Vany Dantas

TCNICO EM QUALIDADE

mrsvany_thebest@ig.com.br

2012
ALUNO/A:

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MATERIAL DE APOIO DE INGLS INSTRUMENTAL Queridos alunos, no faam uso apenas dessa apostila, lembrem-se, a sorte privilegia as mentes preparadas! (Louis Pasteur) Busquem outras fontes de pesquisas, mantenham-se informados e atualizados. Pratique a autonomia e seja bem-sucedido!

Fazer ou no fazer algo s depende de nossa vontade e perseverana. Albert Einstein

APRESENTAO DO CURSO O que ingls instrumental? Como surgiu? English for Specific Purposes (E.S.P), que em portugus quer dizer: Ingls com Objetivos Especficos, tambm chamado de ingls instrumental ou tcnico, ou seja, a habilidade de entender textos em lngua inglesa usando estratgias especficas de leitura. Surgiu com a necessidade de comunicao rpida e eficaz em vrios contextos mundiais. Como por exemplo: durante a guerra, os soldados precisavam aprender o idioma do inimigo para sobreviverem, este vocabulrio bsico era visto no avio, navio, nos campos de batalha. Com o passar do tempo, outros contextos sociais foram surgindo, como: a necessidade de leitura de livros, revistas, catlogos, instrues operacionais, manuais escritos em ingls que precisavam ser compreendidos pelos usurios, etc. Sendo assim, torna-se necessrio uma abordagem especfica da lngua Inglesa, que atenda as necessidades profissionais dos estudantes, que so leitura e compreenso de livros. E assim, o Ingls Instrumental possui o objetivo de desenvolver a habilidade de leitura, isto , de compreenso de textos de diversas reas do conhecimento escritos em lngua inglesa, utilizando para isso estratgias de leitura, a fim de tornar o aluno capaz de compreender um texto da sua rea de estudo. Nesse enfoque, a leitura conta com o conhecimento prvio dos leitores. O ingls instrumental consiste no treinamento instrumental dessa lngua, em que as habilidades tm por objetivo extrair conhecimentos para reas especficas de estudo. Vale lembrar que o ingls instrumental/tcnico pode ou no visar a comunicao oral em ingls, entretanto, para A maioria dos cursos tcnicos sua principal habilidade a ser trabalhada ser a leitura, vocabulrio especfico da rea e o estudo de gramtica, restringindo-a a um mnimo necessrio, ou seja, associando-a ao texto. Mtodo Desenvolve a leitura ("reading") de forma limitada a um objetivo especfico, atravs da habilidade de manipular textos em lngua inglesa, tentando assimilar a compreenso geral e inferir informaes especficas. A gramtica ensinada de forma contextualizada a um objetivo especfico. Traduo os textos Alm da traduo, outros mtodos so utilizados como, por exemplo: deduo, contexto semntico, reconhecimento de afixos, cognatos e vocabulrio da rea. Como sero as aulas? As aulas sero ministradas em portugus, pois no curso no sero trabalhadas as habilidades da fala, de compreenso oral e de escrita. A traduo literal, tratando-se de termos tcnicos, quase sempre deixada de lado e outras estratgias so utilizadas como por exemplo, deduo, cognatos, familiares, dicas tipogrficas e outros. Muitos exerccios de leitura e compreenso de textos, os quais vocs podero aplicar as estratgias de leitura que sero ensinadas. O ingls instrumental poder abrir seus horizontes de leitura e assim voc se manter mais informado e prximo ao mundo globalizado ABILITIES AND OTHER FACILITATORS Cognates: so palavras de origem grega ou latina bem parecidas com as do portugus. Ex. different diferente, infection infeco. Obs.: Ateno com os falsos cognatos. Ex. pretend no significa pretender, mas sim, fingir; importante observar se a palavra se encaixa no contexto. Repeated words: se uma palavra aparece vrias vezes no texto, isto significa que ela importante para a compreenso do mesmo. Typographical Evidences: so smbolos, letras maisculas, negrito, itlico, etc., que do dicas teis sobre o texto. Selectivity: leitura seletiva, isto , selecionar os trechos onde se quer encontrar uma determinada informao (pargrafos, por exemplo). Dictionary: o dicionrio deve ser utilizado como ltimo recurso para se descobrir o significado de uma palavra ou expresso desconhecida. Isso para que a leitura no seja lenta demais, e para que o leitor no desanime tendo que parar toda vez que encontrar algo desconhecido. ESTRATGIAS DE LEITURA Skimming: leitura rpida para ter-se uma ideia central do texto. Scanning: leitura com objetivo de encontrar algumas informaes especficas no texto. Prediction: significa inferir o contedo de um texto atravs de seu conhecimento prvio sobre o tema (background); atravs do contexto semntico (palavras de um mesmo grupo, por exemplo: hospital, nurse, doctor, ambulance); contexto lingustico (pistas gramaticais); contexto no-lingustico (gravuras, grficos, tabelas, nmeros, etc.); conhecimento sobre estrutura do texto (lay out, ttulo, subttulo, diviso de pargrafos, etc.). Vale ressaltar a importncia do conhecimento prvio do leitor e das suas expectativas e dedues em relao ao texto.

COGNATOS Muito comuns na Lngua Inglesa, os cognatos so palavras de procedncia grega ou latina, bastantes parecidas com as da Lngua Portuguesa, tanto na forma, como no significado. Os cognatos podem ser: a) Idnticos: Exs.: radio, piano, hospital, hotel, sofa, nuclear, social, total, particular, chance, camera, inventor, etc. b) Bastante parecidos: Exs.: gasoline, banks, inflation, intelligent, population, revolution, commercial, attention, different, products, secretary, billion, dramatic, deposits, distribution, automatic, television, public, events, models, etc. c) Vagamente parecidos: Exs.: electricity, responsible, explain, activity, impossible, lamp, company, etc. PALAVRAS FAMILIARES (ESTRANGEIRISMOS) Familiares so palavras conhecidas pela maioria das pessoas que vive em um pas altamente influenciado pela cultura dos pases de Lngua Inglesa. No tm a mesma origem das palavras da Lngua Portuguesa. Alguns exemplos de Familiares: Software Fast food Delivery Shows Hamburguer Windows Video game Dollar Moto/Office Boy Play Hot dog Credit card Marketing Site DVD / CD Diet Mouse Light Drive-thru Record

TESTE: COMO EST O SEU INGLS? A- Leia os segmentos abaixo e selecione todas as palavras que se paream com o Portugus e aquelas que so usadas da mesma forma tanto na Lngua Inglesa como na Lngua Portuguesa. a. Computers are electronic machines that process information. They can perform complex operations in a fraction of time. But, they cant think. b. Computers are divided into two parts: hardware and software. Hardware refers to the actual equipment and software refers to the programs that control and coordinate the activities of the computer. c. The CPU is the part of a computer that executes the arithmetic and logic operations. It controls all the computer activities.

d. Memory is the storage area where a computer saves or retrieve data. It is expressed as quantities of K. For example, each K is equal to 1,024 bytes and each byte is equal to 8 bits. e. A mouse is a device that has a ball underneath. It is used to point the cursor at different parts of the screen or at specials symbols called icons. f. There are many different high-level languages. Each one has its advantage or disadvantage. COBOL, BASIC, FORTRAN, ALGOL and PASCAL are examples of high-level languages.

g. Data put into a computer is INPUT. The input is processed according to the program that is being used. The results of processing are called OUTPUT. SKIMMING B - Leia os segmentos abaixo e utilizando os cognatos e familiares identifique o assunto abordado em cada um deles: 1) One of the most impressive sights in Paris, this construction was built in the second half of the 19th century as an ornament, presumably to show the possibilities of steel, and to allow Parisians to see their own city from above. Now a major tourist attraction for visitors from all over the world and a site for TV and radio transmissions. It is linked in the worlds mind with the image of France and Paris. - ______________________________________________________________________________________________. 2) In computer science, a popular pointing input device, used mostly for playing computer games but used for other tasks as well. It usually has a square or rectangular plastic base to which is attached a vertical stem. Control buttons are located on the base and sometimes on top of the stem. The stem can be moved to control the movement of an object on the screen. - ______________________________________________________________________________________________. 3) A computer peripheral that puts text or image on paper or on another medium, such as a transparency. They can be categorized in any of several ways. The most common distinction is impact x, non impact. Impact physically strike the paper and are exemplified by dot-matrix; non impact include every other type of print mechanism including laser, ink-jet and thermal. - _______________________________________________________________________________________________.

4) Alcoholic drink produced originally in Scotland, Ireland and USA, by fermenting certain cereal grains and then distilling to produce a light-colored liquid containing about 40% alcohol. It is drunk with or without ice, soda or according to taste. - _______________________________________________________________________________________________. 5) A common pointing device. Its basic features are a casing with a flat bottom, designed to be gripped by one hand; one or more buttons on the top; a ball on the bottom; and a cable connecting it to the computer. By moving it on a surface, the user typically controls a cursor. To select items or choose commands on the screen, the user presses one of the buttons, producing a click.___________________________________________________________________________________. C- Leia atentamente o texto abaixo e assinale a opo correta para cada questo.

1 A computer is a programmable machine that stores and retrieves data and performs high-speed logical and mathematical operations. However, it is not able to think. It accepts data and instructions as input, and after processing them, it outputs the results. 4 When we talk about computers, we have to consider the hardware and the software. The hardware consists of all the electronic and mechanical parts that make up a computer system, and the software is the collection of data and programs needed to solve problems with a computer. RESPONDA AS QUESTES 1) O melhor ttulo para o texto seria: a) The history of Computers b) What is a computer? c) Hardware x Software 2) uma idia presente no texto: a) o computador resolve problemas atravs do seu prprio raciocnio. b) o hardware mais importante para o computador do que o software. c) o processamento de dados composto de trs etapas. 3) Do texto, podemos inferir que: a) o computador se presta a diversas aplicaes por causa da sua versatilidade. b) o computador est se tornando cada dia menor e mais barato. c) o computador a inveno humana que mais evoluiu nas ltimas dcadas. 4) (...) the software is the collection of data and programs needed to solve problems with a computer. A idia contida na orao acima est associada a: a) It basically consists of the systems analysts, the programmers, the operators and the technical managers. b) It is the collection of man-written solutions, as well as all documents to guide the operation of a computer. c) It consists of several units: the CPU, the main memory, and the peripherals known as input and output devices. 5) No trecho selecionado para a questo 4, a palavra programs pode ser entendida como: a) canais b) jogos c) instrues 6) A pergunta que pode ser respondida com base nas informaes contidas no texto : a) Quem inventou o computador? b) O que significa software? c) O que um dispositivo de entrada? 8) O melhor pargrafo para finalizar o texto seria: a) Fourth-generation computers are rather faster than third-generation computers and can complete thousands of instructions at a time. b) On the backside of the computer, there are several slots into which we can connect a wide range of peripherals. c) In only a short time, the computer has changed the way in which many jobs are done and has become part of our everyday lives.

GRAMTICA VERBO TO BE
1. O verbo "to be" o verbo que, em ingls, indica "ser" ou "estar". A conjugao do verbo "to be", no presente do indicativo, : I am (I'm) = eu sou/estou Exemplos: He is (he's) = ele /est I'm hungry (=Eu estou com fome) She is (she's) = ela /est I'm a doctor (=Eu sou mdico/a) It is (it's) = ele/ela /est (animais, objetos, seres She's beautiful (=ela bonita) inanimados etc.) You are ugly [=voc/vocs /so feio(a)/feios(as)] etc. We are (we're) = ns estamos/somos You are (you're) = voc/vocs /so est/esto They are (they're) = eles/elas so/esto 2. Perguntas com "to be": inverte-se a posio assumida pelo verbo em perodos afirmativos. Exemplos: Are you hungry? (=voc est com fome?) Are they teachers? (=eles/elas so professores(as)?) Am I ugly (=sou/estou feio(a)?) 3. Sentenas negativas com "to be": adiciona-se not aps o verbo. Exemplos: I'm not hungry (=no estou com fome) She is not beautiful (=ela no /no est bonita) We are not teachers (=ns no somos professores(as)) Formas contradas: is not = isn't are not = aren't 4. A forma verbal correta de "to be" a ser usada em sentenas onde no exista he, she, you, they etc. depende do sujeito, que pode ser plural (usa-se are) ou singular (usa-se is). No usa-se am quando o sujeito no for I. Exemplos: My brother is funny. Nesse caso, como o sujeito singular (my brother = meu irmo), a forma a ser usada is. My parents are young. Nesse caso, sendo o sujeito plural (my parents = meus pais), a forma a ser usada are. 6. O verbo "to be" pode ser usado com outros verbos, sem "to" aps ele. Normalmente o outro verbo estar no gerndio (-ing). Este tipo de construo chama-se "Present Progressive" ou Present Continuous e equivale ao gerndio na lngua portuguesa. Exemplos: She's working (=ela est trabalhando) We are playing (=ns estamos brincando) Is he speaking? (=ele est falando?) It isn't working (=isso no est funcionando) Aren't they teaching? (=eles/elas no esto ensinando?) Obs.: O passado simples do verbo To Be WAS para IS/AM e WERE para ARE

A. Complete o texto abaixo com o verbo To Be e depois traduza-o Hi, my name ____ ____________________ ( ................................................................................................................) I ___________ from Brazil. (............................................................................................................................................) And you? ____________ you from Brazil too ?

()
No, Im __________ . I ____________ from german..() Nice! How _________ you? (..) I ___________ fine, thanks. And you? (...) Im very well. (...) Nice to meet you! (...) Nice to meet you too! () B. Escolha a alternativa correta completando as oraes. 1. He.......the best soccer player in Brazil last year. a. Is b. Was c. Are d. Were 2. Where...........the men when the police arrived? a. Is b. Was c. Are d. Were 3. They.........the best choices at the moment. a. Is b. Was c. Are d. Were 4. You said you.............sleeping when I arrived but it doesn't make sense. a. Is b. Was c. Are d. Were B. Reescrevam as senteas a seguir com a forma correta do verbo'to be'. 1. I think you is much better this year. R:........................................................................................................................................................................... 2. What be your favorite soccer team? R:........................................................................................................................................................................... 3.There were only one car outside when they called you. R:................................................................................................................................................................................. C. Traduzam as frases abaixo para o portugus. 1. I am sure she is a good person. R:.................................................................................................................................................................................. 2. He's not afraid of the dark. R:...................................................................................................................................................................................

FALSOS COGNATOS Tambm chamados de falsos amigos, os falsos cognatos so palavras normalmente derivadas do latim, que tm portanto a mesma origem e que aparecem em diferentes idiomas com ortografia semelhante, mas que ao longo dos tempos acabaram adquirindo significados diferentes. Abaixo est a tabela de falsos cognatos. SIGNIFICA EM PORTUGUS REAL NA VERDADE ANNCIO EX-ALUNO ACUMULAR INSCRIO HORA MARCADA DISCUSSO AJUDAR FREQUENTAR PLATIA, PBLICO DISPONVEL SACADA QUARTEL BATUTA, CACETETE CARNE DE GADO LAO, LIGAO REFEITRIO MQ. FOTOGRFICA CAIXA DE PAPELO FATALIDADE CHARUTO GOLA, COLARINHO FACULDADE ARTIGO, MERCADORIA BSSOLA CONCORRNCIA COMPLETO, TOTAL COBRADOR COMPETIO, CONCURSO PRTICO CONDENADO ROUPA, FANTASIA DADOS, INFORMAES LOGRO, FRAUDE DECORAR(ORNAMENTAR) RU PROJETO, CRIAO, ESTILO NUSEA DESVIAR REDATOR INSTRUDO DESCARGA ALISTAR-SE PROPRIEDADE, IMVEL EMPOLGANTE SADA PERITO APURADO

EM INGLS ACTUAL ACTUALLY ADVERTISE ALUMNUS AMASS APPLICATION APPOINTMENT ARGUMENT ASSIST ATTEND AUDIENCE AVAILABLE BALCONY BARRACS BATON BEEF BOND CAFETERIA CAMERA CARTON CASUALTY CIGAR COLLAR COLLEGE COMMODITY COMPASS COMPETITION COMPREHENSIVE CONDUCTOR CONTEST CONVENIENT CONVICT COSTUME DATA DECEPTION DECORATE DEFENDANT DESIGN DISGUST DIVERT EDITOR EDUCATED EMISSION ENROLL ESTATE EXCITING EXIT EXPERT EXQUISITE

MAS PARECE SER ATUAL ATUALMENTE ADVERTIR ALUNO AMASSAR APLICAO APONTAMENTO ARGUMENTO ASSISTIR ATENDER AUDINCIA AVALIAR BALCO BARRACA BATOM BIFE BUNDE CAFETERIA CMARA CARTO CASUALIDADE CIGARRO COLAR COLGIO COMODIDADE COMPASSO COMPETIO COMPREENSIVO CONDUTOR CONTEXTO CONVENIENTE CONVICTO COSTUME DATA DECEPO DECORAR(SABER DE COR) DEFENDER DESIGNAR DESGOSTO DIVERTIR EDITOR EDUCADO EMISSO ENROLLAR ESTADO EXCITANTE XITO ESPERTO ESQUISITO

QUE EM INGLS PRESENT NOWADAYS, TODAY WARN PUPIL WRINKLE, DENT, CRUSH INVESTMENT NOTE REASONING ATTEND ANSWER, SERVE COURT APPEARENCE EVALUATE COUNTER HUT, TENT LIPSTICK STEAK STREERCAR, TRAM COFFEE SHOP CHAMBER, TUBE CARD CASUALLNESS CIGARETTE NECKLACE HIGH SCHOOL COMFORT A PAIR OF COMPASSES CONTEST UNDERSTANDING DRIVER CONTEXT APPROPRIATE CERTAIN CUSTOM, HABIT DATE DISAPPOINTMENT MEMORIZE DEFEND APPOINT GRIEF ENJOY PUBLISHER POLITE ISSUE WIND, CURL STATE THRILLING SUCCESS SMART WEIRD

FABRIC FAMILIAR FILE GRIP INCOME TAX RETURN INGENIOUS INGENUITY INJURY INJURY INSCRIPTION INTEND INTOXICATION INTRODUCE JOURNAL JUST LAMP LARGE LECTURE LEGEND LIBRARY LUNCH LUXURY MAGAZINE MANAGE MAYOR MOISTURE MOROSE NOTICE NOVEL OFFICE ORDINARY ORE PARENTS PARTICULAR PASTA PHYSICIAN POLICY PORT PORTER PREJUDICE PRESCRIBE PRESENTLY PRETEND PREVENT PROCURE PROFESSOR PROPAGANDA PROPER PULL PUSH RANGE REALIZE RECLAIM RECORD REPORT REQUIREMENT RESPITE RESUME

TECIDO CONHECIDO ARQUIVO AGARRAR FIRME DECLARAO DE IMPOSTO DE RENDA CRIATIVO, ENGENHOSO ENGENHOSIDADE FERIMENTO FERIMENTO RAVAO EM RELEVO PRETENDER EMBRIAGUEZ APRESENTAR PERIDICO NUM DADO MOMENTO, APENAS LUMINRIA GRANDE PALESTRA LENDA BIBLIOTECA ALMOO LUXO REVISTA ADMINISTRAR, CONSEGUIR PREFEITO UMIDADE RABUGENTO PERCEBER ROMANCE ESCRITRIO COMUM MINRIO PAIS ESPECFICO MASSA MDICO POLTICA, NORMA PORTO CARREGADOR PRECONCEITO RECEITAR LOGO, EM BREVE FINGIR IMPEDIR CONSEGUIR, ADQUIRIR PROFESSOR DE UNIVERSIDADE DIVULGAODE IDIAS APROPRIADO, ADEQUADO PUXAR EMPURRAR VARIAR, COBRIR PERCEBER RECUPERAR GRAVAR, DISCO RELATRIO REQUISITO INTERVALO, PAUSA RECOMEAR

FBRICA FAMILIAR FILA GRIPE DEVOLUO DE IMPOSTO DE RENDA INGNUO INGENUIDADE INJRIA INJURIA INSCRIO ENTENDER INTOXICAO INTRODUZIR JORNAL JUSTO(APERTADO - DE JUSTIA) LMPADA LARGO LEITURA LEGENDA LIVRARIA LANCHE LUXRIA MAGAZINE MANEJAR MAIOR MISTURE MOROSO NOTCIA NOVELA OFICIAL ORDINRIO OURO PARENTES PARTICULAR PASTA FSICO POLCIA PORTA PORTEIRO PREJUZO PRESCREVER PRESENTEMENTE PRETENDER PREVENIR PROCURAR PROFESSOR PROPAGANDA PRPRIO PULAR PUXAR RANGER REALIZAR RECLAMAR RECORDAR REPRTER REQUERIMENTO RESPEITO RESUMIR

FACTORY MEMBER OF THE FAMILY LINE, QUEUE COLD INCOME TAX REFUND NAIVE NAIVETY INSULT INSULT APPLICATION UNDERSTAND POISONING INSERT NEWSPAPER TIGHT FAIR LIGHT BULB WIDE READING SUBTITLE BOOKSTORE SNACK LUST DEPARTMENT STORE HANDLE BIGGER MIXTURE SLOW NEWS SOAP OPERA OFFICIAL VULGAR GOLD RELATIVES PRIVATE FOLDER, PASTE PHYSICAL POLICE DOOR DOORMAN DAMAGE EXPIRE NOW INTEND WARN LOOK FOR TEACHER ADVERTISEMENT OWN JUMP PULL CREAK, GUARDA FLORESTAL ACCOMPLISH COMPLAIN REMEMBER, RECALL REPORTER REQUEST, PETITION RESPECT SUMMARIZE

RSUM RETIRE SCHOLAR SENSIBLE SORT STABLE STRANGER STUPID SUPPORT SYMPATHETIC TAX TEMPER TENANT TENTATIVE TURN TUTOR UNIQUE USE VEGETABLES VINE VOYAGE

CURRCULO APOSENTAR ERUDITO, LETRADO SENSATO ESPCIE, ESCOLHER FIRME, ESTVEL DESCONHECIDO BURRO SUSTENTAR, APOIAR COMPREENSIVO, SOLIDRIO IMPOSTO TEMPERAMENTO, GNIO INQUILINO PROVISRIO VEZ, VOLTA PROFESSOR PARTICULAR DIFERENTE, SEM IGUAL UTILIZAR, USAR VERDURAS, LEGUMES VINHA, VIDEIRA VIAGEM DE BARCO, NAVE ESPACIAL

RESUMO RETIRAR ESCOLAR SENSIVEL SORTE ESTBULO ESTRANGEIRO ESTPIDO SUPORTAR SIMPTICO TAXA TEMPERO TENENTE TENTATIVA TURNO TUTOR NICO USAR (VESTIR) VEGETAIS VINHO VIAGEM

SUMMARY WITHDRAW SCHOOLBOY SENSITIVE LUCK BARN FOREIGNER RUDE BEAR, STAND, TOLERATE NICE, PLEASANT, FRIENDLY FEE CONDIMENT LIEUTENANT ATTEMPT, TRY SHIFT GUARDIAN THE ONLY ONE WEAR PLANTS WINE JOURNEY, TRIP, TRAVEL

Exercite no texto abaixo alguns falsos cognatos: A DAY AT WORK

In the morning I attended a meeting between management and union representatives. The discussion was very comprehensive, covering topics like working hours, days off, retirement age, etc. Both sides were interested in an agreement and ready to compromise. The secretary recorded everything in the notes. Eventually, they decided to set a new meeting to sign the final draft of the agreement. Back at the office, a colleague of mine asked me if I had realized that the proposed agreement would be partially against the company policy not to accept workers that have already retired. I pretended to be really busy and late for an appointment, and left for the cafeteria. Actually, I didn't want to discuss the matter at that particular moment because there were some strangers in the office. After lunch I attended a lecture given by the mayor, who is an expert in tax legislation and has a graduate degree in political science. He said his government intends to assist welfare programs and senior citizens, raise funds to improve college education and build a public library, and establish tougher limits on vehicle emissions because he assumes this is what the people expect from the government.

d)

Escreva o verdadeiro significado das palavras em destaque:

___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________

Texto e lista extrados do site www.sk.com.br , autor Ricardo Schtz, 1999

Useful tips (dicas teis)

Hello, Hi! : Ol, Oi! How are you / how do you do? : Como vai? Im fine, thanks. : Estou bem, obrigado/a. Im well/good. : Estou bem. So so. : mais ou menos Not so bad. : Nada mal. Where are you from? : De onde voc ? Im from : Eu sou de/do/da Are you ok? : Voc est bem? Good morning! : Bom dia! Good afternoon! : Boa tarde! Good evening! : Boa noite! Good night! : Boa noite! Youre welcome! Seja bem-vindo/a! Youre welcome! Dont mention it! Not at all: de nada! Are you ready? : Esto prontos/as?

Anotaes:

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FOR YOUR INFORMATION

Total quality management or TQM is an integrative philosophy of management for continuously improving the quality of products and processes. TQM functions on the premise that the quality of products and processes is the responsibility of everyone who is involved with the creation or consumption of the products or services offered by an organization. In other words, TQM capitalizes on the involvement of management, workforce, suppliers, and even customers, in order to meet or exceed customer expectations. Considering the practices of TQM as discussed in six empirical studies, Cua, McKone, and Schroeder (2001) identified the nine common TQM practices as cross-functional product design, process management, supplier quality management, customer involvement, information and feedback, committed leadership, strategic planning, cross-functional training, and employee involvement

1- Write T to TRUE or F to FALSE. A ( ) TQM baseia-se em uma filosofia de gerenciamento que aprova a qualidade de produtos e processamentos. B ( ) TQM capitaliza, apenas, o envolvimento da fora de trabalho, gesto e fornecedores. C ( ) As prticas de TQM mais comuns so: a funcionalidade do design de produto, gesto de processos, gesto da qualidade do fornecedor, o envolvimento do cliente, informao e feedback, liderana comprometida, planejamento estratgico e funcional, treinamento e envolvimento dos trabalhadores .
http://en.wikipedia.org/wiki/Total_quality_management

A failure modes and effects analysis (FMEA) is a procedure in product development and operations management for analysis of potential failure modes within a system for classification by the severity and likelihood of the failures. A successful FMEA activity helps a team to identify potential failure modes based on past experience with similar products or processes, enabling the team to design those failures out of the system with the minimum of effort and resource expenditure, thereby reducing development time and costs. It is widely used in manufacturing industries in various phases of the product life cycle and is now increasingly finding use in the service industry. Failure modes are any errors or defects in a process, design, or item, especially those that affect the customer, and can be potential or actual. Effects analysis refers to studying the consequences of those failures.
http://en.wikipedia.org/wiki/Failure_mode_and_effects_analysis

2- Check the correct sentence. A ( ) A FMEA amplamente utilizado em indstrias de fabricao em vrias fases do ciclo de vida do produto e agora cada vez mais encontrando uso na indstria de servios. B ( ) A anlise de modos de falhas feitas apenas em produtos visveis dentro de um sistema. C. ( ) O objetivo dessa anlise reduzir custos. ............................................................................................................................................................................................

SIMPLE PRESENT OF THE VERBS (presente simples dos verbos)

AND ADVERBS OF FREQUENCY (e advrbios de frequncia) to study= v. estudar - Ex. I study everyday. (eu estudo todos os dias) Usamos o presente simples para falarmos de coisas em geral. Exs.: Nurses look after the patients in hospitals.(os enfermeiros cuidam de pacientes em hospitais.)

Children like ice-cream. (as crianas gostam de sorvete)

Usamos tambm para falar que alguma coisa acontece em determinado tempo ou repetidamente. Exs.: I usually go to the market on weekends. (costumo ir ao supermercado nos finais de semana) She doesnt work as a doctor, she woorks as a teacher. (ela no trabalha como uma mdica, ela trabalha como uma professora)

ATENO!
Observaram o S ao final de DRIVE para HE, SHE, e IT? pois , os verbos na 3 pessoa do singular, forma afirmativa, sofre essa pequena mudana. Mas, ainda existem outras que preciso ateno. Veja as regras :
01 - Com exceo dos verbos Auxiliares (To Be e To Have) e poucos outros, que veremos mais adiante, os verbos na 3 pessoa do singular em ingls, levam -S (He/She/It). 02 - Dependendo do verbo conjugado no Presente Simples, ele pode ser acrescido de -S, -Es ou -IES, na 3 pessoa do singular (He/She/It); ento, fique atento, ok?! 03 - Verbos que terminam em -CH, -O, -S, -SH, -SS, -X ou -Z, acrescenta-se -ES na 3 pessoa do singular. Ex.: verbo ir (to go) - It goES; verbo pegar (to catch) - It catchES, e assim, sucessivamente. 04 - Verbos que terminam com -Y precedido de consoante, troca-se o y por -IES. Ex.: verbo tentar, experimentar (to try) - It trIES; verbo estudar (to study) - It studIES, etc.
o

-Para questes, precisamos usar DO ou DOES como auxiliar. Vejamos)

Do e does (auxilires) +Pronoun (pronome) +Verbo To work = trabalhar
DO DO DOES DOES DOES DO DO DO I YOU HE SHE IT WE YOU THEY Work? Work? Work? Work? Work? Work? Work? Work?

HOW TO ANSWER A QUESTION IN THIS CASE? (como responder uma pergunta nesse caso?) OBSERVE:
DOES HE WORK AS A DOCTOR? (ele trabalha como um mdico?

Yes, He does. (resposta curta, afirmao) No, He doesnt. ( // // negao )

No, He doesn't work as a doctor. (resp. Longa) (no, ele no trabalha como um mdico) Yes, he Works as a doctor. (sim, ele trabalha comoum mdico)

NEGATIVE SENTENCES
Use don't / do not - doesn't / does not + o verbo sem o to, para formar sentenas negativas.
Verbos: To go= ir, To take= tomar, levar
Exs: I dont go to the market in the evening. (eu no vou ao supermercado pelas manhs) She doesnt take sugar in milk. (ela no coloca acar no leite) Negatives sentences. Vejamos:
Pronoun Do ou Does + Not + A base do verbo To work = trabalhar

I You He She It We You They

Don't Don't Doesn't Doesn't Doesn't Don't Don't Don't

Work. Work. Work. Work. Work. Work. Work. Work.

Are you ready to practice? Let's do some Exercises!!

A- Complete the sentences using the following verbs. (complete as sentenas usando os seguintes verbos)

Speak, live, open, drink, close (falar, viver, abrir, beber, fechar)
1.Ann____German very well. (Ann alemo muito bem) 2.The swimming pool_____at 9 oclock.(a piscina s nove horas) 3.My parents _____in a very small flat. (meus pais em um flat muito pequeno) 4.we_____coffee in the evening. (ns caf pela manh) B- Make negative and Interrogative sentences using the correct form of verb 1.Jane _________tea very often. (not-drink) (Jane no toma ch frequentemente) 2.What time __ the bank close in Rio?(do / does) (que horas o banco fecha no Rio?) 3.What ____________in the evening? (you-do) (O que voc faz tarde?) 4.I ____________tennis very well. (not-play) (eu no jogo tnis muito bem.) C- Give short answer to the questions (d respostas curtas s questes) (affirmative and negative) Do you speak english? Does Jane go to the gym? ___________ ________ ____________ ____________ __________

Do you and your friends play much sport? __________ Does camaari have a mall?________

______________

Vocabulary Speak=falar, Gym= academia, have=ter, much=muito

D- Insert the verb correctly

I get up at 7.30 a.m. (eu levanto s 7h.30 da manh) My sister ________________ at 7.45 a.m. (minha irm levanta s 7h.45 da manh) We watch T.V every evening. (ns assistimos TV todos os dias) My father ______________ a lot films. (meu pai assiste muitos filmes) Paul plays football every day. (Paul joga futebol todos os dias) We ________________ football every day.(ns jogamos ... ) E- insert the following verbs(Insira os verbos a seguir) Dry, get up, comb, rings, brush.(secar, levantar, pentear, tocar, escovar) Every weekday morning I_______ as soon as my alarm _____. After 10 minutes I go to the bathroom. I____ my teeth and ____my hair. After my shower I myself _____with a big towel and go back to the bedroom
vocabulary:
weekday= dias da semana, as soon as=logo que, bathroom=banheiro, after=depois, hair=cabelo, with=com, towel=toalha,shower=banho, go back=volto, bedroom=quarto,

. FOR YOUR INFORMATION Activity-based costing (ABC) is a special costing model that identifies activities in an organization and assigns the cost of each activity with resources to all products and services according to the actual consumption by each. This model assigns more indirect costs (overhead) into direct costs compared to conventional costing models. SWOT analysis (alternately SLOT analysis) is a strategic planning method used to evaluate the Strengths, Weaknesses/Limitations, Opportunities, and Threats involved in a project or in a business venture. It involves specifying the objective of the business venture or project and identifying the internal and external factors that are favorable and unfavorable to achieve that objective. The technique is credited to Albert Humphrey, who led a convention at Stanford University in the 1960s and 1970s using data from Fortune 500 companies. Setting the objective should be done after the SWOT analysis has been performed. This would allow achievable goals or objectives to be set for the organization. 1. Strengths: characteristics of the business, or project team that give it an advantage over others 2. Weaknesses (or Limitations): are characteristics that place the team at a disadvantage relative to others 3. Opportunities: external chances to improve performance (e.g. make greater profits) in the environment 4. Threats: external elements in the environment that could cause trouble for the business or project
FONTE: WIKIPDIA

FAA UM PEQUENO RESUMO SOBRE O QUE VOC ENTENDEU DOS DOIS TEXTOS. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. ...............................................................................................................................................................................................

SIMPLE PAST
O tempo verbal Simple Past corresponde ao Passado Simples em portugus. Ns o utilizamos para expressar hbitos passados ou para expressar aes que se iniciaram no passado e tambm foram finalizadas no passado, podendo ter o tempo determinado. Neste caso costumamos acompanhar o verbo com advrbios ou expresses de frequncia que do maior especificidade ideia da frase, como yesterday (ontem), last ... (na ltima...), ago (atrs), in .... (em...), e etc. ESTRUTURA DAS SENTENAS AFIRMATIVAS PARA VERBOS REGULARES O verbo regular quando para conjug-lo no h alterao em seu radical. Logo, para colocar esse verbo no Simple Past basta deixar o verbo no infinitivo, sem a partcula to, e acrescentar a terminao -ed. Essa a forma para todas as pessoas. Observe:

Casos especiais *1 caso especial: verbos terminados em Y. Eles tm 2 possibilidades:

*O 2 caso o dos verbos terminados em -E, neles ns simplesmente acrescentamos o -D: Ex. VERBO AMAR

- To love loved =

*O 3 caso especial o dos verbos terminados em consoante+vogal+consoante, cuja slaba tnica a ltima, dobra a consoante antes de acrescentar o -ed: Ex. VERBO OCORRER To occur: occurred *Nos demais casos, acrescenta-se simplesmente -ed: Work: worked ESTRUTURA DAS SENTENAS AFIRMATIVAS PARA VERBOS IRREGULARES O verbo irregular quando, ao ser conjugado, por exemplo, ele muda toda a sua estrutura. Nesse caso, para ele ficar no passado, temos que consultar uma lista de verbos para, depois, atravs do uso, ir memorizando. Alguns verbos irregulares com os respectivos passados: INFINITIVO presente TO AWAKE TO BUY TO FORGET TO LAY TO SEE TO RING TO UNDERSTAND Exemplos: I forgot my keys. (Eu esqueci as chaves. PASSADO AWOKE BOUGHT FORGOT LAID SAW RANG UNDERSTOOD I saw you yesterday at the bus station. (Eu te vi ontem no ponto de nibus.)

ESTRUTURA DAS SENTENAS NEGATIVAS DOS VERBOS REGULARES E IRREGULARES Para escrever uma sentena negativa no Simple Past utiliza-se o verbo auxiliar did + not mais utilizado na escrita, pois formal ou sua forma contracta didnt mais utilizada na fala, pois informal antes da forma bsica do verbo sem o to, exemplo: 1-I did not play the piano yesterday. (Eu no toquei piano ontem.) 2-My parents didnt travel to Porto Seguro last year. (Meus pais no viajaram para Porto Seguro no ano passado.) Ao colocar a sentena na negativa, interessante observar que como o verbo auxiliar na negativa, o didnt, j est no passado (pois o passado de do), o verbo principal no tem a terminao ed. ESTRUTURA DAS SENTENAS INTERROGATIVAS DOS VERBOS REGULARES E IRREGULARES Na forma interrogativa do Simple Past utiliza-se o verbo auxiliar did antes do sujeito na frase. Note que o verbo principal fica na sua forma bsica sem o to e sem -ed, pois o verbo auxiliar j se encontra no passado. Observe o exemplo: 1-Did you run yesterday? (Voc correu ontem?) 2-Did Mariah watch Harry Potter last week? (A Mariah assistiu Harry Potter semana passada?) RESUMO DO SIMPLE PAST AFIRMATIVO I worked You worked He worked She worked It worked We worked You worked They worked NEGATIVO I didnt work You didnt work He didnt work She didnt work It didnt work We didnt work You didnt work They didnt work INTERROGATIVO Did I work ...? Did you work ...? Did he work ...? Did she work ...? Did it work ...? Did we work...? Did you work ...? Did they work ...?

Faa o exerccio usando os verbos entre parnteses no simple past com a ajuda de um dicionrio! DO THIS EXERCISE THEN TLANSLATE IT! (faa esse exerccio depois traduza-o) Yesterday my friend Sally and I _________ (go) to the supermarket to buy food. We ________ (find) everything we __________ (want), except my favorite cookies. John usually goes to school by bus, but yesterday he ________ (walk) because it ________ (be) a beautiful day. When Mary and Jake ___________ (arrive) at the party, they ___________ (look) for Mike but couldn't find him. We ___________ (see) Star Wars last week. I ____________ (like) it a lot, but my friends didn't. My TV ____________ (be) broken last week, so I ____________ (read) all my magazines in my free time. Janet _____________ (make) three delicious dishes for lunch last Saturday. We ____________ (eat) all the food there was nothing left. Tony and Tim ____________ (play) basketball as children. Tim also _______________ (study) French and piano. I _____________ (lose) my wallet yesterday, but thankfully a girl from my school ____________ (find) it and _____________ (give) me a call. Where Monica and Sandra ______________ (be) children, they _____________ (have) three dogs and a bird. They ______________ (live) in a farm, so the dogs _____________ (have) a lot of space to play.

________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ BENCHMARKING e BRAINSTORMING
Observe as figuras e resuma em algumas palavras o que voc entende por benchmarking e brainstorming.

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Study hard!

WH questions (palavras interrogativas)

Os seguintes pronomes so usados em ingls para fazer perguntas abertas, ou seja, perguntas que no podem ser respondidas com "sim" ou "no". So chamados de question words, wh words ou wh questions, uma vez que quase todos comeam por Wh.

What O qu Who Quem? When Quando? Where Onde / Aonde? Why Por que - Por qu? Whose De quem? Which Qual / quais? How Como? How far Que/qual distncia ? How often Com que frequncia?

- What is this? (o que isto?) - Who are you? (quem voc?) - (When is your birthday? Quando seu aniversrio?) - Where do you live? (onde voc mora?) - Why are the kids crying? (por que as crianas esto chorando?) - Whose is that purse? (de quem aquela bolsa?) -Which of these ones do you want? (qual desses voc quer?) How is the day today? (como est o dia hoje?) How far is your house from here? (qual a distncia de sua casa pra aqui?) How often do you play soccer? (com que frequncia voc joga futebol?)

Alm disso, ainda h expresses formadas a partir dessas palavras. Ex.: How old are you? (Com quantos anos voc est / Quantos anos voc tem?); What time is it? (Que horas so?); How many children have you got? (Quantos filhos vocs tm?); How much money do you have? (quanto dinheiro voc tem?); How many boys are there here? (quantos garotos tem aque?), etc.

CHOOSE THE RIGHT WH-WORD. (escolha a Wh-word correta)

1. __________ is your name? 2. __________ is your favorite actress? 3. ___________ are you from? 4. ___________ is your birthday? 5. ___________ color is your new car? 6. ___________ old are you 7. ___________ books are these? 8. ___________ did you quit your job? 9. __________ are you going to America? 10. ___ aren't you going to Peter's party?

What - Where - When - Who What - Why - When What Whose What What Why Why Why What Where Where How How How Which What How When When Where Which Where Why When Where - Who Who Who Whose Whose Whose Whose Which Why

2. Who, What, Where, Why, Which, When or How? (Tlanslate the senteces after) Doug: Hi, Tim. __________ are you? Tim: Not bad. _____________ was your Christmas? . Doug: Fantastic. Tim: Oh! _____________ did you do?.............................................................................................................................................. Doug: I went home for Christmas.. Tim: ___________is your home?...................................................................................................................................................... Doug: Australia. Tim: ____________ long did you go for? Doug: I spent three wonderful weeks there.. Tim: ________________ did you leave?............................................................................................................................................ Doug: I left on December 15th. Tim: _______________ did you do in Australia?............................................................................................................................... Doug: I saw my family and friends and visited all my favorite places.. Tim: ____________ far is it to Australia?.......................................................................................................................................... Doug: It's eight and a half hours by plane Tim: ______________ airline did you take?...................................................................................................................................... Doug: I took Singapore Airlines Tim: _____________ didn't you take Australia - Asia Airline?......................................................................................................... Doug: Because they were booked out.. Tim: _______________did you get back?........................................................................................................................................ Doug: I got back yesterday Tim: ______________ met you at the airport?................................................................................................................................ Doug: My brother met me.. Tim: ______________ did you do on Christmas Day?...................................................................................................................... Doug: We had a big party at my parents' house. Tim: _____________ attended the party?....................................................................................................................................... Doug: My whole family came. Everybody was there except for my sister. Tim: ______________ not? ____________ was she?........................................................................................................................

Doug: She was in another city..

Tim: ____________city was she in?................................................................................................................................................... Doug: She was here, in Chai Yi. She had come to spend Christmas with me.. .

Read the information below and insert the missing words. Brand management ____ the application _____ marketing techniques to _____ specific product, product line, or brand. _____ discipline of brand management was started at Procter & Gamble as a result _____ a famous memo ______ Neil H. McElroy is of a The of - by

leia o cartoon ao lado e diga o que voc entendeu sobre a expresso BREAK EVEN.

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FYI
A core competency is a concept in management theory originally advocated by CK Prahalad, and Gary Hamel, two business book writers. In their view a core competency is a specific factor that a business sees as being central to the way it, or its employees, works. It fulfills three key criteria: It is not easy for competitors to imitate. It can be leveraged widely to many products and markets. It must contribute to the end consumer's experienced benefits. A core competency can take various forms, including technical/subject matter know-how, a reliable process and/or close relationships with customers and suppliers.[1] It may also include product development or culture, such as employee dedication, best Human Resource Management (HRM), good market coverage etc. Core competencies are particular strengths relative to other organizations in the industry which provide the fundamental basis for the provision of added value. Core competencies are the collective learning in organizations, and involve how to coordinate diverse production skills and integrate multiple streams of technologies. It is communication, an involvement and a deep commitment to working across organizational boundaries. Few companies are likely to build world leadership in more than five or six fundamental competencies. For an example of core competencies, when studying Walt Disney World - Parks and Resorts, there are three main core competencies:[2] Animatronics and Show Design Storytelling, Story Creation and Themed Atmospheric Attractions Efficient operation of theme parks The value chain is a systematic approach to examining the development of competitive advantage. It was created by M. E. Porter in his book, Competitive Advantage (1980). The chain consists of a series of activities that create and build value. They culminate in the total value delivered by an organization. The 'margin' depicted in the diagram is the same as added value. The organization is split into 'primary activities' and 'support activities'. Check the false alternatives. A ( ) A core competency j havia sido defendida por outro empresrio antes de CK Prahalad e Hamel Gary a ter feito. B ( ) Na opinio dos escritores citados no texto, uma competncia essencial um fator especfico que uma pessoa v como sendo central para o caminho e cumpre trs critrios fundamentais. C ( ) As competncias essenciais so o aprendizado individual nas organizaes, e envolvem como coordenar diversas habilidades de produo e integrar mltiplos fluxos de tecnologias. a comunicao, um envolvimento e um profundo comprometimento em trabalhar atravs das fronteiras organizacionais. D ( ) As vantagens da core commpetency so: No fcil para os concorrentes imitar. No pode ser aproveitado amplamente a muitos produtos e mercados. Deve contribuir para benefcios experimentados o consumidor final.

FUTURO SIMPLES (WILL ) X IMMEDIATE FUTURE ( GOING TO ) Em ingls h duas formas de conjugar o futuro. Uma forma mais enftica e uma maneira mais informal. Antes de ensinar a conjugao do tempo futuro em ingls, vamos pensar sobre a conjugao desse mesmo tempo no portugus. Compare as seguintes frases: Viajarei amanh Eu vou viajar amanh Voc pode observar que em portugus falar viajarei parece mais formal e enftico? E falar vou viajar parece mais informal? Em ingls o tempo futuro funciona da mesma maneira, porm nessa lio voc aprender a maneira mais formal na afirmativa e negativa. Estude as tradues abaixo: Eu viajarei amanh I will travel tomorrow. Ela encontrar a famlia no prximo Natal She will meet her family next Christmas Ns sairemos juntas na prxima quarta We will go out together next Wednesday Expressar o tempo futuro em ingls muito simples. Voc precisa do sujeito + will + verbo no infinitivo sem o TO. Vamos estudar a formao do futuro com WILL no quadro abaixo usando o verbo to travel (viajar) como apoio para a construo das frases. Afirmativa I will travel You will travel He will travel She will travel It will travel We will travel You will travel They will travel Forma afirm. Abreviada Ill travel You'll travel He'll travel Shell travel It'll travel Well travel You'll travel Theyll travel Traduo Eu viajarei Voc viajar Ele viajar Ela viajar Ele/Ela viajar (para objetos) Ns viajaremos Vocs viajaro Eles/Elas viajaro

Formamos a negativa do futuro simples acrescentado NOT aps WIL. Ex.: She will NOT travel next Monday (ela no viajar na prxima segunda-feira) OBS.: WILL NOT = WONT A forma interrogativa feita com a inverso do auxiliar WILL e Sujeito da frase. Ex.: Will she travel next Monday? (ela viajar na prxima segunda-feira?) (OBS.: Algumas pessoas usam o verbo SHALL substituindo will no futuro simples.) Leia abaixo alguns complementos para formar frases no tempo futuro: Tomorrow amanh The day after tomorrow depois de amanh Next week prxima semana Next weekend prximo final de semana Next month prximo ms Next year prximo ano (etc.) O verbo Will significa desejar e Shall dever, obrigao.

O futuro Imediato (Immediate Future) usado para indicar uma ao que vai ocorrer muito em breve. formado pelo verbo TO BE no presente (AM, IS, ARE) + GOING TO +o verbo principal + complemento. Obs. A expresso GOING TO tem a seguinte traduo. = AM GOING TO = VOU IS GOING TO = VAI ARE GOING TO = VAI, VAMOS , VO. >Para formar a AFIRMATIVA do Futuro Imediato temos: SUJEITO + AM/IS/ARE + GOING TO + VERBO PRINCIPAL + COMPLEMENTO Ex. Peter is going to work in New York next week. (Peter vai trabalhar em NY na prxima semana) Aplica-se a mesma regra do verbo TO BE para formar a INTERROGATIVA e a NEGATIVA do futuro imediato : Ex. Is Peter going to work in NY next week ? Mais exemplos: I am going to dance. You are going to dance. He is going to dance. She is going to dance. It is going to dance. We are going to dance. You are going to dance. They are going to dance. -Eu vou danar. -Voc vai danar. Ele vai danar. Ela vai danar. Ele / Ela vai danar. Ns vamos danar. Vocs vo danar. Eles vo danar. Ex. Peter is not going to work in NY next week.

1.Put the verbs into the correct form (future imediato). Use going to. It (rain)__________________________________ . They(eat) __________________________________ rice. I (wear) ____________________________________ blue shoes tonight. We (not / help)______________________________ you. Jack (not / walk) _________________________________ home. (cook / you) _____________________________________dinner? Sue (share / not) __________________________________her biscuits. (leave / they) _______________________________________ the house? (come / she)______________________________________ to my wedding? I (not / spend) ________________________________________my holiday alone. Vocabulary: rain=chuva, rice=arroz, blue=azul, tonight=esta noite, eat=comer, wear=vestir, help=ajudar, home=lar, walk=andar, cook=cozinhar, dinner=jantar, share=compartilhar/dividir, her=seu/s,dela, leave=deixar/partir, come=vir, wedding=casamento, spend=gastar, holiday=feriado, alone=sozinho/a.

FYI
Downsizing - (Business / Industrial Relations & HR Terms) means to reduce the operating costs of a company by reducing the number of people it employs. Self management definition:

..

..

2.Put the verbs into the correct form (future simples). Use will. Jim asked a fortune teller about his future. Here is what she told him:
Jim perguntou a uma cartomante sobre seu futuro. Aqui est o que ela disse a ele

You (earn)______________________________________ a lot of money. You (travel) _____________________________________ around the world. You (meet) _____________________________________ lots of interesting people Everybody (love) ________________________________ you. You (not / have) ________________________________ any problems. Many people (serve)_____________________________ you. They (anticipate) ________________________________your wishes. Everything (be) __________________________________ perfect. But all these things (happen ) _______________________ if you marry me.
Vocabulary: earn=ganhar, around the world=ao redor do mundo, meet=encontrar,conhecer, people=pessoas, everybody=todos, have=ter, any= nenhum, many=muitos, wishes=desejos, everythings=todas as coisas, but=mas, all=todas, these=estas things=coisas, if=se, marry me=casar comigo.

FYI
Management by objectives (MBO) is a process of defining objectives within an
organization so that management and employees agree to the objectives and understand what they need to do in the organization. The term "management by objectives" was first popularized by Peter Drucker in his 1954 book 'The Practice of Management'. The essence of MBO is participative goal setting, choosing course of actions and decision making. An important part of the MBO is the measurement and the comparison of the employees actual performance with the standards set. Ideally, when employees themselves have been involved with the goal setting and choosing the course of action to be followed by them, they are more likely to fulfill their responsibilities. According to George S. Odiorne, the system of management by objectives can be described as a process whereby the superior and subordinate managers of an organization jointly identify its common goals, define each individual's major areas of responsibility in terms of the results expected of him, and use these measures as guides for operating the unit and assessing the contribution of each of its members. ............................................................................................................................................................................................... 1- Retire do texto palavras que definam MBO.

______________________________________________________________________________________ ____________________________________________________________________________________
TRABALHO = 3,o pontos Faa, detalhadamente, um pequeno texto sobre o significado de cada uma das seguintes palavras ou expresses: Flat organization, Franchising, customer-driven company, Lean Prodution, Learning Organization, Marketing-Mix, Merchandising, Outplacement, Outsourcing, Project Management, TQM - Total Quality Management, Risk Management, Trade Marketing, Time Based Competition. Seu trabalho deve seguir as normas da ABNT com capa, folha de rosto e formatao recomendada; Deve ser feito individualmente; NO copie textos prontos, FAA o SEU baseado em suas pesquisas e cite as fontes. Entregue seu trabalho, no mximo, na 9 aula. Bons estudos!

LEAN MANUFACTURING From Wikipedia

Lean manufacturing, lean enterprise, or lean production, often simply, "Lean," is a production practice that considers the expenditure of resources for any goal other than the creation of value for the end customer to be wasteful, and thus a target for elimination. Working from the perspective of the customer who consumes a product or service, "value" is defined as any action or process that a customer would be willing to pay for. Essentially, lean is centered on preserving value with less work. Lean manufacturing is a management philosophy derived mostly from the Toyota Production System (TPS) (hence the term Toyotism is also prevalent) and identified as "Lean" only in the 1990s. TPS is renowned for its focus on reduction of the original Toyota seven wastes to improve overall customer value, but there are varying perspectives on how this is best achieved. The steady growth of Toyota, from a small company to the world's largest automaker, has focused attention on how it has achieved this. Lean manufacturing is a variation on the theme of efficiency based on optimizing flow; it is a present-day instance of the recurring theme in human history toward increasing efficiency, decreasing waste, and using empirical methods to decide what matters, rather than uncritically accepting pre-existing ideas. As such, it is a chapter in the larger narrative that also includes such ideas as the folk wisdom of thrift, time and motion study, Taylorism, the Efficiency Movement, and Fordism. Lean manufacturing is often seen as a more refined version of earlier efficiency efforts, building upon the work of earlier leaders such as Taylor or Ford, and learning from their mistakes. However, the modern view takes a more holistic approach where the definition of waste is far more generic. Irregular production with ups and downs in production levels would be considered waste. The goal of Lean then becomes the creation and maintenance of a production system which runs repetitively, day after day, week after week in a manner identical to the previous time period. 2- Retire do texto: (d os respectivos significados) As preposies.

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Verbos.

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Artigos

______________________________________________________________________________________ ______________________________________________________________________________________ 2-Faa um pequeno relato do texto. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Lista com os verbos irregulares mais comuns

INFINITIVE (INFINITIVO) PAST SIMPLE (PRETRITO SIMPLES) arose was/were bore beat became began beheld bent bet bade bid bound bit bled blew broke bred brought broadcast built burnt/burned burst bought cast caught chose clung came cost crept cut dealt dug did drew drank drove ate fell fed felt fought found fled flung flew forbade forgot forgave alfroze got gave went grew PAST PARTICIPLE (PARTICPIO) arisen been born/borne beaten become begun beheld bent bet bidden bid bound bitten bled blown broken bred brought broadcast built burnt/burned burst bought cast caught chosen clung come cost crept cut dealt dug done drawn drunk driven eaten fallen fed felt fought found fled flung flown forbidden forgotten forgiven frozen got/gotten given gone grown TRADUO

to arise to be to bear to beat to become to begin to behold to bend to bet to bid to bid (2) to bind to bite to bleed to blow to break to breed to bring to broadcast to build to burn to burst to buy to cast to catch to choose to cling to come to cost to creep to cut to deal to dig to do to draw to drink to drive to eat to fall to feed to feel to fight to find to flee to fling to fly to forbid to forget to forgive to freeze to get to give to go to grow

surgir, elevar-se ser, estar levar, suportar, dar luz bater, derrotar, pulsar tornar-se comear, principiar ver, observar curvar(se), inclinar apostar ordenar, saudar fazer uma oferta ligar, encadernar, contratar morder, picar sangrar soprar, tocar instrumento a sopro quebrar, interromper criar, educar trazer emitir, radiofonizar construir queimar explodir, irromper comprar arremessar, atirar, calcular agarrar, apanhar escolher aderir, unir-se vir, chegar, aproximar-se, acontecer custar rastejar, arrastar-se cortar negociar, distribuir, tratar cavar fazer, executar, efetuar desenhar, puxar, arrastar beber, embriagar-se guiar, impelir comer cair alimentar (se), suprir sentir lutar, combater achar, encontrar fugir de, escapar arremessar (se), lanchar voar proibir esquecer (se) perdoar gelar, congelar ganhar, obter, conseguir, adquirir dar, conceder ir crescer, cultivar

LISTA DE VERBOS REGULARES

VERBO / PASSADO / PARTICPIO PASSADO / TRADUO

Absorb / Absorbed / Absorbed / Absorver Accept / Accepted / Accepted / Aceitar Accumulate / Accumulated / Accumulated / Acumular Act / Acted / Acted / Encenar Add / Added / Added / Somar Admire / Admired / Admired / Admirar Affect / Affected / Affected / Afetar Agree / Agreed / Agreed / Concordar Allow / Allowed / Allowed / Permitir Announce / Announced / Announced / Anunciar Answer / Answered / Answered / Responder Appear / Appeared / Appeared / Aparecer Approach / Approached / Approached / Aproximar-se Arrive / Arrived / Arrived / Chegar Ask / Asked / Asked / Perguntar Attend / Attended / Attended / Assistir a; freqentar Bang / Banged / Banged / Bater (com fora) Believe (in) / Believed / Believed / Acreditar (em) Belong (to) / Belonged / Belonged / Pertencer (a) Breathe / Breathed / Breathed / Respirar Brush / Brushed / Brushed / Escovar Burn / Burned / Burned / Queimar Call / Called / Called / Chamar; telefonar Capture / Captured / Captured / Capturar Carry / Carried / Carried / Carregar Cash / Cashed / Cashed / Descontar um cheque Cause / Caused / Caused / Causar Change / Changed / Changed / Mudar; trocar Clean / Cleaned / Cleaned / Limpar Clear / Cleared / Cleared / Liberar; clarear; iluminar Close / Closed / Closed / Fechar Complete / Completed Completed / Completar Compose / Composed / Composed / Compor Concern / Concerned / Concerned / Referir-se Consider / Considered / Considered / Considerar Constitute / Constituted / Constituted / Constituir Contain / Contained / Contained / Conter Convince / Convinced / Convinced / Convencer Cook / Cooked / Cooked / Cozinhar Corrupt / Corrupted / Corrupted / Corromper Count / Counted / Counted / Contar Cover / Covered / Covered / Cobrir Cross / Crossed / Crossed / Cruzar; atravessar Cry / Cried / Cried / Chorar; gritar; clamar Dance / Danced / Danced / Danar Decide / Decided / Decided / Decidir Depend (on) / Depended / Depended / Depender (de) Describe / Described / Described / Descrever Deserve / Deserved / Deserved / Merecer Destroy / Destroyed / Destroyed / Destruir Develop / Developed / Developed / Desenvolver Dial / Dialed / Dialed / Discar Die / Died / Died / Morrer Digit / Digited / Digited / Digitar

Disagree / Disagreed / Disagreed / Discordar Disappear / Disappeared / Disappeared / Desaparecer Discover / Discovered / Discovered / Descobrir Distribute / Distributed / Distributed / Distribuir Disturb / Disturbed / Disturbed / Perturbar Dream (about) / Dreamed; Dreamt / Dreamed; Dreamt / Sonhar (a respeito de) Dry / Dried / Dried / Secar Enable / Enabled / Enabled / Capacitar End / Ended / Ended / Terminar Enjoy / Enjoyed / Enjoyed / Divertir-se; apreciar Establish / Established / Established / Estabelecer Exercise / Exercised / Exercised / Exercitar-se Exhaust / Exhausted / Exhausted / Esgotar Experience / Experienced / Experienced / Experimentar Explain / Explained / Explained / Explicar Express / Expressed / Expressed / Expressar; exprimir Fear / Feared / Feared / Temer; recear Fill / Filled / Filled / Encher; preencher Finish / Finished / Finished / Terminar Fix / Fixed / Fixed / Consertar Flap / Flapped / Flapped / Agitar; abanar Float / Floated / Floated / Flutuar Follow / Followed / Followed / Seguir Function / Functioned / Functioned / Funcionar Gossip / Gossiped / Gossiped / Fofocar Governe / Governed / Governed / Governar Guard / Guarded / Guarded / Guardar Guess / Guessed / Guessed / Adivinhar Happen / Happened / Happened / Acontecer Hate / Hated / Hated / Odiar Help / Helped / Helped / Socorrer; ajudar Hitch / Hitched / Hitched / Atrelar Hope / Hoped / Hoped / Ter esperana (em); esperar Hunt / Hunted / Hunted / Caar Improve / Improved / Improved / Progredir; melhorar Include / Included / Included / Incluir Increase / Increased / Increased / Aumentar Insert / Inserted / Inserted / Inserir Insist (on) / Insisted / Insisted / Insistir (em) Inspect / Inspected / Inspected / Inspecionar Intend / Intended / Intended / Pretender; tencionar Intercept / Intercepted / Intercepted Interceptar Interest / Interested / Interested / Interessar-se Interrupt / Interrupted / Interrupted / Interromper Introduce / Introduced / Introduced / Apresentar Invite /Invited / Invited / Convidar Involve / Involved / Involved / Envolver Kill / Killed / Killed / Matar Land / Landed / Landed / Aterrissar Last / Lasted / Lasted / Durar Laugh / Laughed / Laughed / Rir Learn / Learned / Learned / Aprender Like / Liked / Liked / Gostar (de) List / Listed / Listed / Listar

Listen (to) / Listened / Listened / Escutar Live / Lived / Lived / Viver; morar Look / Looked / Looked / Olhar Love / Loved / Loved / Amar Lower / Lowered / Lowered / Baixar Marry / Married / Married / Casar-se (com) Match / Matched / Matched / Combinar; igualar Melt / Melted / Melted / Derreter-se Mention / Mentioned / Mentioned / Mencionar Miss / Missed / Missed / Perder; sentir falta Move / Moved / Moved / Mover-se Need / Needed / Needed / Precisar (de) Notice / Noticed / Noticed / Notar; verificar Obey / Obeyed / Obeyed / Obedecer Occupy / Occupied / Occupied / Ocupar Offend / Offended / Offended / Ofender Offer / Offered / Offered / Oferecer-se Omit /Omitted / Omitted / Omitir Open / Opened / Opened / Abrir; inaugurar Order / Ordered / Ordered / Ordenar Own / Owned / Owned / Possuir Owe / Owed / Owed / Dever Pack / Packed / Packed / Arrumar; fazer as malas Paint / Painted / Painted / Pintar Pick / Picked / Picked / Apanhar (objetos) Plan / Planned / Planned / Planejar Plant / Planted / Planted / Plantar Play / Played / Played / Brincar; jogar; tocar Please / Pleased / Pleased / Satisfazer Point / Pointed / Pointed / Apontar Pray / Prayed / Prayed / Rezar; orar Predict / Predicted / Predicted / Prever Prefer / Preferred / Preferred / Preferir Prepare / Prepared / Prepared / Preparar Present / Presented / Presented / Apresentar Press / Pressed / Pressed / Pressionar Prevent / Prevented / Prevented / Prevenir Produce / Produced / Produced / Produzir Protect / Protected / Protected / Proteger Provide / Provided / Provided / Prover; fornecer Pull / Pulled / Pulled / Puxar Push / Pushed / Pushed / Empurrar Rain / Rained / Rained / Chover Raise / Raised / Raised / Levantar; elevar Reach / Reached / Reached / Alcanar; chegar a Realize / Realized / Realized / Perceber Recognize / Recognized / Recognized / Reconhecer Refer (to) / Referred / Referred / Referir-se (a) Reflect / Reflected / Reflected / Refletir Release / Released / Released / Soltar; libertar Relieve / Relieved / Relieved / Aliviar Remain / Remained / Remained / Permanecer; ficar Remark / Remarked / Remarked / Observar; comentar Remember / Remembered / Remembered / Lembrar-se (de) Remind / Reminded / Reminded / Trazer memria; fazer lembrar Remove / Removed / Removed / Retirar

Repair / Repaired / Repaired / Reparar; consertar Reply / Replied / Replied / Responder Represent / Represented / Represented / Representar Require / Required / Required / Exigir Rest / Rested / Rested / Descansar Result / Resulted /Resulted / Resultar Retire / Retired / Retired / Retirar-se; aposentar-se Return / Returned / Returned / Retornar Rob / Robbed / Robbed / Roubar Save / Saved / Saved / Economizar Search (for) / Searched / Searched / Procurar; buscar Seem / Seemed / Seemed / Parecer Serve / Served / Served / Servir Shave / Shaved / Shaved / Fazer a barba Shorten / Shortened / Shortened / Encurtar Shout / Shouted / Shouted / Gritar Show / Showed / Showed / Mostrar Sign / Signed / Signed / Assinar Ski / Skied / Skied / Esquiar Smile / Smiled / Smiled / Sorrir Smoke / Smoked / Smoked / Fumar Solve / Solved / Solved / Resolver; solucionar Start / Started / Started / Comear; iniciar Stay / Stayed / Stayed / Ficar; permanecer Stimulate / Stimulated / Stimulated / Estimular Stop / Stopped / Stopped / Parar (de) Stress / Stressed / Stressed / Exercer presso sobre; salientar Study/ Studied / Studied / Estudar Subtract / Subtracted / Subtracted / Subtrair Suffer (from) / Suffered / Suffered / Sofrer (de) Suggest / Suggested / Suggested / Sugerir Surprise / Surprised / Surprised / Surpreender Survive / Survived / Survived / Sobreviver Swallow / Swallowed / Swallowed / Engolir Talk / Talked / Talked / Conversar Taste / Tasted / Tasted / Provar Threaten / Threatened / Threatened / Ameaar Tolerate / Tolerated / Tolerated / Tolerar Train / Trained / Trained / Treinar Travel / Traveled; travelled / Traveled; travelled / Viajar Try / Tried / Tried / Tentar Turn (to) / Turned / Turned / Virar; girar; mudar Type / Typed / Typed / Datilografar, digitar Unscramble / Unscrambled / Unscrambed / Decifrar Use / Used / Used / Usar Wait / Waited / Waited / Esperar Walk / Walked / Walked / Andar; caminhar Want / Wanted / Wanted / Querer Warn / Warned / Warned / Advertir; alertar Wash / Washed / Washed / Lavar Watch / Watched / Watched / Observar; assistir Wax / Waxed / Waxed / Encerar Weigh / Weighed / Weighed / Pesar Whisper / Whispered / Whispered / Sussurrar Work / Worked / Worked / Trabalhar; funcionar Worry(about) / Worried / Worried / Preocupar-se (com)

LISTA DOS VERBOS REGULARES MAIS COMUNS (sem traduo) Esta lista fantstica porque traz o verbo no infinitivo na primeira coluna, na segunda coluna ele mostra como fica o verbo nas terceiras pessoas do singular (he, she, it), na coluna seguinte voc pode observar o verbo no passado, em seguida no passado particpio e por fim, o verbo com -ing, que seria nosso gerndio. Have fun!
Base Form TO ADD TO ANSWER TO ARRIVE TO ASK TO BORROW TO CALL FROM TO CANCEL TO CHANGE TO CLOSE TO COMPARE TO CONTINUE TO COOK TO CORRECT TO COUNT TO DANCE TO DECIDE TO DESCRIBE TO EARN TO EMPHASIZE TO ENJOY TO EXPLAIN TO FILL IN TO FINISH TO FIX TO FOLLOW TO HAPPEN TO HELP TO INCLUDE TO INVITE TO JOG TO LEARN TO LIFT TO LIKE TO LISTEN TO TO LIVE TO LOOK TO MARK TO MATCH TO MIND TO MISS TO NEED TO NUMBER TO OCCUR TO OFFER TO OPEN TO PAINT TO PARK TO PLAY TO PRACTICE TO RECEIVE TO RELATE TO REMEMBER Base Form s ADD ( S) ANSWER(S) ARRIVE (S) ASK(s) BORROW(S) CALL (S) CANCEL (S) CHANGE(S) CLOSE (S) COMPARE (S) CONTINUE (S) COOK (S) CORRECT (S) COUNT (S) DANCE (S) DECIDE (S) DESCRIBE (S) EARN (S) EMPHASIZE (S) ENJOY (S) EXPLAIN (S) FILL(S) IN FINISH (ES) FIX (ES) FOLLOW (S) HAPPEN (S) HELP (S) INCLUDE (S) INVITE (S) JOG (S) LEARN (S) LIFT (S) LIKE(S) LISTEN (S) TO LIVE (S) LOOK (S) MARK (S) MATCH (ES) MIND (S) MISS (ES) NEED (S) NUMBER (S) OCCUR (S) OFFER (S) OPEN (S) PAINT (S) PARK (S) PLAY (S) PRACTICE (S) RECEIVE (S) RELATE (S) REMEMBER (S) Simple Past Tense ADDED ANSWERED ARRIVED ASKED BORROWED CALLED CANCELED CHANGED CLOSED COMPARED CONTINUED COOKED CORRECTED COUNTED DANCED DECIDED DESCRIBED ERANED EMPHASIZED ENJOYED EXPLAINED FILLED IN FINISHED FIXED FOLLOWED HAPPENED HELPED INCLUDED INVITED JOGGED LEARNED LIFTED LIKED LISTENED TO LIVED LOOKED MARKED MATCHED MINDED MISSED NEEDED NUMBERED OCCURED OFFERED OPENED PAINTED PARKED PLAYED PRACTICED RECEIVED RELATED REMEMBERED Past Participle ADDED ANSWERED ARRIVED ASKED BORROWED CALLED CANCELED CHANGED CLOSED COMPARED CONTINUED COOKED CORRECTED COUNTED DANCED DECIDED DESCRIBED EARNED EMPHASIZED ENJOYED EXPLAINED FILLED IN FINISHED FIXED FOLLOWED HAPPENED HELPED INCLUDED INVITED JOGGED LEARNED LIFTED LIKED LISTENED TO LIVED LOOKED MARKED MATCHED MINDED MISSED NEEDED NUMBERED OCCURED OFFERED OPENED PAINTED PARKED PLAYED PRACTICED RECEIVED RELATED REMEMBERED ING Form ADDING ANSWERING ARRIVING ASKING BORROWING CALLING CANCELING CHANGING CLOSING COMPARING CONTINUING COOKING CORRECTING COUNTING DANCING DECIDING DESCRIBED EARNING EMPHASIZING ENJOYING EXPLAINING FILLING IN FINISHING FIXING FOLLOWING HAPPENING HELPING INCLUDING INVITING JOGGING LEARNING LIFTING LIKING LISTENING TO LIVING LOOKING MARKING MATCHING MINDING MISSING NEEDING NUMBERING OCCURING OFFERING OPENING PAINTING PARKING PLAYING PRACTICING RECEIVED RELATING REMEMBERING

TO RENT TO REPLACE TO REST TO SAVE TO SIGN TO SMOKE TO SNEEZE TO SPELL TO STAY TO STOP TO STUDY TO SUBSTITUTE TO SUGGEST TO SUPPOSE TO TALK TO TRANSLATE TO TRAVEL TO TREAT TO TRY TO TYPE TO UNSCRAMBLE TO USE TO VISIT TO WAIT TO WALK TO WANT TO WASH TO WATCH TO WORK

RENT (S) REPLACE (S) REST (S) SAVE (S) SIGN (S) SMOKE (S) SNEEZE (S) SPELL (S) STAY (S) STOP (S) STUDY(IES) SUBSTITUTE(S) SUGGEST (S) SUPPOSE (S) TALK (S) TRANSLATE (S) TRAVEL (S) TREAT (S) TRY (IES) TYPE (S) UNSCRAMBLE (S) USE (S) VISIT (S) WAIT (S) WALK (S) WANT (S) WASH (S) WATCH (S) WORK (S)

RENTED REPLACED RESTED SAVED SIGNED SMOKED SNEEZED SPELLED STAYED STOPPED STUDIED SUBSTITUTED SUGGESTED SUPPOSED TALKED TRANSLATED TRAVELED TREATED TRIED TYPED UNSCRAMBLED USED VISITED WAITED WALKED WA NTED WASHED WATCHED WORKED

RENTED REPLACED RESTED SAVED SIGNED SMOKED SNEEZED SPELLED STAYED STOPPED STUDIED SUBSTITUTED SUGGESTED SUPPOSED TALKED TRANSLATED TRAVELED TREATED TRIED TYPED UNSCRAMBLED USED VISITED WAITED WALKED WANTED WASHED WATCHED WORKED

RENTING REPLACING RESTING SAVING SIGNING SMOKING SNEEZING SPELLING STAYING STOPPING STUDYING SUBSTITUTING SUGGESTING SUPPOSING TALKING TRANSLATING TRAVELING TREATING TRYING TYPING UNSCRAMBLING USING VISITING WAITING WALKING WANTING WASHING WATCHING WORKING

Fontes: www.sk.com.br www.wikipedia .com http://www.fundatec.com.br http://www.sp.senai.br http://www.coseac.uff.br