ADRIANA GRADE FIORI SOUZA | CONCEICAO A. ABSY GISELE CILLI DA COSTA | LEONILDE FAVORETO DE MELLOADRIANA GRADE FIORI SOUZA | CONCEICAO A. ABSY 3 GISELE CILLI DA COSTA | LEONILDE FAVORETO DE MELLO LEITURA ac LINGUA INGLESA UMA ABORDAGEM INSTRUMENTAL = Sitio reimpressio " ATUALIZADA- —_ e BIRRBiblioteca Central © 2010 Adriana Grade Fiori Souza, Conceicéo A. Absy, Gisele Cill da Costa e Leonie Favoreto de Melio Assistente de producéo: Noelza Patricia Martins Producao: Crayon Editorial Cape e projeto gréfico: Alberto Mateus Eticgdo de arte e diagramacéo: Lais Soriano ltustracées: Carlos da Cunha g pf et a (Camara Gosia co tno, 3 2 g tise ingun njess me bareage inst 5 2 adrana ede fot Souza [etaly Sue Pas 2 = set 008 2 ase 2 z ec otustza, 2 sas E ea So Ccutos autos Concigio A Abn, ie Ct do g* $55 costa, Leonde Favoreto de Mel, 52856 ‘Sbtogrte 32283 ISeN 978.88-7604.062.6 2a 6S% “inglés ~Estudo e ensino 2. Letra | Suze, 2ecZs sccann Gage en IcAbsy Concagso WGosa ete ae {sete Cl da, IV. el, Leonie revereto de, Be Bo 05.5435 23% Inaces par caaogo stoma eS 08s “ingles :Lotre: TocncaeLngtsbc oplcada 4286 28 £82 3828 2528 Geen Todos os direitos reservados em nome de: Bantim, Canato e Guazzelli Editora Lida. Al. Mamoré, 91 sala 107, Alphaville 06454-040, Barueri - SP Tel/Fax: 55 11 4195-2811 Visite nosso site: www.disaleditora.com.br ‘VENDAS Televendas: (1) 3226-311 Fax gratuito: 0800 7707 105/108 E-mail para pedidos: comercialdisalecisal.com.br ‘Nenhuma parte desta pubiicacde pode ser reproduzida, arquivade ou transmitida de nenhuma forma ou meio sem permissGo exoressa e por escrito da Edltora,Ea SUMARIO APRESENTAGAO eee acne ase: i vmrpave 1 Reconhecimento de géneros textuals....... w vipa 2 Objetivos da leitura e nivels de compreenso 5 vmipaoe 3 Cognatos. eee E 20 vmipape « Conhecimento prévio......... 00... 24 vmipave s Skimming... ae roo) umipave 6 Scanning........... ce eee umipave 7 Informagio néo-verbal . . . Ee aes) umipane & Inferéncia contextual... . . coe aes umipape 9 Palavras-chave. . . . : oes 50 vapape 19 Grupos nominais. . . . Jae tee 55 umipave 11 Referéncia pronominal . 59 uipape 12 Marcadores discursivos.... 22... 67 umpave 13 Afkos. os. a 75 umipave 14 Sufixos “ing™e ed"... . I oan te 85 unipans 18 Grau de adjetivos e advérbios Se eee umipave +6 Formas verbais |. eer 101 umipave 17 Formas verbais ii... ee ocr ee eac umipaoe 18 Formas verbais ill. 116 umipape 19 Apostos. pees 124 unipape 20 Uso do dicionério...... os) umipane 21 OGEnero Académico ... eens FORMAS VERBAIS...... |. aS ees ROTEIRO DE LEITURA.. pee ee eens?) GLOSSARION..jv2 ye are . 159 SUGESTOES DE RESPOSTAS. seo 163 BIBLIOGRAFIA, 201 SOBRE AS AUTORAS..................2, = 203VN APRESENTAGAO 1m 1988 implantamos na Universidade Estadual de Londrina um projeto de extenséo para pés-graduandos com 0 objetivo de desenvolver a habilidade de leitura em lingua estran- gelra através de estratégias e atividades que aumiliassem na compreensio e contribuls- sem para a formagéo de leitores mels eficientes e auténomos, Ao longo desses onze anos foram oferecidos, entre outros, cursos de leitura em lingua inglesa a fim de atender as especiiicidades des- sa comunidade académica. Esses cursos foram norteadios pela abordagem instrumental, isto 6, aque- Jo que leva em conta as necessidedes dos alunos como elemento essencial na determinagio dos objetivos a atingir. Paralelamente, iniciamos a elaborago de nosso proprio material didatico, o qual fol aplicado nos cursos de leitura ofertados pelo projeto e gradativamente reformulado, Tal material esté apoiado em pesquisas que Investigam 0 proceso de leftura em lingue estrangetta (x. bibliografial Tendo em vista que 0 objetivo do leitor € a construgso de significado e nao a pratica de es- truturas da lingua, a linguagem do texto passa a ser um meio para se alcancar tal fim, ou seja, 8 compreenséo. Para chegar & compreensao, 0 leitor executa um processo ativo de construgéo de sentido, relacionando a informaco nova obtida ao conhecimento adquirido ao longo de sua vida. E mediante a interacéio de diversos niveis de conhecimento, a saber: linguistico, te val, prévio, ¢ estratégico, que o leltor consegue construir 0 sentido do texto, © conhecimento linguistico abrange o conhecimento do vocabulétio, das relagées sintaticas € do uso de determinada lingua. Como exemplos de aspectos linguisticos enfocadios neste ma- terial, pode-se citar, entre outros, © reconhecimento de cognates, grupos nominais, comparati- vos e superlatives, affxos, referéncia pronominal, apostos e formas verbais. © conhecimento textual refere-se a0 conjunto de nodes e conceitos sobre o texto. Sabe-se que 8 capacidade de compreenséo 6, em grande parte, determinada pela exposicao a diferentes ‘tpos de texto, fato que resulta em maior conhecimento das diversas estruturas textuais € tipos de cGiscurso. Esse conhecimento, por sua vez, determina as expectativas do leltor em relagdo aos tex tos — expectativas que desempenhsm um papel importante na compreensdo. Como exemplo de spectos relatives & organizacio textual aqui explorados, esté 0 reconhecimento de diferentes Sneros textuais, assim como 0 do layout, dos marcadores discursivos e das pelavras-chave. Lerura eM LiNeuA INGLESA | UMA ABORDAGEM INSTRUMENTAL | 7© conhecimento prévie diz respelto as redes de conhecimento que devem ser ativadas du- rante a leitura, as quais esto diretamente relacionadas & construgéo de significados ¢ & inter pretaciio do texto, Através de nossas leituras prévias (Le., experiéncias anteriores), bem como de nosso conhecimento do assunto tratado, é possivel estabelecer ligagées e, assim, fazer as inferéncias necessérias para relacionar as diferentes partes do texto, percebendo-o como um todo coerente, ¢ até mesmo lendo-o nas entrelinhas. O conhecimento prévio é tratado especi- ficamente na unidade 4, mas sua utilizaco é incentlvada ao longo de todo 0 material. Por fim, 0 conhecimento estratégico envalve a utilizagéo de estratégias de leitura para facili- tara construgio de sentido do texto. Como exemplo de estratégias trabalhadas neste material, podem ser citadas: skimming, scanning, inferéncia contextual, informago néio-verbal, ¢ 0 uso do dicionatio. Na verdade, todos os conhecimentos previamente citados podem, a nosso ver, ser entendides como estratégias na medida em que possibilitam ao leltor realizar uma leitura me direcionada e eficaz. E importante enfatizar que entendemos a leitura néio como uma experléncia monolégica, a qual favorece a crenca de que hé apenas uma leltura possivel para o texto, mas como um pro- cesso passivel de multiplas interpretacbes, jé que cada texto contém dentro dele varios outros textos, resultantes de uma série de sistemas de valores implicitos inerentes ao escritor e 20 leitor. Partindo desse pressuposto, nosso material — aqui organizado em livro ~ foi elaborado com base em textos extraidos em sua grande maioria de sites da Internet, por fornecerem gran- de ndmero de informagées diretamente ligadas a realidade do leitor. Nesta segunda edicéo, a organizagao das ligées permanece inalterada: cada unidade cons- titu-se de trés etapas, denominadas respectivaiente: familiarizago com e texto; apresenta- 80 € pratica de estratégia ou aspecto linguistico; consolidagdo. 4 primeira etapa objetiva femillarizar © leltor com 0 assunto tratado, bem como propicier sua interagdo com o mesmo a partir de atividades que visam @ reconstrucéo do sentido do texto. A segunda etapa, por sua vez, tem por finalidade apresentar e praticar uma determinada estratégla ou aspecto linguistico relevante & compreensio do texto lido na primeira etapa. Finalmente, a terceira etapa busca consolidar estratégias e/ou aspectos linguisticos apresentados nas unidades anteriores. © livro também traz os seguintes itens em anexo: um resumo das formas verbais da lingua inglesa, com explicacéo ¢ exemplos; um roteiro de leitura, para incentivar uso sistematico de estratéglas de leitura; um glossério de termos técnicos utilizedos nas 21 unidades; e sugestées de respostas as atividades propostes. Vale mencionar que a deciséo de inclulr este titimo item teve por objetivo apenas apresentar nossas préprias leituras dos textos trabalhados e, em mo- mento algum, passar uma imagem dos mesmos como sendo objetos acabados, cujos sentidos devam ser recuperados. Acreditamos que tanto 0 leitor quanto o texto séo fundamentals ne Constructo de significados durante o processo de leitura, Ao longo desses cinco anos de utllizactio do material em diferentes contextos (eventos de extensdo universitéra, cursos de graduagéo, cursos de leitura instrumental em escolas de idio- ‘mas, aulas particulares) sentimos a necessidade de fazer as seguintes alteracdes: @ | LeituRa cm LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL+ Fenovagiio dos textos que compéem cada unidade. Por esta raz8o, as atividades relaciona- das aos respectivos textos tiveram que ser modificadas: + reformulaco de alguns quacros e tabelas — com a incluso de exemplos, visendo & contex- tualizago dos aspectos linguisticos sob enfoque; sactéscimo de uma unidade intitulada © Género Académico — assunto que néo havia sido ‘trabalhado na primeira edigéo, no sentido de atender a uma reivindicagao de nossos alunos; + incluséo do item Nota Ao Leitor, nas sugestées de respostas apresentadas no final do livro, a fim de fomnecer esclarecimentos adicionais sobre questdes abordadas nos textos, Para finalizar, gostariamos de sallentar que nossa intenciio com esta publicagdo é contribuir com idetas e sugestées que venham beneficiar as pessoas envolvidas com o ensino ¢ a apren- dizagem de leitura em lingua inglesa. AS AUTORASKE RECONHECIMENTO DE GENEROS TEXTUAIS +112 cups flour +3/4 cup sugar +1112 t baking powder +1t-cinnamon +¥2 cup milk + V3 cup butter, melted” + Tegg. slightly beaten +‘ cup finely chopped apples Heat oven to 375°F. Combine flour, sugar, baking powder and cinnamon in medium bowl Ad all remaining ingredients. StiJust until flour Is moistened. Spoon batter into muffin, liners. Bake 18-23 minutes, Let stand 5 minutes, (Deporivel en: tap cookscontecldoci0)7S6.5517- 24089700 Asso em 5 agosto 2003) ee Date: Tuesday, January 27, 2009 6:35 PM To: Leura Subject: Re: Hil HiLaura, Ws so good to heer from you! | wish we could live in one place like you dol I'm getting very tired of moving al the time, but in another year Roger wil rete and we'll hopefully stayin one place atter that. {'m glad to hear that fe has gotten simpler and less stressful for you. We're looking forward to that day! Right now our teenage boys keep us very busy, but we are very ‘much enjoying our time here in North Carolina, We live in a much smaller community ‘and everyone is much more relaxed here than in the D.C. area, Take care. and keep in touch! Love, Janet Fonte: Acewo paso terrura eu Lincua ietesa | una asoepacem insreuMeNTat | 14uNiDADE 1 | RECONHECIMENTO DE GENEROS TEXTUAIS THEY'VE GOT is NAMES AND WOW THES ONE LIVES IN GREAT STYLE. oe oD @ successful operation ‘My second artemot at making foky pastry was @ bit more successful This year's harvest wos one of the most Successful since the record crop of 1985. NOTE: The opposite unsuccessful having achleves a lot, become popular andor made # lot of money: ‘She runs a very successful computer business. e's the author of several hugely successful chikron's books (= books which have been bought by alot of people The Birminghom Royal Ballet has had a highly successful season, NOTE: The oppost is unsuecessful. ‘Desponivel en

Avesso em 24 ajost Inglés no mundo contempordneo: ampliando oportunidades sociais por meio da educagéo” 12 PALLO DA MOMTA.LOPES [UNIVERSIDAD FEDERAL DO ROD: ABSTRACT: In view of the sole ployed by English as the ianguage of empire of globalization in the: ‘present, argue that its paramount that learning English becomes one of the crucial concems on the: ‘part of governmental and non-governmental agencies in order t0 foster social mabilty. There isa mead Jr investment in research and in projects in cca! language education, in particular in Engiish, ata time when discourse has become fundamental to lve, © Work ond to Jeara in the highly semiotized societies Jin which we live. English con be used as common language through which we can read the world crtcaily and participate ints construction. Introducéo Em um mundo cada vez mais diviccio entre aqueles que tém acesso & informagio ¢ @ conhecimento ‘6m escala mundial, portato, a maiores oportunidades de aprender, @ aquoles que vivem limitados 2 Informacties © conhecimantos locals, ¢, partanto, a menores chances de ampllar seus horizontes, a aprendizagem de inglés se trensformou em um dos instrumientos centrais da eclueagin contempor’nea Eum dos bens simbslicos mais valorizados no Brasil e em grande parte do mundo, tencio em vista 0 papel {que tal lingue desempenha como mero de comunicacéo planetério. Comos avencos tecnologicos, alguns ‘vivom mais © melhor, com mais chanices de realizacao individual e sociel, com muitos esto, contudo, excluidos desses avangos devido a limitagéies econémicas. Exclustio & um sindnlmo contemporsneo para pobreza em un mindo no qual as desigualdades aumentam vertiginosamente. Adept de Noi Laps tie Pated. (205 logs a0 mundo contmpoiniosinplande operand sock por mei da acacia? Paes ofrgen mai de acon no TESOL feral Reseach out TIRE) Meni 8). 12 | Lemurs em LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTALRECONHECIMENTO DE GENEROS TEXTUAIS | UNIDADE1 CHILDREN AROUND + Opened August 21,2009 | Runtime: th 29 min, Peis sexvl situations and brief strong language ‘> Recent college graduate Ryden Malby (Gilmore Gis star Alexis Bledel has just survived four years of higher education, but wien she’s forced to move back into her chilghood home, the stress of dealing with her eccentric emily, landing a job, and finding the right guy leaves her ‘with precious litle time to ponder where her life is ‘truly heading, Cast: Alexis Bledel, Zach Gitford, Michael Keaton, Cero! Burnet, Rodrigo Santoro, Jane Lynch DIRECTOR: Vicky Jenson GENRE: Comedy [Dspontel em

Aewssc em 24 ago0 2003)UNIDADE 1 | RECONHECIMENTO DE GENEROS TEXTUAIS FAMILIARIZAGAO COM O TEXTO 4 Observe os recortes acima ¢ identifique os diferentes tipos de texto. 2 O que nos permite identificé-los? U0 o formato (layout) Clos recursos tipogréficos (negrite, itsico, etc.) Das palavras caracteristicas de cada tipo de texto. Co tipo de letra ffonte) Clas figuras 3. Com base nos diferentes textes, liste 0 que vocé espera encontrar em cada um deles. Observe 0 exemplo abaixo: a Lista de Ingredientes e modo de fazer APRESENTAGAO DE ESTRATEGIA RECONHECENDO GENEROS TEXTUAIS Géneros Textuais SBo tipos de textos cuja fungéo comunicativa € reconhecida social e cultural mente por uma determinada comunidade. Além de terem essa funcéo comunicativa especifica, os géneros textuais se caracterizam por organizacéo, estrutura gramatical e vocabulério espect ficos ~ assim come pelo contexto social em que ocorrem Reconhecer 0 género de um texto significa ter conhecimento de seu /ayout (formato), isto €, das caractetisticas proprias a ele, as quais 0 distinguem de outros géneros. Por exemplo, o género textu- alreceita culindria contém uma ista de ingredientes e 0 modo de fazer. Jé 0 género resumo (ou abs- tract) de artigo de revista cienttica em geral apresenta ofs)objetivo(s) da pesquisa, a metodologia, os resultados alcancados e a concluséo. A familaridade cam o género textual possibilita ao leltor efet- ar letras mais eficientes e direcionadas, pois permite localizar informacdes mals rapidamente. | ae | teruae ct uous movesa | ua ABGHEAGHM insTRU MENTAL1 OBJETIVOS DA LEITURA E NIVEIS DE COMPREENSAO ONE CITY, TWO BROTHERS BH ‘By Couns Sanu» TatusrRatED ey Aunétia Frowty + Bassroor Booxs * $16.99 (crs 4100) A beautifully illustrated folk tale, with both Jewish and Arabic roots, tells of the origins of the city of Jerusalem: two brothers bring each other a gift in secret — three bags of grain — so each finds himself having neither more nor less than the day before. The brothers travel up and down the valley | by night, until they surprise each other in the middle. “That blessed spot, | where the two brothers met, became the site of the holy temple.” A wistful | reminder of the shared traditions of an extraordinary and turbulent city. {Depo an ahpgperyatne cons unin gO2E DDG pF RAAT COAGGE,> Aru oa aa a5] Bo feexecsomomsmaenmmed Teens eel ast Saja SSeS ee te ee eee een eee Se ania er ean Peseta Ra chip a4 ese cee ee peels ea Mieareseeer eerie ee te ee eas Beas see paeateiare cee eee rie Ak tele igeceee areeea eIee Ts ane eoe ple sees ese Braet pe can ie ee oe (Dispenivel em: cmp vtingwiscedandoci/presentatons_abtects exampleshm>,Aceaso em 24 Junho 2009) LeITURA EM LiNGUA INcLesa | UMA ABoROAGEM INSTRUMENTAL | 45unipave 2 | OBJETIVOS DA LEITURA E NIVEIS DE COMPREENSAO From: Ec Collins To: Connie Spencer ‘Sent: Sunday, Apr 08,1989 136 PMA Subject: Happy Easter! Hiconnie| “Thank you so much forthe Easter card! How have you been? We stil have quite @ bit ‘of snow here, and were getting a ile tres of Rs funny how the boys have adapted, though. Ht gots above 40 degrees (Farenhe they think ts warm and thay 99 outside to play basebal (even in the snow, Beleve tor not, Justn wl be 10 In Je, and our ‘rplets vl be in Mey. How has your teaching been going? Wil you be meking ary more tips tothe U.S. any ‘time soon? Everytime we have lentils and ice, we think of you. Hope you haa a wonderful Easter Take care, and keepin touch! Love. Judy fond Eric & the 45) ‘Fonte: acervo pessoa) Oo REAL ESTATE NORTH ARLINGTON HOUSE FOR RENT, VIRGINIA Furnished two-story available July 1, for cone year: $2,300 pet month, Three bedrooms (or 2 w/den), two baths, office. Fenced backyard, Pets OK. Excellent school system: Tuckahoe Elementary, Williamsburg, Yorktown. Five blocks to Metro, convenient to Hwy 66, GW Pkwy. Te: (703) 536-8189. E-mail: dayanaslane(@aol.com Fonte: Foreign Service Journal, june 2008, Page 65 FAMILIZARIZAGAO COM O TEXTO 4 Identifique os géneros dos textos utilizados nesta unidade: Texto A Ci canta ao leitor Texto B Oi resumo de artigo cientifico (abstract) Texto C Ci anancio / classificedo Texto D CD aiuigacdovresenna de tro Oemait 4 D sinopse de flme 2 Cite os textos (A, B, C, ou D) que apresentam as seguintes informacées: Objetivo llustrador(a} Descrigio Localizago No. de telefone Noticias/novidades Resultados PerguntasOBJETIVOS DA LEITURA E NIVEIS DE COMPREENSAO | UNIDADE 2 APRESENTAGCAO E PRATICA DE ESTRATEGIA ESTABELECENDO OBJETIVOS E NIVEIS DE COMPREENSAO ‘Toba Lerrura deve ter um objetivo. Lemos porque queremos algo da leitura, As vezes, somos levados a ler por motives préticos © bem definidos, como quando consultamos 0 dicionério para encontrar o significado de uma palavra. Outras vezes, nossos objetives se definem de modo inconsciente; assim, por exemplo, lemos em busca de fatos quando olhamos o noticiérlo do Jomal. Também lemos textos sobre assuntos relacionados nossa rea de interesse, em busca de novas Idelas. E, multas vezes, lemos simplesmente pelo prazer que a leltura nos traz, Alguns dos abjetives mais comuns da leitura sdo: a Aplicagéo prética b Aprendizagem ¢ Entretenimento 4Relacione os objetivos acima as suas descricdes: CO Lettura motivada principalmente pelo prazer que ela traz ao leitor. CO Lettura utittéria, em que buscamos informagées necessarias a nossa sobrevivencia. (1 Leitura destinada a expandir nosso conhecimento de mundo. 2.Com que objetivos vocé faria a leitura dos textos desta unidade? Ullize as letras A, B, C e D para indicar os respectivos textos. a pata obter noticias de amigos, familiares, etc. ~ bb para verificar se o estudo realizado seré iti para 0 desenvolvimento de sua pesquisa — € para obter informagbes sobre algo que deseja adquirir — para manter contato social — : @ para obter maiores Informagbes sobre um possivel Iivro a ser ido ~ f para decidir se um determinado artigo é de seu interesse ~ 9 para saber o significado de uma palavra ~ i para conhecer @ opinido de outros leitores de uma revista/jornal — Como vimos, nossos objetivos tém grande influéncia sobre como realizamos a leitura, Ama neira como corremos os olhos pela lista telefonica em busca de um nlimero é bem diferente do modo cuidadoso que adotamos para a leitura de uma procuracéo. Pela mesma razo, hé graus diferentes de compreensdo de um texto. O nivel de compreen: fo pode variar de acordo com nossas necessidades ¢ abjetivos e com as dificuldades que 0 texto apresenta, Assim, temos LelTuRA EM LINGUA INGLEsA | UMA ABORDAGEN INSTRUMENTAL | 17 |umioape 2 | OBJETIVOS DA LEITURA E NIVEIS DE COMPREENSAO + Compreenséo geral Quando apenas observamos um texto rapidamente para obter uma idela geral, focalizando de modo especial os titulos e subtitulos, tabelas, figuras, énfases tipogréficas, cognatos (palavras semelhantes ao portugués) etc. Para identificar 0 tema, podemos utlizar a estratégie skimming — uma leitura répida, sem interrupgées, felta apenas para obter a ideia geral, como na leitura de um jomal para decidir sobre o possivel interesse em determinada matéria, + Compreenséo das idéias principais Quando buscamos néo s6 identificar a idéia geral, mas também compreender os argumentos ou ideles principals, sem contudo nos determos em detelhes. Para obter as idelas principais, podemos utilizar @ estratégia scanning — uma leitura répida na qual nos concentramos na busca de uma informagéo especttica. E 0 caso, por exemplo, da consulta a uma enciclopédia, catélogo ou lista telefonica, + Compreenséo detalhada Quando buscamos ndo sé identiicar a ideia geral e compreender os argumentos ou idelas pri Cipals, mas também conhecer os detalhes do texto. Por exemplo, a0 selecionarmos uma matéria de interesse no jornal, prestamos atenco aos detalhes e estabelecemos comparagbes com 0 que jé sabemos a respelto do assunto, 3 No exercicio a seguir, 0 enfoque esté na compreensio das idéias principais dos textos desta unidade. Releia-os rapidamente para buscar informacées que identifiquem os itens abaixo: TExTO A: a Chris Smith bb Barefoot Books © $16.99 4 (Ages 4t0 10) ee Texto B: ‘a Jonathan Vu and Robert Blank b Robert Blank ¢ Endocrinology d mice | 9 | cetrura cw Livcua wotesa | uma ASORDAGEM INSTRUMENTAL ;OBJETIVOS DA LEITURA E NIVEIS OE COMPREENSAO Texto C: a April 04, 1999 11:36 PM, b40 ©10 43 UNIDADE 2 ethe 4's Texto D: a two-story buy! © $2,300 a Five eHwy a”Ki COGNATOS Physical fitness itness problems such as obesity and overweight = have reached truly epidemic proportions in the United States. Inthe last 10 years, obesity rates have increased by more than 60 percent among adults. In 1999, 61 percent of the adult population was either overweight or obese. The obesity epidemic impacts other diseases as well. For example, the incidence of type 2 diabetes, a major consequence of obesity, ison the rise. Among U.S. adults, diagnosed diabetes increased 49 percent from 1990 to 2000. The rate of increase in overweight among young people has been even steeper. This is particularly troubling since many of the behaviors that lead to adult obesity are established during childhood. Just 10 years ago, type 2 diabetes was virtually unknown in children and adolescents. Indeed, the medical community commonly referred to the condition as “adult onset diabetes.” Today, it accounts for almost 50 percent of new cases of pediatric diabetes in some communities. Medical complications associated with obesity in children can lead to hospitalizations for type 2 diabetes, sleep apnea, and asthma. Since 1980, the percentage of children who are overweight has nearly doubled, and the percentage of adolescents who are overweight has neatly tripled. Almost 9 million young Americans, or about 15 percent of all children, are overweight. Americans young and old should incorporate regular physical activity into their everyday lives. This does not necessarily mean joining an expensive gym or committing to a rigorous ‘exercise or training routine. It is sufficient to choose activities that fit into your daily routine that speed your heart rate and breathing, or increase your strength and flexibility. Examples include walking to work, gardening, taking extra stairs, or mowing the lawn with. 4 push mower. Besides building strength and aerobic fitness, regular exercise relieves stress,provides motivation, promotes relaxation, and facilitates sleep. Such activity reduces the risk of dying of coronary heart disease and decreases the risk for colon cancer, diabetes, and high blood pressure. Regular physical activity is important throughout life. Healthy lifestyles are more influential than genetic factors in avoiding deterioration traditionally associated with aging. ‘The growing number of older Americans places increasing demands on the public health system and on medical and social services. Currently, almost one-third of total U.S. health care expenditures are for older adults. These expenditures are largely due to ueatment and care of chronic diseases, and the cost associated with many of these conditions could be reduced through reguier physical activity: For children, almost any physical activity is sufficient as long as they are moving. Playing actively or participating in athletic or physical fitness activities during school, running, biking, jumping rope, and dancing— instead of watching television or playing video ‘games— all provide children with the kinds of activity they need. [Disponive en: Acesso em: 2 outubro 2008) FAMILIARIZAGAO COM O TEXTO 4 Retire do texto acima: ‘a Dez exampios de palavras idénticas ou semelhantes aos vocdbulos da lingua portuguesa (exemplos: chocolate, bicycle) b Cinco exemplos de palavres nao cognatas da lingua inglesa cujos significado voc cia antes da leitura do texto. ‘¢ Com base no contexto, decuza o significado das palavras sublinhadas: Altis sufficient to choose activities that fitinto your daily routine that speed your heart rate and breathing, or increase your strength and flexibility. LelTURA EM LINGUA INGLESA | UMA ABOROAGEM INSTRUMENTAL | 21UNIDADE 3 | COGNATOS 2 Besides building strength and aerobic fitness, regular exercise relieves stress, provides motivation, promotes relaxation, and facilitates sleep. 3 The growing number of older Americans places increasing demands on the public health system and on medical and social services. APRESENTAGAO E PRATICA DE ESTRATEGIA IDENTIFICANDO COGNATOS A SEMELHANGA EXISTENTE entre a lingua portuguesa € a lingua inglesa em termos de vocabu- lério deve-se principalmente ao fato de o portugués ser uma lingua lating e de grande parte do vocabuléio inglés provir do latim, Por essa r2280, até os leitores que julgam nada saber sobre a lingua inglese conseguem reconhecer muitas palavras em textos nesse idioma. Por exemplo: im- portant, necessary, modem, dictionary, manual, interpretation, vocabulary, radio, cinema, mop, ‘etc, Tals palavras s80 denominadas COGNATOS. CONSOLIDAGAO COMPREENSAO GERAL E COMPREENSAO DE PONTOS PRINCIPAIS ‘1 Compreenséo geral Descreva em poucas palavras 0 assunto do texto, 2 Compreensao das ideias principais Relacione a coluna da esquerda & colune de direta, com base em informagées retiradas do texto: Nos tiltimos dez anos,] —_ 41 porcentagem de criancas que estéio acima do peso dobrou @ a porcentagem de adolescentes que estio acima do peso triplicou, bem 1999, () 2.as taxas de obesidade aumentaram mais de 60% entre os adultos. € De 1990 a 2000, [] 3 complicagées médicas associadas & obesidade em criangas podem levar & morte. HA 10 anos atrés, [] 4.a diabetes tipo 2 era desconhecida em criangas e adolescentes. | 22 | errors em Linus inctesa | UMA ABORDAGEM INSTRUMENTALCOGNATOS | UNIDADE 3 e Atualmente, [] 5 surgiram aproximadamente 50% de novos casos de diabetes infantil em algumas comunidades. f Desde 1980, [1] 6 aproximadamente 9 milhées de americanos jovens ou em tor- no de 15% de todas as criancas, estdo acima do peso. a diabetes diagnosticada entre adultos americanos aumentou 49% 8 atualmente 60% da populagdo tem diabetes. ‘9 61% da populacéo adulta estava acima do peso ou abesa. 3 Retire do 3° e Ultimo pardgrafos do texto: a Exemplos de atividades fisicas que podem ser realizadas por adultos. b Os beneficios que estas atividades podem trazer. € Os riscos que estas atividades podem evitar, ‘d Exemplos de atividades fisicas que podem ser realizadas por criancas.E-3 CONHECIMENTO PREVIO FAMILIARIZACGAO COM O TEXTO 4 Vocé leré a seguir um texto intitulado Why is Recycling Important? Antes de iniciar a leltura, reflita sobre 0 que vocé ja leu ou sabe a respeito do assunto (o que é recycling; materials; processos; beneficios/vantagens, etc). 2 Agora leia o texto a seguir € verifique se ele apresenta informacées que no foram mencio- nadas na questéo anterior. Why is Recycling Important ? id you know that you can help the Jenvironment in a lot of ways by recycling various materials, Read on to know how recycling can help protect and preserve the natural resources of our mother nature, ‘> What Is Recycling Before you know about the importance and benefits of recycling and its relation to a better environmental condition, it is essential to understand what is recycling, Recycling refers to the process of collecting used materials which is usually considered as ‘waste’ and reprocessing them. In this process these used materials, are sorted and processed to be used as 'raw materials’ for the production of new products. Recycling varies from ‘re use’ in the sense that while re use just means using old products repeatedly, recycling means using the core elements of an old product as raw material to 24 | LerTuRa EM LineuA INGLEsA | UMA ABORDAGEM INSTRUMENTAL‘manufacture new goods. Some of the most common items that are recycled are plastic, glass, paper, batteries, aluminum etc. > Process of Recycling ‘The recycling process involves three stages. In the first stage the old products are collected and processed, where they are sorted, cleaned and made ready for recycling or manufacturing new products. The second stage involves the manufacturing of new products from the raw material obtained by the processing of the old products. Finally, the process ends with the purchasing of recycled goods by the consumers. The more people step forward to buy recycled products the better the suecess of the recycling process can be ensured. Buying recycled products will only increase when every individual will develop an awareness of the difference that can be made by utilizing their old household objects as raw ‘materials to produce new goods and help the environment by recycling, + Why Is Recycling Important ‘The importance of recycling can be observed in multiple ways. If you are wondering in. your mind as to “why I should recycle” then here are some causes which should convince ‘you to do so. + Recycling Saves Energy When new products are manufactured from the raw material obtained from recycled products, it saves a lot of energy which is consumed for the production. When new products are manufactured from ‘virgin materials, the amount of energy consumed is much higher. Besides, the energy required to acquire and transport the ‘virgin’ rawr ‘materials from their origins or natural sources is also saved. Add to that the energy which is required to clean and protect the environment from the pollutant waste products, especially those which are non-biodegradable (plastic) and fill up the landfill areas. + Recycling Saves Environmental Conditions and Reduces Pollution Recycling helps in preventing global climate change to a great extent. By minimizing the energy spent on industrial production, recycling also helps in reducing greenhouse {2s emission, Some of the major fossil fuels used in most industries include coal, diesel, gasoline ete. All these emit harmful gases such as methane, sulfur dioxide, carbon dioxide to the environment. The processing of fresh raw material also creates ‘oxic materials which pollute the environment. By reducing the energy used, recycling also minimizes the amount of fuel usage which in turn reduces the amount of harmful pollutants in the environment. LEITURA EM LINGUA INGLEsA | UMA ABORDAGEM INSTRUMENTAL | 26UNIDADE ¢ | CONHECIMENTO PREVIO + Recycling Saves Natural Resources ‘We know that recycling involves the processing and usage of the core elements of an old product for the production of new products. This helps in saving our natural resources ‘to a great extent. For example, once an old newspaper is recycled we do not need to use the resource of another tree to produce new paper products. This way, proper recycling can help us preserve our natural resources for our future generations and maintain the balance of the nature. + Economic Benefits Similar to energy and natural resource, recycling also helps in saving a lot of expense, demanded for the production of new products from ‘virgin’ materials. These expenses include the entire production cycle starting from acquiring the raw materials, transferring them from their origin to production places, processing and manufacturing costs Recycling process creates employment opportunities for a lot of people, involved in the various stages of the process. This in turn contributes to the economic development of the state or country. + Recycling Saves Space for Waste Disposal Most of the landfill sites are filled up with a lot of waste products that could have been recycled effectively. Some of these waste materials belong to non-biodegradable category ‘which takes a long time to decompose. Recycling enables proper usage of these waste products and saves space for landfill. The pace with which landfills are getting filled up, soon we might run short of landfills unless we start following recycling at our own home: and spread the word to others. (Disponivel em upy/wornbuzalecom/artilesiwhy is recycling importanthtml>. Acesso em o6 [ule 2009) 3 Volte ao trecho “What is Recycling” e responda: a Como 0 autor define Recycling? b Que materials podem ser reciclados?ss SERRE pS CONHECIMENTO PREVIO | UNIDADE 4 4 Qual é 0 significado das seguintes palavras retiradas do texto: 1 Recycling refers to the process of collecting used materials which is usually considered as ‘waste’ and reprocessing them. Oresiduos C1 matérias Di desperdicio bin this process these used materials are sorted and processed to be used as ‘raw materials’ for the production of new products. CU materiais raros CO matéria-prima Co materiais reciclaveis ¢... recycling means using the core elements of an old product es raw material to manufacture new goods, Ddispendiosos Didescartaveis Dessenciais. 4... recycling means using the core elements of an old product as raw material to manufacture new goods. Uprocessos Li benteitorias C1 produtos @ Buying recycled products will only increase when every individual will develop an awareness of the difference that can be made by utilizing their old household objects as raw materials to produce new goods and help the environment by recycling. Ui consciéncia Uconceito Oalerta '5 Abaixo esto representadas, em forma de desenho, as etapas descritas no trecho Process of Recycling. Enumere-as de acordo com a sequéncia cronolégica descrita no texto. LerTurA em Lincua inctesa | uma ABORDAGEM INSTRUMENTAL | 27UNIDADE 4 | CONHECIMENTO PREVIO| Igue 05 titulos aos fatos: Recycling saves energy L] Recycling saves environmental conditions and reauces polution L] Recycling saves natural resources [] Economic benefits _] Recycling saves space for waste alsposa/ I] wawunaa a0 espaco destinado aos aterros sanitérios deveria ser utiizado prioritariamente para acomodar Produtos biodegradvels, uma vez que produtos néo-biodegradéveis levam muito tempo para se decompor. bo processo de reciciagem gera novas oportunidades de emprego contribuindo para o desen: volvimento econémico do pais. 2 preservagSo de recursos naturals e a manutencéo do equilbrio da natureza se faz através da reutiizagéo de produtos descertados. a diminuig&o do gasto de energia utlizada leva a um menor uso de combustivel, contribuindo assim para a reducdo de poluentes no meio ambiente ea utilizagSo de matéria prima a partir de produtos reciclados para a fabricagio de novos pro- dutos economiza energia 7 Vocé concorda com 0 texto? O que tem sido feito na sua casa, escola, no seu ambiente de trabalho com relagao ao assunto tratado? APRESENTACAO DE ESTRATEGIA ACIONANDO CONHECIMENTO PREVIO A COMPREENSAO DE UM TEXTO depende em grande parte do conhecimento que 0 leitor j4 possul e que se encontra armazenado em sua membéria ~ ou seja, de seu conhecimento prévio. Esse conhecimento resulta da aprendizagem acumulada com base nas experiéncias vivenciadas pelo individuo ao longo do tempo e pode ser acessado para auxiliar na assimilaco de informa- Gées novas. © conhecimento prévio é um recurso fundamental no processo de compreenséo, pols possibilita a formulago de hipéteses ¢ inferéncias pertinentes ao significado do texto. LeiTuRa EM LinGua INcLEsA | UMA ASORDAGEM INSTRUMENTALCONHECIMENTO PREVIO | UNIDADE 4 CONSOLIDAGAO COGNATOS 4 Volte ao texto ¢ encontre o equivalente em inglés das seguintes palavras: importancia, essencial materiais __ elementos papel _ aluminio causas Proteger _ iat poluicao preservar relagéo proceso _ producéo pléstico baterias beneficios energia _ biodegradavel emisséo decompor1-1 SKIMMING 6 Signs of Caffeine Addiction CAFFEINE WITHDRAWAL TYPICALLY SETS IN AFTER 12 TO 24 HOURS OF ABSTAINING FROM CAFFEINATED DRINKS Caffeine alters mood and behavior, and it can also result in physical dependence, says Roland Griffiths, a professor in the departments of psychiatry and neuroscience at the Johns Hopkins School of Medicine. “People are hesitant to think of it as a drug of addiction because it doesn't have a lot of the health and adverse social consequences associated with, our classic drugs of addiction, yet the basic mechanisms by which it hooks people are very much like our classic drugs of addiction,” he says. Most people experience mild to modest withdrawal, Griffiths says, which is relieved by drinking coffee in the morning after abstaining from it overnight. Many people say, “I really don’t get going until I have coffee, [and] then 1 feel great’ What they're not recognizing is that if they didn’t consume coffee [at all, they would wake up feeling great,” Griffiths says. Here are some of the signs of caffeine withdrawal, which typically appear 12 to 24 hours after abstaining from coffee. + Headache + Lethargy +Depressed mood > Nausea Vomiting Muscle pain and stiffness (Disponiel em: hetp/ealthusnows.comyartices/ealth det tess/2c09 06/296 signs of calfeine addiction “Aces em: 30 jbo 2009) 20 | Lelrura em Lincua inctesa | UMA ABORDAGEM INSTRUMENTALSkimMine | UNIDADE 5 | Bullies and Their Victims: Wanna Fight? by Cent Thaw and Jorn Eowarn Gr sk a twelve-year-old what he or she hates most learn that the school bully outranks homework and tests on the fear factor scale. A bully is a child who deliberately and continuously uses physical assault or verbal abuse to harm another child that he or she sees young as eight years old, and school bullying peaks in the high school years. Bullies and their victims can be boys or girls, and bullying can take place in cyberspace as well as the schoolyard, Both the bully and his or her victim suffer, and some are driven to extreme or suicidal behavior. | According to a survey done by the American Academy of Child and Adolescent Psychiatry, 50 percent of school | age children report being bullied at some point during their school years, and 10 percent report being bullied continuously. Children in this age group are most intensely aware of their peers’ opinions, acceptance, and rejection. The experience of being singled out and picked on can turn into an ever more emotionally devastating downward spiral, and the experience of power felt by a bully can also become a dangerous emotional high that pushes him or her to more extreme behavior. Bullying takes place anywhere children gather: the playground, the cafeteria, the school hallways, the school bus, the mall, online on web sites such as My Space, or on cell phones via calls and text messaging. Bullying takes the form of punching, hitting, tripping, name. calling, posting embarrassing messages or photographs, or sending nasty messages. Bullies can be boys or girls, known or unknown to their victims. J (isponivel em htp:/orofathermag.comyo8 bly. Acesso em: 29 Junho 2009) LEITURA EM Lingua INcLesA | UMA ASORDAGEM InstRUMENTAL | 34umioave 5 | skimming FAMILIARIZAGAO COM O TEXTO ‘Leia os textos da pagina anterior, observando titulos, cognates, gravuras, bem como as pri- meiras e cltimas linhas de cada pardgrafo. Leve em conta também seu conhecimento prévio dos assuntos tratados. Em seguida, tente resumir, com suas palavras, a idéia central de cada um deles. & B: 2. Em sua opinido, quem sdo 0s provaveis leitores desses textos? A 8: APRESENTACAO DE ESTRATEGIA BUSCANDO A IDEIA GERAL DO TEXTO (SKIMMING) Esta ESTRATEGIA DE LEITURA consiste em observarmos 0 texto rapidamente apenas para de- tectar 0 assunto geral do mesmo, sem nos preocuparmos com os detalhes. Para tanto, é neces- sério prestar atengo ao layout do texto. titulo, sub-titulo (se houver), cognatos, primetras e/ou Gk timas linhas de cada pardgrafo, bem como a informagio néo-verbal (figuras, gréiicos e tabelas). ‘Skimming & muito utiizada em nosso dia-e-dia, quando folheamos um jornal ou revista para obter uma ideta geral das principals matérias/reportagens. No contexto académico € bastante empregada na selegéo de material bibliogréfico para trabalhos de pesquisa CONSOLIDAGAO COMPREENSAO DETALHADA Volte aos textos e releia-os, desta vez para ir além do nivel de compreensdo geral dos mesmos. 4 Leia os textos novamente e assinale verdadeiro (V) ou falso (F) para as seguintes afirmacGes: Texto A: 2 A cafeina, além de alterar o comportamento, pode causar cependéncia. [1] b A cafeina também é considerada, pels maioria das pessoas, uma droga que vicia, pois acerre- ta 0s mesmos sintomas que outras drogas. [1] € A maioria das pessoas sofre de abstinéncia leve a moderada, a qual € superada logo apés beber café na manhé seguinte. C1 4 Dr, Griffths afirma que as pessoas sé acordam se sentindo bem se tomarem café. _] ‘@ Aiguns dos sintomas relacionados @ falta de cafeina so: dor de cabeca, depressiio e visio turva. 32 | LEITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTALTexto B: a As tarefas e proves so os fatores que mals amedrontam as criangas de 12 anos. [] Em toro de 10% das criangas sofrem ameagas durante o perioco escolar, (] ¢ As vitimas da perseguicéo na fase escolar podem ter problemas emocionais ] 1d 0s bullies, isto 6, aqueles que ameacamiperseguem, so, na matoria das vezes, conhecidos de suas vitimas. 1) @ As agressées podem ser de varios tipos: socos, surras, raste'ras, xingamentos, mensagens abusivas e fotos comprometedoras. 1) LerTURA Em Lincua incLesa | UMA ABORDAGEM INSTRUMENTAL | 33 |I-1 SCANNING “+The Women" is a remake of the 1939 George Cukor cassie The updated version fotons 8 group of female ends vten the one they envied most dlcovers her husband's cheating on her. thr 54min. [MPAA RATING: PG-13 for sex elated materia, nguage, some crag use and bia smoking. ‘Starnuna: Neg Ryan, Annette Bening, Eva Mendes, Debra ‘Messing, Jada Pirkett Smith ‘= Raised on 8 Greek island by a formerly ebellous mom who never ‘isclosedt the identy of her father, a bride-to-ba locates three men ‘ho might be her fathor and inves them to her wedding, 108 Manvtes. MPAA RariNe: PG-13 for some sex-related comments. “Srarwin: Mery Streop, lore Brosnan, Amanda Seyffied, Coin Ft, Stolan Searsgard| ++ The Capes Crusader retuns,protecing Gotham Cty from the ‘mac criminal mastermind, The Joker +2132 min MPAA RariNe: 13 for intense saquonces of volence anc some ‘Srareino: Cristian Bole, Heath Ledger. Aaron Eckhart, Magaie ‘Gylenneal, Michaol Caino, Gary Oldman, Morgan (Diopnie en -wostceicomepaynenseviewy_/>Aeeso en 12 de novembre 208) 34 | veruRA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTALSCANNING | UNIDADE 6 it the illuminated ‘Paris of the East’ and spend an enjoyable evening in a traditional restaurant in the hills of Budal We'll serve you a traditional Hungarian three-course menu accompanied ‘with wine, During the dinner you can enjoy a colourful Folklore Show Programme with dancers - dressed in folk costumes - and Gipsy Music. Next well drive around the illuminated city and stop ‘on top of the Gellért Hill (Citadel), the most spectacular viewpoint of Budapest. The tour ends at your hotel or at Monte Carlo Budapest. (voucher for free admission incl). DATE & TIME: | Arms-Octontr: Tue, Thur, Fe, Sat.19.00 Noveusen-Manci (exc. Jas): Fe, Sat 19.00 | DURATION: 4 hours PRICE: RESERVATION: Aowir: 65 EUR Should you be interested in the above Coneones 32 EUR program or need help, please do not The price includes free pickup hesitate to contact us at | service jo minutes before info@sightseingtoursbudapest.com | ‘the tour starts. Sees p ponivel em: hitpwownsightseingtours budapest com en/budapest by-night p> ‘Aces em: 23 novembro 2008) FAMILIARIZAGAO COM O TEXTO 4 Observe rapidamente os textos A B acima ¢ indique seus respectivos géneros: Ci bula de remédios Oantincio de pacote turistico OO segao de clasificados CO tirinha humoristica Ui sinopses de filmes 2 Agora localize as seguintes informacées no texto-A: a0 filme de mator durago bo filme de menor duragéo LelTuRA EM Lingua inetesa | UMA AsoRDAGEM insTauMeNTAL | 38unioape 6 | SCANNING a idade minima exigida pela censura para assistir os flmes 0s filmes que contém assunto relacionado a sexo @ ofilme que se passa em uma iiha grega __ do filme que tem a atriz Meg Ryan no elenco @ 0 género a que pertence o filme “The Dark Night” __ fo filme que é uma refllmagem de um classico 3 Observe 0 texto-B e explique a que se referem os itens abaixo: a4 hours: b 32 EUR € info@sightseeingtoursbudapest.com: April-October: Tue., Thur, Fri, Sat. 18.00 4 Localize no texto-B as seguintes informacées: Cidade européia comparada a Budapeste _ bb Trés atividedes incluidas na excurséo € O més em que a excursdo nao 6 oferecida APRESENTAGAO DE ESTRATEGIA BUSCANDO INFORMACOES ESPECIFICAS NO TEXTO. (SCANNING) COMO VIMOS ANTERIORMENTE, nossos objetivos determinam 0 modo pelo qual realizamos 8 Ieitura. Quendo buscamos uma informaco especifica, concentramos a atenco apenas em identiicé-la, ignorando outros detalhes do texto, Essa técnica de leitura, conhecida como scan- ning, consiste em correr repidamente os olhos pelo texto até localizer a informacéo desejada O scanning é prética rotinelra na vida das pessoas. Alguns exemplos tipicos so 0 uso do di- cionério pare obter informago sobre o significado de palavras, a busca de um ntimero na lista telefénica ou a utilizago do indice de uma revista ou livro para encontrar um artigo ou capitulo Ge interesse. Essa técnica no exige leitura completa nem cetalhada do texto, | | estan tion wea a ASDA NSRRUGRSSCANNING | UNIDADE 6 CONSOLIDACAO SKIMMING E GENEROS TEXTUAIS HAIR CARE For a long while, | thought about donating my hair. I'd always been told | had perfect hair ~ i's super- long, really thick, and it has beautiful natural blonde highlights. | decided | just wasn't able to give that up yet. Then my amazing guy friend got leukemia - for the third time! His closest guy friends always shave their heads in support whenever he goes through chemo. | went to seventeen.com, saw your Locks of Love video, and realized it was just halt — other people need it more than I do. So had it cut off (which feels reatly weird!) | wanted to let you know your video inspired me to be a better person. Jenny, 15, atascaderojca Fonte: Revista Seventeen fan 2007), 4 Observando o layout, a fonte, cognatos e dicas tipogréficas (negrito, itélico, etc.) faga uma Ieitura répida do texto (skimming) para identificar 0 assunto tratado. 2A que género pertence 0 texto Hair Care? Lrelato de pesquisa O segao “Carta ao Lettor” O segao “Carta ao Editor" Oentrevista icas do texto que o auxiliaram na identificacao do género. '3 Cite algumas caracte! (EivORA' ea Unvaua WetesA [Uw ABoRDAGEM wermuwewrat | s |WA INFORMAGAO NAO-VERBAL Internet video threatens TV embers of the Baby-Boom generation are increasingly shifting away from M: sal fe of ers nt ana ade ped ‘more free time online than they do watching TY, according to a study by CChangeWave Research, The May benchmark survey of business professionals ages 45-63, focused on TV viewing hhabits vs. home internet usage. It found that Boomers spend an average of 12.9 hrs/week online, compared with only 12.8 hours/week watching traditional TV. It also found that many Boomers would be willing to give up their subscription TV service if they could get the same programming online. GRAFICO1 Traditional TV Viewings vs. Online Activities (May 2008) Average of non-business hours per week boomers spend online vs. Average of hours per week boomers spend watching traditional TV Non- Business, 129 Hours Online Hours Watching. ns ‘Traditional TV 0% opi" 2008 GrangaNieveResearah Moreover, by afive-toone margin Boomers are watching less traditional TV than they did a Year ago. Among this group, 62% say it’s because they're not as interested in what's on TV these ays, and another 26% say they/re spending more time suefing the web, ChangeWave saidINFORMAGAO NAO VERBAL | UNIDADE 7 + Traditional TV vs. Alternative Programming Among traditional TV viewers, 20% of survey respondents say they would be likely to downgrade or cancel their current TV service package in the next six months. The likelihood of canceling is highest among cable (22%) and satellite subscribers (22%), and lowest among, fiberoptic TV subscribers (7%). ‘When asked which one paid subscription - among all media choices - they'd be most willing to give up, 44% selected TV service, which fared significantly worse than any other subscription service. GRAFICO2 ‘Subscription Services Most Likely To Be Given Up (May 2008) Ifyou had to give up one subscription service you currently pay for, ‘which subscription service would it be? Home Sehvce Teephone Rental Service (Conright 2009 ChangeWave Research ChangeWave said that the vulnerability oF TV subscription services is a direct result of the growth of internet video, which is providing a direct threat to traditional TV, More than. twotthirds of Boomers (69%) say they've watched video content on their computer over the past 90 days and 48% say they'd be willing to pay a monthly fee for a subscription to an internet video service if it provided the same programming currently available on TV. In terms of the top TV websites, YouTube.com (79%) is the leading online website Boomers use to watch video, followed by TV network websites (39%), Hulu.com (16%) and iTunes (22%). + Some Ads Okay In terms of willingness to watch ads associated with internet video, the survey found, not surprisingly, Boomers clearly want to see fewer ads than they do with conventional broadcasting. However, more than two thirds (68%) say they are willing to view at least some ads online.Video Advertising vs. Broadcast Advertising (May 2009) ‘Compared to conventional broadcasting, how many advertisements - if any are you willing to view when you watch video through your computer? 60% 47% 40% ‘Copright 2008 Grergevlave Research About the research: The survey was conducted by polling members of the ChangeWave Alliance Research Network, a group of 20,000 business, technology and medical professionals and early adoptest. ChangeWave surveys this network of members weekly ‘on a range of business and consumer topics, and converts the information into a series of proprietary quantitative and qualitative reports. (Disponivel em: hp www marketingeharscomtelevisonjonine video threatens ty- among boomers 9935/ changewave tolerancecnlinevideoty advertising may-2009jpg/Acesso emt 02 de agosto 2009) FAMILIARIZAGAO COM O TEXTO 4 Observando apenas 0 titulo e graficos, descreva em poucas palavras © provavel assunto do texto. 2. Com base nos cognates e palavras/expressées que vocé jé conhece, confirme ou refaca a resposta dada no exercicio anterior. | 40 | Lerruna em Lingua INGLESA | UMA ABORDAGEM INSTRUMENTALINFORMAGAO NAO-VERBAL | UNIDADE 7 Bidentifique o grafico (1, 2 ou 3) que apresenta as seguintes informacées: aL] Otelefone fixo jé n&o é um servico indispensavel. bl] ATV por assinatura lidera entre os servigos que se deseja cancelar. LAs pessoas gastam mais horas do seu tempo live on line do que assistindo televiséo. aL] 22% dos entrevistados n8o gostariam que comerciais fossem exibidos na Internet. (1 As pessoas ainda vatorizam a informacéio em papel como jorais € revistas. # 11 Os servicos de telefonia mével esto entre os preferidos entre as pessoas entrevistadas. 9] 65% dos entrevistados afirmaram que gostariam de ver menos comerciais na Internet. APRESENTAGAO E PRATICA DE ESTRATEGIA EXPLORANDO A INFORMAGAO NAO-VERBAL Como © PROPRIO TITULO SUGERE, Informacdo ndo-verbal é toda Informagtic fomecida por meio de figuras, graficos, tabelas, mapas etc. O leitor poderd se concenirar neles a fim de obter a informago que deseja ou necesita. No entanto, sabe-se que, no raro, a informagio néo-verbal é ignorada ou considerada su- pérfiua pelo lettor. Contudo, se 0 autor a colocou a disposigso, é porque ela deve ser observada. De fato, em muitos textos que combinam informagao verbal e n&o-verbal, aqullo que se busca pode estar apenas no grafico ou tabela, por exemplo. Nesse caso, a leltura do texto passa a ser ‘apenas a confirmagio das informagées obtidas por meio de tais recursos. 4Volte aos gréficos e retire pelo menos mais trés informacées apresentadas pelo autor. CONSOLIDAGAO CONHECIMENTO PREVIO, SCANNING ‘4Vocé conhecia as Idélas tratadas no texto? Se sua resposta for afirmativa, pense em como esse conhecimento prévio do assunto facilitou sua leltura. 2Utilizando a estratégia scanning, localize as seguintes informagées no texto: a 2 faixa etaria das pessoas entrevistades:UNIDADE 7 | INFORMAGAO NAO-VERBAL b ontimero de horas que as pessoas passam on line nas suas horas de folga: © a porcentagem de pessoas que disseram néo ter muita Interesse pelos programas exibidos na televisdo atualmente: do tipo de servigo de TV por assinatura que os entrevistados mals gostariam de cancelar: ‘e.0 motivo pelo qual o habito tradicional de assistir televistio est sendo ameacado pela Internet: fo Website de TV mais assistido: | | Cera neeE-:3 INFERENCIA CONTEXTUAL Food Pyramidumtoape & | INFERENCIA CONTEXTUAL Oils + Most fats should be from fish, nuts and vegetable oils, + Limit solid fats such as butter, margerine or lard + Keep consumption of saturated fats, trans fats and sodium low + Choose foods low in sugar The Food Guide Pyramid jhe Food Guide Pyramid is one way for people to understand how to eat healthy. A T= of colored, vertical stripes represents the five food groups plus fats and oils Here's what the stripes stand for: 4 grains 2 vegetables 3 fruits 4 fats and oils 5 milk and dairy products ‘6 meat, beans, fish, and nuts ‘The US. Department of Agriculture (USDA) changed the pyramid in 2005 because they wanted to do a better job of telling Americans how to be healthy. The agency later released a special version for kids. Notice the girl climbing the staircase up the side of the pyramid? That's a way of showing kids how important itis to exercise and be active every day. In other. ‘words, play a lot! The steps are also a way of saying that you can make changes little by litle to be healthier. One step at a time, get it? + The Pyramid Speaks Let's look at some of the other messages this new symbol is trying to send: Eat a variety of foods. A balanced diet is one that includes all the food groups. In other ‘words, have foods from every color, every day. Eat less of some foods, and more of others. You can see that the bands for meat and protein (6) and oils (4) are skinnier than the others. That's because you need less of those Kinds of foods than you do of fruits, vegetables, grains, and dairy foods,INFERENGIA CONTEXTUAL | UNIDADE @ ‘You also can see the bands start out wider and get thinner as they approach the top. That's designed to show you that not all foods are created equal, even within a healthy food. ‘group like fruit, For instance, apple pie would be in that thin part of the fruit band because ithhas a lot of added sugar and fat. A whole apple — crunch! — would be down in the wide part because you can eat more of those within a healthy diet. (Disponivel em: « hupy/kidshealthorg/kid/stay_healthy/food/pyramid html>, Acesso em: 0607/2009.) FAMILIARIZAGAO COM O TEXTO 1Observando as ilustragSes ¢ 0 titulo descreva o que vocé pode antecipar sobre o contetido do texto. 2 Faca uma leitura répida para confirmar/descartar suas hipéteses. O texto correspondeu as suas expectativas? 3 Utilizando a estratégia scanning, localize as seguintes informacdes. Os 3 grupos de alimentos representados na piramide: bO grupo que 0 artigo coloca & parte em relaco aos outros cinco: ¢ Uma dleta balanceada deve incluir: A sigla USDA refere-se ao: Esta verso da pirémide é dirigida a 4 Apés uma segunda leltura do texto, procure deduzir o significado das palavras/expressées destacadas: a” Keep consumption of saturated fats, trans fats and sodium low b A rainbow of colored, vertical strives represents the five food groups plus fats and olls. © (5) — milk and dairy products You can see that the bands for meat and protein (6) and oils (4) are skinnier than the others. and get thinner as they approach the top. § Lerrura em Lincua inctesa | uma asoeoacem insteumeNtar | 48UNIDADE 8 | INFERENCIA CONTEXTUAL APRESENTACAO E PRATICA DE ESTRATEGIA FAZENDO /TECENDO INFERENCIAS CONTEXTUAIS ‘A mrsrincia 6 uma estratégia de grande valor na compreenséo de textos; muitas adivinha- ‘gBes/ suposigdes, que podem ser rejeitadas ou confirmadas, ocorrem até 0 leltor chegar & inter pretacdo da mensagem. Ao encontrar uma palavra desconhecida, podemas tentar a inhar seu significado fazendo uso do contexto, Isto &, observando @ sentenga em que @ palavra aparece ou as sentencas anteriores e posteriores. A habilidade de inferir é utlizada também para res- gatar mensagens que nao so indicadas explicitamente no texto. Esse proceso € conhecido come ‘ler nas entrelinhas Para ler nas entrelinhas 6 necessério ter em mente as ideias expressas pelo texto, ao invés de palavras isoladas. Consequentemente, os enunciados devem ser lidos por inteiro € nao elavra por palavra Para inferir palavras ou ideias de um texto, podemos utilizar os seguintes recursos: + Cowmircntenro mévio (background knowledge) —0 conhecimento que o leitor possui sobre oassunto tratado. + Conrexro ststanico ~ 0 significado do texto como um todo (ou seja, descobrir 0 significado de palavrasjideias a partir do contexto em que estao inseridas, aproveitando as informacoes contidas em palavras/sentencas que vém antes e depois e que contribuem para a construgao do sentido global do texto). ++ Conrexto uuxcutstico ~ pistas que indicam se a palavra é um substantivo, um adjetivo, um, verbo, et. ++ Conrexro xko-Lincutstico (ou informacao nao-verbal) — pistas contidas em gravuras, Braticos, tabelas, etc. “+ ConwECAMENTO SOBRE A ORGANIZACAO TexrUAL ~ pistas contidas no titulo, subtitulo, divisao em. paragrafos, etc 4.Nos exemplos abaixo, faca inferéncias para completar as sentencas: a Em uma biblioteca, os livios so _ de acordo com 0 assunto, titulo © autor. b Uma longa exposigéo a e ____ pode prejudicar a audiggo. € A poluigéo quimica pode ser muito prejudicial porque pode afetar a terra, o mar € dE impossivel conar com esta faca porque ela esta totalmente J corti tment Como vocé péde perceber, ao nos depararmos com algo pouce legivel, apagado ou incom- pleto, automaticamente procuramos utilizar essa habilidade para adivinhar 0 que falta e en- tender o texto. 2 Com base nas informagées acima, procure inferir os nomes dos filmes a seguir. | 46 | Lerurs em cincua inctesa | uma ABoRDAGEM INSTRUMENTALINFERENCIA CONTEXTUAL | UNIDADE 8 D_na fl_re seus _oi_m___id_s. © b___jodam____her ar___ha. 0s exemplos seguintes mostram que o mesmo processo acontece em inglés (assim como em qualquer outra lingua). '3Se a palavra weight for desconhecida, o seu significado poderé ser inferido quando a mes- ma for apresentada em contexto: Many people are worried about their weight. To reduce weight, they eat less, eliminate carbo- hydrates from their diet, do a lot of exercises to burn calories, etc. BNo texto abaixo, a palavra substituida por “tock (palavra inexistente, sem sentido) também pode ser deduzida pelo contexto. ‘She poured coffee into a tock. Then, holding the tock, she drank. Unfortunately, as she was pla- cing it on the table, the tock fell from her hand and broke. 5 Do mesmo modo, née é dificil deduzir o significado de “Mazda”, na sentenga abaixo: ve just bought a Mazda so | drive to work. 6 Utilize a mesma estratégia, Inferéncia, é usada para descobrir as palavras em Inglés que esto faltando nas seguintes sentencas: al removed the = ene teen eee Rachel is very hard working. On the other hand, her sister is very _ Everyone knows that if you step on an egg, it will from the shelf and began to read. JObserve o comercial publicado para divulgar os 30 anos da DISAL. Ao interpreté-lo procure ler nas entrelinhas e encontrar significado além do que esté expresso explicitamente pelo Com base nos conceitos apresentados na pagina anterior, identifique, os tipos de conheci- mento e contexto que vocé utilizou para chegar a interpretacéo do comercial. (eiFuRa Ew Uineua ictesa | ua Azonsacew msreumentAr | 47 |UNIDADE & | INFERENCIA CONTEXTUAL the older it is The oldest boo! distributor in Brazil as re the better it gets | Tone New Roisin BLT, 26 Now, 998INFERENCIA CONTEXTUAL | UNIDADE € CONSOLIDAGAO INFORMAGAO NAO-VERBAL E OBJETIVOS DA LEITURA 4 Observe 0 layout do texto “The Food Guide Pyramid” e o subtitulo: The Pyramid Speaks. Vocé concorda com essa afirmativa? O que a piramide tem a dizer? 3 Como vocé avalia a contribuicdo das ilustrages (informagdo ndo — verbal) para a compre- ‘ensdo da mensagem do texto? 4 Assinale o provavel objetivo do leitor ao ler 0 texto? O diversio Dapticacao pratica Di enriquecimento intelectual LEITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTALEF] PALAVRAS-CHAVE (Gar Valk COULD CARS TALK TO EACH OTHER DIRECTLY TO MAKE THE STREETS SAFER? ar accidents kill 115 people a day in the U.S. and cost an annual s230 billion. ( Cautious drivers can avoid only so much danger, especially when its a car running ‘a red light, or a truck that pops out of a blind spot. But commuting could get safer with new in-car technology that warns you of that vehicle just around the corner — and even hits the brakes for you. | so | terrura em uincua inctesa | UMA ABORDAGEM INSTRUMENTALPALAVRAS-CHAVE | UNIDADE 9 “Most car communication networks in development use the same Wii d laptop. But those units were made to pick up a signal from the router on your bookshelf, not dozens of signals zipping by at 50 mph and creating “digital echoes" as they reflect off buildings. So the Australian company Cohda Wireless designed a Wii chip with a receiver that better ‘tracks a moving signal and algorithms that filter out interference. The radio broadcasts a car's, location and speed to every similarly equipped vehicle within at least 5co feet. Thinking about passing an 18.wheeler? The chip detects an oncoming cars signal and sounds a warning In 700 tworcar trials, the company’s radio warmed drivers of oncoming danger 21 seconds in advance — 18 seconds faster than similar systems, If « large-scale test later this year in Australia goes well, the tech could reach consumers by 2012, In the future, says Paul ‘Alexander, Cohda's chief technical officer, it could integrate with automatic steering and braking to respond to immediate hazards. ‘Auto-safety experts estimate that the system could reduce carraccident deaths by up to 50 percent. “It’s a bold claim,” Alexander says, “but people's inattention is a big factor in road. accidents. Technology is always on — it’s always thinking and always aware.” Collision Avoidance: Vehicles transmit their speed and position to cars within at least 500 feet, 10 times per second [A]. Onboard computers analyze the data and warn the driver of, for example, imminent collision with a car running a red light [B} ‘Traffic Updates: Each car's radio unit records road conditions and backed-up traffic [C] as it tavels and uploads the date to light-pole mounted units [D], which relay real time conditions to trafficcontrol centers and suggest detours [E] to drivers. {Disponivel em: vrwns-popsc.com/carsatticle/2009 o4/cartalk/>. Acesso em: 05 de maio 2009)UNIDADE 9 | PALAVRAS-CHAVE FAMILIARIZAGAO COM O TEXTO 4 Observande © titulo, subtitulo e as gravuras, faca previsbes sobre o provavel assunto do texto. 2 Utiizando seu conhecimento prévio e apoiando-se de modo especial nos cognatos e nas palavras/expressdes que vocé conhece, faca um skimming do texto para confirmar ou refa- zer a previsdo felta anteriormente. 3 Relacione as idéias al yrafos nos quais elas aparecem (I, Ih Ill, IV, V, VI): ‘a Nos Estados Unidos, os acidentes de carro matam centenas de pessoas diariamente e causam grande prejuizo financeiro. [] com os paré b A unidade de rédio instalada nos carros registra as condigdes das estradas e do transito du- rante o trajeto, e transmite tais informacées para os centros de controle de tréfego, sugerindo atalhos aos motoristas. C] © O chip W-Fi encontrado em laptops néo € apropriado para o novo sistema, uma vez que os edificios interferem na transmissdo dos sinals, criando o que os especialistas chamam de “ecos igitets*. C1] 4 A colis8o de veiculos pode ser evitada, uma vez que computadores de bordo transmitem a velocidade e posi¢éio dos carros em um perimetro de no minimo 150 metros. [] @ Ire vir do trabalho de carro pode ficar mais seguro com a nova tecnologia digital instalada nos carros, a qual alerta sobre o perigo Iminente e até mesmo executa agées defensivas. [] # Os especialistas acreditam que a nove tecnologia reduziré sensivelmente o niimero de mortes por acidentes de carro. L] 9 O chip desenvolvido pela empresa australiana Cohda Wireless tem um receptor que rastreia melhor um sinal em movimento, bem como algoritmos que filtram a interferéncia causada pelos “ecos digitals’. C) A nove tecnologia estaré disponivel para o consumidor muito em breve se o teste a ser reali- zado na Austrélia for bem sucedide. [] 4A que se referem as seguintes informagées destacadas em negrito? a Car accidents kill 115 people a day in the US. and cost an annual $230 b In 700 two-car trials, the company's radio warned drivers of oncoming danger 21 seconds in advance — 18 seconds faster than similar systems. | s2 | cerruna ew Lingua INGLESA | UMA ABORDAGEM INSTRUMENTALPALAVRAS-CHAVE | UNIDADE 9 € Ifa large-scale test later this year by 2012. Australia goes well, the tech could reach consumers Auto-safety experts estimate that the system could reduce car-accident deaths by up to 50 percent. APRESENTAGAO DE ESTRATEGIA IDENTIFICANDO PALAVRAS-CHAVE AS PALAVRAS-CHAVE SiO imprescincivels para a compreenstio do texto porque tém relacéo di- reta com o assunto tratado. Tais palavras so de fécil identificaco, pols uma de suas caracteris- ticas é a repetigso ao longo do texto. Além disso, sdo em geral substantivos ~ classe de palavras que contém muito significado. O reconhecimento das palavras-chave nos auxiia a identificar 0 ‘assunto e construir o significado do texto, Portanto, devemos sempre procurar identificé-las para faciltar/otimizar a compreenséo durante 6 processo de leitura. Complete 0 diagrama abalxo com as palavras e expresses que, em sua opiniéo, foram es- senciais para a compreenséo do texto. ATSVRSESAY RRNA «+UNIDADE 9 | PALAVRAS-CHAVE CONSOLIDAGAO INFORMACGAO NAO-VERBAL E INFERENCIA CONTEXTUAL 4 Qual a relagio das figuras com a mensagem do texto? 2 Utiizando a estratégia de inferéncia, deduza o significado das palavras em negrito nas sentencas abaixo retiradas do texto: ‘a especially when its a car running a red light, or a truck that pops out of a blind spot Ci desaparece Osurge Opule b ..designed a Wi-Fi chip with a receiver that better tracks 6 moving signal and algorithms that filter out interference, O movimenta Ditraca Orastreia € The radio broadcasts @ car's location and speed to every similarly equipped vehicle within at least 500 feet CO cetecta Dansmite — C1 localiza | se | vrruna ew uveua metsea | une ABoRonGii INSTRUMENTALCEN / UFS REG._10169314 ‘1 GRUPOS NOMINAIS Don’t write off organic food THE FOOD STANDARDS AGENCY'S REPORT COMPLETELY FAILED TO ADDRESS THE LONG-TERM EFFECTS OF FARMING CHEMICALS ON HUMAN HEALTH, WRITES MOLLY CONISBEE. id you know that the average Jindustrially-produced apple may have been sprayed up to 16 times with 30 different chemicals? Or that exposure to pesticides hhas been linked to birth defects, male infertility and nervous system disorders? Well, he Food Standards Agency's report on organic farming ‘would leave you none the wiser. It completely failed to address the long-term effects of farming chemicals on human health. ‘The study, which concentrated on the nutritional content of organic food compared to non-organic food, claimed there was litle difference between the two. But with closer reading the researchers do report in their analysis that there are higher levels of beneficial rutients, such as flavonoids and beta carotene, in organic compared to non-organic foods. But the FSA don’t consider these differences to be "important". Spe uy nudous-and coveted in denial LEITURA EM LINGUA INGLEsA | UMA ABORDAGEM INSTRUMENTAL | 65‘The study concluded that there was no need for people to buy organic food for health, benefits, but people don't only buy organic food because they think it will make them healthier. The EU's Quality Low Input Food project has found that regular buyers of organic food have a much more sophisticated understanding of the range of benefits that organic farming and food deliver, which stretch well beyond the nutritional. ‘The environmental advantages are self evident: organic farms have on average 30 per ‘cent more species and 50 per cent more overall numbers of wildlife such as birds, butterflies and bees. Compassion in World Farming, the recognized experts on animal welfare, says ‘organic farming has the potential for the highest animal welfare standards, Artificial nitrogen fertilizer is banned in organic farming, so there are fewer runoffs of nutrients that cause the algae blooms in coastal waters which can have severe impacts on wildlife. There is also less dangerous waste on organic farms than on non-organic farms, (Gur future will be dominated by climate change. Here organic farming is leading the ‘way, by using solar powered fertility through crops like red clover that fix nitrogen into the soil for subsequent crops. For our own health and the health of the planet, organic food and farming will play a big part in a sustainable food and farming future. ‘Molly Conisbee is Director of Campaigns and Communications at the Soil Association. (Disponivel em: .Acosso em: 18 de agosto 2009,) FAMILIARIZAGAO COM O TEXTO 4 Observe o titulo, a figura que ilustra 0 texto e a legenda e diga qual 0 provavel assunto do texto: 2 Faca uma leitura répida do texto (skimming) e confirme ou refaca a predicao feita na ques- 180 anterior. 3 Relacione os pardgrafos do texto (Il Il IV ou V) as suas respectivas ideias principais. 1 Relato de um estudo feito sobre as diferengas nutricionais entre os produtos arganicos e ndo-organicos, (1 Os beneticios do cultivo dos produtos organicos pars o bem-estar dos animais e do meio-ambienteGRUPOS NOMINAIS | UNIDADE 10 116s efeitos dos produtos quimicos usados na agricultura tradicional para a satide. Da importéncia da agricuttura de produtos organicos para o futuro do planeta. el Atepese por oretisetorAricosvairelemcia questo riticional. 4 Agora volte ao texto e, utilizando a estratégia scanning, encontre as seguintes informacées: a Aiguns dos efeitos colaterals dos pesticidas para o homem. BA diferenga nutricional entre produtos orgénicos e nao orgénicos. € Os motivos pelos quais as pessoas preferem os pradutos organicos. As vantagens que © cultivo de produtos orgénicos traz a0 meio ambiente. APRESENTAGAO E PRATICA DE ASPECTO LINGUISTICO GRUPOS NOMINAIS (©5 GRUPOS NomINAlS so formados de um nuicleo (substantive) e um ou mats modificadores (que podem ser adjetivos ou outros substantivos). Em portugués, 03 modificadores geralmente aparecem DEPOIS do nucleo (exempio: escéndalos financeiros). Em Inglés, porém, os modifi. cadores quase sempre aparecem ANTES do ndcleo: financial scandals. Por isso, é importante ‘observar que, em inglés, 0 nticleo seré quase sempre a titima palavra do grupo nominal. Nos {rés grupos nominais seguir, os nticleos S80, respectivamente, complex, teacher e women: a. the biggest industrial Latin American complex, b. my new Mathematics teacher, c. three beautiful women. Algumas vezes, entretanto, 0 grupo nominal poderé incluir uma preposicdo (in, on, at, of, for, etc); nesses casos, o nucleo seré a palavra que precede a preposicéo. Exemplos: the colour of his hair; the funny picture on the blackboard the fear in her voice. 41As siglas abalxo so grupos nominais. Com base na informacdo fornecida em inglés, procu- re dedurir o significado de seus correspondentes em portugués: IMF (International Monetary Fund) FM EU European Union) OE aca UNO (United Nations Organization) ONU: LerTURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL | 57 |UNIDADE 10 | GRUPOS NOMINAIS 2 Identifique 0s nticleos dos grupos nominais abalxo, retirados do texto, e traduza-os: a the average Industrally-produced apple b the long-term effects of farming chemicals on human ¢ the nutritional content of organic food non-organic food ¢ higher levels of beneficial nutrients. _ # regular buyers of organic food g The environmental advantages bh Artificial nitrogen fertlizer 4 severe impacts on wildlife 8 Sublinhe os grupos nominais do paragrafo abaixo, extraido do texto, ¢ circule seus respec- tivos nticleos: Our future will be dominated by climate change. Here organic farming is leading the way, by using solar powered fertility through crops like red clover that fix nitrogen into the sail for subse- quent crops. For our own health and the health of the planet, organic food and farming will play a big part in a sustainable food and farming future. CONSOLIDAGAO PALAVRAS-CHAVE E INFERENCIA 4 Identifique as palavras que foram importantes na construcao do significado do texto. 2 Utilizendo a estratégia inferéncia, deduza o significado das palavras em negrito nas sen- tengas abai a It completely felled to address the long-term effects of farming chemicals on human health. O direcionar CO enderecar D abordar b The EU's Quality Low Input Food project has found that regular buyers of organic food have a much more sophisticated understanding of the range of benefits that organic farming and food Celiver, which stretch well beyond the nutritional CO superam Uestendem OD alongam € Artificial nitrogen fertilizer is banned in organic farming, so there are fewer run-offs of nutrients that cause the algae blooms in coastal waters .. CO corenteza OD escoamento Oeorida 4 ...organic food and farming will play a big part in a sustainable food and farming future. Citerao um papel importante fardio uma grande partida Ci seréo ampliados se |ceiraan ov Un aaa [Gan RNS AEDKil REFERENCIA PRONOMINAL UK couple defend son’s assisted suicide at Swiss clinic STORY HIGHLIGHTS Young rugby player, paralyzed after accident, commits suicide in Switzerland + Police interview man and woman about the death of Daniel James, 23 + Itis illegal in UK and much of Europe to assist with suicide + Assisted suicide is legal in Switzerland, Netherlands, Belgium, Luxembourg LONDON, ENGLAND (CNN) - POLICE HAVE LAUNCHED AN INVESTIGATION AFTER A YOUNG DISABLED SPORTSMAN TRAVELED TO SWITZERLAND TO COMMIT SUICIDE, UK MEDIA REPORT. [chest down in March 2007 when a rugby scrum collapsed on top of him during match practice, dislocating his spine, the UK's Press Association has reported. Worcestershire Coroner's Service, which is conducing an inquest into the circumstances of his death, states on its Web site that James died on September 12 after he “traveled to Switzerland with a view to ending his own life. He was admitted to a clinic where he died.” ‘The inquest was adjourned on September 19 for reports. D: James, 23, from Sinton Green in western England was paralyzed from the ‘West Mercia police say that a man and a woman are helping the force with their enquiries, illegal in the UK, as itis in most other European countries. James, who played rugby for England under-16s, was a university student at the time of his injury last year. He is believed to be the youngest person from the UK to have traveled to Assisting someone to coramit suici Switzerland to commit suicide.umipape 11 | REFERENCIA PRONOMINAL Ina statement Friday, reported by PA, James’ parents said that he had attempted to kill himself several times already. “His death was an extremely sad Joss for his family, friends and all those that care for hhim but no doubt a welcome relief from the ‘prison’ he felt his body had become and the day-to-day fear and loathing of his living existence, as a result of which he took his own life. “This isthe last way that the family wanted Dan's life to end but he was, as those who know him are aware, an intelligent, strong-willed and some say determined young man,” PA reported James’ parents as saying. “The family suffered considerably over the last few months and do wish to be left in peace to allow them to grieve appropriately.” James’ parents added that their son, “an intelligent young man of sound mind,” had never ‘come to terms with his condition and was “not prepared to live what he felt was a second- class existence’. ‘Adrian Harling, the family solicitor, would not comment on the investigation, PA. reported. More than 100 people from the UK who have committed suicide in Switzerland have traveled to the Dignitas Clinic in Forch. It is not known if James attended the clinic. Switzerland, along with Belgium, Luxembburg and the Netherlands, are the only European countries where authorities will not prosecute those who assist with suicide. {(Disponivel em: , Acessa em: 06/07/2005) FAMILIARIZAGAO COM O TEXTO ‘Identifique a fonte do texto. 2A seguir, faga uma leitura répide do mesmo prestando atencao ao seu “layout”. 3 Que caracteristicas 0 distinguem dos demais textos apresentados até agora? 4 Qual a funco das aspas ne caso especifico deste texto? 5 Identifique duas fontes de informacdo citadas na matéria do jornal.REFERENCIA PRONOMINAL | UNIDADE 6 Através da estratégia scanning, localize as seguintes informacdes: a Onome ¢ idade do jovem que cometeu suicidio: b O pais onde ele faleceu ¢ O ntimero de pessoas do Reino Unido que cometeram suicidio na Suica: d Os paises europeus onde o suicidio assistico é legal: 7 Leia o texto mais detalhadamente e numere os acontecimentos na ordem em que ocorreram. a LJ James viajou para a Suiga para por fim a sua vida. bL A policia esté investigando as circunstancias da morte de James. ¢ L1 Daniel James, estudante universitério, era jogador de rugby. 171 Na Suica, James internou-se em uma clinica aonde veio a falecer. e LJ James ficou paraplégico apés um acidente durante uma partida de rugby. 8 Otermo eutandsia é bastante conhecido. Contudo ele ndio é mencionado no texto. Hé dife- renga entre suicidio assistido e eutanasia? 9 Discussao: Qual é a sua opiniao sobre o suicidio assistido/eutanasia? APRESENTAGAO E PRATICA DE ASPECTO LINGUISTICO REFERENCIA PRONOMINAL ‘AA REFERENCIA PRONOMINAL & Um dos recursos utiizados para dar coeréncia @ lingua; esse recurso leva @ uma interligagio légica das sentencas que compéem um texto. Ao invés de repetir algo mencionado anteriormente, pode-se utilizar elementos de referéncia tais como os pronomes pessoais: |, you, he, she, i, we, you, they (eu, vocé, ele, ela, nds, vocés, elesielas) os pronomes demonstrativos: this (istofeste/esta, that (aquilo, aquele/aquele}, these (estes, estas}, those (aqueles/aquelas); 0s pronomes relativos: who, that, which (quel; e 0s pronomes interroga- tivos: who, what, which (quem, o que. qual). Os elementos de referéncia tém a funcio de levar o pensamento do leitor de volta para algo que fol mencionado anteriormente, ligando’as idéias e tornando 0 texto menos repetitivo. Um texto pode ser mal compreéndido se o leitor ndo estiver ciente de ligagSo existente entre (05 elementos de referencia e as palavras que eles substituer. PRONOMES Pronomes séo palavras que substituem substantivos. O “antecedente” de uri pronome é a pa- lavra que ele substitu, Exempio: John has a car. He drives to wiork, Aqui o antecedente de he é John, He, portanto, refere-se @ John, LEITURA EM LiNGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL | 61UNIDADE 11 | REFERENCIA PRONOMINAL Entre as categorias de pronomes, tem¢ Pronomes Pessoais (|, he, she, we, they) que geralmente se referem a algo ou alguém especifico. Exemplo: Lions are opportunists; they prefer to eat without having to do much work, Pronomes Demonstrativos {this, that, these, those) que se referem a substantivos. Exemplos: A. dog’s intelligence is much greater than that of a cat, These cards are mine. Those are yours. Powerful people frequently are tempted to drop old friends In favor of those who are more powerful. They prefer to socialize with those of equal or superior power. Observagio: this ¢ that podem se referir a ideias completas Exemplo: She decided to sell the house, This really upset her neighbors. Pronomes Relatives que ligam oracées. Who e that referem-se a pessoas; which e that re- ferem-se a animais objetos; where refere-se a lugares. Exemplos: That's the teacher who/that voted against the proposition. The table whichithat had a merbie top cost too much, This is the place where the accident happened Pronomes Interrogativos (who, what, which) sio usados em perguntas. Exemplos: Who do you think you are? What are you doing? Which color do you prefer, red or yellow? ei aia een Greer eka ono Me My You You! Your He: Him His she Her Her tt it is We Us Our You You Your i They Them Their Theirs | 62 | LEITURA EM LincuA IncLesa | UMA ABORDAGEM INSTRUMENTALuNIDADE 1 REFERENCIA PRONOMINAL Pronomes pessoais retos tém a funcdo de sujeito da oracéo, portanto, aparecem antes do verbo. Exemplos: The boy has a dog. lt follows him everywhere, Julia is my friend. She gave me a birthday present. John and | watched some videos. We love watching science fiction. Observacdio: em oracdes come, Its raining ou It's 4 o'clock, a palavra it nfo contém informa- ‘G80. Nesses casos, ela é usada porque, em inglés, toda a oracio deve ter um sujeito expresso. Pronomes pessoais obliquos tm a fungéo de objeto direto ou indireto, Desse modo, ocor Tem apés 0 verbo da oracéo. Exemplos: The boy has a dog, It follows him everywhere, Julia is my friend. She gave me a birthday present. Adjetivos possessivos e pronomes possessives indicam posse. Os adjetivos possess vos sempre precedem o substantivo que madificam. Jé os pronomes possessivos substituem 0 substantivo a que se referem, evitando a repeticao de palavras. Exemplo: This is my umbrella. Yours is in the car. (adjetivo possessivo/pronome possessive) ‘One (plural: ones) é outra palavra de referéncia, pois pode estar no lugar de um substantivo, Exemplos: Which is your boyfriend? The one in the blue shirt, 7d like to try on those shoes. Which ones? The biack ones, Observacdo: outra funcéo da pelevra one € se referir a pessoas em geral, no sentido de “a gente”. You pode ser usado com a mesma finalidade. Exemplos: The moment one gets into the mountains, one has to rely on oneself for everything. The moment you get into the mountains, you have to rely on yourself for everything Nos trechos do texto “UK couple defend son’s assisted suicide at Swiss clinic” a seguir, al- guns exemplos de referéncia pronominal estéo em negrito. Indique a que/quem se referem. Worcestershire Coroner's Service, which is conducing an inquest into the circumstances of his death, states on its Web site that James died on September 12 after he “traveled to Switzerland with @ view to ending his own life. He was admitted to a clinic where he died.” LEITURA EM LINGUA INcLESA | UMA ABORDAGEM INSTRUMENTAL | 63 |unipape tt | REFERENCIA PRONOMINAL a lis Web site: bhe: his own life: _ daclinic where he died: a West Mercia police say that ¢ man and a woman are helping the force with their enquiries, Assisting someone to commit suicide is legal in the UK, as it is in most other European countries, @ their enquiries: fit “This is the last way that the family wanted Dan's life to end but he was, as those who know him are aware, an inteligent, strong-willed and some say determined young man? PA reported James’ parents as saying. 9 “This: pibibeate hh... as those who know him are aware, Agora, lela o texto abaixo (parte de uma matéria intitulada “The Execution of Timothy MeVeigh") e faca 0 exercicio. The science behind executions June 8 ~ The execution of Timothy McVeigh spotlights an interesting trend in the ways we take society's ultimate revenge against our most notorious criminals. Over the years, we have looked more and more to science to help us find methods to terminate a life that are not, as the law says, “cruel and unusual” Of the five methods still used in various states for executing prisoners, lethal injection is | Teeweai ie tite US tee) nin ice viane, WBUably the least cruel. As a result, it has Ind, whee Timothy MeVegh ceded dleNondy.” also become the least unusual. Fonte worwinbccomncnslrabap 2 Leia as perguntas e, com base nas respostas, deduza o significado de cada pronome inter- rogativo: ‘8 Who Is going to be executed? Timothy McVeigh. b Why ? Because he is @ criminal. _ © When ? Monday. | 64 | erura ew tineua netesa | Uma AsoRDAGEM INSTRUMENTALUNIDADE 11 d How ? By lethal injection, e What is lethal injection? A method to terminate Ife. # How many methods are still used for executing prisoners in the U.S? Five g Which is the least cruel? Lethal injection. _ CONSOLIDAGAO PALAVRAS-CHAVE E INFERENCIA CONTEXTUAL * EXACTLY WHAT | YOU'D EXPECT TO FIND INSIDE AN OYSTER: A PEARL. We dontcal them Oysters formating, | cave of Rotate race sn. as We don't call them Oysters for pa caper ogee nothing. Carved from a solid ingot on oyster 0 1 takes about a year of metal, the case of a Rolex is te create the movement of @ Rolex | massively strong, it has to be, for caronometer Every sing ane of te within lies a thing of beauty: the tiny parca wit nave ten tasted on delicate self winging movement. inspected, then cleaned uitrasonicoty Just as it takes time for a pear! nt spar he Jewelery. 50, net to form within an oyster, so It ‘ime you find yoursstfnembing tne . takes about a year to create the ‘tiring exterior of an Oyen amar E movement of a Rolex chronometer. tr i 9 Rote aut E Every single one of its tiny parts will Ie never on sin-een. f have been tested and inspected, a then cleaned ultrasonically ui iS it sparkles like jewellery. So, next A time you find yourself admiring i the glittering exterior of an Oyster, i remember this: in a Rolex, beauty is iz never only skin-deep. : 4 Observando as ilustracées ¢ 0 titulo desse texto, procure antecipar 0 assunto do mesmo. Lerura ‘em LINGUA INGLesa | UMA ABORDAGEM INSTRUMENTAL | 68.UNIDADE 11 | REFERENCIA PRONOMINAL 2 Lela o texto para confirmar ou descartar suas hipéteses. Como vocé 0 classifica em relacdo a0 género textual? a relato de pesquisa receita culingria © comercial 4 carta 3 Qual o nome dado ao modelo Rolex anunciado? satel ath 4 No texto, 0 autor compara o Rolex a uma ostra, descrevendo seu processo de fabricacéo como se fosse semelhante ao processo de formacao de uma pérola. Utilizando sua capa- cidade de fazer inferéncias, ‘comparagéo. iga qual 6 a provavel intencéo do autor ao estabelecer essa 5 O que o autor diz sobre os seguintes itens do Rolex? a Acaixa & = b O movimento da corda automética é ¢ Apés a limpeza, cada pega do cronémetro d Abeleza do Rolex 6 Selecione algumas das palavras/expressdes que mais contribuiram para a sua compreen- so da mensagem do texto.KrAIMARCADORES DISCURSIVOS Exploding the myth of cultural stereotypes mericans are pushy and the English are reserved, right? Wrong, says a new study, which reveals there is no truth in this sort of national stereotyping. ‘An international group led by Antonio Terracciano and Robert McCrae at the US National Institutes of Health (NIH) surveyed more than 40,000 adults from 49 cultures, Participants were questioned about how neurotic, extroverted, open, agreeable, and conscientious typical members of their own culture are. This data was then compared with participants’ assessments of their own personalities and those of other specific people they had observed. ‘The researchers found that there was no correlation between perceived cultural characteristics and the actual traits rated for real people, In contrast, previous studies have shown that some gender stereotypes, such as the idea ‘that women are warmer and men are more assertive, do reflect real trends. In many cases, cultures had overly harsh views of themselves. “The Swiss believe that they are closed-off to new experiences,” says Antonio Terracciano. “But in fact they are the ‘most open culture to new ideas in art and music” + Czech mates Brits rank themselves as introverted, while Argentineans proclaim to be uniformly disagreeable, neither of which is held up by the data. Czechs think they are antagonistic, but they actually score higher in modesty and altruism than other people.UNIDADE 12 | MARCADORES DiScURSIVoS Richard Robins, a psychologist at the University of California at Davis, US, says that the study pulls the plug on claims that perceived differences in national character reflect genetic differences beeen ethnic groups, “Stereotypes about national character seem to be largely cultural constructions, transmitted through the media, education, history, hearsay, and jokes,” he explains ‘Terracciano hopes that the results will make people address their own misconceptions. “People should trust less in their own beliefs about national character,” he says, “These can bbe dangerous and the basis for discrimination.” {Disponivel em: . Acesso em: 27 ulho 09) FAMILIARIZAGAO COM O TEXTO ‘1 Com base apenas no titulo do texto, faca previsées sobre o provavel assunto do mesmo. 2 Agora lela 0 texto rapidamente, observando cognatos e palavras/expresses que vocé jé conhece, e descreva em poucas palavras o assunto tratado. 3 Verifique se as afirmagées abaixo séo verdadeiras ou falsas. Seja seletivo, isto 6, néo releia © texto todo, mas concentre-se apenas nos trechos necessérios para realizar a atividade. ‘8 0 estudo realizado buscou contrastar as concepgées/impressbes dos participantes sobre membros tipicos de suias respectivas cultures com as avellagbes pessoals de suas pronrias per- sonalidades e as de outras pessoas especificas que tinham observado, [] b Oestudo teve por objetivo demonstrar que diferencas culturals refletem alferencas genéticas entre grupos étnicos. CF] ¢ Alguns esterestipos de género (Le. relativo 20 sexo masculino e/ou feminino) correspondem a realidade: as mulheres em geral séo mals calorosas/afetuosas © os hamens mais assertivos! decidides. As impressées culturais analisadas revelaram uma tendéncia a auto-promocéo, isto bros de diferentes nacées analisaram suas prdprias culturas apenas positivamente. [] , mem-MARCADORES DISCURSIVOS | UNIDADE 12 © Os esteredtipos culturais so transmitidos através dos meios de comunicacée. educacio, histéria, boatos e piadas. [] f O estudo realizado revelou que os esterestipos culturais so falsos e perigosos, pois encora- Jam a discriminagéo. 1] 4.No final do texto, 0 autor inclui um comentario de Antonio Terracciano, sobre suas expec- tativas em relaco aos resultados obtides com o estudo. Vocé concorda com tal comentério, reproduzido abaixo? Justifique. “People should trust less in their own beliefs about national character” he says. “These can be Cangerous and the basis for discrimination” APRESENTACAO E PRATICA DE ASPECTO LINGUISTICO MARCADORES DISCURSIVOS MARCADORES Discursivos, frequentemente representados por conjungées, so termos utk lizados para ligar oragbes e idéias, indicando como elas se relacionam. Através desses ele- mentos de ligag8o, os autores mostram com maior clareza a organizagao de suas idéias, Eles constituem, portanto, importante recurso de coesio textual. (Os marcadores ciscursivos podem sinalizar: adicdo, contraste, causa/consequéncia, tempo, sequéncia cronolégica, etc. Observe, nos quadros a seguir, alguns exemplos de marcdores discursivos bastante utilizados na lingua inglesa. both...and (tanto ... quanto) also; too/as well | not only... but (tambér I Besides, (olém de.) a oarrer (lem disso) mas também) | Furthermore, Inaddition, | in addition to... Moreover, / as well as... LeITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL | 69UNIDADE Exs: There's still c tendency to see the Issues in black and white. The source of the information is inelevant. Moreover, the information need not be confidential John, Jack and Sam are coming as well as our fiiends from Boston. Peter Is a photographer and also wiites books. She is @ valued colleague and a great friend toofas well. Sometimes itis not only vise to isten to your parents but also interesting. Yet, / Still, / th Nea | mere ae (oper but (mas) Despite / In spite of. ‘though... e On the other hand, (opesar aisso/ (embora) (Por outro tacto,) capesar de ..) rather thai F In contrast (to/with), However, instead of... eee Unlike .. (Entretanto /Porém) (co invés de/ ee Differently from ... passo que) em vez de) (a0 contrério de...) Exs: 'd like to go but 'm too busy. He's overweight and bald yet somehow, he’s incredibly attractive, Despite all our efforts to save the schoo|, the authorities decided 0 close i She walked home by herself although she knew that it vias dangerous. ‘On the one hand Id fike @ job which pays more, but on the other hand I enjoy the work lin doing at the moment. Rather than go straight on to university why not get some work experience first? He must be about sixty, whereas his wite looks about thirty. In contrast to Culabé, Curitiba has a cole winterMARCADORES DiscuRSIves | UNIDADE 12 Ce ee aus Therefore, /Thus, Because of this/that, since (Visto que/uma vez que) 0 (por isso/assim) For this/that reason, a | Consequently,/As a result, ‘s0 that (0 fim de que) (Portanto,) Exe: Iwas feeling hungry, so! made myself a sandwich. Progress so far has been very good. Therefore, we are confident that the work will be completed on time. ‘Since you are unable to answer, perhaps we should ask someone else. We didnt enjoy the day because the weather was so awful, TEMPO / SEQUENCIA CRONOLOGICA First(ly)/To start with, (Primeiramente.) Second{ly),/Thira(ly), (Em segundotterceiro tugar) Then/Next,/After that,/ Afterwards, (4 seguir) Finally, (Finalmente, /Por titimo,) the former (oo primeiro/a) formerly (nopossado) | Before’prior to... antes de) when (quando) nowadays/ currently {atuatmente) after... (depois que/de) the latter (ora segundo/a) while (enquanto) xs: We had tec, and afterwards we sat in the garcien for a while. The European Union was formerly called the European Community. ‘Most people nowadays are aware of the importance of a healthy diet Allthe arrangements should be completed prior to your departure. Zimmerman changed his name after he left Germany Of the two suggestions, | prefer the former. ‘She offered me more money or a car and | chose the latter. went there when | was a child. While | was in italy, !went to see Alessandro. € » LelTuRA EM LinGuA iNcLesa | UMA Apo DAGEM INSTRUMENTAL | 74EXEMPLIFICAGAO Natta) for example, / for instance, / e.g. / i.e. ne ee por exempia) such as ((o/tais como) ret eee (Finaimente,/em resumo) like (como) Exs: Thot sum of money is to cover costs such as travel and accommodation. To sum up, for a healthy heart you must take regular exercise and stop smoking. ENies Cou ‘Asa matter of fact, / In fact/ In the same way,/ Likewise,/ Actually, / Indeed, Similarly,/ Correspondingly, (De foto, /Na verdade,) (Ca mesma forma) Exs: I've known Barbara for yeors. Since we were babies, actually. The cost of living in the clty is more expensive, but salaries are supposed to be correspondingly higher Fontes: http /iictionary-cambridge org e hitp/wwvrldaceonline.com/dictionary ‘4 Nos trechos abaixo, retirados do texto, os marcadores discursivos foram sublinhados. In- dique a idéia que cada um deles sinaliza (adi¢ao; contraste; tempo; sequéncia cronolégica; exemplificacéo; énfase; comparacdo; conclusao). The researchers found that there was no correlation between perceived cultural characteristics and the actual traits rated for real people. In contrast, previous studies have shown that some gender stereotypes, such as the Idea that women are warmer and men are more assertive, do reflect real trends. Brits rank themselves as introverted, while Argentineans proclaim to be uniformly disagreeable (-) Czechs think they are antagonistic, but they actually score higher in modesty and altruism than other people. aand a ‘esuch as ebut bin contrast awhile pana factually an 72 | Lerrura em Lineua inctesa | Uma ABORDAGEM INSTRUMENTALMARCADORES DISCURSIVOS | UNIDADE 12 CONSOLIDAGAO INFERENCIA CONTEXTUAL E REFERENCIA PRONOMINAL 4 Indique os referentes dos pronomes sublinhados nos trechos a seguir: + Americans are pushy and the English are reserved, right? Wrong, says a new study, which reveals there is no truth In this sort of national stereotyping. Participants were questioned about how neurotic, extroverted, open, agreeable, and conscientious *ypicalmembers of thelrown culture are. This data was then compared with participants’ assessments of their own personalities and those of other specific people they had observed. + In many cases, cultures had overly harsh views of themselves. ehh nneeneTetie(( (2x) semen ethey oe a bthis = dithose f themselves 2No texto “Exploding the myth of cultural stereotypes’, o autor emprega uma série de pala- vras/expressées para descrever as diferencas culturais. Classifique-as conforme o significa- do que expressam, isto é, positivo (P) ou negativo (N) e, com base no contexto em que estéo inseridas, traduza-as. + Americans are pushy and the English are reserved, right? + Participants were questioned about how neurotic, extroverted, open, agreeable, and conscientious typical members of their own culture are. + In many cases, cultures had overly harsh views of themselves. “The Swiss belleve that they are closed-off to new experiences” says Antonio Terracciano. “But in fact they are the most open culture to new ideas in art and music” + Brits rank themselves as introverted, while Argentineans proclaim to be uniformly disagreeable, neither of which is held up by the data. Czechs think they are antagonistic, but they actually score higher in modesty and altruism than other people. [ene = Senet a Teserved || Eeeeaweeee meee — neurotic [1 Covevcris ll: Sie Ee ees a open] ___ a eer, agreeable [] mais se ance Se ER -. |conscientious [] peed erst ef eae closed-of L] introverted] __ Siena m modesty] _ n altruism L] mete disagreeable] __ Ls antagonistic 1] __ Be unipape 12 | waecapones oiscursivos UMA ABORDAGEM INSTRUMENTALEri AFIXOS Michelangelo’s first painting bought FORT WORTH, TEXAS - THE KIMBELL ART MUSEUM WILL SOON BE THE ONLY US MUSEUM TO DISPLAY A MICHELANGELO PAINTING AFTER ACQUIRING HIS EARLIEST KNOWN WORK, A RARE TREASURE THAT WAS TUCKED AWAY AND DOUBTED AS AUTHENTIC FOR MORE THAN A CENTURY. Published: 7:00AM BST 14 May 2009 jhe museum declined to disclose how much T it paid for “The Torment of Saint Anthony”, a 15th-century oil and tempera painting on a wood panel that depicts scaly, horned, winged demons trying to pull the saint out of the sky. Experts believe he painted it when he was only 12 or 33 years old. Only four such works ~ including this one ~ by the ished. Most of his paintings are frescoes, the famous scenes on the artist exist, and two of them are unfit ceiling and wall of Rome's Sistine Chapel “This is one of the greatest rediscoveries in the history of art,” Eric M Lee, the Fort Worth he Terme Sn Anny by Mie : ci “hcdiuolhcaicehsomest Fine ae -museum’s director, said. “The evidence could not be teiTura EM Lingua Inctesa | UMA ABoRDAGEM INSTRUMENTAL | 75Eiinaoe i | aise aaa aN stronger. It’ like a detective story, like a mystery, and it involves one of the greatest artists of all time.” “The painting was exhibited as late as 1874 in Paris, But some questions about its authenticity had surfaced through the years, and after a London family acquired it in the 19005, the painting was kept privately and largely forgotien in the art world, Mr Lee said. Last summer an art dealer bought it for nearly s2 million at a Sotheby's auction and then took it to New York's Metropolitan Museum of Art, where one department chairman shared his hunch that it was the work of the Renaissance artist, Lee said. Experts in the Met's paintings conservation department carefully cleaned it by removing decades of dirt, as well as paint layers that art restorers had applied through the ages to fill in chips or dull areas, Mr Lee said. ‘When they examined the painting further using X-rays and infrared technology, they ‘were able to see how the artist made certain brush strokes, scraped paint layers to achieve detail and even changed elements of the painting before the final version, Mr Lee said. ‘Museum experts said they determined it not only was Michelangelo's ~ based on. similarities to his other works and the artist's stories of the piece as told to biographers = but also that it was his earliest work ~ based on its age and details in the painting. The confirmation came a few months ago, and then the Kimbell decided to buy it, Mr Lee said. The generations of dirt and paint build-up had obscured the painting's identity, and some doubted its authenticity because a similar painting existed, Mr Lee added. But an art expert who extensively studied both paintings said the other was done in the 17th century. Michelangelo's piece has previously been known as “The Temptation of Saint Anthony” ‘because he was inspired by a similar engraving of that name while learning to be an artist. But after the Kimbell acquired the oil painting, Lee decided to change its name because that engraving depicts a different scene, he said. “The painting will be displayed at the Kimbell starting this fall after a summer exhibit at the Metropolitan Museum of Art in New York. Lee said he may loan the painting to other museums later for travelling exhibits, “This could not be a rarer object,” Mr Lee sai extraordinary opportunity.” “That's why this is such an {Disponivel em: Acesso em: 20 jullo 09;) | ve | uerrura em Lineva iwotesa | uma ABORDAGEM INSTRUMENTALunipa FAMILIARIZAGAO COM O TEXTO 1Vocé lerd um texto sobre um dos trabalhos de Michelangelo. Antes de comecar a leitura, porém, leia 0 pardgrafo abaixo sobre esse famoso artista: Michelangelo di Ledovico Buonarroti Simoni (March 6, 1475 - February 18, 1564) was a Renaissance painter, sculptor, poet and architect. He is famous for creating the fresco Ceiling of the Sistine Chapel, one of the most stupendous works in all of Western art, as well as the ‘Last Judgment" over the altar, and “The Martyrciom of St. Peter" and "The Conversion of St. Paur" in the Vatican's Cappella Paolina; among his many sculptures are those of the Pieta and David, again, sublime masterpieces of their field; he also designed the dome of St Peter's Basilica (Disponivel em: | cea aAFIxOS | UNIDADE 13 dis ily is ity un= | __over- under mise =Never + Do you disapprove uucen often underestimate your eougtt velbed yok PPI become tearful when et of advertisements for ‘enemy! See oane cigarettes? ney ieigvenred Wharecnat | Paris but perhaps | Ce na | ___7Helooks pears miscounted. heroin are all legal See eeeee bar? He's clearly | * Unfortunately, your aa everworking him. saads luggage has been Pepe | cvemiende |) 6 note misdirected 0 a eases Me] ovense conan | = Theyre ndcuousy | ferent arpor. job because my boss underpaid, especially was impossible. gore as the work is so. Poepeer ose) >I'm only a few kilos. of professional ‘She suffers from an eight. 1s sea Hie Imegular heartbeat, + Without a jacket but there are drugs: coun waged, ora tle, I felt rather Se rare Js overweight, you a student became which help. underdressed at public, pec toleey ome) their wedding. 5 sufixos, por sua vez, apresentam-se em malor ntimero que os prefixes. Veja, @ seguir, al- uns exemplos de sufixos e a classe gramatical que sinalizam, Pre: ae scl patente * Could you please speak more siowly? {slow » stowly) He lived happily with his wife. +My mum gives me so much food | think she (hoppy » happily) wants to fatten me up. (fat »fotten) + Most of these people are paid monthly." + Could you simplify what ve you just said? (month » monthiy) (simple » simpli) + Do you find it dificult to exercise daily?” + Let’s modernize the kitchen, shall we? (day > dat) (modern » modernize) [yearly / monthly / weekly / daily / hourly Inightly também podem ser clessificados como adjetives, quando se eferem a substantivos ]UNIDADE 12 AFIXOS +n our talk show, we try to make Interviewees feel as relaxed as possible. (interview > interviewee) *Lee indica a pessoa que sofre a aciio do verbo “interview * | wish TV Interviewers would make politicians answer their questions properly. (interview > interviewer) *Ler indica a pessoa que faz a acao do verbo “interview"] It's important for children to get a good education, (educate » education) + A secretary would be a welcome addition to our staff, (add » addition) + Two drivers were killed in a collision between a car and a taxi last night. (collide » cotision) + Alan is someone who always needs the approval of other people. (approve » approval) Lal também pode formar adjetivos] + Her friends take advantage of her generosity. (generous > generosity) + What this state needs is really strong government. (govern » government) Everyone wants to find true happiness, right? (happy » happiness) Did you form any lasting friendships while you were at college? (friend » friendship) + Folha de Londrina is a daily newspaper. (day > daily) * At school, we now have monthly tests. (month » monthly) She has a friendly smile. (fiend » friendly) + Itwas a good party and the food was heavenly. (heaven » heavenly) + Britain has more than ten national newspapers. (nation » national) Gal também pode formar substantivos.] + The house is in a very desirable area of the city, (desire » desirable) + They made me an irresistible offer so we closed the deal, (resist » irresistible) ++ He is a very careless driver, that’s why | never ride with him, (care » careless) He had a painless death. (pain » painless) * bless sinaliza auséncia careless > sem cuidado, descuidado; painless » sem dor, indolor} + Be careful to look both ways when you cross the road. (care » careful) +s your arm very painful? (gain » painful) *>ful sinaliza 0 oposto de -less: careful- com cuidado, culdadoso; painful - com dor, dolorido/doloroso] (Disponivel entip, dictionary cambridgeorg)) | uma asonDacem insTeUMENTAL4No diagrama abaixo, encontre os equivalentes em inglés das seguintes palavras: ndo-atraente Infelicidade co-autor ~—desonesto Inesquecivel supermercado _governo Imoral internacional —_invisivel psicologia informagéo lider investimento poderoso LEITURA EM LINGUA INGLEsA | UMA ABORDAGEM INSTRUMENTAL | 81UNIDADE 13 | AFIXO! 2 Todas as palavras do exercicio anterior so compostas de uma raiz + afixo (prefixo/sufixo). Classifique-as conforme a tabela abaixo: asa) RAIZ SUFIXO un attract Wve super market 3 Todos 0s vocabulos sublinhados nos trechos abaixo, retirados do texto, contém prefixos e/ 0u sufixos. Classifique e traduza-os de acordo com os significados que expressam, utilizando ‘© quadro que segue: PREFIXOS: (f] repeticéo (N) negacéo SUFIXOS: (5) substantivo (M) advérblo de modo () advérbio de intensidade (7) aaverbio de tempo (AC) acjetivo na forma comparativa (AS) adjetivo na forma superlative + The museum declined to disclose how much it paid for “The Torment of Saint Anthony” + Only four such works (..) by the artist exist, and two of them are unfinished. + "This is one of the greatest rediscoveries in the history of art”. + The evidence could not be stronger. + But some questions about its authenticity had surfaced through the years. + The painting was kept privately and largely forgotten in the art world, Mr Lee said. + Last summer an art dealer bought it for nearly $2 million 2 | LerTura eM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL+ Experts in the Met's paintings conservation department carefully cleaned it. + Museum experts said they determined it not only was Michelangelo's - based on similares to his, other works and the atist’s stories ofthe piece as told to biographers ~ but also that itwas hs earliest \work — based on its age and details in the painting. The confirmation came a few months ago + Michelangelo's piece has previously been known as “The Temptation of Saint Anthony” because he was inspired by a similar engraving of that name while learning to be an artist. + "This could not be a rarer object” Mr Lee said. O disclose __ unfinished e greatest U reciscoveries : O stronger O authenticity fas O privatety Oargey ts O dealer 1 conservation O carefully OO similarities ib O biographers Oeariest ae O painting U contirmation UO previously. O temptation O engraving Orarer CONSOLIDAGAO MARCADORES DISCURSIVOS E INFERENCIA CONTEXTUAL 4 No texto sobre a descoberta do primeiro trabalho de Michelangelo, o autor utiliza varios marcadores discursivos para melhor organizar as informacées apresentadas. Observe os pa- régrafos a seguir e identifique os marcadores discursivos empregados, bem como as ideias que expressam. + Experts in the Met's paintings conservation department carefully cleaned it by removing decades of dir, as well as paint layers that art restorers had applied through the ages to fil in chips or dull areas, Mr Lee said. + Museum experts said they determined it not only was Michelangelo's ~ based on similarities {0 his other works and the artist's stories of the piece as told to biographers — but also that twos his earllest work — based on its age and details in the painting. The confirmation come a few months ago, and then the Kimbell decided to buy it, Mr Lee said, + The generations of dirt and paint build-up had obscured the painting's identity, and some doubted its authenticity because a similar painting existed, Mr Lee added. But an art expert who extensively studied both paintings said the other was done in the 17th century. LEITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL | asunipape 13 | arixos, Oposicéo. Causa/consequéncia Adigéo Sequéncia cronolégica 2 Qual o significado dos vocdbulos destacados abaixo? ‘a The Kimbell Art Museum will soan be the only US museum to display @ Michelangelo painting after acquiring his earliest known work. 1 adauitir Oextbir O buscar b...a rare treasure that was tueked away and doubted as authentic for more than a century. Uidesprezado 1 violado Oi restaurado €... It's like a detective story, like a mystery, and it involves one of the greatest artists of all time.” D gosta O ditere como Lee said he may lean the painting to other museums later for travelling exhibits. O vender Clemprestar LI levar 24 | LerTURA EM LINGUA INctesA | UMA ASORDAGEM INSTRUMENTALEZ SUFIXOS “-ING” E “-ED” Following the rules GULF TRAVEL PRESENTS A SEPARATE SET OF CHALLENGES FOR WOMEN. Sort: Grove NEWSWEEK, Updated: 1:19 PM ET Apr 12, 2008 jamara Kosta doesn’t usually wear her wedding ring at home in London, But when, she's in Oman her conjugal band sends an important message, “Most people in Europe wouldn't notice a wedding ring, but in a traditional society it can make a real difference, says the Lebanese-born shoe designer, who has traveled widely throughout the UAE. and Oman. “There is a different set of rules here” ‘A trip to the Middle Bast can present some significant challenges for women. "What is, viewed as the norm in Western society can be seen quite differently in the Gulf,” adds Kosta. “Even an enthusiastic chat can be interpreted the wrong way. You have to remember that ‘these men’s wives are covered from head to toe. Try and keep discreet—even at times aloof. It’s almost like taking your femininity away, or at least toning it right down, Remember, i's not St Tropez.” Apart from some supermodern enclaves like Dubai, most of the Middle East is governed by a strict Islamic code that dictates modesty for women. Lone fernale travelers are unusual in Arabie culture, where the patriarchal family plays a strong role. Some countries, like Bahrain, have specific visa requirements for single women, who are typically viewed with suspicion. To be sure, travel in the Gulf is relatively safe—personal-crime rates there are among, the lowest in the world—and men tend to be respectful toward women. But single ‘women can still elicit unwanted attention. “Men here see such astonishing liberal images of Western women,” says Rebecca Stephenson, a British language student in Cairo who has traveled throughout the Middle East. “You are going to get some hassle. Sometimes25 30 35 40. 45 50. it’s more of a cultural misunderstanding than anything else. My advice is to ignore them. Be firm, of course, but don’t engage too much. A hiss or a heckle might make you feel furious but it’s best to ignore it rather than get militant; you'll only become more embroiled in an argument” Jessica Moxam, a British architect living in Doha, agrees. “It might not sit too well with, feminists, but I often find that being slightly more submissive than I would be at home helps,” she says. “Now, when I travel with my husband I often let him deal with people I don't want to talk to.” ‘To ensure that women travelers have a safe and rewarding trip, experts advise following: a few basic guidelines: DON'T wear short skirts or vest tops. Wear loose-fitting clothes and be sure to cover knees, arms and shoulders. Avoid see-through garments. DO travel light; the less Inggage you have the more mobile and independent you'll be. DON'T flirt with Gulf men. It might be innocent but can easily be interpreted as something els. DO learn some Arabie, however minimal. A firm “no” (“lah”) or “go away" (“emshi”) can go along way. DON'T drink too much. Apart from leaving women vulnerable, drunkenness in public is illegal in most Gulf states—including the U.A.E,—and carries a jal sentence. DO avoid too much eye contact, In some Gulf states, staring directly at a man is considered flirtatious. Dark glasses can reduce harassment, but be sure to take them off when you speak to people directly. In many eultures, hi ig the eyes can be seen as rude. siting. In Saudi Arabia, for instance, itis illegal for women to drive, vote or travel independently without permission DO read up on the cultural codes of the country you're from a husband, brother or father, Saudi law stipulates that all women—ineluding foreigners—must wear an abaya. DON’T get in the front seat of a taxi. You will give the driver the wrong idea. DO walk with purpose and try to ignore any comments you might hear. DO try to travel in pains. DON'T wander around on your own at night. Always tell a friend, hotel or tour group. where you're going. DO wear a wedding ring, Whether or not you're married, sporting a wedding band can temper male advances. Ifasked, single women are advised to claim to be married (Disponivel em: URL: Acesso em: 17 de outubro 2008.) 6 | rerura em Lingua INGLESA | UMA ABORDAGEM INSTRUMENTALSUFIXOS “ING” € ED" | UNIDADE 14 FAMILIARIZAGAO COM O TEXTO 4 Observando titulo, subtitulos, legenda e ilustracdo, descreva o provavel assunto do texto. 2 Skimming: leia 0 texto rapidamente, confirme suas previsbes e acrescente alguma informa- co extra que vocé obteve durante esta primeira leitura. 3 Utilizando seu conhecimento de mundo, responda: Que pais € representado pela sigia UAE? O que vocé sabe sobre os UAE? (localizacao, eco- noma, religiso, cultura, tradicoes, etc.) 4 Scanning: localize as seguintes informagées no texto: 18 25 profissdes e respectivas nacionalidades de Tamara Kosta , Rebecca Stephenson e Jessica Moxam, b um pais que exige visto especial para mulheres soltetras. €0 significado dos termos drabes “lah ¢ “emshi". '5 Por que a autora menciona especificamente “/ah” e “emshi" como exemplos de expressées na lingua érabe que podem auxiliar a t 1a ocidental? E LEITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL | 87 |UNIDADE 14 | SUFIXOS “ING” E 6 0 que a autora quer dizer com a expresso: “Remember, it’s not St-Tropez.”? (linhas 11-12) 7 Na parte final do texto, a autora inicia as oragdes com “DO” e “DONT” em negrito e caixa alta. Por qué? 8 Releia rapidamente os “DOs” e “DON'TS” listados pela autora, € cite quatro que mais Ihe chamaram a atengéo. 9 Tamara, Rebecca e Jessica so citadas no texto porque jé viajaram pelo Oriente Médio. Releia os trechos abaixo e resuma em uma frase os conselhos que cada uma delas dé as mulheres que pretendem passar pela mesma experiéncia: Tamara: “Even an enthusiastic chat can be interpreted the wrong way. You have to remember that these men’s wives are covered from head to toe. Try to keep discreet — even at times aloof... Rebecca: “Sometimes it's more of @ cultural misunderstanding than anything else. My advice Is to ignore them. Be firm, of course, but don’t engage too much. A hiss or @ heckle might make you feel furious but its best to ignore it rather than get argument” itant; you'll become more embroiled in an Jessica: “it might not sit too well with feminists, but | often find that being slightly more submissive than Iwould be at home helps” ss | Lemurs em Lincua inctesa | UMA AsORDAGEM INSTRUMENTALSUFIKOS ING" € ED" APRESENTAGAO E PRATICA DE ASPECTO LINGUISTICO SUFIXOS -ING E -ED NA UNIDADE ANTERIOR (sobre afixos), vocé pode observar que © acréscimo de prefixes e/ou sufixos a palavras de determinadas classes gramaticais leva & formacao de palavras de outras classes gramaticais. Por exemplo: 0 verbo to teach, quand acrescido do sufixo -er trensforma- se no substantivo teacher. Os sufixos -ing € -ed pelo fato de possibiltarem a formacéo de diversas classes gramaticais, so aqul tratados separadamente dos outros afxos. Veja, a seguir, @ funcéo gramatical dos ter- mos que recebem esses sufixes: -ING Gertindio, quando prececido do verbo to be. Exemplo: He Is working hard on his project. ‘Ac Hello, Can | talk to Linda? B: Sorry but she’s taking a shower A: What's happening? B: They're having a party. ‘Substantive, quando precedidos de adjetivo, advérbio ou artigo e, em alguns casos, quando iniciam oracées. Exemplos: Nursing is hard work, but it can be very fulfilling, Lasers provide good quality printing. It's your turn to do the cleaning. twas a blessing that no one was killed in the accident, Bookings are st!l available for that flight. Infinitivo, quando complementam a ideia expressa pelo verbo anterior, quando sucedem uma preposicéio, ou quando so 0 sujeito da oracéo. Exemplos: | stopped smoking last year. She had difficulty in accepting his explanation, Drinking and driving is dangerous. E (aivued ew Uiieba wetesn | uma anoroacsu msteumsnrat |e»UNIDADE 14 | SUFIXOS “-ING" E ED" Observacdo: a preposicio by foge a regra acima, Na verdade, ela funciona apenas como sinalizador de que 0 trecho que vem logo em seguide é uma explicaco de como algo ocorre, Nesses casos, a preposicio by pode simplesmente ser ignorada, e a palavra que a sucede pode ser entendida como gertindic, Exemplo: He leamt English by listening to the radio. (Ele aprendeu inglés ouvindo o rédio.) Adjetivo, quando fazem referéncia a um substantivo. Exemplos: ‘That git has a promising future. 's there a shop round here that sells camping equipment? | didn’t find the end of the film very convincing. The doctor told me to change my drinking habits. ED Passado (pretérito), quando so 0 verbo da oracao. Exemplos: He worked hard on his project. We watched a great film on TV last Saturday. Adjetivo, quando se referem a um suostantivo. Exemplos: balanced diet is essential for good health. Do you prefer canned or bottled beer? had a very civilized conversation with your mother. ‘This newspaper is made of recycled paper. Participio, quando acompanham os verbos to be ou to have. Exemplos: This financial crisis means that the government's economic policy is finished Some people are influenced by strange factors, Although she had studied a lot for the test, she didn’t do well in i, Com base nas informagées apresentadas, identifique as functes das palavras em negrito, observando © contexto, e traduza os trechos abaixo, todos retirados do texto “Following the Rules” (As linhas esto indicadas entre parénteses.) 90 | LelTuna EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTALSUFIKOS "ING" E "ED" | UNIDADE 14 a “Most people in Europe wouldn't notice @ wedding ring, (.." (inhas 2-3) ¢ “But single women can still elicit unwanted attention” (linhas 19-20) d "Sometimes it’s more of a cultural misunderstanding than anything else.” (inhas 22-23) e"[-J you'll only become more embroiled in an argument” (linhas 25-26) "In many cultures, hiding the eyes can be seen as rude.” (linha 44) g “Do read up on the cultural codes of the country you're visiting” (linha 45) “Whether or not you're mar {linhas 54-55) CONSOLIDAGAO GRUPOS NOMINAIS E AFIXOS 4 Sublinhe os grupos nominais e circule seus respectivos nticleos nos trechos abaixo, retira- dos do texto. Em seguida, dé 0 correspondente em portugués das expressées sublinhadas: ‘a Gulf travel presents a separate set of challenges for women. b Apart from some supermodern enclaves like Dubal, most of the Middle East is governed by @ Strict Islamic code that dictates modesty for women. Ceivia Gi UWvGuA WoLeSa | Una asonoacem neraumenrad | o |¢ Some countries, like Bahrain, have specific visa requirements for single women. To ensure that women travelers have a safe and rewarding trip, experts advise following a few: basic guidelines, Em seguida, traduza-as. a Lone female travelers are unusual in Arabic culture [..) b[..] and men tend to be respectful taward women, But single women can still elicit unwan- ted attention, ¢ Apart from leaving women vulnerable, drunkenness in public is illegal in most Gulf states [..] d In some Gulf states, staring directly at a man Is considered flirtatious, Dark glasses can re- duce harassment [..) | 22 | vertura em Lineua inctesa | UMA ABORDAGEM INSTRUMENTALEL. GRAU DE ADJETIVOS E ADVERBIOS Your Amazing Brain ‘Text ny Douslas A. RICHARDS fou carry around a three pound mass of wrinkly Yu {in your head that controls every single ‘thing you will ever do. From enabling you to think, lea, create, and feel emotions to controlling every ‘blink, breath, and heartheat—this fantastic control center is your brain, It is a structure so amazing that a famous scientist once called it “the most complex thing we have yet Giscovered in our universe.” ‘Your bin conde ceerythng yd + Your brain is faster and more powerful than a supercomputer. ‘Your kitten is on the kitchen counter. She's about to step onto a hot stove. You have only seconds to act. Accessing the signals coming from your eyes, your brain quickly calculates when, where, and at what speed you will need to dive to intercept her. Then it orders your muscles to do so. Your timing is perfect and she’s safe, No computer can come close to your brain’s awesome ability to download, process, and react to the flood of information coming from your eyes, ears, and other sensory organs. + Your brain generates enough electricity to power a lightbulb. Your brain contains about 100 billion microscopic cells called neurons--so many it would take you over 3,000 years to count them all. Whenever you dream, laugh, think, see, or move,UNIDADE 15 | GRAU DE AOJETIVOS & ADVERBIOS it’s because tiny chemical and electrical signals are racing between these neurons along billions of tiny neuron highways. Believe it or not, the activity in your brain never stops. Countless messages zip around inside it every second like a supercharged pinball machine. ‘Your neurons create and send more messages than all the phones in the entire world. And ‘while a single neuron generates only a tiny amount of electricity all your neurons together: can generate enough electricity to power a low wattage bulb. + Neurons send information to your brain at more than 150 miles (244 kilometers) per hour. ‘A bee lands on your bare foot. Sensory neurons in your skin relay this information to your spinal cord and brain at a speed of more than 150 miles (241 kilometers) per hour. ‘Your brain then uses motor neurons to transmit the message back through your spinal cord to your foot to shake the bee off quickly. Motor neurons can relay this information at more than 200 miles (322 kilometers) per hour. When you learn, you change the structure of your brain. : Riding a bike seems impossible at first. But soon you master it. How? As you practice, ‘your brain sends “bike riding” messages along certain pathways of neurons over and over, forming new connections. In fact, the structure of your brain changes every time you learn, as well as whenever you have a new thought or memory, + Exercise helps make you smarter. Itis well known that any exercise that makes your heart beat faster, like running or playing basketball, is great for your body and can even help improve your mood. But scientists have recently learned that for a period of time after you've exercised, your body. produces a chemical that makes your brain more receptive to learning. So if you're stuck on. a homework problem, go out and play a game of soccer, then try the problem again, You just might discover that you're able to solve it. [Disponivel em: , Acesso em 06/07/2009) FAMILIARIZAGAO COM O TEXTO: 4 Observando a ilustragao e 0 titulo, descreva o que vocé pode antecipar sobre o contetido do texto. oa | Lerrura eM Lingua INGLESA | UMA ASORDAGEM INSTRUMENTALGRAU DE ADJETIVOS E ADvERAIOS | UNIDADE 15 2 Utllizando a estratégia skimming, faca uma leitura répida do texto e confirme ou descerte suas hipéteses. 3 Observe 0 layout do texto. A apresentacéo difere de outros textos vistos anteriormente? Em sua opinido, esse layout favorece a compreensao do texto? 4 Utilize a estratégia scanning para localizar as seguintes informagées: +” Parégrafo ‘O peso do cérebro: 2° Pardgrafo Os drgiios que passam informacio 0 cérebro: _ 2° Parégrafo © nlimero aproximado de neurénios no cérebro: 4° Pardgrafo ‘Os neurénios podem retomar a informaco para o pé & velocidade de: & Paragrafo 4s atividades fisicas que podem faciltar a aprendizagem: 5 Apés ler 0 texto mais detalhadamente, responda as perguntas a seguit 2 No °, parégrafo, 0 autor ressalta a incrivel capacidade do cérebro em controlar tudo 0 que fezemos. Ao concluir, como ele define 0 cérebro? B No 2°. e 3°. pardgrafos, para melhor ilustrar 0 funcionamento do cérebyro, o autor compara 0 mesmo a trés objetos de nosso conhecimento. Quals so eles? ‘¢ No 5°. pardgrafo, o autor afirma que a estrutura do cérebro muda. Em que circunstancia isso econtece? LeITURA EW LINGUA INGLesa | UMA ABoRDAGEM INsTaUMENTAL | 95 |UNIDADE 15 | GRAU DE ADJETIVOS & ADVERBIOS 6 Numere as oracdes abaixo de acordo com a seqiiéncia descrita no 4°, paragrafo: @ C1 Utlizando neurénios motores, 0 cérebro transmite @ mensagem de volta através da me- dula espinhil b Lluminseto pousa em nosso pé. « [1 Océrebro processa a informagao ¢ reage. @ Clem resposta a0 comando do cérebro, 0 pé movimenta-se para afugentar o inseto. (Neurénios sensoriais passam a informacdo a medula espinhal e esta ao cérebro. APRESENTACAO E PRATICA DE ASPECTO LINGU/STICO COMPARATIVOS E SUPERLATIVOS. Reconhecer comparativos e superiativos permite ao leitor perceber como 0 autor estabelece com- paragdes (de iqualdade, superioridade ou inferioridade) entre os elementos expressos no texto. Observe as palavras em negrito na oragdo que precede 0 2° pardgrafo do texto: Your brain is faster and more powerful than a supercomputer Quando comparamos duas pessoss, objetos, agbes, eventos, conceltos, etc. e dizemos que lum € superior 01 inferior Yess) a0 outro em relacdo a uma qualidade, usémos 0 adjetivo em sua forma comparative. No exemplo citado, a forma comparativa do adjetivo fast tem o sufixo -er e © adjetivo powerful é precedido por more. Agora observe a uitima oraco do 1°, parégrato: “itis @ structure so amazing a famous scientist once called it ‘the most complex thing we have yet discovered in our universe.” A construgo em negrito & a forma superiativa do adjetivo complex. O superlativo é usado. quando destacamos uma pessoa, objeto, aco, evento, conceito, etc. como superior ou inferlor {the least) @ todos os outros do mesmo grupo. No exempio do texto, o adjetivo complex é pre- cedido por the most. \Veje a forma comparativa e superiativa de adjetivos e advérbios, a seguir: LEITURA EN LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTALGRAU DE ADJETIVOS € ADVERBIOS | UNIDADE 15 FORMA COMPARATIVA E SUPERLATIVA DE ADJETIVOS/ADVERBIOS Adjetivos/advérbios curtos: acrescente as sufixos -er (comparativo) e -est (superlative) ADJETIVO/ADY. ‘COMPARATIVE SUPERLATIVO tall taller (the tallest early earlier (the) earliest hot hotter (the) hottest Exemplos: Size realy doesn't matter: Analysis of theoretical physicist Albert Einstein's broth revealed that it vas slightly smaller than the average human brain. The quickest solution to deforestation would be to simply stop cutting down trees. Adjetivos/advérbios longos: use more + adj /adv. (comparativo) © most + adj./adv. (superlative) ADJETIVO/ADV. ‘COMPARATIVO SUPERLATIVO interesting more interesting {the) most interesting easily more easily (the) most easily Exemplos: Healthy lifestyles are more influential than genetic factors in avoiding deterioration traditionally associated with aging. Leaming occurs most easily when learners fee! comfortable. Formas irregulares: ‘ADJETIVO ‘COMPARATIVO SUPERLATIVO good better {the} best bad worse {the} worst far farther {the} farthest litte less: (the) least muchimany more (the) most Exemplos: Leading scientists warn that global warming is worse than predicted, Vegetables and fruit are two of the best foods known to man. Construcées comparativas de inferioridade so formadas com less (comparativo) e least (superlativo). ADJETVO, compararivo SSUPERLATIVO colorful Jess colorful {the} least colorful happy less happy (the) least happy Exemplos: A fund was establistied'to support ¢ work program to assist less developed countries. Lethal injection is the least cruel of five methods employed in US Lerrura ew Lingua netesa | uma asogpacem instrumental | 97[As formas comparativas tornem-se mais enféticas quando precedidas de much/far: much bigger far more expensive, much less satisfied. Exempio: ‘The technology (ONA fingerprinting) is far more specific than earlier tests of antibodies in blood or semen Construgées comparativas de igualdade so formadas com as .. Exemplo: She is as tall as his brother but not as intelligent as he is. Observe @ construgéo com dois comparatives. Nés @ usamos quando queremos dizer que ume coisa depende de outta. Exemplos: When shall we leave? The sooner the better. The longer | waited the more impatient | became: Agora, identifique as formas comparativas/superlativas de adjetivos nos textos abaixo: a Exercise helps make you smarter. tis well known that any exercise that makes your heart beat faster, like running or playing basketball, is great for your body and can even help improve your mood. But scientists have recently learned that fora period of ime after you've exercised, your body produces a chemical that makes your brain more receptive to leaming b The world’s largest river in watershed area, number of tributaries and volume of water discharged, the Amazon has only one rival as the world's longest: the Nile. fe The river's watershed includes the world's largest and wettest tropical plain. d The canopy shelt 1ers the Earth’s richest and most diverse ecosystem, @ In 2008 the performance of the economy was less sat | 98 | verrura ew LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTALGRAU DE ADJETIVOS E ADVERBIOS | UNIDADE 15 CONSOLIDAGAO REFERENCIA PRONOMINAL E GRUPOS NOMINAIS 41Em todo 0 texto, “Your Amazing Brain”, o autor usa 0 pronome you. Observe, por exemplo, af linha: You carry around a three-pound mass of wrinkly material in your head that controls every single thing you will ever do. A.quem o autor se refere? 2. Em sua opiniao, que efeito a escolha desse pronome pode ter para 0 leitor? 3 A que/quem se referem as palavras em negrito nos trechos transcritos abai) a Segmento extraido do texto: Your Amazing Brain Your kitten is on the kitchen counter. She's about to step onto a hot stove. You have only seconds to act. Accessing the signals coming from your eyes, your brain quickly calculates when, where, and at what speed you will need to dive to intercept her. Then it orders your muscles to do so. Your timing is perfect and she’s safe. She: _ You: She: 'b Segmentos extraidos do texto “Following the Rules” (Unidade 14) “Most people in Europe wouldn't notice a wedding ring, but in a tracitional society it can make a real difference” says the Lebanese-bom shoe designer, who has traveled widely throughout the UAE. and Oman. “There are a diferent set of rules here” ae sh __ who: Dark glasses can reduce harassment, but be sure to take them off when you speak to people directly, Them: “Now, when I travel with my husband | often let him deal with people | don’t want to talk to” Him: LEITURA EM LINGUA INGLESA | UMA ABOROAGEM INSTRUMENTAL | 994 Sublinhe os grupos nominais e circule seus respectivos niicleos nos trechos extraidos do texto “Your Amazing Brain’: No computer can come close to your brain’s awesome ability to download, process, and react to the flood of information coming from your eyes, ears, and other sensory organs. Whenever you dream, laugh, think, see, or move, Its because tiny chemical and electrical signals are racing between these neurons along billions of tiny neuron highways. Believe it or not, the ‘activity in your brain never stops. Countless messages zip around inside it every second like a supercharged pinball machine. [too] uerrusa ew Lincua mesa | UMA ABORDAGEN INSTRUMENTALE(-3 FORMAS VERBAIS | The 26 major advantages to reading more books and why 3 in 4 people are being shut out of success By Brap Isaac on December 5, 2007 read no books last year. Yes, that's 25% of the adults out there are reading zero books, This is sad. I knew intuitively the number of books read each year had. gone down but to zero? Ridiculous! And what about the adults who are reading more than zero books a year. How many are they reading in all? One? Five? Actually, the same poll reveals the average adult reads only four books per year. Half of those people read less than four. If you are one of the non-book readers who feels you “don't need no stinking books’ hore are 26 great reasons to start the habit. before you are left behind! | read an Associated Press-Ipsos poll revealing that 1 in 4 adults ‘{Reading is an active mental process: Unlike TY, books make you to use your brain. By reading, you think more and become smarter. 2 Itis a fundamental skill builder: Every good course on the planet has a matching book to go with it. Why? Because books help clarify difficult subjects. Books provide information that goes deeper than just classroom discussion. 3 Improves your vocabulary: Remember in elementary school when you learned how to infer the meaning of one word by reading the context of the other words in LerTurs ew Lincua motesa | UMA asoRDAGEM INSTRUMENTAL | 101UNIDADE 16 MAS VERBAIS | the sentence? You get the same benefit from book reading, While reading books, especially challenging ones, you will find yourself exposed to many new words you wouldn't be otherwise. 4 Gives you a glimpse into other cultures and places: What is your favorite vacation spot? I would bet you read a lot about that destination. The more information the better. Books can expand your horizons by letting you see what other cities and countries have to offer before you visit them. 5 Improves concentration and focus: Like I pointed out before, reading books takes brain power. It requires you to focus on what you are reading for long periods. Unlike magazines, Internet posts or € Mails that might contain small chunks of information, books tell the whole story. Since you must concentrate in order to read, like a muscle, you will get better at concentration 6 Builds self-esteem: By reading more books, you become better informed and more of an expert on the topics you read about. This expertise translates into higher self esteem. Since you are so well read, people look to you for answers. Your feelings about yourself can only get better. 7 Improves memory: Many studies show if you don't use your memory, you lose it. Crossword puzzles are an example of a word game that staves off Alzheimer's Reading, although not a game, helps you stretch your memory muscles in a similar way. Reading requires remembering details, facts and figures and in literature, plot lines, themes and characters. 8 Gives you something to talk about: Have you ever run out of stuff to talk about with your best friend, wife or husband? This can be uncomfortable. It might even make married couples wonder if their marriage is in trouble, However, if you read a lot of books, you'll always have something to talk about. You can discuss various plots in the novels you read, you can discuss the stuff you are learning in the business books you are reading as well. The possibilities of sharing are endless. 9 You'll discover surprises: As you read more books as a source of information, you'll learn stuff you weren't looking for. I've read many great quotes on life and love by reading books on marketing, I've learned facts about biology from reading about chemistry. Heck, I've picked up some facts about history while reading about programming. Since so many subjects intertwine it’s almost impossible not to learn something other than the book's subject. 410 Can change your life: How many times have you heard of a book changing someone's life? For me, it was Your Erroneous Zones (link) by Wayne Dyer ~ which. is the first self development book I read. It opened my eyes toa whole new way of |t02| terrura ew Lincua ivstesa | uma Abonoacew insTRUMENTALFORMAS VERBAIS | | UNIDADE 16 thinking that was not depressing and dull. It was the first step in my path of choosing my own life and being free of old habitual thought patterns. ‘44Can help break a slump: Being in a slump is uncomfortable. If you are a writer, you call it writer's block. If you are a salesperson, it’s called ~ not making a sale in 23 days, Buta slump can be a crossroads. It might be you are wavering on your commitment to a particular project or (with marriage) person. Or a slump can be simply a lack of new ideas. Books are a great source of ideas, big and small. So if you find yourself in a slump, pick a book on the portion of your life you are slump-ing and get to reading! 42 Reduces stress: Many avid readers (including me) unwind by reading, Compared with the person who gets home from work and immediately turns on the TV news, ‘you are going from work stress to crime stress. But its not just news. TV as @ source of relaxation is too full of loud commercials and fast moving (often violent) images. If relaxation is something you want, turn off the TV or computer and pick up a book. 48 You'll make more money: If you make a serious effort to read in your chosen career, your expertise in that specialty will increase. As you become more specialized and learned, you join a smaller group of more qualified people. By being part of the smalll few with the highest level knowledge your pay will increase. It’s simple supply and demand. “46-The book is always better than the movie: except for perhaps No Country for Old Men. © ‘Texto editada, (Versdo original disponivel em: em narrativas informais (para tomé-las mais draméticas e/ou reais), Exemplo: “So open the door anc! I look out into the garden, and what do I see? Aman wearing pink shirt and a policeman’s helmet”Por sua vez, o Presente Perfeito Simples ¢ formaco ca jun¢o do verbo havefhas (que funciona como verbo auxillat) com participio passado do verbo principal. Exemplos: Ihave finished. She hasn'tarrived Pode fazer referéncia + acontecimentos recentes, sem indicagio ex Exemplos: can't go on holiday because I've broken my leg. According to latest reports, government forces have pushed back the rebels and retaken the town. I've just seen Mary. - acontecimentos num tempo indefinido no passado. Exemplos: ve travelled a lot in America. Jim has had three car accidents. Paul has never read “War and Peace” + acontecimentos num tempo indefinido no passado, com conseqiiéncias no presente. Exemplos: Ive twisted my ankle, (That's why I'm limping.) Ihave bought myself a car, (That's why | am always on time for classes nov!) + situages que tiveram inicio no passado e continuam até o momento presente. Exemplos: Ive lived here for the past 10 years. We have had this fiat since 1985, No texto “The 26 Major Advantages to Reading More Books..”, 0 autor utliza 0 tempo pre- sente (simples e perfeito) diversas vezes para expor as razdes pelas quais o leitor deve adotar ‘ohabito da lettura 4 Observe os treches a seguir, retirados do texto, e sublinhe os verbos nos tempos presente simples e presente perfeito. (Os t6picos de onde eles foram extraidos esto indicados entre parénteses).UNIDADE 18 FORMAS VERBAIS | ‘a By reading, you think more and become smarter. (}) b Books provide information that goes deeper than just classroom discussion. (2) You get the same benefit from book reading. (3) 4 ... reading books takes brain power. It requires you to focus on what you are reading for Jong periods. (5) € This expertise translates into higher self-esteem. (6) Many studies show if you don't use your memory, you lose it. (7) @ Have you ever run out of stuff to talk about with your best friend, wife or husband? (8) I've leamed facts about biology from reading about chemistry. (9) 3 How many times have you heard of a book changing someone's life? (10) h As you become more specialized and learned, you join a smaller group of more qualified people. (13) CONSOLIDAGAO MARCADORES DISCURSIVOS E GENERO TEXTUAL 4lLocalize os marcadores discursivos contidos nos trechos abaixo, extraidos do texto. Em se- guida, indique as ideias que eles expressam (adicéo; contraste; causa/consequéncia; tempo; sequéncia cronolégica; exemplificacao; énfase; compara¢éo; concluséo). a Actually, the same poll reveals the average adult reads only four books per year. bb (..) here are 26 great reasons to start the habit... before you are left behind! ‘€ While reading books (..., you wil find yourself exposed to many new words you wouldn't otherwise. 4 Unlike magazines, Internet posts or e-Meils that might contain small chunks of information, books tell the whole story. @ Since you are so well read, people look to you for answers, Reading, although not a game, helps you stretch your memory muscles in a similar way. g Have you ever run out of stuff to talk about with your Best friend, wife or husband? (..) However, if you read a lot of books, you'll always have something to talk about. LEITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL | 107 |UNIDADE 16 | FORMAS VERBAIS | Bs Books are a great source of ideas, big and small. So f you find yourselfin a slump, pick a book (-Jand get to reading! 2 No texto “The 26 major advantages to reading more books...”, 0 autor Brad Isaac adota um estilo bastante informal para apresentar suas ideias. Releia a introducdo e os tépicos 9 ¢ 14, € indique as marcas que denotam essa informalidade. |s08| Lerrura em LiNcus inctesa | UMA ABORDAGEM INSTRUMENTALKvy4 FORMAS VERBAIS II The shame of drink-driving By Maio Cacciorroto BBC NEWS T: Christmas anti-drink drive campaign is full swing, but there will always be those Tiree eno the points, the driving ban and the criminal record, how do those caught handle the shame? Another Christmas, another warning about getting, behind the wheel while under the influence of alcohol. ‘The theme of the 2007 campaign is that a ie ut Tube wetsto svete engi eet conviction can ruin a driver's life. “That pint could come between you and Christmas” is the slogan. The criminal record and driving ban are automatic and for those who rely on their cars that can be punishment enough, But what about the stigma and the shame? Claire, a 27-year old care co-ordinator from Torquay in Devon, found that being convicted even affected her relationship with her mother. "She made me feel really, really bad. She didn't want to see me and shut the door in my face and told me to go away. That was the worst feeling ever.” Claire, which is not her real name, says the incident that changed her life came at the end of a“rubbish’ day at work last year, close to the anniversary of her grandmother's death, She began drinking a bottle of wine at home and then went into town to continue drinking, ‘but on the way she hit a parked car, failed a breath test and spent a night in a police cell. “That was lonely and horrendous. You feel very bad about yourself,” she says. LEITURA EM LincUa INGtesa | Uma asoRDAGEM INSTRUMENTAL | 108UNIDADE 17 | FORMAS VERBAIS. Lessons “It gives you time to think things over and how you could have killed someone. You feel embarrassed because you don't think you could even end up ina cell.” ‘She was given a £300 fine and a 16-month driving ban. The ban was reduced to a year because she signed up for a course with the Devon Driving Course run by Devon County Council, which aims to educate drink drivers about their crime. The court case meant she had to tell her parents the truth and endure her mother’s cold shoulder, having previously told her the accident had not been her fault. I don’t want people to make the same mistakes as I did. People's silence and the looks on their faces says it all. It makes you never want to do anything so stupid again” She learnt many things from the £145 course but among them was the fact her shame, criminal record and costs could have been avoided had she paid £20 for a taxi. (Disponivel em: ‘Acesto emt: 22 agosto 2000) FAMILIARIZAGAO COM O TEXTO 4 Observando 0 titulo, a figura e © paragrafo introdutério de modo especial, leia o texto rapi- damente e descreva o assunto do mesmo em uma sentenca, 2 Scanning: volte ao texto para localizar as informacées abaixo: @ tema da campanha natalina de 2007 - B nome (fcticio), idade e profissdo da motorista condenada por dirigir embriagada - _ ¢ falos que levaram a sua condenacéo- ae punico recebida - _ ee ss € licdo aprendida pela motorista- _ s10 | LeiTuea em Lingua Inctesa | UMA ABORDAGEM INSTRUMENTALFORMAS VERBAIS 11 | UNIDADE 17 8 Ao longo do texto, o autor apresenta algumas informagées entre aspas. Identifique as re- z8es para a utllizagao de tal recurso nas oracées abaixo, retiradas do texto: (a) discurso direto (b) énfase a um trecho da oragéo © 1, expresso ndo-pertencente & norma culta \dicago de gi CO “That pint could come between you and Christmas" is the slogan. (Obs: pint= medida que equivale a aproximademente strode cere: 047 lies nos EU e 057 lros na Gr-Bretara) Ci Clatre (..) says the incident that changed her life came at the end of a “rubbish” day at work last year, close to the anniversary of her grandmother's death. (1 “That was lonely and horrendous. You feel very bad about yourself,” she says. Vocabulario. No texto, o autor emprega uma série de expresses para apresentar e discutir 0s temas “élcool e direcdo” (A/D) e “punicéo” (P). Observe as expresses abaixo e classifi- que-as segundo o campo seméntico ao qual pertencem. O anti-crink drive campaign O arinkdrivers Da conviction can ruin a driver's life Ci the stigma and the shame 1 people's silence and the looks on their faces Uass00 fine Dito get behind the wheel under the influence of alcohal J costs Lito spend the night in a police cell Dicourt case Cito hits parked car O points Cito fail a breath test a 16-month driving ban Dito sign up for a £145 course Ocriminat record APRESENTAGAO E PRATICA DE ASPECTO LINGUISTICO PASSADO SIMPLES FORMADO POR VEREOS REGULARES (-ed OU! -d) ou irregulares (que tém forma propria). Exem- plos: to play ~ played: to joke — joked; to write — wrote; to take — took, Geralmente, é utilizado para descrever: + agdes concludes lived in London until was fourteen. He walked into the bar and ordered @ vodka and tonic: LeiTURA EM LincuA Inctesa | UMA AzoRDaGeM insreumentat | 41+ habiitos passados Every day | went to the park. When Iwas @ child we always went to the seaside In August + estados passados In those days, ! didn’t like reading, Em alguns tipos de oragao, o verbo na forma passada pode também ser utiizado para fazer referéncia ao presente ou futuro. Exemplos: fT had the money now, 'd buy @ car. Suppose we spent next weekend in Brighton? A estrutura used to + infinitive também pode ser utllizada em referéncia ao tempo pasado, mas somente para descrever habitos e situagdes/estados, nunce acées isoladas — nesse Ultimo caso, usa-se 0 passado simples. Compare estes exemplos: Fused to play tennis a jot (out | don't play very often now) | played tennis last weekend. used to think he was unfriendly (but now I realize he’s o very nice person). | thought he was very rude to her over dinner last night. Voz PASSIVA Formada pela junc&o do verbo To BE (em tempos verbals dive-sos) com o participio passado do verbo principal. E utiizada quendo: + no se que essumir a responsabilidade por determinada aco. The matter will be clarified soon. It has been decided to reauce all salaries by 10%, + 0 enfoque estd no acontecido, e no no autor That bank was robbed yesterday. Every year, many new students are admitted to UEL. + quer-se evitar sujeitos vagos (tals como alguém, ninguém, todos, eles, etc.) The form has to be signed. English is spoken here. Coke Is drunk all over the world, | 2 | cerrura ew Livcua Inctesa | uma asORDAGEM INSTRUMENTALFORMAS VERBAIS 11 | UNIDADE ‘A voz passiva é muito utllizada na escrita académica e clentifica, em que a énfase normal- mente esté nos acontecimentos € processos, € no nas pessoas envolvidas, \Vela @ seguir alguns exemplos de voz passiva em tempos verbais diversos: English is spoken here. Sorry about the mess: the house is being painted, My wallet has been stolen. Lknew why | had been chosen. She should be given another chance. You could fave been killed in the accident. OBS: Para conhecer 0s outros tempos verbais, vé aos Anexos, pagina 145. No texto “The shame of drink-driving’. 0 passado simples € bastante utlizedo para relatar fetos j6 concluidos, tanto na voz ativa quanto na passiva, Observe os trechos a seguir, retirados do texto, e decida se 05 verbos sublinhados, todos no passado simples, estio expressos na voz ativa ou passiva: a “She made me feel really, really bad.” e b .. she hit a parked car, failed a breath test and spent a night in a police cell € She was given a £300 fine and a 16-month driving ban, 4 The ban was reduced to a year because she signed up for a course _ ae @ She Jeamt many things from the £145 course _ f ... costs could have been avoided had she pald £20 for a taxi, CONSOLIDAGAO SUFIXOS -ING/-ED E REFERENCIA PRONOMINAL 4 Como vimes na unidade 14, os sufixos -ing e -ed apresentam fungdes diversas na lingua inglesa. Classifique as palavras em negrito conforme a fun¢éo que desempenham. Nao se esqueca de observar atentamente o contexte em que estao inseridas. LEITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL | 119UNIDADE 17 | FORMAS VERBAIS 1 (G)gerandio (S)substantivo ()infinitivo (A) adjetivo (P} pasado (PP) participio pasado C.D Another Christmas, another warning about getting behind the wheel while under the influence of alcohol O The criminal record and driving ban are automatic. Co thet was the worst feeling ever. O She began drinking a bottle of wine at home. CO... she hit a parked car... ©... and how you could have killed someone. 2 A que/quem se referem os pronomes em negrito no trecho a seguir? Claire, 8 27-year-old care co-ordinator from Torquay in Devon, found that being convicted even affected her relationship with her mother. (..) “She didn't want to see me and shut the door in my. face and told me to go away. That was the worst feeling ever” a her relationship - b her mother - © She- aMe- e That- 3B DISCUSSAO: Qual 6 a sua opinido sobre a lei seca? LEI SECA — VEJA COMO FUNCIONA A PUNICAO EM ALGUNS PAISES: Inpro: thebest blog bi/2008/6/jo/a lel seca nostransito-esuasconsequencias-porthe best/ Brasil - A lei aprovada aiz que dirigit com qualquer teor de élcool no sangue é crime, tendo como punicéo a perda da carteira de motorista por 1 ano além de multa. Quando 0 motorista, com qualquer teor de alcool, estiver envolvido em um acidente, este passa de homicidio cul oso para doloso, ou seja, com a intenco de matar. Japio - Punigéo: motorista é preso se for flagrado dirigindo com qualquer nivel de dIcoo! no sangue, Passagelros do vefculo s8o punidos por cumplicidade. | os [civ leo REFORMAS VERBAIS tt | UNIDADE 17 ‘Australia - Punicdo: pode variar de suspenséo imediata da habilitac&o com 0,02 g/dl, até tres anos de prisio, se 0 nivel detectado for superior a O15 g/dl. Holanda - Punicdo: multa de R$ 380. Acima de 0,20 g/dl, R$ 2 mil com suspensao da carteira € prisdo por duas semanas. Quem se recusa a fazer o teste, paga multa maior. ‘Alemanha - Punicao: multa a partir de 0,03 g/dl. Acima de 011 g/dl, o motorista ¢ acusado de crime, sua licenca € cassada e ele pode ser preso por até 5 anos. Observagao: g/dl= gramas por decilitro (‘litro=10 decilitros)15 Ef: FORMAS VERBAIS III Free at last! ‘Posted 25 Jan 2001 fter 12 years in prison, a Texas inmate walked University of Wisconsin-Madison law students Fortunately for Ochoa, evidence from the crime was ill available for DNA fingerprinting, a simple test that can prove whether a biological sample did or did not come The arrival of cheap and fast DNA fingerprinting is ‘overturning the quest to convict the guilty and free the innocent, The technology is far more specific than earlier tests of antibodies in blood or semen, Terry Laber, who directed the blood laboratory at the Minnesota Department of Public Safety, says, “Before DNA, you'd have a good suspect, and do all the tests you could do, and you'd end up with 30 percent to 4o percent of the population qualifying.” But when biological samples ~ from blood, skin cells or semen ~ are DNA fingerprinted, the specific DNA sequence is extremely unlikely to be found except in the perpetrator. A match, Laber says, is “very powerful evidence.” Leaving death row If the suspect’s DNA does not match the sample, however, the test becomes convincing evidence for the defense. DNA tests have helped spring 10 people from death sie | Lerruna em Lincua INcLesa | UMA ABORDAGEM INSTRUMENTAL30 35 40 row since 1993, according to Richard Dieter, executive director of the Death Penalty Information Center: These 10, among 93 capital convictions that have been vacated since 1973, have helped raise public fears that executions may be based on questionable convictions, On Jan. 31, 2000, Ilinois Governor George Ryan announced “moratorium” on executions, after 13 men had bbeen released from the state's death row. Ronald Jones, for example, was released in 1997 after being convicted of rape and murder in 1989. DNA tests did not link him to the crime scene. Dieter says the technique is so “powerful and scientifically reliable” that it ean, as in ‘Ochoa’s case, even refute a confession, “The public tends to put a lot of reliance on it. It can result in a dramatic shift” in legal status. + Stil But DNA fingerprinting does not help every convict who asks for it. In September, 2000, Derek Barnebei was executed in Virginia for raping and murdering his girlfriend, The test he'd sought located his DNA in tissue taken from under the victim's fingernails after the 1993 crime, Barnebei claimed innocence to the end. ‘While Dieter welcomes DNA’s ability to illuminate guilt and innocence, he says itis “not ‘a panacea for every case, it may not be involved in a simple shooting, where somebody dies Dut there are no bodily fluids left” ‘There's also a disturbing possibility that DNA fingerprinting could finger the wrong ‘person ~if labs make mistakes, or if cops plant evidence or lie on the witness stand. Such. allegations — although they do not concern capital cases — are the focus of the ongoing Los Angeles police scandal. (Disponivel em: http:whyfilesorg/126dna forensicfindex html>, Acesso etn:06/07/2000) LEITURA EM LINGUA INGLESA | Uma ABORDAGEM iNsTRUMENTAL | 1175 UNIDADE 18 | FORMAS VERBAIS III THE OCHOA CASE AND FALSE CONFESSIONS: Death penalty opponents say the Ochoa case highlights a larger problem: False confessions ‘made to avoid the death penalty. Ochoa, for example, confessed despite being innocent and having no criminal record. “The Ochoa case (.] serves to highlight the phenomenon of {alse confessions caused by fear of the death penalty,” says Keith Findley, who co directs the University of Wisconsin-Madison project that helped exonerate the Texas man. “Extraido de: Testing DNA Testing (Disponivel em: « http:/whyfiles.org/sa6dna_forensic/s.html>, Acesso em:06/07/2008) FAMILIARIZAGAO COM O TEXTO 4 Observando a ilustragao ¢ 0 titulo, procure antecipar 0 assunto do texto. 2 Faca uma leitura répida do texto para confirmar/descartar suas hipéteses. O texto cor- respondeu as suas expectativas? A ilustragdo influenciou a formulaco das hipsteses so- bre o assunto? 3 Leia 0 texto novamente ¢ localize as seguintes informacées: a O periodo de tempo que Ochoa passou na prisdo: b Os crimes dos quais ele foi acusado: ‘© O que ajudou a provar sua inocéncia: d Uma definicdo de “DNA fingerprinting” et aes met @ O nome do prisioneiro que no conseguiu ser inocentado com 0 exame de DNA; £ 3 exemplos de amostras biolégicas que serve para exame de DNA: ris | Lerura ew Lingua INcLESA | UMA ABORDAGEM INSTRUMENTALFORMAS VERBAIS III | UNIDADE 18 Com base no texto, assinale as afirmagSes corretas: ‘@ Ochoa foi o Unico condenado a livrar-se da pena de morte ao recorrer ao exame de DNA [J O resultado do exame de DNA tanto pode confirmar a culpa de um suspeito como pode isen- télo da mesma. O € 0 fato de 0 DNA do suspeito ser encontrado na vitima constitui uma forte evidéncia de sua ligagéo com o crime. L] Nao hé nenhum risco na utiizagéo do resultado da anélise do DNA em processos criminais. [] 5 Utilize 0 contexto para inferir o significado das palavras/frases destacadas e assinale a alternativa correta: @ Ifthe suspect’s DNA does not match the sample, however, the test becomes convincing evi- dence for the defense. Ccombinar com a amostra. 1 contaminar a amastra CO destruir a amostra b DNA tests have helped spring 10 people from death row since 1993, O mandar D condenar CO sottar € There's also a disturbing possibility that DNA fingerprinting could finger the wrong person ~ if labs make mistakes, or if cops plant evidence or lie on the witness stand. CO banco dos réus Cbanco dastestemunnas C1] banco dos jurados 6 Utilizando 0 contexto, deduze o significado das palavras/frases destacadas: a... a Texas inmate walked free on Jan. 17. 'b The arrival of cheap and fast DNA fingerprinting is overtuming the quest to convict the guilty and free the innocent. ¢ DNA tests have helped spring 10 people from death row since 1993. 4 There's also a disturbing possibility that DNA fingerprinting could finger the wrong person ~ if labs make mistakes, or if cops plant evidence oF lie in the witness stand, 7 No grupo de palavras abaixo, assinale os termos usados pelo autor para se referir a um reso, supostamente criminoso. inmate [1] convict C1 cop 0 perpetrator C1] suspect 1] PI.APRESENTAGAO E PRATICA DE ASPECTO LINGUISTICO Mopals (5 mopais dio sentido especial aos verbos que acompanham. Observe a descric&o de alguns deles, (Para ler sobre outros modais, vé aos Anexos, na pagina 153) +1. CAN: indica possiblidade' ou habllidade/capacidade fisica? Exempio!: ‘Smoking ean cause cancer. Scotland can be very warm in September. Exemplo® Can you crive? We cansee the lake from our bedroom window, “Chocolate addiction sounds like a joke. but many feet ‘such intense craving, they insist they can’t function without It” Fonte: Top Santé - Health & Beauty, November 1994, p51 + 2. COULD: indica o passado de can’, indica também o futuro condicional?, especiaimen- te quando 0 autor esté sugerindo algo (poderia), Exemplo’ ‘My grandmother could speak five languages. Alf played well, but he couldn't beat Jack. Exemplo®: The new medicine could be the solution to our problems, This could be your big chance. “pays well, ihe hours are fine and your colleagues are great so why don't you lke your ‘08? it could be because you are just not sulted to it” Fonte: Top Sant ~ Health & Beauty, November 1994, p52 |120| cerruRs em Lincua nciesa | UMA ABORDAGEM INSTRUMENTALMAY: indica permisséo' ou probabilidade* Exemplo': ‘May I turn on the television? (Posso?) Exemplo® I may fly to Recife next week. (Talvez) “People with insomnia may be able to get a good night's sleep by simply ‘exposing themselves to 15 minutes of daylight in the morning, say scientists.” Fonte: Femailcouk, By James Chapman, +4, MIGHT: 0 mesmo que may, porém com menor énfase: Exempio® Twonder If! might ask you a favor? (pederia ~ formal) Exemplo®, Peter might phone. Ife does, could you ask him to ring later? “Open people are happiest working in ajob where they can use thelr creative skills ond work vith their ideas. They might york in public relations, the media and cdvertising, but on the more creative side, elther in design or marketing.” Fonte: Femailco.uk, By Chrissy Harris ‘Os segmentos abaixo extraidos do texto “Free at last” contém modals. Identifique-os e assi- nale os sentidos que eles atribuem aos verbos que acompanham: ‘a Fortunately for Ochoa, evidence from the crime was stil avaliable for DNA fingerprinting, a simple test that can prove whether a biological sample did or did not came from a suspect. O permissio D habllidade/capacidade: b "Before DNA, you'd have a good suspect, and do alll the tests you could do, and you'd end up with 30 percent to 40 percent of the population qualifying” Ui nabtiidade/capacidade Ci probabitidade € These 10, among 98 capital convictions that have been vacated since 1873, have helped reise public fears that executions may be based on questionable convictions. C1 probabitidade Oi permisséo LEITURA EM LINGUA INGLESA | UMA ABoRDAGEM insraUMENTAL | 124UNIDADE 18 d Dieter says the technique is so “powerful and scientifically reliable” that it can, as in Ochoa’s case, even refute a confession O possibitidade D habilidade/capacidade €¢__he says itis “not a panacea for every case, it may not be involved in a simple shooting, where somebody dies but there are no bodlly fuids left” OO probabitidade C1 permissio f There's also a disturbing possibility that DNA fingerprinting could finger the wrong person ~ if labs make mistakes, or if cops plant evidence or lie on the witness stand, O permissao 1 poderia ttuturo condicional) CONSOLIDAGAO MARCADORES DISCURSIVOS E GRAU DOS ADJETIVOS 4 Sublinhe os marcadores discursivos dos segmentos do texto “Free at last” ¢ relacione-os com as idéias que eles expressam. Adicio --Exemplificactio-—-—-Oposi¢o/contraste Tempo a Afler 12 years in prison, a Texas inmate walked free on Jan. 17 = 'b “Before DNA, you'd have a good suspect, and do all the tests you could do, and you'd end up with 30 percent to 40 percent of the population qualifying” ¢ If the suspect’s DNA does not match the sample, however, the test becomes convincing evidence for the defense. a Ronald Jones, for example, was released in 1997 atter being convicted of rape and murder in 1989, a ‘@ But DNA fingerprinting does not help every convict who asks for it. £ There's also a disturbing possibility that DNA fingerprinting could finger the wrong person. g Such allegations ~ although they do not concern capital cases ~- are the focus of the ongoing Los Angeles police scandal, ne | 122| LerTuRA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTALFORMAS VERBAIS 111 2 Faca uma leltura répida do pardgrafo abaixo: The cheapest Big Macs are found in China, Malaysia, the Philippines and South Africa, and all cost less than $120. In other words, these countries have the most undervalued currencies, by | more than 50%, The most expensive Big Macs are found in Britain, Denmark and Switzeriand, ‘which by implication have the most overvaluied currencies. Sterling, for example, Is 12% overvalued against the dollar — less than two years ago, itwas overvalued by 26%. Fonte: “Big Macs Currencies” The Economist, April 19, 2008 3 Descreva resumidamente a idéia geral do mesmo. 4 Leia o texto novamente e localize as seguintes informacées: a Dois paises nos quais o sanduiche Big Mac ¢ vendido por pouco mais de um délar, b A desvalorizacéo da moeda desses patses em relacao ao dolar. ¢ Os paises nos quais a moeda tem valor superior a0 délar. 5 Identifique os comparativos e superlatives uti portugués. LEITURA Em LiNGUA Inctesa | UMA ABORDAGEM INSTRUMENTAL | 122)KEI APOSTOS U.S. Coins: Reminders of History and Heritage By Jeanne S. Hotnen fins have many uses. People save them, ¢ or spend them. Some people collect coins for fun or for profit. Others “toss a coin” to make a decision or use coins in magic tricks. Children use coins in tabletop games such as “penny hockey Sometimes coins are used in jewelry or as adornment on clothes. But few people who use coins every day ‘think about such things as: Why does a coin look the way it does? Why is it a particular size? Why are certain words or images on the coin? A 10 close examination of coins will not only answer these questions but will reveal a Jot about a nation’s history and culture. ‘Anssorment of Ameo ci In the United States, six coins are currently in circulation. Each coin has a different denomination, or value. The six coins are the one-cent coin, the fiveent coin, the ten-cent coin, the 25;cent coin, the so-cent coin (half dollar) and 106cent (dollar) coin. Americans 25 usually refer to their coins by names rather than by values. A one-cent coin is called a penny; it isa coppercolored coin. A five cent coin is called a nickel, a en-cent coin is a dime, and a.25-cent coin is a quarter. Nickels, dimes, and quarters are silver colored. Americans use these four coins regularly in their transactions, as customers making purchases and as shopkeepers giving change. 1za| LelTuRA eM LINGUA INGLEsA | UMA ABORDAGEM INSTRUMENTAL25 30, The other two U.S. coins in circulation, the half dollar coin and the dollar coin, are rarely used. Yet, the dollar is the basic unit of exchange in the United States. It exists both in the form of a coin and as paper money and it is always equal to 100 cents. All other forms of USS. currency, both coins and paper money, are valued in relation to the dollar. For example, a qnarter is equal to one-fourth of a dollar, a dime is one-tenth of a dollar, and so on. The dollar dates back to the earliest days of U.S. history. In the 17th century, when England still ruled the American colonies, the colonists used whatever foreign coins they hhad for currency. There were not many British coins available. The coin most commonly ‘used was a large silver Spanish dollar or peso. It is believed that the U.S. dollar was modeled after this Spanish coin, Although the origin of the dollar sign (s} is not definitively known, some say it may have developed from the way people wrote ps, an abbreviation of the word peso. ‘The Spanish dollars were also called pieces of eight because a person could make change by chopping the coin into eight pie shaped pieces that were called bits. Two bits equaled ‘one-fourth of the coin. Even now, more than 200 years later, some Americans still refer toa US. quarter as “two bits” (Disponivel em: « httpfexchanges state gov/forum/vols/volgs/nox/p4;ihtm > Acesso em:o6/o7/2009) FAMILIARIZAGAO COM O TEXTO 4 Observando o titulo e a ilustragéo do texto, procure antecipar 0 assunto do mesmo. 2 Através de uma leitura répida, confirme ou descarte suas hipéteses. Em seguida, descreva em poucas palavras a ideia geral do texto. 8 Leia o texto novamente, procurando localizar as seguintes informacées: ‘a O ntimero de moedas em circulacao nos Estados Unidos atualmente: 'b O valor das seguintes moedas: a penny: _ a nickel ___ a quarter: € Acor das moedas de: um centavo: _ 25 centavos As moedas pouco usadas: _ @ A otigem do cifrdo ($), de acordo com a opinido de algumas pessoas: LeITURA EM LINGUA INcLesa | UNA ABORDAGEM insteUMeNTAaL | 128|uipape 19 | APostos s 4 Utilizando 0 contexto, procure inferir 0 significado das palavras/expressées em negrito: ‘Some people collect coins for fun or for profit. Others “toss a coin” to make a decision or use coins in magic tricks. All other forms of US. currency, both coins and paper money, are valued in relation to the dollar. iS 5 Tendo por base a apresentacéo do assunto, relacione os tépicos abaixo com os parégrafos do texto: a Introdugio (comentérios genéricos)(§ _____) bb Exposico (informagdes mais espectiicas do tema) (§ _ ) € Dados histéricos ss APRESENTAGAO E PRATICA DE ASPECTO LINGU[STICO APosTos UM Aposro (da palavra ‘por’: colocar junto) é uma palavra (ou grupo de palavras) colocada a0 lado de outra palavra cujo significado ela descreve/explica/define. Apositivos devem ter a mesma classe ¢ fungéo gramatical das palavras que eles descrevem. Geralmente os apostos ocorrem apés a palavra que explicam e so frequentemente separados por virguias ou traves- s6es, Assim, os apostos interrompem o fluxo da sentenga com abjetivo de fornecer informa- do adicional. Exemplos: The capital of France, Paris is an exciting city. Albert Einstein, one of the most brilliant men of the twentieth century, permitted his brain to be dissected after his death. ‘Veja 0 exemple abaixo, extraido do texto. The other two US. coins in circulation, the half dollar coin and the dollar coin, are rarely used. Na maioria das vezes os apostos podem ser omitidos sem afetar a estrutura € 0 significado da sentenga visto que nao contém informacgo essencial a sua compreensao. The other two U.S. coins in circulation are rarely used. Como vocé péde perceber, as construges apositivas S80 um recurso pratico ¢ eficiente que ‘0 escritor pode utlizar para acrescentar detalhes a uma sentenca. 126 | LeiruRa EW Lincua INGLesa | UMA ABORDAGEM INSTRUMENTALapostos | unioaoe 19 Volte ao texto ‘U.S. Coins: Reminders of History and Heritage’. Localize e transcreva abaixo outras sentencas contendo apostos. Em seguida, sublinhe as construcées apositivas. CONSOLIDAGAO TEMPOS VERBAIS: PRESENTE, PASSADO SIMPLES E VOZ PASSIVA 4 Identifique 0 tempo verbal predominante nos: a 1rés pardgrafos inicials: B dois parégratos finais: __ 2 Identifique, no parégrafo 4, outras pistas que sinalizam a mudanca de tempo verbal em relagdo aos parégrafos anteriores. ‘3 Identifique as formas verbais no parégrafo transcrito abalxo. Em seguida, decida se as mes- mas esto na voz ativa ou passiva. The other two US. coins In circulation, the half dollar coin and the dollar coin, are rarely used, Yet, the dollar is the basic unit of exchange in the United States. It exists both in the form of @ coin and as paper money and itis always equal to 100 cents. All other forms of US. currency, both coins and paper money, are valued in relation to the dollar. For example, 8 quarter is equal to one-fourth of a dollar, a dime is one-tenth of a dollar, and so on. LEITURA EM LINGUA INeLesa | UMA aBoRDAGEM InsTRUMENTAL | 127 |a5 Fi] USO DO DICIONARIO Your iBrain: How technology changes the way we think HOW THE TECHNOLOGIES THAT HAVE BECOME PART OF OUR DAILY LIVES ARE CHANGING THE WAY WE THINK By Gary SMALL AND Gict VoRGAN, OCTOBER, 2008 In Mind & Brain KEY CONCEPTS + The brain's plasticity ~ its ability to change in response 1o stimuli from the environment — is well known. What has been less appreciated is how the expanding use of technology is shaping neural processing. > Young people are exposed to digital stimulation for several hours every day, and many older adults are not far behind. ‘> Even using a computer for Web searches for just an hour a day changes the way the brain processes information. A constant barrage of e contacts is both stimulating —sharpening certain cognitive skills — and draining, studies show. version of the Wall Street Journal on your laptop while downloading files to your Y= ona plane packed with other businesspeople, reading your electronic BlackBerry and organizing your FowesPoint presentation for your first meeting when you reach New York. You relish the perfect symmetry of your schedule, to-do lists25 30. USO DO DICIONARIO | UNIDADE 20 and phone book as you notice a woman in the next row entering little written notes into her leather-bound daily planner. You remember having one of those .. What? Like a zillion, ‘years ago? Hey, lady! Wake up and smell the computer age. You're outside the airport now, ‘waiting impatiently for a cab along with dozens of other people. It's finally your turn, and 1s you reach for the taxi door a large man pushes in front of you, practically knocking you over. Your briefcase goes flying, and your laptop and BlackBerry splatter into pieces on the pavement. As you frantically gather up the remnants of your once perfectly scheduled life, the woman with the daily planner book gracefully steps into a cab and glides away. ‘The current explosion of digital technology not only is changing the way we live and communicate but also is rapidly and profoundly altering our brains. Daily exposure to high technology—computers, smart phones, video gamies, search engines such as Google and ‘Yahoo stimulates brain cell alteration and neurotransmitter release, gradually strengthening ‘new neural pathways in our brains while weakening old ones. Because of the current technological revolution, our brains are evolving right now—at a speed like never before. [Disponivel em: Abstract English is now said to be an international language or known as a global language. It is an obvious fact that English is definitely important as a window for the Chinese to see the world. English is the key for us to access the Western modern scientific and technological advances. In this article, I will try to examine some issues with particular reference to the situation of English language teaching (ELT) in China and its relationship with the outsicle world. > Introduction In the past few decades since World War Il, the emerging global economy has made it ‘possible for English to play an important role as the world standard language. In view of the situation, millions of students are learning English as the most important foreign language for intemational communication all over the world. People of the world unanimously. consider English as the most useful language for cross boundary communication. Thus, from an ordinary Chinese point of view, English is not the language for us to speak with, Americans, the British or any other native speakers. Rather, itis the common language for us to communicate with Japanese, Koreans, Thais, Singaporeans and other Asians and. people from developing countries. The global spread of English over the last 40 years is remarkable in the history the English language. It has become an international language ‘tneans for multinational and multicultural communication. LeiTuna em LINGUA INctesa | UMA ABoROAGEM INSTRUMENTAL | 135 |20 25 30 35 45 50 As the spread of English progresses, English is bound to reflect a diversity of disparate cultures, Since no language is used to its fullest extent by its native speakers, there is always ‘much room left for our non-native speakers to exploit it in the unique form of English usage, phonetically, lexically, syntactically, semantically and pragmatically. As a matter of fact, English has been used by our Chinese as a tool to know the West and at the same time, let the World know China at its greatest extents ‘> Modern ELT in China A great deal of attention has been paid to English teaching and learning since the beginning of the reform of Chinese economy in 1978. With more and more Western companies and joint ventures rushing into China, many college students would like to pursue their further education in the West to acquire advanced knowledge in science and technology. Chinese students are no longer ignorant of international English tests such as TOFFL (Test of English as a Foreign Language) and IELTS (International English Language Testing System) and so on. Some foreigners will even be amazed 10 see the heat-wave of English learning in China. Just take a domestic employer, ‘especially those in the field of foreign trade businesses for example. They consider ‘communicative competence in English to be a decisive factor in hiring a potential employee. Therefore, an applicant must demonstrate his oral English capability Desides their vai jus English qualification certificates. This emerging challenge to the traditional methodology of ELT is unprecedented in that the teacher is no longer seen as the sole provider of knowledge and the students are no more encouraged to assimilate their teacher's instruction dutifully or to work their way ploddingly through the lines of their textbook. The initial progress in ELT took place when English became part of the College Entrance Examinations. The Ministry of Education issued guidelines for textbook makers, requesting that English textbooks should include materials on the Western culture, listening and speaking practice as well. However, there are some disadvantages, of ELT education in China, The first isa lack of qualified foreign language teachers, most. of whom have no experience of living in Western countries. In fact, effective English teachers should have abundant cross-cultural awareness ~ itis often the case that quite a number of English teachers in China have a very limited knowledge of English while students have high expectation from their teachers. As a result, teacher development Programs have become the “bottleneck” issue’ in our current ELT. Worse is the backward methodology: teachers, as well as students, typically adopt the Grammar-Translation, method to teach and learn English, which focuses on English grammar and vocabulary, ‘on linguistic phenomena rather than on reading the content itself. It is no surprise to see Chinese students with satisfactory marks on their English examinations who can’t55 60 65 70 75 so. 85 (© GENERO ACADEM communicate well in English with foreign peers. There is a popular saying about this extravagant scene in learning English as “dumb and deaf” English. According to a survey, most college students in China whose majors are not English spend more than 70 percent of their study time on English after class. Meanwhile, they have to attend fourhour English courses every week in class. What's more is that the English teacher, unfortunately, has to face normally 50 or more students in the classroom because of the expansion of enrolling college students in recent years. Therefore, itis almost impossible for an English teacher to take good care of each student in class. Some English classes have no access to an audio-video language laboratory, neither do they have access to the Internet. This rigid pattern of old fashioned textbook-based, teachercdominated and testoriented teaching is out of date with the rapid growth of international communication in China. Educators have realized the importance of shifting the pattern of ELT from the traditional linguistic acquirement to communicative competence and the module of teaching English language from single skill development to integrated skills training, That can be seen from the reform of syllabuses and curriculum development project issued by the Ministry of Education in 1999, The new syllabus emphasis is on a student-centered approach instead of a teachercentered one. Meanwhile, the vocabulary capacity required for students has been enlarged from the original 1,800 common used English words and phrases to 4,000. Another outstanding feature of the ELT reform in China’s higher institutions is that English study will be continuous throughout the duration of four years in college. ESP {English for Special Purpose) courses are also added to the final year of students’ study of English Jn college. The goal of these courses is to ensure that the non-English major students who have different specialized background can make good use of English after thetr graduation in their future working career. Besides, the Ministry of Education requires that all of the specialized subjects (preferably taught from foreign textbooks) be conducted in English in the near future. There will be a national English standardized test which will be divided into. several levels to evaluate the outcome of reforming in Chinese ELT from primary level to the tertiary level, which means English will become a real tool for communication in China's educational institutions. The construction of a streamlined ELT system from Chinese primary schools (third grade) to the tertiary level is underway. > Conclusion At this stage, China needs and will continue to want English badly. In order to function, efficiently in its economy with the global market, China needs to bring large numbers of people to a higher level of proficiency in English for a wide variety of functions. Success of English language teaching and learning depends largely on understanding English as a 100] for communication. Thus, if a student is encouraged to speak with confidence, itis the foreign language teacher's duty to help students overcome the feat af speaking and learn the LEITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL | 19790. (0 GENERO ACADEMICO fact that Chinese English learners can use English effectively without feeling guilty of their strong accent. Modem communication such as TV and the Internet makes us more exposed to an English-medium environment than we used to be. It will be no surprise at all for a ‘Chinese person to survive in English. (By Ji Suaosis, Wenzhou College of Profession and Technology) Fonte: The weekly coluran, Article 99, May 2002 (adaptado) (Versio original disponivel em. Acesso em: 22 agosto 2009) © texto “English as a Global Language in China” pertence ao género “artigo académico”. 4 Localize algumas caracteristicas comuns a esse género (layout, vocabulério, registro): ‘layout (Como se configura este texto? De que forma € dividido% € registro (linguagem mais formal}: Exs: LEITURA EW LINGUA INoLESA | UWA ABORDAGEW INSTRUMENTAL | 141UNIDADE 21 | © GENERO ACADEMICO 2 Agora releia o abstract e verifique se o resumo do autor sintetiza de modo claro e objetivo © contetide do artigo. CONSOLIDAGAO GRUPOS NOMINAIS E INFERENCIA CONTEXTUAL 4 Nos trechos abaixo, extraidos do texto, os grupos nominais foram sublinhados. Circule seus respectivos nuicleos e, em seguida, traduza as expressées sublinhadas: 1a “In the past few decades since World Wor I, the emerging global economy has made it possible for English to play on important role as the world standard language." 'b “This rigid pattern of old fashioned textbook based, teacher-dominated! and test-oriented teaching Is out of date with the rapid growth of intemotional communication in China.” 2 Deduza o significado das palavras ou expressées sublinhadas de acordo com o contexto ‘em que esto inseridas: ‘a “People of the world unanimously consider English as the most useful language for boundary communication.” Lerruea swltinaua inate) UWA ABoROAGEW inisTmUMENTAL 1(© GENERG acapémico | uniDaDe 21 'b “Educators have realized the importance of shifting the pattern of ELT from the traditional linguistic acquirement to communicative competence and the module of teaching English Janguage from single skill development to integrated skills training.” "The construction of a streamlined ELT system from Chinese primary schools (third grade) to the tertiary level is underway.” 143 |idl FORMAS VERBAIS Geese Formado do infinitivo, sem a particula te, Dependendo da forma do verbo, a terceira pessoa do singular (he/she/it) recebe -s, -es ou -ies. Exemplos: to play — plays; to catch ~ catches; to study — studies. Geralmente, refere-se a: + fatos imutdveis Water boils at 100 degrees Celsius. + agGes/situagdes habituais My sister goes to work at 7:30 am. British people drink a fot of tea. + estados My father lives in Italy. + opinies e sentimentos I don’t like gangster tims. Pode também ser utilizado: + para indicar o tempo futuro, especialmente quando precedido por ‘if, conjunces de tempo (when, while, before, after etc) ou quando referente a horérios regulares de trens, 6nibus ou voos 1 be glad if it rains soon, What are you going to do when you leave school? The train arrives at 7:45. + em resenhas de livros e filmes e em resumos de acontecimentos histdricos: May 1945: the war in Europe comes to an end, LerruRA em Lincua inctesa | uma ABoRDAGEM INSTRUMENTAL | 145|At the end of the play both families realise that their hatred had caused the death of the lovers. + em narrativas informals (pare torné-las mais dramaticas e/ou reais) So | open the door, and ! feok out into the garden, and what do | see? A man wearing a pink shirt and a policeman’s helmet. SSO Formado da juncéio do verbo te be com outro verbo no gertindio: am/are/is + verbo com ing. Exemplos: I'm reading « book. He's writing c poem. They‘re travelling around Europe. Geralmente, é utilizado para descrever: + agdes/situages que esto acontecendo num instante especifico Hurry up! We're ail waiting for you. The dog is sleeping on our bed! Wty are you erying? Is something wrong? + acdes/situagées temporérias I'm staying in @ hotel until find a flat. My sister is living at home for the moment. + agdes/situagdes que podem estar em andamento, mas no necessariamente no mo- mento em questo F'm learning to drive. + mudanga ou desenvolvimento The weather is getting better and better Things are getting worse! More and more people are giving up smoking. LerTuRA Em LineuA INGLESA | UMA ABORDAGEM INSTRUMENTALIPASSADO SIMPLE: Formado dos verbos regulares (ed ou -d) ou irregulares (que 18m forma prépria). Exempios: to play ~ played; to joke — joked: to write — wrote: to take — took. Geralmente, ¢ utilizado para descrever: + agées concluidas Hived in London unt { was fourteen. He walked into the bar and ordered a vodka and tonic. + habitos passados Every doy | went to the park, When I was a child we always went to the seaside in August. + estados passados In those days, | didn’t like reading. Em alguns tipos de oracéo, 0 verbo na forma passada pode também ser utllizado para fazer referéncia ao presente ou futuro. Exemplos: If had the money now, I'd buy a car Suppose we spent next weekend in Brighton? Aestrutura used to + infinitive também pode ser utiizada em referéncia ao tempo passado, mas somente para descrever hébitos ¢ situagdes/estados, nunca acées isoladas — nese Liltimo caso, usa-se o passado simples. Compare estes exemplos: Jused to play tennis a lot (but | don't play very often now). I played tennis last weekend. Jused to think he was unfriendly (but now / realize he’s a very nice person). I thought he was very rude to her over dinner last night. IPASSADO CONTINU! Formado da juncéo do verbo to be com outro verbo no gertindio: was/were + verbo com -ing. Exemplos: The sun was shining, The birds were singing. Leiruna ew Linea inetssa | uma asomoacem waraumenraL [147 |Geralmente, é utilizado para descrever: + ages em andamento {frequentemente interrompidas por outros acontecimentos) Iwas drinking my coffee at the time. While | was opening the letter, the phone rang. + 0 fundo de cena (ou segundo plano) em narrativas ! entered the office and looked around. Most people were working ct their desks, but Jane was staring out of the window and pretending to write something at the same time. +mudanca The cor was getting worse all the time. One of the headlights was gradually falling off and the engine was making more and more funny noises, Na lingua inglesa, ha vérias formas para expressar o futuro. As trés estruturas mais comuns so: + will/shall... Jl see you next week, Shall! give you a hand? + am/is/are + going to... Who's going to look after the baby tomorrow? + amiis/are + verbo com -ing (presente continuo) Harry and Mary are coming this evening. Essas trés estruturas so utilizadas em diferentes situacées: + will 6 o futuro normalmente relacionado a previsées. E utilizado para descrever fatos j& previstos de antemao, ou algo que se acredita ser verdadeiro. We'll be in Manchester before ten, | expect. The experiment will help many people. The company will make « profit next year + going to geralmente envolve intengées ou planos. She's going to have a baby in June. I'm going to wait here until Carol gets back. 'm going to get to the top even ifit kills me. saz | LEITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTALPode também ser usado para descrever uma ocorréncia futura com indicios no tempo presente. Look at that tree! It's going to fall God ~ we're going to crash! +O presente continuo refere-se a compromissos jé agendados. Geralmente inclui uma expresso de tempo. The Browns are coming to dinner on Saturday. Tom's getting his nev glasses next week. ie Nisusnasoraess Formado da juno do verbo have/has (que funciona como verbo auxiliar) com © participio passado do verbo principal Exemplos: I have finished. She hasn't arrived. Pode fazer referéncia a: + aconteclmentos recentes, sem indicagdo explicita de tempo I can’t go on holiday because I've broken my leg. According to the latest reports, government forces have pushed back the rebels and retaken the tov, Ive just seen Mary. + acontecimentos num tempo indefinido no passado I've travelled a lot in America. Jim has had three cor accidents. Paul has never read War and Peace, + acontecimentos num tempo indefinido no pasado, com consequéncias no presente Ive twisted my ankle. (That's why I'm limping.) Ihave bought myself « car. (That's why | am always on time for classes now.) + situagdes que tiveram inicio no passado e continuam até o momento presente I've lived here for the past ten years. We have had this flat since 1985, terruna em cincua inctesa | uma asoroacem instrumentaL | 149Ges sese oko Formado pela juncao dos verbos havefhas + been (que funcionam como verbos auxiliares) com o verbo principal terminado em -ing. Exemplos: It has been raining a lot. Ihave been working very hard. Dependendo do contexto e da expresso de tempo utilizada, pode indicar: + um estado que continua até 0 momento presente ve been waiting for you for three hours! + uma aco incompleta I've been reading your book (but | haven't finished it yet. (Em oposi¢éio ao presente per- feito simples, que costuma sinalizar 0 término de uma acd: I've read your book) + énfase na continuidade/duragéo de uma aco I've been writing e-mails all morning. + uma ago concluida recentemente I've been running, That's why | look hot. + uma ago repetida durante certo periodo de tempo I've been having French lessons this year My sister has been smoking q lot these past few months, PES) Formado pela jung8o do verbo had com participlo passade do verbo principal. Exemplos: Iknew | had seen her before She invited him to the party even though | had asked her not to. E utilizado para fazer referéncia a: + acontecimentos num tempo anterior ao tempo passado, em especial quando ndo hé expressbes de tempo para distingui-los da agéo no tempo passado |t50| Lerurs em LINGUA INctesa | Uma ABORDAGEM INSTRUMENTALBy the time | got to the station, the train had left. Jexpiained | had forgotten my keys. He wasn't exactly a stranger: | had met him once before. I could see from his face that he had received bad news. ae WZ) Formada pela jungéo do verbo to be (em tempos verbais diversos} com 0 par sado do verbo principal. io pas E utilizada quando: + no se quer assumir a responsabilidade por determinada acdo. The matter will be clarified soon, It has been decided to reduce all salaries by 10%. + 0 enfoque esté no acontecido, endo no autor That bank was robbed yesterday. Every year, many new students are admitted to UEL. + querse evitar sujeitos vagos (tais como alguém, ninguém, todos, eles etc). The form has to be signed. English Is spoken here. Coke is drunk ail over the world, A voz passive € muito utilizada ne escrita académica e cientifica, em que a énfase nor- malmente esté nos acontecimentos e processos, e nao nas pessoas envolvidas. Eis alguns exemplos de voz passiva em tempos verbais diversos: Anew supermarket is going to be built next year, LEITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL | 154knew why had been chosen. MPERATIVO] Apresenta a mesma forma do infinitivo sem a particula to. E utilizado para dar ordens e fazer sugestées, pedidos ou reclamacées. Exemplos: Close ihe door. Talk to me, please! Na linguagem escrita, o imperative estabelece maior proximidade entre autor e leitor. Atonte a estas regras: + Para tornar o imperativo mais enfético, 0 verbo auxiliar de deve ser acrescentado ao inicio da orago. Esse recurso é bastante utilizado para pedir desculpas, fazer pedidos ou reclamacées. Do forgive me, I dicin't mean to interrupt. Do sit down. Do try to make less noise. +0 imperativo na forma negativa € feito com do not (ou don't) Don't worry. Do not lean out of the window/Don't be late. + Os advérbios always ¢ never precedem o imperativo Always remember io smile. Never speak to me like that again. FONTES: ALEXANDER, LG, Longman English Grammar Practice for Intermediate Students. LONGMAN, 1999 MURPHY, R, English Grammar in Use. CUP, 1994 SWAN, M, Practical English Usage. OUP, 1990 VINCE, M, Advanced Language Practice. MACMILLAN HEINEMANN, 1998 | 2] erro Uieus wists | Una AsGnBKeew Wevabwenral‘41+ GAN: indica pessibilidade' ou habilidade/capacidade fisica” Exemplo’ Smoking can cause cancer Scotland can be very warm in September, Exemplo® Can you drive? We can see the lake from our bedroom window. “Chocolate addiction sounds like a joke, but many fee! such intense craving. they insist they can’t function without it.” Fonte: Top Santé —Health & Beauty, November 1994, p. 52 2+ COULD: indica o passado de can' indica também o futuro condicional?, espe- cialmente quando o autor esta sugerindo algo (poderia). Exemplo!: My grandfather could speak five languages. Alf played well, but he couldn't beat Jack. Exemplo®: The new medicine could be the solution to our problems, This could be your big chance. “Itpays well, the hours are fine and your colleagues are great— so why don't you like your job? It could be because you are just not suited to it” Fonte: Top Santé ~Health & Beauty, November 1994, p. 51 LEITURA EM LINGUA INGLESA UMA ABORDAGEM INSTRUMENTAL+ MAY: indica permissdo' ou probabilidade* Exemplo!: May | turn on the television? (Posso?) Exemplo% I may fly to Recife next week. (Talvez) “People with insomnia may be able to get a good night's sleep by simply exposing themselves to 15 minutes of daylight in the morning, say scientists." Fonte: wwrvefemailcouk, by James Chapman + MIGHT: 0 mesmo que may, porém com menor énfase. Exemplo': J wonder if might ask you a favour? (poderia - formal) Exemplo* Peter might phone. ifthe does, could you ask him to ring later? “Open people are happiest working in a job where they can use thelr creative skills, and work with their ideas. They might work in public relations, the media and ad- vertising, but on the more creative side, either in design or marketing.” Fonte: wwyfemailcouk, by Chrissy Harris 5 « SHOULD: indica uma sugestao' feita pelo autor, uma opinido pessoal/conselho. Exemplo': New experiments should be carried out before we jump to conclusions. Exemplo® We should eat out more often. “For the best results in terms of fat loss, exercise should be combined with a sensible diet high in fresh fruit, raw vegetable and carbohydrates.” Fonte: Top Santé ~ Health & Beauty, April 1994, p.73 LerTuRa EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL6 - OUGHT TO: 0 mesmo que should: contudo, apresenta um caréter mais objetivo © 6 usado de modo especial para fazer referéncia a lels, deveres e regulamentos Exemplo: People ought to vote even they don't agree with any of the candidates. “if you show the receipt, there ought not to be any difficulty getting your money back.” Fonte: Cambridge — International Dictionary of English, p- 999, CUE, 995 ‘7+ WILL: incica certeza de ocorréncia futura, Exemplo: The regiment will attack at dawn, “Business psychologist Dr Colln Parker says, if youre in a job that suppresses a key aspect of your personality, you lose enthusiasm for the work and won't (Will not) perform well.” Fonte: wwefemail.couk, by Chrissy Harris WOULD: indica o passado de will" (para fazer referéncia a antigos habitos); situa- ‘¢6es ou acées hipotéticas”, forma polida? Exemplo!: When we were children, we would go skating every winter. Exemplo: IfLknew his number, Lwould phone (telefoncria) him. Exemplo® J would like cr cup of tea, please. “Open people (..) lke to look at the broader picture and, unlike introvert, rarely focus on detail or trivial matters. Emotions and feelings are important — they would never dismiss anyone else's opinion.” Fonte: wwvefemailcouk by Chrissy Haris LerTuRA EM Lincua Inctesa | uma ABORDAGEM INSTRUMENTAL | 1859+ MUST: indica a necessidade' ou: dever/obrigac&o® de se fazer algo; pode indicar também uma dedugéo® Exemplo’ must study hard If vant to do well in the test. Exemplo% You must be there at 8 o'clock at the latest. Exemplo® Mary must have some problem: she keeps crying. “To increase your strength you must progressively Wwork’your muscles so that they gradually meet with more and more resistance.” Fonte: Top Santé ~ Health & Beauty, November 1998, p.75 40» LIKELY TO: indica um forte indicio de ocorréncia futura. Exemplo: It likely to rain tomorrow. It will probably rain tomorrows, “Women who smoke while pregnant are more likely to have children viho develop asthma.” Fonte: Top Santé~ Health & Beauty, November 1994, p. 32f:a ROTEIRO DE LEITURA 4+ Observe rapidamente o titulo, subtitulos, figuras/tabelas/gréticos, layout e fonte. Em se- guida, utiizando seu conhecimento de mundo e/ou técnico, faca previsbes sobre 0 prova- vel assunto do texto. 2+ Skimming — Corra 0s olhos sobre 0 texto, observando de modo especial os cognatos. Nesse estagio, procure se concentrar nas informagées que vocé é capaz de reconhecer — no se prenda a detalhes nem @ vocabulétio que desconhece. Com base nesta primeira leitura superficial, verifique se suas hipéteses quanto ao texto estavam corretas. 3+ Agora, volte ao texto € relela-o. Dessa vez, priorize o primeiro e 0 ultimo pardgrafo (isto 6, a introdug&o e conclusdo), bem como a primeira frase de cada paragrafo. Tais “locais" em geral concentram grande niimero de informacdes importantes. 4+ Habitue-se a identificar (e até circular] as palavras-chave de cada pardgrafo, isto é, aque- las que tém maior peso na construcéo de significado dos pardgrafos. Elas em geral apare- cem repetidas vezes no texto, na forma de substantivas ou verbos. Desenvolver o hébito de. localizar as palavras-chave contribui para facilitar a apreensdo das idéias principals abora- das no texto (e, conseqUentemente, a redago de resumos e/ou resenhas). 5 + Durante a leitura, procure sempre relacionar os pronomes empregados pelo autor as palavras a que se referem, para assim ndo se distanciar das idéias sendo lidas. Procure também observar os marcadores de discurso (isto é, elementos de ligacéo dentro de um mesmo pardgrafo, ou entre parégrafos distintos), a fim de perceber as implicagdes que eles trazem para 0 desenvolvimento global do texto, 6 - Ao se deparar com algum vocdbulo desconhecido, siga estes passos: 4°: Utilize as dicas contextuais para identificar o provével significado do vocébulo. 2°: Determine se 0 vocébulo é importante ou néio (isto é: se é palavra repetida; se atua como substantivo ou verbo; se é parte de uma informagio apositiva; se sua ndo-compreen- 80 prejudica o entendimento global da sentenga ou paréarafo). LeiTura em Lineua inctesa | uma asognacem insteumental | 1573%: Veriique se 0 vocdbulo é parte de um grupo nominal, bem como a sua funcéo dentro dele (nticleo ou modificacon), Para melhor situar-se na orago, localize primeiro 0 verbo. Lemore- se de que, de modo geral, a estrutura sintética do inglés é a mesma do portugues, ou seja: ‘SUJEITO + VERBO + OBJETO/COMPLEMENTO 4°: Observe se 0 proprio vocébulo oferece pistas de seu significado, isto €, se apre- Senta prefixos ou sufixos. Tais afixos, quando combinados com as informagées ja obtidas através do contexto, podem faciltar o entendimento da raiz sob enfoque. 5°: Se ainda assim a informago desconhecida permanecer obscura e voce julgé-la es- sencial para a compreensdo das idéias apresentadas no texto, recorra ao dicionério, Nao se esqueca, entretanto, de sempre associé-la ao contexto em que estd inserida[cl GLOSSARIO ADJETIVO « Pelavra que acompanha o substantivo para indicar qualidade, forma, tamanho, estado etc. Exemplo: Brazil is a beautiful country. ADVERBIO - Palavra que modifica 0 verbo, adjetivo ou outro advérbio, exprimindo deter minada circunstancia: lugar (here), tempo (now) etc. Quando acompanha um verbo, pode indicar como se pratica a acdo (exemplo: ! walked slowly); quando acompanha um adjetivo ‘ou advérbio, pode indicar grau de intensidade (exemplos: This is very difficult; Youre too late — the meeting has finished) AFIXO (PREFIXO OU SUFIXO) « Letra ou grupo de letras que se acrescenta ao comeco (pre- xo) ou final (sufixo) da raiz de uma palavra para formar outra palavra. Exemplo: uncomforta- ble, palavra formada com os afixos un- (prefixo) e «able (sufixo). Cf. ralz. APOSTO = Palavra ou frase que interrompe o fluxo de uma oragdo com o objetivo de expandir ou explicar 0 que esté sendo expresso. Exemplo: Luzia, Roberto’s cousin, had a brilliant idea. ARTIGO - Palavra que acompanha o substantivo para indicar se ele é determinado ou in- determinado, Exemplos: A boy asked me to help him. The boy asked me to help him. [a/an = um/uma; the = o(sVa(s)) CLASSE GRAMATICAL - Nomenclatura utlizada para identiicar se a palavra € substentivo, adietivo, advérbio ete COESAO - Modo pelo qual o sistema gramatical é usado para ligar oracées, periodos © pardgrafos. COGNATO - Palavra que vem de uma mesma raiz que outra e é semelhante ou idéntica a ela em forma e significado. Exemplos: car ~ carro; hospital — hospital LEITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL | 139|4 . COMPLEMENTO - Palavra ou frase (especialmente substantivo ou adjetivo) que segue © verbo e descreve o sujeito do verbo. Exemplos: This room is cold. James became a doctor. ‘CONHECIMENTO PREVIO - Conhecimento que as pessoas possuem armazenado na meméria € que é adquirido com base em experiéncias vivenciadas a0 longo do tempo, podendo ser acessado para auxiliar na assimilagéo de informacées novas CONJUNGAO - Palavra usada para ligar oragées ¢ idéias, podendo indicar causa, con- traste, exemplo, adigdo, conclusdo etc. Exemplo: The book is good, but the film that was ‘based on the book is not that good. But é uma conjung&io que indica contraste de idéia. Cf. marcador discursive. CONTEXTO + Oracio ou parégrafo, em torno de determinada palavra ou expresso, que contribui para esclarecer o significado desta. ESTRUTURA SINTATICA - Disposicdo/estruturacéio dos elementos que compem a ora- <0 (sujeito, verbo, objeto e/ou complement, entre outros) EXPRESSAO IDIOMATICA (IDIOMS) - Grupo de palavras em ordem fixa com significado especifico, diferente do significado das palavras Isoladamente. Exemplo: to be all ears, “ouvir atentamente FORMA DERIVADA - Palavra nova formada do acréscimo de afixos a uma raiz. Cf. afixos: raz FRASE - Unidade minima de comunicacéo, podendo ser formada de uma ou mais palavres. FUNGAO Papel que determinado elemento gramatical desempenha na construg8o da qual ele € parte. No grupo nominal a continental breakfast, por exemplo, a palavra continen- tal exerce a fungo de adjetivo (ou modificador). Cf. grupo nominal. GENERO TEXTUAL - Tipo de texto que tem forma e contetida caracteristicos e possui fungéo comunicativa especifica reconhecida pela comunidade. Exemplo: uma carta, um: comercial etc. GRUPO NOMINAL - Grupo de palavras formado de um nticleo (substantivo) e um ou mais modificadores (que podem ser adjetivos ou substantivos). Exemplo: She's a tall beautiful gitl (grupo nominal: g tall beautiful gir nicleo: girl; mocificadores: tall e beautiful) Cf. nd- cleo; modificador. reo| LeiTuRa em Lincua inctesa | uma asoRDAGEM INSTRUMENTALINFERENCIA CONTEXTUAL - Estratégia de leltura que consiste em deduzir pelo contexto © significado de uma palavra/expressao/idéia/mensagem nao indicada explicitamente. Pro- cesso também conhecido como “ler nas entrelinhas*. Cf. contexto, INFORMACAO NAO-VERBAL - Toda informacao fornecida ao leltor por meio de figuras, gré- ficos, tabelas, mapas etc., sem uso de vocébulo (ou com uso apenas parcial) de vocabulos. LAYOUT « A disposicéo dos elementos visuals de um texto titulo, ilustragéo, corpo do texto etc) LOCUCAO ADVERBIAL - Grupo de palavras que tém a mesma func&o de um advérbio. Exemplo: This past year, researchers discovered a new drug. MARCADOR DISCURSIVO « Palavra ou frase que tem a funcéio de indicar a relacdo entre Idélas e eventos em dues oracées, periodos ou pardgrafos. Ex. Traveling by air is faster On the other hand, it can be quite expensive. MODIFICADOR -Palavra que acompanha o substantivo especificando-o, Os madificadores po- dem ser adjetivos e até outros substantivos. Exemplo: Brazil is the biggest country in Latin Améri- Ca, (biggest e Latin America s8o modificadores ¢ estao se referindo ao substantivo county). NIVEL DE FORMALIDADE - Variante da lingua que caracteriza seu uso em situagées for- ‘mais ou informais. NUCLEO -Palavre principal de um grupo de palavras (grupo nominal) numa oraco. Exemplo: She is my next-door neighbour (gtupe nominal: my next-door neighbour, nticleo: neighbour) Cf. grupo nominal. OBJETO + Compiemento verbal; pessoa ou coisa que softe a aco do verbo. Exemplo: J like football. RAGA - Frase de contetido comunicativo que contém verbo. PALAVRA-CHAVE Palavra ou expresso em torno da qual o tema do texto se desenvolve. Es es termos tendem a se repetir e contribuem significativamente para 8 compreenséo do texto. PERIODO « Enunciagio formada de uma ou mais oragées. PREPOSICAO « Palavra que incica posicio (sobre = on/over, dentra de = in), movimento (para = to, até = unti, posse (de = of, companhia (com = with), entre outros aspectos. Exem- lo: Maria went to schoo! with her brother. Cervus ew uincua woteea | unt sBonoacem iisrsunencat | es |PRONOME - Palavra que se refere a pessoas (eu =|, vocé = you, ela = she, mim = me), subs- titui partes da oragdo (0. a) e é usada em perguntas e em oragSes subordinadas (que, qual, conde). Exemplos: What doy is today?, Let him where he is. (Os pronomes so usados para substituir substantivos. © substantivo a que o pronome se refere é chamado antecedente,) RAIZ + Nucleo significative de uma palavra que dé origem a cutres palavras. Exemplo: em unhappiness, a raiz é happy. RESENHA « Andlise critica de um livro ou artigo. RESUMO (ABSTRACT) - Apresentacio sintetizada do contetido de um texto, com a finali- dade de transmitir uma idéia geral dele. SCANNING - Técnica de leiture que consiste em correr repidamente os olhos pelo texto até localizar a informagéo desejada SENTENGA - Ver oracdo. SIGNIFICADO « Aquilo que a palavra expressa em determinado contexto. O mesmo que sentido, conceito, nocéo. SKIMMING - Técnica que consiste numa leitura répida e ininterrupta de um texto, com o objetivo de obter uma idéia geral do assunto tratado. SUBSTANTIVO - Palavra que se refere a uma pessoa, coise, lugar etc. Exemplo: May I use your pencil? © substantivo também pode se referir a um evento (party; robbery) ou a um conceito abstrato (intelligence; kindness). SUJEITO « Termo da oracdo sobre o qual se afirma ou se nega algo € com 0 qual 0 verbo concorda. Exemplo: Peter hasn't phoned yet. VERBETE + Conjunto de informagées (classe gramatical, definiciio, exemplos etc) sobre determinada palavra contida num diclonério, glossério ou enciclopédia alfabética. VERBO « Palavra que descreve uma aco ou um estado e que indica uma pessoa gramati- cal, um tempo e um modo. Exemplo: I worked hard today so / am tired. 162 | LeITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTALSUGESTAO DE RESPOSTAS El SUGESTAO DE RESPOSTAS UNIDADE 1 - GENEROS TEXTUAIS FAMILIARIZACAO. e a Receita culinéria b Email ¢ Tirinha humoristica em jornal ou revista d Verbete de cicionario © Resumo que precede um artigo em revista cientifica, f Charge g Sinopse @ Todas as respostas esto corretas e Noticias, informagao pessoal. ¢ Uma pequena estéria humoristica. 4 Significado/gratia/prontincia da palavra; informagéo sobre o emprego da mesma em contexto. € Informaco sobre o contetide do artigo: objetivos da pesquisa, metodologia empregada e resultados obtides. fdesenho humoristico que focaliza, por meio de caricatura, um acontecimento atual g relato sucinto de um filme, bem como sua ficha técnica, isto 6, dados sobre 0 género do filme, duragio, data de langamento, diretor(es), produtor(es), elenco, idade minima recomendada, etc. UNIDADE 2 ~ OBJETIVOS DA LEITURA E NiVEIS DE COMPREENSAO. FAMILIARIZACAO_ oe Texto A: divuigacdo/resenha de livro Texto B: resumo de artigo cientifico (abstract) LeiTuRa Em LiNeua inctesa | UMA ABORDAGEN INSTRUMENTAL | 163 |STAO DE RESPOSTAS Texto C: email Texto D: antincio / classificado e Objetivo: texto B Mustrador(a): texto A Descrigdo: texto D Localizagio: texto D No. de telefone: texto D Noticias / novidades: Texto C Resultados: texto 8 Perguntas: texto C PRATICA e (6) Leiture motivada principalmente pelo prazer que ela trez a0 leitor. (@) Leitura utiitéia, em que buscamos informacdes necessarias 8 nossa sobrevivéncia. (b) Leitura destinada a expandir nosso conhecimento de mundo. e a texto C btexto8 ¢ textoD texto C etextoA f textoB qe a NOTA AO LEITOR: Os itens g (dicionério) ¢ h (editorial) acima foram acrescentados apenas para que o leltor verifique que existem vérios objetivos de leitura. Porém, nem todos se aplicam aos textos desta unidade. Texto A: ‘a autor(a) do livro beditora © prego do livro d faixe etéria para a qual o livro se destina [se avril Nae Aina ARENASUGESTAO Dz RESPOSTAS Texto B: a autores bmentor cdrea de estudos d objeto de estudo Texto C: a data € horério em que 0 email fol enviado b temperatura em Farenheit ¢ idade a ser completada por Justin em Junho didade a ser completada pelos trigémeos em Maio. € relacione-se aos filhos do casal, cujos nomes provavelmente comecam com a letra J. Texto D: ‘a numero de andares que a casa possul 'b data a partir da qual o imével estaré disponivel para ser alugado. ¢ valor do aluguel mensal d distancia em quarteirées do imével até o Metré. @ abreviacdo da palavra Highway ( estrada, rodovia) UNIDADE 3 - COGNATOS. FAMILIARIZACAO e 8 Physical, problems, obesity, epidemic, proportions, percert, adults, population, obese, example, incidence, type, consequence, particularly, virtually, adolescents, medical, community, cases, Pediatric, complications, associated, hospitalizations, apnea, asthma, percentage, milion, Americans, incorporate, regular, activity, necessarily, rigorous, exercise, routine, sufficient, flexibility, extra, aerobic, motivation, promotes, relaxation, facilitates, risk, coronary, colon, Cancer, diabetes, important, genetic, factors, deterioration, traditionally, associated, public, sys- tem, social, services, total, treatment, chronic, actively, participating, athletic, television, bb Resposta pessoal. ‘Aigumas palavras bastante conhecidas so: Fitness, more, many, today, young, heart, life, number, training, running, biking, video games. © its sufficient to choose activities that fit into your dally routine that speed your heart rate and breathing, or increase your strength and flexibility, (acelerem — aumentem) 2 Besides building strength and aerobic fitness, regular exercise relieves stress, provides motivation, promotes relaxation, and facilitates sleep, (Além de — alivia/reciuz) GEITURA EW LINGUA meLESK | Uva ABoROAGEW imseauWentaL [see |SUGESTAO DE RESPOSTAS 3 The growing number of older Americans places increasing demands on the public health sys- tem and on medical and social services. (crescentes) CONSOLIDACAO 0 texto fala sobre o aumento de casos de diabetes em criancas, adolescentes ¢ adultos nos Estados Unidos devido 8 obesidade e excesso de peso. e a Nos titimos dez anos, (2) b Em 1999, (9) € De 1990 8 2000, 7) d Ha 10 anos atrés, (@) e Awaimente, (5) f Desde 1980, (1) 8 ‘a caminhar para o trabalho, culdar co jardimn, subir escadas, cortar grama, b desenvolver a forca fisica e a resisténcia aerdbica, reduziro stress, promover motivacéo, rela- ar, facitar 0 sono. morte por doenga coronariana, céncer do célon, diabetes e pressdo alta, d brincar, participar de atividades que promovam o condicionamento fisico durante 0 periodo escolar, correr, andar de bicicieta, pular corda e dancar. UNIDADE 4 ~ CONHECIMENTO PREVIO. FAMILIARIZAGAO @ Resposta pessoal @ resposta pessoal 8 Reciclagem se refere & coleta de materiais usaclos que so considerados como “residuos", 08 quais so, em seguida, selecionados e processadios para serem reutlizados como “matéria prima” na produgo de novos produtos. b Pléstico, vidro, papel, baterias, aluminio, ete. e a residuos b matéria-prima [ree | Lerrura em Lincua iNotesa | UmA ABORDAGEM INSTRUMENTALcessenciais d produtos econsciéncia at tyes — is: Recycling saves energy (e) Recycling saves environmental conditions and reduces pollution (d) Recycling saves natural resources (¢} Economic benefits (b) Recycling saves space for waste disposal @ Resposta pessoal CONSOLIDACAO, o importance relation essential process materials production elements plastic paper batteries aluminum benefits causes energy protect biodegradable pollution emission preserve decompose ae SUGESTAO DE RESPOSTAS LEITURA EW LINGUA INGLESA | UMA ASORDAGEM INSTRUMENTAL | 167SUGESTAO DE RESPOSTAS | UNIDADE 5 - SKIMMING FAMILIARIZACAO o 0 texto apresenta fatos e sintomas relacionados a abstinéncia da cafeina, 'b O texto discorre sobre a pratica de bullying, aqueles que a praticam (bullies), suas viimas, as formas mais comuns (onde e como esta pratica pode ocorre’) e No texto A: pessoas que sofrem com a abstinéncia da cafeina; médicos e pessoas que se inte- ressam pelo assunto. No texto B: pals, professores, adultos responsdveis por criangas e adolescentes, crianges € adolescentes em geral, criancas e adolescentes que passam ou passaram por problemas rela- clonados a prética do bullying. CONSOLIDACAO oe Texto A: aM) biF) © dif) ef) Texto B: af) bM eM diF) eM UNIDADE 6 ~ SCANNING NOTA AO LEITOR Em 1968, a Associac&o Americana de filmes (MPAA) e a Associagao Nacional dos proprie- térios de Salas de Cinemas (NATO) uniram-se para elaborar um sistema de classificagdo e censura de filmes. Atualmente, hé cinca classificagdes: G (adequado pare todas as idades}, PG (sugere 0 acompanhamento dos pais ou responsavel), PG-13 (inadequado para menores de 13 anos), R (restrito: menores de 17 anos tém que estar acompanhados pelos pais ou responsavel), NC? (proibido para menores de 17 anos). {Texto crginal em inalés sponte em “Acesso em 22 de novembra 2008) | en] cerruns ew uiveva ineuesa | Una ANGNOAGEW INETRUMENTATSUGESTAO DE RESPOSTAS FAMILIARIZACAO oe ()bula de remédios () antincio de pacote turistico () seco de classificados ( )tirinha humoristica (A) sinopses de filmes e a The dark Knight b Mamma Mia! © 13 anos d The Women; Moma Mia! © Mamma Miat d The women @ Aco e aventura f The women a Duracdo de excurséio 'b Preco (da excursso) cobrado para criancas. € Endereco eletrinico que pode ser acessado para se obter mais informagbes sobre a excurstio. d Um dos periodos do ano em que a excursio € oferecida, os dias da semana e © horéiio de saida. a Paris, Ira um restaurante em Buda (como é chamada a parte montanhosa da cidade) e experimentar {@ comida tipica da Hungria; assistir a um show folciérico; fazer um passeio pelos aredores da cidade; visitar 0 ponto turistico Geilért Hill (Citadeh}; visitar 0 cassino de Monte Carlo Budapest. Janeiro, CONSOLIDACAO, NOTA AO LEITOR: Locks of Love é uma organizacao nao-governamental que fornece cabelo a criancas e ado- lescentes carentes nos Estados Unicios e Canads, diagnosticados com qualquer tipo de doenga que cause perda de cabelo a longo prazo. As préteses confeccionadas pela ONG ajudam a restaurar a auto-estima e confianca dos doentes, possibilitando que enfrentem 0 mundo e seus semelhantes, (Dspontve| em ‘Acesco em 02 agosto-20092) FAMILIARIZACAO. @ O texto € um relato de uma pesquisa de opinido, realizada com participantes entre 45-63 anos, sobre 0 uso da Internet para assistir programas televisives online e o quanto esta nova forma de entretenimento esta ameacando 0 habito tradicional de essistir TV. © Resposta pessoal. | 70] seiruna eu Lincua matesa | UNA AaoRDAGEM INSTRUMENTAL(2) (2) (1) 43) (2) £12) a3) PRATICA. @ Aigumas sugestoes: O aluguel de videos ¢ filmes vem em terceiro lugar dentre os servicos que se deseja cancelar. Somente 5% manifestaram desejo de cancelar os servicos da Intemet. Apenas 3% dos entrevistados disseram no se importar com o ntimero de propagandas on line, CONSOLIDAGAO @ Resposta pessoal. e a Pessoas enire 45 e 63 anos. b 12.9 horas por semana, 62%. d TVa cabo. e O crescimento de videos pela Internet. f YouTube.com. UNIDADE 8 - INFERENCIA CONTEXTUAL FAMILIARIZAGAO_ @ Resposta pessoal @ Resposta pessoal e 8 1Gréos; 2vegetais; 3frutas: 4.6leos (gorduras); S.leite e derivados € 6.carne, feiléo, peixe e castanhas b Oleos (gorduras) € Alimentos de todos os grupos une ‘LEITURA EM Lincua wetesa | uma BoROAGEW iNstRUMENTAL | 173‘SUGESTAO RESO! 4d Departamento de Agricultura dos Estados Unidos e Criangas e a gorduras saturadas, gorduras trans barco-ftis - faixasilistras €laticinios d faixas — mais finas e mais larga ~ mais estreita PRATICA, oe a Emuma biblioteca, os livros so organizados/c to, titulo e autor, b Uma longa exposigao a ruidos pode prejudicar a audio. © A poluicéo quimica pode ser muito prejudicial porque pode afetar a terra, o mar eo ar dE impossivel cortar com esta faca porque ela esté totalmente cega. alogados/separados de acordo com 0 assun- @ Dona Fior e seus dois marides; O beljo da mulher aranha. ® weight = peso @iock © Maza. ® a | removed the book from the shelf and began to read. b Rachel is very hard-working. On the other hand, her sister is very lazy. ¢ Everyone knows that if you step on an egg, it will break. ara marca de automével — “Eu acabel de comprar um (carro) Mazda.” @ ADISAL ¢ como o vinho ~ fica melhor & medida que o tempo passa. © Informacio nao-verbal, conhecimento do assunto, contexto semantico, contexte linguistico. CONSOLIDACAO: @ A piramide 6 um recurso visual para comunicar de modo facil e claro como levar uma vide saudével. ® Mostrar a importancia do exercicio fisico. 7 | ueiruns eu Uineua wate || ua ABORDAGEM WSTAUNENAL =| sucestho pe esrostas @ Resposta pessoal @ (x) aplicacdo prética UNIDADE 9 - PALAVRAS-CHAVE FAMILIARIZACAO_ NOTA AO LEITOR A tecnologia Wi-Fi (Wireless Fidelity) é uma tecnologia WLAN (Rede Local sem fies}. Per- mite, numa érea limitada, conexées de alta velocidade entre dispositives moveis de dados ‘como, por exemplo, computadores portatels. Estes dispositivos estabelecem conexéo com um ponto WiFi, onde se autenticam para obterem acesso ao canal de comunicacées que a rede Wi-Fi disponibiliza. {Oisponivelem=< yewwarunerazonypsiabra org mx. Mwol.himl> Acesso em: 07 de maie 2008) @ o texto descreve um novo sistema eletiGnico que est sendo desenvolvide com o objetivo de reduzir os acidentes de carros. @ Resposta pessoal. @ai bv ci dv el fN_— gil hill ‘@ Ao ntimero de pessoas que morrem em acidentes de carros por dia nos Estados Unidos. Ao custo anual para 0 pafs com os acidentes de carros. b Ao némero de testes com o novo sistema que foi realizado com dois carros. Ao tempo que levou para avisar 0s motoristas do perigo iminente. A diferenca de tempo do novo sistema em relago a outros sistemas semelhantes. ¢ Ao ano em que a nova tecnologia estaré disponivel aos consumidores. dA porcentagem equivalente a reducéo de mortes por acidentes de carros. PRATICA, Diagrama: car, car accident, signal, driver, street, traffic, Wi-Fi chips, network, technology, safe, etc. tettuna em Lincua imctesa | uma asoRDacem instrumenTat [173 |SUGESTAO DE RESPOSTAS | CONSOLIDACAO, @ As figuras tlustram 0 téfego de veiculos e o funcionamento do sistema eletrénico no transito. @asurge brastreia ec transmite UNIDADE 10 - GRUPOS NOMINAIS NOTA AO LEITOR: The Food Standards Agency/FSA, Agéncia Britinica de Regulamentacéo da Seguranca de Alimentos, é um drgo governamentel, responsével pela satide piblica em relactio aos alimentos consumidas no Reino Unido. (Versio agra em ingiéscsponivel en: enthiedia cgfakiFood Sands Ageney> Acesso em 24 agosto 2008) The Quality Lew Input Food/QLIF, Quelidade Alimentar Low Input, foi um projeto vigente no period de 2004 a 2009, que teve como abjetivos melhorar a qualidade, garantir a sequ- ranga ¢ reduzir 0 custos da cadeia de abastecimento dos alimentos organicos e “fow input", através de pesquisas, divuigagao e treinamento. \Wersio orginal em ings disonvel em: Acesso.em 24 agosto 2009) Fentlizantes podem ser orgénicos (por exemplo, esterco de curral}, ou inorgénicos (sin ‘éticos ou artificiais), na forma de compostos simples, principaimente de nitrogénio, fosfato e potassio, os quais tém sido usados em escala crescente desde 1945. (fexto tacuztdo, versio cxigial en ings dspontvet om: -chtipifencyclopediafarlaxcomiAeficatferizer Acesso em: 24 agosto 2009) FAMILIARIZACAO, © 0 texto faz uma critica sobre o relato de ume agéncia de regulamentaco de alimentos a respeito dos efettos, na satide das pessoas, de produtos quimicos usados nas lavouras,SUGESTAO DE RESPOSTAS QResposta pessoal Oe 6 on 65) a3) e a Defeitos de nascenga, infertilidade masculina e distirsios do sistema nervoso. b Os produtos organicos possuem niveis mais altos de flavondides e beta caroteno, Porque os produtos organicos so benéficos @ satide e ao meio ambiente. d Preservacio da fauna, menor perda de nutrientes do solo, menos lixo agrot6xico. PRATICA, oe FMI: Fundo Monetério Intermacional EU: Unido Européia ONU: Organizago das Nagées Unidas @ the average industially-produced apple (¢ macd comum produzida em escala industrial) B the long-term effects of farming chemicals on human heath (os efeitos a longo prazo dos Produtos quiimicos usados no agricultura para a satide dos seres humanos) € the nutritional eontent of organic food (0 conteticio nutricfonal dos alimentos organicos) non-organic food (alimentos néio-orgénicos) @ higher levels of beneficial nutrients (nivels mais elevados de nutrientes benéticos) regular buyers of organic food (os compradores habituais de alimentos orgénicos) 9 The environmental advantages (as vantagens para o meio-ambiente) h Avtifcial nitrogen fertilizer (fertilzonte artificial @ base de nitrogénio} (ver “Nota 60 leitor’) 1 severe impacts on wildlife (impactos graves sobre a fauna e a flora) © our future will be dominated by climate change. Here organic! farming is leading the way, by using solar powered fertty through crops lke red clover that fix nitrogen into the soil for subse- uent{crops, For our own health and the health of the planet, organlfood andifarming will play a big part in a sustainable food and farming future, CONSOLIDAGAO © organicinon organic foods, chemicals, beneficial, benefit, farming chemicals, human health, organic farming, e a abordar cescoamento Bsuperam d tero um papel importante terTura ew Lingua Nctesa | uma asorpacem InsraumenTar | 175 |UNIDADE 11 — REFERENCIA PRONOMINAL FAMILIARIZAGAO © 0 texto f0i extraido do site da Web da rede de noticias de TV a cabo, CNN (Cable News Network), © 0 texto ¢ precedido por uma lista das idélas principals do assunto tratado. Além disso, 0 texto contem varios trechos entre aspas. @ Indicar que os trechos delimitades por esse sinal gréfico nfo pertencem ao autor, pois sdo a transcrigo exata de informagées transmitidas por outras pessoas - discurso diet. © A associacso de imprenso do Reino Unido [PA] © 08 pats de Daniel James, o site da WEB do Instituto Médico Legal de Worcestershire e a policia de West Merci. oe ‘@ Daniel James ~ 23 anos bSuica © Mais de 100 pessoas Suica, Holanda, Bélgica e Luxemburgo. @ a(3) b(5) (1) (4) e(2) e NOTA AO LEITOR: Eutandsia x Suicidio Assistido Eutandsia é © ato de levar uma pessoa (ou animal) & morte de forma indolor, ou permitir que ‘ums pessoa (ou animal) morta em conseqiiéncia da interrupcio de tratamento médico em casos de doencas incuravels (e comumente dolorosas). A palavra eutanésia tem como ori- gem duas palavras gregas que significam “boa morte” Sulcidio assistido refere-se ao ato de um individuo causar sua prépria morte com a ajuda de uma outra pessoa, Na eutandsia, € 0 médico ou cutra pessoa 9 agente que causa a morte, Por exemplo, se um Médico injeta o paciente com uma dose letal de analgésicos, ele esté praticando a eutand- \elruRA Ew Lineua inctesa | UMA ABORDAGEM INSTRUMENTALSUGESTAO DE RESPOSTAS sla. Por outro lado, se 0 médico dekxa a seringa pronta © 0 paciente aplica a injecio em si mesmo, entdo o ato é chamado de suicidio assistido, ‘Adeptado des Acesso er: 23/08/2009} © rosposta pessoal PRATICA, a seu (do Instituto Médico Legal de Worcestershire) b cle, James € sua (dele, de James) d onde (8 clinica) suas(da policia) investigagdes f ele (suicidio assistido) 9 este (Suicidio) hh those - aqueles (as pessoas); him — ele (Daniel James) e a Quem b Por que © Quando d Como 2 Oque f Quentos g Quel CONSOLIDAGAO ® resposta pessoal e. © oyster @ associar a idsia de que, assim como a ostra abriga em seu interlor uma pérola, © Rolex con- tém um mecanismo admiravel, construido com tanto esmero € culdado que tem a beleze de uma joie. LeiTuRA EM LincuA Inctesa | UMA ABORDAGEM INSTRUMENTAL | 177SUGESTAO pe Respostas | Muito forte b Delicado ¢ Brilhe como joia d Nunca esta apenas no seu exterior © oyster, pearl, beauty, movement, glittering exterior, skin-deep @ Recomenda que, toda vez que admirar o exterior brilhante de um Oyster, ele se lembre de que, num Rolex, a beleza nunca esté apenas na superficie. UNIDADE 12 - MARCADORES DISCURSIVOS NOTA AO LEITOR: Checkmate (geralmente abreviado para *mate”) é 0 mesmo que Xeque-mate em portugués. Esta expresso é usada no jogo de xadrez para designar o lence que pée fim & partida, (Disponive! em: . Acesso em: 15 agosto 03} No texto da unidade “Exploding the myth of Cultural Stereotypes”, o autor utliza a expressio Czech mates ~ uma alusiio & “Checkmate” — para introduzir a parte final, que traz as reve- laces obtidas através do estudo realizado, o qual objetiva por fim ao mito dos esterestipos culturais. Os checoslovacos (The Czechs), por exemple, no sdo pessoas hostis/inimigas (antagonistic) — como eles proprios se avaliaram no estudio ~ mas sim altruistasisolidarios, 0u seja, bons “camaradlas* (mates) Davis ¢ uma cidade localizada no Estadio americano de California, no Condado de Yolo. Fundadia em 1868, Davis abriga um campus da Universidade da California, A Universidade possuil um total de 10 campi e emprega mais vencedores do Prémio Nobel do que qualquer outa instituico de ensino superior no mundo. ‘Deponivel em: Acesso em: 15 agosto 03} FAMILIARIZAGAO @ Resposia pessoal ® o texto descreve um estudo realizado sobre esterestipos culturais, 0 qual envolveu mals de 40.000 adultos de 49 culturas diferentes. © objetivo do estudo foi demonstrar que os [170 | verrura ew tiveua inetesa | UMA ABORDAGEM INSTRUMENTALSUGESTAO DE RESPOSTAS esterestipos so um mito que deve ser combatido, pois contribuem para promover a discri- minago racial 8 aM b (F) O estuda pie fim a crenca de que os esterestipos culturais refletem diferencas genéticas entre os grupos ractats.(“.the study pulls the plug on claims that perceived differences in national character reflect genetic differences between ethnic groups.’) eM d (F)Na maioria dos casos. os participantes do estudo (provenientes de culturas diversas) fizeram uma auto-andlise bestante severa/dura. (Yn many cases, cultures had overly harsh views of themselves.) eM tM @ Resposta pessoal PRATICA. oe aadigéo bcontraste e exemplificagSo.dcontrasteecontraste Ff énfase CONSOLIDACAO o a estudo b o tipo de esterestipo descrito na sentenca anterior, que rotula todos os norte-americanos de insistentes (Que “forgam a barra’), e os Ingleses de reservados/distantes. € participantes (2x) d personalidades € participantes as proprias culturas (isto 6, os proprios representantes das aiferentes culturas incluidas no estudo) a pustiy (N)- insistentes b reserved (N) - reservados/distantes € neurotic (N)- neurdticos d extroverted (P) - extrovertidos e open (P) -abertos f agreeable (P) - agradaveis g conscientious (P} - conscienciosos/responséveis h harsh (N)- Vises) severas/duras | closed-off (N) - fechadosSUGESTAO DE RESPOSTAS | J. introverted (N) - introspectivositimidos k disagreeable (N) - desagradaveis | antagonistic (N) - antagonistas/hostis 'm modesty (P}- modéstia 1 altruism (P) -altrufsmo/solidariedade Anténimos: ‘a extroverted ~ introverted b open — closed-off € agreeable ~ disagreeable Sinénimos: a extroverted — open. b introverted — closed-off — reserved UNIDADE 13 - AFIXOS NOTA AO LEITOR: Atémpera é um método de pintura no qual os pigmentos de terra siio misturados a um “colante’, uma emulsdo de dgua e gemas de ovo ou ovos inteiros (as vezes cola ou lei- te). A témpera foi muito utilizada na arte italiana nos sécules XIV e XV, tanto em afrescos como em painéis de madeira preparados com gesso, que foram posteriormente substi- tuidos pela pintura a leo, As cores de témpera sao brilhantes e translicidas. (Dispanive em. . ‘cesso er:22 egesto 2008) FAMILIARIZACAO. @ resposta pessoal. @ ortext relate 0 descoberta e aquisico do trabalho de Michelangelo, um tesouro que per- maneceu desconhecido por mais de um século, | 80] cctrues ew unveua mstesa | via AsSabAcew ineraumenrale a0 Museu de Arte de Kimbell em Fort Worth, no Texas b no divulgada € “O Tormento de Santo Antonio” dséculo 15 @ frescos f ofato de ter sido comprada por uma familia de Londres, por volta de 1900 92 milhdes hraioxX ¢ infra-vermelno: i “A Tentaco de Santo Anténio” 4 Ja havia outra pintura com o mesmo titulo, porém representando uma cena diferente. Tal pin- tura serviu de inspiragdo para Michelangelo. PRATICA. e a U;} I/O; 4s) K| co i Ey | Rim R ely|s[vjalu fiw FIA TJULLILIYININJO;UlGlulIyHi} Ge] s PT D my A|S)H|O);E! ct ie DH DO; S|H{F/J|F]H)T] 7 RE) e} 1) 4 ee ie s|s|s|tfsfi A 1 ElF|N H|O my T | H PPS H | RO F AS) A Re FIGIN[s{y[ujajrR{FlelulolPe|siFlejo|pjv| a aM J ae K | O Ge s ee © ee H|LJATK{F]Pl/olo|mM|R|k MEIN] x|s|R]HiRisl|o D = RPE] S|€ PM) s/ 7/0 Pw Vv 1 TERS) F/DJAJL]R|GLA H| RIB] xX E R|X| R ee HY} v fe | y aAlejetely|uiel{e|xial}clifelelrfa]rlujula em Cc) I EIN 1 YIELO;T/R/Y) LB N|D| RIE alo o|nfa|Niy|r{ulo LEITURA EN LINGUA INGLESA | uma aBoRDAGEM IstaUMENTAL | 191SUGESTAO DE RESPOSTAS. i n attract ive super market : Ss syche(o} logy un happy(i) ness govern ment _ inform ation co author = im moral = pices lead er dis honest = inter ration al = invest ment un forget able in vision) ible = power ful (N) disclose - revelar (n8o encobrir) (N) unfinished - inacabados (AS) greatest - maiores (AQ) stronger - mais forte (M) privately: secretamente (S) dealer- negociante (M) carefully - culdadosamente ('S) biographers - bidgrafos (S) painting - pintura {T) previously - anteriormente (S) engraving - pintura; estampa CONSOLIDACAO, o Oposigao - but Causa/consequéncia - because (R )reciscoveres -“re-descobertas’(descobertas novamente) (S ) authenticity - autenticidade/legitimidade: (1 ) largely - “lorgamente” (quase totalmente/praticamente) (S) conservation - conservacio (S) similarities - semelhancas (AS) earliest - mais antigo/primeiro (S) confirmation - contirmagéo (S} temptation - tentacao (AC) rarer - mais raro UMA ABORDAGEM INSTRUMENTALSUGESTAO DE RESPOSTAS Adigio - as well as; not only... but also; and ‘Sequéncia cronolégica - then e aexibir b desprezado como demprestar UNIDADE 14 - SUFIXOS “-ING” E “-ED” FAMILIARIZACAO NOTA AO LEITOR United Arab Emirates (Emiracos Arabes Unicios): Os Emirados Arabes Unidos consiituem uma federacéo de sete emirados localizados no Golfo Pérsico; situam-se no sudoeste da Asia ¢ tém fronteiras com Oma e a Ardbla Saudita. Sua economia, baseada no petréleo, € fortissima. Com isso, 05 EAU. s80 um dos paises mais ricos do mundo. Atuaimente, 0 turismo também ¢ uma atividede forte na regio. O pats é famoso por suas numerosas ilhas ariificiais, todas feitas com a areia do deserto, aterrando 0 oceano. Os Emirados integram 0 mundo drabe, com cultura e religido islémicas. Gragas 8 prosperidade da indiistria petrol fera, o pals modemizou-se bastante, embora ainda subsistam formas tradicionals de vida e organizagdes tribals patriatcals. Estas organizaces impem regras rigidas as mulheres, as uals ndo podem dirigir, vigjar sozinhas, assistir aulas na presenca de homens ou aparecer ‘em piiblico sem estarem cobertas dos pés a cabeca o texto trata dos desatios e preconceitos que a mulher ocidental enfrenta 30 viajar para pafses do Oriente Médio, onde a mulher esté subjugada as leis riaidas da religiéo e cultura islamicas. @ resposta pessoal resposta pessoal 8 a Tamara: designer de calcados libanesa; Rebecca: estudante britanica de linguas, e Rebecca’ arquiteta britanica b Bahrain, © "Nao" e “va embora’. © Porque tats termos podem ser titels na comunicagao, no caso de uma tentativa de aproxima- ‘go masculina mais ousada LelTuRA EM LINGUA INGLesA | UMA ABORDAGEM INSTRUMENTAL | 183SUGESTAO DE RESPOSTAS © axe 0 Oriente Médio ¢ exatamente o oposto de St-Tropez, local liberal bastante frequentado pelas europeias, NOTA AO LEITOR: Saint-Tropez é um balneario que fica ao sudeste da Franca, na Riviera Francesa, & frequen- tado por millonérios e famosos. O topless 6 uma prética natural. Aigumas praias particulares S40 neturistas, 0 que significa que 0 uso de roupa é totalmente dispensavel. @ 4 autora quer chamar a atengSo do leitor, em particular das mulheres, para algumas dicas que possibilitardo uma viagem segura e sem transtornos pelo Oriente Médio. © Resposta pessoal. a Tentar manter-se discreta, b Ignorar qualquer tipo de assédio. ¢ Assumir uma atitude submissa, PRATICA 8 (adjetivo} A maioria dos europeus nao prestarla atenc&o a uma alianca de casamento. b (participio) © que é considerado comum/padirdo na sociedade ocidental pode ser interpretado de forma bem diferente no Gatto. ¢ (adjetivo] Mas as mulheres sottelras podem ainda produzir/suscitar uma atenco indesejaca, d (substantivo) As vezes, é mais um mal-entendido cultural do que qualquer outra coisa © (participio).. voce s6 ficaré mais envolvido/“enredado" em uma discuss. f (infnitivo) Em muitas cuituras, cobrr 0s olhos pode ser considerado grosselro/Indelicado. 9 (gertindio) Lela os cédigos de conduta do pats que voce esta visitando. F (participlo; infnitivo; adjetivo} Se vocé for casada ou ndo, ostentar uma alianga de casamento pode conter avancos masculinos. CONSOLIDAGAO eo Gulf travel presents a separate: set of challenges for women. Aviagem ao Golfo Pérsico; uma série distinta de desafios para as mulheres. 'b Apart from some supermadern enclaves ike Dubai, most of the Middle East is governed by a Strict Islamic, code that dictates modesty for women. alguns encraves ultramodemos (Isto 6, rea de um pais situada no interior de outro); um cédigo Istémico rigido. 124] LerTuRA em tincua ncuesa | umaSUGESTAO DE RESPOSTAS g = € Some countries, like Bahrain, have specific visa requirements for single women, exigéncias de visto especificas para mulheres solteiras 4 To ensure that women travelers have a safe and rewarding trip] experts advise following a few basic guidelines, viajantes do sexo feminir a substantivo: viajantes; adjetivo: incomunsiraras b adjetivo: respeitosos; adjetivo: indesejavel Cc adjetivo: vulneréveis; substantivo: a embriaguez; adjetivo: legal d advérbio: diretamente; adjetivo: uma tentativa de flerte (no hd um adjetivo equivalente em portugués}; substantivo: 0 assédio ima Viagem segura e gratificante; algumas or tages bésicas. UNIDADE 15 — GRAU DE ADJETIVOS E ADVERBIOS FAMILIARIZACAO @ resposta Pessoal @ resposta pessoal © sim, citere. Cade pardarafo € precedido por uma oragéo em negrto que expressa a idéia principal do pardgrafo. € um recurso que desperta o interesse do leltor para continuar a leitura ¢ facilita a compreensio do mesmo. e AP Pardgrafo: | libra=0,45grs., 3 libras~1.35k 2° Paragrafo: olhos, ouvidos e outros érgiios sensoriais 3° Pardgrafo: 100 bilhdes 4° Paragrafo: mais de 200 milhas ou 322km por hora 6° Paragrafo: cortida, basquete, futebol a. um centro de controle fantastico b computador, pimbolim, telefone ¢ quando aprendemos @ a(4) RR, LEITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL | 185SUGESTAO DE RESPOSTAS (3) 4(5) (2) PRATICA, 2 smarter, faster, more receptive ~ forma comparativa: b largest. longest ~ superiativo ¢ largest, wettest ~ superlative d richest, most diverse — superlative € ess satisfactory — comparativo de inferioridade CONSOLIDACAO @ amin, oletor © um contato direto e pessoal a She: gatinha You: leito’a Her: dela, da gatinna lt: cérebro She: gatinha bit:allanga who: designer de calcados ‘Them: éculos Him: marido dela e your brain’s awe sme ability sensory organs) tiny chemical and electrical/slanals tiny neuron highways, Countless, messages a supercharged pinball machine LEITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL —SUGESTAO DE RESPOSTAS UNIDADE 16 — FORMAS VERBAIS | NOTA AO LEITOR ‘A Associated Press é uma agéncia de noticias norte-americana que diz ser a mais antiga a maior agéncia do mundo. A Associated Press 6 uma cooperativa cujos proprietétios so 08 jomnais e estagbes de radio e televisdo norte-americanas que contribuem para a Associated Press. Atualmente, as noticias da Associated Press séio usadas em 1700 jor- nis, e mais de 5.000 estagdes de radio ¢ televiséio. A Associated Press possull os direitos autoriais de mais de 10 mithées de imagens, (Dispontvel em: Thus (So}; In view of the situation (Becau- se of that}; Rather (Instead); As a matter of fact (infact); Ex? 0 uso de vocabulério mais formal > a great deal of attention (8 lot of attention); remarke- ble (increcible/surprising); “..as the spread of English progresses, English is bound to refiect a diversity of disparate cultures.. (progresses — continues, moves on; is bound to — will probably; a diversity of disparate cultures — a varlety of different cultures). @ sim, o abstract sintetiza as principais idéias abordadas no artigo com clareza, ENGLISH AS A GLOBAL LANGUAGE IN CHINA. Abstract English is now said to be an international language or known as a global language. It is ‘an obvious fact that English is definitely important as a window for the Chinese to see the world. English is the key for us to access the Western modern scientific and technological ‘advances. In this article, I will try to examine some issues with particular reference to the situation of ERGESMANGUageMeaChing/ELT) in China and its relationship with the outside world. + Introduction In the past few decades since World War II, the emerging global economy has made it possible for English to play an important role as the world standard language. In view of the situation, millions of students are learning English as the most important foreign language for international communication all over the world. People of the world unanimously consider English as the most useful language for cross-boundary communication, Thus, from an ordinary Chinese point of view, English is not the language for us to speak with, ‘Americans, the British or any other native speakers, Rather, itis the common language for us to communicate with Japanese, Koreans, Thais, Singaporeans and other Asians and. people from developing countries, The global spread of English over the last 4o years is remarkable in the history the English language. It has become an international language means for multinational and multicultural communication. ‘As the spread of English progresses, English is bound to reflect a diversity of disparate cultures. Since no language is used to its fullest extent by its native speakers, there is always LEITURA Ew Lingua reuesa | UMA aBoRoAcEM IstRUMENTAL “| 107SUGESTAG DE RESPOSTAS much room left for our non-native speakers to exploit it in the unique form of ERZUSHINSaEE) oneal ical lsycticalf a NeRNaRCAANPRAEMALIG. As a mater of fact, English has been used by our Chinese as a tool to know the West and at the same time, let the World know China at its greatest extents. ‘+ Modem ELT in China ‘A great deal of attention has been paid to English teaching and learning since the beginning of the reform of Chinese economy in 1978. With more and more Western companies and joint-ventures rushing into China, many college students would like to pursue their further education in the West to acquire advanced knowledge in science and technology. Chinese students are no longer ignorant of international English tests such as ERRRETSAESPSER and so on. Some foreigners will even be amazed to see the heat-wave of English learning in China. Just take a domestic employer, especially those in the field of foreign trade businesses for example. They consider SOSNURICREVE) (GGRPEEAEE in English to be a decisive factor in hiring a potential employee. Therefore, an applicant must demonstrate his oral English capability besides their various EBELSE) ‘ALAGEGORTEERAEAE. This emerging challenge to the (GRADE OATOIORIOUELT is ‘unprecedented in that the teacher is no longer seen as the sole provider of knowledge and the students are no more encouraged to assimilate their teacher's instruction dutifully or to work their way ploddingly through the lines of their (S4B80R. The initial progress in ELT took place when English became part of the College Entrance Examinations, The Ministry of Education issued guidelines for textbook makers, requesting that English textbooks should include materials on the Western culture, listening and. speaking practice as well. However, there are some disadvantages of ELT education in China. ‘The first isa lack of qualified foreign language teachers, most of whom have no experience of living in Western countries. In fact, effective English teachers should have abundant cross- cultural awareness ~ itis often the case that quite a number of English teachers in China have a very limited knowledge of English while students have high expectation from their teachers. As a result, RGHORGEREISE ERE BROEREE have become the ‘bottle neck ‘our current ELT. Worse is the backward methodology: teachers, as well as students, typically adopt the Giaiainal=iiahiSiaGionlmetHibd to teach and learn English, which focuses on English ‘srammar and vocabulary, on [ngiiSiONEHSHIERE rather than on reading the content itself. It is no surprise to see Chinese students with satisfactory marks on their English. examinations who can't communicate well in English with foreign f€889. There is a popular saying about this extravagant scene in learning English as “dub and deaf” English. According to a survey, most college students in China whose majors* are not English spend ‘more than 70 percent of their study time on English after class. Meanwhile, they have to attend fourhour English courses every week in class. What's more is that the English teacher, | LEITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTALUGESTAO DE RESPOSTAS ‘unfortunately, has to face normally 50 or more students in the classroom because of the expansion of enrolling college students in recent years. Therefore, it is almost impossible for an English teacher to take good care of each student in class. Some English classes have no 866633) BERG AEEPSISBSEMER, neither do they have access to the Internet. This rigid pattern of old fashioned [ERURSORDSS ae Sie Coan SEO CnTeANRCAHING is out of date with the rapid growth of international communication in China, Educators have realized the importance of shifting the pattern of ELT from the S@@n00Hal Imgeisueacquizemen to (Gonmmmunitativeldompetenee and the module of teaching English language from Simgl@SEA (SERIGEEA to HRREESEEAESTSRERE. That can be seen from the reform of SABRES (GERCEIGIAEERSIOPRNERE project issued by the Ministry of Education in 1999. The new syllabus emphasis is on a SGSRCESSRARESPORD instead of SEASRGEREA one. Meanwhile, the vocabulary capacity required for students has been enlarged from the original 1,800 common used English words and phrases to 4,000. Another outstanding feature of the ELT reform in China's higher institutions is that English study will be continuous throughout the duration of four years in colege. SSE(SSEISETORSBESAUPIESERE) courses are also added tothe final year of students’ study of English in college. The goal of these courses isto ensure that the non-English ‘major students who have different specialized background can make good use of English after their graduation in their future working career. Besides, the Ministry of Education requires that all of the specialized subjects (preferably taught from foreign textbooks) be conducted in English in the near future. There will be a national English standardized test which will be divided into soveral levels to evaluate the outcome of reforming in Chinese ELT from primary level to the tertiary level, which means English will become a real tool for communication in China’s educational institutions. The construction of a streamlined? ELT system from Chinese primary schools (third grade) to the tertiary level is underway. + Conclusion [At this stage, China needs and will continue to want English badly. In order to function efficiently in its economy with the global market, China needs to bring large numbers of people to a higher level of proficiency in English for a wide variety of functions. Success of English language teaching and learning depends largely on understanding English as a tool for communication. Thus, if a student is encouraged to speak with confidence, it is the foreign language teacher's duty to help students overcome the fear of speaking and learn the fact that Chinese English learners can use English effectively without feeling guilty of their strong accent. Modern communication such as TV and the Internet makes us more exposed to an English-medium environment than we used to be. It will be no surprise at all for a Chinese person to survive in English. (By Ji Shacbin, Wenzhou College of Profession and Technology} Source: The weekly colurmn, Article 99, May 2002 (adapted) GEivUna eu ca ates | UWA Aonoacem isemumenrad [199 |SUGESTAO DE RESPOSTAS CONSOLIDACAO e “In the past few decades since World War I the emeraing global economy|has made It possible for English to play an important rolelas the world standard language” + a economia global emergente (em ascenséo) + um papel importante + lingua-padréo mundial N __N bb “This rigid patter of old fashiones k-based, teacher-dominated and test-oriented teaching) wee is out of date with the rapid growth of international|communicationjin China” + Este padi rigide de ensino tradicionaVultrapassado, baseado no livro didatico, centrado no professor e com avaliacdo por melo de testes (e no uma avaliago continuada, que analisa 0 processo de aprendizagem) + 0 répido crescimento da comunicacéo internacional na China “The new sylabus emphasis is on a stuclent-centered approach instead of a teacher-centered ona” + A &nfase no novo programa + uma abordagem centrada no aluno + uma abordagem centrada no professor @ a entre paises b mudar a caminho muito | UMA aponDaceM | | oo [cairns ee UnvaUa aE1-31 BIBLIOGRAFIA ABSY, Conceigdo A., Variation in Approaches to EFL: a Performance-Based Analysis of the Learning Strategies Used by Brazilians Students. Tese de Doutorado, Georgetown Uni- versity: Washington D.C,, 1992 CHAMOT, A. U; BARNHADT, S.: EL-DINARY, PB. & ROBBINS, J., The Learning Strategies ‘Handbook. Longman, 1999. FANTINI, Marcia de Castro, O impacto de Modelos Interiorizados do Processo de Leitura na Compreensdo de Textos em Inglés Como Lingua Estrangeira. Tese de Doutorado, PUC-SP, 1997. FIORISOUZA, Adriana G., Uma Investigacdo Sobre a Relacdo Entre os Modelos Mentais © as Estratégias de Leitura de Alunas-professoras do Curso de Letras. Dissertacdo de Mestrado, PUC-SP, 1999. GRIGOLETO, Mariza, Ensino de Leitura em Lingua Estrangeira: 0 que mais pode ser feito? Contexturas ~ Ensino Critico de Lingua Inglesa, v. 1, Apliesp, 1992, p. 41-46,, HUTCHINSON, T. & WATERS, A., English for Specific Purposes: a Leorning-centred Ap- proach. CUP, 1994. KLEIMAN, Angela, Leitura: Ensino e Pesquisa. Pontes, 1996 (2. ed). Oficina de Leitura: Teoria Pratica. Pontes, 1992. LEFFA, Vilson J. Perspectivas no Estudio da Leitura, Texto, Leitor e Interacéo Social. In: LEFFA, Vilson J; PEREIRA, Aracy, E. (Orgs,) O Ensino de Leitura e Produgdo Textual: alterativas de renovacdo. Pelotas: EDUCAT, 1999, p. 13-37.OXFORD, R. & COHEN, A, Language Learning Strategies: Crucial Issues of Concept and Definition. Applied Language Learning, v. 3, n. 1& 2, 1992, p. +35. RAMOS, Rosinda de Castro Guerra, Combinacées de Estratégias e Seu Efeito na Leitura de Textos Académicos. Em: Paschoal, M.S.Z. & Celani, MAA (orgs), Linguistico Aplicada: da Aplicacéo da Linguistica 6 Linguistica Transciscipinar. Educ, 1992, p. 153-63. SCARAMUCCI, Marilda V.R. A Competéncia Lexical de Alunos Universitérios Aprendendo a Ler ‘em inglés Como Lingua Estrangeira. Delta, v13, n. 2, 1997, 215-246. SCOTT, M. 1986. Conscientizacio. Working Paper, 8, PUC-SP, 1986. |z02| ceirura ew Lincua inctesa | UMA ABORDAGEM INSTRUMENTAL(ei F:YAS AUTORAS ADRIANA GRADE FIORI SOUZA, docente do Departamento de Letras Estrangeiras Modemas de Universidade Estadual de Londrina/PR, Atua na graduag&o em Letras Estrangeiras Modernas na pos graduagéo em Lingua Inglesa. Desenvoive projetos nas éreas de terminologia bilingue, abordagem lexical e traduc&o. Mestre em Linguistica Aplicade pela Pontificia Universidade Ca- tdllca de Sao Paulo. CONCEICAO A. ABSY, docente aposentada do Departamento de Letras Estrangeiras Modemas: da Universidade Estadual de LondrinalPR. Mestre em Linguistica Aplicada pela Pontificia Universi- dade Catdlica de S40 Paulo. Doutora em Linguistica Aplicada pela Universidade de Georgetown, Weshinghton, DC. Atuou como professora de lingua inglesa em cursos de graduacéo e de leitura em cursos de especializacéo (nivel de pés-graduacéo}, Participou em projetos de extenséio a co- munidade e de ensino nos quais, entre outras atividades, trabalhou na elaboracdo de material di datico pare o ensino de leitura em lingua inglesa. GISELE CILLI DA COSTA, docente do Departamento de Letras Estrangeiras Moderns da Uni- versidade Estadual de Londrina/PR (UEL), Atua no curso de Secretariado Executive ministrando aulas de lingua inglesa bem como de leltura em lingua inglesa para alunos de graduacdo e pés- graduagio da Instituicdo. Desenvoive projetos nas éreas de terminologia bilingue, abordagem lexical e tradugdo. Especial'sta em lingua inglesa pele UEL. LEONILDE FAVORETO DE MELLO, docente do Departamento de Letras Estrangeiras Modemas da Universidade Estadual de Londrina/PR (UEL). Atua no curso de Secretariado Executivo minis- trando aulas de lingua inglesa bem como de leitura em lingua inglese para alunos de graduacéo © pOs-graduago da instituigdo, Desenvolve projetos nas reas de terminologia bilingue e abor- dagem lexical. Mestre em Letras pela UEL. LEITURA EM LINGUA INGLESA | UMA ABORDAGEM INSTRUMENTAL | 202Leitura em Lingua Inglesa tem como objetivo a for- X Paolo eM Me MMe aoe me Coe Fol etelgelTel aime) UM CMe) ea Lies oem hic Rael nee MN eeu et Meese EER cesta} linguistico-gramaticais que auxiliam na (re)construg&o do texto. Um livro recomendado tanto a comunidade académica quanto Eee tag een Ruin sek ks eae ei) rele ELee a ene tM tats [ered el eee crers tang els ol steal coy aa Reed RM eM Ree eee TT Ao longo desses cinco anos de utilizac¢éo do material em Rl ee UL ee McC Mea ER OM Eee RTO Met ar clei is de idiomas, aulas particulares), sentimos a necessidade de fazer Ele eureitetcor oe Mat eet ee Re RC tN Tr) se beneficiar ainda mais das atividades aqui propostas. ba reer Co ol Co OL Te aca] oa eee ‘ Dene Oe eee aut CMC a Dee ec ee Tie tet eaten e Td eu eee ecco tacra ae er Beene ty ae eo OR MEM CES MTEC ERR ae Wetec) Pee ent ae Meehan het A eee red 3 Pe =O: Oe or Col er RS soto Rc i i i i if 4 i Bssea CS MRT ae tects a H cimentos adicionaissobre questées abordadas nos textos. NTN ea OR NM aI Sea PN eee Ne SS ee UA Lae eect de respostas. RA EM LINGUA INGLESA - si