whose Games did the Sydney delegates promise that would be the most environmentally-friendly Games ever? e) Which Games the Sydney delegates promised that would be the most environmentally-friendly Games ever? 02. (Fuvest SP) A20 Advérbios interrogativos
VARIOUS ARTISTS Brasil: A Century of Song Blue Jackel CD 5001/4-2, £44.49 The spirit lives on1. Whether or not Brazil can hold out against the steady march of MTV and the multinational McDonaldisation of pop music, the legacy surveyed in this four-volume potpourri is
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reassuringly luxuriant and multifaceted. First impressions are not entirely encouraging, since several important figures are missing from the play list: although Milton Nascimento contributes two numbers to the final disc, devoted to contemporary strands of that amorphous entity, MPB – Musica Popular Brasileira – you will look in vain for Gilberto Gil, Caetano Veloso or Elis Regina. But Joao Gilberto, Gal Costa and the guitarist Baden Powell, among many others, do make an appearance Elsewhere2. Carnival, understandably, gets a whole disc to itself. The section on folk and traditional forms even throws in a field recording of a candomble religious rite, preceded by an overdue reminder that Carmen Miranda amounted to more than a model for gaudy headwear. Clive Davis. The Sunday Times, 27 July 1997.
Choose the question for the statement: “The spirit lives on.” (REF.1) a) Where does the spirit live? b) What does the spirit live on? c) Which lives on? d) Who lives on the spirit? e) What lives on? 03. (Puc RS) Getting ready As1 autumn arrives in the northern hemisphere, the season’s colour for trees is red, again. Researchers4 are beginning to understand why leaves sport it2. Shelley poetically imagined that in autumn leaves lost their colour as the wild west wind drove them… …like ghosts from an enchanter3 fleeing… Well, that is one hypothesis. But it is unlikely to stand up to scientific scrutiny9. And a surprising amount of such scrutiny is being devoted to the question of why trees turn such glorious colours. In deciduous woodland, the first signs of approaching autumn are written across the forest in shades of yellow and orange. Lower5 temperatures and shorter6 days trigger the breakdown10 of chlorophyll – the green molecule that captures energy from light in the process of photosynthesis. As the chlorophyll is removed, it reveals other7 pigments that have been swamped by its bold colour11. These are called caratenoids. They aid the process of absorption and, in chlorophyll’s absence, give rise to pale and brilliant yellows, ambers8, golds and oranges. Different species of tree retain different amounts of caratenoids, which leads to much of the polychromatic beauty of a forest in autumn.
Linguagens, Códigos e suas Tecnologias
The question that CANNOT be answered with the information given in the text is a) Why do trees display different colors in autumn? b) What are the pigments responsible for the autumn colors called? c) What initiates the decomposition of chlorophyll? d) What is revealed by the absence of chlorophyll? e) What elements compose the molecule of chlorophyll?
05. (Fameca SP) Assinale a alternativa que completa as histórias em quadrinhos correta e adequadamente.
(www.seatlepi.com)
04. (Uesb BA) The Internet and education Until quite recently Silicon Valley and its innovations 2 had little effect on teaching and learning. But with the 3 rise of the Internet, information technology is now 4 beginning to have much more influence on education. 5 Two areas that are becoming more and more significant 6 are “blogs” and “wiki.” 7 The word “blog” is short for “weblog.” A blog is an 8 online diary or “log” of someone’s life, thoughts, or 9 opinions. Anyone can create their own blog and blogging 10 is becoming extremely popular. Type “blog” into Google 11 and you’ll get over 500 million hits. For educational 12 purposes, scholars, teachers, and students create blogs 13 as personal online study sites: places to work together 14 and share information and ideas. Some universities even 15 give their students and staff free space on a server to 16 start their own blogs. 17 “Wikis” are websites where anyone can add content 18 and make changes so that the site becomes a group 19 creation. “Wiki” stands for ‘What I Know Is.” These sites 20 can be a valuable source of information and opinion for 21 students. However, the information may not be totally 22 accurate and some scholars refuse to use them. Perhaps 23 the best-known wiki is the online encyclopedia Wikipedia, 24 which has more than one million entries in over 100 25 languages. Wikipedia is working hard to make sure that 26 its information is completely accurate so that students 27 will be able to use it with confidence. There’s no doubt 28 that it is an incredible resource. 1
a) WHAT … HAVE EVER MET b) WHY … EVER MET c) WHERE … HAD NEVER MET d) WHEN … NEVER MET e) WHICH … DIDN’T EVER MET 06. (Uncisal AL)
a) how ... which b) where ... who c) why ... where d) when ... what e) what ... which 07. (ESPM SP)
Oxenden, C. & Latham-Koenig, C. American English File, Workbook 3, p.35 Oxford University Press
According to the text, the correct sequence from top to bottom, is 01. When/What kind/Whom/Where. 02. Where/What/Who/Why. 03. How/Where/When/Who. 04. What/Whose/How often/When. 05. Which/Who/Whose/Why.
A20 Advérbios interrogativos
Fill in the blanks with the correct Wh-Questions. A. ______ does the word “blog” come from? “Weblog”. B. ______ is a “blog”? An online diary C. ______ puts the information on “wikis”? Anyone D. ______ must students be careful if they use “wikis”? The information may not be totally accurate. What did the boy ask his Mother? a) Mom, where did we go? b) Mom, where is the hospital? c) Mom, where do babies come from? d) Mom, what did you say? e) Mom, where were you born? 735
FRENTE
A
INGLÊS
Exercícios de Aprofundamento a) going; b) to give; c) to go; d) to see.
01. (British Council) Complete as lacunas a seguir com a forma cor-
3. It’s not in the closet, but it’s in the bathroom.
reta dos verbos indicados entre parênteses.
4. It’s either in the closet or in the bathroom.
a) I love ___________ (go) to see my grandparents!
5. It’s perhaps in the closet; not in the bathroom.
b) Please remember ______________ (give) your keys to your brother. c) We’ve decided ___________ (go) to Turkey for our holidays. d) I’d really love ___________ (see) you again. 02. (British Council) Complete as lacunas a seguir com a forma correta dos verbos indicados entre parênteses. a) I’m not looking forward to ___________ (go) to the dentist. b) Oh, I hate ___________ (have) to get up early on a Sunday! c) What do you want ___________ (do) later? d) Would you mind ___________ (close) the window? a) going; b) having; c) to do; d) closing.
The correct variants are only a) 1 and 2 b) 2 and 3 c) 3 and 4 d) 4 and 5 e) 1 and 5 04. (Mackenzie SP)
Dreams A therapist teaches techniques to help tame your nightmares
03. (UFPE) São Paulo Midnight Metropolis Your eyes snap open. My bag. Where’s my bag? The hour glows red on the nightstand: 11:16. You jump out of bed and turn on the light. Where is it? Not in the closet. Not under the bed. Not in the bathroom, either. You sit on the floor, the blood pounding in your ear. Think. Everything is in that bag – your cash, ID, credit cards. Everything. It must be at the restaurant. You throw on some clothes, pocket the bills and loose change on the nightstand, and leave. A light rain is falling when you hit the streets. Buses roar up Avenida Ipiranga. You keep your head down, trying to look dangerous, and hurry past Praça da República. Edifício Itália, São Paulo’s tallest building, stands on the opposite corner. You had dinner on the top floor earlier this evening. At the stoplight you watch as an enormous man in a silver suit leaves the building and opens the rear door of an illegally parked car. The bag he throws onto the back seat looks exactly like yours. There is a taxi across the avenue. The restaurant closes at midnight. It’s 11:38. (From “São Paulo Midnight Metropolis,” SPEAK UP Anniversary Issue, Year XIX, Number 227, April 2006, page 29.)
The variant sentences for “It’s not in the closet. Not in the bathroom, either.” are 1. It’s neither in the closet nor in the bathroom. 2. It’s not in the closet; neither in the bathroom.
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by Marcia Hill Gossard
Of all the components of a good night’s sleep, dreams seem to be least within our control. In dreams, a window opens into a world where logic is suspended and dead people speak. A century ago, Freud formulated his revolutionary theory that dreams were the disguised shadows of our unconscious desires and fears; by the late 1970s, neurologists had switched to thinking of them as just “mental noise” - the random byproducts of the neural-repair work that goes on during sleep. Now researchers suspect that dreams are part of the mind’s emotional thermostat, regulating moods while the brains is “off-line.” And one leading authority says that these intensely powerful mental events can be not only harnessed but actually brought under conscious control, to help us sleep and feel better. “It’s your dream, ”says Rosalind Cartwright, chair of psychology at Chicago’s Rush - Presbyterian- St. Luke’s Medical Center. “If you don’t like it, change it.” Evidence from brain imaging supports this view. The brain is as active during REM sleep - when most vivid dreams occur as it is when fully awake, says Dr. Eric Nofzinger of the sleep
Linguagens, Códigos e suas Tecnologias Questão 06. As duas formas são Mark and Bill know each other quite well. e Mark and Bill know themselves quite well.Na primeira oração, vemos que Mark e Bill conhecem um ao outro muito bem e, na segunda, Mark e Bill conhecem a si mesmos muito bem (anseios, medos, qualidades, etc).
laboratory at the University of Pittsburgh. But not all parts
Terrorism, economic uncertainties and general feelings of
of the brain are equally involved; the limbic system (the
insecurity have increased people’s anxiety. Those suffering
“emotional brain”) is especially active, while the pre-frontal
from persistent nightmares should seek help from a
cortex (the center of intellect and reasoning) is relatively
therapist. For the rest of us, the brain has its ways of working
quiet. “We wake up from dreams happy or depressed, and
through bad feelings. Sleep -or rather dream- on it and you’ll
those feelings can stay with us all day,” says Stanford sleep
feel better in the morning.
researcher Dr. William Dement.
(Adapted from Newsweek)
The link between dreams and emotions shows up among the patients in Cartwright’s clinic. Most people seem to have more bad dreams early in the night, progressing toward happier ones before awakening, suggesting that they are working through negative feelings generated during the day. (In studying divorced couples, Cartwright has found that those who don’t follow this dream progression have a much harder time getting over the trauma.) Because our conscious mind is occupied with daily life we don’t always think about the emotional significance of the day’s events until, it appears, we begin to dream.
The sentence “These intensely powerful mental events can be not only harnessed but actually brought under conscious control” can also be written like this: a) These intensely powerful mental events can be both harnessed and actually brought under conscious control. b) These intensely powerful mental events can be neither harnessed nor actually brought under conscious control. c) These intensely powerful mental events can be either harnessed or actually brought under conscious control. d) Neither can these intensely powerful mental events be harnessed nor be actually brought under conscious control. e) These intensely powerful mental events can be harnessed as long as actually brought under conscious control. 05. (Uncisal AL) John: I’m very fond of classical music! Pete: Are you? I like it _____. John: But I don’t like rap. Pete: Don’t you? I don’t _____. a) also ... nor b) too ... also c) also ... neither d) also ... or e) too ... either 06. Complete corretamente a lacuna abaixo com um pronome reflexivo e com um pronome de reciprocidade e explique a mudança de sentido nas duas orações formadas. Mike and Bill know ________ quite well.
And this process need not be left to the unconscious.
07. Complete corretamente a lacuna abaixo com um pronome re-
Cartwright believes one can exercise conscious control over
flexivo e com um pronome de reciprocidade e explique a mu-
recurring bad dreams. As soon as you awaken, identify what is
dança de sentido nas duas orações formadas.
upsetting about the dream. Visualize how you would like it to end instead; the next time it occurs, try to wake up just enough to control its course. With much practice people can learn to,
Some people only think of ________. 08. (Englisch-Hilfen) Complete corretamente as lacunas a seguir
literally, do it in their sleep.
com os pronomes reflexivos ou de reciprocidade.
At the end of the day, there’s probably little reason to pay
a) Sue and Lisa haven’t seen ________ for ages.
attention to our dreams at all unless they keep us from
b) Peggy and Jane made this delicious cake ________.
sleeping or “we wake up in a panic,” Cartwright says.
c) Grandpa constructed this desk ________.
Questão 07. As duas formas são “some people only think of themselves” e “some people only think of one another”. Na primeira oração, vemos que algumas pessoas só pensam em si mesmas e, na segunda, algumas pessoas só pensam umas nas outras (como no caso de namorados que só pensam um no outro).
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FRENTE A Exercícios de Aprofundamento
Pionner: Dement crusades dor better sleep
Inglês Questão 08: a) each other b) themselves
c) himself d) ourselves e) herself
f) each other g) each other h) itself
d) Can we sell the things we made ________?
3. Teacher Needed: Tommy’s Kindergarten needs 2 teacher/
e) The little girl can already ride the tricycle ________.
trainers to help with classes from 9 a.m. to 3 p.m. Applicants
f) Laura and Betty are helping ________ with their homework.
should have appropriate licenses. For more information visit
g) John and his girlfriend are still angry. They’re not talking to
Tommy’s Kindergarten in Leicester Square No. 56
________.
4. Part Time work available: We are looking for retired
h) Does the laptop switch off ________ automatically?
adults who would like to work part time at the weekend. Responsibilities include answering the telephone and giving
09. (UFSCAR SP)
customer’s information. For more information contact us by calling 345-674132 5. University positions open: The University of Cumberland is looking for 4 teaching assistants to help with homework correction. Applicants should have a degree in one of the following: Political Science, Religion, Economics or History. Please contact the University of Cumberland for more information. Adaptado de: http://esl.about.com
Assinale a alternativa que tem os mesmo significado que: Do you have experience working with computers? Since Dr. Kenneth Cooper, the father of modern physical fitness, organized a system and called it aerobics, people all over the world started turning off their sedentary life and turning on to aerobic exercises. Physical activities, as everybody knows, bring benefits to man’s health, but it is important to observe the order in which exercises are performed. One recommended sequence to be followed is: a) Warming-up – to prepare the body for more vigorous exercises, warming up all the major muscle groups (biceps, quadriceps, etc.). b) Stretches – to increase the extensibility of the muscle tendons and ligaments. c) Aerobics – to create a training effect through the develop-
c) Do you intend to work with computers? d) Don´t you think working with computers is an easy task? e) Let´s start working with computers. 11. As we can’t start a car on a cold winter day and immediately try to drive off, we can’t do more vigorous exercises without warming-up. Jumping, twisting, stretching some muscles, running or rolling shoulders and arms are some good warming-up exercises. From: Get to the point! Eliana Aun, Maria Clara de Moraes & Neuza Sansanovicz Editora Saraiva, São Paulo – SP, (Adapted)1995 (01+04+08+32) = 45
Select the proposition(s) which contains (contain) CORRECT answers for the following questions, according to the text.
sity, and frequency.
01. What happened after the appearance of aerobics?
lower intensity exercises. FRENTE A Exercícios de Aprofundamento
b) Are you going to work with computers?
ment of continuous exercises with sufficient duration, intend) Cooling-down and stretches – to recover heart rate through
A lot of people became more active. 02. Who had a sedentary life? Dr. Kenneth Cooper.
10. (UEPG PR) Looking for a job? 1. Are you looking for a part time job? We require 3 part time shop assistants to work during the evening. No experience
04. Is it a good idea to adopt a convenient order of exercises? Yes, it is. 08. Why is it important to start with warming-up exercises?
required, applicants should be between 18 and 26. Call 366 -
Because after them the body is ready for exercises of grea-
76564 for more information.
ter intensity.
2. Computer trained secretaries: Do you have experience working with computers? Would you like a full time position working in an exciting new company? If your answer is yes, give us a call at 457-896754
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a) Have you already worked with computers?
16. Should we do cooling-down exercises? Yes, they are a good preparation for aerobics. 32. Does the text present examples of warming-up exercises?