Ministério da Educação - MEC
Secretaria de Educação Profissional e Tecnológica (SETEC)
Instituto Federal de Educação, Ciência e Tecnologia do Ceará
Técnico em Guia de Turismo Regional
Inglês II
JÚLIO CÉSAR FERREIRA LIMA
Ministério da Educação - MEC
Secretaria de Educação Profissional e Tecnológica (SETEC)
Instituto Federal de Educação, Ciência e Tecnologia do Ceará
TÉCNICO EM GUIA DE TURISMO REGIONAL
INGLÊS II
JÚLIO CÉSAR FERREIRA LIMA
CRÉDITOS
Presidente
Dilma Vana Rousseff
Ministro da Educação
Aloizio Mercadante Oliva
Secretaria de Educação Profissional e
Tecnológica
Marco Antonio de Oliveira
Reitor do IFCE
Cláudio Ricardo Gomes de Lima
Pró-Reitor de Extensão
Gutenberg Albuquerque Filho
Pró-Reitor de Ensino
Gilmar Lopes Ribeiro
Pró-Reitor de Administração
Virgilio Augusto Sales Araripe
Diretor Geral Campus Fortaleza
Antonio Moises Filho de Oliveira Mota
Diretor de Ensino Campus
FortalezaJosé Eduardo Souza Bastos
Coordenador Geral – Reitoria
Jose Wally Mendonça Menezes
Coordenador Adjunto - Reitoria
Armênia Chaves Fernandes Vieira
Supervisão - Reitoria
Daniel Ferreira de Castro
André Monteiro de Castro
Coordenador Adjunto - Campus Fortaleza
Fabio Alencar Mendonça
Elaboração do conteúdo
Júlio César Ferreira Lima
Equipe Técnica
Manuela Pinheiro dos Santos
Kaio Lucas Ribeiro de Queiroz
Vanessa Barbosa da Silva Dias
Edmilson Moreira Lima Filho
Vitor de Carvalho Melo Lopes
Rogers Guedes Feitosa Teixeira
O QUE É O PRONATEC?
Criado no dia 26 de Outubro de 2011 com a sanção da Lei nº 12.513/2011 pela Presidenta
Dilma Rousseff, o Programa Nacional de Acesso ao Ensino Técnico e Emprego (Pronatec) tem
como objetivo principal expandir, interiorizar e democratizar a oferta de cursos de Educação
Profissional e Tecnológica (EPT) para a população brasileira. Para tanto, prevê uma série de
subprogramas, projetos e ações de assistência técnica e financeira que juntos oferecerão oito
milhões de vagas a brasileiros de diferentes perfis nos próximos quatro anos. Os destaques do
Pronatec são:
•
Criação da Bolsa-Formação;
•
Criação do FIES Técnico;
•
Consolidação da Rede e-Tec Brasil;
•
Fomento às redes estaduais de EPT por intermédio do Brasil Profissionalizado;
•
Expansão da Rede Federal de Educação Profissional Tecnológica (EPT).
A principal novidade do Pronatec é a criação da Bolsa-Formação, que permitirá a oferta de
vagas em cursos técnicos e de Formação Inicial e Continuada (FIC), também conhecidos como
cursos de qualificação. Oferecidos gratuitamente a trabalhadores, estudantes e pessoas em
vulnerabilidade social, esses cursos presenciais serão realizados pela Rede Federal de Educação
Profissional, Científica e Tecnológica, por escolas estaduais de EPT e por unidades de serviços
nacionais de aprendizagem como o SENAC e o SENAI.
Objetivos
•
•
•
•
Expandir, interiorizar e democratizar a oferta de cursos de Educação Profissional Técnica
de nível médio e de cursos e programas de formação inicial e continuada de
trabalhadores;
Fomentar e apoiar a expansão da rede física de atendimento da Educação Profissional e
Tecnológica;
Contribuir para a melhoria da qualidade do Ensino Médio Público, por meio da Educação
Profissional;
Ampliar as oportunidades educacionais dos trabalhadores por meio do incremento da
formação profissional.
Ações
•
•
•
•
•
Ampliação de vagas e expansão da Rede Federal de Educação Profissional e Tecnológica;
Fomento à ampliação de vagas e à expansão das redes estaduais de Educação
Profissional;
Incentivo à ampliação de vagas e à expansão da rede física de atendimento dos Serviços
Nacionais de Aprendizagem;
Oferta de Bolsa-Formação, nas modalidades:
o Bolsa-Formação Estudante;
o Bolsa-Formação Trabalhador.
Atendimento a beneficiários do Seguro-Desemprego;
Sumário
Apresentação
UNIT 1 - REVIEW
LESSON 1 – Useful classroom language
LESSON 2 – Months, days, nationalities
LESSON 3 – Chatting for introduction
LESSON 4 – Cardinal and ordinal numbers
UNIT 2 – TOURISM AND HOSPITALITY TEXTS
LESSON 1 – Discussing on tourism
LESSON 2 – Traveling by air
LESSON 3 – The right place, the right price
LESSON 4 – Checking in at a hotel
LESSON 5 – Your table is waiting
UNIT 3 – BUILDING UP A CITY-TOUR
LESSON 1 – Honeymoon hot spot
LESSON 2 – The big apple
LESSON 3 – A world of pleasure
LESSON 4 – Getting back to nature
LESSON 5 – How to be a good guide?
UNIT 4 – WORKING WITH GRAMMAR
LESSON 1 – Verb to be
LESSON 2 – Present simple
LESSON 3 – Past simple
REFERÊNCIAS
APRESENTAÇÃO
Hello everyone,
Welcome to the second English booket. Let’s go on improving our knowledge of this
language through Tourism and Hospitility – an amazing area for studying and working with.
You will be able to see in this booklet basic topics for understanding better the language
and material directly related to Tourism and Hospitality. Then texts and exercises will bring
vocabulary and structures to be used, for example, in restaurants, hotels, travel agencies, etc
As there was no material previously prepared for our study, we present here a
compilation of ideas from books, sites and other sources found in Referências.
I hope you enjoy it!
Júlio César Ferreira Lima
Olá,
Benvindos à segunda apostila de Inglês. Vamos melhorar nosso conhecimento dessa
língua mergulhando em uma área de estudo e trabalho bastante interessante que é o Turismo e a
Hospitalidade.
Você encontrará nessa apostila tópicos básicos da língua Inglesa e material
relacionado diretamente com a área de Turismo e Hospitalidade. Os textos e exercícios trabalham
com vocabulário e estruturas encontradas, por exemplo, em restaurantes, hotíes, agências de
viagens, etc.
Essa apostila apresenta uma compilação de algumas ideias e textos de livros, sites e
outras fontes ligadas à área do Turismo e Hospitalidade.
Esperamos que você aproveite o curso ao máximo!
Júlio César Ferreira Lima
UNIT 1 - REVIEW
Objetive
Review basic structures and vocabulary to help students cope better with the material from this
booklet.
LESSON 1 – USEFUL CLASSROOM LANGUAGE
Objective:

Work with classroom language for helping communication between the teaher and the
students.
Classroom statements for everyday communication
1. Good morning / afternoon / evening!
Bom (boa) dia / tarde / noite!
2. Can you repeat, please?
Pode repetir, por favor?
3. Sorry, I don’t understand!
Desculpa, não entendo.
4. How do I say …….. in English?
Como digo ……. em ingles?
5. What’s the meaning of ………?
Qual o significado de …….?
6. How do I pronounce ………?
Como pronuncio ………?
7. Spell that, please!
Como se soletrar, por favor!
8. Speak slowly, please!
Fale devagar, por favor!
9. May I leave the classroom?
Posso sair das ala?
10. See you! / Goodbye! / Bye!
Tchau!
11. Tecaher, comer here!
Professor, venha aqui!
12. What’s the page?
Qual a página?
13. I need to go to the restroom.
Preciso ir ao banheiro.
14. I have a question.
Tenho uma pergunta.
15. Have a nice weekend!
Tenha um bom fim de semana!
16. For you, too!
Pra vc também!
Fonte: Professional Clipart CD
Activity 1
Write the statements the teacher says in English.
__________________________________
_____________________________________
__________________________________
_____________________________________
__________________________________
_____________________________________
Activity 2
Write in English the statements the teacher says in Portuguese.
__________________________________
_____________________________________
__________________________________
_____________________________________
__________________________________
_____________________________________
LESSON 2 – Capital letters for months, days and nationalities
Objetive:

Notice the use of capital letters for months, days and nationalities and the prepositions
used with some of them.
People’s names (Mary, Bill, Gregory, etc) start with CAPITAL LETTERS.
Animal’s names (Rex, Garfield, etc) start with CAPITAL LETTERS.
Names of places (New York, Mississipi River, Opaia Lake, etc) start with CAPITAL LETTERS.
But in Englsih there are other groups of words that also start with CAPITAL LETTERS.
Activity 1
Complete the group of words starting with a CAPITAL LETTER.
12 MONTHS
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
Fonte: Professional Clipart CD
7 DAYS
________________ _______________
_______________
Fonte: Professional Clipart CD
________________
________________ _______________
________________
NATIONALITIES
Fonte: Professional Clipart CD
____________
____________
____________
____________
____________
Activity 2
Complete the sentences with the prepositions IN or ON.
1) Barbara has English class ______________ Wednesday.
2) My birthday in ______________ October.
3) Theodore lives ______________ Canada.
4) We aren`t ______________ March.
5) Miami is a city ______________ Florida.
WRITE THE RULES
We usually use the preposition __________ with countries, states and cities.
We usually use the preposition __________ with months of the year.
We usually use the preposition __________ with days of the week
Fonte: Professional Clipart CD
LESSON 3 – Chatting for introduction
Objetive:

Use basic structures for asking simple questions when meeting people for the first time and
answering to those questions accurately.
Activity 1
Suppose you don’t know the boy in the picture. Ask possible questions for an imaginary first
conversation with him.
NAME: ___________________________________________
_________________________________________________
COUNTRY: _______________________________________
_________________________________________________
AGE: ____________________________________________
_________________________________________________
HAIR: ____________________________________________
_________________________________________________
EYES: ___________________________________________
_________________________________________________
CLOTHES: _______________________________________
_________________________________________________
INTERESTS: ______________________________________
_________________________________________________
Activity 2
Supose you are the boy now. Answer the questions from activity 1.
1) ____________________________________________________________________________
2) ____________________________________________________________________________
3) ____________________________________________________________________________
4) ____________________________________________________________________________
5) ____________________________________________________________________________
6) ____________________________________________________________________________
7) ____________________________________________________________________________
Activity 3
Use the information you have about the girl in the picture and write a paragraph to introduce her to
your teacher.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
LESSON 4 – Cardinal and ordinal numbers
Objective:

Review cardinal and ordinal numbers calling attention for the differences between the
groups.
Activity 1
Repeat the numbers with your teacher.
1 - 3 - 8 - 10 - 15 - 20 - 28 - 33 - 49 - 51 - 67 - 72 - 85 - 94 - 100 - 1000
1st - 5th - 8th - 13th - 24th - 32nd - 43rd - 58th - 69th - 75th - 100th - 204th - 2013th
Activity 2
Write the missing cardinal and ordinal numbers.
Fonte: Professional Clipart CD
CARDINAL NUMBERS
1 – one
21 – twenty-one
ORDINAL NUMBERS
1st – first
2–
2nd – second
3–
3rd –
4 - four
4th –
5–
5th – fifth
6 – six
6th –
7–
7th – seventh
8 – eight
8th –
9 – nine
9th –
10 –
10th – tenth
11 – eleven
11th –
12 – twelve
12th –
13 –
13th – thirteenth
20 – twenty
20th –
Activity 3 – BINGO!
Fonte: Professional Clipart CD
21st –
UNIT 2 – TOURISM AND HOSPITALITY TEXTS
Objetives
Make students aware about the tourism role at present times.
Develop the reading skill through texts from the tourism and hospitality area.
Put students in contact with specific vocabulary.
LESSON 1 – DISCUSSING ON TOURISM
Activity 1
Decide whether you agree or disagree with these ideas.
I would never go on
The best way to
a holiday to a country
travel is alone.
whose politics I didn’t
agree with.
It doesn’t matter if you
can’t speak the language of
Travelling makes
the country you visit.
you appreciate your
home more.
(From Going international: English for tourism, p. 164 and Professional Clipart CD)
Activity 2
What effect did these key events have on the development of toursm?
1 – The introduction of computer technology
2 – The invention of the jet engine
3 – The introduction of traveller’s cheques
4 – The introduction of holidays with pay
5 – The invention of television
(From Going international: English for tourism, p. 11)
LESSON 2 – TRAVELING BY AIR
Activity 1 – Preview
Write the word that best completes each sentence.
book
travel agent
destination
preference
itinerary
a) The place where you want to go for the trip is your _______________ .
b) The cheaper way to _______________ airplane tickets is usually on the Internet.
c) The _______________ can make your plane reservations.
d) Wanting airline A over airline B is to state your _______________ .
e) An _______________ is a plan for a trip.
Activity 2 – Read the pasage
(From Talk about travels: English for airlines, hotel, and tours, p. 10)
Activity 3 - Select the correct answer
1) What is the most common way to make reservations for air travel?
a) web-site
b) mail
c) travel agent
2) Why do people prefer booking through a travel agent?
a) The travel agent has lots of information.
b) The travel agent provides the cheapest ticket.
c) The travel agent gives theflight mileage.
3) What information does the customer give to the travel agent for the reservation?
a) the hotel preference
b) the destination
c) the cost of the ticket
4) What information does the agente need from the clent for teh reservation?
a) the airline which the customer prefers
b) the purpose fo the trip
c) te total expenses for the trip
5) What do travel agents do after they get paid for the ticket?
a) They send out the ticket and an information packet.
b) They send out the boarding pass.
c) They send out the immigration card.
Acitivity 4 – Specific vocabulary
LESSON 3 - THE RIGHT PLACE, THE RIGHT PRICE
Activity 1 – Preview
Write the word that best completes each sentence.
accommodation
operator
transportation
confirm
peak
a) To verify is to _______________ .
b) _______________ is a means of travelling from one place to another.
c) The _______________ season is the time of the year when people travel most.
d) _______________ is the place where one stays / sleeps when travelling.
e) A tour ______________ can book your transportation and accommodation.
Activity 2 – Read the pasage
(From Talk about travels: English for airlines, hotel, and tours, p. 60)
Activity 3 - Select the correct answer
1) What must travel agents confirm prior to the trip?
a) accommodations
b) transportation
c) accommodations and transportation
2) When does the travel agent confirm your reservations?
a) before the trip
b) during the trip
c) after the trip
3) Which method is NOT used by hotels?
a) by e-mail
b) by fax
c) by radio
4) How are guest reservations filed?
a) by country
b) by last name
c) by dateof arrival
5) If a customer / client changes a reservation with a tour operator, they _________.
a) shout at the customer
b) charge extra Money
c) always refuse to make the change
Activity 4 – Specific vocabulary
LESSON 4 - CHECKING IN AT A HOTEL
Activity 1 – Preview
Write the word that best completes each sentence.
satisfaction
surrounding
bellhop
availability
pertinent
a) _______________ is whether something is easily accessible or not.
b) There are many good restaurants in the area _______________ the hotel.
c) _______________ is ‘gratification’, ‘pleasure’ or ‘contentment’.
d) _______________ information is ‘important’ or ‘needed’ information.
e) A ______________ will carry your luggage to your hotel room.
Activity 2 – Read the pasage
(From Talk about travels: English for airlines, hotel, and tours, p. 68)
Activity 3 - Select the correct answer
1) Who is the first person to greet a guest?
a) waiter
b) housekeeper
c) doorman
2) Which of these jobs does the concierge NOT do?
a) collects payment or credit card
b) carries the bags
c) gives the guest his key
3) For a guest who shows up unexpectedly at a hotel, what does getting a room depend on?
a) how much money the guest has
b) whether the guest wants a smoking or a non-smoking room
c) whether a room is available
4) The resgistration card contains the following information:
a) name, address, room number
b) name, address, number of bags
c) room number, movie list, credit card
5) Who leads the guest to his room?
a) bellboy
b) carhop
c) desk clerk
Activity 4 – Specific vocabulary
LESSON 5 – YOUR TABLE IS WAITING
Activity 1 – Preview
Write the word that best completes each sentence.
customary
busboy
vending machine
beverage
chef
a) A _______________ is something you drink.
b) You need coins to get items from the _______________.
c) The ‘usual’ or ‘normal’ thing to do is _______________.
d) The person who prepares meal is a restaurant is the _______________.
e) The _______________ clears and wipes the table after the diners have left.
Activity 2 – Read the passage
(From Talk about travels: English for airlines, hotel, and tours, p. 76)
Activity 3 - Select the correct answer
1) The greeter’s job is…
a) to welcome people, hand out menus, and organize seating.
b) to welcome guests and lead them to their seats.
c) to lead people to their seats and take their orders.
2) Which of these jobs does the waiter NOT do?
a) gives the order to the cook
b) serves drinks and appetizers
c) operates the cash register
3) To whom is th 15 tip given?
a) bartender
b) waitress
c) busboy
4) Who cleans the table and prepares it for the next diners?
a) waiter
b) busboy
c) chef
5) What can often make more money for the hotel than room rentals?
a) beautiful grounds
b) lage swimming pool
c) talented chefs and good servers
Activity 4 – Specific vocabulary
UNIT 3 – BUILDING UP A CITY-TOUR
Objetives
Develop the reading skill through texts linked to the tour guide job.
Put students in contact with specific vocabulary.
Prepare students for building up a local city-tour.
LESSON 1 – HONEYMOON HOT SPOT
Activity 1 – Preview
Write the word that best completes each sentence.
newlyweds
attraction
venue
amusement
vantage
a) The location with a good view of something is a _______________ point.
b) Which _______________ do you want to visit today?
c) Two people who have just been married are _______________.
d) An _______________ arcade is a place where you can play games on machines.
e) The place where an event or activity happens is its _______________ .
Activity 2 – Read the pasage
(From Talk about travels: English for airlines, hotel, and tours, p. 94)
Activity 3 - Select the correct answer
1) The best honeymoon destination in America is…
a) Canada
b) Goat Island
c) Niagara Falls
2) Why do ice mountains form?
a) to make it easier to hike
b) because of the cold weather
c) because of the colored light show
3) The best way to access the helicopter tours is…
a) from the US side
b) from the Canadian side
c) from the Maid of the Mist
4) Who would use the rain gear?
a) tourists
b) hikers
c) attractions
5) How do people get to the Cave of the Winds?
a) by goat
b) by elevator
c) by helicopter
Activity 4 – Specific vocabulary
LESSON 2 – THE BIG APPLE
Activity 1 – Preview
Write the word that best completes each sentence.
suspesion
mom and pop
fabulous
skyscrapers
frustrating
a) A high percentage of immigrants set up _______________ stores.
b) When a traffic jam is very bad and I can’t get where I want to go, it is _______________.
c) A _______________ bridge extends from one piece of land to another and hags on cables.
d) The _______________ architecture I NYC is almost beyond belief.
e) The tall buildings in New York make it a city of _______________ .
Activity 2 – Read the pasage
(From Talk about travels: English for airlines, hotel, and tours, p. 110)
Activity 3 - Select the correct answer
1) The Statue of Libery, New York’s most famous landmark, was given as a …
a) gift from France
b) peace offering from the Japanese
c) symbol of unity between Europe and America
2) The Satue of Liberty is meant to symbolize the USA’s…
a) power and wealth
b) richness in culture
c) acceptance of immigrants
3) According to the reading, what is one of New York’s greatest draws?
a) expensive shops
b) bridges and tunnels
c) fabulous architecture
Fonte: Professional Clipart CD
4) Which of the following does not describe the Empire State Building?
a) built soon after the great depression
b) sign of America’s imperialism
c) symbol of confidence and success
5) Why is getting around in New York sometimes frustrating?
a) constant traffic jams
b) unavailability of transportation
c) unpredictable weather
Activity 4 – Specific vocabulary
LESSON 3 – A WORLD OF PLEASURE
Activity 1 – Preview
Write the word that best completes each sentence.
centerpiece
exotic
fireworks
representative
combine
a) _______________ are colourful explosives that light up the sky.
b) To put two or more thins together is to _______________ them.
c) The _______________ is the most important part of something.
d) We saw _______________ animals from all over the world at the zoo.
e) A _______________ is the person who comes and speaks on behalf of others.
Activity 2 – Read the pasage
(From Talk about travels: English for airlines, hotel, and tours, p. 142)
Activity 3 - Select the correct answer
1) A multi-day pass…
a) is not good at night
b) is for a whole family
c) is good for many different parks
2) Where is Mickey’s head?
a) at the fireworks show
b) in a parade
c) on the castle gate
3) What does World Showcase give us a glimpse into?
a) 11 nations
b) Epcot
c) the future
4) Which place has fantastic water slides and wave machines?
a) MGM studios
b) Typhoon Lagoon
c) Pleasure Island
5) Which of the following is NOT correct?
a) Hotel rooms are scattered around the park.
b) Hotel rooms are collected in a few areas.
c) Hotel rooms are available to suit different budgets.
Activity 4 – Specific vocabulary
LESSON 4 – GETTING BACK TO NATURE
Activity 1 – Preview
Write the word that best completes each sentence.
access
granite wall
explore
Looping road
magnificent
a) The face of a mountain is like a _______________.
b) The scenery in the park is truly _______________.
c) You can either take the straight road that goes through town or the _______________ that
circles around town.
d) You can _______________ the camping area by following this path.
e) I _______________ when I travel into little-known regions and discover what is there.
Activity 2 – Read the pasage
(From Talk about travels: English for airlines, hotel, and tours, p. 166)
Activity 3 - Select the correct answer
1) How long does it take to fly to Yosemite National Park?
a) 3 or 4 hours
b) 300 minutes
c) You can’t fly there.
2) How many waterfalls are less than 800 meters high?
a) 13
b) 3000
c) 8
3) Shuttle buses are used to…
a) reduce the traffic congestion
b) keep the parking lot full
c) help those people who are lost
4) Reservations are required during…
a) summer
b) the top of the mountain
c) fall / autumn
5) When can visitors see the strongest waterfalls?
a) in spring
b) in summer
c) in fall / autumn
Activity 4 – Specific vocabulary
Fonte: Professional Clipart CD
LESSON 5 – HOW TO BE A GOOD GUIDE?
Activity 1 – Write your opinion about the qualities for being a good tour guide. (in English or
in Portuguese)
1) ___________________________________________________________________________
2) ___________________________________________________________________________
3) ___________________________________________________________________________
4) ___________________________________________________________________________
5) ___________________________________________________________________________
6) ___________________________________________________________________________
7) ___________________________________________________________________________
8) ___________________________________________________________________________
Activity 2 – After reading the text next page, write the expert’s opinion about the qualities
for being a good tour guide. (in English)
1) ___________________________________________________________________________
2) ___________________________________________________________________________
3) ___________________________________________________________________________
4) ___________________________________________________________________________
5) ___________________________________________________________________________
6) ___________________________________________________________________________
7) ___________________________________________________________________________
8) ___________________________________________________________________________
Activity 3 – Write a paragraph telling if you ARE or ARE NOT prepared for becoming a tour
guide. (in English or in Portuguese)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(From Going international: English for tourism, p. 138)
UNIT 4 – WORKING WITH GRAMMAR
Objetives
Present basic grammar structures.
Practise the grammar structures.
LESSON 1 – VERB TO BE
The meanings of the verb TO BE:
1) Happens
The party is tonight.
The meeting is down the hall.
there.
Come, it is over
2) Located
She is at school.
She is home.
The food is on the table.
She is home.
3) Shows identity
She is Alexis and this is Bob.
He is a singer.
He is not a singer.
4) Shows a quality
She is beautiful.
It is stinky.
This is dangerous.
Activity 1
Complete the sentences with the verb to be making the all the sentences affirmative.
1) I __________ hungry.
2) Sally __________ rich.
3) It __________ seven o’clock.
4) We __________ at school.
5) The taxi __________ here. Let’s go.
6) The door __________ open.
7) Tokyo __________ in Japan.
8) I __________ sorry.
9) They __________ very tired.
10) Franco and Michelle __________ in the park.
Activity 2
Put sentences 1 to 5 from activity 1 into the negative form and sentences 6 to 10 into the
interrogative form.
_________________________________
______________________________________
_________________________________
______________________________________
_________________________________
______________________________________
_________________________________
______________________________________
_________________________________
______________________________________
LESSON 2 – PRESENT SIMPLE
Use 1 – Repeated actions
Present Simple expressa a ideia que a ação é repetida ou frequente. A ação pode ser um hábito, um
hobby, um evento diário ou agendado ou algo que ocorre com frequência. Também pode ser algo
que esquecemos geralmente.
Examples:










I play tennis.
She does not play tennis.
Does he play tennis?
The train leaves every morning at 8 AM.
The train does not leave at 9 AM.
When does the train usually leave?
She always forgets her purse.
He never forgets his wallet.
Every twelve months, the Earth circles the Sun.
Does the Sun circle the Earth?
Fonte: Professional Clipart CD
Use 2 – Facts or generalizations
Present Simple pode também indicar que o falante acredita qye um fato era verdade anteriormente,
é verdade no presente, e será verdade no futuro. Não importa se o falante está correto sobre o fato.
Usa-se também para fazer generalizações sobre pessoas ou coisas.
Examples:







Cats like milk.
Birds do not like milk.
Do pigs like milk?
California is in America.
California is not in the United Kingdom.
Windows are made of glass.
Windows are not made of wood.
Fonte: Professional Clipart CD
Activity 1
Complete the sentences with the correct form of the verbs.
1) He ________________ tennis at the weekend. (to play)
2) She ________________ two litters of water every day. (to drink)
3) My dog ________________ to sleep under my computer desk. (to like)
4) We ________________ in London. (to live)
5) Bill ________________ to school. (to walk)
6) Janet ________________ 3 languages. (to speak)
7) I ________________ for an international travel agency. (to work)
8) George ________________ to be a tour guide. (to want)
9) Ted ________________ to the mountais at Carnival. (to go)
10) I ________________ my car every week. (to wash)
Activity 2
Make questions with do or does.
1) you / travel a lot
_______________________________________________________
2) you / write in English
_______________________________________________________
3) he / come home by car
_______________________________________________________
4) she / have a cat
_______________________________________________________
5) you / live near the sea
_______________________________________________________
6) this train / go to Oxford
_______________________________________________________
7) we / study hard
_______________________________________________________
8) elephants / fly
_______________________________________________________
9) you / do your exercises
_______________________________________________________
10) we / use cell phones
_______________________________________________________
Activity 3
Respond the questions in activity 2 in a negative way.
1) No, _________________________________________________________________________
2) No, _________________________________________________________________________
3) No, _________________________________________________________________________
4) No, _________________________________________________________________________
5) No, _________________________________________________________________________
6) No, _________________________________________________________________________
7) No, _________________________________________________________________________
8) No, _________________________________________________________________________
9) No, _________________________________________________________________________
10) No, ________________________________________________________________________
LESSON 3 – PAST SIMPLE
Past simple é usado quando nos referimos a eventos que ocorreram em um tempo detrminado no
passado. Sendo assim, podemos concluir que o Past Simple é usado:
1) Para ações que se completaram no passado em tempo definido estabelecido na frase.
Ex: He travelled to Australia in 1998.
2) Em contextos que nos reportem ao passado, mesmo desprovido de indicação temporal.
Ex: I’m sorry about last night. The bus was 30 minutes late.
O past simple é um tempo verbal simples, formado apenas por um verbo principal flexionado na
forma do passado (para todas as pessoas), e que faz uso do verbo auxiliar (DID) apenas nas
formas interrogativas e negativas.
A flexão do verbo no passado será feita diferentemente para verbos regulares e irregulares. Os
verbos regulares recebem a terminação (-ed) para formar o passado. Os irregulares devem ser
memorizados, pois não trazem nenhuma lógica em suas formações.
I
You
He
She
visited
danced
worried
went (to go)
spoke (to speak)
preferred
It
We
built (to build)
You
They
Negative: The teacher didn’t explain the grammar.
They didn’t go to a football match at the stadium last Wednesday.
Question: Did you visit the Great Wall when you were in China?
Did she speak English with the teacher?
O verbo TO BE tem duas formas no past simple: was / were
I
was / wasn’t
You
were / weren’t
He
was / wasn’t
She
was / wasn’t
It
was / wasn’t
We
were / weren’t
You
were / weren’t
They were / weren’t
Activity 1
Complete the sentences with the simple past of the verb to be.
1) My favourite CDs _______________ (not) in my car yesterday.
2) When I _______________ a child I played football with my friends.
3) My neighbour and I _______________ (not) close friends in 2005.
4) Mike and Anthony _______________ at the new disco last weekend.
5) My best friend _______________ (not) in his house last Saturday.
Activity 2
Fill in the gaps with did, was or were.
1) _______________ your brother play the guitar at church last Sunday?
2) How old _______________ your sister when you were born?
3) What _______________ you wear on your college graduation ceremony?
4) _______________ you in a Cyber Café last Saturday?
5) Where _______________ you go surfing on your last vacation?
Activity 3
5) Look at the pictures and write sentences telling what these people did last weekend. Use your
imagination and write complete sentences. Don’t repeat the verbs. (12 points)
1) __________________________________________________________________________
2) __________________________________________________________________________
3) __________________________________________________________________________
4) __________________________________________________________________________
5) __________________________________________________________________________
6) __________________________________________________________________________
1)
4)
2)
5)
3)
6)
Fonte: Professional Clipart CD
LIST OF IRREGULAR VERBS
(From Into English 1, p. 128)
REFERÊNCIAS
Figuras do VERB TO BE disponível em: <http://www.really-learn-english.com/the-verb-to-beforms-examples-grammar-exercises.html>. Acesso em: 13 Jan. 2013.
Gráficos
e
exemplos
do
SIMPLE
PRESENT
<http://www.englishpage.com/verbpage/simplepresent.html>. Acesso em: 13 Jan. 2013.
em:
HARDING, Keith. Going international: English for tourism. Spain: Oxford University Press,
1998.
NORDVALL, Karl. Talk about travel: English for airline, hotels, and tours. Compass
Publishing.
Professional Clipart CD. V. 1
PUCHTA, Herbert, STRANKS, Jeff. Into English 1. São Paulo: Ática, 2012.