ÍNDICE-CONTROLE DE ESTUDO

Transcription

Terceirão – Caderno 7 – Código: 830378709
ÍNDICE-CONTROLE DE ESTUDO
TERCEIRÃO
Aula 43 (pág. 364)
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Aula 44 (pág. 364)
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Aula 45 (pág. 370)
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Aula 46 (pág. 370)
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Aula 47 (pág. 374)
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Aula 48 (pág. 374)
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Aula 49 (pág. 380)
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Aula 50 (pág. 380)
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Professor:
363
SISTEMA ANGLO DE ENSINO
43 e 44
THE PASSIVE VOICE
TEXT
1. bowels: intestinos
2. mammal: mamífero
(UFPel-RS)
3. helpful: útil/úteis
4. seed: semente
YOUR NOTES
1
5
10
15
20
25
The ability of extracts of some plants to produce an
obvious response in humans or animals has been
known for a long time. Some might induce sleep,
others could cause a violent emptying of the bowels1,
and few, in quite small doses, might cause death.
Over the last 200 years, the chemicals responsible
for these effects have been isolated from many of
these plants and their structures have been
determined. Although a few have relatively simple
structures, many are very complicated and one can
only applaud the ingenuity and persistence of those
who took much time and effort to determine them.
Several theories have been advanced to explain the
phenomenon of chemical complexity and diversity
found in the botanical world, but the one most widely
accepted at present is that the plant produces these
compounds as part of its survival strategy. Since
mammals2 are either threats to plants as herbivores or
helpful3 as dispersal agents for seeds4, it is not
surprising that plants produce compounds that
interact with mammalian physiology.
The means by which plants were selected by
humankind for treating various illnesses is not
known, and some animals are known to utilize plants
for the same purpose, but there is no doubt that this
selection process has been a common activity in
practically all human societies.
ingenuity criatividade; talento; habilidade.
ingenious criativo; talentoso; habilidoso.
naiveness (naiveté; naivety) ingenuidade
naive (ingenuous) ingênuo; simples.
EXERCISE 1
Journal of Chemical Education. February 2001.
364
Based on the text, choose the correct alternative.
1. The sentence “Although a few have relatively
simple structures, many are very complicated”
(lines 9–10) could be rephrased as:
a) A few have relatively simple structures, therefore
many are very complicated.
b) Yet a few have relatively simple structures many
are very complicated.
➜ c) A few have relatively simple structures, but many
are very complicated.
d) Instead of a few have relatively simple structures,
many are very complicated.
e) A few have relatively simple structures provided
that many are very complicated.
TERCEIRÃO
6. De acordo com o texto, pode-se afirmar que:
a) a persistência e o esforço dos pesquisadores
tornam relativamente simples e precisa a tarefa
de determinar a estrutura da maioria das plantas.
b) isolar as substâncias químicas das plantas é
condição indispensável à determinação de suas
estruturas e à seleção de vegetais para o tratamento de doenças em humanos.
➜ c) as plantas produzem certos compostos químicos
como um dos meios para garantir sua sobrevivência, o que poderia explicar a variedade e
complexidade de substâncias químicas encontradas no reino vegetal.
d) a produção de efeitos relativos em seres humanos e animais, motivada pela ingestão de extratos de algumas plantas, bem como os meios
pelos quais elas foram selecionadas pelas pessoas para o tratamento de doenças, são fatos
conhecidos.
e) uma vez que as plantas sempre são beneficiadas
pelos mamíferos, não é surpreendente o fato
de elas produzirem compostos que interagem
com a fisiologia desses animais.
2. The word them (line 12) refers to:
a) ingenuity and persistence
b) time and effort
c) plants
d) bowels
➜ e) chemicals
3. In the sentence “Since mammals are…” (lines
17–18), the word Since most likely means:
➜ a) Because
d) In spite of
b) During the time that
e) As long as
c) Unless
4. The word means (line 22) could be replaced by:
a) significance
d) disadvantage
➜ b) method
e) money spent
c) average
5. In the sentence “The researchers have come up
with an ingenious solution to the problem”, the
word ingenious could be replaced by all the
following, except:
a) creative
➜ d) naive
b) clever
e) inventive
c) skillful
THE PASSIVE VOICE
1
Formação
Active Voice:
A dictionary
explains
the meanings of words.
S. Pres.
Subject
Passive Voice:
Active Voice:
Object
The meanings of words
are
explained
Subject
S. Pres.
Past Part.
Your mother
by
a dictionary.
Agent
caused
the trouble.
S. Past
Subject
Passive Voice:
TERCEIRÃO
Object
The trouble
was
caused
Subject
S. Past
Past Part.
365
by
your mother.
Agent
Active Voice:
Federal agents
are escorting
the actor.
Pres. Cont.
Subject
The actor
Passive Voice:
Subject
Active Voice:
Passive Voice:
Object
is being escorted
Pres. Cont.
by
Past Part.
federal agents.
Agent
The energy crisis
has presented
the biggest challenges.
Subject
Pres. Perf.
Object
The biggest challenges
have been
Subject
Pres. Perf.
presented by the energy crisis.
Past Part.
Agent
A voz passiva é construída do seguinte modo:
• o objeto da voz ativa torna-se o sujeito da voz passiva;
• o sujeito da voz ativa torna-se o agente da voz passiva, precedido da preposição by;
• a forma verbal da voz passiva é constituída de:
– verbo to be no mesmo tempo do verbo principal da voz ativa;
– particípio passado do verbo principal da voz ativa.
2
Modal Auxiliary Verbs na passiva
Active Voice:
Foreign students must take an English test.
Passive Voice:
An English test must be taken by foreign students.
Active Voice:
An irresponsible smoker might have caused the fire.
Passive Voice:
The fire might have been caused by an irresponsible smoker.
Quando a forma verbal da voz ativa apresenta um Modal Auxiliary Verb, na voz passiva ocorrem as
seguintes mudanças:
Active
Modal infinitivo sem to
Passive
Modal be particípio passado
ou
Modal have particípio passado
Modal have been particípio passado
366
TERCEIRÃO
Confira a forma e o uso da voz passiva com os verbos can e must na tira de Garfield a seguir:
Jim Davis. Garfield weighs in.
3
Tabela das formas verbais na voz passiva
Active Voice
Passive Voice
Example
to be Past Participle
S. Present
S. Past
S. Future
S. Conditional
Present Continuous
Past Continuous
S. Present Perfect
S. Past Perfect
Future Perfect
Conditional Perfect
Infinitive
-ing form
do, does
did
will do
would do
is (are) doing
was (were) doing
has (have) done
had done
will have done
would have done
(to) do
doing
is (are)
was (were)
will be
would be
is (are) being
was (were) being
has (have) been
had been
will have been
would have been
(to) be
being
Modal Auxiliaries
can
could
may
might
must
should
ought to
can
could
may
might
must
should
ought to
Verb Forms
4
do/have done
done
be /have been
done
O agente da passiva
Active Voice:
Passive Voice:
TERCEIRÃO
Someone will publish
The report
the report.
will be published
by someone.
367
Active Voice:
People must buy
food
all the time.
Inf.
Passive Voice:
must be bought by people all the time.
Food
Inf.
Na maioria das orações na voz passiva o agente não é mencionado.
5
Objeto direto e objeto indireto na formação da passiva
Active Voice:
the lady some flowers.
Someone bought
Dir. Ob.
Ind. Ob.
The lady
Passive Voice:
was bought some flowers.
Subj.
Active Voice:
People give
good advice every day.
us
Ind. Ob.
We
Passive Voice:
are given
Dir. Ob.
good advice every day.
Subj.
Atenção para o seguinte exemplo:
A: What happened to our package?
B: It was sent to the wrong address.
Quando o verbo da voz ativa é seguido de dois objetos, o primeiro objeto (indireto), normalmente
referente a uma pessoa, torna-se o sujeito da voz passiva. No entanto, se for necessário, o objeto direto
(coisa) pode vir a ser o sujeito da voz passiva.
368
TERCEIRÃO
6
Notas
4. Someone is telling me the details.
➜ a) I’m being told the details.
b) Me is being told the details.
c) The details is being told to me.
d) The details are been told me by someone.
e) I’m been telling the details.
Active Voice: No one will recover the money.
Passive Voice: The money won’t be recovered.
Active Voice: Nothing can save him.
Passive Voice: He can’t be saved.
5. People can’t do anything about that.
a) Anything can’t be done about that.
b) Nothing can’t be done about that.
c) Nothing could be done about that.
d) Something could be do about that.
➜ e) Nothing can be done about that.
Active Voice: One hadn’t said anything.
Passive Voice: Nothing had been said.
Active Voice: People don’t expect any extra pay.
Passive Voice: No extra pay is expected.
Active Voice: Someone must look after the baby.
Passive Voice: The baby must be looked after.
Choose the correct active form for the following
sentences:
Quando o sujeito da voz ativa é nobody (no one)
ou nothing, na voz passiva a forma verbal deve ser
negativa, já que o agente da voz passiva não será
mencionado.
Por outro lado, quando a voz ativa apresenta uma
oração negativa com any ou formas compostas
como objeto direto ou indireto, na voz passiva o
sujeito passa a ser negativo e a forma verbal não
pode ter negação.
Quando uma preposição ou Adverb Particle faz
parte do verbo, ela deve ser mantida e colocada
após o particípio passado, na voz passiva.
6. Plants were selected by humankind.
a) Humankind was selecting plants.
b) Humankind selects plants.
➜ c) Humankind selected plants.
d) Humankind was selected by plants.
e) Humankind selected by plants.
7. The means is not known.
a) People does not know the means.
b) People not know the means.
c) One knows the means.
d) One did not know the means.
➜ e) People do not know the means.
EXERCISE 2
Choose the correct passive form for each given
sentence:
1. Did anyone offer you a good job?
a) Are you offered a good job?
b) Did a good job offer you?
c) Was you offered a good job?
d) Were a good job offered to you?
➜ e) Were you offered a good job?
2. People play soccer all over the world.
a) People are played soccer all over the world.
b) Soccer played by people all over the world.
c) Soccer plays all over the world by people.
➜ d) Soccer is played all over the world.
e) Soccer was played all over the world.
CADERNO DE EXERCÍCIOS – SÉRIE 21
TAREFA MÍNIMA
Aula 43
Faça os exercícios de 1 a 18.
Aula 44
Leia os itens de 1 a 6 de Grammar.
3. No one has seen them here.
a) They haven’t seen here.
b) They hadn’t been seen here.
c) They have been seen here.
➜ d) They haven’t been seen here.
e) They weren’t seen here.
TERCEIRÃO
TAREFA COMPLEMENTAR
Aula 44
369
45 e 46
PREPOSITIONS
TEXT
(UCS-RS)
What to do at Grand Canyon
1
2
3
There is no one best way to experience the Grand Canyon. Factors such as time, interests and
weather influence your visit. The following “MENU” of possible activities is provided1 for you to
design your personal Grand Canyon experience.
Time required
Comments
TOUR WEST RIM2
SCENIC DRIVE
8 miles one way
1 hour to several hours
• By private vehicle or commercial
bus tour.
• Views of river at Hopi, Mohave and
Pima Points.
• Road dead ends3 at Hermits rest.
10
11
12
13
STAY OVERNIGHT AT
PHANTOM RANCH
At least two days
• Commercial lodging4 at canyon
bottom.
• Inquire5 at Bright Angel Lodge
Transportation Desk.
14
15
16
17
BICYCLING
Variable
• In park on paved roads only;
NOT ON TRAILS.
• Many forest service roads south
of park.
18
19
20
RAFT THROUGH THE
GRAND CANYON
3 days to 2 weeks
• Planned and reserved in advance.
• List of River Concessioners available
at the Visitor Center.
21
22
ENJOY STARRY SKIES
Weather permitting
Variable
• An hour after sunset to an hour
before sunrise.
23
24
25
ENJOY A PICNIC
Please do not litter6
Variable
• Cooking allowed only in grills where
provided at formal picnic areas
(no formal areas along rim).
4
5
6
7
8
9
Activity
The Guide: Grand Canyon National Park. 1995.
370
TERCEIRÃO
3. As recomendações dadas com relação ao preparo
de alimentos no parque poderiam ser resumidas
pela seguinte advertência:
a) “Traga suas próprias panelas”.
b) “Não cozinhe no interior do parque”.
c) “Limpe as grelhas após o uso”.
➜ d) “Não cozinhe em locais não autorizados”.
e) “Faça reserva do local com antecedência”.
1. to provide(ed): oferecer; fornecer; estar à disposição
2. rim: beira; borda; extremidade
3. dead end: (via) sem saída
4. De acordo com o texto, pode-se andar de bicicleta
somente:
a) nas trilhas da floresta.
➜ b) nas vias pavimentadas dentro do parque.
c) fora do parque.
d) nas estradas ao sul do parque.
e) nas estradas pavimentadas que cortam o bosque.
4. lodging: alojamento; pousada
5. to inquire(ed): perguntar
6. to litter(ed): fazer sujeira; jogar lixo
YOUR NOTES
5. O antônimo da expressão at least (linha 10) é:
a) at last.
b) least of all.
c) fewest.
d) the little.
➜ e) at most.
EXERCISE 1
1. A idéia contida na frase “There is no one best way
to experience the Grand Canyon” (linha 1) é a de que:
a) visitar o Grand Canyon é uma das melhores experiências que se pode ter na vida.
b) não existe um único caminho para chegar ao
parque do Grand Canyon.
➜ c) é possível conhecer o Grand Canyon de várias
maneiras diferentes.
d) há diversas boas estradas para se chegar ao
Grand Canyon.
e) não há estradas de mão única no parque do
Grand Canyon.
2. De acordo com o texto, é correto afirmar que:
a) o visitante, quando faz o Tour West Rim Scenic
Drive, percorre a pé oito milhas da ida à volta.
b) o visitante precisa de autorização escrita para
algumas atividades como o rafting.
c) o tempo mínimo de duração de uma atividade
no parque é dois dias.
d) atividades comerciais estão proibidas no interior
do parque.
➜ e) há algumas atividades que não podem ser realizadas em qualquer condição climática.
TERCEIRÃO
PREPOSITIONS IN
EXPRESSIONS OF PLACE
1
In Out of
Atenção para os seguintes exemplos:
My wallet is in my handbag.
His grocery store is in Harlem.
She is studying in England.
In é usada para indicar:
a) em; dentro de uma área delimitada.
b) em áreas maiores como, por exemplo, bairros,
cidades, condados, regiões, estados, países e
continentes.
371
She took the wallet out of her handbag.
The water spilled out of the glass.
Out (of) é o oposto de in, denotando separação
de dentro para fora de uma área delimitada.
2
On Off
mas
I like to travel by bus, not by plane.
She goes to work on foot every day.
Observe o uso da preposição on na charge abaixo,
retirada da revista semanal Newsweek, edição de
26/8/2002, em que George W. Bush negava ter planos
de invadir o Iraque.
Com meios de transporte individual usa-se in
(car, taxi, cab, truck, lorry).
Com veículos coletivos (train, bus, plane, ship)
usa-se on.
Com meios de transporte também pode-se
usar by, que significa “de”; “por meio de”.
A expressão on foot significa “a pé”.
4
At
Observe os seguintes exemplos:
“Where is Susan? Is she at the movies?”
“No, she’s at the library; she has some research
to do”.
Wait for me at the corner. I’ll be right there.
I’ll see you at the game this evening.
He studies at Cambridge (University).
Atenção para os seguintes exemplos:
Put the plates on the table, please.
We have a cottage on the river.
His apartment is on Madison Avenue.
Her family lives on a farm in the state of Kentucky.
On é usada para indicar:
a) em cima de (em contato com); sobre uma
superfície.
b) sobre ou junto a uma linha (como fronteiras,
costas, rios, lagos, estradas, fazendas, ilhas).
c) em (com ruas, avenidas e praças).
The ball rolled off the table.
My father fell off the ladder when he was trying to
reach the roof.
mas
He lives in Cambridge (city).
Do you live at 75 Oakland Street?
At é usada para indicar:
a) em um ponto (dentro de uma área maior, comum
para encontros; onde se desenvolvem certas atividades).
b) em (diante do número, em endereços).
EXPRESSIONS OF TIME
5
World War II ended in 1945.
We hope there won’t be any wars in the 21st century.
I was born in December.
You’ll have to finish the work in 30 minutes.
The long vacation is in the summer.
My children go to school in the afternoon.
Off é o oposto de on, denotando separação
ou afastamento de contato com uma linha ou
superfície.
In marca um período de tempo. É usada com séculos, anos, meses ou estações do ano, e períodos do dia.
In / On / Out (of) / Off
(com meios de transporte)
3
Get in the car quickly.
I saw Mary in a new Mercedes the other day.
6
The taxi stopped and a handsome man got out.
We’ll get on the next train to Brighton, don’t worry.
As soon as she got off the bus, she saw him
standing on the sidewalk.
In
On
They never work on Sundays.
My daughter was born on May 24, 1976.
On weedays I work very hard, but on weekends I
go to the beach.
372
On é usada com dias (da semana ou do mês).
TERCEIRÃO
7
At
The bus was supposed to leave at 7 o’clock and I
arrived at the last moment.
She got married at (the age of) twenty-six.
Tons of chocolate are sold at Easter.
mas
On Easter Sunday our family gathers for lunch.
At é usada com horas, momentos, idades e épocas.
8
Notas
• across (através; cruzando)
She walked across the street to talk to her
friend Joe.
• behind (atrás de)
Paul sits behind Lucy in the classroom.
• between (entre dois limites) among (entre vários)
The letter B comes between A and C.
Mr Rae was seen among the museum visitors that
afternoon.
Exercise 2
We didn’t go out on last Saturday.
In questions 1 to 5, select the prepositions that best
fill blanks I to V, respectively, in the text below.
He’ll go skiing in Aspen in next winter.
On e in não são normalmente usadas diante de
last e next.
“Do you read the newspaper in the morning?”
“No, I usually read it at night, before I go to bed.”
A expressão “à noite” é traduzida por at night.
I always go for a walk in the afternoon.
On that particular afternoon I didn’t go out.
Usa-se on, em vez de in, quando se especifica ou
se descreve a parte do dia.
(ESPM-SP – Adaptado)
I
the crossing of Maple Street
My office was _______
and Mason Avenue, a section of town noted for auto
thefts.
So I posted a sign II_______ my car window reading:
“Warning! Loud Alarm!”
III
_______
a weekday after I had left work, I got IV
_______
the car and noticed that my expensive CD player had
been stolen.
V
Printed neatly _______
my sign were the words: “Your
alarm needs fixing!”
I’ll stop at Peter’s on the way to school.
The car can’t pass because there’s a huge rock in
the way.
Curtis P. Stall. All in a Day’s Work. In Reader’s Digest.
On (the) way significa “a caminho de”.
In (the) way quer dizer “atrapalhando, no meio do
caminho”.
She never comes on time.
She never came in time to say ‘good bye’ to him.
➜ c) at
d) from
2. a) at
b) off
c) in
➜ d) on
3. a) In
➜ b) On
c) From
d) At
➜
4. a) in
b) between
On time significa “pontualmente”.
In time quer dizer “a tempo de fazer algo”.
9
1. a) under
b) in
5. a) at
b) in
Outras preposições
• over (por cima de; acima de) under (sob; embaixo de)
Look at the sign over the door.
Our cat likes to lie under the armchair.
c) on
d) through
c) among
➜ d) under
In questions 6 to 10, choose the correct
preposition(s) to complete each sentence.
• from…to (until/till): (de…até)
Mr Woodward works from 9 to 5 every day.
6. A: Who is that man standing ______ the front door?
B: He’s Mr Bloom. He lives ______ Waldorf Street
______ Boston.
a) at; in; on
b) in; at; in
c) on; on; at
➜ d) at; on; in
• above (acima) below (abaixo)
We were flying above the clouds.
Michael’s work is below the average.
7. Robert was born ______ October 25 and baptized
______ November.
• through (através de; por; por meio de)
We can see through glass.
➜ a) on; in
b) in; in
TERCEIRÃO
373
c) at; on
d) in; on
8.
The policeman told the driver to take his hands
______ the wheel and get ______ the car.
a) out of; out of
c) on; off
➜ b) off; out of
d) off; off
9. The burglar came in ______ the kitchen window.
➜ a) through
b) across
c) in
d) between
TAREFA MÍNIMA
Aula 45
Aula 46
10. There was a lamp ______ the table.
a) in
b) out of
➜ c) over
d) at
TAREFA COMPLEMENTAR
Aula 45
Aula 46
47 e 48
REPORTED (INDIRECT) SPEECH
TEXT
(ITA-SP)
DON'T YOU JUST LOVE SUNRISE,
GARFIELD? THE CHIRPING1 OF THE
BIRDS... THE CRISP2 MORNING AIR
IT'S A SIGN OF
SENSITIVITY
© 1984 United Feature Syndicate.Inc
AREN'T YOU ASHAMED OF
THAT SPACE BETWEEN
YOUR TEETH?
OF COURSE
NOT!
THE SOUND OF BACON SIZZLING3
IN THE SKILLET 4...THE SMELL
OF FRESH BREWED5 COFFEE
374
I'D BE
SENSITIVE
ABOUT
IT TOO
I DON'T
KNOW WHAT
I SEE
IN HIM
I GET THE FEELING WE'RE
WATCHING TWO DIFFERENT
CHANNELS
TERCEIRÃO
c) if wasn’t she ashamed of that space between
hers teeth.
➜ d) if she wasn’t ashamed of that space between
her teeth.
e) if she weren’t ashamed of that space between
his teeth.
1. chirping: gorjeio; canto
2. crisp: fresco
3. to sizzle(ed): chiar
4. skillet: frigideira
5. to brew(ed): preparar (bebida)
REPORTED (INDIRECT) SPEECH
YOUR NOTES
1
Introdução
Direct Speech (DS):
John said, “They’re alive.”
Reported Speech (RS): John said (that) they
were alive.
DS: She said, “I’m not going out.”
RS: She said (that) she was not going out.
EXERCISE 1
As questões 1, 2 e 3 baseiam-se na tira de Garfield.
1. Das afirmações abaixo:
I) Garfield mostra-se insensível e rude.
II) Garfield concorda com a afirmação de que dentes separados são indicativos de sensibilidade.
III) Ambos os personagens “curtem” a beleza do
amanhecer.
está(ão) condizente(s) com o texto:
➜ a) apenas a I.
d) apenas as II e III.
b) apenas a II.
e) todas.
c) apenas a III.
Quando se deseja citar as palavras de alguém, podese fazê-lo por meio do discurso direto (em que aparecem as palavras textuais, entre aspas) ou por meio do
discurso indireto (Reported/Indirect Speech).
No Reported Speech, relata-se o que foi dito
sem usar aspas ou as palavras textuais. Quando o
verbo da oração introdutória (reporting verb) está
no Past (said, told, asked), normalmente ocorrem
mudanças nos tempos verbais e em várias outras palavras da oração.
2
2. Das afirmações abaixo:
I) “Skillet” é sinônimo de “frying pan”.
II) O adjetivo “self-centered” aplica-se bem ao
comportamento exibido por Garfield.
III) Os dois personagens assistem a diferentes
canais de TV.
está(ão) condizente(s) com o texto:
➜ a) apenas as I e II.
d) nenhuma.
b) apenas as II e III.
e) todas.
c) apenas as I e III.
3. Assinale a alternativa que completa corretamente
o trecho:
Pronomes e tempos verbais
DS: Mary said, “I want to go home.”
RS: Mary said (that) she wanted to go home.
DS: Tom said, “My parents didn’t call me.”
RS: Tom said (that) his parents hadn’t called him.
DS: She said, “I’ll take my kids to the park.”
RS: She said (that) she would take her kids to
the park.
DS: They said, “We can’t speak English.”
Garfield asked the female cat _______________.
a) if you aren‘t ashamed of that space between
your teeth.
b) whether she isn‘t ashamed of that space
between your teeth.
TERCEIRÃO
375
RS: They said (that) they couldn’t speak English.
DS: The weatherman said, “It may rain.”
RS: The weatherman said (that) it might rain.
DS: They said, “We must leave.”
RS: They said (that) they must/had to leave.
DS: Peter said, “You could be right.”
RS: Peter said (that) I could be right.
No Reported Speech, os pronomes (pessoais, possessivos, reflexivos) devem ser alterados conforme
o significado. Os tempos verbais geralmente se tornam mais passados. Observe a tabela:
3
Direct Speech
Reported Speech
Simple Present
Simple Past
Present Continuous
Past Continuous
Simple Past
Past Perfect
Past Continuous
Past Continuous
Present Perfect
Past Perfect
Past Perfect
Past Perfect
Simple Future (will)
Simple Conditional (would)
can
could
may
might
must
must (ou had to)
could/might/should/ought
could/might/should/ought
Outras palavras (“here-and-now” words)
DS: She said, “I know a lot of people in this town.”
RS: She said (that) she knew a lot of people in that town.
DS: He said, “I’ll stay here until tomorrow.
RS: He said (that) he would stay there until the next day.
DS: They said, “We’re not leaving now.”
RS: They said (that) they were not leaving then (at that moment).
DS: We said, “We haven’t seen him today.”
RS: We said (that) we hadn’t seen him that day.
DS: You said, “I bought a car yesterday.”
RS: You said (that) you had bought a car the day before.
376
TERCEIRÃO
DS: Harriet said, “Let’s think about it.”
No Reported Speech, várias palavras, além dos
tempos verbais, sofrem mudanças. Observe a tabela:
RS: Harriet suggested (that) we should think
about it.
Direct Speech
Reported Speech
this
that
these
those
here
there
now
then / at that moment
at that time
today
that day
tomorrow
the next day
next…
the following…
yesterday
the day before
… ago
… before
last…
the previous…
the … before
No Reported Speech, quando se trata de ordens,
deve-se usar:
• tell objeto infinitivo com to, para orações
afirmativas;
ou
• tell objeto not infinitivo com to, para
orações negativas.
Quando se trata de pedidos, deve-se usar o verbo
ask em vez de tell. A palavra please é eliminada da
oração.
Quando se trata de sugestão ou convite
(let’s…), deve-se usar o verbo suggest na oração introdutória e, em vez de let’s, usa-se we should.
5
Say/tell; ordens (orders)
e pedidos (requests)
4
Perguntas (questions)
DS: He said, “What are you doing?”
DS: The policeman said to me, “Stop the car.”
RS: He asked what I was doing.
RS: The policeman told (ordered) me to stop the
car.
DS: She said to him, “How did you do it?”
RS: She asked him how he had done it.
DS: Mother said to them, “Don’t open the box.”
DS: They said to me, “Will you help us?”
RS: Mother told them not to open the box.
RS: They asked me if (whether) I would help
them.
DS: The teacher said to her students, “Be quiet,
please.”
RS: The teacher asked her students to be quiet.
( please )
DS: The doctor said to her, “Can you walk?”
RS: The doctor asked her if (whether) she could
walk.
No Reported Speech, quando se trata de perguntas, o verbo da oração introdutória passa a ser ask
(wonder; want to know). As perguntas transformam-se em orações interrogativas indiretas,
cuja estrutura é a seguinte:
… asked ( objeto) interrogative (“wh”-words) sujeito verbo complementos
oração interrogativa indireta
… asked ( objeto) if (whether) sujeito verbo complementos
oração interrogativa indireta
TERCEIRÃO
377
Confira o uso do Reported Speech na charge a seguir:
Newsweek, December 24, 2001.
EXERCISE 2
Choose the correct form of Reported Speech for the
given sentences.
1. Susan said: “I’ll leave as soon as I can”.
a) Susan said she’ll leave as soon as she could.
➜ b) Susan said she’d leave as soon as she could.
c) Susan told she’d leave as soon as she will be
able to.
d) Susan said she would have left as soon as she
can.
e) Susan asked she would leave as soon as she
can.
2. He said to Mary, “I may pick you up tomorrow”.
a) He told Mary he may pick you up the day after.
b) He said to Mary he could to pick her up the next
day.
c) He asked Mary if he might pick her up tomorrow.
d) He told Mary he may have pick him up the next
day.
➜ e) He told Mary he might pick her up the next day.
3. Ann said to me, “I’ve been living here with my
parents for two months”.
a) Ann said to me that she had been living here
with my parents for two months.
378
b) Ann told me she has been living there with her
parents for two months.
➜ c) Ann told me she had been living there with her
d) Ann said that she was living there with your
e) Ann asked me if I had been living there with my
4. The kids said to John: “Does your dog eat canned
food?”
a) The kids asked John if your dog eats canned
food.
b) The kids told John their dog ate canned food.
c) The kids asked to John whether his dog eaten
canned food.
➜ d) The kids asked John if his dog ate canned food.
e) The kids asked John whether did his dog eat
canned food.
5. George said, “I saw you last night”.
a) George said he saw me the night before.
b) George told me he would see me the next night.
➜ c) George said he had seen me the night before.
d) George asked if I had seen him last night.
e) George said I saw him the night before.
TERCEIRÃO
6. The mother said to her children: “Be careful
don’t hurt yourselves”.
➜ a) The mother told her children to be careful
not to hurt themselves.
b) The mother told her children to be careful
didn’t hurt themselves.
c) The mother asked her children be careful
not hurt yourselves.
d) The mother said to her children be careful
hurt not themselves.
e) The mother told her children to be careful
to not hurt yourselves.
and
and
and
and
and
and
7. I said to my daughter: “What are you doing with
my handbag?”
a) I asked my daughter what was she doing with
my handbag.
b) I asked my daughter if she was doing
something with her handbag.
c) I told my daughter what she is doing with my
handbag.
d) I say my daughter what she were doing with
her handbag.
➜ e) I asked my daughter what she was doing with
my handbag.
8. She said to her husband: “Why did you do this
yesterday?”
a) She asked her husband why did he do that the
day before.
b) She asked her husband why he did that the day
before.
c) She asked to her husband why had he done
that yesterday.
➜ d) She asked her husband why he had done that
the day before.
e) She told her husband because he has done this
yesterday.
TAREFA MÍNIMA
Aula 47
Faça os exercícios 34 e 35.
Aula 48
TAREFA COMPLEMENTAR
Aula 48
TERCEIRÃO
379
49 e 50
TEXTS
TEXT 1
(UFRJ)
Este texto é um quadro que descreve inovações tecnológicas do crescente mercado de produtos para
animais domésticos.
Pet-o-matic
Turns out1 technology is for the birds – not to mention cats, dogs, and fish. Here’s a selection of
gadgets2 for pets whose owners have gone AWOL*:
What it does
Comments
Autopetfeeder
$90-$110
www.autopetfeeder.com
Metes out3 up to eight
precise portions a day.
Programmable dispenser4 can be set
for up to a year at a time automatically
adjusting for daylight-saving time. One
catch5. Battery backup6 saves feeding
schedule – but can’t operate feeder
during a power outage7.
GoDogGo tennis ball launcher
$100
www.dogtoys.com
Fires tennis balls for
Fido to fetch8.
If the dog’s smart enough to return
balls to the hopper9, this plug-in
model can work indefinitely. (Or, on
batteries, it runs up to five hours.)
New remote-controlled version, $130,
is now more popular than the original.
LitterFree cat box
$300
www.litterfree.com
Automatically flushes10
cat waste, then cleans
itself.
Unlike older ‘self-cleaning’ litter boxes,
this new model gets hooked11 right up
to your plumbing12 and electricity.
Special plastic ‘litter’ needs changing
every six months (refills, $25).
PanicMouse
$30
www.panicmouse.com
Flips13 string14 around for
up to 30 hours at a
time.
This toy’s ‘random and unpredictable
movements keep cats interested for
hours’ its importer says. Voted best
cat product of the year at a June
pet-products trade show.
Pet Peeve Ultrasonic Trainer
$30
www.sharperimage.com
“Feels” pets jump on
furniture, then yells at
them in your voice.
Suspect Max is loitering15 in your
lounger16? Motion sensitive gadget
keeps him honest17, and also has
ultrasonic alarm option that pet
can hear but you can’t.
380
TERCEIRÃO
The Wall Street Journal, August 23, 2002.
* AWOL: Absent Without Leave, http://www.acronymfinder.com
Product/price
c) Carlos deseja um sistema higiênico e prático para
seu gato fazer as necessidades fisiológicas.
Litterfree cat box
d) O professor Reinaldo não tem tempo para brincar
com seu cachorro.
GoDogGo tennis ball launcher
1. (it) turns out: acontece que
2. gadget: dispositivo; aparelho; engenhoca
3. to mete(ed) out: distribuir
4. dispenser: recipiente; máquina fornecedora
TEXT 2
(EFEI-MG)
5. catch: problema; impasse
6. backup: reserva; apoio
The D-Day Landings
7. outage: suspensão; parada
8. to fetch(ed): pegar; alcançar
9. hopper: máquina que alimenta
10. to flush(ed): dar descarga
11. hooked to: preso (a); enganchado (a)
12. plumbing: encanamento
13. to flip(ped): mexer(-se); mover(-se) aos pulinhos
14. string: cordão; fio
15. to loiter(ed): refestelar-se
16. lounger: poltrona reclinável
17. honest: na linha; comportando-se bem
1
YOUR NOTES
2
EXERCISE 1
3
1. Escreva, em inglês, o nome do produto que melhor
atenderia a cada uma das situações abaixo:
a) Vera Paula não quer que o cachorro de seu filho
durma no sofá.
Pet Peeve Ultrasonic Trainer
b) Tia Maria vai tirar férias de uma semana na Bahia
e não tem ninguém para alimentar seu gato.
Autopetfeeder
TERCEIRÃO
4
381
On D-Day, June 6th 1944, the invasion of Hitler’s
Europe from the west began. An armada of nearly
4,000 ships carried 130,000 troops across the English
Channel, to land on the coast of Normandy in
northern France.
The D-Day landings were the biggest military
operation ever attempted, and they required very
careful planning and preparation. The Supreme
Commander, the American General Eisenhower, and
his staff were busy for months before the invasion
took place. They had to arrange for the assembly1 of
all the troops and landing craft2 and work out3 all the
details of the co-operation they would need from the
Navy and the Airforce. In addition, teams of scientists
and engineers were set to work to solve the many
technical problems which such an invasion involved,
and they came up with some brilliant answers.
They designed, for example, a floating harbour
called Mulberry, which was towed4 across the Channel
in prefabricated sections and then anchored off the
Normandy beaches. Large ships were able to tie up5
and unload6 their stores7 on to this harbour, even
before the capture of Cherbourg gave the Allies a deep
water port. Another successful scheme was PLUTO,
the pipe line under the ocean which carried fuel oil on
the bed of the Channel from Britain to France.
Another interesting aspect of the preparations
made for the D-Day invasion was the work done by
the Allied intelligent services. They made secret
arrangements with the Marquis, the French resistance
fighters, to blow up vital railway bridges and other
targets behind the German lines. They also tricked8 the
Germans into thinking the invasion was not going to be
in Normandy at all. As a result, on the day of the
landings, the defences on that part of the French coast
were not as strong as they might have been.
S. L. Case. The Second World War. Evans Brothers Limited.
2. O que as Forças Aliadas pretendiam destruir com
a ajuda da resistência francesa?
Pontes ferroviárias vitais e outros alvos atrás de linhas
alemãs.
3. Como as Forças Aliadas enganaram os alemães?
Fazendo com que acreditassem que a invasão não
aconteceria na Normandia.
1. assembly: junção; reunião; agrupamento
2. craft: embarcação
3. to work(ed) out: resolver; solucionar
4. to tow(ed): rebocar
Responda às questões 4 e 5 em inglês.
5. to tie(ed) up: ficar preso (a um cais)
6. to unload(ed): descarregar
4. What does the acronym PLUTO stand for?
Pipe Line Under The Ocean.
7. stores: “mercadorias” (tropas)
8. to trick(ed) into: enganar
5. Find in the text synonyms for:
a) approximately (1st paragraph)
nearly
YOUR NOTES
b) happened (2nd paragraph)
took place
c) furthermore (2nd paragraph)
in addition
d) discovered (2nd paragraph)
came up with
EXERCISE 2
Baseando-se no Texto 2, responda em português às
questões 1, 2 e 3.
1. As operações do Dia D tiveram a cooperação da
marinha? Justifique sua resposta com uma frase
do texto.
Sim, “They had to arrange for the assembly of all the
troops and landing craft and work out all the details of
the cooperation they would need from the Navy and
the Airforce”.
382
e) devised (3rd paragraph)
designed
f) dock (3rd paragraph)
harbour
g) desired goals (4th paragraph)
targets
h) therefore (4th paragraph)
as a result
TERCEIRÃO
TEXT 3
YOUR NOTES
(UFRJ)
EXERCISE 3
Responda em português, com base no Texto 3.
Qual é a recomendação explícita presente no texto?
Recomenda-se o uso do cinto de segurança em veículos
motorizados.
TEXT 4
(UFRJ)
Sure air bags work great in front-end collisions, but only
a safety belt can protect you from side and rear-end1 collisions.
So buckle up2. And you’ll cover all the angles.
YOU COULD LEARN A LOT FROM A DUMMY
BUCKLE YOUR SAFETY BELT.
3
Business Week. July 30, 2001.
1. rear-end: traseira
2. to buckle(ed) up: usar o cinto de segurança
buckle: fivela
3. dummy: manequim; boneco
TERCEIRÃO
Energy efficiency has become vital to the economic
survival of Brazil, which is confronting a dire1 energy
shortage2. The government recently required its citizens
and industry to either reduce electricity consumption by
20 percent or face severe fines3 and a power cutoff. The
shortages are the result of delayed4 investments in new
energy sources and, some say, government inertia in the
face of a growing crisis. Hydroelectric dams5 provide 90
percent of Brazil’s energy, and the region’s large supply
of natural gas remains largely unexploited.
The upside of the crisis is that it provides a golden
opportunity for Brazil to create a more sustainable
energy strategy, says Fernando Almeida, executive
president of the Business Council for Sustainable
Development in Brazil. “With a growing economy and
continued demand for energy, we will continue to have
problems unless we invest in more sustainable forms of
energy production,’ says Mr. Almeida.
International Herald Tribune, June 21, 2001.
383
2. Qual é o aspecto positivo da crise?
A crise dá ao Brasil a oportunidade de criar uma estratégia de energia mais sustentável.
1. dire: terrível; horrível
2. shortage: escassez; déficit
Responda em inglês à questão 3.
3. fine: multa
4. to delay(ed): atrasar, adiar, demorar
5. dam: usina; barragem
3. Transcreva do texto:
a) o par de conectivos que expressa alternativa;
either … or
YOUR NOTES
b) o conectivo que expressa condição.
unless
EXERCISE 4
Responda em português às questões 1 e 2, com base
no Texto 4.
1. Quais são as duas causas apontadas como responsáveis pela crise de energia no Brasil?
1ª) A demora em se investir em novas fontes de energia.
2ª) A inércia do governo diante de uma crise crescente.
384
TAREFA MÍNIMA
Aula 49
Aula 50
TAREFA COMPLEMENTAR
Aula 50
TERCEIRÃO

ÍNDICE-CONTROLE DE ESTUDO

Transcription

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