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Ingls nvel bsico

OBJETIVO: neste nvel o objetivo ser de aprender novas palavras e saber como usa-las.qual a posio que
elas devem estar dentro de cada sentena. Comear a entender a gramtica, tambm aprender e!press"es
bsicas do dia-a-dia, juntamente com uma introduo aos tempos gramaticais.voc ac#ar interessante aprender
esse idioma. $o se esquea que para aprender um idioma necessrio tempo e vontade de sempre querer saber
mais e no desistir.
PR- REQUISITO: seguir a seq%ncia das li"es.&

'()*+, -
+.//,$ -

,i , est a0im de aprender pelo menos o bsico do ingls11 .nto vamos l& /2 um aviso3 nas pr2!imas li"es
#aver e!plica"es em portugus, mas como estamos em um curso de ingls, obvio que 4 medida que voc 0or
aprendendo novas palavras, as e!plica"es comearo a serem 0eitas em ingls. .nto se prepare&&

56',/ C,'.768 6 +I79,1&&

I-STRUTURE:

6: .!iste trs partes bsicas em uma sentena ou 0rase em ingls3 o sujeito;subject:,o verbo;verb: e o
complemento;complement:.*ma sentena ter no mnimo,um sujeito e um verbo.geralmente poder ser
acompan#ada de complemento.

<: 6 ordem das palavras importante no ingls. por e!emplo, em perguntas o sujeito vir ap2s o verbo..=3
6re >ou #app>1 - are3 verbo to be? >ou 3 sujeito
. nas respostas o sujeito vir antes do verbo..=3
@ou are #app>&
, uso de A>esA ou AnoA, quando necessrio, vir no comeo da resposta..=3
@es, I am #app>.

'as c#ega de teoria, vamos agora para a prtica&vamos comear com coisas simples3

II-VERBS:
Bo speaC30alar
to eat3comer
to drinC3 beber ;colocar 0igura:

III-SUBJECT: veremos primeiro, alguns dos sujeitos mais usados em 0rases3os pronomes, especi0icamente os
pronomes pessoais do caso reto.
PERSONAL PRONOUN
ID eu
@ouDvoc
/#eDela
EeDele
ItDele,ela;para animais e objetos:
FeDn2s
@ouDvocs
B#e>Delas,eles

IV-SENTENCES:
6gora vamos colocar essas novas palavras em ao1&&;colocar 0igura:

I speaC portuguese - IDsubject? speaCD verb? portugueseD complement?
@ou eat meat - >ouD subject? eatD verb? meatD complement?
I drinC Gater - ID subject? drinCD verb? GaterD complement?
@ou drinC milC - >ouD subject? drinCD verb? milCD complement?
I eat bread and #am - I D subject? eatDverb? bread and #amD complement?
5iu como 0oi 0cil&1 H s2 no se esquecer dessa regrin#a, para as sentenas a0irmativas&

SUBJECT JERB COMPLEMENT

.=3 I speaC .nglis#
I eat 0is#
I drinC juice
I drinC co00ee

V- EXPRESSIONS:

6gora veja e memoriIe algumas e!press"es comuns para pelo menos iniciar uma conversa3

-good morningD bom dia
good a0ternoonD boa tarde
good evening Dboa noite ;c#egada:
good nig#tD boa noite ;sada:
t#anCsD obrigado
t#anC >ouD obrigado
pleaseD por 0avor
#iD oi
#elloD ol,alJ
>ouKre GelcomeDde nada
#oG are >ou1D como vai voc1

NOTE: voc de ter notado que a e!presso boa noite repetida duas veIes e como duas 0ormas di0erentes.
Lorqu1 Balves seja sua pergunta, o motivo simples3 good evening a e!presso usada quando se c#ega em
algum lugar, ou quando ainda cedo; incio da noite:, good nig#t a e!presso usada quando j est saindo de
algum lugar ou quando j est tarde da noite.

6gora vamos 0aIer mais 0rases usando as palavras que j aprendemos juntamente com essas e!press"es3

Ei, I speaC .nglis#
Llease, I drinC Gater&
Mood evening, #oG are >ou1
I eat 0is#, t#anCs.

6t agora vimos 0rases a0irmativas, mas como elas 0icariam se 0ossem negativas1

Ei, I don't speaC .nglis#.
Llease, I don't drinC Gater.
I don't eat 0is#, t#anCs.

NOTE: a e!presso don't e doesn't servem como um au!iliar para 0rases negativas no tempo presente do
indicativo. Meralmente aparecem quando no # verbo to be. .stas e!press"es so uma 0orma, digamos que,
abreviada .

5eja3 doN notD donKt doesN notD doesnKt

Como eles devem aparecem nas sentenas1 Isto depender do sujeito que estiver na 0rase. .ssa ttica bem
prtica3 quando o sujeito 0or da terceira pessoa do singular; s#e, #e, it: deve-se usar doesn't, nos demais casos
deve-se usar don't.veja o esquema3

I
@,*
F. D DON'T
BE.@

/E.
E. D DOESN'T
IB
$o se preocupe esses au!iliares sero relembrados em li"es posteriores.no se esquea que eles s2 aparecero
em 0rases no tempo presente do indicativo.
$.F F,8)/

,bserve as palavras que voc aprendeu nesta lio e note algumas novas que so comuns no cotidiano. .s0orce-
se em memoriIa-las para que possa aprende-las e assim 0acilitar no seu domnio desse idioma, pois quanto mais
se l , mais se aprende&&

HOJE JIMOS.

Lortuguese3portugus #i?oi
'eat3carne #ello3alJ, ol
Fater3gua please3por 0avor
'ilC3leite t#anCs3obrigado
<read3po t#anC >ou3 obrigado
6nd3e good morning3 bom dia
Eam3presunto good a0ternoon3 boa tarde
Ois#3pei!e good evening3 boa noite
Puice3 suco good nig#t3boa noite
Co00ee3ca0
.nglis#3 ingles
Bo eat3comer
Bo speaC30alar
Bo drinC3beber, tomar

ACTIJITY

1- translation3 ;traduIa:
a:.eu bebo. .u 0alo. .u como - I drinC, I speaC, I eat
b:.eu como pei!e. I eat 0isC
c:.eu bebo gua. I drinC Gater
d:.eu 0alo ingls. I speaC englis#
e:.eu como po. I eat breaC
0:.bom dia, como vai voc1 Mood morning, #oG are >ou1
g:. oi,eu no 0alo portugus. Ei, I donQt speaC portuguese.
#:.eu no como carne. I donQt eat meat.
i:. eu no como presunto. I donQt eat #am

2- agora coloque as 0rases na 0orma negativa.usando don't ou doesn't3
a:. I speaC .nglis#.
b:.>ou eat meat.
c:.I drinC juice.
d:.I speaC portuguese.
e:.>ou drinC milC.
0:. >ou eat bread and #am.
g:.I drinC co00ee.
#:.>ou eat 0is#.
i:.>ou drinC Gater.

3- numere a RS coluna de acordo com -S.

;-: <om dia
;R:6lJ
;T:Com vai voc1
;U: Lresunto
;V:carne
;W: por 0avor
;X: obrigado
;Y :boa noite;c#egada:
;Z :boa tarde
;-[:voc
;--:.la
;-R:Lei!e
;-T: /uco
;-U: boa noite;sada:
; U: #am
;X : t#anCs
;-[ :>ou
;-U :good nig#t
;R :#ello
;-: good morning
;-- : s#e
;-T : juice
;T : #oG are >ou1
;Y : good evening
;V : meat
;W :please
;Z : good a0ternoon
;-R : 0is#

)epois de tanto e!erccio, espero que ten#a tirado bastante proveito desta lio. 6 cada m2dulo, um novo
assunto ser destacado.

Resumindo . a aula de #oje nos mostrou como se 0orma uma 0rase em ingls, os pronomes pessoais do caso
reto;personal pronoun:. $ovas e!press"es e palavras alm do uso do au!iliar don't/doesn't para 0rases
negativas no presente do indicativo. . alguns verbos para comearmos a 0ormar 0rases e iniciar conversas.

Mabarito - e!erccios

1- translation3
a-I drinC.I speaC.I eat.
b-I eat 0is#.
c-I drinC Gater.
d-I speaC .nglis#.
e-I eat bread.
0-good morning, #oG are >ou1
g-#i, IdonKt speaC Lortuguese.
#- I donKt eat meat.
I-I donKt eat #am.

2- 6gora coloque as 0rases na 0orma negativa3
a-eu 0alo ingls
b-voc come carne
c-eu bebo suco
d-eu 0alo portugus
e-voc bebe leite
0-voc come po e presunto
g-eu bebo ca0
#-voc come pei!e
I-voc bebe gua

3- numere a RS coluna de acordo com a -S.
U-#am
X-t#anCs
-[->ou
-U-good nig#t
R-#ello
--good morning
---s#e
-T-juice
T-#oG are >ou1
Y-good evening
V-meat
W-please
Z-good a0ternoon
-R-0is#

.stas so as respostas. $o se preocupe, os e!erccios sempre sero acompan#ados das respostas. 6 cada cinco
li"es #aver uma reviso geral do 0oi apresentado, baseado somente nos conte\dos vistos. /ervir como uma
espcie de teste e assim voc poder saber como est indo o seu aprendiIado.

"no se deixe en!e" no #"i$ei"o o%s&'!()o"
Ingls- nvel bsico
*+d()o 2

OBJETIVO: $este m2dulo veremos mais uma parte para se 0ormar 0rases.aprenderemos sobre os artigos
inde0inidos; inde0inite article:.qual a posio correta deles na sentena e entender qual deles deve ser
usado.tambm veremos sobre as contra"es;contractions: e sobre o uso do this e that e como organiIar as
0rases, tanto nas perguntas como nas respostas , assunto que de certa 0orma j 0oi parcialmente comentado no
m2dulo anterior.

PR-REQUISITO: ter visto a lio anterior;m2dulo -:

+esson tGo

Ei&&, nesta lio estudaremos uma pergunta;question:.ou mel#or como se 0aIer uma pergunta,alis como se tirar
uma curiosidade. 5eja nosso tema3

,I- .,/T0S T,IS1

]uem j no 0icou curioso com alguma coisa 1& ac#o que todos n2s. 5eja o dilogo abai!o3

6$.3 #i,Po#n1
P,E$3#i,6ne&
6$.3 what's this, Po#n1
P,E$3 It's a book. Is that an umbrella?
6$.3>es, itKs an umbrella.

6s 0rases gri0adas sero o 0oco desta lio. 5amos retira-las do te!to para entende-las.

FE6BK/ BEI/1 IBK/ 6 <,,^.?
FE6BK/ BE6B1 IBK/ 6$ *'<8.++6.

I-STRUCTURE:

T2e inde3ini&ie 4"&i!)e:

/ booC /N eraser
/ pencil /N activit>
/ desC /N umbrella

, artigo inde0inido / usado antes de uma consoante ou de um som consonantal. P_ o outro artigo inde0inido
usado antes de vogal e de som voclico.

Con&"4!&ions:

.las sempre aparecem,pode ser com os verbos ou com pronomes, nesta lio veremos com alguns dos
pronomes .

F#atKs e itKs podem 0icam na 0orma contrada quando juntos com verbo to be, desde que esteje na terceira
pessoa do singular ;is: e no presente do indicativo.neste caso omite-se a letra i e usa-se o apostro0e ;K:.essa
contra"es geralmente aparecem na conversao. 8esumindo, podemos imaginar o seguinte esquema3

F#at N is DG#atKs It N isD ItKs
F#atKs D G#at is itKsD it is

5eja as sentenas3

F#atKs t#is1 ItKs a booC. F#atKs t#at 1 itKs a desC

*sando o que j aprendemos at agora, podemos ter os seguintes e!emplos3

6 pen ; uma caneta: IBA/ a pen; isto uma caneta:

8espostas simples 4 pergunta3 G#atKs t#is1; o que isto1: a \nica di0erena o uso ou da contrao ou do artigo
inde0inido. 'as agora a outra pergunta3 quando se usa that e this1

BE6B 6$) BEI/

F#atKs t#is1 Is t#is a pencil1
F#atKs t#at1Is t#at a door1

B#isD isto, este, esta. H usado para identi0icar algo que geralmente est perto de voc.

B#atD aquele,aquela,aquilo. usado para identi0icar algo que est longe de voc.ou seja, para o que est perto
usa-se t#is, para o que est longe usa-se t#at.; depois veremos outra utilidades do t#at:.ambos os casos so
usados na 0orma do singular.mas e!iste tambm para o plural.so estas3 these and those.
B#eseD estes,estas.plural de t#is.
B#oseDesses,essas,aqueles,aquelas.plural de t#at.

*m detal#e, se os pronomes esto no plural, isto quer diIer que tambm os verbos devem ser 0le!ionados junto
com eles.logo se antes usvamos Is, agora usaremos 68..observe3

F#at are t#ese1
F#at are t#ose1

Is t#is a ball1
@es,itKs a ball.

F#atKs t#at1
ItKs t#at a booC.

Is t#is a pencil1
$o.itKs a bo!.

I5- Gord order

BalveI isto d problema para alguns.principalmente porque no ingls, algumas palavras gostam de trocar de
lugar.mas veja essa AAregrin#a bsicaAA para entender a ordem das palavras.quando e porque elas precisam
mudar.a0inal este idioma as posi"es das palavras pode 0aIer uma boa di0erena.veja o esquema3

]*./BI,$/ 6$/F.8/
IF 5 / C / 5 C
FE6B K/ BEI/ 1 IB K/ 6$ .86/.8
FE6B K/ BE6B 1 IB K/ 6 CE6I8
I/ BE6B 6 L.$ 1 @./,IB K/ 6 L.$
I/ BEI/ 6 ),,81 $,,IB K/ 6 FI$),F

NOTE: os smbolos representam3

IFD Interrogative Ford
/Dsubject
5Dverb
CD complement

6gora 0ica mais 0cil entender o esquema acima.ento, nas perguntas primeiro vem pronome
interrogativo,depois o verbo- podendo ser contrado- logo em seguida o sujeito e se 0or o caso o
complemento.nas resposta,ocorre uma pequena mudana,primeiro vem o sujeito, depois o verbo e logo em
seguida, se tiver, o complemento. )e certa 0orma a estrutura das respostas tem uma semel#ana com as
respostas em portugus.

6CBI5IB@

1- *se os artigos inde0inidos aprendidos #oje, como no e!emplo3 6 <,,^ .
a:--6-- booC
b:--6--desC
c:--6--pencil
d:--6---ball
e:-6$----eraser
0:-6---map
g:--6--GindoG
#:-6$---e!ercise
i:--6--c#air
j:--6--door

2- agora complete as sentenas com it's e com os artigos inde0inidos.
a:---ItQs a-pen
b:---ItQ an---umbrella
c:`itQs a----picture
d:---ItQs a---cup
e:`ItQs a---glass
0:`ItQs a---ball
g:`ItQs an--- apple


3- responda de acordo com a gravura.

G#atKs t#at1 ItQs a door

G#atKs t#is1 ItQs a booC

G#atKs t#is1 ItQs a ball

Is t#is a pencil1 $o, itQs a bo!
is t#at mone>1 @es, itQs a mone>

Is t#is a door1 $o, itQs an apple

is t#is a star1 @es, itQs a star

)epois de termos testados nosso con#ecimento, vamos ver relembrar as novas palavras aprendidas nesta lio.

5oc deve-se lembrar desta e!presso3 #oG are >ou1, ela 0oi vista na lesson -,mas e!iste outra 0orma para ela.
esta3#oG do >ou do1. 6mbas 0rases signi0icam a mesma coisa.mesmo assim e!iste uma pequena di0erena entre
elas.A#oG are >ou 1A mais usado quando re0ere-se ao seu bem-estar pessoal. AEoG do >ou doA, empregado
em respostas 0ormal.veja o quadro3

EoG are >ou EoG do >ou do
I am ver> Gell,
t#anCs
;I am not ill:
EoG do >ou
do; 0ormal:
;I am #app> to meet
>ou:

5ocabular>

6 Dum, uma
glassD copo
LencilDlpis
cupD!cara
LenDcaneta
mone>Ddin#eiro
<ooCDlivro
c#airD cadeira
LictureDpintura
desCDcarteira; escolar:
'apDmapa
illD doente
FindoGDjanela
F#atKs t#is1D o que isto1
F#atKs t#at1 , que aquilo1
<o!Dcai!a
6ppleD ma
doorD porta
umbrellaDguarda-c#uva
ballD bola
starDestrela
54%4"i&o
1 -
a. 6
b. 6
c. 6
d. 6
e. $6; ao contrrio:
0. 6
g. 6
#. $6; ao contrrio:
i. 6
j. 6
2-
a. ItKs 6
b. ItKs 6$
c. ItKs 6
d. ItKs 6
e. ItKs 6
0. ItKs 6
g. ItKs 6$
3-
ItKs a door
ItKs a booC
ItKs a ball
$o, itKs a bo!.
@es, itKs mone>
$o, itKs a apple
@es, itKs a star.

Res($indo , nesta lio estudamos um pouco sobre o uso do that and this, e con#ecemos suas 0ormas no
plural.eles sero relembrados quando estudarmos o verbo to be em suas conjuga"es. $a questo de ordem das
palavras dentro da 0rase, j d para di0erenciar uma pergunta a0irmativa de uma resposta a0irmativa ou
negativa.no se esquea que em perguntas primeiro vem o interrogative pronoun, depois o verbo e logo em
seguida o sujeito e se tiver o complemento. $as respostas vem primeiro o sujeito, depois o verbo e se tiver o
complemento. Bambm nosso vocabulrio 0icou bem diversi0icado com novas e!press"es.

No desis&4 de se(s son2os- #ois se o!6 no )(&4" #o" e)es 7(e$ )(&4"'1
8esson &2"ee

Ingls- nvel bsico

OBJETIVO: $esta lio teremos um complemento 4 lio anterior, veremos como 0aIer perguntas,respostas
a0irmativas e negativas.tambm veremos o uso do de0inite article the,e de prepositions o0 place3 on,in.o verbo
to be na conjugao are.6 ordem das palavra em perguntas,com o uso das palavras interrogativas.alm de
iniciarmos o entendimento sobre where is and where are.aprenderemos mais trs verbo e algumas e!press"es.
Oique atento ao new words e no se esquea dos e!erccios no 0inal da lio.

PR-REQUISITO: Ber lido a lesson tGo.


DO YOU WANT.??

Lergunta interessante,no ac#a11& 5oc quer1 <em, veremos agora mais um re0oro a aula anterior.veja as
seguinte sentenas3

-do >ou GorC1
-Is t#is a classroom1 >es, itKs a classroom.
-Is t#at a Gall1>es,itKs a Gall.
-Is t#is t#e 0irst lesson1 $o,itKs not t#e 0isrt lessin.itKs t#e second lesson.
-Is t#at a lig#t1no,itas not a lig#t.ItKs a clocC.
-Is t#e lig#t on t#e ceiling1>es, t#e lig#t is on t#e ceiling.
-is t#e paper in t#e desC1>es,t#e paper is in t#e desC.

.stas perguntas sero a base desta lio.

STRUCTURE:

)o >ou Gant1
'ais uma maneira de perguntar.usando o au!iliar do.
)o >ou pla>1
)o >ou GorC1 )o I speaC1
)o >ou Gant a cup o0 tea1

I-43i"$4&ie o" ne94&ie sen&en!es:

6OI8'6BI5. $.M6BI5.
ItKs a slice o0 c#eese ItKs not a slice o0 c#eese
ItKs an orange ItKs not an orange
ItKs an egg ItKs not an egg

6 palavra not seguida do verbo bisc 0orma a sentena negativa.como mostra os e!emplos acima.

II-t#e de0inite article dt#eQ

, artigo de0inido dt#eQ indica uma pessoa ou coisa especi0ica, no singular ou no plural.e!emplos3

B#e booC, t#e booCs t#e eraser, t#e erasers
B#e door, t#e doors t#e umbrella, t#e umbrellas
B#e cup, t#e cups t#e girl, t#e girls

III-prepositions o0 place3 on, in.

,nD usado para algo que est sobre algum lugar,super0cie.
InD usado para indicar algo que est dentro, inserido em alguma coisa ou lugar.e!emplos3
,n t#e Gall in t#e room
,n t#e desC in t#e classroom
,n t#e 0loor in t#e notebooC
IV-&2e e"% to be:is- 4"e;

, verbo to be irregular. H usado na 0orma is;primeira ou terceira pessoa do singular:quando o sujeito 0or um
substantivo singular.usa-se a 0orma are quando o sujeito 0or estiver no plural.e!emplo3

B#e pencil is on t#e table.
B#e pencils on t#e table
B#e ball is in t#e bo!
B#e balls in t#e bo!es

5-Gord order in questions

e/I'L+. ]*./BI,$/

5.8< /*<P.CB C,'L+.'.$B
Is B#e picture ,n t#e Gall1
6re B#e pictures ,n t#e Gall1
Is B#e umbrella In t#e classroom1

6 ordem das palavras em perguntas em sentences a0irmativas 0ica da seguinte maneira3primeiro o verbo,depois
o sujeito e por \ltimo o complemento.

eL.8M*$B6/ C,' L8,$,'./ I$B.88,M6BI5,/3

um pronome ou palavra interrogativa sempre precede o verbo e pode servir de complemento para ele.

I$B.88,M6BI5. F,8) 5.8< /*<P.CB
FE6B K/ BEI/ ;BE6B:1
FE.8. K/ BE. LICB*8.1
FE.8. K/ LICB*8./1

dF#ere isQ usado quando o sujeito est no singular.
dG#ere areQ usado quando o sujeito est no plural.

$.F 5.8</

Bo GantD querer
Bo GorCD trabal#ar
Bo pla>D jogar, brincar,tocar
)o >ou Gant1 )o >ou pla>1 )o >ou GorC1
I Gant I pla> I GorC
B#e> donKt Gant t#e> donKt pla> t#e> donKt GorC

$.F F,8)/

/on D0il#o
)aug#terD0il#a
mot#erDme
Oat#erDpai
MermanDalemo
BeaDc#
CupD!cara
c#eeseDqueijo
bo>Dmenino
MirlDmenina
C#ildrenDcrianas, 0il#os
/isterDirm
<rot#erDirmo
,0Dde
/liceD 0atia
,rangeDlaranja
+ig#tDluI
8ulerDrgua
8oomDsala
GallDparede
classroomDsala de aula
OirstDprimeiro
secondDsegundo
ceilingDteto
0loorDc#o
notebooCDcaderno
noGDagora
BomorroGDaman#
Boda>D#oje
$.F .=L8.//I,$/

/orr>D)esculpe
Mood-b>eDtc#au
<>e-b>eDtc#au
.!cuse-meDdesculpe,com licena
In t#e morningDde man#
In t#e a0ternoonDde tarde,4 tarde
In t#e eveningD de noite,4 noite
6t nig#tD 4 noite
Oine,t#anC >ouDbem, obrigado

6CBI5IB@

I- B86$/+6BI,$3

6:I GorC in t#e morning.I donKt GorC in t#e a0ternoon.
b:I Gant to drinC Gine noG.
c: I pla> Git# m> son and m> daug#ter in t#e evening.
):I donKt GorC Git# m> 0at#er. )o >ou GorC Git# >our brot#ers and sisters1
e: do >ou speaC Merman1sorr>, I donKt speaC Merman.

II- ansGer3

6:Is t#e lig#t in t#e ceiling1
b:Is t#e paper on t#e desC1
c:Is t#e map in t#e classroom1
d:are t#e pictures on t#e Gall1
e:are t#e booCs on t#e table1
0:are t#e c#air in t#e classroom1

III- 6$/F.8 BE. ]*./B,$/ I$ BE. $.M6BI5. O,8' 6$) 6)) 6 /.$B.$C. I$ BE.
6OI8'6BI5.3.=6'L+.3 Is t#is an orange1 no,itKs not a orange.itKs a notebooC.

a:Is t#is a lig#t1
b:Is t#at a 0loor1
d:Is t#is a c#air1
.: Ist#is t#e 0irst lesson1

V- B86$/O,8'. 6/ 6OI8'67f./ .' L.8M*$B6/3

a:t#e picture is on t#e Gall?
b:t#e orange is on t#e table.
c:t#e pencil is on t#e desC.
d:B#e maps are on t#e 0loor
e:t#e rules are in t#e bo!es.

54%4"i&o

--
a: eu trabal#o de man#.eu no trabal#o 4 tarde.
b: eu quero beber vin#o agora.
c: eu brinco com meu 0il#o e min#a 0il#a de noite.
d: eu no trabal#o com meu pai.voc trabal#a com seus irmo e irms1
e: voc 0ala alemo1desculpe, eu no 0alo alemo

R-
a: >es,t#e lig#t on t#e ceiling.
b: @es, t#e paper is on t#e desC
c: @es, t#e map is in t#e classroom
d: @es,t#e pic>ures are on t#e Gall
e: @es, t#e c#airs are in t#e classroom

T- resposta pessoal

U-
a: Is t#e picture on t#e Gall1
b: Is t#e orange on t#e table1
c: Is t#e pencil on t#e desC1
d: are t#e maps on t#e 0loor1
e: are t#e rules in t#e bo!es1
+.//,$ U

OBJETIVO: esta lio abordar o plural dos substantivos, tanto a regra geral com as regras especiais. 'ais
detal#es sobre os pronomes these and those .o uso,como sujeito, dos pronomes dit d and dt#e>Q.tambm sobre
perguntas com or e com what na posio de sujeito e a 0uno de there is and there are. 5eremos novas
palavras entre elas estaro os dias da semana.

PR-REQUISITO: est acompan#ado as li"es anteriores.

.,/T </= IS TO</=1

,bserve as seguintes 0rases e veja em que se basear esta lio.

.!. B#e da>s o0 t#e GeeC are3 /unda>, 'onda>, Buesda>, Fednesda>, B#urda>, Orida> and /aturda>.

F#at ar e t#e da>s o0 t#e GeeC1

F#at are t#ese1 t#e>Kre bo!es.

6re t#ose desCs1 @es, t#e>Kre desCs.

Is t#is an orange or an apple1itKs an apple.

6re t#ere an> lig#ts in t#e classroom1 @es, t#ere tGo lig#ts in t#e classroom.

F#ere are t#e>1 B#e>Kre on t#e ceiling.

Is t#ere a clocC on t#e Gall1 $o, t#ereKs not a clocC on t#e Gall.

Como voc deve ter notado, em cada 0rase acima, # palavras gri0adas.estes gri0os 0aIem parte do que ser
destaque nesta lio.

STRUCTURE:

I-t#e plural o0 nouns;general rule:

, plural 0ormado por se acrescentar a letra s a 0orma singular da palavra.

.!.3 desC,desCs? booC, booCs?map, maps?lig#t,lig#ts.

II-es#e!i4) "()es:

/; substantivos terminados em ch,sh,s,ss,x and : 0orma plural por se acrescentar es na 0orma singular da
palavra.

.!.3 class,classes? c#urc#,c#urc#es? brus#,brus#es? bus,buses?<o!,bo!es?

Exceptions. substantivos terminados com c# mas com som de k 0ormam o plural por colocar s na 0orma
singular.e!.3monarc#?monarc#s

B; substantivos terminados com o e precedidos por uma consoante vo para o plural por colocar o es na sua
0orma no singular.

.!.3 potato, potatoes

Note. substantivos terminados em o procedidos por vogal 0aIem plural por simplesmente acrescentar s.

.!.3radio, rdios

C; substantivos terminados em > e precedidos de uma consoante vo para o plural por trocar o > por ies.

e!.? cit>,cities.

Note. os substantivos que terminam com mas so acompan#ados de vogal , vo para o plural por apenas se
acrescentar o s.

.!.3^e>,Ce>s

<; substantivos com termina"es em f,ff,fe 0ormam plural por trocar essas termina"es e colocar ves .

.!.3Gi0e,Gives?

III-t#ese and t#ose

.les representam o plural de t#is and t#at.

.!.3is t#is a Ce>1 6re t#ese Ce>s1

F#atKs t#at1 F#at are t#ose1

IV-&2e s(%>e!& #"ono(ns i& 4nd &2e?

It geralmente usado quando est ligado ao pronome that ou this.j thev usado quando est re0erindo-se aos
pronomes those and these. B#e>Kre a contrao de t#e> are.

.!.3 G#atKs t#is1 ItKs an apple

F#atKs t#at1 ItKs an orange

F#at are t#ose 1t#e>Kre bo!es.

F#at are t#ese1 B#e>Kre erasers

.les tambm so usados para re0erir-se a um substantivo j mencionado.

.!.3G#ereKs t#e clocC1 itKs on t#e Gall.

F#ere are t#e notebooCs1 t#e>Kre on t#e desC.

5- t#ere is and t#ere are

.stas e!press"es signi0icam De!istir, elas no indicam lugar.

6 palavra there 0ica sem signi0icado nestas e!press"es.ela serve apenas como uma palavra introdut2ria na
posio do sujeito., real sujeito o substantivo que vir logo ap2s o verbo.estas e!press"es concordaro com o
verbo, sendo assim podem ir tanto para o singular como para o plural.

.!.3 is t#ere a ruler in t#e <o!1>es,t#ereKs a ruler in t#e bo!.

6re t#ere an> c#airs in t#e room1 @es, t#ere are man> c#airs in t#e room.

VI-7(es&ions @i&2 o"

.ste caso ocorre quando a pergunta nos coloca uma escol#a.como se 0osse uma d\vida.

.!.3Is a pen or a pencil1 ItKs a pencil.

6re t#ose tables or desCs1 B#e>Kre tables.

5II-questions Git# t#e subject G#at

]uando o what aparece em uma pergunta , o verbo sempre estar no singular.mas a resposta pode ser ou no
plural ou no singular. 6 resposta geralmente comear com there is or there are.

$.F 5.8</

Bo liCeD gostar

Bo go D ir

Bo needD precisar

$.F F,8)/

C#urc#Digreja brus#D escova

Beac#erD pro0essor busD Jnibus

)a>Ddia potatoDbatata

FeeCDsemana cit>Dcidade

Bo D para,a Gi0eDesposa

,rD ou

Orenc#D 0rancs

F#ereD onde

F#enD quando

OriendD amigo

/unda>Ddomigo

'onda>D sengunda

Buesda>D Bera

Fednesda>D ]uarta

B#urda>D ]uinta

Orida>D /e!ta

/aturda>Dsbado

$.F .=L8./I,$/

/o-soDmais ou menos

/ee >ou tomorroGDat aman#

Fit# meDcomigo

FeeCendD0im de semana

F#at do >ou Gant1Do que voc quer1

I need to go to c#urc#D eu preciso ir na igreja

I GorC on t#e GeeCendD eu trabal#o no 0im de semana

,C depois deste assunto,vamos ver o que aprendemos11

6CBI5IB@

-:Grite questions 0or t#e sentence3

a:ggggggggggggggggggggggggggggggggggggggggggg
no, I donKt GorC

b:ggggggggggggggggggggggggggggggggggggggggggg
>es, I liCe to drinC tea on B#ursda> a0ternoons.

c:ggggggggggggggggggggggggggggggggggggggggggg
no,I donKt liCe to drinC milC.

d:ggggggggggggggggggggggggggggggggggggggggggg
t#is is m> notebooC.

e:ggggggggggggggggggggggggggggggggggggggggggg
sorr>,I donKt speaC Orenc#.

R:c#ange eac# sentence 0rom singular to plural.

a:t#e e!ercise is in t#e booC.
ggggggggggggggggggggggggggggggggggggggggggg

b:Is t#e lig#t on t#e ceiling1
ggggggggggggggggggggggggggggggggggggggggggg

C:G#ereKs t#e bo>1
ggggggggggggggggggggggggggggggggggggggggggg

d:G#ereKs t#e sliece o0 c#eese1
ggggggggggggggggggggggggggggggggggggggggggg

e:G#ereKs t#e> booC1
ggggggggggggggggggggggggggggggggggggggggggg

T:ansGer eac# question in a00irmative and in t#e negative.

e!ample3 is t#is a pen1 @es, itKs a pen
no,itKs not a pen

a:Is t#is a glass1
ggggggggggggggggggggggggggggggggggggggggggg

b:is t#at a bo!1
ggggggggggggggggggggggggggggggggggggggggggg

c: 6re t#ese an apples1
ggggggggggggggggggggggggggggggggggggggggggg

d:are t#ose Ce>s1
ggggggggggggggggggggggggggggggggggggggggggg

e:are t#ese e!ercises1
ggggggggggggggggggggggggggggggggggggggggggg

U:complete Git# is there or are there3

a: gggggggggggga class in t#e room1

b: gggggggggggan> GindoGs in t#e room1

c: gggggggggggg/even da>s in a GeeC1

d: ggggggggggggan orange in t#e bo!1

54%4"i&o

--

a:do >ou GorC1

b:do >ou liCe to drinC tea on B#ursda> a0ternoons1

c:do >ou liCe to drinC milC1

d:G#atKs t#is1

e:do >ou speaC Orenc#1

R:

a:t#e e!ercises are in t#e booCs.

b:are t#e lig#t on t#e ceiling1

c:G#ereKre t#e bo>s1

d:G#ereKre t#e pieces o0 tea1

e:G#ereKre t#e booCs1

T:

a:>es,ItKs a glass h no, itKs not a glass.

b:>es,itKs t#at a bo!hno,itKs not a bo!.

c:>es, itKs a appleh no, itKs not an apple.

d:>es,t#e>Kre Ce>sh no, t#e>Kre not Ce>s.

e:>es, t#e>Kre e!erciseshno,t#e>Kre e!ercise.

U:

a:Is t#ere

b:is t#ere

c:are t#ere

d: is t#ere
+.//,$ OI5.

8.5I.F--

.sta lio relembraremos alguns dos assuntos abordados nas li"es anteriores.. tambm aprenderemos novos
verbos e e!press"es.

$.F 5.8</

Bo #aveD ter to bu>D comprar
Bo understandD entender to sellD vender

$.F .=L8.//I,$/

Oor breaC0astD no ca0 da man#
Oor lunc#D no almoo
Oor dinnerD no jantar
$ice to meet >ouD praIer em con#ecer voc
5er> muc#D muito
EoG man>D quantos
.ver> da>D todos os dias

STRUCTURE:

#oG man>, pode ser usado para os substantivos que no ingls vo para o plural.

.!3 #oG man> notebooCs do >ou #ave1 D quantos cadernos voc tem1

$esta lio, # um detal#e sobre dois verbos,que ser en0atiIado.so os verbos3

Bo bu> and to sell. 5eja as 0rases3

I Gant to bu> a eraser 0or m> sister.; eu quero comprar uma borrac#a para min#a irm:

I need to sell #ouse to m> 0riend; eu preciso vender min#a casa para meu amigo:

$as 0rases # duas palavras sublin#adas,vamos entende-las. , verbo to bu> pede como complemento
for,enquanto to sell usa o to.

.!3I need to bu> a booC 0or m> #unsband.; eu preciso comprar um livro para meu marido:

I Gant to sell m> booC to m> 0riend.; eu quero vender meu livro para meu amigo:

.$B.$).$), ,/ $,5,/ 5.8<,/3

I #ave a #ouseD eu ten#o uma casa

I #ave to stud>D eu ten#o que estudar

I #ave to understandD eu ten#o que entender

8epare nas \ltimas duas 0rases, como observado nos e!emplos , para 0ormarmos 0rases com mais de um verbo
e estes ven#am na seq%ncia, usa-se o to para #aver coerncia na 0rase. .=3 I liCe to stud>&;eu gosto de estudar:

I need to go #ome noG.; eu preciso ir para casa agora:

I Gant to eat apple in t#e morning.; eu gosto de comer ma de man#:

6gora note uma das e!press"es 3 verv much.como podemos usa-la? 5eja?
I liCe m> 0riend ver> muc#.; eu gosto muito de min#a amiga:
I liCe m> car ver> muc#.; eu gosto muito de meu carro:
5er> muc# aparece no 0inal de 0rases e tem o sentido de intensidade.

$.F F,8)/

<anCD banco
ForCD trabal#o
Bime Dtempo
CarD carro
<igD grande
/mallD pequeno
,ldDvel#o
/omeD algum
/panis#Despan#ol
EusbandDmarido
<raeC0astD ca0 da man#
+unc#D almoo
)innerD jantar

+.'<86-/.11&&&&

I- inde3ini&ie 4nd de3ini&ie 4"&i!)es:

inde3ini&ie 4"&i!)e3 6,6$. .quivalem aos um e uma no portugus. 6 usada para palavras iniciadas com
consoantes?6$ usado para palavras iniciadas com vogais.

.=3 a map an apple
6 c#air an orange
6 da> an envelope
6 name an eraser
6 picture an umbrella
6 GeeC an e!ercise

/; C,'L+.B. Git# 6 or 6$3

a:--- apple
b:---0riend
c:---cit>
d:---orange
e:---table
0:---class
g:---notebooC

Definitive article . t#e o equivalente em portugus para o,a
.!3t#e table t#e banana
B#e door t#e Ce>
B#e GeeC t#e GeeCend

II- #)("4) o3 no(ns:

a regra geral colocar o s no 0inal da palavra. .!3 map, maps

no se esquea que toda regra tem suas e!ce"es.por e!emplo, os substantivos terminados em ss,ch,sh,s and x
acrescenta-se es no plural.os substantivos terminados em v, mas precedidos depor uma consoante perde o v e
recebe o ies.on entanto se este v vier precedido de vogal ,acrescenta-se apenas o s.

e!3brus#, brus#es glass, glasses

cit>, cities Ce>, Ce>s

B; CE6$M. BE. F,8)/ O8,' /I$M*+68 B, L+*86+3

a: da>D
b: classD
c: booCD
d: rulerD
e: c#urc#D
0: busD
g: bo!D

III- !on&"4!&ions-

G#atKsD G#at N is
G#ereKs D G#ere N is
itKsD It N is
t#ereKs D t#ere N Is
t#e>KreD t#e> N are

termos muito usados na conversao.

C; C,'L+.B. .6CE <+6$^ FIBE ,$. BEI/ C,$B86CBI,$/3

.!3 ---t#at1 --an orange.
F#atKs t#is1 ItKs an orange.

a: ---t#is1 ----a telep#one
b:---t#e m> pencil1 ----t#e pencil is on t#e desC.
c:G#at are t#ese1--- slice o0 c#eese.
d:Is t#is a Ce>1 $o,----a pencil.
e:are t#ese bananas1 $o, ----not bananas.---an apples.

IV- .OR< OR<ER

Banto para perguntar como para responder a 0rase so0re mudanas. $a pergunta primeiro vem o verbo
au!iliar,depois o sujeito , em seguida o verbo e o complemento.nas respostas vem primeiro o sujeito, o verbo e
depois o complemento.

.!3 do >ou Gant to eat bread 1
@es, I Gant to eat bread.

<; F8IB. ]*./BI,$/ O,8 BE. /.$B.$C./3
a:---------------------------------------------------
t#is is m> car.
b:----------------------------------------------------
>es, t#ereKs a map in t#e room.
c:----------------------------------------------------
itKs an e!ercise

E; arrange eac# group o0 Gords in t#e correct order .

a: 1>our name G#atKsD
b: itKs an no appleD
c: 1 are #oG >ouD
d: t#ere GeeC a da>s in are seven1D
e: itKs no /unda> not /aturda> itKs
0: 0irst t#e lesson 1 is

V- /AIR*/TIVE /N< NE5/TIVE AOR*

Como voc colocaria as seguintes 0rases na 0orma negativas e a0irmativas1

eIs t#is a table1D

no, itKs not a table. ItKs a bo!.

A; 6gora tente voc3

eIs t#is an eraser1D
eIs t#at a picture1D
e Is t#is lesson tGo1D
eare t#ese pens1D
e are t#ose orangesD
e are t#ose bananas1D

VI- PREPOSITIONS OA P8/CE: ON- INB

Lara no esquecer3 ,$,usado para indicar coisas que esto sobre alguma coisa ou sobre alguma super0cie. .=3
on t#e desC.

I$ usado para coisas que esto dentro de algo. .=3 in t#e notebooC

5; C,'L+.B. FIBE ,$ ,8 I$3

Is t#e picture ---- Gall1
B#e sentences are ----m> notebooC.
6re t#e Ce>s ---- t#e 0loor1
6ne is --- t#e classroom.

VII-T,ERE IS /N< T,ERE /RE

.sses termos tem o signi0icado de e!istir, #aver. .les so sua 0orma no singular e plural respectivamente.

,; CO*P8ETE E/C, QUESTION .IT, IS T,ERE OR /RE T,ERE 3

e--------- an orange on t#e table1
e---------man> c#airs in t#e classroom1
e---------an> apples in t#e bo!es1
e---------a notebooC on t#e desC1
e---------an umbrella on t#e table1

M6<68IB,

/;

a:an
b:a
c:a
d:an
e:a
0:a
g:a

B;

a:da>s
b:classes
c:booCs
d:rulers
e:c#urc#es
0:buses
g:bo!es

C;

a:G#atKs hitKs
b:G#ereKsh itKs
c:itKs
d:itKs
e:t#e>Kreh t#e>Kre

<;

a: G#atKs t#is1
b: is t#ere a map in t#e room1
c: F#atKs t#is1

E;

a: G#atKs >our name1
b:no, itKs an apple.
c:#oG are >ou1
d:are t#ere seven da>s in a GeeC1
e:no, itKs not /unda>. ItKs /aturda>.
0:is t#e 0irs lesson1

A;

a: $,,itKs not an eraser.
b: $o, itKs not a picture.
c: $o,itKs not lesson tGo.
d: $o,t#e>Kre not pens.
e: $o,t#e>Kre not orange
0: $o, t#e>Kre not bananas

5;

a:on
b:in
c:on
d:in

,;

a: is t#ere
b: are t#ere
c: are t#ere
d: is t#ere
e: is t#ere

+.//,$ /I=-

.2o is 2e111

5amos aprender a 0aIer perguntas curiosas11 5eremos aqui, sobre alguns dos pronomes interrogativos.,
primeiro ser3 interrogative pronoun-whv ,and confunction- because.ambos em portugus signi0icam3porque.

I- INTERRO5/TIVE PRONOUN- .,=
CONJUNCTION -BEC/USE

.,= D I/ */.) B, 6/^ 6 ]*./BI,$
BEC/USE D I/ C,'',$+@ */.) I$ 6$/F.8/ B, WHY ]*./BI,$/.

.!ample3
G#> do >ou stud> .nglis#1; por que voc estuda ingls1:
because I Gant to go to t#e */6. ;porque eu quero ir aos .*6.:
G#> are >ou saving mone>1;por que voc est economiIando din#eiro1:
because I Gant to bu> a cd pla>er.; porque eu quero comprar um cd pla>er.:
whv e usado para fa:er perguntas. Because e usado para responder as perguntas.

II- INTERRO5/TIVE PRONOUN C .,EN

.2enD quando,usado em perguntas.

.!ample3
.2en are >ou going to come bacC1; quando voc voltar1:
,n 'onda> morning.;na /egunda de man#:

III- INTERRO5/TIVE PRONOUN- .,O

.,O Dt#is interrogative pronoun re0ers to a person. ItKs used to asC a question about t#e identit> o0 a person,
usuall> #is name.

.!ample3
G#oKs #e 1 #eKs )r. paul.
F#oKs s#e1s#eKs m> sister.
F#oKs t#at man1 EeKs m> 0at#er.
F#oKs t#a Gomam1 s#eKs m> mot#er.
F#o are t#ose men1 B#e>Kre m> 0at#er and m> brot#er.
F#o are t#ose Gomen1 B#e>Kre m> sister and m> mot#er.

IV-INTERRO5/TIVE PRONOUN C .,/T

.24& D itKs sometimes used to asC a question about a personKs pro0ession or occupation. ItKs usuall> 0olloGed
b> a more especi0ic question. )o not use an article be0ore t#e plural.

.!ample3
F#atKs 'r. 6llen1 Is #e a teac#er1
B#e>Kre doctors.

V- NU*BERS

i.8,D[ .+.5.$D-- BF.$B@-BF,DRR BF, E*$)8.)DR[[
,$.D- BF.+5.D-R BEI8B@DT[
BE8..
E*$)8.)DT[[
BF,DR BEI8B..$D-T BEI8B@-,$.DT-
,$.
BE,*/6$)D-[[[
BE8..DT O,*8B..$D-U O,8B@DU[
BF,
BE,*/6$)DR[[[
O,*8DU OIOB..$D-V O,8B@-,$.DU-
B.$
B,E*/6$)D-[[[[
OI5.DV /I=B..$D-W OIOB@DV[
/I=DW /.5.$B..$D-X OIOB@-,$.DV-
/.5.$DX .IMEB..$D-Y /I=B@DW[
.IMEBDY $I$.B..$D-Z .IMBE@DY[
$I$.DZ BF.$B@DR[ $I$.B@DZ[
B.$D-[ BF.$B@-,$.DR- ,$. E*$)8.)D-[[

6gora,vamos aprender aprender novos palavras11&

VI-T,E PRESENT TENSE OA BE

, verbo to be irregular.veja a conjugao dele. $ote que na primeira pessoa do singular # uma mudana na
0orma do verbo.6 terceira pessoa do plural pode re0erir tanto para pessoas como para objetos.6 segunda pessoa
do singular tambm pode ser usada no plural e no singular, a di0erena ser vista no complemento que aparecer
na 0rase.

I 6' 6 B.6CE.8
@,* 68. 6 $*8/.
E. I/ 6$ .$MI$..8
/E. I/ 6 /B*).$B
IB I/ 6 ),M
F. 68. ),CB,8/
@,* 68. 6 /.C8.B68I./
BE.@ 68. F6IB.8/

$.F 5.8</

Bo saveD economiIar,salvar, guardar
Bo #elpD ajudar
Bo CnoGD con#ecer
Bo GriteD escrever

$.F F,8)/

6ctorDator apartmentDapartamento
6ctressDatriI coGD vaca
.ngineerD engen#eiro #orseDcavalo
$urseD en0ermeira c#icCenD0rango
,00iceD escrit2rio pigD porco
6rc#itectDarquiteto biCeDbicicleta
LolicemanDpolicial motorc>cleDmotocicleta
6rtistDartista
)octorD doutor
<ossD c#e0e
FaiterD garom
$eGspaperDjornal
'agaIineDrevista
+etterDcarta
Lost ,00iceDcorreio
LostcardDcarto postal
LostmanD carteiro

$.F .=L8.//I,$/

B#is morningD #oje de man#
B#is a0ternoonD#oje 4 tarde
Bonig#tD#oje 4noite
BomorroG morningDaman# de man#
BomorroG nig#tDaman# de noite
6boutD sobre, mais ou menos ou apro!imandamente

5amos ver se entendemos esta lio11

I-consegue traduIir1

6: I need to speaC Git# m> 0at#er about t#is.
--------------------------------------------------------------
<:G#at do >ou eat1 )o >ou Gant an apple1
--------------------------------------------------------------
C:I Gant to sell m> bic>cle.
--------------------------------------------------------------
): G#oKs #e1 EeKs m> .nglis# teac#er.
--------------------------------------------------------------

II- 8./L,$)6 ). 6C,8), C,' 6/ OIM*86/3

6:G#oKs #e1
---------------------------------------------------------

<: G#o am I1

------------------------------------------------------

C:G#atKs t#is1
------------------------------------------------------


):G#atKs t#at1
---------------------------------------------------------

.: G#atKs t#is1
----------------------------------------------------------

O: G#atKs t#at1
-----------------------------------------------------------

III- RESPON</ C/</ QUESTEO <E *O<O /AIR*/TIVO B

6:are >ou an engineer1
-------------------------------------------------
<:Is s#e a nurse1
-------------------------------------------------
C:do >ou #ave a #orse1
-------------------------------------------------
):are Ge students1
-------------------------------------------------
.:Is s#e a teac#er1
-------------------------------------------------
O: do >ou Gant to #elp m> 0riend1
-------------------------------------------------

M6<68IB,

I-
6:eu preciso 0alar com meu pai sobre isto.
<:o que voc come1 5oc quer uma ma1
C:eu quero vender min#a bicicleta
): quem ele1 .le meu pro0essor de ingls.

II-
6:#eKs m> boss.
<:I am a teac#er.
C:t#is is a c#eese.
): t#is is a coG.
.: t#is an umbrella.
O: t#at is a Ce>.

III-
6: >es, I am an engineer.
<: @es, s#eKs a nurse.
C: @es, I #ave a #orse.
): @es, Ge are students.
.: @es, s#e is a teac#er.
O: @es, I Gant to #elp >our 0riend.
+.//,$ /.5.$

FE6B BI'. I/ IB1

Com certeIa j 0eI essa pergunta. .m portugus rapidin#o responderamos essa pergunta, mas como 0ica a
resposta dela no ingls1veja os rel2gios abai!o3

ItQs nine oQclocC

ItQs nine-ten oQclocC

ItQs nine- 0i0teen oQclocC

ItQs nine-tGent>

Como os e!emplos acima mostram no to complicado 0alar as #oras.

*m lembrete3

4B$D [ j -R#; de meia-noite at meio-dia:
#B$D -RjRU#; de meio-dia at meia-noite:

tambm duas preposi"es podem aparecer nas respostas.veja3

.=3
I go to c#urc# at W oKclocC.; eu vou 4 igreja 4s W #oras:
I stud> until -R oKclocC.; eu estudo at -R #oras.:
At and until so as preposi"es que podem surgir .

BE. L8.L,/IBI,$ 6B

At is used Git# t#e name o0 a speci0ic place or local point.
.!.3
6t t#e #ospital at #ome
6t t#e o00ice at sc#ool


/B8*CB*8.

T,E SI*P8E PRESENT TENSE

/imple presentD presente do indicativo.Ge use to e!press a #abit or 0act. )onKt 0orget t#at in t#e a00irmative
0orm 0or he,she,it , Ge need to use an s to t#e verb.

.!ample3
I speaC .nglis#.
@ou eat bread.
Ee Gants a motorc>cle.
/#e Gants a bic>cle.
It liCes juice.
Fe #elp >ou.
@ou Grite a letter.
B#e> drinC vine.

NOTE. .,EN T,E VERB EN<S IN S,SH,CH,X OR O - .E /<< C ESB

.!ample3
Ee Gas#es t#e car at #ome.
/#e Gatc#es B5 ever> nig#t.

6s trs situa"es em usamos este tempo verbal3 $o negativo, a0irmativo e no interrogativo.

$egative 600irmative interrogative
I donKt go #ome. I go #ome. )o >ou go #ome1
/#e doesnKt eat c#eese. /#e eats c#eese. )oes s#e eat c#eese1
B#e> donKt #ave mone>. B#e> #ave mone>. )o t#e> #ave mone>1

$.F 5.8</

Bo openD abrir to Gas#D lavar
Bo close D 0ec#ar to Gatc#D assistir
Bo pre0erD pre0erir to readD ler

$.F F,8)/

$eig#borDviIin#o
*ntilD at
'oreD mais
BestD teste
6lread>D j
BicCetD passagem, bil#ete
BenD ento
/tateD estado
Countr>D pas
8iceD arroI
<eansD 0eijo
saladD salada
timeD tempo, #ora
bearDurso

$.F .=L8.//I,$/

F#at time is it1D que #oras so1
Bo get upD levantar-se
Bo GaCe upD acordar
Bo #ave breaC0astD tomar ca0 da man#
Bo #ave lunc#D almoar

JAMOS TESTAR O CONHECIMENTO??

I- .,/T TI*E IS IT1

6: -[3[[
---------------------------------------------------------------
<:R3-V
---------------------------------------------------------------
C:Z3R[
---------------------------------------------------------------
):W3T[
---------------------------------------------------------------
.:T3V[
---------------------------------------------------------------
O: T3-[
---------------------------------------------------------------

II- .RITE T,E SENTENCES .IT, T,E .OR<S:

6:>ouhdoorh to closeh t#e.
------------------------------------------------------------------
<:#eh carh to Gas#h t#is morning.
------------------------------------------------------------------
C:to Gatc#h Ge hB5h ever> nig#t.
------------------------------------------------------------------
):doesnKth #amh breadh andh to liCeh s#e.
------------------------------------------------------------------
.:t#e>h saladh riceh andh beanshto eat.
------------------------------------------------------------------
O:m>h do h mot#erh >ouhto CnoG1
------------------------------------------------------------------
M:neig#borh m>h >ouh doh Git#hto speaC1
------------------------------------------------------------------
E:to #aveh to bu>h t#eh t#ish mont#h ticCetshI
------------------------------------------------------------------

M6<68IB,

I-
6:itKs ten oKclocC
<:itKs tGo- 0i0teen
C:itKs nine- tGent>
):itKs si! -t#irt>
.:itKs ten to 0our
O:itKs t#ree- ten

II-
6: >ou close t#e door.
<: Ee Gas#es t#e car t#is morning.
C: Fe Gatc# B5 ever> nig#t.
): /#e doesnKt liCe bread and #am.
.: B#e> eat salad, rice and beans.
O: )o >ou CnoG m> mot#er1
M: )o >ou speaC Git# m> neig#bor1
E: I #ave to bu> ticCets t#is mont#.
8esson ei92&

What are vou doing?

+ooC t#e te!t3
6$.3 G#at are >ou doing noG, Orancis1
O86$CI/3 IKm reading t#is booC, because IKm liCing t#is stor>. )o >ou Gant to read t#is booC a0ter me, 6ne1
6$.3 I still donKt CnoG.
O86$CI/3 t#atKs oCa>&&

.ssas 0rases destacadas, n2s entendermos como elas 0uncionam e assim poderemos 0aIer as nossas pr2prias
0rases&
STRUCTURE
I-#"esen& &ense @i&2 ing

H usado para descrever um 0ato ou ao que est acontecendo no momento. 6 palavra now pode ser usada no
0inal da 0rase para en0atiIar a ao. Punto com essa 0orma verbal, usa-se o verbo au!iliar be .no se esquecendo
que na 0rase o verbo principal que e!pressa a ao importante na 0rase.mas se verbo principal 0or terminado em
e, omite-se esta letra antes de acrescentar in9B

Lara entendermos bem , observe o quadro abai!o3

I. /V SUBJECT PV C
FE6B K/ P,E$ ),I$M1
FE6B 68. BE. <,@/ F8IBI$M ,$ BE. <+6C^<,68)1
I/ E. /L.6^I$M /L6$I/E1

I.D INTERRO5/TIVE PRONOUN
/VD /UXI8I/R= VERB
PVD PRINCIP/8 VERB
CD CO*P8E*EN

.,EREF PRESENT TENSE .IT, -IN5

.=.3F#ere are >ou going1

Note. o verbo to go um verbo de locomoo e em seu conte!to comum o uso da preposio &o.

.! 3 s#eKs going to t#e movies.; ela est indo para o cinema:
EeKs going to t#e beac# Git# #is relatives in t#is vacation.; ele est indo para praia com seus parentes nestas
0erias:

.,OF PRESENT TENSE .IT, -IN5

.,O , como j vimos usado em perguntas e o verbo 0ica na terceira pessoa do singular.6 resposta pode ser
tanto no singular como no plural, na primeira, segunda e terceira pessoa.]uando 0or na terceira pessoa, o sujeito
dever ser um substantivo.

.!3
F#oKs Griting letters1 B#e bo>s are Griting letters.
;quem est escrevendo cartas1 ,s meninos esto escrevendo cartas.:
G#oKs speaCing Git# >our 0at#er1 '> sister is speaCing Git# m> 0at#er.
; quem est 0alando com seu pai1 'in#a irm est 0alando com meu pai.:
G#oKs reading t#is booC1 IKm reading t#is booC.
;quem est lendo este livra1 .u estou lendo este livro.:

.,OF TO BEF PRINCIP/8 VERBF CO*P8E*ENT
II-POSSESSIVES PRONOUNS

5oc sabe quais so os pronomes possessivos1 ,l#e a tabela3

I '@D '.*, 'I$E6
@,* @,*8D /.*
E. EI/;).+.:D/.*
/E. E.8;).+6:D/.*
IB IB/;$.*B8,:D/.*
F. ,*8D$,//,,$,//6
@,* @,*8D;). 5,Ck/:/.*/
BE.@ BE.I8D;).+./:/.*/

NOTE: .sses pronomes concordam com o sujeito e no com o objeto.
.! 3 do >ou Gant to bu> m> car1; voc quer comprar meu carro1:
ItKs >our notebooC&

5amos aprender mais palavras11&
NE. VERBS

Bo liveD morar, viver to sleepD dormir
Bo comeD vir to sGimDnadar
Bo sa>D diIer to 0illD preenc#er, completar
Bo sta>D 0icar, permanecer

NE. .OR<S

EouseDcasa stillDainda
+ibrar>D biblioteca >etD ainda
/tor>D #ist2rias,;contos: sGimming poolDpiscina
8elativesDparentes beac#D praia
>earDano
vacationD0rias
ne!tD pr2!imo
meetingD reunio
t#ingD coisa
0romD de

NE. EXPRESSIONS

F#atKs t#e meaning o0...1D qual o signi0icado de..1
B#atKs oCa>D no tem problema
EoG muc#Dquanto ; este usado para substantivos que no ingls no vo para o plural:
5er> GellD muito bem
<> carDde carro b> busDde Jnibus
<> trainD de trem b> planeD de avio
<> subGa>D de metro on 0ootD a p, de p

/CTIVIT=

I - AI88 E/C, B8/NG .IT, / AOR* OA T,E /UXI8I/R VERB TO BEB EX/*P8E: =OU----
RE/<IN5 T,IS */5/HINEB
=OU /RE RE/<IN5 T,IS */5/HINEB

6:FE,gggggggM,I$M B, BE. +I<868@1
<:FE.8.gggggg @,* M,I$M $,F1
C:/E.gggggg+I5I$M FIBE '@ /I/B.8.
):ggggggF. +.68$I$M .$M+I/E ,8 /L6$I/E1
.:E.gggggg /B68BI$M B, /B*)@ .$M+I/E FIBE '@ <8,BE.8.

II - CO*P8ETE T,E SENTENCE:

6:gggggg@,* /L.6^I$M FIBE '.1
<:/E.gggggg M,I$M B, BE. <.6CE.
C:ggggggggg@,*8 8.+6BI5./ F6$B B, M, B, BE. /FI''I$M L,,+1
):BE.@gggggggggC,'I$M O8,' $.F @,8^ <@ L+6$..

III - CO*P8ETE E/C, QUESTION .IT, WHERE /N< VERB TO BE /N< /NS.ER T,E
QUESTIONB EX/*P8E:IIIPETER1:BE/C,; .,ERE0S PETER1
,E0S 5OIN5 TO T,E BE/C,B

6:ggggg@,*8 /I/B.81; /CE,,+1:gggggggggggggggggggggggggggggggggg
<:ggggg@,* $,F1;+I<868@:ggggggggggggggggggggggggggggggggggggggg
C:ggggg'@ <8,BE.81;/FI''I$M L,,+:gggggggggggggggggggggggggggggg
):ggggggBE. /.C8.B68@ 1;,OOIC.1:ggggggggggggggggggggggggggggggggg

5/B/RITO:

I-
6: I/ ,* K/
<: 68.
C: I/ ,* K/
): 68.
.: I/ ,* K/

II-
6: 68.
<: I/
C: ),
): 68.

III-
6: FE.8.K/h /E.K/ M,I$M B, /CE,,+
<: FE.8. 68.hIK' M,I$M B, BE. +I<868@
C: FE.8.K/ h E.K/ M,I$M B, BE. /FI''I$M L,,+.
): FE.8.K/h /E.K/ M,I$M B, BE. ,OOIC..
+esson nine

Mosta de dar ordens1 ]uem no 0ica tentado a isso& 'as e de receber11&

6 partir de agora, veremos com dar ordens usando o tempo imperativo. 5eja as 0rases abai!o3

,pen >our notebooC ; >ou: please open >our notebooC
Frite a letter 0or me ;>ou: please Grite a letter 0or me
+etKs learn .nglis# ;>ou and I:

STRUCTURE:

I - SI*P8E /N< PO8ITE CO**/N<S

Lara se 0ormar um comando usa-se apenas a 0orma simples do verbo, como mostrado nas 0rases acima3 open,
Grite,learn. , sujeito vou, embora no aparecendo na 0rase, 0ica subentendido.para dei!ar ocomando mais
polido;gentil: pode-se acrescentar a palavra please, antes do verbo.

$otou o aparecimento da e!presso let's1 bem est uma 0orma abreviada de let us. H usada quando indica que
no s2 quem escuta est includo mas tambm quem 0ala. )eve vir antes do verbo.de certa 0orma, serve para
0aIer do comando um convite. 5isto que a pr2pria pessoa est se incluindo.

.=.3
close t#e door. ,pen t#is booC.
Llease repeat t#e sentence. letKs close t#e door.

II-.,IC, OR .,/T1

/obre what, j vimos muitas de suas 0un"es.vejamos mais uma agora.ele pode ser usado em perguntas, mas #
um outro pronome interrogativo que tem o mesmo signi0icado que ele tem em portugus.este o wich. Observe
a seguir o quadro.

.,/T D IBK/ */.) FE.$ F. B6+^ 6<,*B 6$ I$).OI$IB. $*'<.8 ,O 6+B.8$6BI5./,
BEI$M/.

.,IC,D IBK/ */.) FE.$ F. B6+^ 6<,*B 6 ).OI$IB. ,8 +I'IB.) $*'<.8 ,O
6+B.8$6BI5./, BEI$M/.

,8

.,/T D $, M.86+

.,IC, D '6I/ ./L.ClOIC,

$o se preocupe, mais na 0rente veremos com detal#es este assunto.

III- /<VERBS OA AREQUENC=: 5ENER/88=-USU/88=-/8./=S-NEVER

,s advrbios de 0req%ncia so usados para e!pressar com quanta 0req%ncia 0eita determinada ao.eles
aparecem antes do verbo principal,com e!ceo do verbo to be.

5eja os e!emplos3

)oes 6ne generall> come #ere on /aturda>1
$o, s#e never came #ere no /aturda>.
6re >ou alGa>s Grite 0or >our 0riend1
@es, IQm usuall> Grite 0or m> 0riend.

/8./=SD H */6), L686 6+M, O.IB, C,' '*IB6 O8.]*k$CI6

USU/88=-5ENER/88=D H */6), L686 6+M, O.IB, C,' C.8B6 O8.]*k$CI6

NEVERD H */6), 6+M, ]*. $9, H O.IB, ). '6$.I86 6+M*'6.

NE. VERBS

Bo 8epeatD repetir
Bo talCD 0alar, conversar
Bo startD comear
Bo visitD vistar

NE. .OR<S

<e0oreD antes de
60terD depois de
6lGa>sD sempre
$everD nunca
Menerall>D geralmente
F#ic#Dque, qual
$earD perto
Lart>D 0esta
OarD longe
$oonD meio- dia
'idnig#tD meia-noite
/occerD0utebol
/toreDloja, armaIm

NE. EXPRESSIONS

+etKs D vamos
BimeD tempo, #ora, veI
/ometimesD 4 veIes

/CTIVIT=

I- TR/NS8/TION:

6:does >our sister Gant to bu> a bic>cle or a motorc>cle1
--------------------------------------------------------------------
<:m> 0at#er liCes to get up at seven oKclocC.
--------------------------------------------------------------------
C:please, close >our notebooCs. Fe donQt need to Grite noG.
--------------------------------------------------------------------
): I sleep until si! t#irt>, and t#en I open t#e door and read a magaIine.
----------------------------------------------------------------------------------
.: #oG man> c#ildren >our brot#er #ave1
----------------------------------------------------------------------------------

II-*/GE T,REE I*PER/TIVE SENTENCES .IT, E/C, VERB /N< .OR<- BUT =OU NEE<
TO USE: .IT, T,E SI*P8E AOR* OA T,E VERB- .IT, P8E/SE- .IT, 8ETJSB
.=.3,L.$ BE. FI$),F
L+.6/. ,L.$ BE. FI$),F
+.BK/ ,L.$ BE. FI$),F

6: 8.L.6Bh /.$B.$C.
-------------------------------------------------------------
-------------------------------------------------------------
--------------------------------------------------------------

<: C+,/.h ),,8
-----------------------------------------------------------------
-----------------------------------------------------------------
-----------------------------------------------------------------

C: 8.6)h<,,^
-----------------------------------------------------------------
-----------------------------------------------------------------
-----------------------------------------------------------------

): F8IB.h +.BB.8
----------------------------------------------------------------
----------------------------------------------------------------
----------------------------------------------------------------
.: M,h /B,8.
----------------------------------------------------------------
----------------------------------------------------------------

O: +I5.h '@ E,*/.
--------------------------------------------------------------
--------------------------------------------------------------
--------------------------------------------------------------

5/B/RITO:

I-
6: sua irm quer comprar uma bicicleta ou uma moto1
<: 'eu pai gosta de levantar-se 4s sete #oras
C: Lor 0avor 0ec#e seus cadernos. $2s no escreveremos agora.
): .u durmo at 4s seis e meia, e ento eu abro a porta e leio uma revista.
.: ]uantas crianas sue irmo tem1

II-
6:
repeat t#e sentence.
Llease , repeat t#e sentence.
+etQs repeat t#e sentence.
<:
close t#e door.
Llease, close t#e door.
+etQs close t#e door.
C:
read t#e booC.
Llease, read t#e booC.
+etQs read t#e booC.
):
Grite t#e letter.
Llease , Grite t#e letter.
+etQs Grite t#e letter.
.:
go to t#e store.
Llease, go to t#e store.
+etQs go to t#e store.
O:
live in m> #ouse.
Llease, live in m> #ouse.
+etQs live in m> #ouse.
+.//,$ B.$

OBJETIVO: esta lio ser uma reviso das li"es seis at a nove. Com novos verbos e palavras.assim voc
poder assimilar bem o conte\do das li"es e assim tirar maior proveito do curso.

PR-REQUISITO: nesta lio importante que voc ten#a visto pelo menos das li"es si! at nine.

8.FI.F R - +.//,$ B.$

I-FE@ 6$) <.C6*/.

F#>D usado para perguntas. 6parece no incio da pergunta,antes do sujeito e do verbo.

<ecauseD usado para justamente responder as perguntas 0eitas pelo pronome interrogativo whv.

NOTED .,= /N< BEC/USED POR QUE E PORQUEB

.=.3 F#> do >ou stud> .nglis#1

<ecause I liCe .nglis#.

II-L8.L,/IBI,$ 6B

6BD uma preposio de lugar. usada para nome de um lugar espec0ico ou ponto de encontro.

.=.3 at t#e librar> at t#e store
6t t#e #ospital at #ome

III- L8./.$B B.$/.
H usado para e!pressar um 0ato atual. H o equivalente ao presente do indicativo. no se esquea que na terceira
pessoa do singular deve-se acrescentar a letra s.

.=.3
IQm stud> .nglis# and /panis#.
@ou need to bu> a car.
Ee sells #is motorc>cle.
/#e lives Git# #er mot#er.
It drinC milC.
Fe liCe to eat caCe.
B#e> donQt speaC Git# >ou.

I5-L8./.$B B.$/. N -I$M

H usado para descrever algo que est acontecendo no momento da 0ala.para dar maior n0ase pode-se usar a
palavra now. Bambm neste caso usa-se o verbo to be, 0icar como um verbo au!iliar do verbo principal.

.=.3
F#at are >ou drinCing1
IQm drinCing co00ee and milC.
Is #e speaCing Git# >our neig#bor1
B#e> are starting to GorC Git# m> 0at#er.
pode-se usar tambm outros pronomes interrogativos, como where, who.
.=.3 G#ere are >ou going1 IQm going to doGntoGn.
F#ere is s#e living1 /#eQs living Git# #er 0riends near #ere.
V-POSSESSIVES PRONOUNS

.ste so pronomes que do a idia de posse. Meralmente concordam com o sujeito.

'@D'.*
@,*8 D /.*
EI/D /.*;).+.:
E.8 D /*6;).+6:
IB/D/.*;$.*B8,:
,*8D $,//,
@,*8D/.*/; ). 5,Ck/:
BE.I8D /.*;).+./:

.=.3
B#is is m> doll.
I Gant to CnoG >our 0riend.
B#e> are Pulie and #er aunt.

5I- /I'L+. 6$) L,+IB. C,''6$)/

$este caso, utiliIado o tempo imperativo, onde o verbo 0ica em sua 0orma normal e sujeito embora no
e!presso , 0ica subentendido.. mas para tornar os comandos em pedidos, deve usar a palavra please.

EX.
Close t#e GindoG.
Llease, speaC Git# me&
Mo to t#e meeting.

NOTE: pode-se usar tambm a e!presso lets. onde o pr2prio narrador 0ica includo no pedido ou convite.

.=.3
+etQs go to t#e beac# tomorroG morning.

$.F 5.8</

Bo maCeD 0aIer; no sentido de 0abricar:
Bo doD 0aIer
Bo 0inis#Dterminar
Bo cooCD coIin#ar
Bo visitD visitar

$.F F,8)/

BiredD cansado
PobD servio,emprego
Compan>D compan#ia
In0ormationD in0ormao
)uringDdurante
^idD criana
<rigdeD ponte
BapeD 0ita
5er>Dmuito
6untD tia
*ncleDtio
CooCiesD bolac#as, biscoitos
CaCeDbolo

$.F .=L8.//I,$/

6 lotD muito; intensidade:
6 lot o0D muitos; quantidade:

6CBI5IB@

I-/NS.ER T,E QUESTIONS- BUT USE T,E .OR<S IN =OUR /NS.ER:

6:G#> do >ou come #ere1;to Ganth to speaCh >ou:
ggggggggggggggggggggggggggggggggggggggggggggg

<:are >ou tired1; a00irmative ansGer:
ggggggggggggggggggggggggggggggggggggggggggggg

C:is #e Ganting to sell #is bic>cle1; a00irmative ansGer:
ggggggggggggggggggggggggggggggggggggggggggggg

):G#at time is it1;Z3[[:
ggggggggggggggggggggggggggggggggggggggggggggg

II-*/GE I*PER/TIVE SENTENCES .IT, T,IS VERBS:

6:open
ggggggggggggggggggggggggggggggggggggggggggggg

<:drinC
ggggggggggggggggggggggggggggggggggggggggggggg

C:close
ggggggggggggggggggggggggggggggggggggggggggggg

III- .,/T TI*E IS IT1:

6: -[3-V
ggggggggggggggggggggggggggggggggggggggggggggg

<: --3[[
ggggggggggggggggggggggggggggggggggggggggggggg

C: Z3T[
ggggggggggggggggggggggggggggggggggggggggggggg

): Y3 RV
ggggggggggggggggggggggggggggggggggggggggggggg


I5-B86$/+6BI,$3

6:I GorC a lot.
ggggggggggggggggggggggggggggggggggggggggggggg

<:do >ou liCe to drinC milC1
ggggggggggggggggggggggggggggggggggggggggggggg

C:G#> are >ou come #ere ever> da>1
ggggggggggggggggggggggggggggggggggggggggggggg

):s#e lives Git# #er parents.
ggggggggggggggggggggggggggggggggggggggggggggg

.:IQm going to visit m> ant.
ggggggggggggggggggggggggggggggggggggggggggggg

O: #i, #oG are >ou1 do >ou Gant to eat a slice o0 caCe1
ggggggggggggggggggggggggggggggggggggggggggggg

<em espero que com essa reviso voc ten#a tirado proveito dessas \ltimas li"es&&

5eja como voc se saiu con0erindo suas respostas.

5/B/RITO:

I-

6:because I Gant to speaC Git# >ou.
<:>es, IQm tired.
C:>es, #eQs Ganting to sell #is bic>cle.
):itKs nine oQclocC.

II-;nesta questo voc pode colocar suas palavras para 0ormar as 0rases:

6:open t#e door
<: drinC t#e juice.
C: close t#e GindoG.

III-

6:ten- 0i0teen
<:eleven oQclocC
C:nine-t#irt>
):eig#t- tGent>- 0ive

IV-

6:eu trabal#o muito.
<: voc bebe leite1
C:porque voc vem aqui todo dia1
):ela vive com os pais.
.:eu estou indo visitar min#a tia.
O:oi, como vai1 5oc quer comer uma 0atia de bolo1
+.//,$ --

OBJETIJO.nesta lio veremos um pouco mais sobre o simple present, ou presente simples. 'as desta veI no
0icar s2 no verbo to be, entraremos em outros verbos e assim poderemos ver qual a estrutura do demais verbos
quando conjugados no tempo presente e se so0rem alguma alterao na sua 0orma verbal a medida que so
conjugados.

PRE-REQUISITO. para mel#or memoriIao, 0aa as atividades e se possvel leia-as mais de uma veI para
poder entend-las e aprender esta lio.

)epois da reviso das aulas anteriores, vamos ver o que temos de bom a partir de agora. Como j vimos um
pouco do verbo to be. Nesta lio en0ocaremos a nossa ateno aos demais verbos.

STRUCTURE

SIMPLE PRESENT TENSE

)ooK:
I read a good booC.
/#e reads a good booC.

$o tempo presente pode-se usar o au!iliar do,does, para 0aIer interroga"es e sentenas negativas.

.!3 do >ou liCe to read1
I donQt liCe to read.

Simple present 0ormado a partir do in0initivo do verbo sem a particular to. 6 terceira pessoa do singular
;s#e,#e,it:, no geral recebe s no 0inal do verbo. 'as temos algumas e!ce"es.

NOTE.
/; os verbos terminados em sh,ch,o,x,:. recebem ES na terceira pessoa do singular.
.! 3 monarc#Dmonarc#es brus#Dbrus#es
0i!D0i!es dressDdresses

B; os verbos terminados em v precedidos de consoante mudam v por ies.
.! 3 I cr> D s#e cries I tr>D #e tries

C; verbo to #ave na terceira pessoa tem a 0orma has.
.! 3 I #ave a ball. /#e #as a doll.

Quando voc deve usar o simple present??'

.m trs situa"es3

-m- para e!pressar verdades universais, algo concreto e real.
.! 3 t#e sun is #ot.

Rm- para e!pressar a"es planejadas para o 0uturo.
.!3 our bus leaves in tem minutes.
'> mot#er Gants to bu> a car ne!t mont#.

NOTE.
6s a"es #abituais, geralmente so acompan#adas de advrbios de 0req%ncia.
,s mais comuns so3
6lGa>s
Orequentl>
.ver>
$ever
/eldom
,0ten
8arel>
/ometimes
*suall>
.!3 I never eat 0is#.
@ou seldom Gatc# B5 in a0ternoon.
/#e usuall> goes doGntoGn Git# #er mot#er.

MUCH MANY - JERY

5amos entender quando e como usamos esses termos3

Much:muito- considerado com adjetivo, quando no singular.

Manv. muitos considerado como adjetivo quando no plural.

6mbos so usados antes de substantivos para dar idia de quantidade.
.!3 I #ave muc# mone> at t#e banC.
B#ere are man> t#ings to do.

Jerv. muito- advrbio. H usado no sentido de intensidade.
.!3 s#e is ver> beauti0ul.

NOTE.
Much and manv podem ser substitudos por a lot of.
.! 3 t#ere is much mone> at t#e banC.
A lot of
I #ave manv t#ings to do toda>.
A lot of

NEW JERBS

Bo cr>D c#orar to tr>D tentar
Bo pus#D empurrar to pullD pu!ar

NEW WORDS

6lGa>sD sempre GorldDmundo
Orequentl>D 0requentemente goodDbom
,0tenD 0requentemente oldD vel#o
$everD nunca amongD entre, ;no meio de vrios:
/eldomD raramente neGD novo
/ometimesD as veIes peopleD pessoas
*suall>D geralmente belie0D crena, 0
6ncientDantigo blacCDpreto
'odernD moderno pinCD rosa
<adD mal >elloGD amarelo
ColorsD cores <roGnD marrom
F#iteD branco gra>D cinIa
8edD vermel#o
<lueD aIul
MreenD verde

NEW EXPRESSIONS

Bo retireD aposentar-se
)ataD in0orma"es, dados
)ateDdata
Bo taCe aGa>D retirar
Bo come acrossD encontrar por acaso
Bo go onD continuar
Bo cut doGnD economiIar din#eiro

ACTIJITY

1; CE6$M. B, /I$M*+683

6: t#e bo>s Gant to pla> soccer toda>.
ggggggggggggggggggggggggggggggggggggggggggggggggg

<:#er brot#ers go to c#urc# at W3T[.
ggggggggggggggggggggggggggggggggggggggggggggggggg

C:t#e> eat beans and rice ever> nig#t.
ggggggggggggggggggggggggggggggggggggggggggggggggg

):t#e Gomen need to bu> neG s#irts.
ggggggggggggggggggggggggggggggggggggggggggggggggg

.: t#e students bring man> booCs t#is morning.
ggggggggggggggggggggggggggggggggggggggggggggggggg

2; C,'L+.B. FIBE BE. C,88.CB O,8' ,O BE. 5.8</ I$ L68.$BE././3

6:I alGa>s ggggggggdoGntoGn Git# m> mot#er.;to go:
<:s#e gggggggg#er old bic>cle; sell:
C:t#e bo>ggggggggto drinC milC ever> morning ;to drinC:
):t#at gggggggggintelligence.; to be:
.: t#is old man ggggggggggto bu> a lot o0 cigarettes.;to Gant:
O: do >ou ggggggggggggto tr> again1; to need:

3;C,'L+.B. BE. /.$B.C./ FIBE 3'6$@,'*CE, 5.8@.

6:t#ere aregggggggggggg c#ildren in m> #ouse.
<:m> brot#er isggggggggg intelligence.
C:t#ere is gggggggg meat in t#is sandGic#.
):Po#n #as ggggggggggto>s.
.: m> son speaCsggggggggg languages.
O: itQsgggggggggg#ot toda>.
M: I need to sellgggggggg booCs t#is GeeC.
E: 6ne #as ggggggggg 0riends.

L;C,'L+.B. BE. /.$B.C./ FIBE BE./. .=L8.//I,$/3 B, 8.BI8., )6B6 6$) B, B6^.
6F6@.

6: m> 0at#er #as RV >ears o0 GorC and t#is >ear #eggggggggggg.
<: >ou need gggggggggggggg t#at booC on t#e bo!.
C:I #ave man> ggggggggggg about >our neG 0riend.

M;CE6$M. B, BE. BEI8) L.8/,$ ,O /I$M*+68; /E.h E.:

6: t#e> usuall> liCe to speaC in .nglis#.
gggggggggggggggggggggggggggggggggggggggggggggggggg

<: Ge 0requentl> pla> volle>ball on /aturda>.
gggggggggggggggggggggggggggggggggggggggggggggggggg

C:Ge stud> .nglis# ever> GeeC.
gggggggggggggggggggggggggggggggggggggggggggggggggg

):I Gord in t#e a0ternoon and stud> at nig#t.
gggggggggggggggggggggggggggggggggggggggggggggggggg

.:Ge tr> to speaC Git# #er t#is GeeC.
gggggggggggggggggggggggggggggggggggggggggggggggggg

5/B/RITO

1;
6:t#e bo> Gants to pla> soccer toda>.
<: #er brot#er goes to c#urc# at W3T[.
C: #ehs#e eats beans and rice ever> nig#t.
):t#e Goman needs to bu> neG s#irt.
.:t#e student brings t#e booC t#is morning.

2;
6:go
<:sells
C: dinCs
):is
.:Gants
O:need

3;
6:man>
<:ver>
C:muc#
):man>
.:man>
O:ver>
M:man>
E: man>

L;
6:to retire
<: to taCe aGa>
C: data

M;
6: #ehs#e usuall> liCes to speaC in .nglis#
<:#ehs#e 0requentl> pla>s volle>ball on /aturda>.
C:#ehs#e studies .nglis# ever> GeeC.
): #ehs#e GorCs in t#e a0ternoon and studies at nig#t.
.: #ehs#e tries to speaC Git# #er t#is GeeC.
8esson 12

OBJETIJO. nesta lio ser estudado o tempo3 presente ou simple present, mas desta veI na 0orma
interrogativa e negativa. 5eremos tambm o tempo imperativo. no caso do simple present,veremos como essas
0ormas se aplicam quando conjugadas na terceira pessoa do singular. Lrincipalmente porque nesta pessoa que
ocorrem as mudanas nas 0ormas verbais. Lor \ltimo veremos os pronomes que so usados para objeto direto e
indireto.

PRE-REQUISITO. ter visto a lio anterior e 0aIer os e!erccios dessa lio.

)o >ou liCe1

$a pergunta acima vemos o uso do verbo au!iliar do. Como j observado em li"es anteriores, ele tem vrias
utilidades, principalmente no tempo presente.

STRUCTURE

SIMPLE PRESENT INTERROGATIJE AND NEGATIJE FORM

$o verbo to be, quando queremos 0aIer uma pergunta colocamos o verbo na 0rente do sujeito.
.!. 3
6re >ou a student1

'as agora vejamos com os outros verbos&&
.!.3 )o >ou liCe milC1
)oes s#e speaC /panis#1

$estas 0rases apareceu o verbo au!iliar do/does. 5ejamos as mesmas 0rases mas na 0orma negativa.
.!.3 >ou donQt liCe milC.
/#e doesnQt speaC /panis#.

]uando so usados o ), e o ),./1

),./D aparece na terceira pessoa do singular.

),D aparece nas demais pessoas.
.!.3
/#e doesnQt liCe to read.
Ee doesnQt pla> guitar.
6ne doesnQt stud> Orenc#.

NOTE.
$este caso , ocorre uma trans0ormao ,o verbo principal volta a 0orma do in0initivo; perdendo o / ou ./:.
.!.3 Po#n doesnQt Gant to bu> a neG car.
)oes Leter GorC all da> long1

IMPERATIJE TENSE

$o tempo imperativo o sujeito est subentendido. $a verdade , nesse tempo a conjugao passa a ser uma
ordem.
.!.3
)rinC >our milC&
.at >our sandGic#&&
,pen t#e door&

$otou &1 ambas as 0rases so ordens. 6gora vejamos estas mesmas 0rases na 0orma negativa.

)onQt drinC >our milC&
)onQt eat >our sandGic#&
)onQt open t#e door&

+ogo, a 0orma negativa 0ormada pela unio do verbo au!iliar ),N $,B.

PRONOMES PESSOAIS OBJETO

Lronomes que 0ormam sujeito e objeto.

Sufeito obfeto
I me
@ou >ou
Ee #im
/#e #er
It it
Fe us
@ou >ou
B#e> t#em

.!.3
6ne loves Leter. 6ne loves #im.
Leter talCs about 6ne. Leter talCs #er.

Como vimos os pronomes podem ser usados como objeto.

NOTE.

/e um verbo tiver dois objeto o direto e o indireto, o que 0aIer11&

-: a estrutura geralmente usada 3

5.8<, N ,<P.B, I$)I8.B, N ,<P.B, )I8.B,

.!. 3 I give #er a present.
B#e> sell me some pictures.

R: quando o objeto indireto 0or usado ap2s o objeto direto, ele ser precedido de to ou for. ,bserve os mesmo
e!emplos acima, com a devida mudana3

.!.3 I give a present to #er.
B#e> sell me to some pictures.

NEW JERBS

Bo giveD dar
Bo loveD amar

NEW WORDS

6ctuall>Drealmente ageD idade, poca
$oGda>sD atualmente bacCD atrs, de trs
LarentsD pais ;pai e me: bedD cama
8elativesD parentes bo>0riendD namorado
+ibrar>D biblioteca girl0riendD namorada
<ooCstoreD livraria
OruitD 0ruta
CaCeD bolo
<utterDmanteiga
8aincoatD capa de c#uva
6boveD acima
6gaisntDcontra

NEW EXPRESSIONS

<e in loveD apai!onar-se
Bo looC overD e!aminer
Bo GorC outD calcular
Bo call o0D cancelar

ACTIJITY

1; L*B BE. /.$B.$C./ I$B, BE. I$B.88,M6BI5. O,8'3

6: s#e goes to t#e librar>.
gggggggggggggggggggggggggggggggggggggggggggg

<: >ou Gant to eat caCe.
gggggggggggggggggggggggggggggggggggggggggggg

C: Po#n studies .nglis# and Orenc#.
gggggggggggggggggggggggggggggggggggggggggggg

): 'ic#ael loves 6ne.
gggggggggggggggggggggggggggggggggggggggggggg

.: s#e Gants to give a s#irt to #er 0riend.
gggggggggggggggggggggggggggggggggggggggggggg

2; C,'L+.B. FIBE ),$QB ,8 ),./$QB3

6:I gggggggg liCe to drinC orange juice.
<: >ou ggggggg speaC .nglis#.
C: I gggggggggg speaC Git# m> parents toda>.
): 'ar> gggggggg use #er raincoat.
.: s#e ggggggg go to t#e booCstore t#is a0ternoon.

3; C,'L+.B. BE. C,88.CB L.8/,$6+ L8,$,*$3

6: Oranc> is talCing to Po#n noG.
gggggggg is talCing to ggggggg noG.

<: donQt open t#e door&
)onQt open gggggggg.

C: 'ic#ael is betGeen Leter and 'ar>.
gggggggggis betGeen ggggggggggg.

L; L*B BE. /.$B.$C./ I$B, BE. $.M6BI5. O,8'3

6: m> relatives liCe to give presents to us.
ggggggggggggggggggggggggggggggggggggggggggggg

<: I love m> relatives.
ggggggggggggggggggggggggggggggggggggggggggggg

C: Po#n speaCs .nglis#.
ggggggggggggggggggggggggggggggggggggggggggggg

): 'ar> Gants to eat 0ruit.
ggggggggggggggggggggggggggggggggggggggggggggg

.: >ou liCe bread and #am.
ggggggggggggggggggggggggggggggggggggggggggggg

GABARITO

1;
6: does s#e go to t#e librar>1
<: do >ou Gant to eat caCe1
C: does Po#n stud> .nglis# and Orenc#1
): does 'ic#ael love 6ne1
.: does s#e Gant to give a s#irt to #er 0riend1

2;
6: donQt
<: donQt
C: donQt
): doesnQt
.: doesnQt

3;
6: s#eh #im
<: it
C: #eh B#em

L;
6: m> relatives donQt liCe to give presents to us.
<: I donQt love m> relatives.
C: Po#n doesnQt speaC .nglis#.
): 'ar> doesnQt Gant to eat 0ruit.
.: >ou donQt liCe bread and #am.
LESSON 13

IM GOING TO DANCE TONIGHT'''
5amos ver como 0alar de planos 0uturos.
5ejamos os e!emplos3

.=.3 IQm going to Grite a letter t#is morning.
@ouQre going to bu> a neG car ne!t >ear.

STRUCTURE

Going to3 usado para e!pressar planos e a"es 0uturas. Lara 0ormar esta e!presso verbal necessrio o
verbo to be como au!iliar. 'ais um verbo na 0orma in0initiva, ou seja sem o to.

6o usar esta 0orma verbal ,os advrbios de tempo geralmente aparecem. 5eja alguns deles3

$e!t da>
$e!t GeeC
$e!t mont#
$e!t >ear
In a GeeC
In a mont#
In a >ear
BomorroG
Bonig#t

.=.3 Ge are going to dance tonig#t&&

INTERROGATIJE AND NEGATIJE FORM

$este caso , assim como nos outros tempos verbais, #aver algumas mudanas.
*m au!iliar necessrio para essa trans0ormao ser o verbo to be.

.=.3
Ee is going to a neG motorc>cle ne!t mont#.
Ee isnQt ; is not: going to bu> a neG motorc>cle ne!t mont#.
Is #e going to bu> a neG motorc>cle ne!t mont#1

Como 0oi mostrado, para ocorrer a devida mudana na 0rase ,o importante ser a posio do verbo to be . ele
quem 0ar a mudana para negao ou para a interrogao.

POSSESSIJES PRONOUNS

$este caso, temos que entender a di0erena sobre quando os possessives pronuns 0uncionam como pronomes e
quando agem como adjetivos.

/o pronomes possessivos quando estes substituem os substantivos e por isso no aparecem acompan#ados
deles.

/o adjetivos possessivos quando agem , ou mel#or modi0icam os substantivos, logo sempre aparecem
acompan#ados deles.

.m ambos os casos tanto os adjetivos como os pronomes possessivos concordam com o possuidor.

,s pronomes so3

Adfetive pronoun
Mv mine
Your vours
His his
Her hers
Its its
Our ours
Your vours
Their theirs

EX..
IQ m going to bu> m> booC and #e is going to bu> #is.
B#is is m> booC.
B#is booC is mine.

NOTE.
+ooC t#is sentence3
.ver>bod> need to bring #is oGn t#ings.

Lara concordar com substantivos inde0inidos necessrio o uso de um adjetivo ou pronome masculino e no
singular. Como 0oi demonstrado no e!emplo acima , onde aparece o pronome his, que est no
masculino; re0erente a ele: e est no singular.

5amos aprender mais verbos11

NEW JERBS

Bo #opeD esperar; desejar, ter esperana:
Bo GaitD esperar ; de esperar a #ora, algum, como e!emplo3um colega que est atrasado:
Bo c#angeD mudar, modi0icar, trocar

NEW WORDS

OromD de ; de algum lugar:
6mongD entre; no meio de objetos, coisas:
B#roug#D atravs de
IntoD em
OorD para
/omebod>D algum
$obod>D nigum
6n>bod> D ningum; geralmente usado em 0rases negativas ou interrogativas:
LarCD parque
Lart>D 0esta
$eGspaperD jornal
+ucCD sorte
EabitD #bito
CostumeDtraje, 0antasia

NEW EXPRESSIONS

Bo sortD classi0icar, separar
+ucCD sorte
Bo put onD vestir, usar
Bo maCe outD entender

)epois de tantas novidades vamos ver se realmente entendemos.

ACTIJITY

1)USE THE INTERROGATIJE FORM.

6: s#e going to Grite a letter toda>.
---------------------------------------------------------------------------
<: IQm going to use m> neG motorc>cle.
---------------------------------------------------------------------------
C: #e is going to Gait 0or #is girl0riend at sc#ool tonig#t.
---------------------------------------------------------------------------
): >ou #ope good neGs t#is a0ternoon.
----------------------------------------------------------------------------
.: #e Gants to c#ange #is costume.
--------------------------------------------------------------------------

2) USE THE NEGATIJE FORM.

6: m> son Gants to go to t#e part> tonig#t.
----------------------------------------------------------------------------
<: s#e is going to bring #er c#ildren t#is a0ternoon.
----------------------------------------------------------------------------
C: IQm going to Gait 0or >ou ne!t GeeC.
------------------------------------------------------------------------------
): I liCe to drinC milC ever> morning.
-----------------------------------------------------------------------------

3) USE THIS WORDS AT THE SENTENCES. TO SORT, LUCK,HABIT, COSTUME.

6: 6ne didnQt bu> a neG ggggggggggggggggggg . because s#e didnQt Gant to
go to t#e part>.
<: >ou need to c#ange >ourgggggggggggggggggggg .
C: I donQt #ave gggggggggggggggg Git# men.
): I donQt CnoG #oG to gggggggggggggggggg t#is objects.

GABARITO

1;
A) IS SHE GOING TO WRITE A LETTER TODAY?
B) AM I GOING TO USE MY NEW MOTORCYCLE?
C) IS HE GOING TO WAIT HIS GIRLFRIEND AT SCHOOL TONIGHT?
D) DO YOU HOPE GOOD NEWS THIS AFTERNOON?
E)DOES HE WANT TO CHANGE HIS COSTUME?

2;
A) MY SON DOESNT WANT TO GO TO THE PARTY TONIGHT.
B) SHE ISNT GOING TO BRING HER CHILDREN THIS AFTERNOON.
C) I AM NOT GOING TO WAIT FOR YOU NEXT WEEK.
D) I DONT LIKE TO DRINK MILK EJERY MORNING.

3;
A) COSTUME
B) HABIT
C) LUKE
): /,8B
8ESSON 1L

OBJETIJO.esta lio abordar , t#e simple past tense,; passado simples:, em todas as suas 0ormas3
interrogativa, negativa e a0irmativa. Loderemos ver como 0ormar o simple past tanto com verbos regulares
como os irregulares e testar nosso con#ecimento atravs dos e!erccios.

PRE-REQUISITO. estar seguindo as li"es e 0aIendo os e!erccios.

LESSON 14

DID YOU CALL ME?

8eparou que nessa 0rase aparece o au!iliar DID? .ste verbo au!iliar indica que a 0rase est no passado.
5ejamos agora como usar o tempo passado&&

STRUCTURE

SIMPLE PAST- REGULAR JERBS

.!.3
I called m> brot#er.
Fe danced a lot last nig#t.

SIMPLE PAST. nos verbos regulares o passado simples 0ormado por acrescentar D/ED no 0inal do verbo.

5.P6 , .=.'L+, 6<6I=,3

@ou GorCed all da> long.

NOTE: toda regra tem sua e!ceo, essa aqui no di0erente. veja o porqu3

-m- se o verbo 0or terminado em v e vier procedido de consoante, tira-se o v e coloca-se ied.

.!.3
Cr>D cried stud>D studied

Rm- se o verbo 0or terminado em consoante /vogal/ consoante e a \ltima slaba 0or mais 0orte, ento dobra-se a
consoante e depois acrescenta-se ed.

.!.3
/top Dstopped permitD permitted

Tm- se os verbos terminarem em consoante /vogal/ consoante, mas a slaba 0orte no 0or a \ltima, neste caso no
ser necessrio dobrar a consoante.

.!.3
,penD opened developD developed

at agora tudo oC& 60inal so apenas os verbos regulares. 'as vamos di0icultar um pouco mais as coisas11&

SIMPLE PAST- IRREGULAR JERBS

I spoCe Git# m> 0riend >esterda>.
@ou understood >our teac#er ver> Gell.

$estas 0rases notamos mudanas na 0orma escrita do verbo.

IRREGULAR JERBS3 estes no tm regras, cada um tem sua pr2pria 0orma para o passado&&

.!.3 s#e came #ere last GeeC.

Como e quando usar o simple past??

.!.3 6ne and Po#n alGa>s danced toget#er.
I studied /panis# last >ear.
B#e simple past is used G#en3

6: a"es terminadas num passado de0inido.;-m e!emplo:

<: a"es #abituais, comuns , 0eitas no passado.;Rm e!emplo:

o passado simples pode vir acompan#ado de alguns advrbios de tempo, como3
>esterda>
last GeeC
last mont#
last >ear
last nig#t
t#ree >ears ago

INTERROGATIJE AND NEGATIJE FORM

(Afirmativa) >ou liCed to eat t#is caCe.
;interrogativa: did >ou liCe to eat caCe1
;negativa: >ou didnQt liCe to eat caCe.
para a 0orma negativa e interrogativa necessrio o uso do au!iliar DID. $este caso o verbo principal
0ica no in0initivo e sem o to.
.!.3
I didnQt GorC on a s#ip last mont#.
Fe didnQt Gant to speaC Git# >ou.

NEW JERBS

Bo carr>D transportar, carregar
Bo GearD vestir, usar
Bo 0ind, 0oundD ac#ar
Bo see, saG, seenD ver
Bo callD c#amar

NE. .OR<S

/#ipDnavio 0acult>D corpo docente
Boget#erD juntos collegeD 0aculdade
6goD atrs; tempo: 0irstD primeiro
LantsD calas c#eapDbarato
$oticeD aviso e!pensiveD caro
$eGsD notcias
NE. EXPRESSIONS

.!pertD perito
/martD esperto

ACTIJITY

1) USE THE SIMPLE PAST IN THIS JERBS.

6: loveDgggggggggggggg
<: useDgggggggggggggg
C: danceDggggggggggggg
): stopDgggggggggggggg
.: talCDgggggggggggggg
O: stud>Dggggggggggggg
M: needDggggggggggggg
E: seeDgggggggggggggg

2; PUT THE SENTENCES INTO SIMPLE PAST.

6: I Gant to go to c#urc#.
ggggggggggggggggggggggggggggggggggggggggg

<: Ge need to stud> a lot.
ggggggggggggggggggggggggggggggggggggggggg

C: 6ne maCes a c#ocolate caCe.
ggggggggggggggggggggggggggggggggggggggggg

): #e stop to GorC t#is a0ternoon.
ggggggggggggggggggggggggggggggggggggggggg

.: I Gear a beauti0ul dress toda>.
ggggggggggggggggggggggggggggggggggggggggg
3) PUT THE SENTENCES INTO NEGATIJE FORM.

6: s#e Gore a neG pants >esterda>.
ggggggggggggggggggggggggggggggggggggggggggggggg

<: m> 0at#er stopped to bu> c#ocolate 0or me.
ggggggggggggggggggggggggggggggggggggggggggggggg

C: I saG m> bo>0riend >esterda>.
ggggggggggggggggggggggggggggggggggggggggggggggg

): Leter carried a lot o0 t#ings in >our car.
ggggggggggggggggggggggggggggggggggggggggggggggg

.: #e 0ound m> old booC.
ggggggggggggggggggggggggggggggggggggggggggggg

4) PUT THE SENTENCE INTO THE INTERROGATIJE FORM.

6: Ge GorCed all da> long.
ggggggggggggggggggggggggggggggggggggggggggggg

<: t#e> studied .nglis# last GeeC.
ggggggggggggggggggggggggggggggggggggggggggggg

C: >ou traveled last mont#.
ggggggggggggggggggggggggggggggggggggggggggggg

): >ou 0ound m> red dress.
ggggggggggggggggggggggggggggggggggggggggggggg

LISTA DE ALGUNS JERBOS IRREGULARES

$esta lio 0oi citado os verbos irregulares. 5eja agora alguns verbos irregulares e suas 0ormas tanto no
passado como no particpio simples3

Bo be, Gash Gere, beenD ser,estar
Bo become, became, becomeD tornar-se
Bo begin, began, begunD comear, iniciar
Bo bring, broug#t, broug#tD traIer
Bo bu>, boug#t, boug#tD comprar
Bo c#oose, c#ose, c#osenD escol#er
Bo come, came, comeD vir
Bo do, did, doneD 0aIer
Bo eat, ate, eatenD comer
Bo 0ind, 0ound, 0oundD ac#ar
Bo give, gave, givenD dar
Bo go, Gent, goneD ir
Bo #ave, #ad, #adD ter
Bo leave, le0t, le0tD partir, dei!ar
Bo maCe, made, madeD 0aIer
to run, ran, runD correr
to sa>, said, saidD diIer
to see, saG, seenD ver
to sell, sold, soldD vender
to sleep, slept, sleptD dormer
to speaC, spoCe, spoCenD 0alar

GABARITO

1)
6: loved
<: used
C: danced
):stopped
.: talCed
O: studied
M: needed
E: saG

2)
6: I Ganted to go to c#urc# .
<: Ge needed to stud> a lot.
C: 6ne made a c#ocolate caCe.
): #e stopped to GorC.
.: I Gore a beauti0ul dress >esterda>.

3)
6: s#e didnQt Gear a neG pants >esterda>.
<: m> 0at#er didnQt stop to bu> c#ocolate 0or me.
C: I didnQt see m> bo>0riend >esterda>.
): Leter didnQt carr> a lot o0 t#ings in >our car.
.: #e didnQt 0ind m> old booC.

4)
6: did Ge GorC all da> long1
<: did t#e> stud> .nglis# last GeeC1
C: did >ou travel last mont#1
): did >ou 0ind m> red dress1
+.//,$ -V- 8.5I.F

O%>e&io: nesta lio , 0aremos uma reviso geral das \ltimas quatro li"es j estudadas. Com e!erccios de
0i!ao e resumo dos assuntos principais j vistos. H a \ltima lio dessa srie. 6 partir da pr2!ima , entraremos
no nvel bsico II.

P"N-"e7(isi&o: ter visto pelo menos as \ltimas quatro li"es e 0eito as atividades.

+.//,$ -V 8.5I.F

<o ?o( "e$e$%e"11

5amos ver o que aprendemos nas \ltimas li"es11

6lguns tempos verbais 0oram analisados.

5ejamos3

STRUCTURE

SI*P8E PRESENT TENSE

/imple presentD indica uma ao que est ocorrendo em tempo real.

n affirmative form

nesta 0orma o verbo aparece no in0initivo sem o to. $o geral, na TS pessoa recebe o acrscimo da letra s. mas #
algumas e!ce"es onde pode aparecer es ou ies.

.!.3 I eat na TS pessoa it eats
Fe stud> s#e studies
B#e> cr> s#e cries
I 0i! I 0i!es

$o caso do verbo to #ave , ocorre uma mudana mais ampla.

I #ave a ball.

Ee #as a ball.

$o devemos esquecer que quando nos re0erimos as a"es do cotidiano, estas podem vir acompan#adas de
advrbios de 0req%ncia.

6lGa>s never sometimes
8arel> seldom usuall>

n interrogative form

$o verbo to be s2 colocar o verbo na 0rente do sujeito. $os demais verbos usa-se o au!iliar Do ou Does.

.!. 3 Is s#e tired1
)o >ou go #ome noG1
)oes #e liCe to eat pineapple1

n negative form

neste caso, aparece a 0orma negativa not. ]ue pode tambm ser usado na 0orma abreviada tanto com o verbo to
be como com au!iliar doh does.

.!.3 s#e is not ; isnQt: tired.
@ou do not ; donQt: go #ome.
Ee does not ; doesnQt: to eat pineapple.

*UC, C*/N= C VER=

8epresentam quase a mesma palavra muito, muitos.

Much e manv do idia de quantidade.
Much muito para o singular, considerado adjetivo.
Manv muitos- para o plural . tambm considerado adjetivo.
Jerv muito- advrbio re0erente a intensidade.

I*PER/TIVE TENSE

Como se estivesse dando uma ordem. )ei!ando o sujeito oculto.

.!.3 ,pen t#e door&
)o me a 0avor&
Close t#e GindoG.

5OIN5 TO

.sta 0orma verbal, e!pressa a"es 0uturas, necessrio o uso do verbo to be como au!iliar, junto com um verbo
no in0initivo sem o to.

.!.3 IQm going to see >ou ne!t GeeC.
FeQre going to stud> t#is a0ternoon.
B#e>Qre going to bu> somet#ing tomorroG.

SI*P8E P/ST TENSE

Lara 0orm-lo nas sentenas a0irmativas acrescenta-se ) ou .) no 0inal do verbo, quando este 0or regular. 'as
quando 0or irregular a variao ser de acordo com a 0orma do verbo.

, au!iliar vai para o passado )I).

.!.3 I didnQt read t#is booC.
Fe didnQt came #ere >esterda>.
)id >ou sell >our car1

NE. VERBS

Bo rememberD lembrar-se
Bo visitD visitor
Bo driveDdirigir

NE. .OR<S

/omet#ing D alguma coisa
6dD an\ncio
6llD tudo, toda, todo, inteiro
6lmostD quase
6lread>D j
6lt#oug#D embora, apesar de
<agD bolsa, saco
<aCer>D padaria
<edroomD quarto
<us>D ocupado
Cand>D doce
LineaplleD abaca!i

NE. EXPRESSIONS

Bo t#inC up D planejar

/CTIVIT=

1; !24n9e &2e sen&en!es &o in&e""o94&ie 3o"$:

a: t#e> liCe to go to t#e beac# ever> mont#.
ggggggggggggggggggggggggggggggggggggggggggggg

b:>ou visit >our 0amil> ever> >ear.
ggggggggggggggggggggggggggggggggggggggggggggg

c: s#e drives a motorc>cle.


d: #e remembered to do #is #omeGorC.
ggggggggggggggggggggggggggggggggggggggggggggg

e: >ou are ver> bus> noG.
gggggggggggggggggggggggggggggggggggggggggggggg

2; C24n9e &2e sen&en!es &o ne94&ie 3o"$:

a: I liCe to dance ever> GeeC.
gggggggggggggggggggggggggggggggggggggggggggggg

b: Ge studied .nglis# >esterda>.
gggggggggggggggggggggggggggggggggggggggggggggg

c: s#e visited #er aunt last mont#.
ggggggggggggggggggggggggggggggggggggggggggggg

d: t#e> are going to came #ere tomorroG.
ggggggggggggggggggggggggggggggggggggggggggggg

3; !o$#)e&e @i&2 $4n?-$(!2 o" e"?:

a: m> sister is a ggggggggggggggg smart girl.
b: 6ne ia a gggggggggggggg curious Gaman.
c: mr. /mit# is a gggggggggg good doctor.
d: t#ere are gggggggggggg booCs on t# m> table.

L; !24n9e &o &2e 3O #e"son o3 sin9()4": : 2ePs2e;

a: I go to sc#ool at X3[[.
gggggggggggggggggggggggggggggggggggggggg

b: t#e> liCe to eat pineapple.
gggggggggggggggggggggggggggggggggggggggg

c: >ou visit >our mot#er ever> mont#.
gggggggggggggggggggggggggggggggggggggggg

d: did >ou remember to bu> an> 0ruits1
gggggggggggggggggggggggggggggggggggggggg

5/B/RITO

1B 4; do t#e> to go to t#e beac# ever> mont#1

%; do >ou visit >our 0amil> ever> >ear1

!; does s#e drive car1

d; did #e remember to do #is #omeGorC1

e; are >ou bus> noG1

2B 4; I donQt liCe to dance ever> GeeC.

%; Ge didnQt stud> .nglis# >esterda>.

!; s#e didnQt visit #er mot#er last mont#.

d; t#e> arenQt going to came #ere tomorroG.

3B4; ver>

%; ver>

!; ver>

d; man>

LB 4; s#eh#e goes to sc#ool at X3[[.

%;s#eh#e liCes to eat pineapple.

!; s#eh#e visits #erh #is mot#er ever> mont#.

d; did s#eh#e remember to bu> an> 0ruits1
In9)6s C nQe) in&e"$edi'"io

O%>e&io:

.ste nvel tem como objetivo dar mais liberdade ao uso do idioma. $o nvel bsico 0oi visto vrios verbos e
tempos verbais. P neste nvel ser visto mais tempos verbais, e!press"es e palavras, para assim dar mais
compreenso da 0orma escrita do idioma.

P"N-"e7(isi&o:

Ber visto o nvel bsico.

+.//,$ ,$.

O%>e&io:

.sta unidade mostrar o uso do present continuous, na 0orma a0irmativa, negativa e interrogativa. 6lm de
mostrar quando e qual o objetivo do uso desse tempo verbal.

STRUCTURE

PRESENT CONTINUOUS

Q(4ndo o!6 #ode (s4" o #"esen& !on&in(o(s1

n ele indica uma ao que est ocorrendo agora, no momento da 0ala, ou que j est acabando de ocorrer.

.!3 G#at are >ou eating noG1
F#ere is s#e going noG1
I am just studing englis#.

6dverbies used3 noG; agora:, at t#eh t#is moment ; neste momento:, just logo, em breve, j:.

n tambm pode espressar uma ao presente, atual, que nem sempre pode estar ocorrendo no momento que se
menciona ou 0ala dela.

.!3 are >ou still living Git# >our parents1
$o, I am living Git# m> #usband.

n pode tambm descrever uma situao programada para um 0uturo pr2!imo. 6lgo que j est planejado, mas
que ainda ocorrer.

.!3 s#e is visiting #er parents ne!t GeeC.
B#e> are going to t#e beac# tomorroG.

n Lode indicar a"es que sempre se repetem, situa"es do cotidiano.

.!3 m> bo>0riend is 0requentl> GalCing ever> da>.
6dverbs used3 alGa>s ;sempre: a0ten, 0requentl>,;0requentemente:, usuall> ;geralmente:.

Co$o (s4" o #"esen& !on&in(o(s1

Ao"$4s:

Afirmativa

/ujeito N to be N verbo N ing

I am studing noG.

IQm studing noG.

/#e is cooCing a c#ocolate caCe.

Negativa

/ujeito N to be N not N verbo N ing

Ee is not reading #is magaIine

@ou arenQt GorCing Git# >our 0at#er

Interrogativa

Bo be N sujeito N verbo N ing

6re >ou stud>ing1

Is #e GorCing in t#e mornig1

<I< =OU UN<ERST/N<1

1; 4ns@e" &2e 7(es&ions (sin9 &2e #"esen& !on&in(o(s 4nd (se &2e 433i"$4&ie 3o"$:

a: G#at are >ou doing noG1
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: G#at is #e eating Git# #is sister1
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: G#ere are >ou going1
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: is s#e GorCing all da> long1
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

2; #4ss &2e sen&en!es &o &2e ne94&ie 3o"$:

a: I am going to t#e beac# Git# m> 0amil> ne!t GeeCend.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: s#e is living Git# #er 0amil> in a big cit>.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: #e is GorCing all da> long.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: t#e> are stud>ing .nglis# ever> GeeC.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

NE. VERBS

<oring3 c#ato
Interesting3 interessante
Forld3 mundo
<eac#3 praia
)oGntoGn3 centro da cidade
/tore3 loja

NU*BERS : NR*EROS

[D Iero h noug#t
-D one
RD tGo
TD t#ree
UD 0our
VD0ive
WD si!
XD seven
YD eig#t
ZD nine
-[D ten
--D eleven
-RD tGelve
-TD t#irteen
-UD 0ourteen
-VD 0i0teen
-WD si!teen
-XD seventeen
-YD eig#teen
-ZD nineteen
R[D tGent>
T[Dt#irt>
U[D0ourt>
V[D 0i0t>
W[Dsi!t>
X[Dsevent>
Y[D eig#t>
Z[D ninet>
-[[Done #undred
R[[D tGo #underd

NE. EXPRESSIONS

$ice to meet >ou D praIer em con#ecer voc

/CTIVIT=

1; &"4ns)4&e &2e sen&en!es:

a: eu no estou trabal#ando tarde.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: eles esto estudando ingls toda man#.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: ela est morando com sua irm.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: eu no estou gostando de ler este livro.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggg

2; #4ss &2e sen&en!es &o ne94&ie 3o"$:

e: #e is reading tGo booCs 0or mont#.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggg

0: I am GorCing 0or t#ree GeeCs.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggg

g: m> brot#er #as 0ive stores.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggg

#: I #as tGo brot#ers and Ge are living toget#er.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggg

i: m> mot#er are cooCing tGo caCes.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggg

3; #4ss &2e sen&en!es in&e""o94&ie 3o"$:

a: >ou are reading t#is booC.


b: t#e> are visiting t#eir relatives.
ggggggggggggggggggggggggggggggggggggggggggggggg

c: t#e> are living in big #ouse in a small cit>.
ggggggggggggggggggggggggggggggggggggggggggggggg

d: s#e is stud>ing .nglis# and /panis#.
gggggggggggggggggggggggggggggggggggggggggggggggg

M6<68IB,

)I) @,* *$).8/B6$)1

-: a: I am reading a booC noG.
b: t#e> is eating a c#ocolate caCe.
c: I sm going to doGntoGn.
d: >es, s#e is GorCing all da> long.

R:
a: IQm not going to t#e beac# Git# m> 0amil> ne!t GeeCend.
b: /#e isnQt living Git# #er in a big cit>.
c: Ee isnQt GorCing all da> long.
d: B#e> arenQt stud>ing .nglis# ever> GeeC.

6CBI5IB@

-:
a: IQm not GorCing in t#e a0ternoon
b: B#e> are stud>ing .nglis# ever> morning.
c: /#e is living Git# #er 0riend.
d: IQm not liCing to read t#is booC.

R:
a: #e isnQt reading tGGo booCs.
b: I am not GorCing 0or t#ree GeeCs.
c: '> brot#er donQt #ave 0ive stores.
d: I #ave tGo brot#ers and Ge arenQt living toget#er.
e: m> mot#er isn?t cooCing tGo caCes.

T:
a: are >ou reading t#is booC1
b:6re t#e> visiting t#eir relatives1
c: 6re t#e> living in a big #ouse in a small cit>1
d: Is s#e stud>ing .nglis# and /panis#1
.$M+I/E - +.//,$ BF,

O%>e&io:

.sta lio visa mostrar o uso do tempo verbal simple future, nas 0ormas a0irmativa, negativa e interrogativa,
incluindo tambm interrogativa - negativa. Bambm nesta lio o tempo immediate future ser estudado.

P"N-"e7(isi&o:

Ber visto a lio anterior.

+.//,$ BF,

SI*P8E AUTURE

STRUCTURE

AFFIRMATIJE FORM

subfect will verb complement

ex. I Gill go to t#e beac# tomorroG.

n in t#is case, itQs necessar> to use t#e au!iliar> verb @i)).

.!3 >ou Gill visit >our parents ne!t GeeC.
/#e Gill learn .nglis# Git# me.

NEGATIJE FORM

/ubject N Gill N notN verb

.!3 s#e will not stud> Git# me

,r

/#e wont stud> Git# me

I will not go to c#urc# t#is a0ternoon

,r

I wont go to c#urc# t#is a0ternoon

INTERROGATIJE FORM

Fill N subject N verb N complement

.!3 Gill >ou go to t#e store Git# me1

Fill t#e> go to t#e beac# tomorroG1

INTERROGATIJE-NEGATIJE FORM

Fill N subject N not N verb N complement

.!3 Gill >ou not go to t#e part> Git# me1

,r

FonQt >ou go to t#e part> Git# me1

TAKE A LOOK.

n pode-se substituir will por shall. 'as s2 na primeira pessoa do singular e do plural , ; I, Ge:.

.!3 I Gill bu> a neG car ne!t >ear.

,r

I s#all bu> a neG car ne!t >ear.

Fe Gill travel to $eG @orC ne!t mont#.

,r

Fe s#all travel to $eG @orC ne!t mont#.

n will e shall tem a seguinte 0orma contracta DQll.

GillDQll

s#allDQll

e!3 s#e Gill GorC in m> neG store ne!t GeeC.

,r

/#eQll GorC in m> neG store ne!t GeeC.

Fe s#all go to t#e beac# tomorroG.

,r

FeQll go to t#e beac# tomorroG.

n a 0orma contracta em uma 0rase negativa tem a seguinte 0orma3

Fill notD GonQt

/#all notD s#anQt

.!3 #e Gill not visit #is parents tomorroG.

,r

Ee GonQt visit #is parents tomorroG.

I s#all not cooC a c#ocolate caCe.

,r

I s#anQt cooC a c#ocolate caCe.

CO*O E QU/N<O US/R O SI*P8E AUTURE11

n para 0alar ou descrever a"es que esto planejadas para o 0uturo.

.!3 I Gill sell t#is car.

n para e!pressar uma deciso repentina que 0oi tomada de imediato.

.!3 itQs ver> #ot #ere& I Gill bu> a ice cream.

n os advrbios mais usado neste tempo verbal so3

tomorroGD aman#

ne!t GeeCh mont#h >earD pr2!ima semanah msh ano

soonD em breve

/CTIVIT= :I;

1; #4ss &2e sen&en!es &o &2e si$#)e 3(&("e:

a: I pla> soccer Git# m> 0riends.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: Ge stud> .nglis# and Orenc# ever> GeeC.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: s#e needs a lot o0 mone> to bu> #er neG dress.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: I go to visit m> parents ne!t mont#.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

2; (se &2e !on&"4!& 3o"$:

a: s#e Gill sell #er old booCs.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: t#e> Gill bu> a neG #ouse.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: I s#all GorC ne!t GeeCend.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: Ge s#all visit our 0riends tomorroG.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

3; #4ss &2e sen&en!es &o ne94&ie 3o"$:

a: I s#all bu> a bic>cle 0or m> brot#er.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: s#e Gill cooC a delicious candies tomorroG morning.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: I Gill sell m> computer .

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: m> parents Gill visit me ne!t GeeC.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

STRUCTURE- II

IMMEDIATE FUTURE

AFFIRMATIJE FORM.

/ubject N to be N going to N verb N complement

.!3

@ou are going to travel tomorroG.

NEGATIJE FORM.

/ubject N to be N not N going to N verb N complement

@ou are not going to travel to 6msterd tomorroG.

,r

@ou arenQt going to travel to 6msterd tomorroG.

INTERROGATIJE FORM.

Como nos outros tempos verbais, na 0orma interrogativa o verbo au!iliar will vem antes do sujeito.

.!3 are >ou going to travel to 6msterd tomorroG1

TAKE A LOOK

n gonnaD going to

no ingls in0ormal a e!presso going to representada pelo termo 3 gonna.

.!3 G#at are >ou gonna sell to >our 0at#er1

COMO E QUANDO USAR O IMMEDIATE FUTURE??

H usada para descrever algo que se planeja 0aIer ou que j est prestes a acontecer.

.!3 t#e> are going to come ne!t /unda>.

NEW JERBS

'one>D din#eiro
Ice creamD sorvete
)ressDvestido
OarmD 0aIenda
<ic>cleD bicicleta
Cand>D bala, doce
/#oeD sapatos
/#irtD camisa
LantsD calas
CousinD primo
8elativeD parentes
CooCieD bolac#a
LopcornD pipoca
/liceD 0atia

NEW EXPRESSIONS

/ee >ou tomorroGD at aman#
,n t#e GeeCendD no 0im de semana
5er> muc#D muito
/ome timesD 4s veIes
6boutD sobre, apro!imadamente, mais ou menos

/CTIVIT= CII

1; &"4ns)4&e &2e sen&en!es %e)o@:

a: eu comprarei um novo vestido.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: n2s visitaremos nossos parentes no pr2!imo ms.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: voc vender sua casa1

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: elas no aprendero a coIin#ar.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

2; (se &2e ne94&ie 3o"$ in &2is sen&en!es:

a: s#e Gill learn to cooC caCe and candies.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: I s#all sell m> dress and pants 0or >ou.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: I liCe to speaC Orenc#.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: I s#all visit >ou tomorroG.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

5/B/RITO

-:
a: I Gillh s#all pla> soccer Git# m> 0riends.
b: Ge Gillh s#all stud> .nglis# and Orenc# ever> GeeC.
c: s#e Gill need a lot o0 mont# to bu> #er neG dress.
d: I Gill h s#all visit m> parents ne!t mont#.

R:
a: s#eQll
b: t#e>Qll
c: IQll
d: GeQll

T:
a:I s#anQt
b: /#e GonQt
c: I GonQt
d:m> parents GonQt

activit>- II

-:
a:I Gillhs#all bu> a neG dress.
b: Ge s#allhGill visit our relative ne!t GeeC1
c: Gell >ou sell >our #ouse.
d: t#e> GonQt learn cooCies

R:
a:I s#anQt
b: I s#anQt
c: I didnQt
d: I s#anQt
+.//,$ BE8..

STRUCTURE

SI*P8E P/ST

/AAIR*/TIVE AOR*

/ubject N verb in t#e past N complement

B#e> pla>ed soccer >esterda>.

I visited m> parents last mont#.

NE5/TIVE AOR*

/ubject N did not N verb N complement

I did not stud> .nglis# >esterda>.

,r

I didnQt stud> .nglis# >esterda>.

I didnQt eat t#is slice o0 caCe.

INTERRO5/TIVE AOR*

)id N subject N verb N complement

)id >ou see m> sister1

)id s#e bu> a neG pants1

INTERRO5/TIVE C NE5/TIVE

)id N subject N not N verb N complement

)id >ou not see m> sister1

,r

)idnQt >ou se m> sister1

CO*O E QU/N<O US/R O SI*P8E P/ST11

n para e!pressar algo ocorrido no passado.

.!3 m> sister traveled to Papan tGo mont# ago.

6dvrbios mais usados para a 0ormao deste tempo3

@esterda>D ontem

B#e da> be0ore >esterda>D anteontem

+ast GeeCh nig#tD noite hsemana passada

6 >ear ago D um ano atrs

/CTIVIT=

-: L6// BE. /.$B.$C./ B, /I'L+. L6/B 6$) B, $.M6BI5. O,8'3

a: I Gill visit m> 0amil> tomorroG.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: I understand G#at t#e teac#er speaCs.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: s#e liCes to cooC candies and caCes.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: do >ou sell t#e #ouse to >our 0riend1

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

STRUCTURE CII

REA8EXIVE /N< E*P,/SIHIN5 PRONOUNS

I D m>sel0
@ou D >oursel0
EeD #imsel0
/#eD #ersel0
ItD itsel0
FeD ourselves
@ouD >ourselves
B#e>D t#emselves

T,E REA8EXIVE PRONOUNS

.stes aparecem em 0rases que o sujeito 0aI e so0re a ao , ou seja , o sujeito e o objeto so a mesma pessoa.

.!3 I alGa>s burn m>sel0 G#en I cooC.
/#e alGa>s cuts #ersel0.

T,E E*P,/SIHIN5 PRONOUNS

.stes servem para en0atiIar o sujeito. Lodem aparecer ap2s o sujeito ou no 0inal da orao.

.!3 >ou >oursel0 closed t#e door.

T/GE / 8OOG:

Bv mvself

.sta construo b> N re0le!ive pronouns pode signi0icar tambm D alone; soIin#o:.

.!3 I cooC a caCe b> m>sel0.

OR<IN/8 NU*BERS

-m - -stD 0irstD primeiro
Rm - R ndD secondDsegundo
Tm - T rdD t#ird D terceiro
Um - U t#D 0ourt#Dquarto
Vm - Vt# D0i0t#D quinto
Wm- W t# D si!t#D se!to
Xm- Xt# D sevent#D stimo
Ym- Yt# D eig#t#D oitavo
Zm- Z t#D nint# D nono
-[m--[ t# D dcimo
--m- -- t# D elevent#D dcimo - primeiro
-Rm- -R t# D tGel0t#D dcimo - segundo
-Tm- -T t#D t#irt#eent# D dcimo- terceiro
R[m- R[ t# D tGentiet# D vigssimo
TRm- TR nd D t#irt> secondD trigssimo segundo
-[[m- -[[ t# D one #undredt#D centssimo
-[[[m- -[[[t# Done t#ousandt#D milssimo
-[[-m--[[-t# D one t#ousand and 0irst- milssimo primeiro

NE. VERBS

Bo travelD viajar
Bo readD ler
Bo closeD 0ec#ar
Bo GriteD escrever
Bo openD abrir

NE. .OR<S

$eGspaperDjornal
'agaIineD revista
+etterD carta
*ntilD at
FindoGD janela
)oorD porta
<edroomD quarto
<at#roomD ban#eiro
LieD torta
IceD gelo
OoodD comida
ColdD 0rio
EotD quente

NE. EXPRESSIONS

Bo get upD levanter-se
Bo taCe placeD acontecer
B#is morningD esta man#
B#is a0ternoonD #oje a tarde
Bonig#tD #oje a noite

/CTIVIT=

1; !o$#)e&e @i&2 4 "e3)exie o" 4n e$#24siSin9 #"ono(n:

a: I gggggggggggggg called t#e doctor.

b: @ou alGa>s cutsgggggggggggggggggggg.

c: )o >ou live Git# >our parents or live b>gggggggggggggggggggg.

2; &"4ns)4&e &2e sen&en!es %e)o@:

a: eu 0ui a primeira pessoa a ler esta revista.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: ele no gostava de escrever cartas.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: ela no viajou noite passada.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: voc gosta de torta1

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: voc 0oi a stima pessoa que leu este livro.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

0: eu no entendi o que voc escreveu.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

5/B/RITO

ACTIJITY I

-:
a: I didnQt visit m> 0amil> tomorroG.
b: I didnQt understand G#at t#e teac#er spoCe.
c: s#e didnQt liCe to cooC candies and caCe.
d: didnQt >ou sell t#e #ouse to >our 0riend1

6ctivit> II

-:
a: m>sel0
b: >oursel0
c: >oursel0

R:
a: I Gas t#e 0irst person to read t#is magaIine.
b: #e didnQt liCe to Grite letters.
c: s#e didnQt travel last nig#t.
d: did >ou liCe pie1
e: >ou Gere sevent# person t#at read t#is booC1
+.//,$ O,*8

STRUCTURE

SIMPLE PAST

Irregular verbs- estes verbos quando so conjugados apresentam variao na sua 0orma escrita. Lodem ter uma
0orma di0erente para o simple past e para o past participle.

.!3

INFINITIJE SIMPLE PAST PAST PARTICIPLE
Bo beat beat beaten
Bo sleep slept slept
Bo understand understood understood

$ote3

*m bpequeno detal#ec para a 0ormao dos irregular vebs no simple past ou no past participle que eles no
tem uma regra espec0ica de 0ormao, por isso necessrio memoriIao deles.

Lodem ser classi0icados em3

UNIFORMES- onde no ocorre nen#uma mudana em sua 0orma escrita.

INFINITIJE SIMPLE PAST PAST PARTICLE
Bo cut cut cut
Bo read read read

.!3 I read a neG booC.

BIFORMES- neste caso o verbo tem duas 0ormas iguais. *ma para o simple past e o past participle ou in0initive
e simple past ou in0initive e past participle.

INFINITIJE SIMPLE PAST PAST PARTICIPLE
Bo beat beat beaten
Bo come came come
Bo bring broug#t broug#t

TRIFORMES- neste caso # 0ormas di0erentes para o in0initive, o simple past e para o past participle.

INFINITIJE SIMPLE PAST PAST PARTICIPLE
Bo be GashGere been
Bo begin began begun
Bo do did done

SIMPLE PAST WITH IRREGULAR JERBS

Affirmative

B#e> came #ere >esterda>.
/#e slept in m> #ouse last nig#t.

Interrogative

)id >ou bring m> booC1

Negative

/#e didnQt read t#is magaIine.

/CTIVIT=

-: */. BE. /I'L+. L6/B I$ BE. /.$B.$C./ <.+,F3

6: I Gill bring >our booC.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
<: s#e is tired toda>.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
C: t#e> go to t#e beac# toda>.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
): I read t#is booC and I liCe it ver> muc#.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
.: #e begins to stud> .nglis# t#is mont#.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

R: use t#e negative 0orm in t#e sentences beloG3

6: I did ever>t#ing correctl>.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggg
<: >ou understood t#is lesson.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggg
C: Ge came last GeeC.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
): s#e 0orgot m> name.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

STRUCTURE CII

PAST CONTINUOUS

600irmative

/ubject N GashGere N verb N ing
I Gas eating a slice a c#ocolate caCe.
@ou Gere drinCing milC.

$egative

Fe GerenQt speaCing about >ou.
/#e GasnQt stud>ing .nglis#.

Interrogative

FerenQt t#e> living in $eG @orC1
Fas s#e eating an apple1

]*6$), /. */6 , PAST CONTINUOUS?

n Lara 0alar de uma ao que estava ocorrendo no passado. , surgimento de um advrbio \til para de0inir
quando a ao estava ocorrendo.

.!3

/#e Gas dancing last nig#t.
Fe Gere speaCing about our .nglis# class.

n Lara 0alar de uma ao repetida 0requentemente no passado.

.!3

B#e> Gere alGa>s pla>ing soccer.

n Lara 0alar de duas a"es que estavam ocorrendo no passado ao mesmo tempo. Lode-se usar a conjuno while
( enquanto).

.!3

I Gas stud>ing G#ile m> sister Gas cooCing.

NE. VERBS

Bo beatD bater, golpear
Bo comeD vir, c#egar
Bo bringD traIer
Bo beginD comear

NE. .OR<S

<od>Dcorpo
EeadDcabea
.>esDol#os
EairD cabelo
.arsD ouvido
$oseD nariI
'out#Dboca
.>ebroGDsobrancel#a
'ustac#eD bigode
Boot#h teet#D dentes
+ipsD lbios
BongueD lingua
+egD perna
LotatoD batatas
CarrotD cenoura
Mreen pepperD pimento
LumpCinD ab2bora
.ggplantDberinjela
,nionDcebola
MarlicDal#o
'aniocDmandioca

NE. EXPRESSIONS

)a> b> da>D dia-a-dia
In st>leD em grande estilo
Bo 0all in love ;Git#:D apai!onar-se por
Forr> 0or D preocupar-se com
6sC 0orD pedir
Bo get upD levantar-se

/CTIVIT=

-: B86$/+6BI,$3

6: .u estava comendo cenoura e batatas.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

<: .la estava 0alando com min#a me.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

C: $ 2s estvamos jogando 0utebol.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

): .les estavam dormindo em sua casa1
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

.: .le no estava bebendo vin#o.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

R: C,'L+.B. FIBE BE. L6/B C,$BI$*,*/ ,8 BE. /I'L+. L6/B ,O BE. 5.8</3

a: I gggggggggggggggggg ; talC: to m> 0at#er G#en #e gggggggggggggg ; arrive: last nig#t.
b: /#e ggggggggggggggggg;cooC: a c#ocolate caCe >esterda>.
c: Fegggggggggggggggggg;stud>: .nglis# G#ile m> brot#er gggggggggggggg; GorC: a lot at t#e o00ice.
d: Ee gggggggggggggggggg; 0all in love: Git# m> sister.
e: B#e>ggggggggggggggggggg;travel: Git# m> parents last GeeC.

T: */. BE. $.M6BI5. O,8'.

6: I Gas reading t#at booC.
gggggggggggggggggggggggggggggggggggggggggggg

<: Ge pla>ed soccer ever> GeeC.
gggggggggggggggggggggggggggggggggggggggggggg

C: s#e Gas stud>ing /panis# Git# t#e neG teac#er.
gggggggggggggggggggggggggggggggggggggggggggg

): t#e> got up W3[[ oQclocC.
gggggggggggggggggggggggggggggggggggggggggggg

.: >ou Gere 0alling in love Git# m> brot#er.
gggggggggggggggggggggggggggggggggggggggggggg

O: s#e #ad beauti0ul e>es.
ggggggggggggggggggggggggggggggggggggggggggggg

5/B/RITO

-:

6: I broug#t >our booC.
<: s#e Gas tired >esterda>.
C: t#e> Gent to t#e beac# >esterda>.
): I read t#is booC and I liCed it ver> muc#.
.: #e began to stud> .nglis# t#at mont#.

R:

a: I didnQt ever>t#ing correctl>.
<: >ou didnQt understand t#is lesson
C: Ge didnQt come last GeeC.

6ctivit> II

-:

6: I Gas eating carrot and potato
<: s#e Gas speaCing Git# m> mot#er.
C: Ge Gere pla>ing soccer.
): Gere t#e> sleeping in >our #ouse1
.: >ou GerenQt reading t#at magaIine.
O: #e GasnQt drinCing Gine.

R:

6: Gas talCingharrived
<: cooCed
C: Gere stud>ingh Gas GorCing
): Gas 0alling in love
.: traveled

T:

6: I GasnQt reading t#at booC
<:Ge didnQt pla>ed soccer ever> GeeC.
c: s#e GasnQt stud>ing /panis# Git# neG teac#er
): t#e> didnQt get up W3[[ oQclocC.
.:>ou GerenQt 0alling in love Git# m> brot#er
O: s#e didnQt #ad beauti0ul e>es.
+.//,$ OI5.

OBJETIJO. destacar nessa lio a continuao da conjugao do verbo no passado e 0aIer uma reviso das
li"es anteriores. desta veI o tempo a ser estudado ser o Past Perfect.

PRE-REQUISITO. ter visto as li"es anteriores.

LESSON FIJE

STRUCTURE

FORM

affirmative.

sujeito N #ad N verbo principal no particpio passado

.=3 I #ad eaten some 0ruits be0ore >ou arrived.

s#e #ad read man> letters.

negative.

.=3 I #ad not h #adnQt eaten 0ruit be0ore >ou arrived.

interrogative.

.=3 #ad >ou 0ound >our old booC1

#ad s#e alread> spoCen Git# >our mot#er be0ore1

COMO E QUANDO USAR O PAST PERFECT?

Lara descrever uma ao ocorrida no passado antes de outra ao tambm ocorrida no passado.pode-se usar o
seguintes advrbios 3 alread>,never, seldom, alGa>s.

NOTE.

0orma contracta de had d.

e!3 s#e #ad

s#eQd

REJIEW- I

PRESENT CONTINUOUS

sujeito N to be N verbo N ing

.=3 I am visiting m> 0amil>.

usado para.

-. uma ao que ocorre no momento em que se 0ala.

R. uma ao presente, que nem sempre pode estar ocorrendo na #ora em que mencionado.

T. a"es que sempre se repetem.

SIMPLE FUTURE

sujeito N Gill N verbo N complemento

.=3 I Gill visit m> 0riends ne!t GeeCend.

$o 0uturo necessrio o uso do verbo au!iliar will.

n will pode ser substitudo por shall na -S pessoa do singular e do plural.

formas contracta.

GillD dll

s#allDQll

Gill notD GonQt

s#all notD s#anQt

E USADO PARA.

n descrever a"es 0uturas.

n e!pressar decis"es tomadas de imediato.

IMMEDIATE FUTURE

sujeito N to be N going to N verbo N complemento

.=3 Ge are going to travel to +as 5egas tomorroG morning.

E USADO PARA.

n descrever algo que est prestes a acontecer.

SIMPLE PAST

sujeito N verbo no passado N complemento

.=3 I studied .nglis# Git# m> 0riend >esterda>.

E USADO PARA.

n descrever a"es j ocorridas.

REFLEXIJE AND EMPHASIZING PRONOUNS.

ID m>sel0

>ouD>ousel0

#eD #imsel0

s#eD #ersel0

itD itsel0

GeD ourselves

>ouD >ourselves

t#e>D t#emselves

n ,s pronomes re0le!ivos surgem quando o sujeito so0re e 0aI a ao. tambm servem para en0atiIar o sujeito.

.=3 I alGa>s cut m>sel0.

NEW JERBS

to leaveD dei!ar, partir, sair

to arriveD c#egar

to loseD perder

to dreamD son#ar

NEW WORDS

armD brao

s#oulderD ombros

0ootD p

#andD mo

brainDcrebro

bagD bolsa

beeD abel#a

candleD vela

dail>D dirio

emplo>mentD emprego

jobD emprego

0reedomD liberdade

CnoGledgeD con#ecimento

laGD lei

lonel>Dsolitrio

NEW EXPRESSIONS

amaIingD surpreendente

and so onD etc...

to #urr> upD apressar- se

to go onD continuar

to run intoD entrar

ACTIJITY

1. se the contract form.

a: t#e> #ad broug#t t#e dog Git# t#em.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: s#e #ad studied a lot, G#en #er 0at#er arrived.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: I #ad not eaten an>t#ing G#en m> mot#er arrived.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: s#e #ad not le0t #er booC Git# me.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: #e #ad lost #is Gallet last GeeC.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

2. translation

a: eu perdi meu emprego.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: n2s viajaremos com meus pais.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: ela no gosta de cebola.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: ele no tin#a estudado as leis e perdeu a liberdade.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: n2s compraremos uma bolsa para min#a me.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

3B use the past perfect with the verbs in parentheses in the sentences below.

a: 6ne and #is bo>0riend gggggggggggggggg ; leave: t#e part> a0ter Ge arrived.

b: t#e> gggggggggggggggggggg; lose: t#eir #omeGorC G#en t#e teac#er entered t#e classroom.

c: s#e arrived at #ome a0ter #er 0amil> gggggggggggggg; eat:.

d: Po#n lost t#e pen t#at #er girl0riendggggggggggggggg; give: #im.

e: Iggggggggggg;leave: m> #ouse G#en >ou called me.

0: G#en Ge called Oranc> , s#e ggggggggggggg alread> gggggggggggg; leave:.

g: I gggggggggggg; sleep: 0or t#ree #ours G#en Laul CnocCed t#e door.

#: $icC didnQt go to t#e movies Git# me. #eggggggggggg ;see: t#at 0ilm.

LB pass the sentences to present continuous.

a: I read a neGspaper.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: s#e dranC a glass o0 milC.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: Ge GorCed a lot.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: I Gill leave t#is room.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: Po#n and Pulie stud> .nglis# noG.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

MB use the simple future in this sentences.

I donQt arrive in >our #ouse t#is a0ternoon.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

Ge Gent to t#e movies last nig#t.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

s#e learned to dance Git# me&

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

did t#e> travel to $eG @orC last mont#1

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

#e is reading t#is neG booC.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

5/B/RITO

-: a: t#e>Qd

b: s#eQd

c: IQd noth I #adnQt

d: s#eQd noth s#e #adnQt

e: #eQd

R: a: I lost m> job ; emplo>ment:

b: Ge Gill travel Git# m> parents.

c: s#e doesnQt liCe onion.

d: #e #ad noth #adnQt studied laGs and #e lost t#e 0reedom.

e: Ge Gill a Gallet to m> mot#er.

T: a: #ad le0t

b: #ad lost

c: #ad eaten

d: #ad given

e: #ad le0t

0: #ad le0t

g: #ad slept

#: #ad seen

U: a: I am reading a neGspaper.

b: s#e is drinCing a glass o0 milC.

c: Ge are GorCing a lot.

d: I am leaving t#is room.

e: Po#n and Pulie are stud>ing .nglis# noG.

V: a: I GonQt arrive in >our #ouse t#is a0ternoon.

b: Ge Gill go to t#e movies tomorroG nig#t.

c: s#e Gill learn to dance Git# me&

d: Gill t#e> travel to $eG @orC ne!t mont#1

e: #e Gill read t#is neG booC.
+.//,$ /I=

OBJETIVO: esta lio visa mostra o uso do caso genitivo, e dos pronomes de interrogao, alguns j vistos e
outros sendo novidades.

PRE-REQUISITO. ter visto as li"es do nvel bsico.

LESSON SIX

WHY? WHAT?

)o >ou liCe to do questions1 .ver>bod> do it. $oG, >ou Gill see3 #oG to do question and G#at are
interrogative pronouns1.

Take a look.

STRUCTURE.

Interrogative pronouns.

What qual, quais, o que.

.=3 G#at is >our name1

What about que tal...

.=3 G#at about going to t#e movies1

What... like? para perguntar sobre a aparncia 0sica, geogr0ica ou psicol2gica de algo, algum ou lugar.

.=3 G#at is 6maIonas liCe1

F#at is >our bo>0riend liCe1

Which similar a what, mas usado em situa"es de escol#a entre dois ou mais objetos ou situa"es.

.=3 G#ic# is #er 0avorite ice cream 3 c#ocolate or 0ruits1

F#ic# is more beauti0ul 3 m> brot#er or m> cousin1

Whom quem. H importante o uso ap2s uma preposio. H usado como objeto de uma orao.

.=3 Git# G#om Gas #e talCing1

'as se a preposio vier no 0inal da 0rase, pode ser usado tanto o who quanto o whom3

.=3 G#om Gas s#e talCing Git#1

F#o Gas s#e talCing Git#1

Who quem.

.ste usado como sujeito de uma orao. $este ponto onde aparece a di0erena entre who e whom. *m
sujeito o outro o objeto.

.=3 G#o are t#e>1

F#o is s#e1

Whose de quem.

.=3 G#ose is t#is Gallet1 h G#ose Gallet is t#is1

F#ose is ta#t booC1h G#ose booC is t#at1

NOTE. o verbo au!iliar de interrogao no precisa ser usado quando os sujeitos da orao 0orem os pronomes3
G#at, G#ic#, G#o e G#ose.

.=3 G#at is >our address1

F#o is >our sister1

F#ic# is more di00icult .nglis# or .spanis#1

F#ose is t#is old magaIine1

ACTIJITY

1)- use the interrogative pronouns to the answers below.

6: ggggggggggggggggggggggggggggggggggggggggggggg

- s#e is m> .nglis# teac#er.

<: ggggggggggggggggggggggggggggggggggggggggggggg

- m> brot#er is an intelligent student.

C: ggggggggggggggggggggggggggggggggggggggggggggg

- >es, to 0is# itQs a good idea&

): ggggggggggggggggggggggggggggggggggggggggggggg

- t#at green car is mine.

.: ggggggggggggggggggggggggggggggggggggggggggggg

- I t#inC t#at >ou need to use a pants, not a dress.

O: ggggggggggggggggggggggggggggggggggggggggggggg

- t#e correct alternative is 6.

2) translation.

6: quem voc1

ggggggggggggggggggggggggggggggggggggggggggggg

<: qual sua pro0isso1

ggggggggggggggggggggggggggggggggggggggggggggg

C:de onde voc 1

ggggggggggggggggggggggggggggggggggggggggggggg

): de quem este cac#orro1

ggggggggggggggggggggggggggggggggggggggggggggg

.: quem c#egou esta man#1

ggggggggggggggggggggggggggggggggggggggggggggg

O: que tal viajarmos na pr2!ima semana1

ggggggggggggggggggggggggggggggggggggggggggggg

STRUCTURE II

GENITIJE CASE (S)

, caso genitivo aparece quando necessrio indicar posse. H 0ormado em duas situa"es3

n se o substantivo no terminar em s. ento no possessivo ser acrescentado ds.

.=3 to> o0 t#e girlD girlQs to>

<ooC o0 t#e teac#erD teac#erQs booC

n se o substantivo terminar em s. neste caso no possessivo ser acrescentado apenas o d.

.=3 t#e girlsQ booC

, caso genitivo usado para pessoas ou animais.

B#e to> o0 PaneD janeQs to>

NOTE.

.!iste algumas bregrin#asc importantes a serem observadas3

n nomes pr2prios se 3

a: terminadas em s, acrescentar-se ds.

n se #ouver mais de um possuidor3

a: e o objeto possudo 0or comum a todos eles, acrescentar-se d/ somente no ultimo possuidor.

.=3 Po#n and LeterQs ball.

b: se cada um tiver seu pr2prio objeto, ento a terminao do genitivo 0ica para cada um.

.=3 Po#n ds and LeterQs balls.

ACTIJITY II

1B use the genitive case, if it necessarv.

a: t#e <obggggggg to>s are in t#e bo!.

b: I need to use t#e m> 0at#er ggggg car.

c: '> sister ggggg and m> brot#erggggg bic>cles are green.

d: Fe saG /mit# ggg#ouse >esterda>. I didnQt liCe it.

2B rewrite the sentences, but use the genitive case.

a: I am read t#e magaIine o0 julie noG.

ggggggggggggggggggggggggggggggggggggggggggggg

c: s#e Gnts to go to t#e o00ice o0 t#e doctor toda>.

ggggggggggggggggggggggggggggggggggggggggggggg

d: m> brot#er Gants to drive t#e car o0 m> 0at#er.

ggggggggggggggggggggggggggggggggggggggggggggg

NEW JERBS

Bo GearD usar, vestir

Bo liveD morar,viver

Bo discoverD descobrir

NEW WORDS

)enmarCD)inamarca

$ecCtieD gravata

/ovCD meias

LajamasD pijamas

<eltD cinto

,vercoutD sobre-tudo

Clot#esD roupas

/CirtD saia

/#irtD camisa

<louseD blusa

)ressD vestido

/tocCingsD meia-cala

LantiesD calcin#a

MlovesDluvas

NEW EXPRESSIONS

Bo be longing 0orD estar com saudade de

Bo be sureD estar certo

<e able toD ser capaI de

B#inC o0h aboutD pensar em

/#out atD gritar com

+eave 0orD partir para

/CTIJITY-III

1B form sentences with the words below.

a: to Gearh Ih Gnath pinC blouseh t#e

ggggggggggggggggggggggggggggggggggggggggggggg

c: s#eh )inmarCh leave 0orh Gillh tomorroG.

ggggggggggggggggggggggggggggggggggggggggggggg

c: necCtieh doesnQth #eh liCe.

ggggggggggggggggggggggggggggggggggggggggggggg

d: Geh >ouh are longing 0or.

ggggggggggggggggggggggggggggggggggggggggggggg

e: s#out ath c#ildrenh s#eh all da> long.

ggggggggggggggggggggggggggggggggggggggggggggg

GABARITO

6ctivit> I

-:a: G#o is s#e1

b: G#at is >our broter liCe1

C: G#at about Ge 0is#1

): G#ose green car is t#at1h G#ose is t#at green car1

e: G#ic# I use3 pants or dress1

O: G#at is t#e correct alternative1

R:a: G#o are >ou1

b: G#at is >our pro0ession1

c: G#ere are >ou 0rom1

d: G#ose is t#is dog1

e: G#o arrived t#is morning1

0: G#at about Ge travel ne!t GeeC1

6ctivit> II

-:a: ds

b: ds

c: dshQs

d:Qs

R:a: I am read t#e PulieQs magaIine noG.

b: s#e Geants to go to t#e doctorQs toda>.

c: m> brot#er Gants to drive m> 0at#erQs car.

6ctivit> III

-: a: I Gant to Gear t#e pinC blouse.

b: s#e Gill leave 0or )inmarC tomorroG.

c: #e doesnQt liCe necCtie.

d: Ge are longing 0or >ou.

e: s#e s#out at c#ildren all da> long.
+.//,$ /.5.$

STRUCTURE

Formas.

Affirmative

/ubject N #aveh#as N particpio passado do verbo principal

.=3 >ou #ave alGa>s gone to c#urc#.

/#e #as alGa>s gone to c#urc#.

Negative

I #ave not ;#avenQt: visited m> cousin.

Interrogative

Eave >ou ever studied .nglis#1

COMO E QUANDO SE USA O PRESENT PERFECT??

, present per0ect usado para descrever algo que ocorreu no passado , mas que ainda acontece ou que seus
e0eitos ainda so notados. 'as um detal#e importante para no con0undir o present per0ect com o simple
past. .mbora em ambos os casos se 0alem de idias passadas, o simple past descreve algo que j aconteceu e
no ocorrer de novo, enquanto que o present per0ect descreve algo que ocorreu e que ainda continua a ocorrer.

.=3 s#e visited #er relatives last >ear.

;6 situao comeou e terminou no passado:

s#e #as alGa>s visited #er relatives.

;j neste caso a situao ocorreu mas continua a ocorrer:

NOTE.

6s 0ormas contractas so3

EaveDQve - >ouQve
Eas DQs - #eQs

ADJERBIOS MAIS USADOS.

6lGa>sD sempre
$everD nunca
.verD j, alguma veI; usado em perguntas:
6lread>D j; usado para algo que j aconteceu ou que esta acontecendo.:
@etD j; usado em perguntas que e!pressam surpresa ou e!pectativa:
@etD ainda; usado no 0inal de ora"es negativas:
PustD muito recentemente,; para algo que acabou de acontecer, pode-se at usar como traduo o termo acabar:

.=3 t#e> dve just lost t#e lost train.

+atel>D ultimamente

8ecentl>Drecentemente

NOTE.

n os advrbios alGa>s, never, e ever podem ser posicionados entre o verbo au!iliar e o verbo principal.

.=3 #e #as alGa>s been t#e same.
/#e #as never studied to t#e test.
Eave >ou ever read t#is booC1

n os advrbios latel>, recentl> e >et podem 0icar posicionados no 0inal da 0rase.

.=3 t#e bus #asnQt arrived >et.
/#e #asnQt spoCen Git# me recentl>.
Fe #avenQt traveled latel>.

PREPOSIES E EXPRESSES DE TEMPO.

OorD durante, por
/inceDdesde
/o 0arD at agora

.=3s#e #as GorCed as a teac#er 0or t#ree >ears.
'> 0amil> #as lived #ere since R[[R.
/o 0ar I #avenQt saG m> sister.

NOTE.

HAJE GOT/ HAS GOT um termo que pode ser usado para a indicao de posse. .le pode substituir o uso do
au!iliar have/has no simple present.

.=3 t#e> #ave got man> problems.
, termo got tem vrias 0un"es. $este caso a 0uno dele de posse.

Eave gotD #ave
Eas gotD #as

/CTIVIT=-I

1) complete the sentences with the present perfect.

a: Geggggggggggggggggggggggg;to travel: to 'iami .
b: I gggggggggggggggggggg; not to go: to o00ice.
c: /#e gggggggggggggggggggg; alGa>s to see: #er 0amil>.
d: ggggggggggggt#e>gggggggggggg;to GalC: to square1

2) use the adverbs in parentheses.

a:t#e> #ave taCen t#is train.;never:

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: #ave >ou seen t#is 0ilm1; ever:

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: I #ave read a neGspaper.; alGa>s:

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: s#e #asnQt talCed to me.; >et:

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

3) use since, so far, for, in the sentences below.

a: s#e #as studied #ere ggggggggggggggg R[[[.
b: B#e> #ave been married gggggggggggggggg 0ive >ears.
c: Fe #ave sta>ed #ere ggggggggggggggg noG.
d: '> sister #as lived in $e> @orC gggggggggggggggggg -ZZZ.
e: '> 0at#er #ave GorCed t#at o00ice ggggggggggggggg si! >ears.

4) rewrite the sentences without the contrac form. Use is or has in sentences.

a: julieQs beauti0ul girl.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: s#eQs traveled to +ondon.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: #eQs studied a lot to test.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

STRUCTURE- II

Como usar o pronome 2o@?

$o geral #oG Dcomo. 'as junto com outras palavras pode-se surgir vrios signi0icados.

EoG 0arD qual a distoncia.
EoG longD qual o comprimento? quanto tempo
EoG man>Dquantos, quantas
EoG muc#D quanto, quanta
EoG o0tenD com que 0raquncia
EoG oldD qual idade
EoGj liCe1D usa-se para saber a opinio sobre uma sugesto.

.=3

EoG are >ou1
EoG 0ar is t#e >our #ouse and mine #ouse1
EoG long >ou lived Git# t#em1
Eou long is >our garage1

NOTE.

/2 um pequeno lembrete, para se saber quando usar #oG man> e #oG muc# s2 lembrar que #oG muc#
usado para coisas no singular, que no ingls no podem ser divididas e nem contadas. .nquanto que #oG man>
usado para coisas contveis, que no ingls podem so0rer algum tipo de diviso ou ser enumerado.

6lguns e!emplos so3

$eGsD notcias
'one>D din#eiro
<readD po
OurnitureD moblia, movis

ACTIJITY-II

1) complete with the how manv or how much.

a: gggggggggggggggggmone> do >ou #ave noG1
b: ggggggggggggggggg >ears >ou live #ere1
c: gggggggggggggggggg bread did s#e bu> 0or us1
d: gggggggggggggggggg c#ildren does #e #ave1

2) translation.

a: quantos anos voc tem1

gggggggggggggggggggggggggggggggggggggggggggg

b: quanto tempo voc morou $eG @orC1

gggggggggggggggggggggggggggggggggggggggggggg

c: o que ele ac#a de seu novo carro1

gggggggggggggggggggggggggggggggggggggggggggg

d: #oG o0ten do >ou stud> .nglis#1

gggggggggggggggggggggggggggggggggggggggggggg

e: quanta in0ormao eles tem sobre esta casa1

gggggggggggggggggggggggggggggggggggggggggggg

3) rewrite the sentences.

a: doesh rainh o0tenh it h #ere1h #oG

gggggggggggggggggggggggggggggggggggggggggggg

b: #oG?h >ou1 holdh are

gggggggggggggggggggggggggggggggggggggggggggg

c: s#eh englis#h studiedh #ash brot#erh#erhGit#hR[[-hsince

gggggggggggggggggggggggggggggggggggggggggggg

d: >ouh liCeh #oGh >ourh cit>hdo

gggggggggggggggggggggggggggggggggggggggggggg

NEW JERBS

Bo #eardD ouvir
Bo #ave lunc#D almoar
Bo #ave dinnerD jantar

NE. .OR<

8ainDc#uva
6dviceDconsel#o;s:
<aggageDbagagem;s:
OurnitureDm2veis,moblia
EairDcabelo;s:
^noGledgeD con#ecimento;s:
+uggageD bagagem;s:
)eepDpro0undidade
In0ormationD in0ormao;"es:
.ver>t#ingD tudo, todas as coisas
6n>moreDmais
6n>G#ereDde qualquer lugar
CollegeD0aculdade
OastDdepressa
EouseGi0eDdona de casa
PamDgelia

NE. EXPRESSIONS

$oG and t#emD de veI em quando
Pust in timeDbem na #ora
B#anC ModD graas a )eus
<elong toD pertencer a
Bo care 0orD preocupar-se com

/CTIVIT=-III

1; translation

a:de veI em quando eu como gelia.

gggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: eu quero ouvir esta cano.

gggggggggggggggggggggggggggggggggggggggggggggggggggggg

c:voc j almoou1

gggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: ela no tem ido 4 0aculdade ainda.

gggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: voc sempre tem c#egado bem na #ora.

gggggggggggggggggggggggggggggggggggggggggggggggggggggg

0: est c#ovendo agora.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

5/B/RITO

Activitv I

-:
a: #ave traveled
b:#avenQt gone
c: #as alGa>s seen
d: #ave t#e> GalCed

R:
a: t#e> #ave never taCen t#is train.
b: #ave >ou ever seen t#is 0ilm1
c: I #ave alGa>s read a neGspaper.
d:s#e #asnQt talCed to me >et.

T:
a: since
b: 0or
c: so 0ar
d:since
e: 0or

U:
a: julie is a beauti0ul girl.
b: s#e #as traveled to +ondon.
c:Ee #as studied a lot to test.

Activitv II

-:
a: #oG muc#
b: #oG man>
c: #oG muc#
d: #oG muc#

R:
a:#oG old are >ou1
b:#oG long did >ou live un $eG @orC1
c:#oG does #e liCe >our neG car1
d: #oG o0ten do >ou stud> .nglis#1
e:#oG muc# in0ormation t#e> #ave about t#at #ouse1

T:
a: #oG o0ten does it rain #ere1
b: #oG aold are >ou1
c: s#e #as studied .nglis# Git# #er brot#er since R[[-
d: #oG do >ou liCe >our cit>1

Activitv III

-:
a: noG and t#em I eat jam.
b: I Gant to #eard t#is song.
c: #ave >ou ever #ad lunc#1
d: s#e #asnQt gone to college >et.
e: >ou #ave alGa>s arrived just in time.
0:ItQs raining noG.
+.//,$ .IMEB

STRUCTURE

Ao"$4s

600irmative

/ubject N #aveh#as N been N verb N ing

.=3 I #ave been Griting letters.

/#e #as been cooCing caCe.

$egative

.=3 I #avenQt ; #ave not: been Griting letters

/#e #asnQt ;#as not: been cooCing caCe.

Interrogative

Eave >ou been Griting letters1

Eas s#e been cooCing caCe1

NOTE.

, present per0ect continuous semel#ante com o present continuous. Lor isso o cuidado para saber di0erencia-
los.

n o present continuous usado para algo que est ocorrendo no momento da 0ala.

.=3IQm eating noG&

n , present per0ect continuous usado para algo que est ocorrendo recentemente.

.=3 I #ave been eating.

C,', . ]*6$), /. */6 , L8./.$B L.8O.CB C,$BI$*,*/1

*sa-se para destacar a continuao de algo iniciado no passado e que ainda ocorre at o presente.

.=3 #e #as been GorCing #ard.

B#e> #ave been traveled 0or tGo da>s.

/CTIVIT=-I

1B use the present perfect continuous in the sentences below.

a: I do m> job.

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: t#e> dance 0or tGo #ours.

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: s#e stud> .nglis# latel>.

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: Pulie sleep 0or U #ours.

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: Ge pla> soccer recentl>.

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

0: >ou live Git# >our uncle.

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

g: 6ne cleans m> #ouse >et.

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

#:do >ou #ave dinner1

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

STRUCTURE II

Inde3ini&ie 4"&i!)e

,s artigos inde0inidos so3

6D um, uma - usado antes de palavras no singular e que so iniciadas por consoantes.

.=3 a bo>

6 girl

6 #ospital

an D um, uma usado antes de palavras no singular iniciadas por vogais.

.=3 an animal

an orange

estes artigos podem aparecer.

n antes de nomes de pro0iss"es3

.=3 a doctor

an arc#iect

n com e!press"es numricas?

.=3 a #undred ; uma centena:

n em e!clama"es

.=3 G#at a pitt> & ; que pena&:

F#at a mess & ; que baguna:

/CTIVIT=-II

1B complete with a or an.

a: m> brot#er is ggggggggg .nglis# teac#er.

b: I am gggggggg student.

c: /#e Gants gggggggorange juice.

d: 'r. /mit# Gants to be ggggggdoctor.

e: Fe #avegggggdog.

0: '> sister is ggggg Gaitress.

g: '> cousin Gants to bu> ggggggcar.

#: t#is bo> #ave ggggggg ball.

$.F 5.8</

Bo clean D limpar

Bo buildD construir

Bo #oldD pegar, segurar

Bo seeCD procurar

$.F F,8)/

EusbandD marido

'essDbaguna

'ailmanD carteiro

EairdresserDcabeleira

)ressmaCerDcostureira

<utc#erD aougueiro

'ec#anicD meconico

FaiterD garom

FaitressDgaronete

<aCerDpadeiro

LainterD pintor

/treetDrua

$.F .=L8.//I,$/

F#at a messDque baguna&

Bo get outD sair

Fait 0orD esperar por

Bo be sureD estar certo

,0 courseD claro

/CTIVIT=-III

1B TRANSLATION.

a: I need a neG #usband.

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

b:Ge #ave been cleaning t#is #ouse all da> long.

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: #ave >ou ever soug#t >our Gallet1

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: t#e Gaiter #eld a glass o0 juice to me.

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: t#e baCer #as been cooCing delicious caCes and bread.

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

0:t#e dressmaCer #as been GorCing a lot in m> dress.

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

g: I #ave been seeCing a good mec#anic.

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

2. rewrite the sentences below.

a: m>h painterh ah goodh is

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: Gaith meh 0orh>ou

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

c:to cleanh #ousehm>hIhneed

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: Geh #airdresserhgohtohnoG

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: giveh mailmanh mehah letterh t#e

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

O: needh >ouh toh cleanh messh t#ish

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

g: 0at#erh #ousehm>h beenh buildingh #ash

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

M6<68IB,


6ctivit>-I

-. a: I #ave been doing m> job.

b: t#e> #ave been dacending 0or tGo #ours.

c: /#e #as been stud>ing .nglis# latel>.

d: Pulie #as been sleeping 0or U #ours.

e: Fe #ave been pla>ing soccer recentl>.

0: @ou #ave been living Git# >our uncle.

g: 6ne #as been cleaning m> #ouse >et.

#: #ave >ou been #aving dinner1

6ctivit>-II

-. a: an

b: a

c: an

d: a

e: a

0: a

g: a

#: a

6ctivit>-III

-. a: eu preciso de um novo marido

b: n2s temos estado limpado a casa o dia todo.

c: 5oc j procurou htem procurado sua bolsa1

d: , garom pegou um copo de suco de laranja para mim.

e: , padeiro tem estado coIin#ando deliciosos bolos e pes.

0: 6 costureira tem estado trabal#ando muito em meu vestido.

g: .u ten#o estado procurando um bom meconico.

R: a:m> 0at#er is a good painter.

b: >ou Gaiter 0or me.

c: I need to clean m> #ouse.

d: Fe go to #airdresser noG.

e: B#e mailman give me a letter.
+.//,$ $I$.

STRUCTURE.

Indefinite pronouns.

/o os pronomes, que embora sejam invariveis, mudam de 0uno de acordo com a 0orma da 0rase em que
0orem usadas.

INTERROGATIJE FORM

6n>Dalgum,alguma
6n>bod>Dalgum
6n>oneDalgum
6n>t#ingDalguma coisa

.!3 is t#ere an>t#ing t#at >ou Gant1
Is t#ere an>one han>bod> #ere1
)o >ou #ave an> .nglis# booC to me1

NOTE.

$esta 0orma o pronome anv tem a traduo3 alguma,algum. .mbora quando aparecer em 0rases a0irmativas a
traduo ser3 qualquer.

.!3 I #ave an>t#ing to eat noG1

AFFIRMATIJE FORM

/omeD algum, alguma
/omebod>Dalgum
/omeoneDalgum
/omt#ingDalguma coisa

.!3

/omebod> Gants to speaC Git# >ou.
I see some to>s in t#at bo!.
@ou #ave somet#ing to m> sister.
/omeone le0t t#is letter #ere.

NOTE.

Some pode aparecer em perguntas. $este caso ter o sentido de o0erecimento, convite ou como sugesto. )esde
que a resposta seja a0irmativa.

.!3

)o >ou Gant to speaC Git# somebod>1 @es, I Gant.
Fould >ou liCe some co00ee 1 >es, I Gould liCe.

NEGATIJE FORM

$o an>D nen#um, nen#uma
$o an>bod>Dningum
$ot an>oneDningum
$obod>Dningum
$ot an>t#ingDnada
$ot#ingDnada

$este caso uma 0rase ou orao negativa pode admitir apenas uma negao. Lor isso uma 0rase negativa pode
ser e!pressa de duas 0ormas.

n se o verbo j estiver na 0orma negativa pode-se usar anv.

.!3 t#ere isnQt an> piece o0 caCe #ere.

n o pronome no aparece se o verbo estiver na 0orma a0irmativa.

.!3 t#ere is no piece o0 caCe #ere.

+ogo, uma 0rase negativa pode ser e!pressa das seguintes 0ormas3

.!3

/#e donQt speaC Git# an>bod>.

,r

/#e speaCs Git# nobod>.

,utras e!press"es que causam con0uso so3

NO no sentido de nen#um, nen#uma e
NONE tambm com sentido de nen#um, nen#uma.

6 di0erena entre eles ser3

, no Ddeve ser usado sempre seguido de substantivo.

.!3 >ou #ave no to>.

B#e> bu> no car.

None no deve ser seguido de substantivo. Lorque seu objetivo na orao substituir o pr2prio substantivo.

.!3 do >ou #ave an> booC1 I #ave none.

I boug#t a neG blouse, but m> sister boug#t none.

NOTE.

.sta e!presso none ofD nen#um de, pode ser usada em trs situa"es3

n quando 0or seguida de pronomes objetos.

.!3 none o0 >ours came #ere >esterda>.

n quando vier seguido the nome no plural.

.!3 I donQt see none o0 t#e girls t#ere.

n com adjetivos possessivos N substantivo no plural.

.!3 none o0 our 0riends Gent to t#e beac#.

/CTIVIT= CI

1) pass the sentences to negative form using no and anvB 8ooK 4& &2e ex4$#)e:

.!3

I #ave a brot#er.
I #ave no brot#er.
I donQt #ave an> brot#er.

a: s#e read a booC.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: Leter sa> some Gords to me.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: I taCe to>s to m> c#ildren.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: I liCe to eat caCe.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: #er 0at#er #as a neG car.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

2; complete the sentences with an> or some.

a:do >ou #avegggggggggggg 0riend t#at speaC .nglis#1

b: Gould >ou liCe ggggggggggg juice1 @es, please.

c: Po#n Gill taCe ggggggggg booC. <ut I didnQt 0inis# to read it.

d: #avegggggggggcd, do >ou Gant to listen ggggggg1

e: I clean gggggggggg old t#ings.

3) rewrite the sentences and correct their mistakes.

a: I didnQt see nobod> at t#e part>.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: s#e CnoGs an>bod> in #er neG sc#ool.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: I donQt #ave no problem noG.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: m> sister didnQt see nobod> at #ome.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: Orancis GasnQt doing not#ing at #ome.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

0: did >ou see some student #ere1

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

g: m> mot#er Gants to bu> an>t#ing 0or m> brot#er.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

NEW JERBS

Bo putD colocar
Bo dreamD son#ar
Bo meetD encontrar
Bo pa>D pagar

NEW WORDS

Fall calendarD calendrio de parede
/a0eD co0re
/#arpenerD apontador
)oubtsD d\vidas
'istaCeD erro
<usDJnibus
Eone>D mel
+ibrar>D biblioteca
<londD loiro
<ossD c#e0eh patro
C#ecCD c#eque
C#ecCbooCD talo de c#eques
Clums>Ddesajeitado
)is#Dprato

NEW EXPRESSIONS

Bo clap #andsD aplaudir
Bo be t#irst>D estar com sede
Oor a G#ile D por um momento
<> #eartD de cor
6t allD absolutamente

/CTIVIT=- II

4; translation.

a: >ou need to pa> t#e secretar>.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: I #ad a good dream last nig#t.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: I meet >ou at t#e librar> t#is a0ternoon.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: are t#e> t#irst> 1

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: 0or a G#ile, I dream good t#ings.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

0: >ou Gere e!celent & ever>bod> claped #ands.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

g: I read t#is booC and I CnoG b> #eart.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

#: at all, I need to pa> >ou tomorroG morning&

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

i: Is t#ere an>bod> #ere1

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

j: I meet nobod> at librar>.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

%; rewrite the sentences below.

a: >ouh c#ecCbooChdoh#aveh a1

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: at allh donQth Ih >ouh understand

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: clums>h s#eh is.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: bossh ishm>h blond.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: everh dis#esh >ouh #avehGas#ed ht#eh1

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

0: Ihclassh doubtsh someh #aveht#is.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

g: donQth t#e>h sa0eh #aveha.

gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

5/B/RITO

/!&ii&?-I

-: a:

/#e read no booC.

/#e donQt read an> booC.

b:

Leter sa> no Gords to me.

Leter donQt h didnQt sa> an> Gords to me.

c:

I taCe no to>s to m> c#ildren

I donQt taCe an> to>s to m> c#ildren

d:

I liCe to eat no caCe.

I donQt liCe to eat an> caCe.

e:

Eer 0at#er #as no a car.

Eer 0at#er donQt #ave an> car.

R:

a: an>

b:some

c: some

d: some h an>

e: some

U: a: I didnQt see an>bod> at t#e part>.h I see nobod> at t#e part>.

b: /#e donQt CnoG an>bod> in #er neG sc#ool.h s#e CnoG nobod> in #er neG sc#ool.

c: I donQt #ave problem noG.h I #ave no problem noG.

d: '> sister didnQt see an>obod> at #ome.h m> sister see nobod> at #ome.

e: Orancis Gas doing not#ing at #ome.h 0rancis GasnQt doing an>t#ing at #ome.

0: )id >ou see an> student #ere1

g: '> mot#er Gants to bu> somet#ing 0or m> brot#er.

/!&ii&? CII

-:

a: voc precisa pagar a secretria.

b: .u tive um bom son#o noite passada.

c: .u encontro voc na biblioteca esta tarde.

d: .les esto com sede1

e: Lor um momento , eu son#ei coisas boas.

0: 5oc 0oi e!celente& Bodos aplaudiram.

g: eu li este livro e sei de cor.

#: 6bsolutamente , eu preciso pagar voc aman#.

i: E algum aqui1

j: .u no encontrei ningum na biblioteca.

R:

a: do >ou #ave a c#ecCbooC1

b: at all, I donQt understand >ou.

c:s#e is clums>.

d: m> boss is blond.

e: #ave >ou ever Gas#ed t#e dis#es1

0:I #ave some doubts t#is class.

g:t#e> donQt #ave a sa0e.
+.//,$ B.$

O%>e&io:

$esta lio sero analisadas vrios tipos de compara"es que envolvem os adjetivos. /ero vistas as
compara"es de igualdade, in0erioridade e superioridade.

/B8*CB*8.

Comparatives

EQUALITY

600irmative3

6s N adjective N as

$egative3

$ot soh not as N adjective N as

, equivalente no portugus3 toj quanto

.=3 s#e is as beauti0ul as m> sister.
; ela to bonita quanto min#a irm.:

Bon> is not so intelligent as t#e teac#er.
; ton> no to inteligente quanto o pro0essor:

INFERIORITY

less... t#an D menos ... do que

e!3 s#e is less beauti0ul t#an m> sister.
; ela menos bonita que min#a irm:

B#e student is less clums> t#an #is teac#er.

SUPERIORITY

$este caso # algumas di0erenas, de acordo com a quantidade de slabas na palavra.

n se o adjetivo tiver trs ou mais slabas3

more N ... N t#an

e!3 m> brot#er is more intelligent t#an m> sister.

n se o adjetivo tiver uma ou mais slabas 3

adjetivoN su0i!o er N t#an

e!3 a man is stronger t#an a bo>.

$este caso se os adjetivos com uma slaba terminarem em . e os de duas slabas terminarem em ple ou ble
recebem 8 no 0inal.

.!3 longeDlonger

/e terminarem em @ precedido de consoante, troca-se o @ por I e acrescenta-se .83

.!3 dr>Ddrier

Eapp>D #appier

n se terminarem em3 consoante N vogal tJnica N consoante, dobra-se a consoante 0inal e acrescenta-se .83

e!3 big bigger

SUPERLATIJE

n quando aparecer adjetivos de trs slabas ou mais3

t#e most N adjetivo

e!3 >our secretar> is t#e most e00icient t#at I saG&

n com adjetivos de uma ou duas slabas3

t#e N adjetivo N est

e!3 #e is t#e best student.

n se o adjetivo terminar com @, troca-se o @ por I e acrescenta-se ./B3

e!3 #app> D #appiest

/e 0or terminado em .8, +@, ,F, /,'., pode-se acrescentar ./B ou ',8. h BE. ',/B.
+.//,$ .+.5.$

O%>e&io:

.sta lio visa 0aIer uma reviso das \ltimas cinco li"es, atravs de atividades para relembrar as li"es. $o
0inal tem novos verbos e palavras para aumentar o vocabulrio.

P"N-"e7(isi&o:

Ber visto das li"es W at -[, para entender mel#or esta reviso.

8ESSON C E8EVEN

STRUCTURE

GENITIJE CASE ('S)

H usado para indicar posse. 6s situa"es em que aparece so3

n quando o substantivo no terminar em S, ser acrescentado 'S.

.!3 bic>cle o0 t#e bo> D bo>Qs bic>cle
.aring o0 t#e /usie D /usieQs earing

n quando o substantivo terminar em S, ento ser acrescentado apenas o K.

.!3 t#e to>s o0 t#e girls. D t#e girlsQ to>s.
, caso genitivo usado para pessoas e para animais.
/e tiver mais de um sujeito na sentena, poder ocorrer duas situa"es3

n se o objeto possudo 0or comum a ambos os sujeitos, ser acrescentado K/ somente no \ltimo sujeito?

n se cada sujeito tiver seu pr2prio objeto, o genitivo 0icar para cada um.

PRESENT PERAECT

H usado para descrever algo que ocorreu no passado, mas que no acabou, ou que seus e0eitos ainda so
notados.

.!3 I studied .nglis# last >ear. D I #ave studied .nglis# since R[[[.
; eu estudei ingls ano passado.: eu ten#o estudado ingls desde R[[[.

Oormas

60irmativa

/ujeito N #aveh#as N particpio passado do verbo principal

Interrogativa

Eaveh#as N sujeitoN particpio passado do verbo principal

.!3 #ave >ou ever 0orgiven >our 0riend1
; voc j perdoou sua amiga1:
#ave >ou >et Gorn t#is dress1
; voc j usou este vestido1:

,O. */N= - ,O. *UC,

EoG man> usado para substantivos contveis que podem ser enumeradas ou divididas.

EoG muc# usado para substantivos incontveis.

PRESENT PERAECT CONTTNUOUNS

/erve para en0atiIar uma seq%ncia de uma ao j iniciada e que ainda se prolonga at o presente.

Formas

60irmativa3

/ujeito N #aveh#as N been N verboNing

$egativa

/ujeito N #aveh#as not N been N verboN ing

Interrogativa

Eaveh#as N sujeito N been N verboN ing

.!3 s#e #as been practicing #er /panis# latel>.
; ela est praticandoh tem estado praticando seu espan#ol ultimamente:.
Ee #asnQt been studing .nglis# latel>.
;ele no est estudandoh tem estudado ingls ultimamente:.

IN<EAINITE PRONOUNS

/o invariveis. 'as mudam de 0uno de acordo com a sentena em que so usados.

6n>D algum, alguma. Meralmente na interrogao recebe esta traduo. .m sentenas a0irmativas a traduo
0ica D qualquer.

estes so usados em sentenas interrogativas3

6n>bod>D algum
6n>oneD algum
6n>t#ingD alguma coisa

.m sentenas a0irmativas3
/omeD algum, alguma
/omebod>Dalgum
/omeoneDalgum
/omet#ingDalguma coisa

.m sentenas negativas3
$o an>D nen#um, nen#uma
$o an>bod>Dningum
$obod>Dningum
$ot#ingDnada

CO*P/R/TIVES

IGUALDADE

Forma. as N adjetivo N as

,u para a 0orma negativa 3 not so h not as N adjetivo N as

.sta e!presso equivale3 to ... quanto

.!3 #e is as smart as m> brot#er. ; ele to esperto quanto meu irmo:.

INAERIORI</<E

+ess... t#anD menos... que

.!3 >our dog is less danger t#an t#e mine. ; seu cac#orro menos perigoso que o meu:.

SUPERIORI</<E

Lara o uso deste #aver di0erenas de acordo com a quantidade de slabas nas palavras.

n com uma ou duas slabas3

adjetivoN su0i!o er N t#an.

.!3 m> 0at#er is stronger t#an me.

n com trs ou mais slabas3

moreN ...N t#an

.!3 m> cat is more beauti0ul t#an m> dog.

SUPER8/TIVO

,corre em trs situa"es3

n com adjetivos de trs ou mais slabas.

t#e most N adjetivo

.!3 t#at student is t#e most intelligent in t#is class.
;aquela estudante mais inteligente nesta classe.:

n com uma ou duas slabas.

B#eN adjetivoN est

.!3 s#e is t#e best 0riend t#at I #ave.
; ela a mel#or amiga que eu ten#o.:

/CTIVIT=

1; !o$#)e&e @i&2 2o@ $4n? o" 2o@ $(!2:

a: ggggggggggggggggggg da>s are t#ere in a mont#1
b: ggggggggggggggggggg bread did >ou bu>1
c: ggggggggggggggggggg c#ildren do >ou #ave1
d: ggggggggggggggggggg 0urniture does s#e Gant to bu>1

2; (se &2e 9eni&ie !4se- i3 i& ne!ess4"?:

a: did >ou see t#e Po#n ggggggnecClace1
b: I liCed t#e 6neggggg belt, itQs so beauti0ul&
c: '> 0at#er #as a neG ggggg motorc>cle.
d: B#e /usan gggg brot#er is smart.

3; (se &2e #"esen& #e"3e!& in &2e sen&en!es %e)o@:

a: Ge gggggggggggg; to see: t#is 0ilm last GeeC.
b: F#at gggggg>ou ggggg ; to do: t#is GeeCend1
c: Ee ggggggggggalGa>s ;to visit: #is 0amil>.
d: B#at man gggggggggggggggg ; c#ange: #er li0e.

L; #4ss &2e sen&en!es %e)o@ &o #"esen& #e"3e!& !on&in(o(ns:

a: #e learned .nglis# latel>.

ggggggggggggggggggggggggggggggggggggggggggggggggg

b: Ge Gill travel to 'iami.

ggggggggggggggggggggggggggggggggggggggggggggggggg

c: t#e> stud> 0or tGo #ours.

ggggggggggggggggggggggggggggggggggggggggggggggggg

d: do >ou live Git# >our relatives1

ggggggggggggggggggggggggggggggggggggggggggggggggg

M; "e@"i&e &2e sen&en!es %e)o@U )ooK 4& &2e ex4$#)e:

e!3 m> brot#er is not so 0at as >ou.
'> brot#er is less 0at as >ou.

a: >our sister not so smart as mine.

gggggggggggggggggggggggggggggggggggggggggggggggggggg

b: animals are not so adaptable as man.

gggggggggggggggggggggggggggggggggggggggggggggggggggg

c: m> cousin is not so strong as >our brot#er.

gggggggggggggggggggggggggggggggggggggggggggggggggggg

d: >our notebooC is not so beauti0ul as mine.

ggggggggggggggggggggggggggggggggggggggggggggggggggggg

NE. VERBS

Bo setD colocar, 0i!ar

Bo cutD cortar

NE. .OR<S

<arberD barbeiro
<iteDmordida
)arCnessDescurido
)ieseaseDdoena
OieldD campo
OorCDgar0o
Po>D alegria
+aI>Dpreguioso
Breasur>D tesouro
BurCe>D peru
FalletD carteira

NE. EXPRESSIONS

Bo agree Git#D concordar com
/ave 0romD salvar de
Bo taCe tomeD demorar
/ooner or laterD mais cedo ou mais tarde

94%4"i&o

-:a: #oG man> b: #oG muc# c: #oG muc# d: #oG muc#

R:a:Ks b: Ks c: d:Ks

T: a: #ave saG b: #ave done c:#as visted d:#ave c#anged

U: a: #e #asbeen learning .nglis# latel>.
b: Ge #ave been traveling to 'iami.
c:t#e> #ave benn stud>ing 0or tGo #ours.
d: #ave >ou been living >our relatives1

W: a: >our sister is less smart as mine.
b:animals are less adaptable as men.
c: m> cousin is less strong as >our brt#er.
d: >our notebooC is less as beauti0ul.
+.//,$ BF.+5.

O%>e&io:

$esta lio ser abordado o uso do verbo na 0orma de ger\ndio e no in0initivo. ]uando so usados e como
0icam posicionados na sentena.

P"N-"e7(isi&o:

+er a lio e 0aIer os e!erccios.

+.//,$ BF.+5.

STRUCTURE

Gerund ( gerundio;

When do vou use the gerund? Or ing form.

n a0ter prepositions

e!3 IQm tired o0 Gatc#ing t#is 0ilm. ; eu estou cansado de assistir este 0ilme.:

n a0ter some verbs

admitD admitir

avoidD evitar

den>D negar

0inis#D terminar

CeepD manter

mindD importar-se

quitD parar, dei!ar

e!3 avoid speaCing so 0ast& ; evite 0alar to rpido&:

infinitive ( infinitivo)

geralmente usado com o to, mas e!istem situa"es onde este pode ser omitido.

n infinitive with to ( infinitivo com to)

n a0ter adjectives, adverbs and subjectives3

e!3 It is eas> to meet m> sister, s#e is liCe me& ; 0cil encontrar min#a irm, ela parece comigo:

n a0ter some verbs3

asCD perguntar, pedir

decideD decidir

#opeD esperar

promiseD prometer

re0useD recusar

tr>D tentar

GantD querer

Gis#D desejar

.!3 #e decide to go noG. ; ele decidiu ir agora.:

I promise to do t#is e!ercise. ; eu prometo 0aIer este e!erccio:

/#e Gants to cooC a caCe. ; ela quer 0aIer um bolo.:

n after the verbs make( fa:er) and let( deixar, permitir)

e!3 let me see t#is animal. ; dei!e-me ver este animal.:

n after modals ( will, would, should, can, could, mav)

e!3 s#e Gill visit #er 0amil> tomorroG. ; ela visitar a 0amlia dela aman#.:

Banto o in0initivo como ger\ndio podem ser o sujeito de uma orao.

/CTIVIT=

1; !o$#)e&e &2e sen&en!es @i&2 in3ini&ie o" 9e"(nd:

6: looC& 6 Goman is gggggggggggg a0ter t#e bus. /#e gggggggggg to catc# it.; to runh to Gant:

<: bot# 'ar> and Leter enjo> gggggggggg tennis. ; to pla>:

C: m> sister Gantsggggggggggg; to learn: gggggggggg; to dance:.

): Fe enjo> ggggggg; to travel: b> train G#en Ge gegin gggggggg; to spend:t#eir vacations in .urope.

.: 6voidgggggggggg; give: a lot unnecessar> in0ormation.

O: )o >ou 0eel liCe ggggggg;to go: doGntoGn t#is a0ternoon1

M: 60ter gggggggggg; to 0inis#: m> graduation I decided gggggg;to live: abroad.

E: )o >ou promise ggggggggg; to #elp:me i0 I decide gggggggggg; to participate: in t#is game1

NE. VERBS

6dmitD admitir

6voidD evitar

)en>D negar

.njo>D gostar, divertir

Oinis#D terminar

<eginD comear

NE. .OR<S

6nimalD animal

^ingdomD reino

CreaturesD criaturas

FingsD asas

)ucCD pato

CocC; rooster:D galo

MooseD ganso

LarrotD papagaio

InsectsD insetos

6ntD 0ormiga

<eeD abel#a

BigerD tigre

+ionDleo

EorseD cavalo

/#eepD ovel#a

/#arCD tubaro

F#aleD baleia

OrogD sapo

/GitIerlandD /ua

/GedenD /ucia

InterestedD interessado

NE. EXPRESSIONS

Bo go aGa>D ir embora

6s >ou CnoGD como voc sabe

IQm a0raidD ten#o medo

$o aGa>D de jeito nen#um

/CTIVIT=- II

1) translation.

a: I admit 3 I donQt CnoG to do t#is.

gggggggggggggggggggggggggggggggggggggggggggggggggg

b: m> cousin #as a parrot in #is #ouse.

gggggggggggggggggggggggggggggggggggggggggggggggggg

c: as >ou CnoG, IQm ver> interested.

gggggggggggggggggggggggggggggggggggggggggggggggggg

d: no aGa>& @ou donQt go noG&

ggggggggggggggggggggggggggggggggggggggggggggggggggg

e: IQm a0raid o0 0rogs&

ggggggggggggggggggggggggggggggggggggggggggggggggggg

0: #ave >ou ever seen a s#arC 1

ggggggggggggggggggggggggggggggggggggggggggggggggggg

g: m> 0at#er #as a 0arm Git# #orses, ducCs and s#eeps.

gggggggggggggggggggggggggggggggggggggggggggggggggggg

#: s#e 0inis#ed to read t#is neG booC.

gggggggggggggggggggggggggggggggggggggggggggggggggggg

54%4"i&o

6ctivit>-I

a: runningh Gants b: pla>ing c: to learnh to dance d:travelingh to spend

e: giving 0:to go g: to 0inis#hto live #: to #elph to participate

6ctivit>-II

-: a: eu admito3 eu sei 0aIer isto.

b: meu primo tem um papagaio em sua casa.

c: como voc sabe, eu estou muito interessado para viajar para /ucia pr2!imo ano.

d: de jeito nen#um& 5oc no ir agora&

e: eu ten#o medo de sapos&

0: voc j viu um tubaro1

g: meu pai tem uma 0aIenda com cavalos, patos e ovel#as.

#: ela terminou de ler este novo livro.
+.//,$ BEI8B..$

O%>e&io:

6 primeira parte desta lio abordar as tag questions. Como se posicionam na sentena e sua 0ormao.
)epois na segunda parte #aver mais novos verbos e palavras para mel#or 0i!ao da matria.

P"N-"e7(isi&o:

.star acompan#ando as li"es.

+.//,$ BEI8B..$

STRUCTURE

T/5 QUESTIONS

H a pergunta que aparece ap2s uma sentena ou declarao. , objetivo de uma tag question con0irmar a
declarao em conversas in0ormais. 6 estrutura bem simples3

n se a sentena 0or a0irmativa, a tag question assumir uma 0orma interrogativa negativa, com o verbo au!iliar
na 0orma contracta.

.!3 >ou stud> in a modern sc#ool, donQ> >ou1

/#e speaC .nglis#, doesnQt s#e1

n se a sentena 0or negativa, ocorre algumas mudanas. 6 tag question ter somente uma estrutura interrogativa.

.!3 t#e> didnQt live in .urope, did t#e>1

/usie GonQt e!plain it, Gill s#e1

n se na sentena tiver um modal verb ; ma>, can, could,s#ould, must: estes mesmos verbos vo para as tag
questions.

.!3 s#e can speaC Git# >ou, canQt s#e1

Ee could understand t#e teac#er, couldnQt #e1

Special cases.

I am D arenQt

.!3 I am rig#t, arenQt1

B#ere is D isnQt

B#ere areD arenQt

.!3 t#ereQs somet#ing #ere, isnQt t#ere1

With )e&Js3

+etQs go, s#all Ge1

/CTIVIT= CI

-: complete Git# t#e correct tag questions3

a: >ou couldnQt Grite at a small desC, gggggggggggg1

b: /#e could use gestures to describe an animal, ggggggggggggg1

c: C#ildren s#odnQt pla> Git# plastic to>s,gggggggggggggg1

d: Po#n Gas tall, ggggggggggggg1

e: It doesnQt rain ver> o0ten in 'iami, ggggggggggggg1

0: B#e students didnQt liCe t#at teac#er,ggggggggggggg1

g: '> bic>cle is pinC,gggggggggg1

#: '> brot#ers liCe to travel, ggggggggggg1

i: +etQs see G#at #appened,gggggggggggg1

j: I canQt see G#at >ou do, ggggggggggggg1

C: letQs come out tomorroG morning, gggggggggggg1

R: asC questions using tag questions3

a: ggggggggggggggggggggggggggggggggggggggggggggggggggggg

>es, I can go to doGntoGn Git# me t#is a0ternoon.

b: ggggggggggggggggggggggggggggggggggggggggggggggggggggg

no, #e donQt use gestures to describe G#at #e Gants.

c: ggggggggggggggggggggggggggggggggggggggggggggggggggggg

>es, s#e could speaC Git# #im.

d: ggggggggggggggggggggggggggggggggggggggggggggggggggggg

>es, m> 0amil> Gill travel ne!t mont#.

e: ggggggggggggggggggggggggggggggggggggggggggggggggggggg

>es, I liCe to read magaIines.

0: ggggggggggggggggggggggggggggggggggggggggggggggggggggg

no, m> 0at#er donQt smoCe.

Tex& C &2e Bi%)e

)o >ou CnoG G#at t#e <ible contains1t#e <ible, a Eol> booC. 'an> people #as one at #ouse. <ut , #ave >ou
ever read an> <ible1 F#at do >ou CnoG about t#is important booC1 B#e <ible contains WW booCs in tGo
sections, usuall> called t#e Old Testament and t#e New Testament. TZ bible booCs Gere Gritten in EebreG and
RX in MreeC. B#e old testament , or, #ebreG scriptures e!plains about creation, as Gell as t#e 0irst T,V[[ >ears o0
#uman #istor>. <ecause in t#is part, Ge learn about ModQs dealings Git# t#e israelites.

In t#e neG testament, or , greeC scriptures, e!plains about t#e teac#ings and activities os Pesus C#rist and #is
disciples during t#e 0irst centur> 6.).

/!&ii&? 4%o(& &2e &ex&

-: #oG man> booCs #ave t#e <ible1

ggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggg

R: G#at do t#e old testament, or, #ebreG scripltures contain1

ggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggg

T: G#at do t#e neG testament, or greeC scriptures contain1

ggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggg

U: do >ou liCe to read t#e <ible1 F#>1

ggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggg

NE. VEBS

Bo containD conter, ter, incluir

Bo borroGD pegar emprestado

Bo lendD emprestar

NE. .OR<S

<ibleD <blia

EebreGD #ebraico

MreeCD grego

BestamentDtestamento

)ealingsD tratos, procedimentos

Centur>D sculo

FoodenD madeira

+eat#erD couro

8aincoatD capa de c#uva

FoolenD de l

BissueD leno de papel

NE. EXPRESSIONS

Pust as sureD com certeIa

6t leastD pelo menos

Bo come outD sair

Bo be 0ree 0romD estar livre de

/CTIVIT= C III

-: translation3

a: do >ou lend me >our raincoat1

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: at least, I #ave tissue Git# me&

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: >ou borreGed a Goolen blouse 0rom >our sister.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: I liCe to read t#e <ible ever> da>.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: do >ou speaC greeC1

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

0: I didnQt read t#is booC, because I donQt read #ebreG.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

g: 6ne Gill bu> a neG raincoat 0or #er mot#er.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

54%4"i&o

-: a: could >ou

b: couldnQt s#e

c: s#ould t#e>

d: GasnQt #e

e: does it

0: did t#e>

g: isnQt it

#: donQt t#e>

i: s#all Ge

j: can I

C: s#all Ge

R: a: >ou can go doGntoGn Git# me t#is a0ternoon, canQt >ou1

b: #e doesnQt use gestures to describe G#at #e Gants, does #e1

c: /#e could speaC Git# #im, couldnQt s#e1

d: @our 0amil> Gill travel ne!t mont#, GonQt t#e>1

e: @ou liCe to read magaIines, donQt >ou1

0: @our 0at#er doesnQt smoCe , does #e1

/!&ii&? II

-: t#e bible #as WW booCs.

R: B#e old testament , or, #ebreG scriptures #as TZ booCs and e!plains about creation, as Gell as t#e 0irst T,V[[
>ears o0 #uman #istor>. <ecause in t#is part, Ge learn about ModQs dealings Git# t#e israelites.

T: In t#e neG testament, or , greeC scriptures, #as RX booCs and e!plains about t#e teac#ings and activities os
Pesus C#rist and #is disciples during t#e 0irst centur> 6.).

U: I liCe to read t#e bible ever> nig#t.

/!&ii&? C III

a: voc me empresta sua capa de c#uva1

b: Lelo menos, eu ten#o leno de papel comigo&

c: 5oc pegou emprestado uma blusa de l de sua irm.

d: .u gosto de ler a <blia todo dia.

e: 5oc 0ala grego1

0: .u no li este livro porque eu no sei #ebraico.

g: 6ne comprar uma nova capa de c#uva para me dela.
+.//,$ O,*8B..$

O%>e&io:

.sta lio mostrar o uso dos modals verbs. ]uais so os mais usados, qual sua posio na sentena e em que
tempo verbal eles aparecem.

P"N-"e7(isi&o:

/eguir a seq%ncia das li"es.

+.//,$ O,*8B.. $

STRUCTURE

*O</8S VERBS

,s modals verbs do ou atribuem uma 0orma ou aspecto 4 ao do verbo principal. /uas principais
caractersticas so3

n no vem precedido do to e nem so seguidos por ela.

n ]uando esto nas 0ormas negativas e interrogativas no precisam dos au!iliares DO/DOES/ DID.

n ]uando o verbo principal est na TS pessoa do singular, no presente, se a sentena tiver em modal o verbo no
recebe S.

n $o so conjugados no 0uturo e nem so usados nos continuous tenses.

,s modals verbs so3 can, could, ma>, mig#t, must, s#ould.

CanD poder, conseguir, saber; ser capaI :

CouldD passado de can

.!3 can I open t#e door1
; eu posso abrir a porta1:

t#e> can pla> soccer.
; eles podem jogar 0utebol:

I canQt sta> #ere.
;eu no posso 0icar aqui.:

could >ou call us tonig#t1
;voc poderia nos ligar #oje 4 noite1:

mav poder, ; de possibilidade ou permisso:

$i92&D passado de ma>.

.!3 s#e Geat#er ma> c#ange.
; o tempo pode mudar:

ma> I #elp >ou1
; eu posso ajudar voc1:

must ter, dever, precisar

should deveria, teria

.!3 s#e must pa> #er bills.
; ela deve pagar as contas dela.:

'ust I #ave an>one to travel Git# me1
;devo ter algum para viajar comigo1:

t#e> s#ould stud> more.
; eles deveriam estudar mais.:

negative form

canD can not or canQt

couldD could not or couldnQt

ma>D ma> not or ma>nQt

mig#tD mig#t not or mig#tnQt

mustD must not or mustnQt

s#ouldD s#ouldnQt or s#ouldnQt

MODAL HAJE PAST PARTICIPLE

.sta estrutura serve para e!pressar possibilidade, suposio ou obrigao no passado.

.!3 t#e> ma>hcan #ave gone aGa>. D possvel que ten#a ocorrido.
; eles podem ter ido embora.:

t#e> could #ave gone aGa>. D a situao no ocorreu, mas poderia ter ocorrido.
; eles podiam ter ido embora.:

/CTIVIT=

-: complete Git# can or a ma>3

a: I ggggggggggg go Git# >ou.

b: I ggggggggggg learn to speaC .nglis#&

c: It gggggggggg be dangerous.

d: /#e asCed i0 t#e> gggggggg come in.

e: B#e> ggggg 0ind a restaurant near #ere, but IQm not sure&

R: noG, complete Git# could or mig#t3

a: s#e ggggggglive alone.

b: ggggggggg >ou call me t#is a0ternoon 1

c: IQm a0raid >ou gggggggbe Grong, teac#er&

d: @ou Gould c#ange t#e Gorld i0 >ou gggggggggg.

T: 0ill in Git# must or s#ould3

a: #e gggggggGorC more.

b: F#at a beauti0ul car& It gggggggbeliong to a ric# person.

c: B#e> gggggggrespect t#e ot#ers.

d: /#e gggggggg eat to live.

NE. VERBS

Bo 0orgetD esquecer-se

Bo callD tele0onar

Bo inviteDconvidar

Ba asCD pedir, perguntar para

NE. .OR<S

8ic#D rico

8ugD tapete

<edroomD quanto

<at#roomD ban#eiro

/oapD sabo

Oorget0ulD esquecido

LatientD paciente

/tubbornD teimoso

)angerousD perigoso

L#one boot#D cabine tele0Jnica

L#oneD tele0one

L#one booCD catlogo tele0Jnico

Lart>D 0esta

NE. EXPRESSIONS

Bo maCe a p#one callD 0aIer uma ligao

Oorget itD esquea, dei!a para l

Bo go outD sair, passear

Bo taCe a GalCD dar uma volta

/CTIVIT=- II

-: translate into .nglis#3

a: eu esqueci meu livro.

ggggggggggggggggggggggggggggggggggggggggggggggg

b: ela me convidou para sua 0esta.

ggggggggggggggggggggggggggggggggggggggggggggggg

c: voc quer d uma volta 1

ggggggggggggggggggggggggggggggggggggggggggggggg

d: min#a amiga me ligou ontem.

ggggggggggggggggggggggggggggggggggggggggggggggg

e: pergunte a ela onde est o sabo.

ggggggggggggggggggggggggggggggggggggggggggggggg

0: vamos sair #oje 4 noite1

ggggggggggggggggggggggggggggggggggggggggggggggg

R: organiIe t#e Gords and 0orm sentences3

a: needh I h callh mot#erh m>h toda>

ggggggggggggggggggggggggggggggggggggggggggggggg

b: t#e>h part>h invitedh ush to t#eh tonig#t

ggggggggggggggggggggggggggggggggggggggggggggggg

c: patienth ish s#eh ver>

ggggggggggggggggggggggggggggggggggggggggggggggg

d: 0orgeth ith donQth Ih liCe ht#is

ggggggggggggggggggggggggggggggggggggggggggggggg

e: m>h boug#th ah mot#erh rug

ggggggggggggggggggggggggggggggggggggggggggggggg

0: soaph areh bat#roomh t#erh inh t#eh1

ggggggggggggggggggggggggggggggggggggggggggggggg

g: asCh didh >ouh ah p#one booCh1

ggggggggggggggggggggggggggggggggggggggggggggggg

5/B/RITO

/!&ii&? I

-: a: can b: can c: can

d: ma> e: ma>

R: a: could b: could c: could

d: mig#t

T: a: s#ould b: must

c: s#ould d: must

/!&ii&? II

-: a: I 0orgot m> booC.

b: s#e invited me 0or #er part>.

c: do >ou Gant to taCe a GalC1

d: m> 0riend called me >estreda>.

e: asC to #er G#ere are t#e soap.

0: letQs go out tonig#t1

R: a: I need to call m> mot#er toda>.

b: t#e> invited us to t#e part> tonig#t.

c: s#e is ver> patient.

d: I donQt liCe t#is, 0orget it.

e: m> mot#er boug#t a rug.

0: are t#ere soap in t#e bat#room1

g: did >ou asC a p#one booC1
+.//,$ OIOB..$

O%>e&io:

$esta lio ser visto o uso de btime clausesc. 6lm disso, ser analisado tambm o uso dos verbos ), .
'6^.. ,u seja , sra observado como estes verbos so usados , embora ten#am a mesma traduo, so usados
em situa"es di0erentes.

P"N-"e7(isi&o:

/eguir as li"es.

+.//,$ OIOB..$

STRUCTURE

TI*ES C8/USES

.stas so ora"es adverbiais de tempo que aparecem junto a orao principal, que geralmente est no 0uturo
imperativo. /o introduIidas por3

60terD depois de

6sD quando, enquanto

6s soon asD assim que, logo que

<e0oreD antes de

<> t#e timeD na #ora em que

*ntilD at

F#eneverD sempre que

.!3 t#e Gill stud> until #e learns t#e class.
; ele estudar at entender a aula.:

sta> #ere a0ter s#e g2es bacC.
; 0ique aqui depois ela volta.:

quando a orao adverbial de tempo vier primeiro, usa-se a vrgula antes da orao principal.

.!3 be0ore >our mot#er arrives, donQt use t#e 0#one.
; antes que sua me c#egue, no use o tele0one .:

G#enever s#e comes, #appen somet#ing.
; sempre que ela vem, acontece alguma coisa.:

b> t#e time >ou go movies, call me.
;na #ora que voc 0or no cinema, me ligue.:

), h '6^. FE.$ ), @,* */.1

'aCeD 0aIer- geralmente usado para e!pressar a idia de criao, construo e preparao, ou seja, 0abricar
alguma coisa.

.!3 t#e bo> liCe to maCe to> cars.
; o menino gosta de 0aIer carros de brinquedo.:

)o D 0aIer alm de ser usado como verbo au!iliar, tambm usado no sentido de 0aIer trabal#o, 0aIer alguma
coisa.

.!3 I donQt CnoG G#at m> brot#er are doing.
; eu no sei o que meu irmo est 0aIendo.:

G#at do >our 0at#er do #is job1

/CTIVIT= CI

-: complete Git# do or maCe in t#e correct tenses3

a: s#eQs gggggggggggggg t#e bed.

b: '> sister loves to gggggggggggggggc#ocolate pie.

c: F#at Gill t#e> ggggggggggggg ne!t Orida>1

d: ggggggggggg t#e dis#es, please&

e: )o >our mot#er liCe to ggggggggggpiIIa1

0: )oes 6ne #ave GorC gggggggggtonig#t1

g: I didnQt understand G#> t#e teac#er ggggggggggg t#at mistaCe.

#: ggggggggggg e!ercise is one o0 >our 0avorite activities.

i: /ometimes m> sister gggggggggg me 0avors.

j: F#o gggggggt#e dis#es noG1

TEXT

.24& do ?o( &2inK 4%o(& de4&21

/cientists do not CnoG G#> #umans groG old and die. It seems t#at our cells s#ould Ceep on being reneGed and
t#at Ge s#ould live 0orever. Eumans #ave >earned 0or longevit> and #ave even tried to attain immortalit>. /ince
t#e 0ourt# centur> <.C., drugs supposedl> designed to maCe immortalit> possible attracted t#e attention o0
c#inese nobles. C#ineses emperors tried so called b eli!irs o0 li0ec, but made 0rom mercur>, and died.

6round t#e Gorld, man> people believe t#at deat# is not t#e end o0 t#eir e!istence. <udd#ists,#indus, muslins
and ot#ers all #ave brig#t #opes o0 a li0e a0ter deat#. <ut t#e question is3 G#at do >ou t#inC1 Is t#ere li0e a0ter
t#e deat#1

Q(es&ions 4%o(& &2e &ex&:

-: G#at #ave scientists been unable to e!plain about #uman li0e1

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

R: G#at did #appen Git# an> c#inese nobles in t#e 0ourt# centur> <.C.1

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

NE. VERBS

Bo groGD crescer

Bo dieD morrer

Bo reneGD renovar

Bo attainD alcanar, atingir, obter

NE. .OR<S

/cientistsD cientistas

CellD clula

OoreverD para sempre

EumanD #umano

/inceD desde

C#ineseD c#ins

<udd#istsD budista

EinduD #indu

'uslimD mulumano

+ongevit>D longevidade

/olutionD soluo

^e> c#ainDc#aveiro

.noug#D su0iciente

)eat#D morte

NE. EXPRESSIONS

Bo groG oldD envel#ecer

Bo taCe picturesD tirar 0otogra0ias

F#atQs t#e matterD o que #1 ]ual o problema1

*n0ortunatel>D in0eliImente

Oortunatel>D 0eliImente

/CTIVIT= CII

-: translation3

a: I #ave t#e solution to >our problem&

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: m> dog Gas old and died >esterda>.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: Ge Gill be 0riends 0orever.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: did >ou see m> Ce> c#ain1

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: I donQt CnoG to speaC c#inese.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

0: t#e scientists Gant to understand t#e deat#.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

g: m> c#ildren greG ver> 0ast.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

#: t#e> didnQt eat enoug#.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

i: ever> #umans Gant to attain t#e longenit>.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

j: ^aren loves to taCe pictures.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

C: G#atQs t#e matter1 )id >ou see a g#ost11

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

l: un0ortunatel> m> cousin donQt CnoG to speaC .nglis#.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

5/B/RITO

/!&ii&?- I

-: a: doing b: maCe

c: do d: do

e: maCe 0: do

g: made #: doing

i: does j:do

question about t#e te!t3

-: /cientists do not CnoG G#> #umans groG old and die. It seems t#at our cells s#ould Ceep on being reneGed
and t#at Ge s#ould live 0orever.

R: B#e> made eli!irs o0 li0e 0rom mercur>, t#e> dranC its and died.

/!&ii&? C II

-: a: eu ten#o a soluo para seu problema.

b: meu cac#orro estava vel#o e morreu ontem.

c: n2s sermos amigos para sempre.

d: voc viu meu c#aveiro1

e: eu no sei 0alar c#ins.

0: os cientistas querem entender a morte.

g: min#as crianas cresceram rpido.

#: eles no comeram su0iciente.

i: todos os #umanos querem atingir a longevidade.

j: ^aren ama tirar 0otos.

C: qual o problema1 5oc viu um 0antasma1

l: in0eliImente meu primo no sabe 0alar ingls.
+.//,$ /I=B..$

Review

STRUCTURE

*/. ,O M.8*$) 6$) I$OI$IBI5. O,8'/

GERUND ING FORM

n ap2s preposi"es?

como3 in, out, along, b>, over, t#roug#, up,on, around, o00, doGn, aGa>,bacC, a0ter.

n ap2s alguns verbos e e!press"es?

e!3 do >ou 0eel liCe drinCing juice noG1

/#e appreciate living in suc# a beauti0ul cit>.

Eave >ou ever considered living abroad1

INAINITIVE AOR*

,corre de duas 0ormas.

n a mais usada 3 com to.

- ap2s adjetivos, advrbios e substantivos?

- ap2s alguns verbos?

e!3 I donQt Gant to dance noG.
; eu no quero danar agora.:

n sem to3

- ap2s os verbos make e let e tambm ap2s as palavras except but. ; no sentido de e!ceto:

- ap2s modals verbs

e!3 I can talC to #er.
; eu posso conversar com ela.:

T/5 QUESTIONS

/o perguntas 0eitas ap2s uma declarao. , objetivo con0irmar as declara"es 0eitas.

.!3 >ou eat 0is#, donQt >ou1

/#e doesnQt liCe t#is, does s#e1

+embrando que no tempo imperativo a tag question 0ormada pelo au!iliar Gill.

*O</8S VERBS

/o verbos que do vida, 0orma, 4 ao do verbo. ,s mais usados so3

CanD poder, conseguir, saber? no sentido de #abilidade 0sica, permisso in0ormal, possibilidade.

'a>D poder? no sentido de possibilidade, permisso; 0ormal:.

'ustD dever,; deveria:, consel#o, obrigao moral.

Could D passado de can.

.!3 >ou can learn .nglis#, itQs eas>&
; voc podeh consegue aprender ingls, 0cil&:

ma> I c#ange m> opinion1
; posso mudar min#a opinio1:

m> brot#er must bu> a neG car.
; meu irmo deve comprar um novo carro.:

>ou s#ould put a blouse o0 Goolen. ItQs cold.
; voc deveria por uma blusa de l. .st 0rio.:

DO/ MAKE

'aCe D 0aIer? no sentido de 0abricar, construir, criar?

)oD 0aIer? usado em nas outras situa"es?

.!3 G#at did >ou do1
;o que voc 0eI1:

m> mot#er maCes delicious caCes and pies.
; min#a me 0aI bolos e tortas deliciosas.:

/CTIVIT= CII

-: complete Git# gerund or in0initive3

a: G#ere do >ou 0eel liCe gggggggggggg; to go : tonig#t1

b: '> 0at#er quit gggggggggggg. ; to smoCe:

c: Eave >ou ever considered gggggggggggggg; to save: mone> t#is mont#1

d: Fe decide ggggggggggggg; to Gait: 0or ours 0riends.

e: Po#n tr>ed gggggggggggg;to pla>: tennis.

0: F#at Cind o0 song do >ou appreciate ggggggggggggggg ; to listen:1

R: use t#is modals verbs; can, s#ould, could: in t#is sentences3

6ne3 #ello, peter, gggggggg >ou lend me >our notebooC1

Leter 3 6ne, >ou are m> dear 0riend and I Gill lend >ou m> notebooC. <ut I t#inC t#at >ou gggggggggg, but a
neG notebooC or pa> attention at t#e class&

6ne3 I CnoG Leter& gggggggggg >ou #elp me1 6nd I promise >ou I Gill pa> attention ne!t class&

T: complete t#e sentences Git# t#e coorect tag questions3

a: >ou donQt CnoG G#at #er problem, ggggggggggg1

b: /#e could open t#at door, gggggggggggg1

c: @our 0amil> Gill travel to Papan, gggggggggggg1

d: +etQs pla> soccer tonig#t, gggggggggggg1

e: /usie is tired, gggggggggggg1

U: read t#e te!t and ansGers3

text

the Red List

do >ou liCe animals1 'an> people around t#e Gorld liCes t#em. B#e> are so beauti0ul, intelligent. <ut
un0ortunatel>, a lot o0 t#is animals are entering in a b 8ed +istc. F#at is it1

B#e red list is apublis#ed b> t#e international *nion 0or Conservation o0 $ature and $atural 8esuorces, an
organiIation t#at evaluates t#e condition o0 endangered species. +ooC at some species t#at Gere entering in t#is
list in t#e >ear R[[[3

Wandering albatross- t#is is one o0 -W algatross species identi0ied as globall> t#reatened. It is said t#at
signi0icant numbres dorG a0ter being accidentall> caug#t on baited #ooCs set b> longline 0is#ing boats.

Red-shanked douc langur t#is little animal is an 6sian colobine monCe> and is 0ound in sout#- central
5ietnam and parts o0 +aos. It is t#reatened b> #abitat destruction and #unti#ng. It is #unted 0or boot# 0ood and
bod> parts, G#ic# are used as ingredients 0or traditional medicines.

B#ere are ot#ers animals in t#is sad list. B#e man need to understand t#at t#e Geb o0 li0e is important 0or all
#umans, and i0 Ge donQt taCe care o0 its, Ge GonQt #ave a good 0uture&

a: G#at is t#e b8ed +istc1
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: G#ere can >ou 0ind a 8ed-s#anCed douc langur1
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: #oG man> species o0 albatross Gas identi0ied all t#e Gorld1
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

NE. VERBS

Bo 6ppreciateD apreciar

Bo ConsiderD considerar,

Bo Oeel liCe3 quer, estar a0im de

Bo publis#D publicar

Bo t#reatenD ameaar

NE. .OR<S

8edD vermel#o

+istD lista

Ois#ing <oatD barco de pesca

'onCe>D macaco

5ietnamD 5ietn

+aosD +aos

.ndangered speciesD espcies em e!tino

<ooCcaseD estante

/#el0D prateleira

BeapotD bule de c#

/aucerD pires

/C>D cu

NE. EXPRESSIONS

Bo be 0ond o0D gostar

Bo be sorr> aboutD lamentar

Ead betterD seria mel#or

Bo be overD acabar

54%4"i&o

/!&ii&? CI

-: a: going

b: smoCing

c: to save

d: to Gait

e: to pla>

0: listening

R: couldh s#ouldh can

T: a: do >ou

b: couldnQt s#e

c: GonQt t#e>

d: s#all Ge

e: isnQt s#e
e./pecial .nglis#


Ingls <sico e Intermedirio

;Lara jovens e 6dultos:

Mramtica

;Conte\do para 5estibular:

Conversao

;Lraticidade para aprender a pron\ncia:

'odulus ,ne

e./pecial .nglis#

O%>e&io:

.nsinar a lngua Inglesa de uma maneira prtica e objetiva, dando condi"es de aprendiIagem correta das
palavras. , curso o0erece tambm regras gramaticais gradualmente sem se tornarem o 0oco de cada m2dulo. ,s
nveis bsicos o0erecem todo conte\do gramatical para 5estibulares.

Lr 8equisito3 Interesse em con#ecer e a 0alar a +ngua Inglesa. <oa vontade e disponibilidade de tempo com
disciplina e #orrio de estudo.

+esson ,ne3

;Oirst +esson:

Introduction3


.m qualquer parte do mundo, as pessoas se comunicam, tm um idioma, se e!pressam de alguma 0orma. Isso
uma coisa l2gica, correto1 'as ento, imagine-se em um pas estrangeiro, onde voc no tem noo alguma do
idioma 0alado por seus #abitantes..., como seria1 )e alguma 0orma, voc precisar encontrar uma maneira de
obter uma espcie de comunicao, um tipo de contato, seja qual 0or este meio. Imagine-se em uma sala de
espera, em um #all de #otel... ,u at mesmo na rua, ol#ando pra tantos rostos descon#ecidos..., como c#amar a
ateno1 .u aconsel#aria uma coisa natural, con#ecida mundialmente.

]ue tal um sorriso1 /im, um sorriso sem a menor d\vida seria um bom comeo, pois, creio que qualquer pessoa
prestando ateno em sua atitude, normalmente dever retribuir o gesto. .nto, logo ap2s isso teremos um novo
problema. 6t quando 0icar trocando sorriso com todos os transeuntes do lugar1 /orrir para um, para outro,
para todos ou nem todos. 6lguns podero retribuir esse gesto mundialmente con#ecido de cordialidade, outros
no.

Lrovavelmente correr o risco de ser classi0icado ;a: como uma pessoa no muito normal, 0ato que, com
certeIa, acarretaria situa"es constrangedoras. Isso acontece porque em todas as na"es e!iste uma linguagem
natal, um idioma pr2prio de cada pas, e aqui estamos justamente iniciando o estudo do idioma mais 0alado em
todo o mundo.

Co$o o!6 4!24 7(e se ini!i4 ($4 !one"s4Vo1

.m qualquer linguagem, como se inicia uma conversao, um dilogo1

Com perguntas e respostas..., claro&&&

H bom voc ir con#ecendo aos poucos, e!press"es que o pro0essor ;a: usa diariamente com voc.

.!pressions used b> t#e teac#er3

.!press"es usadas pelo pro0essor ;a:

W 5ood $o"nin9 s&(den&s X

Mood morning ;gud m2rnin: <om dia&

/tudents- ;stiudentss: .studantes

Mood morning students D <om dia alunos ;as: hestudantes.

W 8e&Js s&4"& o(" !)4ss

+etQs ;+tis: 5amos

/tart ;strt: comear

,ur- ;ur: nossa

Class ;clss: aula

+etQs star our class 5amos comear nossa aula.

W Re#e4& 3o" $e :8epitam para mim;

8epeat - ;rrript: repita;m:

Oor ;02r: para

'e ;mi: meim

W ,o@ do ?o( s4? BBBBBBBBBBBBBB in En9)is21

EoG- ;#uu: Como

)o ;d\: sem traduao

@ou ;i\l: voch vocs

/a> ;sei: diIer

In ;in: em

.nglis# ;nglos##:

EoG do >ou sa> ......... in .nglis#1

;Como voc diI ..........em ingls1:

W Re#e4& 43&e" $e

8epeat ;rrript: repita ;m:

60ter- ;0tr: depois de

'e ;mi: mim

8epeat a0ter me 8epitam depois de mim.

p +etQs learn ;lts lornn: vamos aprender

W 5ood $o"nin9 $? s&(den&sB :Bo$ di4 $e(s es&(d4n&es;

Mood C :9Yd; C %o$P%o4

'orning ;m2rninn: diahman#

'>- ;mi: meuhmin#ahmeushmin#as

/tudents ;sstiudentss: estudantesh alunos

W 5ood 43&e"noonB :Bo4 T4"de;

Mood bomhboa

60ternoom ;0ternum: - tarde

W 5ood eenin9 &e4!2e"B :Bo4 noi&e #"o3esso" :4;;

No&e: ]uando se est c#egando a algum lugar

Mood ;g\d: bomh boa

.vening ;qivininn: noite

Beac#er ;ttc#r: pro0essor ;a:

W5ood Ni92& 3o)KsB :Bo4 Noi&e Pesso4);

NOTE: ]uando se est saindo de algum lugar.

9ood C ;g\d: bomhboa

ni92& C ;nitt: noite

3o)Ks C ;0JlCis: pessoal

W T"4ns)4&e &2is sen&en!e- #)e4seB :T"4d(S4 ess4 sen&enV4B Po" 34o"B;

&"4ns)4&e C ;tronsleitt: traduIa

T2is C ;dIs: estehesta

Sen&en!e C ;sentenci: sentenah0rase

P)e4se C ;plss: por 0avor

W *4Ke &2is Exe"!iseB :A4V4 esse exe"!Q!ioB;

$4Ke ;'iC: 0aa

&2is ;dIs: estehesta

exe"!ise ;ecsriss: e!erccio

WNOTE: /empre teremos vocabulrios para o enriquecimento do aprendiIado, e para 0ormao de mais 0rases
na lngua inglesa.

VOC/BU8ZRIO:

,i C ;E_I: ,I

,e))o C ;#lJu: olh alo

,o@ C ;#u: como

/"e C ;rrr: esthesto

=o( - ;iul: voc

I C ;ii: eu

6$ - ;mm: souhestou

Aine - ;0inn: bem

5ood C ;g\d: bom

*? -;mi: meuhmin#ahmeushmin#as

=o(" C ;i2r: seuhsuahseushsuas

N4$e C ;nime: nome

.24& C ;u2tt: qual h o q1

B"4Si)i4n C ;bruIilian: brasileiro ;a:

/$e"i!4n- ;amriquen: americano ;a:

*o"nin9- ;m2rnin: man#

/3&e"noon C ;a0ternum: tarde

Eenin9 C ;vininn: noitin#ahincio da noite

Ni92& C ;nitt: noite

8e&Js C ;ltis: vamos

/94in C ;ogun: de novoh outra veI

On!e C ;uoni: uma veI

T@i!e C ;tuii: duas veIes

See C ;s: ver

84&e" C ;liter: mais tarde

/3&e" C ;0tr: depois de

*e C ;mi: a mim

S#e4K C ;spCCi: 0alar

Po"&(9(ese C ;p2rtc#uguss: portugus

En9)is2 C ;inglos###: ingls

5amos ver algumas sentenas, perguntas e respostas3

+etQs see some sentences, questions and ansGers3

;ltis si somm sntencis, custions nd nors:

I 4$ 3ine - ;i em 0inn: - .u estou bem.

4nd ?o(1 ;end i\l1: - e voc1

T24nKs - ;t#nCs: - obrigado ;a:

Concluso3

Conclumos o 'odulus one espero que ten#a gostado at o pr2!imo&
'odulus BGo

O%>e&io: Com a assimilao das e!press"es e palavras aprendidas no -m m2dulo, conseguir manter pequenas
conversa"es e treinamento do saber ouvir a lngua Inglsa atravs de m\sicas.

P"N Re7(isi&o: $ecessidade que se ten#a observado a pron\ncia das palavras e e!press"es dadas, e tambm o
aprendiIado dos pronomes pessoais.

Continuation o0 t#e questions and ansGers3

,i- I 4$ Jessi!4. ;#4i, i em )jssica: - ,i, .u sou Pssica.

Ee))o- 2o@ 4"e ?o(1 ;Elou, #u arr i\l1: - ,l, como vai voc1

I 4$ 3ine- 4nd ?o(1 ;_i em 0inn, end i\l1: - .u estou bem, e voc1

I 4$ B"4Si)i4nB C:_i m <ruaIilim; - .u sou brasileira;o:.

=o( 4"e /$e"i!4$B- ; i\l rr 6mriqun: - 5oc americano.

,o@ do ?o( s4? LIL,C6 in En9)is2 1 : #u du i\l si pipoca in Inglos##1; - Como voc diI pipoca em
ingls1

I s4? #o#!o"nB C :4i si p2pc2rnn; - .u digo popcorn

,o@ do ?o( s4? 6',8 in En9)is21 C :#u du i\l si amor in Inglos##1: - Como voc diI amor em ingls1

I s4? 8oe C :[i sei )+e; - .u digo love.

.nto, prosseguindo, vamos ver alguns pronomes pessoais, sendo que j con#ecemos alguns3

I ;i: .u

@ou ;i\l: voc

Ee ;Er: .le

/#e ;s#: .la

It ;ltt: .le h.la ;para animais, objetos ou sujeito oculto:

Fe ;ui: $2s

@ou ;i\l: 5ocs

B#e> ;)Iii: .lesh.la =o(J"e @e)!o$e -;i\rr ullcomm: - de nada.

,i- I 4$ Jessi!4. ;#4i, i em )jssica: - ,i, .u sou Pssica.

,e))o- 2o@ 4"e ?o(1 ;Elou, #u arr i\l1: - ,l, como vai voc1

I 4$ 3ine- 4nd ?o(1 ;_i em 0inn, end i\l1: - .u estou bem, e voc1

I 4$ B"4Si)i4nB C:_i m <ruaIilim; - .u sou brasileira;o:.

=o( 4"e /$e"i!4$B- ; i\l rr 6mriqun: - 5oc americano.

More Jocabularv.

NOTE: EoG is t#e rig#t pronunciation o0 t#e use o0 T,.

]ual a pron\ncia certa no uso do T,

Boda veI que se 0or pronunciar uma palavra em ingls onde # T, deve-se colocar a ponta da lngua entre os
dentes e dar um pequeno assopro na #ora da pron\ncia do T,- o(- &4$%N$ #ode- se !o)o!4" 4 )Qn9(4 n4
#4"&e in&e"n4 dos den&es s(#e"io"esB


NOTE: In one conversation, is necessar> a lot attention and practice in t#e pronunciationa, because t#is, letQs
learn &2e 4)#24%e&:

4- :6i;

%- :%QQ;

!- :!QQ;

d- :dQQ;

e- :QQ;

3- :N33;

9- :d>QQ;

2- :6i&!2;

i- :\ii;

>-:<>6i;

K- :G6i;

)- :N));

$- :6$$;

n- :6nn;

o- :o(;

#- :#QQ;

7- :7(Q(;

"- :\"";

s- :Nss;

&- :&QQ;

(- :iY;

.- :d6%)i](;

?- :('i;

S- :SQQ;

/3&e" &2is- )e&Js see 4 $(si! : 43&e" dis )N&s sQQ 4 $i(si!;

)epois disso, vamos ver uma m\sica.

NOTE: 5oc deve acompan#ar a letra juntamente com a m\sica vrias veIes para que seu crebro v
aprendendo a pron\ncia, quando voc observa as palavras.

'\sicas so grandes 0ontes de aprendiIagem de e!press"es e grias da lngua inglesa, aonde so combinados o
praIer e a curiosidade.


#ttp3hhbusca.uol.com.brhsoprad

NOTE: Clique no linC acima juntamente com a tecla CB8+ e digite o nome da m\sica no <*/C6, depois
clique no Rm desen#o do alto 0alante. ;aparecem T:

,ne +ast Cr>
'arina .lali

Composio. Brian McNight, Brandon Barnes e Melanie Barnes

'> s#attered dreams and broCen #eart
6re mending on t#e s#el0
I saG >ou #olding #ands
/tanding close to someone else
$oG I sit all alone
Fis#ing all m> 0eeling Gas gone
I gave m> best to >ou
$ot#ing 0or me to do

<ut Itve one last cr>
,ne last cr>
<e0ore I leave it all be#ind
Itve gotta put >ou out o0 m> mind t#is time
/top living a lie I guess
Itm doGn to m> last cr>

I Gas #ere, >ou Gere t#ere
Muess Ge never could agree
F#ile t#e sun s#ines on >ou
I need some love to rain on me
/till I sit all alone
Fis#ing all m> 0eeling Gas gone
Motta get over >ou
$ot#ing 0or me to do

<ut IQve one last cr>
,ne last cr>
<e0ore I leave it all be#ind
Itve gotta put >ou out o0 m> mind t#is time
/top living a lie

I CnoG IQve gotta be strong
dCause dround me li0e goes on and on and on and on

<ut Itve one last cr>
,ne last cr>
<e0ore I leave it all be#ind
Itve gotta put >ou out o0 m> mind 0or t#e ver> last time
<een living a lie
I guess Itm doGn
I guess Itm doGn
I guess Itm doGn
Bo m> last cr>

NOTE: 6gora, ap2s terem treinado a pron\ncia, testando lentamente com a letra, podem con0erir a Braduo.

,ne +ast Cr> ;traduo:

'arina .lali

Composio. Brian McNight, Brandon Barnes e Melanie Barnes

*m \ltimo c#oro

'eus son#os destrudos e corao partido
.sto se recuperando
.u te vi, de mos dadas, de p
Lerto de outro algum
6gora eu me sento aqui, soIin#a
)esejando que todos meus sentimentos se vo
.u dei o meu mel#or para voc
$o # nada mel#or a 0aIer
6 no ser c#orar pela \ltima veI

*m \ltimo c#oro...
*m \ltimo c#oro, antes de dei!ar tudo para trs
5ou e!puls-lo da min#a mente desta veI
e parar de viver uma mentira
.u ac#o que terei um \ltimo c#oro...

.u estava aqui, voc estava l
6c#o que nunca concordamos
.nquanto o sol bril#a em voc
.u preciso que o amor c#ova em mim
6inda estou aqui sentada, soIin#a
)esejando que todos meus sentimentos se vo
Ben#o que super-lo
$o # nada mais a 0aIer
6 no ser c#orar pela \ltima veI

*m \ltimo c#oro...
*m \ltimo c#oro, antes de dei!ar tudo para trs
5ou e!puls-lo da min#a mente desta veI
e parar de viver uma mentira
.u sei que para isso preciso ser 0orte
Lorque a vida continua a min#a volta...

*m \ltimo c#oro...
*m \ltimo c#oro, antes de dei!ar tudo para trs
5ou e!puls-lo da min#a mente
)essa veI, acredite que eu... ;T!:, ...meu \ltimo c#oro.

Concluso3

C#egamos ao 0im de mais um m2dulo, espero que ten#a gostado. 6t o pr2!imo&

'odulus B#ree

,bjetivo3 6prender a 0ormar perguntas e respostas no ingls, primeiramente no /imple Lresent, e e!erccios de
0i!ao.

Lr 8equisito3 ]ue o aluno ten#a estudado todos os vocabulrios, treinado as pron\ncias e j com os pronomes
pessoais j 0aIendo parte de seu con#ecimento.

Como se inicia mesmo um dilogo, uma conversao3

Bodo dilogo necessita de perguntas e respostas, ento vamos aprender a 0aIer algumas perguntas e respostas
em ingls, oC1

,bserve bem3

=o( s#e4K En9)is21
5oc 0alar ingls1

5oc ac#a que est certa essa colocao1

.st sem sentido, sem tempo verbal, correto1 Lrecisamos conjugar o verbo ;0alar: em algum tempo, no caso,
presente ;/imple Lresent:.

5eja agora3

]uestion3 ;Lergunta3:

<O =o( s#e4K En9)is21
;verbo au!iliar: voc 0ala ingls1

NOTE: $a pergunta, usa-se o verbo au!iliar <O ;d\: para que ele conjugue o verbo principal :SPE/G; no
tempo presente.

<O- como verbo au!iliar, no tem traduo, e na 0rase interrogativa, aparece sempre no incio da 0rase.

6nsGer3 ;8esposta3:

/#ort ansGers3 ;respostas curtas:3 )o na resposta curta substitue o verbo speaC ;0alar:.

@es, I do. h $o, I do not ;donQt:
/im, eu 0alo h $o. .u no 0alo

'ore .!amples3

@ou stud> .nglis# 1
5oc estudar Ingls 1

;0alta o verbo au!iliar, pergunta sem tempo verbal:

/tud> ;istodi: estudar

<o ?o( s&(d? En9)is21 =es- I doB P No- I donJ&B
5oc estuda ingls1 /im, eu estudo. h $o. .u $o estudo.

Orenc# ;0rntc#: Orancs.

?o( s#e4K A"en!2 1
voc 0alar 0rancs 1 ;Oalta o 5erbo 6u!iliar:

<o ?o( s#e4K A"en!21 =es- I doB P NoB I donJ&B
5oc 0ala 0rancs1 /im, eu 0alo. h $o . .u no 0alo.

5e"$4n C :<>N"$4n;- /)e$o

=o( s&(d? 5e"$4n1 ;Oalta o verbo au!iliar:

<o ?o( s&(d? 5e"$4n1 =es- I doB P NoB I donJ&B
5oc estuda 6lemo1 /im, .u estudo. h $o. .u no estudo

?o( s#e4K 5e"$4n1
5oc 0alar 6lemo1 ;Oalta 5erbo au!iliar:

<o ?o( s#e4K 5e"$4n1 =es- I doB P NoB I donJ&
5oc 0ala 6lemo 1 /im, eu 0alo. h $o, eu no 0alo.

6prendemos a 0aIer perguntas no /imple present com respostas curtas, agora aprenderemos com respostas
longas.

<o ?o( s#e4K Po"&(9(ese 1 Lortuguese ;p2tiuguisi: -portugus
5oc 0ala portugus1

8on9 /ns@e"s: :Res#os&4 8on94:;

=es- I s#e4K Po"&(9(eseB P No- I donJ& s#e4K Po"&(9(eseB
/im, eu 0alo portugus. h $o, eu no 0alo portugus.

NOTE: $a resposta longa a0irmativa, no aparece o verbo au!iliar e o principal ;speaC: conjugado no present
tense, e ela tem que ser completa, e na resposta longa a0irmativa, obrigat2rio a presena do verbo au!iliar ),
antes do not.

'ore .!amples3

<o ?o( s&(d? 5e"$4n1
@es, I stud> Merman. h $o, I donQt sud> Merman.
/im, .u estudo alemo. h $o, eu no estudo alemo.

<o I s#e4K A"en!21 ;.u 0alo 0rancs1:
@es, >ou speaC Orenc#. h $o, >ou donQt speaC Orenc#.
/im, voc 0ala 0rancs. h $o. 5oc no 0ala 0rancs.

<o I s&(d? Po"&(9(ese1 : E( es&(do #o"&(9(6s1;
@es, >ou stud> Lortuguese. h $o, @ou donQt stud> Lortuguese.
/im, voc estuda portugus. h $o. 5oc no estuda portugus.

<o =o( &e4!2 En9)is21 :Vo!6 ensin4 in9)6s1;
;ttc#:

@es, I teac# .nglis#. h $o, I donQt teac# .nglis#.
/im, .u ensino ingls. h $o, .u no ensino Ingls.

.stamos, como voc pode ver, aprendendo a 0aIer perguntas e respostas no Lresent Bense. 5amos conjugar
alguns verbos no Lresent Bense3

NOTE: 6 maioria dos verbos regulares acrescenta-se um S na TS pessoa do singular ;Ee, s#e, it: na 0orma
a0irmativa.

5erb3 /peaC ;0alar:

I s#e4K - .u 0alo

=o( s#e4K - 5oc 0ala

,e s#e4Ks - .le 0ala

S2e s#e4Ks - .la 0ala

I& s#e4Ks - .le ou ela 0ala

.e s#e4K - $2s 0alamos

=o( s#e4K - 5ocs 0alam

T2e? s#e4K .les ou .las 0alam

Ve"%: C4)) C:!o)); - :!24$4"P&e)e3on4";

I !4)) - .u c#amo

=o( !4)) - .le c#ama

S2e !4))s - .la c#ama

I& !4))s - .le ou ela C#ama

.e !4)) - $2s c#amamos

=o( !4)) - 5ocks c#amam

T2e? !4))- .les ou .las c#amam.

5erb3 GalC ;u2lC: camin#ar

I @4)K - .u camin#o

=o( @4)K - 5oc camin#a

,e @4)Ks - .le camin#a

S2e @4)Ks - .la camin#a

I& @4)Ks - .le ou .la camin#a

.e @4)K - $2s camin#amos

=o( @4)K - 5ocs camin#am

T2e? @4)K - .les ou .las camin#am.
',)*+*/ O,*8

O%>e&io: 'ais conte\do e mais conversa"es dentro do /imple Lresent, com introduo da conjugao dos
verbos irregulares e suas e!cess"es.

P"N Re7(isi&o: Ber estudado os m2dulos anteriores para continuar evoluindo nos dilogos.

5ocabular>3

8e4"n C ;lornn: aprender

So$e - ; somm: algum;s:. alguma;s:

/nd C e ;end: verbo de ligao

Ee"? $o"nin9 - ;veri m2rnin: toda man#;s:

,is&o"? ;#stouri: #ist2ria

*4&2 ;mtIi: matemtica ;abreviao:

Ee"? d4? C ;veri di: - todo dia.

Ee"? .eeK ;veri *c: toda semana.

.eeKend C ;uqund: - 0im de semana

Tod4? - ; tc#\di: #oje

=es&e"d4? ;istordei: ontem

To$o""o@ C ;tum2rroul: aman#.

,o)id4? C ;#2lidi: 0eriado.

V4!4&ions ;vaquic#ans: 0rias.

S!2oo) ;ssc\ll: escola.

C)4ss ;clss: aula

C)4sses ;clsses: aulas.

T"i# ;trip: - viagem

T"4e) ;trvel: viajar

=o(J"e @e)!o$e ;i\r ulcomm: bem vindo h )e nada ;resposta 4 agradecimentos:.


6p2s aprenderem a pron\ncia de todos esses verbos conjugados, vamos aprender a 0aIer pequenos dilogos
com o /imple Lresent na TS pessoa do singular. /imple Lresent ;Ee, /#e, It:.

, 5erbo 6u!iliar do Lresent Bense para ;#e,/#e,It: <oes ;doIs:, e tem as mesmas 0un"es do au!iliar <o ;I,
@ou, Fe, @ouhB#e>

8e&Js )e4"n no@- so$e 7(es&ions 4nd 4ns@e"s (sin9 &2e 4(xi)i4"? e"% in &2e P"esen& Tense - <OES
:dSs;:

S2e @4)K ee"? $o"nin91 ;= u2lC verii m2rninn1:
.la camin#ar todas as man#s1 ;est 0alltando o 5erbo au!iliar:

<oes s2e @4)K ee"? $o"nin9 1 =es- S2e doesB P No-S2e doesnJ&B
;)oIs ! u2lC veri m2rniinn1: ;is, !ii doIs. h $o, !ii dosant.:

.la camin#a todas as man#s1 /im, ela camin#a. h$o, ela no camin#a.

,e )e4"n 2is&o"? ee"? d4?s 1 ;E lornn #stouri veri deis1:
.le aprender #ist2ria todos os dias 1 ;Oalta o 5erbo au!iliar does:

<oes 2e )e4"n 2is&o"? ee"? d4?s1 =es- ,e doesB P No - 2e doesnJ&B
;)oII #i lornn #stouri veri dis1: ;is, # doII. h $ou , #i doIIant.:

.le aprende #ist2ria todos os dias1 /im , ele aprende. h $o. .le no aprende.

S2e s#e4K Po"&(9(ese ee"? 43&e"noon1
;! spcs p2rtc#uguII verii m2rninn1: ;0alta o verbo au!iliar )oes:

.la 0alar portugus toda tarde 1

<oes s2e s#e4K Po"&(9(ese ee"? 43&e"noon 1 =es- s2e doesB No- s2e doesnJ&B
;)oII ! spC p2rtc#uguss veri a0ternum1 : ;is ! doII h$o, ! doIIant:

.la 0ala portugus toda tarde 1 /im , ela 0ala.h $o, ela no 0ala.


;!i u2lC veri m2rninn:

S2e @4)K ee"? $o"nin9 1 :A4)&4 o e"%o 4(xi)i4" <oes;
.la camin#ar toda man# 1

<oes s2e @4)K ee"? $o"nin9 1 =es- s2e doesB P No- s2e doesnJ& B
.la camin#a toda man# 1 /im, ela camin#a1 h$o, ela no camin#a.

S2e s#e4K Po"&(9(ese ee"? 43&e"noon1 ;0alta o verbo au!iliar does:
.la 0alar portugus toda tarde 1

<oes s2e s#e4K Po"&(9(ese ee"? 43&e"noon 1
;)oII ! spC p2rtc#uguII veri a0ternum1:

.la 0ala portugus toda tarde 1

=es- s2e does P No s2e doesnJ& ;sim ela 0ala. h $o, ela no 0ala.:

OK- .e (se 4(xi)i4"? e"%s in &2e P"esen& Tense:

Certo, n2s usamos verbos au!iliares no Bempo Lresente /imples.

I
?o( ,e
<O .e <OES s2e
=o( I&
T2e?

Concluso3

$este m2dulo 0oi acrescentado mais palavras novas ao vocabulrio e apresentado e e!planado o uso do 5erbo
6u!iliar )oes para a TS pessoa do singular no /imple Lresent. .spero que ten#a sido objetivo e clara a
e!planao da matria.
',)*+*/ OI5.

P"N "e7(isi&o: , aluno deve ter os vocabulrios dados nos m2dulos anteriores para ter maior 0acilidade na
elaborao de sentenas e dilogos. )eve ter obtido a noo do tempo verbal dado;/imple Lresent:.

O%>e&io: ]ue com a prtica adquirida ao 0aIer e!erccios, o aluno ten#a mais 0acilidade para a 0ormao de
sentenas e mais 0amiliaridade com o uso dos verbos au!iliares ), e ),./.

EXERCISES:

6: 'aCe questions Git# t#e 0olloGing Gords, and give s#orts ansGers3;Oaa perguntas com as seguintes
palavras e d respostas curtas:

a: I teac# Merman ever> nig#t. h ;>es:
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: >ou understand Orenc# . h ;$o:
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: /#e travel to <raIil ever> GeeC h ;>es:
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: B#e> stud> Lortuguese ever> nig#t . h no:
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: Fe speaC Lortuguese and .nglis# . h ;no:
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

0: @ou understand Merman and Orenc# . h ;>es:
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

g: It learn #istor> ever> morning . h ;no:
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

#: #e teac# mat# and #istor> . h ;>es:
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

i: I and >ou stud> mat# . h ;no:
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

j: @ou and me speaC Merman . h ;>es:
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

C: Laul learn Merman ever> nig#t . h ;>es:
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

l: 'ar> and >ou speaC Lortuguese . h ;no:
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

m: Po#n and /un teac# mat# ever> mornin . h ;no:
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

n: I speaC Lortuguese and Merman . h ;no:
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

Burn t#ese questions and s#ort ansGers into Lotuguese3

a: )o >ou stud> Merman in t#e morning1 $o, I donQt.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: )o I stud> #istor> at sc#ool1 @es , @ou do.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: )oes s#e understand Merman in t#e a0ternoon1 $o, s#e doesnQt.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: )oes It ;neutro: learn mat# ever> GeeC1 @es, it does.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: )o Ge teac# .nglis# ever> da>1 @es, >ou do
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

0: )oes s#e call to m> sister ever> nig#t1 @es, s#e does.
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

NOTE: 6prendemos a 0aIer perguntas no tempo presente com os au!iliares ;), e ),./:, mas temos algumas
di0erenas nas conjuga"es de 5erbos irregulares. Lortanto, vamos agora conjugar alguns verbos irregulares no
b/imple Lresentc Bense3

Ve"%3 stud> .studar - :433i"$4&ie Ao"$;

I stud>- ;ii: .u estudo.

@ou stud> ;i\l stodi: 5oc estuda.

Ee studies ;# stodis: .le estuda.

/#e studies - ;! stodiiI: .la estuda.

It studies ;it stodiI: .le ou .la estuda.

Fe stud> ;u stodi: $2s estudamos.

@ou stud> ;i\l stodi: 5ocs estudam.

B#e> stud> ;)Ii stodi: .les ou .las estudam.

5ocs podem observar, que no Si$#)e P"esen& # e!ce"es nas conjuga"es dos verbos irregulares para a TS
pessoa do singular.;Ee, /#e ,It:.

Ai"s& Ro)e: :1O Re9"4; C Ve"%os i""e9()4"es- &e"$in4dos !o$ @- &"o!4-se o @ e 4di!ion4-se es n4 3O #esso4
do sin9()4" :,e- S2e e I&; n4 3o"$4 43i"$4&i4:

Ex4$#)e: I s&(d? .nglis# ever> da>. ;.u estudo ingls todos os dias.:
; i stodi lnglos## veri dei.:

/#e s&(dies .nglis# ever> da>. ;.la estuda ingls todos os dias:
;! sstodiII lnglos verii diII:.

I s&(d? ;.u estudo: C S2e s&(dies ;.la estuda:

5eremos mais verbos irregulares e suas conjuga"es no pr2!imo m2dulo.

Concluso3

.sse m2dulo o0ereceu vrios e!erccios de 0i!ao para o uso dos 5erbos 6u!iliares, e tambm 0oi iniciado a
0orma do /imple Lresent para 5erbos irregulares. 6t o pr2!imo, bom estudo.
',)*+*/ /I=

O%>e&io: Continuao no estudo dos verbos e sua conjugao no Bempo Lresente ;/imple Lresent:. 'ais
0orma"es de dilogos, nova m\sica que conten#a e!press"es no /imple Lresent.

P"N Re7(isi&o3 .star atualiIado com o que 0oi dado nos m2dulos anteriores. Lrincipalmente a conjugao de
verbos.

5amos ver mais verbos e suas conjuga"es no /imple Lresent3

6 maioria dos verbos, nesse tempo verbal, /imple Bense, acrescenta-se um ;S; na terceira pessoa do singular.
5eremos alguns e!emplos3

*o"e Ve"%s:

NOTE: $a 0orma a0irmativa, todo verbo regular ou irregular, 0ica na 0orma conjugada do b/imple Lresentc.
5eja alguns e!emplos3

.4)K ;u2lC: camin#ar - $este verbo, acrescenta-se o / para ;Ee, /#e,It: .

I @4)K ;i u2lC: .u camin#o.

=o( @4)K ;i\l u2lC: 5oc camin#a.

,e @4)Ks ;# u2lCs: .le camin#a.

S2e @4)Ks ;! u2lCs: .la camin#a.

I& @4)Ks ;it u2lCs: .le ou .la camin#a.

.e @4)K ;u u2lC: $2s conversamos.

=o( @4)K ;i\l u2lC: 5ocs camin#am.

T2e? @4)K ;dIi u2lC: .les ou .las camin#am.

Lerceba a di0erena do mesmo verbo conjugado no mesmo /imple Lresent para TS pessoa do singular e na TS
pessoa do plural.

6nn and 8obert @4)K ever> a0ternoon. ;6nn e 8obert camin#am toda tarde:.
;nn end 8bert u2l veri a0ternum: ;6nn and 8obert D B#e> D .les:

/usi @4)Ks ever> a0ternoon. ;/usi camin#a toda tarde.:
;/usi u2lCs veri a0ternum: ;/usi D /#e D .la DTS pessoas do singular.:

B#e> @4)K - .les camin#am

/#e @4)Ks - .la camin#a.

T"4e) C ;trv2l: viajar $este verbo tambm acrescenta-se s na TS pessoa do singular ;Ee, /#e. It:.

I T"4e) ;i trv2l: .u viajo

=o( T"4e) ;i\l trv2l: 5oc viaja

,e &"4e) ;# trv2l: .le viaja

S2e &"4e) ;! trv2l: .la viaja

I& &"4e) ;it trv2l: .le ou .la viaja ;neutro:

.e &"4e) ;u trv2l: $2s viajamos

=o( &"4e) ;i\l trv2l: 5ocs viajam

T2e? &"4e) ;dIi trv2l: .les ou .las viajam

.riC travels ever> >ear. ;.ric trv2ls veri or: - ;.riC viaja todo ano.:

;.riC D Ee D .le D TS pessoa singular:

I travel ever> GeeC. ;i trv2l veri uC: ;.u viajo toda semana.:

NEE< ;nd: precisar, necessitar.

I need ;i nd: - .u preciso.

=o( need ;i\l nd: - 5oc precisa.

,e needs ;# nd: - .le precisa.

S2e needs ;! nd: .la precisa.

I& needs ;t nd: .le ou .la precisa.;neutro:

.e need ;u nd: $2s precisamos.

=o( need ;i\l nd: 5ocs precisam

T2e? need ;dIi nd: .les ou .las precisam.

Jo2n 4nd *4"? need &o &"4e) &o En9)4nd.; Po#n and 'ar> D B#e>D .les:
;)jJn end 'ri nd tc#\ trv2l tc#\ nglond:

Po#n e 'ar> precisam viajar para Inglaterra.

Po#n needs to talC ever> da> . ;)jJn nds tc#u t2lC veri di:

Po#n precisa conversar todo dia. ;Po#n D EeD .leD TS pessoa singular:

@ou need to stud> more. ;I\l nd tc#\ stodi m2rr:

5oc precisa estudar mais. ;>ouD 5ocD RS pessoas do singular:

NOTE3 En&o- se$#"e #4"4 os s(>ei&os :,EPS,EPIT;- os e"%os so !on>(94dos no &e$#o #"esen&e- isso-
n4 3o"$4 43i"$4&i4 d4 sen&enV4B

,/VE C ;#v: ter ;.sse verbo irregular, a conjugao dele, totalmente di0erente:.

I 24e ;i #v: .u ten#o.

=o( 24e ;i\l #v: 5oc tem

,e 24s ;# #s: .le tem

S2e 24s ;! #s: .la tem

I& 24s ;it #s: .le ou .la tem ;neutro:

.e 24e ;u #v: $2s temos

=o( 24e ;i\l #v: 5ocs tem

T2e? 24e ;)Ii #v: .les ou .las tm.

I 4nd $? sis&e" 24e &o 9o 4& s!2oo) no@.
;_i nd mi sstor #v tc#\ gJu t sc\l nul:

;.u e min#a irm temos que ir pra escola agora.:
;I and m> sister D Fe D $2s:

It 24s to stud> noG - ;t #s tc#\ stodi nul:
.le tem que estudar agora.

Fe 24e to stud> noG. ;* #v tc#\ stodi nul:
$2s temos que estudar agora.

*ORE VOC/BU8/R=:

To 24e C ;tc#\ #v: - ter

24s C ;#s: ter para TS pessoa do singular.

No@ ;nul: agora

To 9o C ;tc#\ gJl: ir

S!2oo) C ;sc\ol: escola

To need ;tc#\ nd: - precisar, necessitar

To &"4e) ;tc#\ trv2l: viajar

En9)4nd C ;lnglond: Inglaterra

To %(? C ;Bc#\ bi: comprar

To )iKe ;tc#\ liC: gostar

*o"e ;m2rr: mais

To @"i&e C ;tc#\ rite: escrever

8e&&e"s ;ltrs: cartas

Ci94"e&&es ;cigarrtss: cigarros

Ti!Ke&s ;tcCtss: ingressos, bil#etes.

,o(se ;#uII: casa ;construo:

,o$e ;#Jmm: lar

/#4"&$en& ;aprtmnt: apartamento

To se)) ;tc#\ sll: vender

T4#es ;Bipss: 0itas

Re!o"ds - ;rc2rdII: discos

Cd ;cd: cd

*one? ;monii: - din#eiro

C4" ;crr: carro

BiKe ;biC: bicicleta

To @o"K ;tc#\ uJrC: trabal#ar

8ess ;lss: menos

NOTE: *sa-se bTo^ antes dos verbos para que eles 0iquem na 0orma in0initiva, ou seja, sem Lronome pessoal
;/ujeito:.

8e&J s $4Ke 7(es&ions in &2e P"esen& &ense- (sin9 4(xi)i4"?s e"%s @i&2 )on9 4ns@e"sB
;5amos 0aIer perguntas no Bempo Lresente /imples, usando os verbos au!iliares com respostas longas:.

<o I s#e4K 5e"$4n ee"? ni92&1 =es- ?o( s#e4K 5e"$4n ee"? ni92&B
;)\ i spC )grmon veri nit1: ;is, i\l spC )jrman veri nit:
;.u 0alo alemo toda noite1 /im, voc 0ala alemo toda noite.:

<oes s2e need &o @"i&e )e&&e"s1 =es- s2e needs &o @"i&e )e&&e"sB
;)oII ! nd tc#\ rit ltors1: ;Is, ! nds tc#\ rit ltors:.
;.la precisa escrever cartas1 /im, ela precisa escrever cartas:

<o ?o( %(? 4 ne@ 4#4"&$en& &od4?1 =es- I %(? 4 ne@ 4#4"&$en& &od4?B
;)\ i\l bi a nu apartmnt tc#\di1:;is, i bi a nu aprtmnt tc#udi:.
;5oc compra um apartamento novo #oje1:.
;sim, .u compro um apartamento novo #oje.:.

Concluso3

, aluno est mais capacitado a 0ormar perguntas e respostas nos tempos verbais apresentados.
',)*+*/ /.5.$

O%>e&io3

/er continuado o ensino de 0orma"es de 0rases e dilogos, colocando assim em prtica tambm a gramtica
que aos poucos introduIida, por meio de t2picos e tambm dilogos e m\sica.

P"N Re7(isi&o:

, aluno deve ter 0eito os e!erccios pedidos no m2dulo anterior a esse, para que seja 0eita a correo de maneira
prtica e e0icaI.

Correction o0 t#e .!ercises o0 'odulus Oive and /i!3
;corrCc#ans 2v do CIerises 2v m2djolos 0ive nd /CI:

*od()(s Aie

.!ercise 6 -

a: )o I teac# Merman ever> nig#t1 @es, >ou do.

b: )o >ou understand Orenc#1 $o. I donQt.

c: )oes s#e travel to <raIil ever> GeeC1 @es, /#e does.

d: )o t#e> stud> Lortuguese ever> nig#t1 $o, B#e> donQt.

e: )o Ge speaC Lortuguese and .nglis#1 $o, Ge donQt.

0: )o >ou understand Merman and Orenc#1 $o, I donQt.

g: )oes It learn #istor> ever> morning1 $o. It doesnQt.

#: )oes #e teac# mat# and Eistor>1 @es, #e does.

i: )o I and >ou stud> mat#1 $o, Ge donQt.

j: )o >ou and me speaC Merman1 @es, Ge do.

C: )oes Laul learn Merman ever> nig#t1 @es, #e does.

l: )o 'ar> and >ou speaC Lortuguese1 $o, Ge donQt.

m: )o Po#n and /un teac# mat# ever> morning1 $o, te#e> donQt.

n: )o I speaC Lortuguese and Merman1 $o, >ou donQt.

.!ercise <

a: 5oc estuda alemo de man#1 $o, eu no estudo.

b: .u estudo #ist2ria na escola1 /im, voc estuda.

c: .la entende alemo de tarde1 $o, ela no entende.

d: .le aprende matemtica toda semana1 /im, ele aprende.

e: $2s ensinamos ingls todos os dias1 /im, vocs ensinam.

0: .la liga para min#a irm toda noite1 /im, ela liga.

$oG, letQs do it e!ercises Git# t#e /imple Lresent tense in t#e a00irmative and negative 0orms3

1; T"4ns)4&e &2ese sen&en!es 4nd 7(es&ions @i&2 &2e 4ns@e"s in&o Po"&(9(ese:

a: )o I speaC Lortuguese at sc#ool ever> da>1 $o, >ou donQt.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: )oes s#e understand Orenc# toda>1 $o, s#e doesnQt.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: 'ar> speaCs .nglis# and Po#n speaCs Orenc#.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: 8obert doesnQt #ave a neG car.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: 'ic#ael #as a big apartment at 8io de Paneiro.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

0: Posep# studies mat# in >our #ome at nig#t.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

g: '> teac#er GalCs ever> morning.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

#: )oes #e call to +uc> ever> nig#ts1 @es, #e does.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

i: Penni0er calls me ever> a0ternoon.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

j: )o I and s#e need to stud> more1 @es, >ou need to stud> more.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

C: '> mot#er bu>s cds ever> GeeC.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

l: Fe need to bu> a neG #ouse.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

m: Fe donQt need to bu> a #ouse toda>.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

n: /#e needs to bu> a car.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

o: /#e doesnQt need to bu> a car.

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

2; Co$#)e&e: ;In t#e Lresent Bense:

a: I gggggggggggggggggggg ;stud>: .nglis#.

b: /#e gggggggggggggggggg ;need: to bu> cigarettes.

c: @ou and I ggggggggggggggggggg ;understand: Merman.

d: 'ar> and Pos# gggggggggggggggggg ;stud>: Eistor>.

e: $en> ggggggggggggggggg ;call: me.

0: B#e bo> ggggggggggggggg ;speaC: Lortuguese.

g: B#e teac#er gggggggggggggggggg ;teac#: Orenc#.

#: B#e student gggggggggggggggggg ;learn: .nglis#.

i: Leter and +uc> gggggggggggggggg ;bu>: a #ouse.

j: Fe gggggggggggggggggggg ;#ave: mone>.

C: Carl ggggggggggggggggggg ;#ave: a car.

l: B#e #ouse gggggggggggggg ;need: to be cleaned.

m: B#e bab> gggggggggggggg ;#ave: a to>.

Vo!4%()4"?:

Bo> ;t2i: brinquedo

<e ;b: ser hestar

Cleaned ;clnnd: limpa;o:

a um ;s: um ;s:

6n - um ;s: uma ;s:

B#e ;dI: o, a, os, as.

B#is ;dII: este, esta.

B#at ;dIt: aquele, aquela.

B#ese ;dIi: estes, estas.

B#ose ;dJuII: aquelas, aquelas

In t#at ;in dt: naquela, naquele

In t#is ;in dI: neste, nesta

In t#ese ;in dII: nestes, nestas

In t#ose ;in dJuII: naqueles, naquelas.

Eave a good GeeCend ;#v a g\d uiCnd: - Ben#a um bom 0im de semana.

@ou too ;i\l tc#\: voc tambm

ever>bod> ;veribdi: - todos

please ;plII: por 0avor

to open ;tc#\ Jupn: abrir

open >our booC ;Jupen i2r b\C: abra seu livro

to close ;tc#\ clJuIi: 0ec#ar

close >our booC ;clJuIIi i2r b\C: 0ec#e seu livro.

umbrella ;ombrla: guarda c#uva

raincoat ;rincJut: capa de c#uva

to read ;tc#\ rd: ler

read a booC ;rd a b\C: leia um livro.

mot#er ;mdr: me

0at#er ;0dr: pai

son ;son: 0il#o

daug#ter ;d2rr: 0il#a

Concluso3

Larte importante de 0i!ao 0oi dada com respeito aos verbos no /imple Lresent, e acrscimo de mais
vocabulrio para enriquecimento da aprendiIagem.
',)*+*/ .IMEB

O%>e&io

Continuar a 0ormao de dilogos, introduIindo novos tempos verbais, mais vocabulrios, e!erccios e m\sica.

P"N-Re7(isi&o

6luno deve estar compreendendo a 0ormao de perguntas e repostas com au!iliares )o e )oes, e estar em dia
com os vocabulrios dados.

+etQs start t#is modulus Git# a music&

B#is time, our music is G#en >ou Ciss me Git# /#ania BGain.


#ttp3hhmusica.busca.uol.com.brhradiohinde!.p#p1re0D'usicaubuscaDF#enN>ouN
CissNmeuparam-D#omebuscauqDF#enN>ouNCissNmeuc#ecCDmusicas

8ooK 3o" &2e @o"ds Kno@n 3o" ?o( 4nd @"i&e &2e$ in ?o(" no&e%ooKB ;Lrocure as palavras con#ecidas e as
escreva em seu caderno:

F#en @ou ^iss 'e
/#ania BGain

B#is could be it, I t#inC Itm in love

Itts love t#is time

It just seems to 0it, I t#inC Itm in love

B#is love is mine

I can see >ou Git# me G#en Itm older

6ll m> lonel> nig#ts are 0inall> over

@ou tooC t#e Geig#t o0 t#e Gorld o00 m>

s#oulders

:&2e @o")d >(s& 9oes 4@4?;

,#, G#en >ou Ciss me

I CnoG >ou miss me and G#en >outre Git# me

B#e Gorld just goes aGa>

B#e Ga> >ou #old me

B#e Ga> >ou s#oG me

t#at >ou adore me - o#, G#en >ou Ciss me

,#, >ea#

@ou are t#e one, I t#inC Itm in love

+i0e #as begun

I can see t#e tGo o0 us toget#er

I CnoG Itm gonna be Git# >ou 0orever

+ove couldntt be an> better

,#, G#en >ou Ciss me

I CnoG >ou miss me

and G#en >outre Git# me

B#e Gorld just goes aGa>

B#e Ga> >ou #old me

B#e Ga> >ou s#oG me

t#at >ou adore me - o#, G#en >ou Ciss me

,#, >ea#

Instrumental /olo

I can see >ou Git# me G#en Itm older

6ll m> lonel> nig#ts are 0inall> over

@ou tooC t#e Geig#t o0 t#e Gorld o00 m>

s#oulders ;t#e Gorld just goes aGa>:

:&2e @o")d >(s& 9oes 4@4?;

,#, G#en >ou Ciss me

I CnoG >ou miss me

and G#en >outre Git# me

B#e Gorld just goes aGa>

B#e Ga> >ou #old me

B#e Ga> >ou s#oG me

t#at >ou adore me - o#, G#en >ou Ciss me

,#, >ea#

6nd G#en >ou Ciss me

I CnoG >ou miss me

,#, t#e Gorld just goes aGa>

F#en >ou Ciss me.

8is&en i& see"4) &i$es 4nd &"? &o sin9 i&: ,ua-a diversas veIes e tente cant-la. ;lscenin it svr2l times n
trui tc#u sing it:

OK4?-

No@- )e&J see &2e &"4d(&ion o3 &2is %e4(&i3() $(si!:

F#en @ou ^iss 'e

/#ania BGain

]uando voc me beija

Loderia acontecer, ac#o que estou amando

)essa veI amor

/implesmente se encai!a, ac#o que estou amando

.sse amor meu

Consigo te ver comigo na vel#ice

Bodas min#as noites solitrias acabaram

5oc tirou o peso do mundo de meus ombros ;o mundo apenas desaparece:

8e0ro3

,#, quando voc me beija

/ei que sente a min#a 0alta

. quando est comigo

o mundo apenas desaparece

, jeito que voc me abraa

, jeito que voc mostra que

me adora, o# quando voc me beija

,# >ea#

/implesmente voc, 6c#o que estou amando

6 vida comea

Losso nos ver juntos

/ei que vou estar com voc pra sempre

, amor no poderia ser mel#or

8epete 8e0ro - /olo Instrumental

Consigo te ver comigo na vel#ice

Bodas min#as noites solitrias acabaram

5oc tirou o peso do mundo de meus ombros - ;o mundo apenas desaparece:

8epete 8e0ro

No@- 8e&Js Kno@ 4no&2e" /(xi)i4"? Ve"%: <I< ;$u, ltis nJu an2dor uCsiliarr 5orb3 dd: 6gora vamos
aprender um outro verbo au!iliar3 )I).:

<I< C :4(xi)i4"? Ve"% o3 P4s& Tense;

So$e sen&en!es: ;somm sntences: 6lgumas sentenas3

=o( s&(d? 5eo9"4#2? &od4?1
5oc estudar geogra0ia #oje1 1

;0alta conjugar o verbo, no sabemos em que tempo est essa pergunta, certo1:

<id ?o( s&(d? 5eo9"4#2? &od4?1 =es- I didB P No- I didnJ&B
;)d i\l stodi dj2gra0i tc#udi1: ;is, 4i did. h $o, i didont.:

5oc estudou geogra0ia #oje1 /im, eu estudei. h $o, eu no estudei.

NOTE: O 4(xi)i4" <I< !on>(94 o e"%o #"in!i#4) d4 3"4se no &e$#o #4ss4do- _P4s& Tense^B

S2e (nde"s&4nd &2e )esson1
.la entender a lio1

;0alta conjugar o verbo entender no bsimple pastc:

;)id ! onderstnd d lJn1 Is, ! did. h $Ju, ! didont.:
<id s2e (nde"s&4nd &2e )esson1 =es- s2e didB P No- s2e didnJ&B

.la entendeu a lio1 /im, ela entendeu. h $o. .la no entendeu.

Concluso

'ais uma m\sica para avaliar con#ecimento do vocabulrio e introduo de um novo tempo 5erbal, bB#e
/imple Lastc.
',)*+*/ $I$.

O%>e&io

, objetivo deste m2dulo dar ao aluno condi"es de se e!pressar sobre situa"es ocorridas no passado, e claro
entender, quando necessrio. .st sendo apresentado nesse m2dulo respostas curtas e alguns adjetivos para seu
vocabulrio.

P"N-Re7(isi&o

, aluno deve estar acompan#ando todo o processo, e estudando o vocabulrio, sendo que indispensvel ao
aluno o treinamento das pron\ncias dadas.

*o"e Q(es&ions 4nd 4ns@e"s in &2e Si$#)e P4s&:

T2e? &"4e) &o Ne@ =o"K )4s& ?e4" 1
.les viajar para $ova @orC ano passado1

;Oalta a conjugao do verbo principal i4>4", que 0eita pela presena do verbo
au!iliar )I).:

;)d dIi trvol tc#\ $iu i2rC lst ior1:.
<id &2e? &"4e) &o Ne@ =o"K 84s& ?e4"111

.les viajaram para $ova @orC ano passado1

=es- T2e? dQdB P No- T2e? didnJ&B ;is, di did. h $Ju, dei didont.:.
;sim, eles viajaram. h $o. .les no viajaram.:

.e @o"K ?es&e"d4? 1 ;.st 0altando a conjugao do verbo principal. :
$2s trabal#ar ontem 1

<id @e @o"K ?es&e"d4?1 ;)d u uJrC isterdi1:.
$2s trabal#amos ontem1

=es- ?o( didB P No- ?o( didnJ&B ;Is, i\l did. h $Ju, >\l didont.:
/im, vocs trabal#aram. h $o, vocs no trabal#aram.

Vo!4%()4"?:

To @o"K ;tc#\ uJrC: trabal#ar

84s& ;lst: - passado

=e4" C ;or: ano

/ )o& ;a l2t: muito ;a:

S2e %(? 4 %i9 4#4"&$en&1 ;0alta a conjugao do verbo:
.la comprar um grande apartamento 1

;)d ! bi a big apartimnt1 Is, ! did. h $Ju, ! didont.:
<id s2e %(? 4 %i9 4#4"&$en& 1 =es- s2e didB P No - S2e didnJ&B

.la comprou um apartamento grande1 /im, ela comprou h $o, no comprou

NOTE3 E$ in9)6s- 4d>e&ios :7(4)id4des; no &e$ 96ne"o $4s!()ino- ne$ 3e$inino- N (s4do #4"4 4$%os-
e se$#"e- n4 3o"$4Vo d4s sen&enV4s- os 4d>e&ios 4#4"e!e$ se$#"e 4n&es dos s(%s&4n&iosB

I& e4& 4 )o& ?es&e"d4?1 ;Oalta conjugar o verbo principal:
.le comer muito ontem1

;)d it it a l2t stordi 1 :
<id i& e4& 4 )o& ?es&e"d4? 1 =es - i& didB P No- I& didnJ&B

.le ;a: comeu muito ontem1 /im, .le ;a: comeu. h $o, .le ;a: no comeu

8e&Js see so$e 4d>e!&ies: ;+tis s somm djctives:

5amos ver alguns 6djetivos3

Ri!2 ;rrc##: rico ;a:


#oo" ;p\Jr: pobre


A4& ;0t: gordo ;a:


&2in ;Bscn: magro ;a:


ne@ ;nul: novo;a:


o)d ;Jld: vel#o;a:


!2e4# ;c#p: barato


ex#ensie ;Cspnsivv: caro


#"e&&? ;prdii: bonito;a:


U9)? ;ogli: 0eio ;a:


C)e4n ;clmm: limpo ;a:


<i"&? ;dorti: sujo


A()) - ;0\ll: c#eio


e$#&? ;mpti: vaIio


Concluso

Ooi apresentado nesse m2dulo respostas curtas e alguns adjetivos para seu vocabulrio. 6t o pr2!imo m2dulo.
',)*+*/ B.$

O%>e&io

)ei!ar mais 0cil e natural a 0ormao de 0rases para o aluno, introduIindo tambm mais adjetivos e
vocabulrio. /ero 0eitos e!erccios de 0i!ao tambm.

P"N Re7(isi&os

, aluno tem que estar conseguindo elaborar sentenas nos dois tempos j e!plicados, /imple Lresent e /imple
Last ;), e )oes:. Bambm deve estar em dia com o estudo dos vocabulrios e adjetivos dados.

*o"e /d>e!&ies: ;'ais 6djetivos3:

=o(n9 ;iong: jovem


o)d- ;Jld: vel#o;a:


24##? C ;#pi: 0eliI


s4d ;sd: triste


9ood ;g\d: bom


%4d ;bd: mal


&4)) ;t2ll: alto ;altura:

S2o"& - ;s#2rt#: bai!o


si!K C ;sC: -doente


2e4)&2? C ;#l: sadiohsaudvel.


34s& ;0st: rpido


s)o@ ;slJuu: lento hdevagar


8e&Js $4Ke sen&en!es (sin9 &2ese 4d>e!&ies- &"4ns)4&e &2e$ &o Po"&(9(ese:
;+tis miC sntencs iusin dIIi djeCtivis, translit dmm tc#\ p2rtc#uguiss:

5amos 0aIer sentenas usando esses adjetivos, traduIa-as para o portugus3

a: B#at student is ver> ugl>. ; )It stiudont is vri ogli:
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: '> #ouse is neG and m> car is old. ;'i #uII is niu nd mi crr is Jld.:
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: I am s#ort and m> sister is tall. ; 4i m s#2rt nd mi sistor is t2ll:
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: B#e teac#er is sicC toda>. ; )o ttcor is sC tc#\di:
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: '> best 0rien /tael is #app> toda>. ; 'i bst 0rund /tael is #pi tc#udi:
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

0: /ol and >our mot#er are ric# people . ;/ol nd i2r mdr arr rritc# ppJG:
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

g: MraIi is a s#ort girl. ;graIi is a s#2rt gurll:
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

#: Cludio is a prett> bo> in t#at sc#ool. ;Cludio is a prdi b2i in dIt sc\Jl:
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

i: Oausto /ilva is a 0at man in <raIil. ;Oausto /ilva is a 0t mn in <ruoIil:
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

j: '> 0at#er is t#in and tall. ; 'i 0dr is tin nd t2ll:
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

C: B#at old car is ver> sloG. ;dIt Jld crr is vri slJuG:
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

l: Lortuguese is a good language to stud>. ;L2rtuguss is a g\d lnguodge tc#\ stodi:
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

Concluso

, aluno agora tem maior capacidade para elaborar sentenas e dilogos sobre diversos assuntos. 6ssim ele est
se inteirando mais na lngua inglesa.
',)*+*/ .+.5.$

O%>e&io

5amos aprender nesse m2dulo, mais muitos mais verbos para que se torne muito mais simples a 0ormulao de
sentenas e novas situa"es.

P"N Re7(isi&os

, aluno tem que estar conseguindo elaborar sentenas nos dois tempos j e!plicados, /imple Lresent e /imple
Last ;)o, )oes e )id:. Bambm deve estar em dia com o estudo dos vocabulrios e adjetivos dados.

+etQs learn some neG verbs3 ;+tss lornn somm niu vorbs:

V4$os 4#"ende" 4)9(ns noos e"%os:

-&o )iKe3 ;tc#\ liC: gostar

-&o se))3 ;tc#\ sll: vender


-&o Kno@3 ;tc#\ Cnouu: con#ecer, saber

-&o )ie ;tc#\ live: viver

-&o #"e3e" ;tc#\ pri0or: pre0erir

-&o s&4"& ;tc#\ istrt: comear

-&o @o"K3 ;tc#\ uJrC: trabal#ar


-&o 4sK3 ;tc#\ sc: responder h pedi


-&o 4ns@e" C ;tc#\ nsor: responder

-&o #4? ;tc#\ pi: pagar


- &o s4? ;tc#\ si: diIer

- &o &e)) ;tc#\ tul: contar algo h 0alar algo

- &o !o$e ;tc#\ come: vir


-&o 9o ;tc#\ gJll: ir


- &o #)4? ;tc#\ pli: brincarh jogar h tocar




- &o s@i$- ;tc#\ sum: nadar


- &o d"ie ;tc#\ drive: dirigir


- &o @"i&e ;tc#\ rritt: escrever


-&o !4)) ;tc#\ c2ll:- c#amar


- &o @4s2 ;tc#\ u2s###: lavar



- &o d"inK ;tc#\ drinCC: - beber


-&o e4& ;tc#\ tt: comer



-&o s)ee# C :&!2Y sV)QQ#; - do"$i"


Concluso

.sse modulo 0oi totalmente virado pra seu vocabulrio, aproveite e 0aa sentenas com eles nos tempos verbais
j estudados.
',)*+*/ BF.+5.

O%>e&io

5amos aprender nesse m2dulo, um novo tempo verbal, t#e 0uture tense, onde ser usado o verbo au!iliar FI++.

P"N Re7(isi&os

, aluno tem que estar conseguindo elaborar sentenas nos dois tempos j e!plicados, /imple Lresent e /imple
Last ;)o, )oes e )id:. Bambm deve estar em dia com o estudo dos vocabulrios e adjetivos dados.

+etQs maCe some questions and ansGers3

; ltis miC somm questions end ensors:

5amos 0aIer algumas perguntas e respostas3

=o( )e4"n En9)is2 nex& $on&21

:iY) )`"nn in9)`s22 nN!s&i $on&2;

5oc aprender ingles no pr2!imo ms1 Oalta a conjugao correta...

.i)) ?o( )e4"n En9)is2 nex& $on&21

;*ll ul lornn nglos## ncsti mJm1:

5oc aprender ingles no pr2!imo ms1

=es- I @i))B P No- I @i)) no& :No- I @onJ&;

; is, 4i uil: ;$Ju, _i uil n2t: ;$J, _i uJnt.:

/im, eu aprenderei. $o, .u no aprenderei.

S2e !o$e 2e"e &o$o""o@1 Oalta a conjugao da 0rase.

;!i comm #rrr tc#\m2rroG1:

.la vir aqui aman#1

.i)) s2e !o$e 2e"e &o$o""o@1

;ul ! comm #rrr tc#um2rroG1:

.la vir aqui aman#1

=es- s2e @i))B P No- s2e @i)) no&B :No- s2e @onJ&B;

;is, ! ul: ;$Ju, ! uil n2t.: ;$Ju ! uJnt.:

/im, .la vir. h $o, .la no vir.

,e e4& 4 )o& nex& @eeK1 Oalta conjugar no 0uturo

;E, t a l2t ncst uC1:

.le comer muito na pr2!ima semana1

.i)) 2e e4& 4 )+& nex& @eeK1

;*l # t a l2t ncst uC1:

.le comer muito na pr2!ima semana1

=es- ,e @i))B P No - ,e @i)) no&B :No- ,e @onJ&B;

;is, # ul: ;$Ju, E ul n2t.: ;$Ju , # uJnt.:

.e &"4e) &o 8ondon nex& ?e4"1 Oalta a conjugao no Outuro

;* Brvol tc#\ +ondon ncst or1:

$2s viajar para +ondres no pr2!imo ano1

=es- @e @i))B P No- .e @i)) no&B :No- .e @onJ&;

;is, u ul: ;$Ju, u ul n2t: ;$Ju, u GJnt.:

/im, $2s viajaremos. $o, $2s no viajaremos.

T2e? (nde"s&4nd &24& #"o%)e$ &o$o""o@ $o"nin91

;)Ii onderstknd dIt pr2blemm tc#um2rroG m2rninn1:

.les entender esse problema aman# de man#1

:A4)&4 4 !on>(94Vo no &e$#o 3(&("oB;

.i)) T2e? (nde"s&4nd &24& #"o%)e$ &o$o""o@ $o"nin9 1

;*l dIi onderstnd dIt problem tc#\m2rroG m2rninn1:

=es- T2e? @i))B P No- T2e? @i)) no&B :No- T2e? @onJ&;

;/im, eles entendero.: ;$o, .les no entendero.:

*4"? 4nd Jo2n &e)) &2e si&(4&ion nex& @eeKend1

;'ri nd )PJn tul dIo sitiuic#an ncst uCnd1:

'ar> e Po#n contra a situao no pr2!imo 0im de semana1

:A4)&4 4 !on>(94Vo no A(&("o;

.i)) *4"? 4nd Jo2n &e)) &2e si&(4&ion nex& @eeKend1

;*l 'ri nd )PJn tell dIo sitiukic#an ncst uCnd1:

*4"? e Jo2n !on&4"o 4 si&(4Vo no #"+xi$o 3i$ de se$4n41

=es- T2e? @i))B P No- T2e? @i)) no&B :No- T2e? @onJ&B;

;is, dIi ul: ;$Ju, )Ii ul n2t.: ;$Ju , dIi GJnt.:

/im, .les contaro. h $o, .les no contaro.

8e&Js )e4"n no@ &2e o&2e" Ve"%4) Tense- &2e Condi&ion4) Tense:

;+ts lorn nul dIo 2dor 5orbol tense3 )Io condic#ionol tenseP

5amos aprender agora o outro tempo 5erbal, o Bempo Condicional3

S2e s&(d? $o"e &o$o""o@ ni92&1

;! staid m2rrr tc#\m2rroG nit 1:

.la estudaria mais aman# a noite1

: A4)&4 4 !on>(94Vo no &e$#o Condi!ion4) ;

.o()d s2e s&(d? $o"e &o$o""o@ ni92&1

;*\ld ! staid m2rr tc#um2rroG nite1:

.la estudaria mais aman# a noite1

=es- S2e @o()dB P No- S2e @o()d no&B :No- s2e .o()dnJ&B;

;is, ! u\ld.: ;$Ju, ! u\ld n2t.: ;$Ju, ! u\ldont.:

/im, .la estudaria. $o, .la no estudaria.

=o( s#e4K 5e"$4n nex& ?e4" 1

;i\l spCC )Mrman ncst ior1:

5oc 0alar alemo pr2!imo ano1

:A4)&4 4 !on>(94Vo no Te$#o Condi!ion4)B;

.o()d ?o( s#e4K 5e"$4n nex& ?e4"1

;*\ld i\l spCCC )grmon ncst ior1:

5oc 0alaria alemo no pr2!imo ano1

=es- I @o()dB P No- I @o()d no&BB :No - I @o()dnJ&B;

;is, _i u\ld.: ;$Ju, _i u\ldont.:

:Si$- E( 34)4"i4B P No- E( no 34)4"i4B;

*? $o&2e" 9o &o Rio de J4nei"o nex& ,o)?d4?1

;'i m2dor goul tc#\ 8io de Paneiro ncst #2lidi1

'in#a me ir para 8io de Paneiro no pr2!imo 0eriado1

:A4)&4 !on>(94" no &e$#o Condi!ion4)B;

.o()d $? $o&2e" 9o &o Rio de J4nei"o nex& 2o)id4?1

;*\ld mi m2dder gJu tc#\ 8io de Paneiro ncst #2lidi1

'in#a me ira para 8io de Paneiro no pr2!imo 0eriado1

=es- S2e @o()dB P No- S2e @o()d no&B :No- S2e @o(dnJ&B;

;is, ! u\ld.: ;/im, ela ira.: h ;$Ju, ! u\ldont.: ;$o, ela no ira.:

Exe"!ises: T"4ns)4&e &2ese sen&en!es &o En9)is2:

;Hcsorisis:3 Branslite dIi sentences tc#\ lnglos##:3

Exe"!Q!ios3 BraduIa estas sentenas para o ingls3

a: 5oc estuda portugus todos os dias1 /im, .u estudo.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

b: .la 0alou 0rancs ontem1 $o, ela no 0alou.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

c: $2s entendemos ingls todas as semanas1 /im, vocs entendem.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

d: .la comprou um carro novo de tarde1 /im, ele comprou.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

e: 5ocs vendero a casa aman#1 $o, no venderemos.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

0: .u aprenderei #ist2ria no pr2!imo ano1 /im, voc aprender.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

g: .le ensinaria 6lemo no pr2!imo ano1 /im, .le ensinaria.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

#: $2s entenderamos a aula no pr2!imo 0im de semana1
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

i: 6 menina saberia ingls no pr2!imo ano1 /im, ela saberia.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

j: 'in#a me e min#a irm viajaro na pr2!ima semana1 /im, elas viajaro.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

C: Po#n and Filliam trabal#aro no 0eriado1 $o, eles no trabal#aro.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

l: /ol e +uc> precisariam estudar mais1 $o, elas no precisariam.
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

N($%e"s: 8e&Js )e4"n &2e n($%e"s in En9)is2:

One- :(`n; - um

T@o- ;tc#\: dois

T2"ee- ;tIr: trs

Ao("- ;02r: quarto

Aie- ;0ivv: cinco

Six- ;scs: seis

Seen- ;svan: - sete

Ei92&- ;eiti: oito

Nine ;ninn: $ove

Ten- ;Bn: - deI

E)een ;lvan: onIe

T@e)e- ;tulvv: doIe

T2i"&een- ;tortin: treIe

Ao("&een- ;02rtin: quatorIe

Ai3&een- ;00tin: quinIe

Six&een- ;scstm: deIesseis

Seen&een- ;svantin: deIessete

Ei92&een- ;eitn: deIoito.

Ni92&een- ;nitm: deIenove

T@en&?- ;tunti: vinte.

T@en&? one ;tunti uon: vinte e um

T@en&? 3o("- ;tunti 02r: vinte e quarto

T@en&? seen- ;tunti svan: vinte e sete.

T2i"&?- ;torti: trinta

T2i"&? 3ie- ;torti 0ivi:- trinta e cinco

Ao"&?- ;02rti: quarenta

Ao"&? &2"ee- ;02rti tIur: quarenta e tres

Ao"&? ei92&- ;02rti it#: quarenta e oito.

Ai3&?- ;00ti: cinq%enta

Ai3&? 3ie- ;00ti 0ive: cinquenta e cinco.

Six&?- ;scst: sessenta

Six&? nine- ;s!t nine: sessenta e nove.

Seen&? ;sventi: setenta.

Seen&? seen- ;sventi svan: setenta e sete.

Ei92&?- ;it: oitenta

Ei92&? ei92&- ;it ettc#:- oitenta e oito

Nine&?-;nint: noventa

Nine&? one ;niinti uon: noventa e um

Nine&? 3o("- ;ninti 02r: noventa e quatro

One:4; 2(nd"ed- ;uon #ondrd: uma centena h cem.

C,$C+*/9,

$este modulo, 0oi dado mais dois tempos verbais restantes, bB#e Outure Bense e bB#e Conditional Bensec, que
dei!a assim muito mais prtica a 0ormao de sentenas e um bom nvel de conversao. . iniciao dos
n\meros em ingls.
',)*+*/ BEI8B..$

O%>e&io

5amos aprender nesse m2dulo, e!erccios para a 0i!ao dos vocabulrios dados, em 0ormao de te!tos, e
e!erccios de 0i!ao para os advrbios dados, , verbos e tambm os n\meros iniciados.

P"N Re7(isi&os

, aluno tem que estar conseguindo elaborar sentenas em todos os tempos dados e se esmerar na 0ormao de
sentenas , no qual ser incentivado nesse m2dulo com os e!erccios a seguir.

T"4ns)4&e &2is &ex& 4%oe: ;transleit tIis tcst ab2vv:

BraduIa o te!to abai!o3

I )ie in 4 %i9 !i&? no@B I )iKe e"? $(!2 &o )ie 2e"eB I 24e &@o 3"iends &24& )ie in 4 s$4)) !i&?- 4nd &2e?
)iKe i&B I #"e3e" &o )ie 2e"e- %e!4(se I @o"K 4nd s&(d? 4 )o&B T2e"e 4"e $4n? #)4!es &o 9oB *? 3"iends s4?:
To )ie in 4 s$4)) !i&? is s#e!i4) - %e!4(se @e 24e $4n? 3"iends 4nd @e 24e 24##? $o$en&s @i&2 o("
34$i)?B ,e"e- in 4 s$4)) !i&?- &2e #eo#)e 4"e $o"e !4)$BI )ie in 4 %i9 !i&? 4nd I @i)) 9o )ie 2e"e 3o"ee"B
/nd ?o(1 .24& is ?o(" o#inion 4%o(& &2is si&(4&ion1
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

2; T("n &2ese @o"ds 4nd ex#"essions in&o En9)is2: : P4sse ess4s #4)4"4s e ex#"essaes #4"4 o in9)6s: ;

- matemtica
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- aman#
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- 0im de semana
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- trabal#o
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- escola
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- aman# de tarde
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- pr2!imo ano
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- <oa $oite&
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

;quando c#ega:

- <oa tarde&
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- <om dia&
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- Como voc soletra 1
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- Com licena
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- Lor 0avor&
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- 5ejo voc aman#&
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- 6t mais tarde&
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- )e novo&
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

3; Co$#)e&e &2e 4d>e!&ies: ;Complti d djctivis:

Complete os adjetivos3

- gordo
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- alto
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- 0eio
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- rico
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- pobre
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- jovem
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- vel#o
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- triste
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- bom
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- c#eio
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- 5aIio
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

L; ."i&e &2e 3o))o@in9 n($%e"s in En9)is2:

;8uit d 02louinn nombers in lnglos##:3

.screva os seguintes n\meros em ingls 3

- /ete
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- )oIe
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- BreIe
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- ,nIe
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- 5inte e trs
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- Brs
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- ]uatorIe
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- 5inte e nove
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- Brinta e cinco
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- Brinta e oito
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- ]uarenta e quatro
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- ]uarenta e dois
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- Cinquenta
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- Cinq%enta e trs
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- Cinquenta e nove
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- /essenta e um
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- /essenta e quatro
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- /etenta e sete
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- /etenta e seis
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- ,itenta
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- ,itenta e oito
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- $oventa -
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- $oventa e nove
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- $oventa e sete
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- cem
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

M; Co$#)e&e &2e Ve"%s in En9)is2 o" in Po"&(9(ese:

Co$#)e&e os e"%os e$ In9)6s o( e$ Po"&(9(6s:

- &"4%4)24"
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- es&(d4"
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- !4$in24"
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- !on&4"
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- 844"
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- &o e4&
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- To (nde"s&4nd
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- &o !o$e
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- &o 9o
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- &o 24e
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- &o &e4!2
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- To s#e4K
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- To &"4e)
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- To #4?
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

- To !4))
ggggggggggggggggggggggggggggggggggggggggggggggggggggggg

No@- 8e&Js see 4 $(si!: ;N'()- )N&is sQQ 4 ni() $Q(si!;

:/9o"4- 4$os e" ($4 $Ysi!4:;

B"i&ne? S#e4"s - Ee"?&i$e ;Bodas as veIes:

Britnev Spears

No&i!e $e ;5en#a, me note:

T4Ke $? 24nd ;pegue a min#a mo:

.2? 4"e @e ;por que somos:

S&"4n9e"s @2en ;estan#os quando:

O(" )oe is s&"on9 ;nosso amor to 0orte:

.2? !4""? on @i&2o(& $e1 ;por que continuar sem mim1:


Ee"?&i$e I &"? &o 3)? ;toda veI que eu tento voar:

I 34)) @i&2o(& $? @in9s ;eu caio sem min#as asas:

I 3ee) so s$4)) ;eu me sinto to pequena:

I 9(ess I need ?o( %4%? ; eu ac#o que preciso de voc:

/nd ee"?&i$e I see ?o( in $? d"e4$s ;e toda veI eu vejo voc em meus son#os:

I see ?o(" 34!e- i&bs 24(n&in9 $e ;e vejo seu rosto,est me assombrando:

I 9(ess I need ?o( %4%? ;eu penso que preciso de voc:


I $4Ke %e)iee ;eu 0ao de conta:

T24& ?o( 4"e 2e"e ;que voc est aqui:

I&bs &2e on)? @4? ; a \nica 0orma:

I see !)e4" ;que vejo com clareIa:

.24& 24e I done ;o que eu 0iI:

=o( see$ &o $oe on e4s? ;voc parece ter mudado;superado:to 0cil:


Ee"?&i$e I &"? &o 3)? ;toda veI que eu tento voar:

I 34)) @i&2o(& $? @in9s ;eu caio sem min#as asas:

I 3ee) so s$4)) ;me sinto to pequena:

I 9(ess I need ?o( %4%? ;eu penso que preciso de voc:

/nd ee"?&i$e I see ?o( in $? d"e4$s ;e toda veI que vejo voc em meus son#os:

I see ?o(" 34!e- ?o(b"e 24(n&in9 $e ;eu vejo seu rosto, voc est me assombrando:

I 9(ess I need ?o( %4%? ;.u ac#o que preciso de voc:


I $4? 24e $4de i& "4in ;.u posso ter 0eito c#over:

P)e4se 3o"9ie $e ;por 0avor, perdoe-me:

*? @e4Kness !4(sed ?o(" #4in ;min#a 0raqueIa causou seu so0rimento:

/nd &2is son9 is $? so""? ;e essa m\sica o meu pedido de desculpas:

O(((((BBB ;(######:


/& ni92& I #"4? :a noite eu reIo:

T24& soon ?o(" 34!e ;que em breve seu rosto:

.i)) 34de 4@4? ;desaparecer lentamente:


Ee"?&i$e I &"? &o 3)? ;toda veI que eu tento voar:

I 34)) @i&2o(& $? @in9s ;eu caio sem min#as asas:

I 3ee) so s$4)) ;eu caio sem min#as asas:

I 9(ess I need ?o( %4%? ;eu ac#o que preciso de voc:

/nd ee"?&i$e I see ?o( in $? d"e4$s ;e toda veI que vejo voc em meus son#os:

I see ?o(" 34!e- ?o(b"e 24(n&in9 $e ;eu vejo seu rosto, vov est me assombrando:

I 9(ess I need ?o( %4%? ;eu ac#o que preciso de voc:

Concluso

$este m2dulo, a importoncia esteve nos e!erccios de 0i!ao nas e!press"es, verbos e adjetivos. 6ssim , voc
aluno ter sempre mais 0acilidade pra dominar este idioma novo que est estudando. 'ais uma m\sica para
voc aprender se distraindo.
',)*+*/ O,*8B..$

O%>e&io:

5amos nesse m2dulo, apresentar as corre"es de todos os e!erccios dados desde o m2dulo sete ao treIe, para
que voc possa se avaliar.

P"N Re7(isi&os:

, aluno tem que ter 0eito todos os e!erccios para ter a seq%ncia certa do aprendiIado, e assim ter noo de
como est evoluindo.

Exe"!ises o3 *od()(s Seen: :N!s`"V'isis + )Nss4n sN4n;

1; T"4ns)4&e &2ese sen&en!es 4nd 7(es&ions @i&2 &2e 4ns@e"s in&o Po"&(9(ese:

a: .u 0alo portugus na escola todos os dias1 $o, voc no 0ala.

b: .la entende 0rancs #oje1 $o, ela no entende.

c: 'ar> 0ala ingls e Po#n 0ala 0rancs.

d: 8obert no tem um carro novo.

e: 'ic#ael tem um grande apartamento no 8io de Paneiro.

g: Posep# estuda matemtica em sua casa a noite.

#: 'eu pro0essor camin#a toda man#.

i: .le liga;c#ama por: pra +uc> todas as noites1 /im, ele liga

j: Penni0er me c#ama ;me liga: todas as tardes.

C: .u e ela precisamos estudar mais1 /i, vocs precisam estudar mais.

l: 'in#a me compra cds todas as semanas.

m: $2s precisamos comprar uma casa nova.

n: $2s no precisamos comprar uma casa #oje.

o: .la precisa comprar um carro.

p: .la no precisa comprar um carro.

R: Co$#)e&e: ;In t#e Lresent Bense:

a:stud> b:needs c:understand d:stud> e:calls 0:speaCs g:teac#es

#:learns i:bu> j:#ave C:#as l:needs m:#as

*od()(s e)een:

8e&Js $4Ke sen&en!es (sin9 &2ese 4d>e!&ies- &"4ns)4&e &2e$ &o Po"&(9(ese:
;+tis miC sntencs iusin dIIi djeCtivis, translit dmm tc#\ p2rtc#uguiss:

5amos 0aIer sentenas usando esses adjetivos, traduIa-as para o portugus

a: 6quele estudante muito 0eio.

b: 'in#a casa nova e meu carro vel#o.

c: .u sou bai!o e min#a irm alta.

d: 6 pro0essora est doente #oje.

e: 'in#a mel#or amiga /tael est 0eliI #oje.

0: /ol e sua me so pessoas ricas.

g: MraIi uma garota bai!a.

#: Cludio um rapaI bonito naquela escola.

i: Oausto /ilva um #omem gordo no <rasil.

j: 'eu pai magro e alto.

C: 6quele carro vel#o muito lento.

l: Lortugus uma boa linguagem para estudar.

*od()(s T.E8VE:

Exe"!ises: T"4ns)4&e &2ese sen&en!es &o En9)is2:
;Hcsorisis:3 Branslite dIi sentences tc#\ lnglos##:3

a: )o >ou stud> Lortuguese ever> da>s1 @es, I do.

b: )id s#e speaC Orenc# >esterda>1 $o, s#e didnQt.

c: Fill Ge understand .nglis# ever> GeeC1 @es, >ou Gill.

d: )id s#e bu> a neG car in t#e a0ternoon1 @es, s#e did.

e: Fill >ou sell t#e #ouse tomorroG1 $o, Ge GonQt.

0: Fould I learn #istor> ne!t >ear1 @es, >ou Gould.

g: Fould #e teac# Merman ne!t >ear1 @es, #e Gould.

#: Fould Ge understand t#e lesson ne!t GeeCend1

i: Fould t#e girl CnoG .nglis# ne!t >ear1 @es, s#e Gould.

j: Fill m> mot#er and m> sister travel ne!t GeeC1 @es, t#e> Gill.

C: Fill Po#n and Filliam GorC on Eolida>1 $o, B#e> GonQt.

l: Fould /ol and +uc> need to stud> more1 $o, t#e> GouldnQt.

*O<U8US T,IRTEEN:

T"4ns)4&e &2is &ex& 4%oe: ;transleit tIis tcst ab2vv:

BraduIa o te!to abai!o3

I )ie in 4 %i9 !i&? no@B I )iKe e"? $(!2 &o )ie 2e"eB I 24e &@o 3"iends &24& )ie in 4 s$4)) !i&?- 4nd &2e?
)iKe i&B I #"e3e" &o )ie 2e"e- %e!4(se I @o"K 4nd s&(d? 4 )o&B T2e"e 4"e $4n? #)4!es &o 9oB *? 3"iends s4?:
To )ie in 4 s$4)) !i&? is s#e!i4)- %e!4(se @e 24e $4n? 3"iends 4nd @e 24e 24##? $o$en&s @i&2 o("
34$i)?B ,e"e- in 4 s$4)) !i&?- &2e #eo#)e 4"e $o"e !4)$B I )ie in 4 %i9 !i&? 4nd I @i)) 9o )ie 2e"e 3o"ee"B
/nd ?o(1 .24& is ?o(" o#inion 4%o(& &2is si&(4&ion1

.u moro numa cidade grande agora. .u gosto muito de viver ;morar:aqui. .u ten#o dois amigos que vivem em
uma cidade pequena, e eles gostam. .u pre0iro viver aqui, porque eu trabal#o e estudo muito. E muitos lugares
pra ir. 'eus amigos diIem3 5iver em uma cidade pequena especial, porque n2s temos muitos amigos e n2s
temos momentos 0eliIes com nossas 0amlias. 6qui, em uma cidade pequena, as pessoas so mais calmas. .u
moro em uma cidade grande e eu irei morar aqui sempre. . voc1 ]ual sua opinio sobre essa situao1

2; T("n &2ese @o"ds 4nd ex#"essions in&o En9)is2: :P4sse ess4s #4)4"4s e ex#"essaes #4"4 o in9)6s:;

- mat#ematics

- tomorroG

- GeeCend

- GorC

- sc#ool

- tomorroG a0ternoon

- ne!t >ear

- Mood .vening&

- Mood 60ternoon&

- Mood 'orning&

- EoG do >ou spell1

- .!cuse me

- Llease&

- /ee >ou tomorroG.

- /ee >ou later.

- again&

3; Co$#)e&e &2e 4d>e!&ies: ;Complti d djctivis:

Complete os adjetivos3

- 0at

- tall

- ugl>

- ric#

- poor

- @oung

- old

- sad

- good

- 0ull

- empt>

L; ."i&e &2e 3o))o@in9 n($%e"s in En9)is2:
:8uit d 02louinn nombers in lnglos##:3

.screva os seguintes n\meros em ingls 3

- seven

- tGelve

- t#irteen

- eleven

- tGent>- t#ree

- t#ree

- 0ourteen

- tGent>-nine

- t#irt>-0ive

- t#irt>-eig#t

- 0ort>-0our

- 0ort>-tGo

C,$C+*/v,3

.sse m2dulo est aqui para avaliao de seu aprendiIado, aproveite, caso ten#a d\vidas, re0aa-os ou entre em
contato pelo e-mail dado no site.
'odulus Oi0teen

O%>e&io:

Continuamos com a correo de e!erccios de m2dulos passados e entraremos com novas e!press"es e
vocabulrios.

P"N Re7(isi&o:

H necessrio que o estudante consiga 0aIer e entender esses e!erccios, re0aIendo-os caso necessrio at no
terem mais d\vidas.

Continuation o0 +esson Oourteen3

.!ercise U3

- 0i0t>

- 0i0t>-t#ree

- 0i0t>-nine

- si!t>-one

- si!t>-0our

- sevent>-seven

- sevent>-si!

- eig#t>

- eig#t>-eig#t

- ninet>

- ninet>-nine

- ninet>-seven

- one #undred ;a:

M; Co$#)e&e &2e Ve"%s in En9)is2 o" in Po"&(9(ese:
:Complt do 5orbs in lnglos# or in L2rtc#\guisi:

- to GorC

- to GalC

- to stud>

- to tell

- to Gas#

- comer

- entender

- vir

- ir

- ter

- ensinar

- 0alar

- viajar

- pagar c#amar ;ligar:

- c#amar ;ligar:

c; T("n &2ese sen&en!es &o Po"&(9(ese: Lasse estas sentences para o portugus3
;tornn dII sentences tc#\ L2tc#ugu ss:

- .u estudo alemo toda semana.

- 5oc gosta de ensinar portugus.

- $2s no trabal#amos todos os dias.

- 'arC and Pulie entendero a lio aman#.

No@- )e&Js )e4"n $o"e o!4%()4"? 4nd ex#"essions:
;nul, lets lornn m2rrr voqubiuluri nd csprc#ians:

Ex#"essions:

- ,4e 4 9ood @eeKendX ;#vv a g\d uCnd:

;Ben#a um bom 0inal de semana&:

- ?o( &ooX ;i\l tc#\:

;voc tambm&:

- Ee"?%od?- #)e4seX :Ne"i%'"i- #)QQss;

;todos, por 0avor&:

- O#en ?o(" %ooKs &o #49eBBBBBBX ;Jupn i2r b\Cs tc#\ pidjij.&:

;6bram seus livros na pginaj&:

- C)ose ?o(" %ooKsB ;ClJusi i2rr b\Cs:

;0ec#em seus livros:

- o3 !o("seB ;20 c2rssi:

; claro.:

- !o$e 2e"eX ;comm #rr:

;ven#a aqui.:

Ne@ Vo!4%()4"?: ;$ul voqubiuluri:

$ovo vocabulrio3

- 2o@ como

- 2o@ &o s@i$ como nadar ;#ul tc#\ sum1:

- 2o@ &o d"ie C como dirigir ;#aul tc#\ drivv1:

- 2o@ &o 4ns@e" como responder ;#aul tc#\ nsor1:

- 2o@ &o 4sK - como perguntar ;#ul tc#\ sC1:

- &2e$ a eles, l#es ;)m:

- 2o@ &o 9o ;#ul tc#\ gJul: como ir

- 2o@ &o )e4"n ;#ul tc#\ lornn: como aprender

- 2o@ &o #)4? ;#ul tc#\ pli: como tocar ;jogar:

- !4"ds ;cards:- cartas, baral#o

- &2e"e ;tI#rr: l, ali

- @i&2o(& - ;uidlt: sem

- ee"? $o"nin9 toda man#

- ee"? 43&e"noon- toda tarde

- ee"? eenin9 toda noite

- ee"? ni92& toda noite

- &2is $o"nin9 esta man#

- &2is 43&e"noon esta tarde

- &2is eenin9 esta noite

- &2is ni92& esta noite

- ?es&e"d4? C on&e$

- ?es&e"d4? $o"nin9 C on&e$ de $4n2

- ?es&e"d4? 43&e"noon C on&e$ 4 &4"de

T"4ns)4&e &2is &ex& 4%oe: ;transleit tIis tcst ab2vv:

BraduIa o te!to abai!o3

I )ie in 4 %i9 !i&? no@B I )iKe e"? $(!2 &o )ie 2e"eB I 24e &@o 3"iends &24& )ie in 4 s$4)) !i&?- 4nd &2e?
)iKe i&B I #"e3e" &o )ie 2e"e- %e!4(se I @o"K 4nd s&(d? 4 )o&B T2e"e 4"e $4n? #)4!es &o 9oB *? 3"iends s4?:
To )ie in 4 s$4)) !i&? is s#e!i4) - %e!4(se @e 24e $4n? 3"iends 4nd @e 24e 24##? $o$en&s @i&2 o("
34$i)?B ,e"e- in 4 s$4)) !i&?- &2e #eo#)e 4"e $o"e !4)$BI )ie in 4 %i9 !i&? 4nd I @i)) 9o )ie 2e"e 3o"ee"B
/nd ?o(1 .24& is ?o(" o#inion 4%o(& &2is si&(4&ion1

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IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

2; T("n &2ese @o"ds 4nd ex#"essions in&o En9)is2: : P4sse ess4s #4)4"4s e ex#"essaes #4"4 o in9)6s:;

- matemtica -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

-aman# -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- 0im de semana -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- trabal#o -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- escola -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- aman# de tarde -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- pr2!imo ano -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- <oa $oite&
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

;quando c#ega:

- <oa tarde& -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- <om dia& -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- Como voc soletra 1
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- Com licena -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- Lor 0avor&
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- 5ejo voc aman#&
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- 6t mais tarde&
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- )e novo&
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

3; Co$#)e&e &2e 4d>e!&ies: ;Complti d djctivis:

Complete os adjetivos3

- gordo -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- alto -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- 0eio -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- rico -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- pobre -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- jovem -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- vel#o -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- triste -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- bom -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- c#eio -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- 5aIio -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

L; ."i&e &2e 3o))o@in9 n($%e"s in En9)is2:
:8uit d 02louinn nombers in lnglos##:3

.screva os seguintes n\meros em ingls 3

- /ete -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- )oIe -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- BreIe -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- ,nIe -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- 5inte e trs -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- Brs -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- ]uatorIe -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- 5inte e nove -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- Brinta e cinco -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- Brinta e oito -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- ]uarenta e quatro -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- ]uarenta e dois -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- Cinquenta -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- Cinq%enta e trs -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- Cinquenta e nove -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- /essenta e um -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- /essenta e quatro -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- /etenta e sete -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- /etenta e seis -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- ,itenta -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- ,itenta e oito -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- $oventa -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- $oventa e nove -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- $oventa e sete -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- cem -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

M; Co$#)e&e &2e Ve"%s in En9)is2 o" in Po"&(9(ese:
:Complt do 5orbs in lnglos# or in L2rtc#\guisi:

Co$#)e&e os e"%os e$ In9)6s o( e$ Po"&(9(6s:

- &"4%4)24" -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- es&(d4" -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- !4$in24" -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- !on&4" -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- 844" -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- &o e4& -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- To (nde"s&4nd -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- &o !o$e -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- &o 9o -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- &o 24e -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- &o &e4!2 -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- To s#e4K -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- To &"4e) -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- To #4? -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

- To !4)) -
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

No@- 8e&Js see 4 $(si!: ;N'()- )N&is sQQ 4 ni() $Q(si!;

:/9o"4- 4$os e" ($4 $Ysi!4:;

B"i&ne? S#e4"s - Ee"?&i$e ;Bodas as veIes:

Britnev Spears

No&i!e $e ;5en#a, me note:

T4Ke $? 24nd ;pegue a min#a mo:

.2? 4"e @e ;por que somos:

S&"4n9e"s @2en ;estan#os quando:

O(" )oe is s&"on9 ;nosso amor to 0orte:

.2? !4""? on @i&2o(& $e1 ;por que continuar sem mim1:


Ee"?&i$e I &"? &o 3)? ;toda veI que eu tento voar:

I 34)) @i&2o(& $? @in9s ;eu caio sem min#as asas:

I 3ee) so s$4)) ;eu me sinto to pequena:

I 9(ess I need ?o( %4%? ; eu ac#o que preciso de voc:

/nd ee"?&i$e I see ?o( in $? d"e4$s ;e toda veI eu vejo voc em meus son#os:

I see ?o(" 34!e- i&bs 24(n&in9 $e ;e vejo seu rosto,est me assombrando:

I 9(ess I need ?o( %4%? ;eu penso que preciso de voc:


I $4Ke %e)iee ;eu 0ao de conta:

T24& ?o( 4"e 2e"e ;que voc est aqui:

I&bs &2e on)? @4? ; a \nica 0orma:

I see !)e4" ;que vejo com clareIa:

.24& 24e I done ;o que eu 0iI:

=o( see$ &o $oe on e4s? ;voc parece ter mudado;superado:to 0cil:


Ee"?&i$e I &"? &o 3)? ;toda veI que eu tento voar:

I 34)) @i&2o(& $? @in9s ;eu caio sem min#as asas:

I 3ee) so s$4)) ;me sinto to pequena:

I 9(ess I need ?o( %4%? ;eu penso que preciso de voc:

/nd ee"?&i$e I see ?o( in $? d"e4$s ;e toda veI que vejo voc em meus son#os:

I see ?o(" 34!e- ?o(b"e 24(n&in9 $e ;eu vejo seu rosto, voc est me assombrando:

I 9(ess I need ?o( %4%? ;.u ac#o que preciso de voc:


I $4? 24e $4de i& "4in ;.u posso ter 0eito c#over:

P)e4se 3o"9ie $e ;por 0avor, perdoe-me:

*? @e4Kness !4(sed ?o(" #4in ;min#a 0raqueIa causou seu so0rimento:

/nd &2is son9 is $? so""? ;e essa m\sica o meu pedido de desculpas:


O(((((BBB ;(######:


/& ni92& I #"4? :a noite eu reIo:

T24& soon ?o(" 34!e ;que em breve seu rosto:

.i)) 34de 4@4? ;desaparecer lentamente:

Ee"?&i$e I &"? &o 3)? ;toda veI que eu tento voar:

I 34)) @i&2o(& $? @in9s ;eu caio sem min#as asas:

I 3ee) so s$4)) ;eu caio sem min#as asas:

I 9(ess I need ?o( %4%? ;eu ac#o que preciso de voc:

/nd ee"?&i$e I see ?o( in $? d"e4$s ;e toda veI que vejo voc em meus son#os:

I see ?o(" 34!e- ?o(b"e 24(n&in9 $e ;eu vejo seu rosto, vov est me assombrando:

I 9(ess I need ?o( %4%? ;eu ac#o que preciso de voc:

#ttp3hhmusica.busca.uol.com.brhradiohinde!.p#p1buscaD.ver>timeuparam-D
#omebuscauc#ecCDmusica ;Clique na segunda opo de .ver>time e oua, acompan#e a letra.


Concluso3

$este m2dulo, a importoncia esteve nos e!erccios de 0i!ao nas e!press"es, verbos e adjetivos. 6ssim , voc
aluno ter sempre mais 0acilidade pra dominar este idioma novo que est estudando. 'ais uma m\sica para
voc aprender se distraindo.