columbiahelpwanted

2
Língua Inglesa
SUMÁRIO
DO
VOLUME
LÍNGUA INGLESA
1. Approaching the text
1.1 Types of Texts
1.2 How to Approach the Text: Strategies
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5
11
2. Working With Pronouns
2.1 Activity: Scanning
2.2 Comprehension Task
2.3 Pronouns
2.4 Relative Clauses
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20
22
23
30
3. Taking Tests
3.1 Activities: prediction – scanning – skimming
3.2 Adverbs
3.3 Extension
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Língua Inglesa
SUMÁRIO COMPLETO
VOLUME 1
1. Approaching the Text
2. Working with Pronouns
3. Taking Tests
VOLUME 2
4. Analysing the Test
5. Taking Entrance Examination Tests
VOLUME 3
6. Improving Skills
7. Improving Skills 2
3
4
Língua Inglesa
5
Língua Inglesa
Approaching the text
READING COMPREHENSION
1. APPROACHING
THE TEXT
1.1 Types of Texts
A text is any piece of writing. This 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 identificar 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
To persuade you to buy something, as in an advertisement.
Text Classification
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.
Língua Inglesa
Approaching the text
Observe the following samples and circle the commun occurrences present in them.
Woman’s Day, 09/15/1998
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7
Língua Inglesa
Approaching the text
LET’S SING
This song by U2 can be classified 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
There’s nothing you can throw at me that I haven’t already heard
I’m just trying to find 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
These 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 filled with fireworks, 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
The 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.
Tom :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
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
AE
F#m
AB
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Língua Inglesa
Approaching 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 scientific 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.
Write down the purpose for the example below: inform or advise?
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
first 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.
Columbia Encyclopedia, Sixth Edition,Bartleby.com Access on: 20 Oct. 2009. - Robert Frost collection
Sample
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
film, 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.
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Língua Inglesa
Approaching the text
Underline in the samples below, the characteristics for descriptive texts.
Decker, Joseph (1853–1924). Still Life with Crab Apples and
Grapes, 1888
Sample
Still Life with Crab Apples
and Grapes comes from the first
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. (...)
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 leaflet 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.
Sample
Available at: <www.bbc.co.uk/silkwise>. (Adapted) Access on: 20 Oct. 2009.
Underline in the sample below, the characteristics for instructive texts.
Helping vocabulary
template = n/(c) molde
sturdy = adj: robusto
dough = n(u) massa
pansies = n(c) flores
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Língua Inglesa
Check Your Comprehension
CHECK YOUR COMPREHENSION
1
Observe os textos a seguir e classifique-os de acordo com o que você compreendeu. Justifique a sua
resposta.
Texto I
Texto II
Wilderness Canoe Trips
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 fifty feet long.
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_
Classificação:
Texto III
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
Classificação: _______________________
__________________________________
_
Texto IV
Classificação: _______________________
__________________________________
Classificação: _______________________
__________________________________
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Língua Inglesa
Check Your Comprehension
1.2 How to Approach the Text: Strategies
Q
LAZY JANE
Lazy
lazy
lazy
lazy
lazy
lazy
Jane,
she
wants
a
drink
of
water
so
she
waits
and
waits
and
waits
and
waits
and
waits
for
it
to
rain.
Silberstein. S. Where the sidewalk ends. Harper & Row Publishers. New York, 1974
uando lemos, uma das maiores dificuldades que temos para compreender bem um texto é o vocabulário.
Até mesmo em nossa língua-mãe, às vezes, lemos textos e não sabemos o significado 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 dificuldade?
A abordagem linguística feita nas provas de vestibular é contextualizada, ou seja, o que vale é o
significado 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 significados, 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.
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) Gráficos, tabelas, números e datas.
Podemos buscar diretamente nos gráficos 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 específica, como nomes de lugares, de filmes, etc.
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Língua Inglesa
Check Your Comprehension
d) Verifique se há palavras parecidas com as de língua portuguesa: essas palavras são os cognatos.
la difference
zone
credit
paper
author
e) Cuidado com aquelas palavras que se parecem com as de lingua portuguesa, mas cujo significado 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
figura 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, científico, 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 gráficos, os informativos, os narrativos, os expositivos, os literários, os
científicos e os publicitários.
Cometeríamos um grande equívoco se abordássemos esses diferentes tipos de textos da mesma
maneira.
Assim, é imprescindível que utilizemos as específicas 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 eficiente.
Skimming: uma rápida olhada no texto, ou em partes específicas, 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 específica, 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 modificar a ideia do texto, sem acrescentar nem
omitir informações.
Fazemos também o trabalho de inferência de significado de vocabulário, quando não conhecemos a
palavras.
Língua Inglesa
Check Your Comprehension
CHECK YOUR COMPREHENSION
2
Para cada um dos textos a seguir, responda às seguintes questões:
a) Qual a classificação 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?
Texto I
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.
antivirus software
1 Use
and update it often to
credit-card numbers
6 Send
only to secure sites; look
2
Don’t allow online
merchants to store your
credit-card information
for future purchases
7
3
Use a hard-to-guess
password that contains
a mix of nunbers and
letters, and change it
frequently
a security program
8 Use
that gives you control over
leep destructive
programs off your
computer
for a padlock or key icon
at the bottom of the browser
Confirm the site you’re
doing business with. Watch
your typing; it’s amazon.com,
not amozon.com.
‘cookies’ that send
information back to
web sites
firewall software to
different passwords
9 Install
screen traffic if you use
4 Use
for different Web sites
DSL or a cable modem
and apllications to
keep hackers
guessing
5
Use the most up-to-date
version of your Web
browser, e-mail software
and other programs
to connect to the Net
open e-mail
10 Don’t
attachments unless
you know the source
of the incoming
message
Newsweek, 2000
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Texto II
ROAD NOT TAKEN, THE
by Robert Lee Frost
Two roads diverged in a yellow wood,
And sorry l could not travel both
And be one traveler, long l stood
And looked down one as far as l could
To where it bent in the undergrowth;
Then took the other, as just as fair
And having perhaps the better claim,
Because it was grassy and wanted wear:
Though as for that, the passing there
Had worn them really about the same,
And both thar morning equally lay
In leaves no step had trodden black
Oh, 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 sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and l
l took the one less traveled by,
And that has made all the difference
Poetry archives.com
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Língua Inglesa
Check Your Comprehension
Texto III
NUTRITION
The Skinny on World Health
A U.N. report shows that about 50 percent of the world’s
population is malnouished, Of those, half are too fat and
half too thin.
% of underweight adults
Not surprisingly American adults
% of underweight children
U.N. specialists
often use the
Bangladesh
proportion of
56%
underweight
children as a
Indía
barometer for a
53%
country’s overall
rate of hunger.
Ethiopia
48%
Vietnam
40%
Nigeria
39%
Newsweek
February 21, 2000
Indonesia
34%
are the fattest.
United States
55%
Russia
54%
Britain
51%
Germany
50%
Colombia
43%
Brazil
31%
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Newsweek
Texto IV
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Womansday
Língua Inglesa
Check Your Comprehension
Texto V
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Texto VII
Texto VI
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