2 Língua Inglesa2

LÍNGUA INGLESA

1. Approaching the text 51.1 Types of Texts 51.2 How to Approach the Text: Strategies 11

2. Working With Pronouns 202.1 Activity: Scanning 202.2 Comprehension Task 222.3 Pronouns 232.4 Relative Clauses 30

3. Taking Tests 343.1 Activities: prediction – scanning – skimming 343.2 Adverbs 363.3 Extension 38

SUMÁRIO DO VOLUME

3Língua Inglesa 3

SUMÁRIO COMPLETO

VOLUME 1

1. Approaching the Text2. Working with Pronouns3. Taking Tests

VOLUME 2

4. Analysing the Test5. Taking Entrance Examination Tests

VOLUME 3

6. Improving Skills7. Improving Skills 2

4 Língua Inglesa4

5Língua Inglesa 5Approaching the text

1. APPROACHING THE TEXT

1.1 Types of Texts

A text is any piece of writing. � is can be a letter, an e-mail, a novel, a poem, a recipe, a note, instructions, an article in a newspaper or magazine, writing on a webpage or an advertisement. All of these are examples of texts. But if we consider both verbal and non-verbal information, we should mention charts, graphs, drawings, cartoons, pictures, or any kind of illustration as examples of text. Para uma melhor compreensão do texto, devemos associar a informação verbal com a não verbal sempre que possível. Devemos também identi� car o purpose do texto, ou seja, a razão pela qual ele foi escrito. Dependendo do purpose of the text, a linguagem e a maneira de passar a mensagem variam.

The purpose of a text can be Text Classifi cation

To persuade you to buy something, as in an advertisement. Persuasive

To inform you about something, as in a news report. Informative

To describe something or someone, as in a novel or description. Descriptive

To instruct you how to do something, as in a manual or recipe. Instructive

1.1.1 Persuasive

A persuasive text is a text that really wants you to do something. An advertisement might persuade you to buy something, or a letter to a friend might persuade him to do or not to do something.

Common Occurrences

• repeated words; • text in capital letter; • exclamation marks; • rhetorial questions (questions which don’t need to be answered); • an emotional one-sided argument; • humor.

1. APPROACHING THE TEXT

READING COMPREHENSION

6 Língua Inglesa6Approaching the text

Observe the following samples and circle the commun occurrences present in them.

Wom

an’s

Day

, 09/

15/1

998

7Língua Inglesa 7Approaching the text

LET’S SING

� is song by U2 can be classi� ed as persuasive text. Find out why and underline the occurrences present in it.

Stuck In A Moment You Can’t Get Out Of

I’m not afraid of anything in this world

� ere’s nothing you can throw at me that I haven’t already heard

I’m just trying to � nd a decent melody

A song that I can sing in my own company

I never thought you were a fool But darling, look at you, oh

You gotta stand up straight, carry your own weight

� ese tears are going nowhere, baby

You’ve got to get yourself together

You’ve got stuck in a moment and now you can’t get out of it

Don’t say that later will be better

now you’re stuck in a moment and you can’t get out of it

I will not forsake the colours that you bring

But the nights you � lled with � reworks, they left you with nothing

I am still enchanted by the light you brought to me

I still listen though your ears and through your eyes I can see

And you are such a fool to worry like you do

I know it’s tough and you can never get enough

Of what you don’t really need now... my oh my

You’ve got to get yourself together

You’ve got stuck in a moment and now you can’t get out of it

Oh love, look at you now You’ve got yourself

Stuck in a moment And you can’t get out of it

I was unconscious, half asleep

� e water is warm till you discover how deep

I wasn’t jumping, for me it was a fall

It’s a long way down to nothing at all

chorus1

And if the night runs over, and if the day won’t last

And if your way should falter along the stony pass

And if the night runs over, and if the day won’t last

And if your way should falter along the stony pass

It’s just a moment, this time will pass.

now you’re stuck in a moment and you can’t get out of it

I will not forsake the colours that you bring

But the nights you � lled with � reworks, they left you with nothing

I am still enchanted by the light you brought to me

I still listen though your ears and through your eyes I can see

And you are such a fool to worry like you do

I know it’s tough and you can never get enough

Of what you don’t really need now... my oh my

You’ve got stuck in a moment and now you can’t get out of it

Oh love, look at you now You’ve got yourself

Stuck in a moment And you can’t get out of it

� e water is warm till you discover how deep

And if the night runs over, and if the day won’t last

And if your way should falter along the stony pass

And if the night runs over, and if the day won’t last

And if your way should falter along the stony pass

And you are such a fool to worry like you do

I know it’s tough and you can never get enough

Of what you don’t really need now... my oh my

You’ve got stuck in a moment and now you can’t get out of it

Stuck in a moment And you can’t get out of it

Tom :EE G#m A G#m

B C#m A E E G#m A G#m

B C#m A E C#m B C#m B

C#m B C#m B

E G#m A G#mB C#m A E

E G#m A G#mB C#m A E

E G#m A G#m B C#m A E

E G#m A G#m B C#m A E

C#m B C#m B C#m B C#m B

E G#m A G#m B C#m A E

E G#m A G#m B C#m A E

F#m A E F#m A B

8 Língua Inglesa8Approaching the text

1.1.2 Informative

An informative text is a text that intends to advise or tell you about something. A magazine or newspaper article might give you information about a scienti� c issue like a new vaccine. A website might give you information about a movie, a band, a work of art or something of interest.

Common Occurrences

• repetion is avoided; • facts are present; • information given in a clear way.

Sample Write down the purpose for the example below: inform or advise?

Col

umbi

a E

ncyc

lope

dia,

Six

th E

ditio

n,B

artle

by.c

om -

Acc

ess

on: 2

0 O

ct. 2

009.

- R

ober

t Fro

st c

olle

ctio

n

ROBERT FROST, (1874 –1963), American poet, born in San Francisco. Perhaps the most popular and beloved of 20th-century American poets, Frost wrote of the character, people, and landscape of New England. In 1912 he went to England, where he received his � rst acclaim as a poet. After the publication of A Boy’s Will (1913) and North of Boston (1914), he returned to the United States, settling on a farm near Franconia, N.H. Frost taught and lectured at several universities, including Amherst, Harvard, and the University of Michigan.

1.1.3 Descriptive

A descriptive text wants you to picture, imagine what they are describing. A novel might make you imagine the characters and see them in your mind. A critic review might describe a painting, a book or � lm, or even the artist’s style to make you see what is being described.

Common Occurrences

• adjectives and adverbs largely used; • comparisons to help picture something; • use of sense verbs: how it feels, smells, looks, sounds and tastes.

9Língua Inglesa 9Approaching the text

Sample Underline in the samples below, the characteristics for descriptive texts.

Still Life with Crab Apples and Grapes comes from the � rst half of Decker’s career, when his style was crisp and hard-edged and his colors were forceful. Each spherical shape of apple or grape shines, spotlighted against a dark background. While the grapes he depicts are robust, virtually perfect specimens of cultivated fruit, the crab apples are varicolored, poked, and pockmarked, and one is even roughly cut open. (...) D

ecke

r, Jo

seph

(185

3–19

24).

Stil

l Life

with

Cra

b A

pple

s an

d G

rape

s, 1

888

1.1.4 Instructive

An instructive text is meant to instruct or tell you how to do something. A recipe instructs you on how to cook something. A lea� et or manual tells you how to do things.

Common Occurrences

• written as though the reader is being spoken to; • the word you is not usually used; • language is direct and unnecessary words are left out; • often use must and must not; • sometimes use diagrams of pictures to help understanding.

Available at: <www.bbc.co.uk/silkwise>. (Adapted) Access on: 20 Oct. 2009.

Sample Underline in the sample below, the characteristics for instructive texts.

Helping vocabulary

template = n/(c) moldesturdy = adj: robustodough = n(u) massapansies = n(c) � ores

10 Língua Inglesa10Check Your Comprehension

CHECK YOUR COMPREHENSION

1 Observe os textos a seguir e classifi que-os de acordo com o que você compreendeu. Justifi que a sua resposta.

Texto I

Only an hour or so had passed before a tremendous roar shook the ground. At that very moment, a strange grey creature materialized before our eyes. It resembled a lizard in shape. It was about ten feet high at the shoulders and at least fi fty feet long.

Classifi cação: ___________________________________________________________

Texto III

Classifi cação: _________________________________________________________

Texto IV

Classifi cação: __________________________________________________________

Texto II

Wilderness Canoe Trips

The best way to experience the wilds of Maine is to take a canoe trip down one of our many rivers. Maine Wilderness Tours offers some of the State’s premier canoe/kayak trips. Custom trips can be arranged too!

Costs • 3-day, 2-night - $325 per person • 4-day, 3-night with hike up Bigelow Mt. – $410 per person

Classifi cação: __________________________________________________________

11Língua Inglesa 11Check Your Comprehension

1.2 How to Approach the Text: Strategies

Quando lemos, uma das maiores di� culdades que temos para compreender bem um texto é o vocabulário. Até mesmo em nossa língua-mãe, às vezes, lemos textos e não sabemos o signi� cado de muitas das palavras ali apresentadas. O que fazer nessas circunstâncias? Decorar listas de vocabulário para compensar a falta de conhecimento de algumas palavras, ou há estratégias que compensam essa di� culdade? A abordagem linguística feita nas provas de vestibular é contextualizada, ou seja, o que vale é o signi� cado da palavra naquele dado contexto, e não isoladamente. Além disso, universidades, como a UNICAMP, por exemplo, valorizam e exploram a inferência e a atribuição de signi� cados, que é o oposto do proporcionado pelas listas de vocabulário. Assim, trazemos aqui algumas sugestões – estratégias que auxiliam na abordagem do texto.a) Observe o formato e a disposição visual deste texto.

LAZY JANELazylazylazylazylazylazy

Jane,she

wantsa

drinkof

watersoshe

waitsand

waitsand

waitsand

waitsand

waitsforitto

rain.

Nesse exemplo, as palavras caem como gotas de chuva, na boca de Jane. Lazy Jane is thirsty so she waits for the rain... . O formato do texto em si complementa e explica a ideia do poema.

b) Grá� cos, tabelas, números e datas. Podemos buscar diretamente nos grá� cos e tabelas os números e/ou a informação pedidos na questão, sem a necessidade de leitura integral do texto.

c) O tipo de letra usado (negrito, itálico, letra MAIÚSCULA/minúscula, etc.). Sabemos que nomes próprios são introduzidos por letras maiúsculas, e que palavras negritadas e/ou em itálico trazem informação especí� ca, como nomes de lugares, de � lmes, etc.

Silb

erst

ein.

S. W

here

the

side

wal

k en

ds. H

arpe

r & R

ow P

ublis

hers

. New

Yor

k, 1

974

12 Língua Inglesa12Check Your Comprehension

d) Veri� que se há palavras parecidas com as de língua portuguesa: essas palavras são os cognatos.

la di� erence zone credit paper author

e) Cuidado com aquelas palavras que se parecem com as de lingua portuguesa, mas cujo signi� cado é diferente: esses são os falsos cognatos.

Actually parents exit eventually

f ) Observe se há palavras repetidas. Muitas se repetem.g) Para conhecer a ideia principal do texto, scan o título, o subtítulo, ou o primeiro parágrafo. h) Finalmente, busque informações de onde o texto foi retirado, data, quem o escreveu e observe qualquer � gura ou ilustração vinculados (se for o caso). Todas essas dicas podem ajudá-lo você, fornecendo pistas, tais como fonte do texto, tipo (publicitário, pessoal, literário, cientí� co, etc.), a que público se dirige (isto é, para quem o texto foi prioritariamente escrito), e até mesmo qual a ideia principal ou o assunto tratado, pois essas são, basicamente, as perguntas apresentadas nas provas de vestibulares das universidades.

1.2.1 Reading Techniques

Todo texto é uma fonte de informação, um exemplo de possibilidade de trabalho com a linguagem.Como já vimos, há diferentes tipos de textos, como, por exemplo, os longos, os curtos, os visuais, com linguagem não verbal, os grá� cos, os informativos, os narrativos, os expositivos, os literários, os cientí� cos e os publicitários. Cometeríamos um grande equívoco se abordássemos esses diferentes tipos de textos da mesma maneira. Assim, é imprescindível que utilizemos as especí� cas técnicas de leitura, que viabilizam nosso trabalho correto de compreensão, de interpretação e de inferência. Qualquer que seja o tipo de texto a ser trabalhado, certamente uma técnica (ou mais) das que são apresentadas a seguir é utilizada, para que haja uma abordagem e� ciente.

Skimming: uma rápida olhada no texto, ou em partes especí� cas, como título, subtítulo, as duas primeiras linhas de cada parágrafo, para colocar-se a par do assunto tratado.

Scanning: uma passagem rápida pelo texto para encontrar informação especí� ca, como nomes próprios, datas, números, etc.

Prediction ou predição: consiste em fazer uma previsão quanto ao assunto do texto, a partir do título, ou de outra fonte de informação dada no contexto. É inferir sobre o tema a ser lido.

Leitura para detalhes: uma vez localizada a informação que buscamos, fazemos uma leitura detalhada daquela circunferência a que o assunto se refere.

Inferência: é a leitura nas entrelinhas, é interpretar sem modi� car a ideia do texto, sem acrescentar nem omitir informações.

Fazemos também o trabalho de inferência de signi� cado de vocabulário, quando não conhecemos a palavras.

13Língua Inglesa 13Check Your Comprehension

CHECK YOUR COMPREHENSION

2 Para cada um dos textos a seguir, responda às seguintes questões:

a) Qual a classifi cação do texto apresentado? b) De que fonte foi retirado? c) A quem é direcionado? d) Quais técnicas de leitura você utilizou? e) De que assunto ele trata? f) Há cognates/false cognates?

ROAD NOT TAKEN, THEby Robert Lee Frost

Two roads diverged in a yellow wood,And sorry l could not travel bothAnd be one traveler, long l stoodAnd looked down one as far as l couldTo where it bent in the undergrowth;

Then took the other, as just as fairAnd having perhaps the better claim,Because it was grassy and wanted wear:Though as for that, the passing thereHad worn them really about the same,

And both thar morning equally layIn leaves no step had trodden blackOh, l kept the first for another day!Yet knowing how way leads on to way.I doubted if l should ever come back.

I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and ll took the one less traveled by,And that has made all the difference

Poetry archives.com

HOW TO KEEP FROM GETTING HACKED

If you’re connected to the Internet,you’re culnerable to intruders. But there

are ways to keep your data safe.

1

2

3

4

5

6

7

8

9

10

Use antivirus softwareand update it often toleep destructive programs off yourcomputer

Don’t allow onlinemerchants to store yourcredit-card informationfor future purchases

Use a hard-to-guesspassword that containsa mix of nunbers andletters, and change itfrequently

Use different passwords for different Web sitesand apllications to keep hackersguessing

Use the most up-to-dateversion of your Web browser, e-mail software and other programs

Send credit-card numbersonly to secure sites; lookfor a padlock or key iconat the bottom of the browser

Confirm the site you’redoing business with. Watchyour typing; it’s amazon.com, not amozon.com.

Use a security programthat gives you control over‘cookies’ that sendinformation back toweb sites

Install firewall software toscreen traffic if you useDSL or a cable modemto connect to the Net

Don’t open e-mailattachments unlessyou know the sourceof the incomingmessage

Newsweek, 2000

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Texto I Texto II

14 Língua Inglesa14Check Your Comprehension

NUTRITIONThe Skinny on World Health

A U.N. report shows that about 50 percent of the world’spopulation is malnouished, Of those, half are too fat and

half too thin.

% of underweight children% of underweight adults

U.N. specialistsoften use theproportion ofunderweightchildren as abarometer for acountry’s overallrate of hunger.

Not surprisingly American adultsare the fattest.

Bangladesh56%

Indía53%

Ethiopia48%

Vietnam40%

Nigeria39%

Russia54%

Britain51%

Germany50%

Colombia43%

Brazil31%

Indonesia34%Newsweek

February 21, 2000

United States55%

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Texto III

Texto IV

Newsweek

Womansday

15Língua Inglesa 15Check Your Comprehension

__________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Texto V

Texto VI

Texto VII

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