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AULA 6 Adjectives Wh questions Substantives

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AULA 6 Adjectives

Wh questions

Substantives

Adjectives

O O adjetivo em inglês é invariável e

precede o substantivo.

Nice girls / good students / lazy boys

O You are nice girls.

O They are good students.

O You are lazy boys.

Can you complete these definitions?

An adjective describes or modifies a noun or pronoun.

Definitions

An adjective describes …

Adjectives

Some rules:

1. Adjectives don’t have plural

sweet dream – sweet dreams.

2. Adjectives don’t change according to the gender

strong man – strong woman.

3. Adjectives usually come before the noun

I have sweet dreams

He’s a strong man.

Wh-questions

O são perguntas introduzidas por meio

dos pronomes interrogativos

O Nunca responda com sim ou não (yes/no)

When do we use these questions? Who? What? Where? When? Why? How?

Person

People

Thing,

idea,

event,

or

action

Place Time Reason Way

OR

quality/

quantity

Because

Who?

O Who do you sit next to in class?

O Who is your father?

O Who do you like better? Dora or Diego?

O Who is your godmother?

O Who is your best friend?

O Use who quando quiser informação sobre alguma pessoa.

What?

O What are you doing for dinner?

O What did you do last night?

O What are they doing?

O What is in your backpack?

O What is the difference between XHTM and HTML?

O Use what quando desejar informação sobre alguma coisa.

When?

O When are you going to do your homework?

O When is your birthday?

O When do we have art class?

O When do the Giants play?

O Use when quando quiser informações do tempo em que algo ocorre.

Where?

O Where do you live?

O Where are you?

O Where do you go to school?

O Where can I go get pizza?

O Use where quando desejar informação

sobre algum local.

Why?

O Why do you want to be a teacher?

O Why do you want to learn English?

O Why is Johnny leaving school early today?

O Why do I need to go to Gym class?

O Use why para saber a razão de algo.

How?

O Apesar de não iniciar com wh, é incluído nas chamadas wh-questions

O How are you feeling?

O How old is your brother?

O How many dogs do you have?

O How do I get to Market Street?

O How was school today?

O How do I get my HTML to the Web server?

O Use how para saber a forma como algo é feito OU para saber a qualidade / quantidade.

Which

O Which é utilizado quando se pergunta

sobre um universo limitado de opções.

O Ex: Which programming language do you

prefer: JavaScript or ASP

Compare:

Do you read every day?

What do you read every day?

Word order:

wh-question word

do, does, or did,

the subject,

the verb/base form, and the rest of the sentence.

Yes, I do.

A new novel.

1.

2.

3.

4.

Forming WH-Questions with Do, Does, or Did

Rrrrrgghhh

worked in the

garden yesterday.

Who???

Who

worked in the garden yesterday???

Exception: who or what as

subjects

Form wh-questions with DO, DOES, or DID.

When …

What …

What …

does class begin?

do I do now?

did you say?

Who …

worked on the computer?

1. Start the question with the question word: what,

when, how…

2. In the simple present, add do or does.

What

do

3. Add the subject.

4. For the simple present, add the verb in the base form.

you

see?

Here are the rules

Consider the same thing in a chart:

question word

do/ does subject verb base form or

What

do

you

see?

a helping word

IMPORTANT!

Be careful with

who and what.

When who and what ask about the subject**, don’t use

do or does!

Who works really hard?

Anton works really hard.

What is not working?

My desktop is not working.

subjects

** subject= the person or thing who does the action

However, when who or what ask about the object**,

use do or does in the simple

present -- but never in the present progressive!!!

Who(m) is he smiling at? He is smiling at a girl.

What do you see? I see four leaves.

subjects: he, you, I

object

object

**object = the person or thing affected by the action of the verb

A Friendly Visit 1

Dad, I think

we have

visitors.

Who are

they? I don’t know. Why are

their heads so small?

Oh, they’re

human

beings.

Be kind, son.

Their brains aren’t

very big.

A Friendly Visit 2

Our spaceship broke

down. Where are

we? Why are you

here?

Greetings from

Earth. What is

your language? Our language is

₪. But

I want to practice

my English.

You are very far

from home.

Function

Wh- questions ask for information. They cannot be

answered with a yes or no.

Where are you

from?

We are from

Earth. Yes.

Singular and Plural

Use is for singular subjects and are for

plural subjects.

Where is your spaceship?

What are your plans?

singular

plural

Who

Who asks about people.

Who are you?

Who is your leader?

person

person

What

What asks about things.

What is your language?

What are your names?

Ez5ik thing

things

Where

Where asks about places.

Where are we?

Where is your spaceship?

Why

Why asks for a reason.

Why are you here?

Why are their heads so small?

His hobby is soccer.

Practice 1 With a partner, read the

answers and ask

wh-questions.

Example:

They’re aliens.

Who are they? Where is he from? Why are they happy? What is his hobby?

The United States. Because they landed on the moon.

Contractions

We often use contractions for wh- questions with is in speaking and informal writing.

Where is the mustard? Where’s

What is on TV? What’s

Answers

We usually give short answers to wh-

questions. We can give long answers too.

Why is your

skin green?

My skin is green

because I eat a

lot of broccoli.

Because I eat a lot

of broccoli. short

answer

long

answer

Practice 2 Use the clues to ask and

answer wh- questions with a

partner.

Who is he? Example:

doctor

4. he sees a spaceship

2. firefighter 1. spaceship

3. alien

He is a doctor.

Where is she?

She is in a spaceship.

What is he?

He is an alien.

Who is he? He is a fire fighter.

Why is he scared? He sees a spaceship.

Substantives - Plural

1. Plural dos substantivos em geral: “S”.

Ex.: site - sites plan - plans

2. Plural dos substantivos terminados em “s”; “ss”, “sh”, “ch”, “x”, “o” e “z”: “ES”. Ex.: class - classes box - boxes

3. Plural dos substantivos terminados em “y” precedido por consoante: substitui-se o “y” por “I” e acrescenta-se “ES”. Ex.: library - libraries university - universities

4. Plural dos substantivos terminados em “f ” ou “fe”: substitui-se o “f ” por “V” e acrescenta-se “ES”. Ex.: half - halves life - lives

Learning activities

1. Complete as orações com a forma correta o verbo be, conforme o modelo.

What _is_ the difference between XHTM and HTML?

a. When _______________encrypted information necessary for a Web site?

b. Which ______________ the best Web programming language: Java,

JavaScript, ASP or CGI?

c. Who ___________ the new Web designers working with Distance Education?

d. How _____________ graphics used to make a Web page more attractive?

e. Where _________ the best Web development jobs?

f. Why _____________ security an important issue for e-commerce Web sites?

g. What ___________ the advantage of using CSS?

Learning activities

2. Dê respostas curtas negativas ou

afirmativas.

a. Are you a Web design student?

b. Is your father a Web design student?

c. Are graphics and animation interesting?

d. Is Web hosting expensive?

e. Are you interested in e-commerce?

Learning activities

O texto a seguir servirá de base para que você

responda as atividades 3 a 5. Portanto, leia

com atenção e somente após a leitura prossiga

com as atividades.

When the project plan becomes the problem

While a good plan is critical for successful delivery of a project, following a plan too blindly in the face of the inevitable changes that projects face can be a recipe for failure. The best project managers know that successfully taking a project from concept to completion requires not only a plan, but the willingness to deviate from that plan when conditions change and adaptation is necessary.

When the project plan becomes the problem

While a realistic project plan is the first criterion for a successful project, it’s important to remember the military maxim that no battle plan survives first contact with the enemy. Just as the great generals throughout history have won their battles by being the best at marshaling their resources on the fly to adapt to changing circumstances, great managers use their project plans as starting points that are then informed throughout the life of the project by feedback from engaged team members, management of the project’s resources and regular reviews of the environment into which the project will be delivering its end product.

When the project plan becomes the problem

Project managers who have the tools and the engagement to obtain a real-time view into the current state of their projects, their resources and their team activities will virtually always outperform managers who have a supposedly airtight plan but no such real-time insight. Planbound managers will always see the information through the filter of how the data varies from that predicted by their original plan, while realist managers will use the information to speed the project on its way to completion, regardless of whether the route taken or the timeline involved was envisioned in the project’s planning stages.

When the project plan becomes the problem

Paradoxically, managers can often learn more from obsolete plans than they can from successful ones when it comes time to prepare for the next project. Using tools that allow them to capture data on actual behavior versus anticipated performance, managers can apply the lessons learned to the next project, hopefully making it more realistic and decreasing the degree of change management that they will need to apply the next time around. Successful project managers learn from their mistakes, their experience and the pain of past projects to make each successive project more efficient than the last.

When the project plan becomes the problem

Plans are good things to have, and tools that allow project managers to marshal resources and set timelines are critical. A smart manager, however, knows when and how to recognize when a plan has been overtaken by events, update the plan and proceed accordingly. Your ability to learn from history, leave the perfect plan and detour around the inevitable roadblocks can make the difference between a successfully delivered project and long meetings spent discussing what went wrong this time.

Learning activities 3. Ao ler textos como este, nem sempre é necessário

entender cada palavra. Mas há palavras cujo

significado você pode inferir a partir do contexto.

Veja as palavras a seguir. São elas substantivos

(s), verbos (v) ou adjetivos (a)?

a) manager ( ) f) data ( )

b) regular ( ) g) recognize ( )

c) allow ( ) h) outperform ( )

d) completion ( ) i) obsolete ( )

e) project ( ) j) current ( )

Learning activities 4. Agora, encontre as palavras da questão anterior no texto e

relacione-as com os significados a seguir:

a) permit

b) information

c) Scheme

d) action of completing

e) have a better performance

f) person controlling a business

g) continuous or habitual; constant

h) of the present time

i) no longer used; out of date state of being complete

j) identify

Learning activities

5. Pense sobre as seguintes questões

levantadas pelo texto:

a) Quais tipos de flexibilidade um plano deve

prever e às quais se adaptar?

b) Uma vez tendo um plano elaborado, que

tipo de discernimento deve um

administrador, tanto quanto um

programador ou designer, possuir?

Learning activities

6. Escreva o plural dos substantivos:

a) tutorial –

b) flash –

c) day –

d) language –

e) technology –

f) laptop –

g) business –

h) browser –

i) fax –

j) industry –

k) thief –

l) computer -

Learning activities

7. Complete with “do” or “does”:”:

a) _____ they play soccer every weekend?

b) _____ it need to be fed?

c) _____ we really have to go?