Unidade II

MORFOSSINTAXE E SEMÂNTICA
DA LÍNGUA INGLESA

Profa. Palma Rigolon

MSLI: Content

 Past Perfect
 Past Perfect Continuous
 Conditional
 Passive Voice
 Reported Speech
 Writing
Past perfect simple

 The past perfect refers to time up to a

point in the past (time up to then), just as
the present perfect refers to something
that happened in the time up to the
moment of speaking (time up to now):
Example:
 I’d seen all of Elvis Presley’s movies by
the time I was 20!
 I’d been to five countries in Europe by
2001.
Past perfect simple

A: Are you going anywhere today?

B:I had planned to go to the beach but look
at the rain! (had is stressed; the meaning is
‘I have now changed my mind’)
 I’m
I m very happy working as an engineer
but I had wanted to be an actor when I
was younger.
Structure:
 Aux.verb Had + main verb past participle
Past perfect continuous

 We use the past perfect continuous to

talk about actions or events which started
before a particular time in the past and
were still in progress up to that time in
the past:
Example:
 It was so difficult to get up last Monday for
school. I had been working on my essays
the night before and I was very tired. (The
past perfect continuous focuses on the
activity of working on the essays up
to a particular time in the past.)
Past perfect continuous

 Structure: had + been + main verb (ing)

 Let’s compare the Past Perfect and the
Past Perfect Continuous. Take a look at
the examples.
 The builders had put up the scaffolding
around the house. (emphasises the
completion of the action -the scaffolding is
up).
 The builders had been putting up the
scaffolding when the roof fell in.
(emphasises a continuing or ongoing
action).
Conditional clauses

 There are four types of conditionals:

zero, first, second and third
conditionals.
 Conditional clauses are related to reason
clauses, but they discuss the
consequence of something which may or
may not be a real event. Notice the
difference between:
 I’ll lend Peter the money because he
needs it. (reason)
 I’ll lend Peter the money if he needs it.
(condition)
Conditional Clauses

NOTE:
 An if-clause can come in the beginning
or end of a sentence. When it comes
first, it is often separated by a comma.
Example:
 Oil boils if you pour it on water.
 If you pour oil on water, it boils.
Conditional clauses: zero
conditional

 It’s used for true situations, in case

something happens.
Structure:
 If clause: If + subject + simple present
verb
 Main clause: subject + simple present
verb
Examples:
 Phosforus burns if you expose it to air.
 If you heat water at 100 degrees, it boils.
 If you drop an apple, it falls.
 If you heat ice, it melts.
First conditonal

 It is used to talk about possible things

that happen either in the present or in the
future. It is a real possibility.
Structure:
 Simple present + future
Example
 If I have enough time tomorrow, I’ll come
and see you.
 If it’s fine tomorrow, I’ll paint the
windows.
First conditional

Example (news)
 Doctors say they hope that if they can
diagnose the condition earlier, they'll be
able to begin specialist education and
training programmes sooner and
alleviate some of the symptoms.
http://www.bbc.co.uk/worldservice/learningenglish
/language/wordsinthenews/2012/01/120130_wit
n_autism_story.shtml
First Conditional
Song: Time After Time Cyndi Lauper

If you're lost you can look--and you will find

me
Time after time
If you fall I will catch you--I'll be waiting
Time after time
If you're lost you can look--and
look and you will find
me
Time after time
If you fall I will catch you--I'll be waiting
Time after time
Second conditional

 It expresses an unreal or hypothetical

condition, i.e for this type of sentence
the speaker assumes the falsehood or
unlikelihood of what he is talking about.
It is a Hypothetical situation.
Strucure:
 simple past + would
Examples:
 What would you do if you won a million
dollars?
 I would be very frightened if somebody
pointed a gun at me.
Second conditional
Song: If I were a boy - Beyoncé

If I were a boy even just for a day

I'd roll out of bed in the morning
And throw on what I wanted
And go drink beer with the guys
And chase after girls
I'd kick it with who I wanted
And I'd never get confronted for it
'Cause they stick up for me
If I were a boy
I think I could understand
How it feels to love a girl
I swear I'd be a better man
Third Conditional

 It’s used in situations in the past that did

not happen. It’s a hypothetical situation.
It’s usually used to express critics or
regret.
 Structure: past perfect + would have
Examples:
 If I had known you were in hospital, I
would have gone to visit you.
 If I’d had a camera, I would have taken
some photos.
photos
Third Conditional
Song: I Will Survive Gloria Gaynor

And so you're back, from outer space,

I just walked in to find you here
With that sad look upon your face,
I should've changed that stupid lock,
I should've made you leave your key,
If I had known for just one second
You'd be back to bother me,
Interatividade

Use the second conditional to complete the

blanks. Choose the best alternative.
I. _______________ (sing) you a song if I
___________ (have) my guitar!
II. If I _____________ (not be) so hungry, I
_____________ (share) my beans with you.
a) would sing; had; were not; would share.
b) will sing; have; were not; would share.
c) sing; had; were not; would share.
d) would sing; had; was not; share
e) would sing; had; were not; will share.
Passive Voice

 The passive allows the speaker or writer

to make choices about what is important.
 We use the passive for different reasons.
a) to give focus to something;
b) because we don’t know the identity of
the ‘doer’ or because it’s not important
to know who or what did the action;
c) to be impersonal and create distance.
Passive Voice

 We often use passives without agents in

academic and technical contexts when
the process or actions are more
significant than who or what did them:
Example:
 A sample was taken and injected into a
tube.In this study, children’s eye
movements were recorded while they
listened to a series of messages.
Passive Voice

 We often use passive forms of reporting

verbs (believe, think, say, consider, find)
to create distance from personal
statements and focus more on
impersonal processes:
Examples:
 Police are looking for a man in his 30s.
He is believed to be dangerous.
 In some cultures blowing your nose in
public is considered impolite.
Passive Voice

 When we want to give emphasis to

something new, we can begin with
something which is already known and
put the important item at the end, where
it can be stressed and given focus:
 Example:
A:That’s a lovely chair.
B:Yes, it’s very old. It was given to me by
my grandmother.
 I was made to feel very welcome by
everyone.
Passive Voice

 Structure:
be + - past participle
 With get: get + - past participle
Examples:
 The trees in the garden were damaged in
the wind. (standard passive)
 The trees in the garden got damaged in
the wind. (get passive)
 Passive Voice

Active Passive V.Tense

They make Fords Fords are made in Pres.

in Cologne. Cologne.

Susan is cooking Dinner is being cooked Pres.

Pres Cont
dinner. by Susan

James Joyce "Dubliners" was Past

wrote written by James
"D bliners"
"Dubliners". Jo ce
Joyce.
They were The house was being Past Cont
painting the painted when I arrived.
house when I
arrived.
 Passive Voice

Active Passive V.Tense

They have Over 20 models have Pres.Perf

produced over 20 been produced in the
models in the past two years.
past two
t o years.
ears

They are going to A new factory is going Fut.going

build a new to be built in Portland. to
factory in
Portland.

I will finish it It will be finished Fut. will

tomorrow. tomorrow.
Passive Voice
Song: All you need is Love – The
Beatles

There's nothing you can do that can't be

done
Nothing you can sing that can't be sung
Nothing you can say, but you can learn how
the play the game
It's easy
There's nothing you can make that can't be
made
No one you can save that can't be saved
Nothing you can do, but you can learn how
to be you in time
It's easy
Passive.
News: 27 July 2012
Ethiopian shoemaker takes great
strides
 Eight years ago Ethiopia's Bethlehem
Tilahun Alemu decided to sell cool
colourful shoes made of recycled
materials, including car tyres.
 The company which she started,
SoleRebels, would soon become the
planet's first fair trade green footwear
firm - certified by the World Fair Trade
Organization (WFTO) - and is now one of
Ethiopia's most thriving businesses. (…)
Passive.
News: 27 July 2012
Ethiopian shoemaker takes great
strides
 At the moment it sells its products in 55
countries, mostly through individual
retailers, and its biggest markets are in
Austria, Canada, Japan, Switzerland and
the United States. The shoes are also
sold online.
online (…)
( )
 They use old tyres, natural fibres and
hand-made fabrics - all locally sourced -
to manufacture sandals and other shoes
which are inspired in the traditional
Selate and Barabasso tyre footwear once
worn by Ethiopian rebels. (…)
http://www.bbc.co.uk/news/world-africa-18998898
Reported speech/indirect speech

 G
Generally,
ll reported
t d speech h is
i introduced
i t d d
by the verb say or tell. The verb is used in
the past tense, said, which indicates that
something was spoken in the past. For
example:
 “she said”,, “he said”,, “they
y said”
 The main verb in the reported speech
sentence is also in the past tense.
 Usually, the tense in reported speech is
one tense back in time. However, often if
the speaker is reporting something soon
after it has been said,
said there is no change in
the verb tense. This is also true if the
reported statement is a general truth. For
example:
“The capital of Canada is Ottawa.” → Byron
said that the capital of Canada is Ottawa.
Reported speech

Quoted Speech Reported Speech

Am/is was

Are were

Have/has had

Can could

Do/want/know did/wanted/knew

Will would
Reported speech

Quoted Speech Reported Speech

Simple Present: Simple Past:

“I love tea”, she said. She said (that) she
loved tea.

Present Continuous: Past Continuous:

“I am studying He said (that) he was
French”, he said. studying French.

Simple Past: Past Perfect:

“Mike arrived on Gayle said (that) Mike
Sunday”, Gayle said (had) arrived on
Sunday.
Reported speech/indirect Speech

 Indirect speech focuses more on the

content of what someone said rather
than their exact words. In indirect
speech, the structure of the reported
clause depends on whether the speaker
is reporting a statement
statement, a question or a
command. Take a look at the examples:
Statement:
 Direct: ‘I’m tired,’ I said.
 Indirect: I told them (that) I was tired (that
clause)
Reported Speech/Indirect Speech

 Question:
Direct: “Are you ready” the nurse asked
Mary.
Indirect: The nurse asked Joel if/whether
he was ready. (if clause/ whether clause)
Direct: ‘Who are you?’ she asked.
Indirect: She asked me who I was. (Wh-
clause)
 Command:
Direct: ‘Leave at once!’ they ordered.
Indirect: They ordered us to leave at
once. (to-infinitive clause)
Reported Speech/Indirect Speech

The reported speech is also common in

newspaper headlines. Let’s see some
examples:
 JUDGE TELLS REPORTER TO LEAVE
COURTROOM.
 PRIME MINISTER SAYS FAMILIES ARE
TOP PRIORITY IN TAX REFORM.
Interatividade

Choose the best alternative to complete the

sentence:
Julia: “I know what the assignment is.”
Julia said _______________.
a) That she knows what is the assignment
b) that she knows what was the assignment.
c) that she knew what was to be the
assignment.
d) that she knew what the assignment was.
e) That she had know what the
assignment was.
Reported Speech/Indirect Speech

 We can use the past continuous form of

the reporting verb (usually say or tell), this
happens mostly in conversation, when the
speaker wants to focus on the content of
the report, usually because it is interesting
news or important information
information, or because
it is a new topic in the conversation:
Examples:
 Mary was telling me Shopping Frei Caneca
is going to close down. Is that true?
 Alex was saying that book sales have
gone up a lot this year thanks to the
Internet.
Reported Speech/Indirect Speech

 We often change demonstratives (this,

that) and adverbs of time and place (now,
here, today, etc.) because indirect speech
happens at a later time than the original
speech, and perhaps in a different place.
Examples:
Direct: I said, ‘I’ll meet you here tomorrow.’
Indirect: I told her I would meet her there
the next/following day.
Direct: She said
said, ‘II do not wish to discuss it
at this moment in time.’
Indirect: She said she did not wish to discuss
it at that moment in time.
Reported Speech/Indirect Speech
Songs

Cry me a River – Justin Timberlake

You told me you loved me
Why did you leave me, all alone
Now you tell me you need me
When you call me, on the phone
Girl I refuse, you must have me confused
With some other guy
Your bridges were burned, (passive)
and now it's your turn to cry
Cry me a river
Cry me a river, girl
Cry me a river
Cry me a river, girl, yea yea
Reported Speech/Indirect Speech
Songs

Never Tear Us Apart - John Cocker

I told you
That we could fly
'Cause we all have wings
But some of us don't know why
I was standing
You were there
Two worlds collided
And they could never ever tear us apart
Reported Speech
News: Syria army mounts air and
land attack on Aleppo
July 27, 2012
(…)
 A government official told the AFP news
agency: "Rebels are stationed in narrow
streets, in which fighting will be
difficult."
(…)
 Syrian state television said that rebels,
having failed in Damascus, were now
trying to turn Aleppo into a den for their
terrorism.
http://www.bbc.co.uk/news/world-middle-east-
19025955
Writing a paragraph.

 What’s a paragraph?
A paragraph begins on a new line within
the text and there is often a blank line
between paragraphs. A paragraph usually
contains more than one sentence and it is
usually about one topic.
topic
 The first sentence in a paragraph is
sometimes called the key or topic
sentence because it gives us the key to
what the paragraph will be about. The
other sentences usually relate to the key
sentence. There is usually a conclusion
in the final sentence of a paragraph
and sometimes there is a link to
the next paragraph.
Topic sentence

The topic sentence is important because:

 It’s usually the first sentence of the
paragraph.
 It gives a general idea of the subject of
the paragraph.
 It helps the writer focus on the idea he is
writing about.
 It helps the reader know what the
paragraph is about.
Topic sentence - example

 There are three reasons why Canada is

one of the best countries in the world.
First, Canada has an excellent health
care system. All Canadians have access
to medical services at a reasonable price.
Second Canada has a high standard of
Second,
education. Students are taught by well-
trained teachers and are encouraged to
continue studying at university. Finally,
Canada's cities are clean and efficiently
managed. Canadian cities have many
parks and lots of space for people to live.
As a result, Canada is a desirable place
to live.
Supporting sentences

 They come after the topic sentence,

making up the body of a paragraph.
They give details to develop and support
the main idea of the paragraph. So, to
you have to give details and examples to
support the topic sentence
sentence.
Example:
Supporting sentences

 There are three reasons why Canada is

one of the best countries in the world.
First, Canada has an excellent health
care system. All Canadians have access
to medical services at a reasonable price.
Second Canada has a high standard of
Second,
education. Students are taught by well-
trained teachers and are encouraged to
continue studying at university. Finally,
Canada's cities are clean and efficiently
managed. Canadian cities have many
parks and lots of space for people to live.
As a result, Canada is a desirable place
to live.
Closing sentence/concluding
sentence

 The closing sentence is the last sentence

in a paragraph. It restates the main idea
of your paragraph. To do so, you have to
use different words.
Example:
Closing sentence/concluding
sentence

 There are three reasons why Canada is

one of the best countries in the world.
First, Canada has an excellent health
care system. All Canadians have access
to medical services at a reasonable price.
Second Canada has a high standard of
Second,
education. Students are taught by well-
trained teachers and are encouraged to
continue studying at university. Finally,
Canada's cities are clean and efficiently
managed. Canadian cities have many
parks and lots of space for people to live.
As a result, Canada is a desirable place
to live.
Prewriting your paragraph: tips

 Think carefully about what you are going

to write. Ask yourself: What question am I
going to answer in this paragraph or
essay? How can I best answer this
question? What is the most important part
of my answer? How can I make an
introductory sentence (or thesis
statement) from the most important part of
my answer? What facts or ideas can I use
to support my introductory sentence?
How can I make this paragraph or essay
interesting? Do I need more facts on
this topic? Where can I find more facts
on this topic?
Prewriting your paragraph: tips

2. Write out your answers to the above

questions. You do not need to spend a
lot of time doing this; just write enough
to help you remember why and how you
are going to write your paragraph or
essay.
essay
3. Collect facts related to your paragraph or
essay topic. Look for and write down
facts that will help you to answer your
question. Timesaving hint: make sure the
facts you are writing are related to the
exact question you are going to answer
in your paragraph or essay.
Prewriting your paragraph: tips

4. Find the main idea of your paragraph or

essay. Choose the most important point
you are going to present.
5. Organize your facts and ideas in a way
that develops your main idea. Once you
have chosen the most important point of
your paragraph or essay, you must find
the best way to tell your reader about it.
Decide which facts and ideas will best
support the main idea of your paragraph.
Editing paragraphs

Grammar and Spelling

 Check your spelling.
 Check your grammar.
 Read your essay again.
 Make sure each sentence has a subject.
See if your subjects and verbs agree
with each other.
 Check the verb tenses of each sentence.
Make sure that each sentence
makes sense.
Editing paragraphs

Style and Organization

 Make sure your paragraph has a topic
sentence.
 Make sure your supporting sentences
focus on the main idea.
 Make sure you have a closing sentence.
 Check that all your sentences focus on
the main idea.
 See if your paragraph is interesting.
http://www2.actden.com/writ_den/tips/paragrap/index.htm
Interatividade

What’s a topic sentence? Choose the Best

alternative.
I. It’s a sentence that usually appears in
the beginning of the paragraph.
II. It gives a general Idea of the subject.
III. It gives details about the subject.
IV. you can find many topic sentences in the
paragraph.
a) Only I, II and III are correct
b) Only I and II are correct
c) Only III and IV are correct
d) Only III is correct
e) All of them are correct
Writing: Sequence words

 As you could observe in the sample

paragraph, the linking words are very
important. So, let’s see some of them:
Linking words

 Adding information: And, In addition, As

well as, Also, Too, Furthermore,
Moreover, Apart from, In addition to,
Besides.
 Summarising: In short, In brief, In
summary, To summarise, To conclude, In
conclusion.
Linking words

 Sequencing ideas: The former, … the

latter, Firstly, secondly, finally, The first
point is, Lastly, The followin.
 Giving a reason: Due to / due to the fact
that, Owing to / owing to the fact that,
Because, Because of, Since, As.
 Giving a result: Therefore, So,
Consequently, This means that, As a
result
Linking words

 Contrasting ideas: But, However,

Although / even though, Despite / despite
the fact that, In spite of / in spite of the
fact that, Nevertheless, Nonetheless,
While, Whereas, Unlike, In theory… in
practice…
practice
Let’s see some examples:
Linking words - examples

 We are concerned not only by the

absence of the students, but also by the
indiscipline.
 As well as the absence, we are
concerned by the indiscipline.
 Due to the rise in oil prices, the inflation
rate rose by 1.25%.
 Because of bad weather, the picnic was
postponed.
Linking words - examples

 The company are expanding. Therefore /

So / Consequently / As a result, they are
taking on extra staff.
 He works hard. However, he doesn't
make much money.
 Although it was cold, she went out
without a coat.
 In spite of the cold, she went out without
a coat.
Time to Practice: example

Let’s take a look at an example of a text

about the city of Portland. Pay attention at
the paragraph structure and at the linking
words.
Portland, Oregon is located in the northwest
of the United States. Both the Columbia and
the Willamette river run through Portland. It
is the largest city in the state of Oregon. The
city is famous for its proximity to the
mountains and the ocean, as well as its
relaxed friendly inhabitants.
relaxed, inhabitants Approximately
500,000 people live in Portland while the
Portland metro area has a population of over
1.5 million inhabitants.
Time to Practice: example

 The next paragraphs are about different

aspects of the city. Let’s see.
The main industries in the Portland area
include computer chip manufacturing
and sportswear design. In fact, two
famous sportswear companies are based
in the Portland Area: Nike and Columbia
Sportswear. The largest employer is Intel
which employs over 15,000 people in the
greater Portland metro area. There are
also many smaller technology
companies located in downtown
Portland.
Time to Practice: example

Portland's weather is famous for its rain.

However, the spring and summer are quite
lovely and mild. The Willamette valley to the
south of Portland is important for its
agriculture and wine production. The
Cascade Mountains are located to the east
of Portland. Mt. Hood has three major skiing
facilities and attracts hundreds of
thousands of visitors each year. The
Columbia river gorge is also located close
to Portland.
http://esl.about.com/od/writingintermediate/a/describing_
cities.htm
Interatividade

 What does but indicate on the sentence

below? Choose the correct alternative.
He works every weekend, but he takes
vacations twice a year.
a) Contrast
b) Addition
c) Result
d) Reason
e) Sequence of ideas.
References

 CARTER, Ronald et.al. English Grammar

Today. Cambridge: Cambridge University
Press. 2011.
 http://www.bbc.co.uk/news/world-africa-
18998898
 http://esl.about.com
 http://www2.actden.com/writ_den/tips/paragrap/
index.htm
ATÉ A PRÓXIMA!