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BAD DREAMS
"I had another bad dream," she told her fiance. "It was about you again. You
and your ex-girlfriend were kissing. I yelled at you to stop it. You looked right at me,
and then you laughed at me! She laughed, too. Then you both went back to kissing. I
tried not to watch, but when I covered my eyes, something pulled my hands away. I
tried to leave, but my feet were glued to the ground. Finally, I woke up. Of course, it
was very difficult to get back to sleep.
"I had to drive home from Las Vegas this morning. It's a wonder I didn't crash
50 times. Instead of seeing traffic in front of me, all I saw was you and her. I can't take
any more dreams like this. We're going to have to break up. We can be friends, but
just friends. That way, I won't be jealous anymore, and I won't have these bad dreams
anymore."
"Why didn't you call me up and tell me about your dream?" he asked. "They
say that the more you talk about bad dreams, the sooner you'll stop having them."
She disagreed. She thought that the only solution was to break up and be just
friends. She loved him, but these dreams had become so frequent that she was
actually afraid to go to sleep. She was losing weight and having stomachaches from
the stress.
He didn't know what to do. He wanted her to have pleasant dreams. He
wanted her to have a life without stress. He wanted her to be his wife. This was it, she
repeated; if she had just one more bad dream, they were through. He squeezed her
hand, but said nothing.
Texto disponível em www.eslfast.com Acessado em 20/10/2012 QUESTÃO
01 . O texto informa que uma garota sonhou:
a) morrendo ao lado de seu noivo.
b) enfrentando um trânsito terrível em Las Vegas.
c) capotando 50 vezes no trânsito de Las Vegas.
d) sendo traída por seu noivo.
02 . Segundo o texto, os sonhos faziam a garota
a) perder todos os namorados.
b) dormir mais que o habitual.
c) emagrecer e ter dores no estômago.
d) ter ciúmes dos amigos.
03 . Em: “I can't take any more dreams like this. We're going to have to break up.”, a
garota
a) demonstra tranquilidade e sugere que o casal descanse.
b) desabafa seu estresse e anuncia que dará um tempo na relação.
c) perdoa o noivo e promete não ter mais ciúmes.
d) confessa que seguirá seus sonhos e nada poderá detê-la.
04 . "Why didn't you call me up and tell me about your dream?" he asked. "They say
that the more you talk about bad dreams, the sooner you'll stop having them." Neste
trecho, notamos que, segundo o noivo, os pesadelos teriam parado se ela
a) tivesse falado sobre eles.
b) telefonasse para um médico.
c) os ignorasse.
d) ouvisse músicas.
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05 . No trecho: “Finally, I woke up. Of course, it was very difficult to get back to
sleep.”, o termo destacado é traduzido para o Português como
a) Ainda bem.
b) É claro.
c) Por outro lado.
d) Todavia.
06 . No trecho: “. I tried to leave, but my feet were glued to the ground.”, a garota
tentou sair, mas
a) a porta estava fechada.
b) não encontrou a saída.
c) a fechadura quebrou.
d) seus pés estavam presos ao chão.
CONDITIONAL
As orações condicionais (if clauses) expressam a dependência entre uma
circunstância ou condição e um fato ou resultado. Estas circunstâncias e fatos podem
ser presentes, passados ou futuros. Lembre-se de que estamos trabalhando com
períodos compostos, constituídos por uma oração principal (main clause) e uma
oração dependente, no caso, oração subordinada condicional (conditional clause).
Uma frase condicional é formada por duas orações:
a) a oração condicional (que exprime a condição), introduzida por if ou when*;
b) a oração principal (main clause), que menciona a consequência.
OBSERVAÇÕES:
a) A oração condicional pode vir antes ou depois da oração principal. É necessário usar
vírgula quando iniciar a frase:
If he wants to pass, he has to study.
(Se ele quer passar, ele tem que estudar.)
b) If e when podem ser usados um no lugar do outro quando significam
"sempre que"/"toda vez que":
If / When you heat ice, it turns to water. (Se / Quando você esquenta gelo, ele vira
água.)
- Quando a condição significar "caso", usa-se if:
If it rains today, I'll stay at home. (NOT When it rains today, ...)
(Se chover / Caso chova hoje, ficarei em casa.)
Compare:
If I see Jim, I'll show him this letter. (Se eu vir / Caso eu veja o Jim, lhe mostrarei a
carta.)
When I see Jim, I'll show him this letter. (Quando eu vir o Jim, lhe mostrarei a carta.)
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EXERCÍCIOS
1) How do you fill in the blanks?
Martin: __________ our present economic problems, we’ll have to reduce costs right
now.
Robert:
What
will
happen
__________
we
don’t
do
it?
Martin: Well, __________ we do it, we’ll have to close down our business __________ 6
months!
a) due to; if; unless; within
b) because of; if; however; within
c) because; unless; through; however
d) due to; unless; however; through
2) Choose the best alternative:
“They were unable to bear __________ cold __________ hunger; they were
__________ fit for hunter __________ warriors.”
a) either, or; neither, nor
b) either, or; either, or
c) neither, nor; neither, nor
d) neither, nor; either, or
3) I – I’d feel much satisfied unless she came here;
II – If only we got the answer;
III – If you hadn’t called her, she would have been hit by the car;
IV – If only I hadn’t loved you.
The correct sentences are:
a) II and IV
b) I, II and III
c) II, III and IV
d) Only I
e) Only III
4) Complete each sentence below with the BEST answer, then click the "Check" button
to check your answers.
a) ________________ I am late to work, my boss gets very angry. That is why I am
always on time.
b) _________________I leave work, I usually go to the fitness center to work out.
c) _________________he eats, he tries to choose healthy foods.
d) His car is very reliable, and he rarely has any trouble with it. But he has had a couple
of difficulties in the past. _________________his car breaks down or he has any
problems, he calls the auto club.
e) His car is terrible! It always breaks down. _________________his car breaks down
or he has any problems, he calls the auto club.
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f) Mary gets six weeks paid vacation a year. She loves to travel. _________________
she goes on vacation, she always goes somewhere exotic.
g) Diane works harder than anyone I know. I don't think she has taken a day off in three
years. But she does really love to travel. _________________she goes on vacation,
she goes somewhere exotic.
h) He loves going to the movies. _________________he goes to the movies, he always
gets a large popcorn with tons of butter.
i) She hates TV. She thinks television is a waste of time. _________________she
watches any television at all, it is usually a documentary or a news program.
j) My friend always keeps in touch by mail. _________________I get a letter, I usually
write back immediately.
CLIMATE CHANGE WARNING
Scientists advising the British government have given a warning about the
melting of the Greenland ice cap. A report by the Department for Environment says
many of the risks associated with climate change are more serious than previously
thought. This report from Roger Harrabin:
The ice cap on Greenland holds a tenth of the world's fresh water. It's more
than a mile thick and if it melts it will slowly raise sea level round the world.
Recently the ice has been shrinking at the edges as the local climate warms.
Scientists would be even more disturbed if the ice in the middle melted.
document is an edited and peer-reviewed report of a government-sponsored
conference last year. It warns that the tipping point beyond which the cap may begin to
thaw is estimated to be a global temperature rise of two degrees celsius. It says that to
be relatively certain of avoiding this sort of warming we should keep emissions of the
greenhouse gas carbon-dioxide below 400 parts per million in the atmosphere.
The government's chief scientist Sir David King told the BBC that target was
highly desirable but politically unfeasible because it would mean turning power stations
off. The lowest realistic figure for halting emissions, he said, was 550 parts per million.
But today's report makes it plain that that's well above the predicted melting point of the
ice cap. The scientific advice on emissions, says Professor King, is that we shouldn't be
where we are.
Roger Harrabin, BBC
1) In the passage, one may conclude that:
a) If the ice in the middle of the Greenland ice keeps melting, it will slowly raise the sea
level round the world.
b) b) We shouldn’t be where we are, when the ice begins to melt.
c) Unless the emissions of the greenhouse gas carbon-dioxide aren’t kept below 400
parts per million in the atmosphere, the global temperature will raise.
c) d) The reduction of emissions of the greenhouse gas carbon-dioxide won’t prevent
the shrinking of the ice cap.
d) e) None of the above.
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2) Choose the best answer:
“If we continue treating our land like this, __________ (there to be/ negative) a future for
us.”
a) there wouldn’t be
b) there won’t be
c) there isn’t
d) there wouldn’t have been
3)
Last month I walked into a movie rental store around the corner from where I live, and
asked for the film Perdido na Tradução. The guy at the counter hadn’t heard of it, so I
explained: “You know, the one where Bill Murray goes to Tokyo, and meets that girl from
the Woody Allen movie?” That was all it took. He led me to the “staff picks” Encontros e
Desencontros. Ironically, the title of Lost in Translation had been lost in translation. I can
list many examples of twisted titles. See if you remember the Portuguese names for
these recent Hollywood hits: Failure to Launch The Wicker Man, Over the Hedge, an
animated film about a raccoon that leads his forest friends into the city. If you guessed O
Sacrifício, you are a true movie buff. […]
Change the structure of the sentence in bold so that the meaning remains the same:
a) You would be a true movie buff, if you had guessed O Sacrificio.
b) You are a true movie buff when you will guess O Sacrifício.
c) If only you had guessed O Sacrifício, you would might be a true movie buff.
d) Unless you guess O Sacrifício, you are not a true movie buff.
e) You are a true movie buff if you had guessed O Sacrifício.
PASSIVE VOICE
Em inglês, existem diferentes verbos que podem ser usados para construir a
voz passiva, como por exemplo o verbo to be,have e get. O verbo to be é usado como
padrão. Para construir a voz passiva é preciso alterar a posição do objeto na frase
dada, usar o verbo to be no tempo verbal correto seguido pelo particípio passado do
verbo principal. O objetivo da construção da voz passiva é destacar o que acontece ao
objeto da ação, ao contrário do que acontece na voz ativa em que destacamos o sujeito
da ação. Para compreender melhor, veja o exemplo abaixo. Note que o objeto na frase
ativa, torna-se o assunto principal na frase quando está na passiva.
Construção da passiva com verbos modais:
Para fazer a passiva com verbos modais usamos be + past participle depois do verbo
modal como will, can, must, should,may, might, ought to, could, have to, etc.
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Observe abaixo o quadro síntese das transformações verbais da ativa para a passiva.
EXERCÍCIOS
1) Are these sentences in the passive (P) or active (A) voice?
(
(
(
(
(
) This book was written by Charles Dickens.
) I’ve been collecting books since I was a teenager.
) We received this message yesterday at 9:00 a.m.
) Our house will be sold next year.
) I’ve admired this poet all my life.
2) Classical music has dominated awards in the past, but this could change
Push to diversify
In 1997, trumpeter Wynton Marsalis became the first jazz musician to win the prize, for
his composition “Blood on the Fields” — though it was a classical piece. A year later, the
board posthumously honored Duke Ellington. Last year, a special citation was given to
Thelonious Monk, another jazz great, also posthumously. […]
http://www.msnbc.msn.com/id/18097483/ (ADAPTED)
According to what you have previously learnt in the past units, the verb ‘to give’ (in bold)
in the text above:
a) has one object (a special citation) and it is in the passive voice.
b) has one object (to Thelonius Monk) and its subject is “a special citation”.
c) has an omitted subject (somebody) and its objects are “a special citation” and “to
Thelonius Monk”.
d) could be rewritten as “somebody gave Thelonius Monk a special citation”.
e) none of the above.
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3) The Passive Voice of this sentence is:
“The Italian team offered him a new contract.”
a) A new contract was offered to the Italian team by him.
b) He was offered a new contract by the Italian team.
c) The Italian team offered e new contract to him.
d) A new contract was offered him to the Italian team.
4) What is the Passive Voice of the following sentence?
“Carlos Drummond de Andrade published many of his poems in other languages.”
a) Many of Carlos Drummond de Andrade’s poems are published in other languages.
b) Many of Carlos Drummond de Andrade’s poems published in other languages.
c) Many of Carlos Drummond de Andrade’s poems was published in other languages.
d) Many of Carlos Drummond de Andrade’s poems were published in other languages.
5) One of the sentences below is incorrect. Mark it.
a) They are thought to have robbed the bank.
b) It is said that he will resign tomorrow.
c) Paul was taught how to drive by his father.
d) A new bridge is been built near my house.
e) Have the reports been written yet?
6) Change the structure:
a) Wine was brought to us to drink.
b) A car was given to Mary when she was 18.
c) A reward has been offered to him.
d) A lot of jokes were told me by the Spanish teacher.
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TEXTO E COMPREENSÃO
Em inglês, assim como em outras línguas, a leitura é uma habilidade que
pode ser desenvolvida independentemente do aprendizado da fala, da escrita e da
audição. Para se entender um texto escrito em inglês, não há necessidade de saber
todas as palavras e todas as estruturas de gramática presentes no texto. O mais
importante é conseguir entender a ideia geral do texto, ou seja, saber qual é o tema e
sua mensagem principal. Para isso, basta aprender e aplicar algumas técnicas de leitura
para poder explorar o texto de modo a compreendê-lo da melhor forma possível. A
seguir estão listadas as técnicas para leitura e compreensão de textos em inglês.
1. Predicting – Com essa técnica você vai tentar descobrir, antes de ler o texto, o
assunto tratado nele. Para isso você deve direcionar sua atenção para o título e o
formato do texto. Observe qualquer figura, ilustração, título e subtítulo que acompanhe o
texto. Assim você poderá adivinhar que tipo de texto e qual o assunto que ele trata.
2. Vocabulário conhecido – Ao estudar inglês aprendemos um vocabulário básico que
vai sendo ampliado à medida que os estudos da língua vão avançando. Assim, muitas
palavras presentes em qualquer texto são bastante conhecidas. Por exemplo, I (eu), the
(o, os, a, as), and (e), of (de, do, da); além de outras que ficam gravadas em nossa
memória.
3. Cognates – ou Cognatos são palavras semelhantes na ortografia e no sentido em
português e inglês. Ao descobrir os cognatos você já saberá uma parte do vocabulário
presente no texto já que os cognatos correspondem a 20% de todas as palavras
encontradas em um texto. Porém deve-se ter cuidado, pois há os chamados False
Cognates (Falsos Cognatos) que são palavras que se assemelham na grafia, nas duas
línguas, mas possuem significados bem diferentes. (Observe a lista com os principais
falsos cognatos).
4. Contexto – Ao ler um texto, podemos nos deparar com palavras totalmente
desconhecidas. Quando isso acontecer, é importante procurar pistas sobre o significado
dessas palavras dentro do próprio texto. Por exemplo, um sinônimo, uma definição ou
explicação antes ou depois da palavra desconhecida, figuras que ilustram o que essa
palavra significa. Assim, sem a ajuda do dicionário, podemos deduzir o significado
dessas palavras pelo contexto.
5. Gramática – A gramática também pode ajudar a descobrir o significado de palavras
desconhecidas em um texto. Ao identificar a classe gramatical (substantivo, verbo,
adjetivo, pronome, advérbio) ou a função que a palavra exerce na frase (sujeito, objeto)
irá facilitar a descoberta do significado da palavra que você não conhece. Essas
técnicas podem ajudar a identificar o verdadeiro significado das palavras desconhecidas
em um texto, porém sempre que for possível ou necessário consulte o dicionário para
se certificar de que a correspondência entre as palavras está correta
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READ THE TEXTS
1) TEXT I
At least 233 people have died in a fire that swept through a nightclub in a
university city in southern Brazil, police and officials say. Local media say the fire began
when a band let off fireworks at the Kiss club in Santa Maria, Rio Grande do Sul. Many
victims reportedly inhaled toxic fumes or were crushed as panicking clubbers tried to
escape. Bereaved families have been weeping over the coffins of their loved ones at a
gym used as a temporary mortuary. Out of respect for the dead, Brazil postponed a
ceremony due on Monday in the capital, Brasilia, to mark 500 days to the 2014 football
World Cup. The first funerals in Santa Maria are expected on Monday morning, local
newspaper Diario de Santa Maria reports. Authorities have released the names of 230 of
the victims, with three bodies still to be identified. According to Brazilian broadcaster
Globo, most of the victims were aged between 16 and 20. More than 100 people were
being treated in hospital, mostly for smoke inhalation. President Dilma Rousseff, who cut
short a visit to Chile, has been visiting survivors at the city's Caridade hospital along with
government ministers. She said earlier that everything possible would be done to help
the injured and the families of the victims. "I would also like to say to the Brazilian people
and to the people of Santa Maria that we stand together at this time, and that even
though there's a lot of sadness, we will pull through," she said, speaking from Chile.
[BBC - UK]
1. O texto é a respeito de:
a. Problemas com a Copa do Mundo no Rio Grande do Sul devido a incêndio em boate.
b. Presidente Dilma ter que fazer campanha eleitoral para 2014.
c. Tragédia que matou mais de 200 jovens em Santa Maria, Rio Grande do Sul.
d. Tragédia em Santa Maria e a não realização da Copa do Mundo em 2014.
2) TEXT II
BIODIVERSITY
Biodiversity is the sum of all species on the planet. Some of these species
contain important substances that treat several diseases. The most relevant thing about
biodiversity is that the rich North needs it and the poor South has it. One of the ways to
promote a sustainable development is to pay the poor nations to save the forests that
they still have. Resources can be extracted but not exhausted. Thus, the environment
can be preserved. The Earth belongs to all mankind. Everybody needs to help in the
protection of the planet. And there is much to do. We have to fight pollution in all its
forms to avoid acid rain, the greenhouse effect, and the death of species, rivers, lakes
and seas.
1. De acordo com o texto, a biodiversidade é:
a) a mistura das espécies que tratam diversas doenças.
b) a soma de todos os planetas.
c) o conjunto de todas as substâncias das espécies.
d) o conjunto de todas as espécies animais e vegetais.
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2. A variedade biológica:
a) existe no norte.
b) falta no norte.
c) falta no sul.
d) enriquece o norte.
3. A proteção do planeta depende:
a) de todos nós.
b) da preservação das florestas.
c) dos países pobres.
d) do empenho das grandes indústrias.
REPORTED SPEECH
Reported speech ou discurso indireto é o ato de narrar a fala de alguém sem se
comprometer a reproduzi-la. Ao usar reported speech não replicamos o que foi dito por
alguém, simplesmente mencionamos o que foi dito.
Quando queremos reproduzir as informações que alguém nos relatou, podemos fazê-lo
de duas formas. São elas:
 Discurso direto (direct speech) – quando relatamos o que alguém disse, usando as
mesmas palavras que a pessoa utilizou: She said, “I love you.” => Ela disse “eu te amo.”
 Discurso indireto (indirect speech ou reported speech) – quando relatamos o que foi
dito com as nossas próprias palavras: She said (that) she loved me. => Ela disse que
me amava.
Nesse exemplo, podemos perceber que ao passar a frase para o discurso indireto
temos que mudar o tempo verbal, alguns pronomes e até advérbios. Vamos observar:
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Direct speech
Indirect speech/Reported speech
She said, “I am sad today.” (Ela disse
“eu estou triste hoje.”)
She said that she was sad that day. (Ela disse que
estava triste naquele dia.)
She said, “I listened to music
yesterday.” (Ela disse “eu ouvi
música ontem.”)
She said that she had listened to music the day before.
(Ela disse que tinha ouvido música no dia anterior.)
She said, “I will travel tomorrow.” (Ela
disse “eu vou viajar amanhã.”)
She said that she would travel the next day. (Ela disse
que iria viajar no dia seguinte.)
She said, “I am going out now.” (Ela
disse “eu estou saindo agora.”)
She said that she was going out then. (Ela disse que
estava saindo em seguida.)
She said, “I was sleeping an hour
ago.” (Ela disse “eu estava dormindo
uma hora atrás.”)
She said that she had been sleeping an hour before.
(Ela disse que tinha estado dormindo uma hora antes.)
She said, “I have studied here.” (Ela
disse “eu tenho estudado aqui.”)
She said that she had studied there. (Ela disse que
tinha estudado lá.)
She said, “I can do this.” (Ela disse
“eu posso fazer isso.”)
She said that she could do that. (Ela disse que poderia
fazer aquilo.)
She said, “I must work.” (Ela disse
“eu tenho que trabalhar.”)
She said that she had to work. (Ela disse que tinha que
trabalhar.)
1. Escolham a opção onde a forma do discurso indireto (reported speech) está escrita
corretamente.
I. Julia said: “I don’t want to go.”
a. Julia said that she didn't want to go.
b. Julia said she didn’t go.
c. Julia said I don’t go.
II. He said:”I feel well”.
a. He said she feels well.
b. He told I feel well.
c. He said that he felt well.
III. Bill said: “I work on Saturdays”.
a. Bill told I work on Saturdays.
b. Bill said that he worked on Saturdays.
c. Bill says he work on Saturdays.
IV. She said: “Don’t open the door”.
a. She told me not to open the door.
b. She said to me not open the door.
c. She told I not open the door.
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V. He said: “Is Mary here?”
a. He asked if Mary was there.
b. He said if Mary was there.
c. He told Mary is there.
VI. Bill said to Ann:”I love you”.
a. Bill said he love Ann.
b. Bill said I love you.
c. Bill told Ann that he loved her.
VII. She said: “Let’s take him to the park”.
a. She suggested (that) we should take him to the park.
b. She said let’s take he to the park.
c. She wanted to take him to the park.
2. Complete the sentences in reported speech. Note whether the sentence is a
request, a statement or a question.
a) He said, "I like this song."
→ He said ____________________________
b) "Where is your sister?" she asked me.
→ She asked me ______________________
c) "I don't speak Italian," she said.
→ She said __________________________
d) "Say hello to Jim," they said.
→ They asked me ____________________
e) "The film began at seven o'clock," he said.
→ He said ___________________________
f) "Don't play on the grass, boys," she said.
→ She told the boys ______________________
g) "Where have you spent your money?" she asked him.
→ She asked him ______________________________
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