Inglês edição 6° para estudos, Manuais, Projetos, Pesquisas de Literatura Inglesa

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Volume 06

LÍNGUA

INGLESA

Coleção Estudo

Sumário - Língua Inglesa

Frente A

21

3 Reported Speech Autor: Bruno Porcaro

22

13 Phrasal Verbs and False Cognates Autor: Bruno Porcaro

23

27 Causative Verbs and Use of Gerund and Infinitive Autor: Bruno Porcaro

24

37 Special Difficulties Autor: Bruno Porcaro

Coleção Estudo

Frente A Módulo 21

CHECK IT OUTC

Há uma situação específica na utilização do Reported Speech em que não é necessário mudar o tempo verbal da frase que está no discurso direto quando nos reportamos a ela utilizando discurso indireto. Isso ocorre quando o que o falante diz é uma verdade universal, algo que não mudará. Veja o exemplo a seguir.

Exemplo :

- Gagarin: “The Earth is blue.” _(Direct Speech)

• Gagarin said that the Earth_ is blue. (Indirect Speech)

CONSOLIDATION I

01. CHANGE the following sentences to Indirect Speech.

A) He said, “I will be here at noon.” He said that he would be there at noon.

B) Mary said, “The train will probably arrive on time.”

---

C) He said, “I have to finish this report by five o’clock.”

---

D) The doctor said, “Mr. Smith will improve quickly.”

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E) William said, “I am leaving in the morning.”

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Reported Speech: questions and

exclamations in Indirect Speech

- Wh-questions e sentenças exclamativas:

Exemplos :

• Discurso direto: John asked, “ Where does Mark live? ”
• Discurso indireto: John asked where Mark lived.
• Discurso direto: She remarked, “ What a beautiful house !”
• Discurso indireto: She remarked what a beautiful house it was. - Yes-no questions e perguntas alternativas:

Exemplos:

• Discurso direto: John asked, “ Does Mark live here ?”
• Discurso indireto: John asked if / whether Mark lived there.
• Discurso direto: I asked her, “ Are you full-time or just part-time ?”
• Discurso indireto: I asked her if / whether she was full-time or just part-time.

CONSOLIDATION II

01. CHANGE the following sentences to Indirect Speech. A) I asked the clerk, “How much does this cost?” _________________________________________ B) Mr. Smith asked me, “Where are you going?” _________________________________________ C) Mary asked, “Are you going to eat in the cafeteria?” _________________________________________ D) John asked, “Did you mail the letter for me?” _________________________________________

Reported Speech: request,

advice, order

Faz-se o discurso indireto do imperativo com o verbo no infinitivo (com to , para a forma positiva, e not to , para a negativa). Os verbos podem ser:

Verbos

tell / order (dizer, ordenar)

request (pedir)

ask (pedir)

beg (implorar)

advise (aconselhar)

warn (advertir)

Exemplos :

• Discurso direto: John requested his son, “ Drive the car.”
• Discurso indireto: John requested his son to drive the car.
• Discurso direto: John said to his son, “ Don’t close the window!”
• Discurso indireto: John told / asked his son not to close the window.

LÍNGUA INGLESA

Editora Bernoulli

Reported Speech

CHECK IT OUTC

Say versus tell Os verbos say e tell têm funções diferentes em Reported Speech.

1. Tell foca o conteúdo da mensagem transmitida, enquanto say especifica mais as palavras que alguém falou. Exemplo:

• She told him they were going on holiday.
• She said , "we are going on holiday".

2. Say pode introduzir discurso direto e discurso indireto, mas tell, normalmente, só é usado em discurso indireto. Exemplo:

• Tim said : “I’m not paying $50 for that.”
• Tim told : “I’m not paying $50 for that.”

3. Say e tell exigem complementos diferentes. Say tem como complementos um object pronoun ou um substantivo antecedidos por to , sendo estes opcionais, e um objeto (que é a sentença reportada). Já tell, normalmente, exige um object pronoun , ou um substantivo, sem to , e um objeto direto (a sentença reportada). Exemplo:

• She said (to me) she didn’t know anything about it.
• She told me she didn’t know anything about it.

CONSOLIDATION III

01. CHANGE the following sentences to Indirect Speech.

A) “Don’t smoke while you’re here.” She asked me _____________________________ B) “Open your mouth.” The dentist asked me _______________________ C) “Don’t worry about me.” He told him _______________________________ D) “Please turn off the lights before you leave.” He asked us ______________________________

PROPOSED EXERCISES

01. (FMU-SP) A forma CORRETA de linguagem indireta da sentença They said to John, “Do you think you lead a good life here? ” corresponde a: _They ___________ him if he ____________ he ________ a good life ______________. A) asked - thought - led - there B) told - thought - leads - here C) said - thinks - leads - there D) ask - thought - lead - here E) asked - thinks - led - there 02. (UFOP-MG) Give the Indirect Speech transformation: He said, “Yes, I believe in fortune-tellers, especially after what happened today.” A) He said that he believed in fortune-tellers, especially after what had happened that day. B) He said he believed in fortune-tellers, especially after what happened that day. C) He said that he believed in fortune-tellers, especially after what had happened today. D) He said that he believed in fortune-tellers, especially after what happened today. E) He said that he believed in fortune-tellers, especially after what has happened this day. 03. (UFU-MG) The Indirect Speech transformation of “I will come and see you tonight” is: A) Harry said he would have come and see us tonight. B) Harry said he will come and see us tonight. C) Harry said he came and saw us tonight. D) Harry said he would come and see us tonight. E) Harry says he comes and sees us tonight. 04. (FCMSC-SP) He said, “Where does she live? ”. No discurso indireto, teremos: A) He said where does she live. B) He asked where she lived. C) He asked where does she live. D) He said where she lives. 05. (PUC-Campinas-SP) Qual destas frases está CORRETA? John said to Mary: “Will you bring me the books? ” A) John said to Mary if she will bring her the books. B) John told Mary that she would bring him the books. C) John asked Mary if she would bring him the books. D) John said to Mary that he would bring her the books. 06. (UnB-DF) Can you tell me A) where the library is? B) where is the library? C) where do the library is? D) where was the library? 07. (Cesgranrio) The wolf asked where her grandmother lived [...] A forma direta é: A) Where does your grandmother live? B) Where does her grandmother live? C) Where will your grandmother live? D) Where did her grandmother live? E) Where did your grandmother live? 08. (ITA-SP) I told him _____________ about what had happened. A) not to have worried B) not to worry C) didn’t worry D) don’t worry

LÍNGUA INGLESA

Editora Bernoulli

Reported Speech

02. Which of the following expressions is a synonym for “aimlessly” on the second line of the text? A) with less objective B) with no special purpose C) short in time D) with minor interest E) out of thoughts

TEXT II

UFOP-MG–

Teens’ online safety improved by education, research shows New research shows that teens’ online safety is improved by education. Researchers from the University at Buffalo and University of Maryland surveyed 285 preteens and early teenagers, both male and female, to determine 05 how important they thought it was to protect their privacy online and whether those beliefs affected what actions they took to protect that privacy. Students were asked whether they protected their personal information on the Internet, whether they 10 opened e-mails from unknown senders, and whether they downloaded files from unknown people or websites. The researchers found that preteens and early teenagers who were educated on the importance of Internet privacy through school, parents, or the media were more likely 15 to practice online safety than those who weren’t. Among teachers, peers, and parents, parents were the most influential in delivering that education, according to respondents. A surprising result of the study was that experiencing 20 a privacy breach online didn’t cause teens to improve their online safety practices, according to one of the researchers, H.R. Rao, professor of management science and systems in Buffalo’s School of Management. “Students who experience Internet privacy breaches 25 or computer security problems show less protective behavior on the Internet,” said Rao. “This increases the chances that they will be victims again in the future.” The study also showed that girls tend to practice more protective behavior on the Web than boys. The 30 researchers said they believe this is because girls consider online privacy more important than boys do. The study was supported by a National Science Foundation grant. SCHARFHAUSER, Dian. Available at: <http://www.thejournal. com/articles/23646>. Accessed: March 12, 2009.

01. To protect your privacy on the Internet, you should A) o p e n e - m a i l s f r o m u n k n o w n s e n d e r s a n d advertisements. B) know the source of the e-mails and files you receive. C) avoid antivirus protection and safety instructions. D) download any kind of files and general pictures. 02. In terms of Internet privacy education, the research shows that students are more likely to be influenced by their A) teachers. C) parents. B) brothers. D) peers. 03. Mark the option that is NOT correct in terms of grammatical and meaning construction. A) Research on education shows signs of improvement on teens’ online safety. B) Online safety of teens was shown improvement by education of research. C) According to specific research, teens’ online safety is improved by education. D) Research shows that teens’ online safety has been improved by education. 04. “Researchers from the University at Buffalo and University of Maryland surveyed 285 preteens and early teenagers […]” (lines 2-4). The word underlined in the sentence above means A) interviewed. C) mentioned. B) pointed. D) looked at. 05. Mark each statement with T (True) or F (False). ( ) Students who have experienced safety problems on the Internet are now more worried about online protection. ( ) Researchers found out that preteens and early teenagers who have received information on the importance of Internet privacy are more concerned with online safety practices. ( ) Girls are less likely to protect themselves on the Internet than boys are. The CORRECT sequence is: A) T – F – F C) F – T – F B) T – F – T D) T – T – F 06. The research shows that educated students tend to A) open e-mails from known senders, protect their personal information on the Internet and download files from strangers as well as unknown websites. B) download files from people and websites they know, open e-mails from known senders and protect their personal information on the Internet. C) protect their personal information on the Internet, download files from unknown people or websites and open e-mails from unknown senders. D) run risks on the Internet, only download files from family members and open e-mails from friends.

Coleção Estudo

Frente A Módulo 21

TEXT III

Unimontes-MG–

Skinny Barbie blamed over eating disorders

SXC

Barbie dolls may contribute to eating disorders in adolescence, according to new research. The study found that the Barbie dolls, which are far thinner than traditional shapes, particularly at the waist, make girls want to be unrealistically slim when they grow up. The researchers from two British universities claim Barbie dolls could promote girls’ insecurity about their image, which in turn may contribute indirectly to insecurity and eating disorders later in life. “These ultra-thin images not only lowered young girls’ body esteem but also decreased their satisfaction with their actual body size, making them desire a thinner body.” Dr. Margaret Ashwell, science consultant and former director of the British Nutrition Foundation, said: “These results are very important and show that children can be influenced at a very early age. We need to be aware of that and take the appropriate action. ” The researchers say their findings suggest schools should educate the youngest children, as well as adolescents, about the risks of being too worried about having an “ideally” thin body shape. “Such programmes need to make girls aware that the thin beauty ideal is unattainable and unhealthy”, adds the study. In the study, reported in the journal Developmental Psychology , the researchers from Sussex and the University of the West of England looked at the effects of images of two dolls on almost 200 primary school-age girls aged five to eight. They were shown images of different figures, including Barbie and Emme, a new American doll whose body proportions represent a larger body shape. After they had been shown the images, the girls were asked to pick figures that represented their actual body shape, the body shape they ideally desired and their ideal body shape as an adult woman. The difference between the shape girls thought they had and the shape they wanted was then analysed. The results showed that girls aged five to six were more

dissatisfied with their shape and wanted more extreme thinness after seeing Barbie doll images than after seeing other pictures. For those aged six to seven the negative effects were even stronger. A spokesman for Mattel, which manufactures Barbie, said: “Barbie allows girls to dream that they can be anything they want to be when they grow up. Barbie is not modelled in human scale and we will continue to talk to girls and mums and monitor their opinions.” SPEAK UP. São Paulo: Editora Peixes, ano XIX, n. 234, Nov. 2006, p. 45. (Adapted).

01. O objetivo principal desse texto é A) mostrar como a Barbie pode ser prejudicial às meninas. B) expor as causas dos distúrbios alimentares que afetam as garotas. C) alertar para o consumismo que se inicia ainda na infância. D) avaliar até que ponto a Barbie influencia positivamente as meninas. 02. O texto mostra que há uma preocupação no sentido de A) a boneca ser criada num modelo que não explore a forma física, o que ocorre com relação a outras bonecas. B) as escolas instruírem as garotas sobre o perigo que está por trás da tentativa do corpo ideal. C) a boneca ser feita com mais segurança, considerando que é usada por crianças pequenas. D) as mães pararem de alimentar nas filhas a expectativa de que terão um corpo como o da Barbie. 03. O texto revela que a boneca Barbie A) tem induzido as adolescentes a questionarem o atual padrão de beleza, o qual escraviza a mulher. B) tem interferido negativamente no comportamento das garotas, quando o assunto é a aparência. C) tem reforçado o que a mídia prioriza: um corpo escultural. D) tem disseminado o preconceito ao enfatizar a já existente aversão às bonecas mais rechonchudas. 04. Mattel, a fabricante da Barbie, A) abre espaço para a criação de bonecas Barbie menos magras. B) assegura que as garotas poderão ter um corpo como o da Barbie, se assim o desejarem. C) explora o sonho das garotas, fazendo-as crer que são tão perfeitas quanto a Barbie. D) diz que essa boneca dá às garotas a possibilidade de idealizarem o seu futuro. 05. “We need to be aware of that and take the appropriate action.” A expressão of that , em destaque acima, faz menção, de acordo com o contexto, A) às vantagens da alimentação saudável para o corpo. B) aos resultados da ação dos nutricionistas. C) aos efeitos obtidos com a intervenção das escolas. D) à influência da Barbie sobre as garotas.

Coleção Estudo

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06. The word congratulations is used to A) blame the teacher for the way learning is treated at school. B) c o n g ra t u l a t e t h e t ea c h er fo r t h e s t u d en t s ’ achievements. C) disapprove the way the teacher manipulates the system. D) encourage the teacher to keep teaching the way he / she does. 07. Consider the following cartoon:

Cartoon B

Available at: <http://www.insidehighered.com/views/tm/prof_ momedited_jpg>. Accessed: Apr. 14, 2010.

Cartoon B is related to Cartoon A in the sense that both A) condemn teachers’ choices. B) enrich teachers’ social roles. C) illustrate teaching methods. D) satirize teaching rewards.

Text III WHY IN THE WORLD AM I WAITING IN THE POURING RAIN FOR THE SCHOOL BUS TO TAKE ME SOMEWHERE I DON`T EVEN WANT TO GO?

I GO TO SCHOOL, BUT I NEVER LEARN WHAT I WANT TO KNOW.

Available at: <http://www.gocomics.com/ calvinandhobbes/-2009/12/04/>. Accessed: Apr. 12, 2010.

08. A problem commonly related to school and illustrated by the cartoon is the A) lack of real-life related studies. B) scarce means of transportation. C) students’ fear of going to school. D) teens’ need of independence.

ENEM EXERCISES

Texto para as questões 01 e 02

Kids

Reprodução Theatrical release poster Directed by Larry Clark

Produced by

Christine Vachon Gus Van Sant Cathy Konrad Cary Woods Written by Harmony Korine

Starring

Leo Fitzpatrick Justin Pierce Chloë Sevigny Rosario Dawson Music by Lou Barlow Cinematography Eric Edwards Editing by Christopher Tellefsen Distributed by Lionsgate Release date(s) July 28, 1995 Running time 91 minutes Country United States Language English Budget $1.5 million Gross revenue $20,000,

LÍNGUA INGLESA

Editora Bernoulli

Reported Speech

Kids is a 1995 American drama film written by Harmony Korine and directed by Larry Clark. The film features Chloё Sevigny, Leo Fitzpatrick, Justin Pierce, and Rosario Dawson, all of them in their debut performances. The film is centered on a day in the life of a group of sexually active teenagers in New York City and their unrestrained behavior towards sex and substance abuse (alcohol and illegal drugs) during the era of HIV in the mid-1990s. Available at: http://en.wikipedia.org/wiki/Kids_(film). Accessed: Feb. 1st, 2011.

01. De acordo com o anúncio anterior, o filme Kids A) custou mais de 20 milhões de dólares para ser produzido. B) foi produzido e dirigido pela mesma pessoa. C) foi produzido em 91 minutos. D) arrecadou 1,5 milhão de dólares. E) foi lançado em 1995 pela Lionsgate. 02. O filme trata de A) jovens alcoólatras e homossexuais. B) um grupo de viciados em sexo. C) adolescentes lutando contra o HIV. D) jovens libertinos na era do HIV. E) polêmica da discriminação da Aids.

HAVING FUN

Right and left-hand traffic history Some historians believed that ancient travellers on horseback generally rode on the left side of the road. As more people are right-handed, a horseman would thus be able to hold the reins with his left hand and keep his right hand free – to offer in friendship to passing riders or to defend himself with a sword, if necessary. The first legal reference in Britain to an order for traffic to remain on the left was in 1756 with regard to London Bridge. The Highway Act 1773 contained a recommendation that horse traffic should remain on the left. Countries that became part of the British Empire adopted the British keep-left rule, although some have since changed. In Canada, the Maritime Provinces and British Columbia initially drove on the left, but changed to the right to make border crossings to and from other provinces easier. Countries driving on the left or right

Bdesham / Creative Commons

Safety factors Research showed countries driving on the left have a lower collision rate than countries driving on the right. It has been suggested this is partly because humans are more commonly right-eye dominant than left-eye dominant. In left-hand traffic, the predominantly better- performing right eye is used to monitor oncoming traffic and the driver’s wing mirror. In right-hand traffic, oncoming traffic and the driver’s wing mirror are handled by the predominantly weaker left eye. In addition, it has been argued that left–sided driving is safer for elderly people given the likelihood of their having visual attention deficits on the left side and the need at intersections to watch out for vehicles approaching on the near-side lane. Furthermore, in a RHD car with manual transmission, the driver has his right (i.e. in the majority of people, dominant) hand on the steering wheel at all times and uses his left hand to change gear. Available at: <http://en.wikipedia.org/wiki/Right_and_left-hand_ traffic>. Accessed: Jan. 31st, 2011.

GLOSSARY

• Advise (verb) = aconselhar (advise – advised – advised)
• Ask (verb) = perguntar, pedir (ask – asked – asked)
• Beg (verb) = implorar (beg – begged – begged)
• Earth = planeta Terra

NASA Goddard Photo and Video / Creative Commons

• Noon = meio-dia
• Remark (verb) = fazer um comentário, enfatizar, notar (remark – remarked – remarked)
• Request (verb) = pedir (request – requested – requested)
• Tell (verb) = dizer (tell – told – told)
• Warn (verb) = advertir (warn – warned – warned)

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FRENTE

Editora Bernoulli

LÍNGUA INGLESA MÓDULO

Phrasal Verbs and

False Cognates

22 A

PHRASAL VERBS

São verbos formados por um verbo e um advérbio / preposição. Essa combinação funciona como uma única unidade de sentido, a qual geralmente tem um significado idiomático que não poderia ser entendido pela análise do verbo e do advérbio / preposição separados. Entre os vários Phrasal Verbs da língua inglesa, destacam-se os mais comuns:

Account for = explicar Back down = voltar atrás Back up = dar apoio Bail out = pagar fiança Bear with = ter paciência Beat up = bater em alguém Blow out = apagar (por meio de sopro) Blow up = explodir Break down = quebrar / encrencar Break in = arrombar / entrar à força Bring on = provocar / causar Burn down = queimar totalmente Call for = exigir / pedir / encomendar / solicitar Call in = consultar / pedir retorno Call off = cancelar / parar Call on = visitar Call out / cry out = gritar / invocar Call up = telefonar Carry away = empolgar Carry on = continuar / prosseguir Carry out = executar / realizar Clear out = sair / abandonar / remover Come about = acontecer Come across = encontrar por acaso Come along = acompanhar Come out = publicar / aparecer

Come to = perceber Count on = contar com / depender de Cut away = remover / separar Cut down = derrubar / diminuir Cut out = parar / omitir / deletar Cheer up = incentivar / alegrar Drop in = visitar / pingar Drop off = diminuir / adormecer Drop out = abandonar Fade away = desaparecer Feel like = sentir vontade de Figure out = entender Fill in = preencher Find out = descobrir Get along = entender-se bem / relacionar-se bem Get away = partir / fugir / escapar Get in = entrar Get on = subir / embarcar Get off (leave) = sair / desembarcar Get over = recorrer / recuperar-se Get rid of = livrar-se de Get up = levantar-se Give away = dar de graça / revelar-se / desfazer-se Give back = devolver / retornar Give off = emitir Give oneself up = entregar-se Give up = desistir Go after = perseguir Go away (leave) = ir embora / partir Go on = continuar / manter Go off = partir / estragar Go down = afundar / abaixar / descer Grow up = crescer Keep back = reprimir / impedir Keep up = acompanhar / manter

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Keep off = manter distância

Look after = cuidar de

Look back = relembrar / olhar para trás

Look down on = desprezar

Look for (try to find) = procurar

Look forward to = esperar ansiosamente por

Look into = examinar / investigar

Make fun of = rir-se de

Make out = decifrar / compreender / namorar

Make something up = inventar algo

Make up = fazer as pazes

Make up one’s mind (decide) =^ decidir

Pick up = pegar / colher

Put aside = pôr de lado

Put away (save) = guardar / economizar

Put back = recolocar

Put down = abafar / inscrever

Put off (postpone) = postergar / adiar

Put out (extinguish) = extinguir / eliminar

Put up with (to bear / cope) =^ tolerar / suportar

Run after (chase) = correr atrás de / perseguir

Run into = encontrar

Run out of (lack) = ausência de / falta de / acabar

Run over / knock down = atropelar / bater

Sell off / out = vender tudo / esgotar

Set up = estabelecer

Show off = exibir

Stand for = representar

Take after = copiar / agir como

Take away = remover

Take in = enganar

Take off = decolar

Try on = experimentar

Try out = testar

Turn down (refuse) = recusar

Turn on / off – switch on / off =^ ligar / desligar

Turn out = revelar-se

Work out = resolver / fazer exercício físico

CHECK IT OUTC

É importante lembrar que o uso dos Phrasal Verbs se dá com maior frequência na modalidade informal da Língua Inglesa. Quando é preciso utilizar um sinônimo formal para eles, geralmente se escolhe um verbo de origem latina. Observe o que ocorre com os exemplos a seguir.

Exemplos:

- to make up (a story) = to invent - to talk into = to convince ; to persuade - to blow up = to explode - to call off = to cancel - to carry on = to continue - to cut away = to remove ; to separate - to turn out = to reveal ; to result

Exemplos dos principais verbos

que compõem Phrasal Verbs

TO BLOW, BLEW, BLOWN – VENTAR / SOPRAR

• Blow up = explodir - The car was blown up into pieces in Bosnia.

TO BRING, BROUGHT, BROUGHT – TRAZER

• Bring about = alcançar / causar
  • They will bring about a quarrel.
  • Extreme poverty in Brazil is bringing about some social changes.
• Bring back = trazer à memória / devolver - Pegg brought the book back this morning. - His story has brought back our happy childhood memories.
• Bring down = diminuir / destruir
  • Small incomes in Brazil have brought down the standard of living. - A war will bring the country down.
• Bring in = apresentar / introduzir / trazer
  • The Government will bring in new measures very soon.
• Bring out = revelar / publicar
  • This will bring out very good news. - Penguin Books will bring out 15 new books next month.

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• Get in = entrar
  • He has got in his brand new car in front of the building.
• Get off = desembarcar
  • We have to get off the bus soon.
• Get on = embarcar
  • I’ll have to get on that bus.
• Get out = sair
  • He had to get out of the car immediately.
  • Get out of here!
• Get over = recuperar-se
  • I’m sure he will get over for he’s very young and strong.
• Get rid of = livrar-se de
  • They have got rid of each other.
• Get through = passar
  • Were you able to get through your exam?
• Get up = levantar
  • What time do you get up every day?

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TO GIVE, GAVE, GIVEN – DAR

• Give away = revelar / distribuir (de graça) - Don’t give your secrets away.
  • They usually give away gifts at Christmas.
• Give back = devolver
  • Please, give me back my book as soon as possible.
• Give in = render-se
  • The soldiers had to give in all at once to the police.
• Give up = desistir / parar
  • He must not give up now.
  • You must give up smoking, my dear fellow!
• Give way = recuar - Don’t give way now. You have to be resistant.

TO GO, WENT, GONE – IR

• Go about = cuidar de - I have to go about the things of life.
• Go away = partir / ir embora
  • I have to ask you not to go away!
• Go back = retornar
  • Mr. John will go back to the USA in a few days.
• Go by = passar
  • He likes to watch the girls going by.
• Go down = cair / diminuir
  • The Euro to Dollar exchange rate is going down.
• Go off = partir / explodir
  • The actor went off the stage after his performance.
  • The bomb was set to go off by 4:00 a.m.
• Go on = acontecer / continuar
  • What is going on here?
  • You ought to go on this way.
• Go out = sair / apagar
  • They had to go out as soon as they saw it was dark.
  • All the lights went out and we had a blackout.

TO KEEP, KEPT, KEPT – MANTER, GUARDAR

• Keep away = manter afastado
  • Intelligent people keep away from drugs.
• Keep off = afastar-se
  • Keep off! Otherwise I shoot you!
• Keep on = continuar
  • Keep straight on until you get to the library.
• Keep up = manter
  • He is a very good worker. If he keeps up the good work, he’ll be promoted.

TO LOOK, LOOKED, LOOKED – OLHAR,

PARECER

• Look after = cuidar , tomar conta
  • Who will look after the children?
• Look down on = desprezar
  • Please, don’t look down on me!
• Look for = procurar - They need to look for a new car to buy.
• Look forward to = esperar ansiosamente - I look forward to meeting you again, my dear!

LÍNGUA INGLESA

Editora Bernoulli

Phrasal Verbs and False Cognates

• Look into = investigar / examinar - The detectives have to look into that murder. - You have to look into these documents better.
• Look on = acompanhar, observar - Ted took no part in the fight: he simply stood and looked on. - I have forgotten my book. May I look on with you?
• Look out = tomar cuidado - Look out! The road is wet.
• Look over = examinar / reconsiderar - Will you look this matter over? - If I were you, my friend, I would look it over. She loves you.
• Look up = procurar algo em lista - She will have to look this word up in the dictionary.
• Look upon = considerar - Please, look upon this before you make a decision.
• Look up to = respeitar , admirar - In fact, I look up to him very much!

TO MAKE, MADE, MADE – FAZER

• Make off = escapar , fugir - The burglars were able to make off across the back garden.
• Make out = entender - I can’t make you out!
• Make up = inventar / fazer as pazes / maquiar
  • That little girl likes to make up stories. Don’t believe her. - They had had a quarrel but now they have made it up. - Please, don’t make up , my love. I like your natural beauty!
• Make up for = compensar - I’m sure that this will make up for your concerns.
• Make up one’s mind = decidir - She has made up her mind to go to the USA.

TO PUT, PUT, PUT – COLOCAR

• Put away = economizar - Put away your money! You never know about your future.
• Put off = adiar / apagar - The game had to be put off due to the heavy rain. - Put off the light! - Put on = vestir - Put on heavy clothes! It’s very cold outside. - Put out = apagar (fogo) - The firemen were able to put out the fire quickly. - Put up = construir - The building was put up in 2 years.

TO RUN, RAN, RUN – CORRER

• Run across = encontrar por acaso - I ran across Carol at school the other day.
• Run after = perseguir - They had to run after him for many blocks.
• Run away = fugir - They ran away as soon as they saw the police.
• Run into = encontrar por acaso - I ran into my aunt at the mall last weekend.
• Run out of = ficar sem , falta de - We ran out of gas before getting into town.
• Run over = atropelar
  • The poor fellow was run over by an old car.

TO TAKE, TOOK, TAKEN – PEGAR, TORNAR,

LEVAR, TIRAR

• Take down = demolir / anotar
  • The old building had to be taken down.
  • I will have to take down his words.
• Take in = entender / receber / enganar
  • You have to take in his lecture.
  • We usually take in many guests here!
  • Don’t be taken in by his promises.
• Take off = decolar / despir / remover
  • The plane will take off in a few minutes.
  • You must take off all your clothes before having a shower.
  • This stain must be taken off.
• Take on = assumir / empregar
  • He will take on this extra job.
  • We will have to take on extra workers.
• Take to = simpatizar
  • I took to John immediately.
• Take up = ocupar
  • As a matter of fact, this work takes up too much time.
• Take up = adotar como hobby
  • I took up tennis when I was young.

LÍNGUA INGLESA

Editora Bernoulli

Phrasal Verbs and False Cognates

B) get through - carry on - look over - put up with - cut down on

1. They have to ___________ their expenses for they don’t get the money they used to.
2. I do hope all of you will __________________ the examination very easily.
3. She said that she couldn’t _______________ this any longer.
4. George has decided to ________________ with the work he had been doing.
5. Could you _____________ it _______________? I promise I will never do that again.

C) turn down - put up with - look forward to - get rid of - give up

1. In fact, she ____________ to the day she will meet him again.
2. If I were you I would _______________ smoking; it’s awfully hazardous to your health.
3. He had to ________________ such a good job for he wasn’t able to move from his hometown.
4. You have to ____________ this car at once. It’s very old.
5. In fact, I can’t ______________ all this situation any more. I’ll have to leave.

D) bring down - make off - look up to - give away - come about

1. But, how could all that __________________?
2. The way he talked had __________________ all the listeners.
3. I can’t understand how the robbers could _______.
4. That businessman is used to __________ gifts to the poor at Easter.
5. Young kids have to _____________ the elderly.

FALSE COGNATES

Quando uma palavra em Inglês é semelhante a uma existente em Português, de mesma origem, principalmente latina, essas palavras são denominadas “cognatas”, isto é, possuem significados paralelos. A grande maioria das palavras de origem latina existentes em Inglês possui os mesmos significados em Português, sendo, portanto, “cognatas”.

Entretanto, há um percentual muito pequeno de palavras existentes em Inglês, de origem latina, que possuem significados diferentes daqueles que se poderiam supor, comparando-se suas significações às existentes na Língua Portuguesa. Tais palavras são chamadas “falsos cognatos” ou “falsos amigos”. Em Inglês, False Cognates ou False Friends.

Veja a seguir a listagem dos principais:

False Cognates abuse = ofender abusar = abuse () actual = real atual = present actually = na verdade atualmente = at present adept = hábil adepto = follower advise = aconselhar avisar = warn anthem = hino antena = aerial, antenna appoint = escolher apontar = point at appointment = compromisso apontamento = note argue = discutir arguir = question argument = discussão argumento = argument (), arrest = prender arrastar = drag assume = supor, presumir assumir = assume () attend = assistir a atender = answer beef = carne bovina bife = steak candid = franco, sincero cândido = pure, innocent cigar = charuto cigarro = cigarette collar = colarinho colar = necklace college = faculdade colégio = school compass = bússola compasso = compasses comprehensive = completo compreensivo = understanding compromise = acordo compromisso = commitment costume = fantasia costume = custom, habit deception = engano, fraude decepção = disappointment directory = lista telefônica diretor = director disgust = nojo desgosto = grief educated = instruído, culto bem-educado = polite estate = bens imóveis estado = state eventually = finalmente eventualmente = occasionally exit = saída êxito = success expert = perito esperto = smart exquisite = refinado esquisito = odd, weird fabric = tecido fábrica = factory genial = jovial, cordial genial = brilliant guitar = violão guitarra = electric guitar hazard = perigo azar = bad luck injury = ferida injúria = insult ingenious = criativo ingênuo = ingenuous, naive ingenuity = criatividade ingenuidade = naivety, naiveté inhabited = habitada inabitada = uninhabited large = grande largo = wide lecture = conferência leitura = reading library = biblioteca livraria = bookstore magazine = revista loja = store, shop malice = rancor malícia = mischief malicious = maldoso malicioso = mischievous mayor = prefeito maior = bigger , greater miserable = muito infeliz mesquinho = stingy, mean misery = aflição miséria = misery ()

Coleção Estudo

Frente A Módulo 22

False Cognates

morose = taciturno moroso = slow

notice = aviso notícia = news

novel = romance novela = soap opera

operator = telefonista operador = surgeon, operator (*)

ordinary = comum ordinário = low, vulgar

ore = minério ouro = gold

parents = pais parentes = relatives

particular = específico particular = private

petrol = gasolina petróleo = petroleum, oil

physician = médico físico = physicist

plant = usina, fábrica planta = plant (*)

prejudice = preconceito prejuízo = damage, loss

presently (*) = em breve atualmente = at present

policy = linha política polícia = police

pretend = fingir pretender = intend

prospect = perspectiva prospecto = leaflet

push = empurrar puxar = pull

realize = perceber realizar = carry out, realize ()*

resume = recomeçar resumir = summarize

scholar = erudito escolar = school bus

sensible = sensato sensível = sensitive

silicon = silício silicone = silicone

sort = tipo sorte = luck

stranger = estranho estrangeiro = foreigner

succeed = ter sucesso suceder = succeed (*)

support = apoiar suportar = bear, stand

sympathize = solidarizar-se simpatizar = like

sympathy = compaixão simpatia = liking

tenant = inquilino tenente = lieutenant

OBSERVAÇÃO:

O asterisco (*) que aparece após algumas palavras indica que elas possuem dupla significação, sendo, portanto, “falsos cognatos” apenas parcialmente.

EXPRESSIONS

Essential Expressions

at once right away immediately

imediatamente

- She had to be sent to the hospital at once_.

• She had to be sent to the hospital_ right away. - She had to be sent to the hospital immediately.

at last at length finally eventually

finalmente

- You have arrived at last_. I was very worried!

• You have arrived_ at length_. I was very worried!
• You have arrived_ eventually. I was very worried!

at least in the minimum

pelo menos

- At least , five students will get the best grade. - In the minimum , five students will get the best grade.

all of a sudden suddenly unexpectedly

repentinamente

- All of a sudden , he opened the door. - Suddenly , he opened the door. - Unexpectedly , he opened the door.

as a matter of fact matter-of- factly in fact

na verdade

- As a matter of fact , I’ve had the intention to go to Europe. - Matter-of-factly , I can’t live without you. - In fact , I’ve decided to buy a brand new car.

by the way a propósito – bought the CD?^ By the way , have you

by all means doubtlessly certainly

com toda certeza

- By all means , she will be here tonight! - Doubtlessly , she will be here tonight! - Certainly , she will be here tonight!

by chance by accident accidentally

por acaso

- Penicilin was discovered by chance_.

• Penicilin was discovered_ by accident_.
• Penicilin was discovered_ accidentally.

by heart by memory de cor

- I know that song by heart. - I know that song by memory.

at present nowadays these days today

atualmente

- At present , things are not so easy! - Nowadays , things are not so easy! - These days , things are not so easy! - Today , things are not so easy!