Beruflich Dokumente
Kultur Dokumente
CURSO DE FARMÁCIA
Ricardo Schütz
Atualizado em 3 de junho de 2009
O PASSADO
O PRESENTE
Ao assumir este papel de língua global, o inglês torna-se uma das mais
importantes ferramentas, tanto acadêmicas quanto profissionais. É hoje
inquestionavelmente reconhecido como a língua mais importante a ser adquirida
na atual comunidade internacional. Este fato é incontestável e parece ser
irreversível. O inglês acabou tornando-se o meio de comunicação por excelência
tanto do mundo científico como do mundo de negócios.
O FUTURO
Técnicas de Leitura
As técnicas de leitura, como o próprio nome diz, vão nos ajudar a ler um
texto. Existem técnicas variadas, mas veremos as mais utilizadas. Ao ler um texto
em Inglês, lembre-se de usar as técnicas aprendidas, elas vão ajudá-lo. O uso da
gramática vai ajudar também.
As principais técnicas são: a identificação de cognatos, de palavras
repetidas e de pistas tipográficas. Ao lermos um texto vamos, ainda, apurar a ideia
geral do texto (general comprehension) e utilizar duas outras técnicas bastante
úteis: skimming e scanning.
a) Cognatos
Os cognatos são palavras muito parecidas com as palavras do Português.
São as chamadas palavras transparentes. Existem também os falsos
cognatos, que são palavras que achamos que é tal coisa, mas não é; os
falsos cognatos são em menor número, estes nós veremos adiante.
Como cognatos podemos citar: school (escola), telephone (telefone), car
(carro), question (questão, pergunta), activity (atividade), training
(treinamento)... Você mesmo poderá criar sua própria lista de cognatos!
b) Palavras repetidas
As palavras repetidas em um texto possuem um valor muito importante. Um
autor não repete as palavras em vão. Se elas são repetidas, é porque são
importantes dentro de texto. Muitas vezes para não repetir o mesmo termo,
o autor utiliza sinônimos das mesmas palavras para não tornar o texto
cansativo.
c) Pistas tipográficas
As pistas tipográficas são elementos visuais que nos auxiliam na
compreensão do texto. Atenção com datas, números, tabelas, gráficos,
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d) General Comprehension
A ideia geral de um texto é obtida com o emprego das técnicas anteriores.
Selecionando-se criteriosamente algumas palavras, termos e expressões
no texto, poderemos chegar à ideia geral do texto.
Por exemplo, vamos ler o trecho abaixo e tentar obter a “general
comprehension” deste parágrafo:
A partir das palavras cognatas do texto (em negrito) podemos ter uma ideia
geral do que se trata; vamos enumerar as palavras conhecidas (pelo menos
as que são semelhantes ao Português):
distance education = educação a distancia
students = estudantes, alunos
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separeted = separado
physical distance = distância física
technology = tecnologia
voice, video, data = voz, vídeo e dados (atenção: “data” não é
data)
face-to-face communication = comunicação face-a-face
used = usado (a)
instructional = instrucional
Então você poderia dizer que o texto trata sobre educação a distância; que
esta ocorre quando os alunos estão separados fisicamente do professor; a
tecnologia (voz, vídeo, dados) podem ser usados de forma instrucional.
Você poderia ter esta conclusão sobre o texto mesmo sem ter muito
conhecimento de Inglês. É claro que à medida que você for aprendendo, a
sua percepção sobre o texto também aumentará. Há muitas informações
que não são tão óbvias assim.
e) Skimming
“skim” em inglês é deslizar à superfície, desnatar (daí skimmed milk = leite
desnatado), passar os olhos por. A técnica de “skimming” nos leva a ler um
texto superficialmente. Utilizar esta técnica significa que não precisamos ler
cada sentença, mas sim passarmos os olhos por sobre o texto, lendo
algumas frases aqui e ali, procurando reconhecer certas palavras e
expressões que sirvam como ‘dicas’ na obtenção de informações sobre o
texto. Às vezes não é necessário ler o texto em detalhes. Para usar esta
técnica, precisamos nos valer dos nossos conhecimentos de Inglês
também.
Paracelsus, a Swiss surgeon (1500 A.D.), published the first recipe for the popular,
and addictive, product - laudanum. It was used for over 300 years. His theory of
using chemistry to create medications is the basis of pharmaceutical production
today.
Pharmacology officially became a science in the late 19th century. Steady growths
of naturally occurring chemicals were being developed into safe, medically
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One of the first things you need to know when working in English is the parts of the
body. You will need to learn the names of the internal (inside the skin) and external
body parts. You will also need to learn the words for the functions of each of these
body parts. Here are the basics to get you started.
Head
Inside the head is the brain, which is responsible for thinking. The top of a
person's scalp is covered with hair. Beneath the hairline at the front of the
face is the forehead. Underneath the forehead are the eyes for seeing,
the nose for smelling, and the mouth for eating. On the outside of the mouth are
the lips, and on the inside of the mouth are the teeth for biting and the tongue for
tasting. Food is swallowed down the throat. At the sides of the face are the
cheeks and at the sides of the head are the ears for hearing. At the bottom of a
person's face is the chin. The jaw is located on the inside of the cheeks and chin.
The neck is what attaches the head to the upper body.
Upper Body
At the top and front of the upper body, just below the neck is the
collar bone. On the front side of the upper body is the chest, which
in women includes the breasts. Babies suck on the nipples of their
mother's breasts. Beneath the ribcage are the stomach and the
waist. The navel, more commonly referred to as the belly button, is located here
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as well. On the inside of the upper body are the heart for pumping blood and the
lungs for breathing. The rear side of the upper body is called the back, inside
which the spine connects the upper body to the lower body.
Lower Body
Below the waist, on left and right, are the hips. Between the hips are
the reproductive organs, the penis (male) or the vagina (female). At the
back of the lower body are the buttocks for sitting on. They are also commonly
referred to as the rear end or the bum (especially with children). The internal
organs in the lower body include the intestines for digsting food, the bladder for
holding liquid waste, as well as the liver and the kidneys. This area also contains
the woman's uterus, which holds a baby when a woman is pregnant.
INTERPRETAÇÃO DE TEXTOS
TIPS ON READING ENGLISH FOR BRAZILIANS
“The principle [speech before writing] applies even when the goal is only to read” (Lado,
1964, p. 50).
Satisfeita esta condição ou não, o exercício de leitura em inglês deve iniciar a partir
de textos com vocabulário reduzido, de preferência com uso moderado de
expressões idiomáticas, regionalismos, e palavras "difíceis" (de rara ocorrência).
Proximidade ao nível de conhecimento do aluno é pois uma condição importante.
Outro aspecto, também importante, é o grau de atratividade do texto. O assunto, se
possível, deve ser de alto interesse para o leitor. Não é recomendável o uso
constante do dicionário, e este, quando usado, deve de preferência ser inglês -
inglês. A atenção deve concentrar-se na ideia central, mesmo que detalhes se
percam, e o aluno deve evitar a prática da tradução. O leitor deve habituar-se a
buscar identificar sempre em primeiro lugar os elementos essenciais da oração, ou
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O inglês é mais rígido: praticamente não existem frases sem sujeito e ele aparece
sempre antes do verbo em frases afirmativas e negativas. O sujeito é sempre um
nome próprio (ex: Paul is my friend), um pronome (ex: He's my friend) ou um
substantivo (ex: The house is big).
8. Use intuition, don’t be afraid of guesswork, and don’t rely too much on the
dictionary.
(Use sua intuição, não tenha medo de adivinhar, e não dependa muito do
dicionário.)
BIBLIOGRAFIA
Lado, Robert. Language teaching: A scientific approach. New York: McGraw Hill,
1964.
TEXTOS
Washing a cut or scrape with soap and water and keeping it clean and dry is
all that is required to care for most wounds.
Putting alcohol, hydrogen peroxide, and iodine into a wound can delay
healing and should be avoided.
Seek medical care early if you think that you might need stitches. Any delay
can increase the rate of wound infection.
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Any puncture wound through tennis shoes has a high risk of infection and
should be seen by your healthcare professional.
Any redness, swelling, increased pain, or pus draining from the wound may
indicate an infection that requires professional care.
RESPONDA EM PORTUGUÊS:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Do you feel anxious at the thought of flying? Do you hold your breath during
take-offs and landing and wonder when the drinks trolley is coming? You are not
alone.
According to a British Airways survey, one in four Britons is ‘discomfited by
flying’. This discomfort can range from feeling slightly anxious to something far
more deep-rooted which could make you feel so uncomfortable and out of control
that you avoid flying altogether.
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In fact, 10 per cent of the world’s population has extreme anxiety about
flying. Whether it is manageable anxiety or full blown aviophobia, the fear of flying
affects the lives of millions of people.
So, what makes air travel frightening? Since every individual is different, the
reasons people fear flying vary widely. Many are fearful of the strange noise the
aeroplane makes, become anxious during take-offs and landing and dislike
turbulence, fearing that the aeroplane will crash. Others May fell claustrophobic, be
frightened of losing control or simply fear leaving home.
These fears may be due to ignorance about how planes work or to the
stress of being in an unfamiliar environment such as the aeroplane cabin or may
be caused by a previous experience such as a traumatic flight.
Alternatively, feeling of anxiety can be caused by your body’s response to
pressure and oxygen changes that take place during a flight. This can involve
hyperventilation, ears popping, dehydration, upset stomach due to changes in air
pressure.
Also, we rely heavily on visual cues for balance on the ground, such as the
horizon, so it’s hardly surprising that when these are removed or vary, as they do
on a plane, that many people feel disorientated. These are normal responses to
flying but can be upsetting if you don’t know what to expect.
However, if you have a severe reaction to flying, you may be phobic. This is
when your fears is totally out of proportion to your situation and is coming from
another, often subconscious, source. This is often related to frightening
experiences from earlier in our lives. Virgin Atlantic psychologist, David Landau,
says, ‘The fear can be deep-rooted, learned behavious, stemming from the past.’
As babies, we have no fear, it is something we learn as children. But as we
grow up and have negative experiences away in our subconscious. It could be. For
example that you have feelings of claustrophobia stemming from when your
brother locked you in a cupboard as a child or that you are frightened of dying after
losing someone close to you.
These fears can be numerous and locked away in our subconscious so we
are unaware of them. They may have nothing to do with flying, but can be triggered
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by the extra stress of being on a plane. If this happens, we can feel overwhelming
panic and mistakenly blame it on a fear of flying.
FONTE: WWW.FEMAIL.CO.UK
avião?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
PRECAUTIONS: Tell your doctor your medical history, especially of: other skin
infections/problems, allergies (especially drug allergies). Before using this
medication, tell your doctor if you are pregnant. It is not known if this medication
passes into breast milk. Consult your doctor before breast-feeding.
DRUG INTERACTIONS: Tell your doctor of all prescription and nonprescription
medication you may use, especially of: other skin products. Do not start or stop any
medicine without doctor or pharmacist approval.
OVERDOSE: If overdose is suspected, contact your local poison control center or
emergency room immediately. US residents can call the US national poison hotline
at 1-800-222-1222. Canadian residents should call their local poison control center
directly. This medicine may be harmful if swallowed.
NOTES: Do not share this medication with others.
MISSED DOSE: Not applicable.
STORAGE: Store at room temperature between 59 and 86 degrees F (15 to 30
degrees C).
REPONDA EM PORTUGUÊS:
The mayor of the north-western Italian town of Varallo has promised to fatten the
wallets and purses of overweight residents who lose weight.
Men who lose 4 kilograms (9 lbs.) in a month will receive 50 euros ($70), while
women will get the same amount if they lose 3 kg (7lbs.), reported the Daily Mail in
the U.K.
Mayor Gianluca Buonanno also said that people who keep the weight off for five
months will receive another 200 euros ($280).
Weigh-ins began last week and a number of residents in the town of 7,500 have
already signed up, the Daily Mail reported.
"Lots of people are saying, 'I really need to lose some weight but it's really tough.'
So I thought, why don't we go on a group diet," said Buonanno, who admits he's
lugging around about 6 kg (13 lbs.) of excess weight.
A single genetic mutation causes the West Nile virus to become far more virulent,
which leads to an increased risk of death in birds and likely in humans as well,
concludes a U.S. study in the journal Nature.
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The researchers also found that this mutation was "positively selected," which
means that it "gives the virus a fitness advantage and enhances its ability to
replicate," study lead author Aaron Brault, of the University of California at Davis,
told Agence France-Presse.
Brault said this makes it easier for the West Nile virus to adapt to rapidly changing
environments.
The study found that the death rate among crows exposed to the more virulent
strain of the virus was 94 percent, compared to 31 percent among crows exposed
to a less virulent version, AFP reported.
In 2006, 4,200 people in the United States were infected with the West Nile virus
and 177 died. So far this year, only about a dozen deaths have been reported, but
the number of infections has increased fourfold compared to the same time last
year.
Many obese people underestimate their sugar consumption, which means that
studies based on patient self-reporting are unreliable, say researchers from the
Medical Research Council and the University of Cambridge in the U.K.
They had hundreds of people report how much sugar they ate and compared that
information to data from a new urine test that provides an accurate measurement
of actual sugar intake, BBC News reported.
"These results show what many have suspected for some time: obese people are
not able to tell us what they actually eat," said research team leader Professor
Sheila Bingham. "If we are to tackle the scourge of obesity, both exercise and diet
need to be taken into account."
The study appears in the journal Cancer Epidemiology, Biomarkers and
Prevention.
Some previous studies that suggested no link between sugar consumption and
obesity relied on patient self-reporting, BBC News reported. But the conclusions of
those studies were based on inaccurate data, Bingham and her colleagues said.
A method of promoting the body's natural healing power that can correct a
common heart defect called patent foramen ovale (PFO) is being used by doctors
at the Royal Brompton Hospital in London, England.
One in four people has this valve-like hole in the heart, which is linked with an
increased risk of stroke and migraine, BBC News reported. PFO can be closed
surgically using a graft, but this approach can cause damage to surrounding tissue.
This new technique uses a bioabsorbable patch that acts as a temporary plug.
Within about 30 days, the body replaces the patch with healthy normal tissue.
So far, the patch has been used in about 70 patients at Royal Brompton Hospital,
BBC News reported.
"Traditional grafts are permanent and so can cause an inflammatory reaction,
which can lead to problems," said consultant cardiologist Michael Mullen. "Instead,
this (patch) treatment does the repair job and then disappears in a natural way. The
healing is very similar to how the body would heal itself normally.
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GRAMÁTICA
VERB TO BE - PRESENTE
I am ( eu sou, eu estou )
You are ( você é, você esta )
He is ( ele é, ele está )
She is ( ela é, ela está )
It is ( ele/ela é, ele/ela está )
You are ( vocês estão / vocês são )
We are ( nós somos, nós estamos
They are ( eles são, eles estão )
VERBO TO BE – PASSADO
1.Complete the sentences with the simple past tense of the verb to be:
ARTIGOS
Artigos indefinidos
A: um, uma
An: um, uma
Veja o uso:
A – é usado antes de palavras começadas com uma consoante, ou diante de som
de consoante.
An - é usado antes de palavras começadas com uma vogal, ou diante de som de
vogal.
A boy an egg
A horse an Apple
A year an elephant
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A university an hour
Artigo definido
The: o, a, os, as
É omitido:
a) antes de nomes próprios.
Sally Bob
b) antes de substantivos usados no sentido geral.
Children like chocolate.
c) antes de possessivos
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PRACTICE
Inset a, an, or the if necessary.
1. Do you take ______________ sugar in your coffee?
2. Mr. Fuller is ____________ old doctor and ____________ honest man.
3. I have ____________ hour for ___________ lunch.
4. He broke ____________ leg in _________ accident.
5. __________ youngest boy in _____________ my class is _______ her
brother.
6. _____________ cats can see in _________ dark.
7. ____________ he went to _____________ prison for year.
8. _____________ Browns are going to cross ____________ Atlantic by
plane.
9. I am going to ____________ prison visit him.
10. ___________ Karen goes to _________ school in ___________ morning,
and to _________ church in ___________ afternoon.
11. ________________ man is the only creature that can speak.
12. What language do people speak in ___________ Spain?
13. He went to ______________ school to talk to ___________ principal.
14. I don’t like ____________ potatoes.
15. That is _____________ Indian song.
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PRONOMES PESSOAIS
Sujeito Objeto
I me
You you
He Him
She Her
it it
We Us
You You
They Them
Observe os exemplos:
Mary loves John.
Mary loves him.
Mary talks about John.
Mary talks about him.
Os pronomes pessoais objetos são usados como objetos de verbos.
PRACTICE
PRONOMES POSSESSIVOS
Adjetivos Pronomes
My Mine
Your Yours
His His
her Hers
its Its
Our Ours
Your Yours
Their Theirs
Observe os exemplos:
You read your magazine and she reads hers.
We tell our story and they tell theirs.
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PRACTICE
C- Choose the correct alternative.
1. The girls are going to order ( their, theirs) goods through a computer.
2. Tom types ( his, hers) letters but we don’t type (our, ours).
8. We are thinking about ( our, ours) next test. Are you thinking about
(your, yours) ?
9. There are three magazines here. The first is ( my, mine), the second is
11. You pay ( your, yours) bills and I pay ( my, mine).
15. You really bought a beautiful car, but I prefer ( my, mine).
PRESENTE SIMPLES
Observe os exemplos:
I read books about New York.
She reads books about New York.
Particularidades
try – tries
3. O verbo to have tem a forma has para a 3ª. Pessoa do singular.
We have beautiful pictures in our Office.
She has beautiful pictures in her Office.
Usos
b) ações habituais.
Importante
PRACTICE
Observe os exemplos:
do.
PRACTICE
Observe os exemplos:
( Afirmativa) Nancy wants to change her eating habits.
( Interrogativa) Does Nancy want to change her eating habits?
( Negativa) Nancy does not/doesn’t want to change her eating habits.
Para o presente simples usa-se o auxiliar does para formar a 3ª.. pessoa do
singular (he, she, it ) na interrogativa e na negativa.
Nesse caso, o verbo principal volta para a forma do infinitivo ( perde o s ou es).
PRACTICE
B. Put the sentences into the negative and the interrogative.
1. Fermentation produces gases.
_______________________________________________________________
________________________________________________________________
2. The world population grows fast.
_______________________________________________________________
_______________________________________________________________
3. Methane contributes to the greenhouse effect.
_______________________________________________________________
_______________________________________________________________
IMPERATIVO
Observe os exemplos:
Eat your sandwich!
Read the book!
Bring ne a chair!
O imperative afirmativo é formado pelo infinitivo sem to. O sujeito (you) está
subentendido.
Observe os exemplos;
Do not/ Don’t read the book!
O imperativo negativo é formado pelo verbo auxiliar do + not.
PRACTICE
Observe os exemplos:
Zaowang protected the home.
They prepared good food.
The festivities lasted 15 days.
PARTICULARIDADES
1. Nos verbos terminados em y precedidos de consoante troca-se o y
por ied.
study – studied carry - carried
2. Nos verbos terminados em sonsoante/vogal/consoante cuja sílaba
forte é a última, dobra-se a consoante e depois acrescenta-se ed.
Stop – stopped occur – ocurred
Permit – permitted chat – chatted
Drop – dropped prefer - preferred
3. Nos verbos terminados em consoante/vogal/consoante cuja sílaba
forte não é a última, não se dobra a consoante.
Listen – listened open – opened
Develop – developed fasten – fastened
Happen – happened visit – visited
PRACTICE: A - Give the simple past of the following verbs.
1. try ___________________
2.destroy________________
3. study _________________
4. order _________________
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5. shout _________________
6. follow ________________
7. dance _________________
8. need ____________________
9. stop _____________________
10. permit __________________
11. cry _____________________
12. arrive ___________________
PRACTICE
B. Give the simple past of the following verbs.
1. make ____________________
2. take _____________________
3. come ____________________
4. become ___________________
5. wear _____________________
6. know _____________________
7. find ______________________
8. hold ______________________
9. give ______________________
10. see _______________________
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Nota
Alguns advérbios de tempo que acompanham o passado simples:
Yesterday last week last month
In 1960 two years ago
PRACTICE
C Put these sentences into the simple past ( insert time adverbs).
Observe os exemplos:
(Afirmativa) Paul worked on a ship last year.
(Interrogativa) Did Paul work on a ship last year?
(Negativa) Paul did not/ didn’t work on a ship last year.
PRACTICE
E Put the sentences into the interrogative and the negative.
1. He invented fire. They did everything possible to come to party.
______________________________________________________________
______________________________________________________________
1. Traditions and cultures were different in China.
____________________________________________________________
____________________________________________________________
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Observe os exemplos:
PRACTICE
Observe os exemplos:
( Afirmativa) She is going to order the goods.
( Interrogativa) Is she going to order the goods?
( Negativa) She is not/isn’t going to order the goods.
PRACTICE
C. Put the sentences into the interrogative and the negative.
1. She is going to buy food at the supermarket.
________________________________________________________
________________________________________________________
2. The system is going to be simple.
________________________________________________________
________________________________________________________
3. The egg is going to be fertilized.
________________________________________________________
________________________________________________________
4. The cells are going to be removed.
________________________________________________________
________________________________________________________
5. I am going to put the nerve tissue in a Petri dish.
________________________________________________________
________________________________________________________
7. We buy apples.
__________________________________________________________
8. The TV makes noise.
__________________________________________________________
9. Carol is not sad.
__________________________________________________________
10. I do my homework.
__________________________________________________________________
Observe os exemplos:
John will work in an automobile company next year.
Cars will be more economical in the future.
PRACTICE
Observe os exemplos:
PRACTICE
B. Put the sentences into the interrogative and the negative.
1. The scientists will talk about the computer.
_______________________________________________________________
_______________________________________________________________
2. They will connect it to the central computer.
_______________________________________________________________
_______________________________________________________________
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VERBOS ANÔMALOS
Características gerais
1. Não têm conjugação completa ( não possuem tempos primitivos).
2. Não recebem S na 3ª. Pessoa do singular do presente simples.
3. Funcionam como verbos auxiliares.
4. Não recebem a partícula to antes, nem depois deles.
People ought to vote even they don’t agree with any of the
candidates.
MUST
I must study. = obrigação/necessidade
He goes to England every year. He must be rich. = dedução
You mustn’t arrive late. = proibição
PRACTICE
A- Supply the interrogative and the negative.
1. You can add sugar to your coffee.
________________________________________________________
________________________________________________________
2. They must work from eight to five.
________________________________________________________
________________________________________________________
3. We may find contaminated water in wells.
________________________________________________________
________________________________________________________
4. She must be home before midnight.
________________________________________________________
________________________________________________________
5. Many communities can treat their water with fluorine.
________________________________________________________
________________________________________________________
6. You can swim three hours a day.
________________________________________________________
________________________________________________________
PRESENTE PERFEITO
Observe os exemplos:
Space scientists have studied the moon.
The physicist has proved his theory.
O presente perfeito é formado pelo verbo auxiliar to have no presente simples
( have, has) + o particípio passado do verbo principal.
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Particularidades
PRACTICE
A. Give the simple past and the past participle of these verbs.
10. to drive:
_______________________________________________________
Observe os exemplos:
( Afirmativa) The physicist has proved his theory.
(Interrogativa) Has the physicist proved his theory?
(Negativa) The physicist has not / hasn’t proved his theory.
PRACTICE
PRACTICE
D. Supply the simple past of the present perfect tense.
1. We __________________________ ( find) an answer to the mystery last
week.
2. She ___________________________( study) English for many years.
3. I ____________________ ( kiss ) my girlfriend many times today.
4. Many rockets ________________________ (crash) against the moon
surface last year.
5. That boy ________________________ (find) his little rocket.
6. Those men _________________________(shoot) an elephant.
7. The policeman _____________________(run) after the murderer yesterday.
8. They ______________________ (send) a letter from Japan.
9. I ______________________(be) at the scene of the crime 15 minutes ago.
10. She _____________________(work) in that company since August.
Observe os exemplos:
Mr. Hook has studied the moon for 30 years.
Mr. Hook has studied the moon since 1950.
PRACTICE
E. Supply since or for.
A estrutura das frases em inglês é muita mais fixa do que no português. Inversões
e omissões de sujeito são permitidas no português, inclusive enriquecem a linguagem.
Em inglês, a ordem das palavras é, praticamente, fixa. Pouquíssimas inversões são
permitidas e o sujeito deve estar sempre presente, ocupando seu lugar na frase. Quando
ele não existir, o It ou o there (que não é o lá, apesar de ser escrito da mesma forma)
preenchem o espaço do mesmo.
EXERCISES
4. The traditional order of presentation has been reversed in this book in the
hope of increasing motivation.
FORMAÇÃO DE PALAVRAS
Para interpretar o significado da palavra através da sua análise deve-se decompor
a palavra em pequenas partes, tais como: raiz, prefixo e sufixo. O conhecimento do
processo de formação das palavras e o significado dos afixos poderão ajudá-lo a
descobrir o significado de muitos vocábulos sem precisar recorrer ao dicionário.
Prefixo é o elemento que vem antes da raiz e altera o significado da palavra.
Sufixo é o que vem depois da raiz e geralmente faz com que a palavra mude de
classe gramatical.
PREFIXOS
IN-, IM-, UN-, IR-, IL-, A-, NON - (são prefixos que expressam negação: não, oposto a).
Exs. inactive, impossible, unusual, irrelevant, illegal, amoral, non-smoker.
7. MIS - (expressa incorreção, erro) ex: miscalculate.
8. DIS - (expressa negação) ex: dIsconect
Prefixos locatives:
6. SUPER - (sobre) ex: superstructure
7. SUB - (abaixo, em grau inferior) ex. subconscious.
8. INTER - (entre) ex: international
9. TRANS - (através de, de um lugar para outro) ex. transplant.
OUTROS PREFIXOS:
AUTO-(próprio) ex: autobiography
NEO-(novo) ex: Neo-Gothic
PAN- (todo, universal) ex. : pan-African
PROTO-(primeiro, original) ex: prototype.
SEMI-(metade) ex: semicircle
VICE-(adjunto) ex: vice-president.
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SUFIXOS
FORMAM SUBSTANTTVOS:
FORMAM VERBOS:
6. -IFY, -IZE (-ISE), -EN: - exs.: simplify, realize, darken.
7. -ED - (formam o passado regular): ex.: prepared
FORMAM ADVÉRBIOS
-LY (equivale a -MENTE em Português). Exs.: loudly, quickly
-WARD(S) (movimento, direção). Exs.: backward(s), upward(s).
FORMAM ADJETTVOS
-ABLE, -IBLE (capaz de, com característica de). – Exs.: comfortable, responsible.
-ISH (pertencente a, parecido com) - Exs.: spanish.
-LESS (sem, com falta de).- Exs.: useless.
-OUS [-EOUS, -IOUS] (caracterizado por).- Exs.: virtuous, courteous, vivacious.
-IC' AL [-IAL, -ICAL] (relativo a) - Exs.: heroic, criminal, editorial, musical.
-IVE [-ATIVE, -ITIVE] - (exprimem gradação ou não gradação). Exs.: attractive
affirmative, sensitive, creative.
Important hint
Um recurso bastante útil para a abordagem de textos em inglês é o dicionário bilingue. Contudo,
ao procurar uma palavra no dicionário, há algo que você deve ter sempre em mente. Como nós
vimos, muitas palavras são formadas por prefixos. Portanto, se você procurar uma palavra como
hopelessness, você não deverá encontrá-la, encontrará hope, e, como você já conhece os
sufixos –less e –ness, advinhará rapidamente o significado de hopelessness.
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EXERCISES
1. Complete the chart with the correct noun. Underline words will help you.
CLUES NOUN
1 He takes photographs
2 He plays guitar
3 It washes dishes
4 The state of being able to do something
5 The relationship you have with your friend
6 The designs roads, bridges and machines
7 He writes for a newspaper
8 He acts in films and plays
9 The thing we make when we build
10 The quality of being important
11 The period when you are a child
12 The feeling of being excited
13 The state of being happy
14 Knowledge you get a school or college
15 The act of dividing something
16 Entering a place, or the cost of entering
17 The thing we open tins with
18 He is forced to seek refuge in a new
country
19 Something we do when we are active
20 The state of fact of being great
WH-QUESTIONS
How – Como
What - o quê
When – quando
Where - Onde
Who - Quem
Which – O qual, as quais, os quais ou quais
Whose – de quem
Why - porque
Whatever – o que quer que – ou seja lá o que
USO DO DICIONÁRIO
Um bom dicionário é aquele que pode fornecer todas as informações necessárias ao leitor
durante o seu processo de leitura de textos em língua estrangeira. Quais seriam essas
informações?
ear [i] s. ouvido m.; orelha f.; audição f. to be all s prestar toda a atenção. an for
music um ouvido para música. to come to s. o. ‘s chegar ao conhecimento de alguém.
Fonte: Michaellis Inglês Português, Melhoramentos,1989.
ear [i] noun 1 part of the head by means of which we hear, or its external part only: Her
new hair-style covers her ears. ouvido, orelha
2 the sense or powe of hearing especially the ability to hear the difference between
sounds: sharp ears; She has a good ear for music. ouvido
go in one ear and out the other not to make any lasting impression: I keep telling that
child to work harder but my words go in one ear and out the other: entrar por um ouvido
e sair pelo outro
play by ear to play (music) without looking at and with-out having memorized printed
music. tocar de ouvido.
up to one’s ears (in) deeply involved (in): I’m up to my ear in work – até as orelhas.
Fonte: Password, K. Dictionary for Speakers of Portuguese, New Edition, Martins Fontes, 2001.
Abreviaturas: s.: m. : f.
O significado das palavras: ouvido: orelha: audição.
Expressões idiomáticas: to be all ears, na ear for music, etc.
4. Agora que vocês já sabem como utilizar o seu dicionário, procure uma tradução
apropriada para as seguintes sentenças: (Não se esqueça do contexto)
a) Van Gogh cut off part of one of his ears after a quarrel.
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B) She’s never had much of an ear for languages.
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c) - I’m afraid I won’t be able to help you – I’m up to my ears in work.
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d) He loves playing football.
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e) The school football team has been practising new offensive plays all week.
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f) In the film version, Kenneth Branagh played the hero.
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g) Miguel Falabella wrote several well-know plays.
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h) They broke a window to get into the house.
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i) She really broke her mother’s heart when she left home.
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k) Give me a break!
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IRREGULAR VERBS