inglês técnico - guia do formador
TRANSCRIPT
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MODULFORMO UO U
L ORM ORM
O UO U
L ORM ORM
O UO U
L ORM ORM
O UO U
L ORM ORM
O UO U
L ORM ORM
O UO U
L ORM ORM
O UO U
L ORM ORM
Ing lês Técnico ng lês Ténico
Ing lês Técnico ng lês Ténico
Guia do Formador
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ
Colecção MODULFORM - Formação Modular
Título Inglês Técnico
Suporte Didáctico Guia do Formador
Coordenação Técnico-Pedagógica IEFP - Instituto do Emprego e Formação ProfissionalDepartamento de Formação ProfissionalDirecção de Serviços de Recursos Formativos
Coordenação do Projecto ISQ - Instituto de Soldadura e QualidadeDirecção de Formação
Autor Sónia Figueira
Capa SAF - Sistemas Avançados de Formação, SA
Maquetagem e Fotocomposição ISQ / Alexandre Almeida
Revisão OMNIBUS, LDA
Montagem BRITOGRÁFICA, LDA
Impressão e Acabamento BRITOGRÁFICA, LDA
Propriedade Instituto do Emprego e Formação ProfissionalAv. José Malhoa, 11 1099-018 Lisboa
1.ª Edição Portugal, Lisboa, Agosto de 2004
Tiragem 100 Exemplares
Depósito Legal
ISBN
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Índice Geral
ÍNDICE GERAL
A - APRESENTAÇÃO GLOBAL DO MÓDULO
• Objectivos globais AGM.1
• Conhecimentos prévios AGM.1
• Campo de aplicação AGM.1
• Perfil do formador AGM.2
• Plano do módulo AGM.3
• Metodologia recomendada AGM.4
• Recursos didácticos AGM.5
• Bibliografia AGM.6
B - EXPLORAÇÃ O PEDAGÓGICA DAS UNIDADESTEMÁTICAS
I. LOOK WHAT HAPPENED TO ENGLISH
• Sessions plan I.1• Reading Comprehension I.2
• Transparencies I.3
II THE UNITED NATIONS THE EARLY DAYS
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQÍndice Geral
III. THE RAPID GROWTH OF INDUSTRIAL PRODUTIONIII. AND INDUSTRIAL OUTPUT
• Sessions plan III.1
• Reading Comprehension III.3
• Transparencies III.4
IV. BUILDING ON SUCCESS
• Sessions plan IV.1
• Reading Comprehension IV.3
• Transparencies IV.4
V. THE DECLINE OF SERVICE QUALITY IN AMERICA
• Sessions plan V.1
• Reading Comprehension V.3
• Transparencies V.4
VI. THE IMPACT OF INFORMATION EXPLOSION
• Sessions plan VI.1
• Reading Comprehension VI.3
• Transparencies VI.4
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Índice Geral
VIII. THE BASICS OF ISO 9000
• Sessions plan VIII.1
• Reading Comprehension VIII.3
• Transparencies VIII.4
IX. PUTTING THE CONTROL IN INVENTORY CONTROL
• Sessions plan IX.1
• Reading Comprehension IX.2
• Transparencies IX.4
C - AVALIAÇÃO
PRÉ - TESTE
TESTE
RESOLUÇÃO DO PRÉ - TESTE
RESOLUÇÃO DO TESTE
ANEXO - TRANSPARÊNCIAS
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ
A - Apresentação Global do Módulo
A - Apresentação Global do MóduloA - Apresentação Global do MóduloA - Apresentação Global do MóduloA - Apresentação Global do MóduloA - Apresentação Global do Módulo
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Apresentação Global do Módulo
No final deste módulo, os formandos deverão estar aptos a:
• Utilizar o inglês técnico no domínio do planeamento, qualidade e organizaçãoindustrial, nas formas verbal e escrita.
Este módulo permite ao formando adquirir maior capacidade para resolver eprojectar as situações que se lhe deparam no seu dia-a-dia de trabalho nos
campos de planeamento, qualidade e organização industrial.
OBJECTIVOS GLOBAIS
CONHECIMENTOS PRÉVIOS
CAMPO DE APLICAÇÃO
Módulo(s)obrigatório(s)
Saberes prévios
- Conhecimentos básicosde língua inglesa.
Módulo(s)aconselhado(s)
Saberes desejáveis
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQApresentação Global do Módulo
PERFIL DO FORMADOR
Competência técnica
- Domínio da língua inglesa;
- Conhecimentos de vocabuláriotécnico em inglês.
Aqu isição
– Licenciatura em Línguas eLiteraturas Modernas - Estudosingleses ou equivalente:
– Ou Certificate of Proficiency inEnglish;
– Experiência de uti l ização/tradução de manuais técnicos emlíngua inglesa.
Competência pedagógica
Domínio de conhecimentos,técnicas e atitudes facilitadoras deaquisição e integração, por parte
dos formandos, de saberes gerais,saberes linguísticos (práticos eteóricos) e de comportamentos.
Aqu isição
– Curso de formação pedagógicade formadores;
– Certificado de Aptidão
Pedagógica; – Experiência de formação.
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Apresentação Global do Módulo
PLANO DO MÓDULO
Unidades Temáticas Duração Indicativa(horas)
I. Look What Happened 11h00I. to English
II. The united nations 11h00II. - the early days -
III. The rapid growth of 12h00III. industrial productionIV. and industrial output
IV. Building on success 13h00
V. The decline of service 13h00V. quality in America
VI. The impact of information 17h00
V.I explosion
VII. Taking quality as 10h00V.II seriously as profits
Objectivos
• Express advice.
• Give recommendation.
• Write letters of complaint.
• Share experiences using present perfect and pastprogressive.
• Share ideas using simple present and future tenses.
• Give an opinion.
• Describe situations.
• Make relations between situations that happened indifferent occasions in the past.
• Make relations between the present and its conse-quences in the future
• Understand and report the job process.
• Define his/her role in the world of job.
• Make reports.
• Explain an argument.
• Share possibilities.
• Give advices.
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQApresentação Global do Módulo
O módulo deverá ser iniciado pela realização do teste de entrada/diagnóstico,com o resultado do qual o formador se aperceberá rapidamente das principaisdificuldades dos formandos em relação à língua inglesa na sua vertente técnica.
A situação real está longe da ideal, em que todos os formandos se situariam nomesmo nível de conhecimentos e prática em relação à língua inglesa.
Assim, tornar-se-á necessária a colaboração dos formandos mais adiantados emais à vontade com a língua , de forma a diminuir os contrastes, ajudando oscolegas nomeadamente na participação oral.
A participação dos formandos dever-se-á suscitar, através de discussõesorientadas, nas sucessivas descobertas dos temas e na análise dos textosapresentados no Guia do Formando.
Seria esperado que os formandos a frequentar o módulo de Inglês Técnicopossuíssem um nível básico de compreensão do Inglês. É de reconhecer, noentanto, que o seu nível de entendimento seja diferente do oralmente produzido.
Este módulo foi concebido de forma a que os formandos consolidem os seusconhecimentos da língua, colocando-os mais à vontade na sua utilização,
fornecendo-lhes, ao mesmo tempo, os itens linguísticos e vocabulário de quenecessitarão na sua actividade profissional.
Dado que as necessidades em termos linguísticos poderão variar ao longo domódulo, é apresentado um esqueleto programático com o qual o formador - eespecialmente os formandos - poderão fazer as escolhas mais adequadas.Caberá ao formador planear as sessões de acordo com o que considerar maisadequado à personalidade e necessidades do grupo de formandos em presença.
A participação do formador será a de introduzir os temas, acompanhar a suaanálise, propor diferentes actividades, adaptando cada sessão em função daevolução do grupo. É para permitir esta adaptação que o programa, como já foireferido, constitui um "esqueleto": uma estrutura que permite um vasto campode manobra. Assim, o conteúdo, a avaliação e os materiais de apoio podem ser modificados de modo a ter em conta as necessidades e os interesses dos
METODOLOGIA RECOMENDADA
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Apresentação Global do Módulo
Material didáctico
• Transparências.
Equipamento
• Retroprojector (com uma lâmpada sobressalente);
• Projector Multimédia;
• Marcadores (4 cores);
• Quadro de conferência;
• Quadro cerâmico;
• Gravador áudio;
• Camara de Vídeo;
• Cassetes áudio.
Nota: Aconselha-se a existência de dicionários Inglês-Inglês (Dictionary of Contemporary English - Longman) para utilização em sala e em número mínimode um por cada três formandos.
RECURSOS DIDÁCTICOS
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQApresentação Global do Módulo
BOSSI, António e Esio Sesto, Instalações eléctricas, Hemus livraria editora,
1978.
FITZGERALD, Kingsley, Umans, Electric Machinery, McGraw-Hill, 1985.
MILMAN - Halkias, Microelectronics, McGraw-Hill, 1990.
OLDELFT - Sensor laser system, 1991.
PAPENKORT, Diagramas eléctricos de comando e protecção, E.P.U., 1975.
SANTOS, Oliveira e Quintino, Luísa, Automatização e Robotização em
Soldadura, Edições Instituto de Soldadura e Qualidade, 1992.
TAUB, Herbert, Circuitos Digitais e Microprocessadores, McGraw-Hill, 1984.
TAUB, Herbert, Digital Integrated Electronic, McGraw-Hill, 1990.
VASSALO, Francisco Ruiz, Manual de interpretação de esquemas eléctricos,Plátano Editora, 1977.
Catálogo geral Omron, 1990.
Folhetos de produtos da Telemecanique (detectores indutivos e capacitivos),
1991.
“Harmonic-Drive, DC-Servo Systems”, Harmonic-Drive, 1992.
Introduction to serial link, SAIA, 1991.
Manual reference guide series PCD SAIA 1991
BIBLIOGRAFIA
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ
B - Exploração Pedagógica das Unidades Temáticas
B - Explor B - Explor B - Explor B - Explor B - Explor ação Pação Pação Pação Pação Pedaedaedaedaedagógica das Unidadesgógica das Unidadesgógica das Unidadesgógica das Unidadesgógica das Unidades TTTTTemáticasemáticasemáticasemáticasemáticas
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ
Look What Happened to English
Look What Happened to EnglishLook What Happened to EnglishLook What Happened to EnglishLook What Happened to EnglishLook What Happened to English
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Look what happened to English!
SESSIONS PLAN
Meios
Duração
Conteúdodidácticos
indicativa
(horas)
I.1 “Look what happned 3h00
I.1 to english”
I.2 Reading 4h00
I.2 comprehension
I.3 Grammar notes 2h00
I.4 Language notes 2h00
Metodologiade desenvolvimento
• Trainees read the text for themselves, underline
unknown words and look for their meaning in the
dictionaries in order to better understand the text.
• Then the text is read by the trainees in loud voice
so that any question about vocabulary andspelling may be explained by the teacher.
• Trainees work preferably in pairs and answer to
the questions or do the activities proposed.·
• Trainer leads a group discussion about the
importance of English language in today's
globalised society.
• Trainer uses transparencies to remember the
difference between temporal clauses.
• Trainees write examples using verbs in the
present, in the past and in the future.
• Transparencies I.1 to I.3
• Trainer uses transparencies to present ways of
expressing advice and recommendation.
• Trainees write small dialogues using just-learn
vocabulary and role-play them.
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQLook what happened to English!
A. Explain the meaning of the following words from the text:
vernacular: the (non-official) language spoken in a country or region.
popping up: appearing suddenly or unexpectedly.
drawl: to speak slowly, lengthening vowels.
mongrels: something that is a mixture of two types of things; an animal
whose parents were from different breeds.
scope: range; the area within the limits of a subject.
intelligible: which can be understood.
B. Answer the fol lowing questions:
1. What has mainly promoted the English language in recent times?
The economic power of the United States of America.
2. What are the other reasons for the triumph of English as a global language?
English is a user-friendly language and has a formidable adaptability.
3. Explain in your words what is meant by "There is nothing less pure than En-
glish".
What is meant is that English has suffered many influences from other
languages.
4 Do you think it is important to have an European Community language?
READING COMPREHENSION
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Look what happened to English!
TRANSPARENCIES
Inglês Técnico I.3 Inglês Técnico I.4
Inglês Técnico I.1 Inglês Técnico I.2
Present simple Past simple
Future actions Expressing for asking for advice and
giving recommentation
Inglês Técnico I.5
Complaint letter
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ
The United Nations - The Early Days
The United Nations - The Early DaysThe United Nations - The Early DaysThe United Nations - The Early DaysThe United Nations - The Early DaysThe United Nations - The Early Days
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The United Nations - The Early Days
SESSIONS PLAN
MeiosDuração
Conteúdodidácticos
indicativa
(horas)
II.1 “The united nations - 3h00
II.1 the early days”
II.2 Reading 4h00
I.2 comprehension
II.3 Grammar notes 2h00
II.4 Language notes 2h00
Metodologia
de desenvolvimento
• Trainees read the text for themselves, underline
unknown words and look for their meaning in the
dictionaries in order to better understand the text.
• Then the text is read by the trainees in loud voice
so that any question about vocabulary and
spelling may be explained by the teacher.
• Trainees work preferably in pairs and answer to
the questions or do the activities proposed.·
• Trainer leads a group discussion about the role
of the united nations in the 20th /21th century
history.
• Trainer uses transparencies to explain the
difference between paste eith used to past
progressive and present perfect.
• Trainees write examples using past progressive
and present perfect.
• Transparencies II.1 to II.3
• Trainer uses transparencies to present ways of
expressing advice and recommendation.
• Trainees write small dialogues using just-learnt
vocabulary and role-play them.
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe United Nations - The Early Days
A. Answer the fol lowing questions using your own words:
1. What do you know about the League of Nations - for example, after its for-
mation on 28 June 1918, it strongly penalised Germany which, many years
later, Hitler "respond to" - What else can you tell the class about it, if you did
History at school?
(this question is to be answered according to the trainees' previous knowl-
edge of the 20th century History)
The League of Nations was founded immediately after the First World War. It
originally consisted of 42 countries, 26 of which were non-European. At its
largest, 57 countries were members of the League. The League was created
because a number of people in France, South Africa, the UK and the US
believed that a world organization of nations could keep the peace and pre-
vent a repetition of the horrors of the 1914-18 war in Europe. An effective
world body now seemed possible because communications were so much
better and there was increasing experience of working together in interna-
tional organizations. Coordination and cooperation for economic and social
progress were becoming important.
2. Who were some of its members and who were the "Great Powers"?
Some of its members were France, the United Kingdom, and South Africa.
The "Great Powers" were the United States of America, Germany, the USSR,
and Japan.
3. Before the collapse of the political system in Eastern Europe what did theSecurity Council try to do?
Before te collapse of the political system in Easter Europe, the Security
Council tryed to include all ex-enemy states, with which treaties have been
concluded as members of the UN
READING COMPREHENSION
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The United Nations - The Early Days
6. Did the United Nations "keep disputes between both great and small Pow
-ers within peaceful bounds"?
United Nations try to keep disputes within peaceful bounds and prepare
further progress towards a settlement.
7. How has the United Nations "changed" since the recent political changes in
Eastern Europe?
With the breaking of the comunistic regimes, ONU cooperated with these
countries in establishing democracy sending out peace treaties to establish
security in the several conflicts and made available humanitary help. In ex-
change, these country compromised to respect the human rights.
8. Have United Nations' congresses and conferences helped international in-
dustry? How?
Yes. (make reference to the several treaties, guidelines that emerged from
the World conferences in order to promote worldwide cooperation and com-
merce, to protect the environment, etc.)
9. Can you think of any of the United Nations' agencies - for example, the Pos-
tal Union, the International Bureau of Weight and Measures, the UN High
Commission on Refugees?
For example: ILO - International Labour Organization; FAO - Food and Agri-
culture Organization; UNESCO - UN Educational Scientific and Educational
Organization; WHO - World Health Organization.
B. Complete the following sentences
1. The powers and the functions of the League of Nations were not as extensive
as those of the United Nations.
2. The powers vested in the Security Council are expected to provide adequate
machinery for countering agression at its early stages.
3. The thought and ideas of the nineteenth century are the origins of the United
Nations' claims and principles
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe United Nations - The Early Days
Inglês Técnico II.3 Inglês Técnico II.4
Inglês Técnico II.1 Inglês Técnico II.2
Past progressive Used to
Present perfect I Expressing advice and recommendation
TRANSPARENCIES
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ
The Rapid Growth of Industrial Prodution and Industrial Output
The Rapid Growth of Industrial Prodution and Industrial OutputThe Rapid Growth of Industrial Prodution and Industrial OutputThe Rapid Growth of Industrial Prodution and Industrial OutputThe Rapid Growth of Industrial Prodution and Industrial OutputThe Rapid Growth of Industrial Prodution and Industrial Output
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The Rapid Growth of Industrial Production and Industrial Output
SESSIONS PLAN
MeiosDuração
Conteúdodidácticos
indicativa
(horas)
III.1 “The rapid growth 2h00
II .1 of industrial prodution
II. 1 and industrial outut”
III.2 Reading 3h00
I .2 comprehension
III.3 Grammar notes 4h00
Metodologia
de desenvolvimento
• Trainees read the text for themselves, underline
unknown words and look for their meaning in the
dictionaries in order to better understand the text.
• Then the text is read by the trainees in loud voice
so that any question about vocabulary and
spelling may be explained by the teacher.
• Trainees work preferably in pairs and answer to
the questions or do the activities proposed.
• Trainer leads a group discussion about the
development in the last decades: what kind of
industry “has died” and what industry has risen
up.
• Trainer uses transparencies to explain howdefining and non-defining relative clauses are
used.
• Trainees write examples.
• Trainees uses transparencias to explain the use
of have (got).
• Trainees write small.
• Trainees write examples.
• Trainer uses transparencies to explain what
phrasal verbs are.
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe Rapid Growth of Industrial Production and Industrial Output
MeiosDuração
Conteúdodidácticos
indicativa
(horas)
III.4 Language notes 3h00
12h00
Metodologia
de desenvolvimento
• Trainees uses examples from the text and
transparency III.4 to show how to use expressions
for rate of exchange.
• Trainees built sentences using vocabulary.
• Trainees write reports (e.g. stock exchange
reports, metorological reports, etc.).
Total:
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The Rapid Growth of Industrial Production and Industrial Output
A. Make questions for the fol lowing answers. For example:
A: The first clumsy aeroplane flown by the Wright brothers in 1903.
Q: What has given way to jet planes in less than 60 years?
1. What had the United States have for the transportation of people and goods
that in 1965 totalled more than 3 million miles?
An highway system of roads, turnpikes, parkways and throughways.
2. What has made possible the creation of compact computers?
The use of transistors.
3. What was a striking example of the application of mass production meth-
ods?
The development of the "assembly line" for the manufacture of automobiles.
4. What, along with the application of new scientific knowledge, devices andtechniques, made arise the growth of industrial output?
Mass production methods did.
5. How did the production of electricity change in the middle of the century?
It increased by eighteen times between 1920 and 1959.
6. What was the difference between the number of workers needed to produce
105 tons of steel in the 50's and in the 60's?
568 000 workers were needed in 1951, although only 450 000 in 1961.
READING COMPREHENSION
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe Rapid Growth of Industrial Production and Industrial Output
Inglês Técnico III.3 Inglês Técnico III.4
Inglês Técnico III.1 Inglês Técnico III.2
Defining and non - defining relative clauses Have (got)
phrasal verbs Expressions for rate of exchange
TRANSPARENCIES
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ
Building on Success
Building on SuccessBuilding on SuccessBuilding on SuccessBuilding on SuccessBuilding on Success
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Building on Success
SESSIONS PLAN
MeiosDuração
Conteúdodidácticos
indicativa
(horas)
IV.1 Building on success 5h00
«
IV.2 Reading 3h00
I .2 comprehension
IV 3 Grammar notes 2h00
Metodologia
de desenvolvimento
• Trainees describe themselves, and/or their town.
Ideally, they should do some research in the formof oral history, speaking to people (older relatives?older workers?) who can tell them interesting facts.
• The same idea could be expanded to the work
area/industry in which they are training; i.e., ways
in which the job or the workers have changed,and why. for example, is their area of training moreor less important now than it used to be? Why?
• Future predictions could be related to the areasabove.
• Trainees read the text for themselves, underlineunknown words and look for their meaning in the
dictionaries in order to better understand the text.
• Then the text is read by the trainees in loud voice
so that any question about vocabulary andspelling may be explained by the teacher.
• Trainees work preferably in pairs making the
questions and doing the activities proposed.
• Trainees analyse the differences between Chineseand European economies and compare theinformation obtained in the previous unit with whatis described in this one.
• Trainer uses transparency IV 1 to explain the use
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQBuilding on Success
MeiosDuração
Conteúdodidácticos
indicativa
(horas)
IV.4 Language notes 3h00
13h00
Metodologia
de desenvolvimento
• Trainer uses transparency IV.2 to present
expressions for increase and decrease.
• Trainees write reports like in the previous unit using
these expressions.
• A role-play can be done (trainees play economists,
consultants or others and discuss, for example,the state of the world's economy).
Total:
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Building on Success
A. Make questions for the fol lowing answers. For example:
ANSWER: A behemoth of light industry.
QUESTION: What has foreign investment transformed the country into ?
1. What are thousand of export-oriented factories producing in China?
Brand-name television sets and tape decks.
2. Who is responsible for the production of 90 million pairs of shoes a year for Nike?
The six Chinese factories, that make a fifth of its global production.
3. How many companies had been registered in China in 1992?
Nearly 54 000 joint ventures, co-operative enterprises and foreign-funded firms.
4. What had been the percentage rise in China's industrial output in 1992?
21%.
5. What was the effect of the industrial leap forward?
It has outsiders dazzled.
6. How much is the percapita income in Shenzen?
As much as $2 500 a year.
7. What lies beneath the thick layer of relatively efficient light industry that is onthe top of Beijing's economy?
READING COMPREHENSION
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQBuilding on Success
Inglês Técnico IV.1 Inglês Técnico IV.2
Present perfect II Expressions for increase and decrease
TRANSPARENCIES
IEFPIEFPIEFPIEFPIEFP ISQISQISQISQISQ TTTTTh Dh Dh Dh Dh D li fli fli fli fli f SSSSS i Q lit ii Q lit ii Q lit ii Q lit ii Q lit i A iA iA iA iA i
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ
The Decline of Service Quality in America
TTTTThe Deche Deche Deche Deche Decline of line of line of line of line of Ser Ser Ser Ser Ser vice Quality invice Quality invice Quality invice Quality invice Quality in AmericaAmericaAmericaAmericaAmerica
IEFPIEFPIEFPIEFPIEFP ISQISQISQISQISQ Building on Success
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Building on Success
SESSIONS PLAN
MeiosDuração
Conteúdodidácticos
indicativa
(horas)
IV.1 Building on success 5h00
«
IV.2 Reading 3h00
I .2 comprehension
IV 3 Grammar notes 2h00
Metodologia
de desenvolvimento
• Trainees describe themselves, and/or their town.
Ideally, they should do some research in the formof oral history, speaking to people (older relatives?older workers?) who can tell them interesting facts.
• The same idea could be expanded to the work
area/industry in which they are training; i.e., ways
in which the job or the workers have changed,and why. for example, is their area of training moreor less important now than it used to be? Why?
• Future predictions could be related to the areasabove.
• Trainees read the text for themselves, underlineunknown words and look for their meaning in thedictionaries in order to better understand the text.
• Then the text is read by the trainees in loud voice
so that any question about vocabulary andspelling may be explained by the teacher.
• Trainees work preferably in pairs making the
questions and doing the activities proposed.
• Trainees analyse the differences between Chineseand European economies and compare theinformation obtained in the previous unit with whatis described in this one.
• Trainer uses transparency IV 1 to explain the use
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQBuilding on Success
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IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQBuilding on Success
MeiosDuração
Conteúdodidácticos
indicativa
(horas)
IV.4 Language notes 3h00
13h00
Metodologia
de desenvolvimento
• Trainer uses transparency IV.2 to present
expressions for increase and decrease.
• Trainees write reports like in the previous unit using
these expressions.
• A role-play can be done (trainees play economists,
consultants or others and discuss, for example,the state of the world's economy).
Total:
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Building on Success
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IEFPIEFPIEFPIEFPIEFP ISQISQISQISQISQ Building on Success
A. Make questions for the fol lowing answers. For example:
ANSWER: A behemoth of light industry.
QUESTION: What has foreign investment transformed the country into ?
1. What are thousand of export-oriented factories producing in China?
Brand-name television sets and tape decks.
2. Who is responsible for the production of 90 million pairs of shoes a year for Nike?
The six Chinese factories, that make a fifth of its global production.
3. How many companies had been registered in China in 1992?
Nearly 54 000 joint ventures, co-operative enterprises and foreign-funded firms.
4. What had been the percentage rise in China's industrial output in 1992?
21%.
5. What was the effect of the industrial leap forward?
It has outsiders dazzled.
6. How much is the percapita income in Shenzen?
As much as $2 500 a year.
7. What lies beneath the thick layer of relatively efficient light industry that is onthe top of Beijing's economy?
READING COMPREHENSION
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQBuilding on Success
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IEFPIEFPIEFPIEFPIEFP ISQISQISQISQISQu d g o Success
Inglês Técnico IV.1 Inglês Técnico IV.2
Present perfect II Expressions for increase and decrease
TRANSPARENCIES
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ TTTTThe Impact of he Impact of he Impact of he Impact of he Impact of Inf Inf Inf Inf Inf or or or or or mamamamamation Explosiontion Explosiontion Explosiontion Explosiontion Explosion
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The Impact of Information Explosion
ppppp ppppp
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The Impact of information Explosion
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MeiosDuração
Conteúdodidácticos
indicativa
(horas)
VI.1 The impact of the 3h00
IV.1 information explosion«
VI.2 Reading 3h00
I.2 comprehension
VI.3 Grammar notes 1h00
VI.4 Grammar notes 7h00
Metodologia
de desenvolvimento
• Trainees read the text for themselves, underline
unknown words and look for their meaning in the
dictionaries in order to better understand the text.
• Then the text is read by the trainees in loud voice
so that any question about vocabulary and
spelling may be explained by the teacher.
• Trainees work preferably in pairs and make
questions as proposed.
• The subject of industrial relations and problems
at work can be brought again to discussion, using
now the information from this text and from
previous units.
• Trainer explains how and when imperative is used.
• Trainees try to give other examples using
imperative clauses.
• Trainer uses transparency VI.1 and VI.2.
• Trainees write sentences using this vocabulary.
• Trainees watch the videos. Then they discuss how
globalisation has changed information policies.
• Classification of different types of "media".
• Traineesshould investigatethe interplaybetween
SESSIONS PLAN
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe Impact of information Explosion
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MeiosDuração
Conteúdodidácticos
indicativa
(horas)
VI.4 Language notes 3h00
17h00
Metodologia
de desenvolvimento
• Trainees design and/or write a Newsletter for their
workplace.
Total:
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The Impact of information Explosion
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A. Make quest ions for the following answers:
1. To what does the call the Second Industrial revolution?
The author calls it to the current industry changes and the Information Explo-sion.
2. What do the changes that the author refers to involve?
They involve globalisation, the de-Iayering of corporations, the growth of
computerisation and the emergence of information highway.
3. When did the Second Industrial Revolution begin?
It began in the 1970s.
4. Before the 80s, what were the computers used to?
They were used to automate repetitive paper-intensive processes.
5. How can product planners, designers and manufacturing workers from differ-ent countries meet regularly and share information?
They can do it by using High-speed data and video links.
6. What does "the de-layering of organizations mean"?
It means that the management hierarchy is flattening out.
7. Formerly, employees only did what they were told to. What happens nowa-
days?
Today, employees assume responsibility for directing themselves, for im-
proving theirprocessesandbeing productivemembersofselfdirected teams
READING COMPREHENSION
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe Impact of information Explosion
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Inglês Técnico VI.1 Inglês Técnico VI.2
Imperative you Linking words for time relations: duration of
time
TRANSPARENCIES
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ TTTTTaking Quality as Seriouslaking Quality as Seriouslaking Quality as Seriouslaking Quality as Seriouslaking Quality as Seriously as Pr y as Pr y as Pr y as Pr y as Pr of of of of of itsitsitsitsits
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Taking Quality as Seriously as Profits
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Taking Quality as Seriously as Profits
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MeiosDuração
Conteúdodidácticos
indicativa
(horas)
VII.1 Taking Quality as 2h00
IV .1 seriously as profits«
VII.2 Reading 3h00
I.2 comprehension
VII.3 Grammar notes 2h00
Metodologia
de desenvolvimento
• Trainees read the text for themselves, underline
unknown words and look for their meaning in the
dictionaries in order to better understand the text.
• Then the text is read by the trainees in loud voice
so that any question about vocabulary and
spelling may be explained by the teacher.
• Trainees work preferably in pairs and answer
questions as proposed.
• The class may discuss the importance of pursuing
quality, what are quality standards, how can they
be applied, what exactly is a QSA.
• Trainer presents what are Modals of Obligation;
gives examples.
• Trainees try to give other examples and use think
+ (you) should and think + (you) ought to.
• Give advice and make suggestions; justifying why:
If I were you... (set phrases).
• Trainer uses transparency VII.1.
• Trainer uses transparency VII.2 to explain the
differences between the three types of
conditionals.
• Trainees writesentences using this vocabulary
SESSION PLAN
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQTaking Quality as Seriously as Profits
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MeiosDuração
Conteúdodidácticos
indicativa
(horas)
VII.4 Language notes 3h00
10h00
Metodologia
de desenvolvimento
• By using transparency VII.3, trainer presents
several ways of enriching a report: expressing
proportions, using linking words for facts and
generalisation.
• Trainees prepare own reports.
Total:
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A. Answer the following questions:
1. How do CEOs and customers disagree, in what concerns with quality?
CEOs in general feel their companies' level of quality has improved while
customers feel their expectations haven't been met.
2. Which is the best way to eliminate discrepancies and offset the problem of
how to measure quality?
It is by applying a Quality of Service Audit, identifying and defining custom-ers' real requirements and acting according.
3. How do the majority of American employees feel about the quality issue?
They feel they would feel more committed to achieving their companies' fi-
nancial goals if their managers were more concerned with quality.
4. What are the main benefits for a company, once a QSA has taken place?
The main benefits are the perception of the quality service level and the
acquisition of useful information in the design of a quality program.
B. Make a brief description of a QSA process.
A QSA process can be divided in 6 steps (phases). The first step is to design
the audit: define clear goals to be incorporated in the following phases of the
audit, define the target population, identify specific concepts to be measured
and develop a general structure for the analysis and choosing how data will
be collected. The next step will be the design of the questionnaire itself:
questions must be adapted to the objectives and type of questionnaire. The
third step is to complete a pre-test in order to verify that the questions are
READING COMPREHENSION
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQTaking Quality as Seriously as Profits
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C. What is the meaning of these words underlined in the text? You shouldbe able to work this out from the context.
• partnership - joint venture
• flaw - error
• survey - study
• striking - outstanding
• sample - test
•reliability - consistency
• bias - prejudice
• random - unsystematic
• assessment - evaluation
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Taking Quality as Seriously as Profits
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TRANSPARENCIES
Inglês Técnico VII.3
Inglês Técnico VII.1 Inglês Técnico VII.2
Modals of obligation Conditional
Reporting the results of a survey
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The Basics of ISO 9000The Basics of ISO 9000The Basics of ISO 9000The Basics of ISO 9000The Basics of ISO 9000
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The Basics of ISO 9000
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The Basics of ISO 9000
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MeiosDuração
Conteúdodidácticos
indicativa
(horas)
VIII.1 The basics of 3h00
IV. 1 ISO 9000«
VIII.2 Reading 4h00
I .2 comprehension
VIII.3 Grammar notes 4h00
Metodologia
de desenvolvimento
• Trainees read the text for themselves, underline
unknown words and look for their meaning in the
dictionaries in order to better understand the text.
• Then the text is read by the trainees in loud voice
so that any question about vocabulary and
spelling may be explained by the teacher.
• Trainees work preferably in pairs and answer
questions as proposed.
• The discussion about the importance of quality
processes brought to class in the previous unit
may be completed by the understanding of the
role of standards.
• Trainer uses transparency VIII.1 and VIII.2 toexplain the differences between the three types
of conditionals.
• Trainees write sentences using this vocabulary,
emphasising the meaning/context.
• Trainees shall revise: Zero conditional; 1st
conditional; 2nd conditional.
• Obligation vs. possibility.
• Because/so.
• 3rd and "4th" conditional (where "4th" conditional
SESSIONS PLAN
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe Basics of ISO 9000
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MeiosDuração
Conteúdodidácticos
indicativa
(horas)
VIII.4 Language notes 3h00
14h00
Metodologia
de desenvolvimento
• Trainer uses transparency VIII.3 and VIII.4 to
present linking words for time relations.
• Trainees must now integrate all the vocabulary
they have learnt, as well as grammar items, inorder to describe any kind of process.
• Different industrial processes flow charts may be
given to trainees so that they can use what they've
learnt and write process descriptions.
Total:
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The Basics of ISO 9000
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A. Answer the following questions:
1. What exactly is ISO 9000?
ISO is the International Standards Organization, based in Geneva.
2. In what consists the ISO 9000? How many standards does it include?
ISO 9000 is a description of standard series. It includes 4 standards: 9001,
9002, 9003 and 9004.
3. What is the main difference between ISO 9000 and the other industry stan-
dards?
ISO 9000 standards can be applied throughout a company and can also be
applied to services companies, while the other industry standards are ap-
plied only in manufacturing divisions.
4. What are the major benefits that come from the application of ISO 9000? And
what are the main disadvantages?
The major benefits are the increase in productivity, the reduction of loss-time
accidents and better employee morale and communication.
The main disadvantages are the costs of certification and the non regulation
of ISO 9000 consultants.
B. Explain the meaning of the following words from the text:
• standard - benchmark; rule
• design - create
i
READING COMPREHENSION
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe Basics of ISO 9000
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Inglês Técnico VIII.1 Inglês Técnico VIII.2
Marginal auxiliaries Marginal auxiliaries (continuação)
TRANSPARENCIES
Inglês Técnico VIII.3
Two simultaneous actions
Inglês Técnico VIII.4
One action after another
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ PuttingPuttingPuttingPuttingPutting TTTTThe Contr he Contr he Contr he Contr he Contr ol in Inol in Inol in Inol in Inol in Invvvvventor entor entor entor entor y Contr y Contr y Contr y Contr y Contr ololololol
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Putting The Control in
Inventory Control
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Putting the Control in Inventory Control
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MeiosDuração
Conteúdodidácticos
indicativa
(horas)
IX.1 Auto ID...puting the 2h00
IV.1 control in inventory
IV.1 control
IX.2 Reading 4h00 I.2 comprehension
IX.4 Language notes 4h00
Metodologia
de desenvolvimento
• Trainees read the text for themselves, underline
unknown words and look for their meaning in the
dictionaries in order to better understand the text.
• Then the text is read by the trainees in loud voice
so that any question about vocabulary and
spelling may be explained by the teacher.
• Trainees work individually or in pairs and makesentences as proposed (using vocabulary from
the text).
• Past narrative: overview.
• Opinions, suggestions
• Hypotheticals.
• General revision.
• Trainer presents one more group of linking words,
using transparency IX.1.
• Trainees use simple present, simple past, present
perfect future and conditional sentences (making
speculations).
• Trainees use different kinds of linking words
(justifying speculations).
• As a mean of integration and consolidation of all
SESSION PLAN
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQPutting the Control in Inventory Control
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A. What is the meaning of these words underl ined in the text? You should
be able to work this out from the context.
shor tage - lack
inventory - list of stock
staging - period of resting
keystrokes - hitting of keys (in a keyboard)
average - mean
warehouse - stockroom
devices - equipments
tags - labels
scanner - a device that reads a label as it passes over it.
B. Write one sentence using each word in the previous activity.
Example:
(shortage)
There has been a shortage of water for the last few months.
(inventory)
We are currently working in the inventory of the recently arrived goods.
( t i )
READING COMPREHENSION
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Putting the Control in Inventory Control
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(warehouse)
The goods have not been shipped yet: they are still in the warehouse.
(devices)
Nowadays there are the strangest devices to do almost everything you may
think about.
(tags)
She's so organised that she puts tags in every shelf of her wardrobe.
(scanner)
He's used the scanner to put the picture into the computer.
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQPutting the Control in Inventory Control
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TRANSPARENCIES
Inglês Técnico IX.1
Linking words for purpose
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ C - AvaliaçãoC - AvaliaçãoC - AvaliaçãoC - AvaliaçãoC - Avaliação
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C - Avaliação
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ TTTTTestesestesestesestesestes
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Testes
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Pré-Teste
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Formador:
Classificação:
Rubrica:
Pré-Teste de Inglês Técnico
Nome:(Maiúsculas)
NOTE: In exercises I to IV, please write only in the gaps
I - Choose the best answer and complete the sentences.
1. He was always very bad ................... languages.
a) in
b) at
c) on
2. The story wasn't true: she'd .................. it up.
a) made
b) make
c) taken
3. They've lived here .................... 1985.
a) since
Data:
Local:
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQPré-Teste
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5. If she .................... we'll ask her.
a) will come
b) comes
c) came
6. She told me she .................... to become a musician.
a) wanted
b) has wanted
c) would want
7. The children weren't very interested .................... the lecture.
a) for
b) in
c) on
8. He had a black beard and .......................................... .
a) thick moustaches
b) the thick moustache
c) a thick moustache
9. Could you ........................ to lock the door?
a) remember
b) remind
c) forget
10 If he hungry he wouldn't have eaten so much food
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Pré-Teste
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11. She has written the .................... book on the subject.
a) late
b) latest
c) later
12. The train was .................... up by problems on the line.
a) brought
b) bold
c) held
II. Complete the second sentence so that it means the same as the fi rst one.
1. He arrived late so he missed the match.
If he hadn't arrived ................................................................................. .
2. She came to live here years ago.
She's lived here ..................................................................................... .
3. A policeman found their car.
Their car ................................................................................................ .
4. You don't work hard so you don't get good results.
If you worked ......................................................................................... .
5. She's a very good violinist.
She plays the violin ............................................................................... .
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9. She told me she'd been on holiday.
I ............................................................................................................. .
10. He invented a story to explain his absence.
He made ..................................................................................................
III. Use a word formed from the word in capitals to complete the sentences.
1. She worked as a ................................. at the university. LECTURE
2. He found the film quite ....................................... FASCINATE
3. He wasn't at all ............................................ when her dog died. SYMPATHY
4. She ran into the burning building in a very ..................... manner. COURAGE
5. The city air was dirty and ..................................... . POLLUTE
6. The box was ........................................ and made of metal. RECTANGLE
7. It's surface was smooth and ......................................... SHINE
8. They brought an old ................................ table. WOOD
9. Her shoes were so ................ that she had to take them off. COMFORT
10. She always wears very ........................................ clothes. FASHION
IV. Use the appropriate form of one of the phrasal verbs below to complete the sentences.
turn down give away back up try on tell off pay back
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V. COMPOSITION
You belong to the generation who will manage the destiny of the world in the near future. Bearing this in mind, write
an essay (about 150 - 200 words) with the following title:
THE WORLD I WOULD LIKE TO LIVE IN
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Formador:
Classificação:
Rubrica:
Teste de Inglês Técnico
Nome:(Maiúsculas)
1. Before reading the text, answer the following question:
Nowadays you have no choice but to operate in a world shaped by globalisation and the information revolution.
There are two options. Adapt or die.
• Do you agree with the above view? Why? Why not?
FROM AN INDUSTRIAL AGE TO AN INFORMATION AGE
There are three stages of technological development. First, the new technology follows the line of least resistance;
second, the technology is used to improve previous technologies; and third, new directions or uses are discovered
that grow out of the technology itself.
During the first stage of technological innovation, technology takes the path of least resistance, that is, it is applied
in ways that do not threaten people. The way society handled the introduction of microprocessors is a classic
example of this first stage. The first applications of the microprocessor were in toys. Who could object? Robots (for
dangerous tasks) and toys represented the unthreatening path of least resistance.
At the same time, this path has created a whole generation of computer-comfortable kids. Young people entering the
labour force will have had some form of information device in their hands most of their live - from calculators to
computer games to push-button telephones.
Data:
Local:
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But now labour planners are gritting their teeth again and dusting off the gloom-and-doom scenarios, largely because
of the advent of the microprocessor. Why is the microprocessor causing such widespread concern? The reason is
simple: its widespread applicability. Earlier computer technology could be applied to some products, electronics,
and large-scale office information equipment, for example, but not others. Microprocessors can improve almost
anything, anywhere, and are consequently, far more threatening. In fact, there is virtually no limit to the sectors of the
world economy where microprocessors can be put to work.
It is clear that we are still in the second stage of technological innovation and that the introduction of technology into
the industrial workplace is on a collision course with much of the workforce, organised or not.
Labour unions are quick to describe the negative de-humanised work environment after technological innovation.
Clearly, automation will remain a key labour- management issue in the coming decade. Yet, much of debate so far is
based on the old industrial paradigm of labour-management relations. Technology is seen by labour as management's
latest tool for harnessing workers.
But the transition from an industrial to an information society does not mean manufacturing will cease to exist or
become unimportant. Did farming end with the industrial era? Ninety percent of us produced 100 percent of the food
in the agricultural era; now 3 percent of us produce 120 percent.
In the information age, the focus of manufacturing will shift from the physical to more intellectual functions on which
the physical depends.
Information is an economic entity because it costs something to produce because people are willing to pay for it.
Value is whatever people are willing to pay for. So even if an economy built around information seems less real than
one built around automobile and steel, it doesn't matter so long as people will pay for information or knowledge.
Electronics - undeniably an information industry - has become the largest business ever created on the planet.
Perhaps now even the sceptics among us will for the first time grasp the reality -and the wonder -of the new information
society.
In MEGATRENDS by John Naisbitt ( adapted and abridged)
2. Explain the meaning of the following words and expressions from the context (using your own words):
a) grow out
b) takes the path of the least resistance
c) awesome
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4. Now answer the following questions using your own words:
a) In the 2nd paragraph it is referred that the first applications of the microprocessor were in toys. Imagine that
you are in charge of verifying if those toys are suitable for children. What would you do?
b) How can industry and its output be enriched?
5. Find the sentences in paragraphs 6 to 12 where the author does the following:
a) explains the fears caused by the microprocessor.
b) exemplifies why workers' fears are unfounded.
c) explains what work will be like in the information age
6. Rephrase the following sentences:
a). "Twenty years ago computerised machinery was nothing but a dream".
The chairman said that _______________________________________________
b) You should have checked the device earlier in order to avoid the damages.
If you had __________________________________________________________
c) At first microprocessors didn't seem to have much use.
Microprocessors seemed to be_________________________________________
d) I don't have enough strength to help you carrying that heavy box.
If I ________________________________________________________________
7. Complete the following statements with an appropriate word or expression.
a) I would ……………………… some advice on this subject.
b) I'm too tired. I ……………………………….. a holiday this year.
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8. Choose the word (from the ones in brackets) that completes each sentence:
a) Automation was not so evident in the C.I.S. but ………………………………….. (mass-production/manual/ro-
bot) methods were widely employed there.
b) The curiosity to want to know, to discover, to read, to test and to conquer a problem is becoming rare
……………………………... (accommodation, commodity, common) in our society.
c) Almost ninety percent of American employees said they would feel more ………………………… (preoccupied/
glad/committed) to achieving their companies' financial goals if their managers were more concerned withdelivering quality to the customer.
Composition
You belong to the generation that will manage the destiny of the world in the near future. You will certainly make use
of what you have learnt. Bearing all this in mind, write an essay (about 150- 200 words) with the following title:
THE WORLD I WOULD LIKE TO LIVE IN
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ RRRRResolução dosesolução dosesolução dosesolução dosesolução dos TTTTTestesestesestesestesestes
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Resolução dos Testes
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Formador:
Classificação:
Rubrica:
Resolução do Pré-Teste de Inglês Técnico
Nome:(Maiúsculas)
NOTE: In exercises I to IV, please write only in the gaps
I - Choose the best answer and complete the sentences.
1. He was always very bad ................... languages.
a) in
b) at
c) on
2. The story wasn't true: she'd .................. it up.
a) made
b) make
c) taken
3. They've lived here .................... 1985.
a) since
Data:
Local:
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5. If she .................... we'll ask her.
a) will come
b) comes
c) came
6. She told me she .................... to become a musician.
a) wanted
b) has wanted
c) would want
7. The children weren't very interested .................... the lecture.
a) for
b) in
c) on
8. He had a black beard and .......................................... .
a) thick moustaches
b) the thick moustache
c) a thick moustache
9. Could you ........................ to lock the door?
a) remember
b) remind
c) forget
10 If he hungry he wouldn't have eaten so much food
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11. She has written the .................... book on the subject.
a) late
b) latest
c) later
12. The train was .................... up by problems on the line.
a) brought
b) bold
c) held
II. Complete the second sentence so that it means the same as the fi rst one.
1. He arrived late so he missed the match.
If he hadn't arrived late, he wouldn't have missed the match.
2. She came to live here years ago.
She's lived here for years.
3. A policeman found their car.
Their car was found by a policeman.
4. You don't work hard so you don't get good results.
If you worked harder you would get better results.
5. She's a very good violinist.
She plays the violin very well.
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9. She told me she'd been on holiday.
I was told by her that she had been on holiday.
10. He invented a story to explain his absence.
He made up a story to explain his absence.
III. Use a word formed from the word in capitals to complete the sentences.
1. She worked as a lecturer. at the university. LECTURE
2. He found the film quite fascinating FASCINATE
3. He wasn't at all sympathetic when her dog died. SYMPATHY
4. She ran into the burning building in a very courageous manner. COURAGE
5. The city air was dirty and polluted POLLUTE
6. The box was rectangular and made of metal. RECTANGLE
7. It's surface was smooth and shiny SHINE
8. They brought an old wooden table. WOOD
9. Her shoes were so comfortable that she had to take them off. COMFORT
10. She always wears very fashionable clothes. FASHION
IV. Use the appropriate form of one of the phrasal verbs below to complete the sentences.
turn down give away back up try on tell off pay back
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V. COMPOSITION
You belong to the generation who will manage the destiny of the world in the near future. Bearing this in mind, write
an essay (about 150 - 200 words) with the following title:
THE WORLD I WOULD LIKE TO LIVE IN
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F d D t
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Formador:
Classificação:
Rubrica:
Resolução de Teste: Inglês Técnico
Nome:(Maiúsculas)
1. Before reading the text, answer the following question:
Nowadays you have no choice but to operate in a world shaped by globalisation and the information revolution.
There are two options. Adapt or die.
• Do you agree with the above view? Why? Why not?
FROM AN INDUSTRIAL AGE TO AN INFORMATION AGE
There are three stages of technological development. First, the new technology follows the line of least resistance;
second, the technology is used to improve previous technologies; and third, new directions or uses are discovered
that grow out of the technology itself.
During the first stage of technological innovation, technology takes the path of least resistance, that is, it is applied
in ways that do not threaten people. The way society handled the introduction of microprocessors is a classic
example of this first stage. The first applications of the microprocessor were in toys. Who could object? Robots (for
dangerous tasks) and toys represented the unthreatening path of least resistance.
At the same time, this path has created a whole generation of computer-comfortable kids. Young people entering the
labour force will have had some form of information device in their hands most of their live - from calculators to
computer games to push-button telephones.
Data:
Local:
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQResolução do Teste
B t l b l itti th i t th i d d ti ff th l d d i l l b
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But now labour planners are gritting their teeth again and dusting off the gloom-and-doom scenarios, largely because
of the advent of the microprocessor. Why is the microprocessor causing such widespread concern? The reason issimple: its widespread applicability. Earlier computer technology could be applied to some products, electronics,
and large-scale office information equipment, for example, but not others. Microprocessors can improve almost
anything, anywhere, and are consequently, far more threatening. In fact, there is virtually no limit to the sectors of the
world economy where microprocessors can be put to work.
It is clear that we are still in the second stage of technological innovation and that the introduction of technology into
the industrial workplace is on a collision course with much of the workforce, organised or not.
Labour unions are quick to describe the negative de-humanised work environment after technological innovation.
Clearly, automation will remain a key labour- management issue in the coming decade. Yet, much of debate so far is
based on the old industrial paradigm of labour-management relations. Technology is seen by labour as management's
latest tool for harnessing workers.
But the transition from an industrial to an information society does not mean manufacturing will cease to exist or
become unimportant. Did farming end with the industrial era? Ninety percent of us produced 100 percent of the food
in the agricultural era; now 3 percent of us produce 120 percent.
In the information age, the focus of manufacturing will shift from the physical to more intellectual functions on which
the physical depends.
Information is an economic entity because it costs something to produce because people are willing to pay for it.
Value is whatever people are willing to pay for. So even if an economy built around information seems less real than
one built around automobile and steel, it doesn't matter so long as people will pay for information or knowledge.
Electronics - undeniably an information industry - has become the largest business ever created on the planet.Perhaps now even the sceptics among us will for the first time grasp the reality -and the wonder -of the new information
society.
In MEGATRENDS by John Naisbitt ( adapted and abridged)
2. Explain the meaning of the following words and expressions from the context (using your own words):
a) grow out - emerge
b) takes the path of the least resistance - proceeds without being stopped or retained by obstacles
c) awesome - frightening
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Resolução do Teste
c) Computer technology is less threatening than mechanisation was
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c) Computer technology is less threatening than mechanisation was.
True - "Until now, however, the worst fears about automation-related job loss have not materialized."
d) Western industrialised countries have found no competitor for the past decades.
False - "'During the 1960s and 1970s, … … mature industries in developed countries became less competitive
than new industries in Japan or in the more advanced developing countries."
4. Now answer the following questions using your own words:
a) In the 2nd paragraph it is referred that the first applications of the microprocessor were in toys. Imagine that
you are in charge of verifying if those toys are suitable for children. What would you do?
[Sample answer] Having such a responsible task, I would have to make sure that the toys would go out of the
factory to the client in perfect conditions and with the best quality possible. Therefore, the toys that would
come out of the production line would have to go through quality control. The toys would have to be in
accordance with the quality standards assumed by the factory without forgetting the safety aspect.
b) How can industry and its output be enriched?
The industry and its output can be enriched through development, improvement and diffusion of modern
technological devices, quality control, industrial planning, work distribution and organization, skilful workers…
5. Find the sentences in paragraphs 6 to 12 where the author does the following:
a) explains the fears caused by the microprocessor.
"Microprocessors can improve almost anything, anywhere, and are, consequently, far more threatening. Infact there is virtually no limit to the sectors of the world economy where microprocessors can be put to work."
b) exemplifies why workers' fears are unfounded.
"Did farming end with the industrial era? Ninety percent of us produced 100 percent of the food in the agricultural
era; now 3 percent of us produce 120 percent."
c) explains what work will be like in the information age
"In the information age, the focus of manufacturing will shift from the physical to more intellectual functions on
which the physical depends."
6. Rephrase the following sentences:
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d) I don't have enough strength to help you carrying that heavy box
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d) I don t have enough strength to help you carrying that heavy box.
If I were stronger, I would help you carrying that heavy box.
7. Complete the following statements with an appropriate word or expression.
a) I would appreciate some advice on this subject.
b) I'm too tired. I need / must have a holiday this year.
c) If I'd seen you, I would have invited you to come with me to the cinema.
d) For /Over the last few months two months, the temperatures have been over 20°C
e) This is the third time I've called you evening! Is there any problem with your telephone?
f) I don't agree with your attitude towards your customers! In my opinion /I think you should be more polite with
them.
8. Choose the word (from the ones in brackets) that completes each sentence:
a) Automation was not so evident in the C.I.S. but mass-production (mass-production/manual/ro-bot) methods
were widely employed there.
b) The curiosity to want to know, to discover, to read, to test and to conquer a problem is becoming rare mass-
production (accommodation, commodity, common) in our society.
c) Almost ninety percent of American employees said they would feel more committed (preoccupied/glad/com-
mitted) to achieving their companies' financial goals if their managers were more concerned with delivering
quality to the customer.
Composition
You belong to the generation that will manage the destiny of the world in the near future. You will certainly make useof what you have learnt. Bearing all this in mind, write an essay (about 150- 200 words) with the following title:
THE WORLD I WOULD LIKE TO LIVE IN
IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ AneAneAneAneAnexxxxxo -o -o -o -o - TTTTTr r r r r ansparênciasansparênciasansparênciasansparênciasansparências
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Anexo - transparências
Present simple
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Inglês Técnico I. 1
Present simple uses the base form of the verb with -s for the 3rd person
singular. It is used in the following four situations:
· The timeless present – also called ‘state present’ as it is used with verbs
of stative meaning
Wind blowsIt never falls
I know you very well
· The actual present (instantaneous present)
I ’m very well, thank you!
I admit I was wrong.· Present simple for fixed future – it is used for an event in the future that
we are certain about...
The day I see you, that wi ll be the day!
or in subordinate clauses (particularly with i f and when)
If I start feeling sick, I’ll call for you.· Present simple for past meaning – it is rarely used ( it is mainly found in
literature and newspaper headlines ).
The thunder builds up....
Past simple
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Inglês Técnico I. 2
Past simple uses the -ed form of the verb.
I fainted
NOTE: Some verbs (irregular verbs) have different forms like I came, he
saw.
(A list of most common irregular verbs can be found in Appendix I)
Future actions
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Inglês Técnico I. 3
The difference between will and going to:
will – is used when we decide to do something at the time of speaking
decision now
I will ...
past now future
going to – is used when we have already decided to do something
decision before
I’m going to...
past now future
Expressing for asking for advice
and giving recommendation
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Inglês Técnico I. 4
I am writing to askI would be gretefulI wonder
I would
if
likeappreciatebe grateful for
you could help me (with)... you could advise me (on)...you could recommend...
some advice on...some help with...
Complaint letter
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Inglês Técnico I. 5
The letter should be short and direct and objective:
Your adress
Date
Adress of who you're sending it to
Subject: in a short sentence, describe the object of your complaint
Dear Sir/Madam,
In the first paragraph you should express your complaint.
In a second and third paragraph, you should give some advice or
recommendation on how to improve the behaviour, preventing what caused
your complaint to happen again.
Finish it with a «Yours faithfully» or «Yours trully»Signature
Past progressive
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Inglês Técnico II. 1
Uses was/were and the -ing form of the verb as in ‘He was singing’:
Was/were – marks the past time
-ing – gives the sense of continuous activity
Past progressive can be used for a single past activity or a series of repeatedactions happening at a past moment:
This time last year I was living in Spain.
It can also be used as:
1. Relationship between a progressive action and simple tenses.
She suddenly woke... something was attacking her!
2. Long-time past (used many times with adverbs).
My grandmother was always telling stories.3. Past plans for the future.
I was going out to do some shopping...
Used to
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Inglês Técnico II. 2
We use used to:
1. For something that happened regularly in the past but no longer happens:
I used to go to the cinema every weekend, but now I don’t go so often.
2. For something that was true but isn’t true anymore:
She used to play the piano every day.
Present perfect I
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Inglês Técnico II. 3
Uses has/have before the past participle form of the verb as in
I have written
(In speech we usually use the contracted forms ‘s and ’ve)
It indicates that the event has occurred in the period before now and is at
least partially completed.
1. The action in the past has a result now.
He’s convinced me.
2. A recent event is extended into the present.
We’ve had a very bad time...
3. Present perfect can be used with just, already and yet.
I’ve just had an idea!
Expressing advice and recommendation
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Inglês Técnico II. 4
In my opinion you...
I would
Because
assince
You
You...
I suggest you...
You... sotherefore
Defining and non - defining relative clauses
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Inglês Técnico III. 1
Also called restrictive/non-restrictive or identifying/non-identifying, as these
relative clauses define, identify or restrict the preceding noun.
I know a doctor who would never work in such conditions.
(Notice that there are no commas, there is no spoken pause after the noun.
This is a defining clause and not an additional afterthought.)
Non-defining relative clauses simply add information about something or someone
already identified. We separate this information by commas:
My brother Sam, who lives in Lisbon, is an architect.
Have (got)
Both forms followed by to + infinitive carry the meaning of obligation/necessity:
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Inglês Técnico III. 2
Both forms, followed by to + infinitive, carry the meaning of obligation/necessity:You have (got) to help me.
In general, British English uses the got form and American English the have
form:
I’ve got to do it! (British English)I have to do it! (American English)
Sometimes, British English make a distinction: they use have got to for a single
present or future activity (1) and have to for an habitual action, present or future (2):
(1) I’m sorry, I’ve got to go!
(2) We ’ll just have to wait once more for the decision.
Notice that both in the past and in the future forms, the got form is less common:
I knew I had to do it!
You ’ll have to see what is best for you...
Phrasal verbs
These are multi word verbs i e verbs that are used with the following words
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Inglês Técnico III. 3
These are multi-word verbs, i.e., verbs that are used with the following words(adverb particles):
in on up away round about overby
out off down back through along forward
• In the intransitive phrasal verbs the adverb particle cannot be separated fromits verb – adverbs precede or follow the phrasal verb:
He suddenly turned away or
He turned away suddenly.
• The transitive phrasal verbs have a verb + adverb particle + the direct object
of the verb:They were taking off their raincoats.
I switched on the radio.
• Sometimes we change the order of the adverbial particle and the object:
I switched the radio on.
We cannot do it i f the object is a long one:They gave up any attempt to arrest the burglars . (Never ‘they gave any
attempt to arrest the burglars up.’)
Expressions for rate of exchange
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Inglês Técnico III. 4
Adjective rapidsharpsteepdramaticmarked
QUICKLY SLOWLY
gradualsteady
Adverb rapidlysharplysteeplydramaticallymarkedly
graduallysteadily
Present perfect II
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Inglês Técnico IV. 1
We can use the Present Perfect with recently, in the last few days, so far,
since, etc. meaning that we’re referring to a period that continues until now.
Have you heard from him recently?
Everything is going well. I haven’t had any trouble so far.We haven’t seen each other for a long time.
When we use the Present Perfect with today, this morning, this evening it means
that these periods are not finished at the time of speaking.
He has drunk a lot today.
I haven’t had a holiday this year.
We also use Present Perfect as follows:
It’s the first time this has happened. (Not happens)
This is the third time I have called you this morning.
That is the first good news she ’s had for weeks.
Expressions for increase and decrease
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Inglês Técnico IV. 2
Noun a rise
an increasean upward trend
UP DOWN
a fall
a decreasea declinea drop
Verb to increaseto shoot up (implies quickly)to soar up (implies quickly)
to decreaseto dropto declineto fallto plunge (impliesquickly)
Modal verb: should
The modal verb should can be used in many ways:
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Inglês Técnico V. 1
The modal verb should can be used in many ways:
1. We can use should to give advice or to give an opinion.
You look tired; you should rest.
2. We often use should with , think..., I don’t think..., Do you think...?.I don’t think you should work so hard.
3. We use shouldn’t to show something isn’t a good thing to be done.
You shouldn’t believe everything he says.
4. When something is not right or what we expected...
She should be here by nine!...or when we expect something to happen.
There are many industries here. It shouldn’t be difficult for him to find a
job!
5. We can use should after a number of verbs, specially
suggest propose recommend insist demand
They recommended that we should go to that restaurant.
Imperative you
Imperatives are one of the four types of simple sentences (the others being
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Inglês Técnico VI. 1
Imperatives are one of the four types of simple sentences (the others being
declaratives, interrogatives and exclamations).
The form of the imperative is the verb base, usually without subject, though
with any appropriate complementation:“ Sit down” the teacher said.
Sometimes, to avoid ambiguity, we include the subject:
“ You sit down there” , he said.
The negative form of imperatives is built using do as the operator with not ( n’t),
unless a negative pronoun or adverb is present:
Don’t touch it!
Nobody leaves!
When we add the subject you to a negative imperative, it has a particular position:
Don’t you look at me that way!
Linking words for time relations: duration of
time
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Inglês Técnico VI. 2
Since March1983
There hasbeen nochange in
the rate ofinflation
From
onwards
For Over the last
three yearstwo months
Up till nowSo far
Modals of obligation
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Inglês Técnico VII. 1
Besides the modal should, there are other modals with the same meaning
and in the modality of obligation.
Must has the basic meaning of necessity, which includes obligation.
You must leave tonight. (necessity)
I must remind you that... (obligation)
NOTE: The two meanings have different opposites: the opposite of the first is
needn’t; the opposite of the second is mustn’t.
Ought to is less common than should:
We ought to take care of him, oughtn’t we?
I oughtn’t to pay him compliments. Are you sure you ought to be doing this?
Conditional
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Inglês Técnico VII. 2
“ Zero” conditional: there’s a real possibility that the situation happens.
If I find them, I’ll tell you
If + present ..., (then) future
“ 1st” conditional: we imagine a situation that isn’t much possible to
happen.
If I found a wallet in the street, I would take it to the police.
If past ..., (then) ... would (‘d)
“ 2nd” conditional: when we are talking about the past we use
If + had (‘d), (then) would have...
If I’d had a camera, I would have taken some photographs.If I hadn’t been so t ired last night, I would have gone to the cinema.
Reporting the results of a survey
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Inglês Técnico VII. 3
(vague)
most
of...
A minority
a significant/ substantial number a large number/ proportiona significantly larger proportionthe majorityby far the largest proportion/ number
64%(precise)
last
aquarter ten out of twentytwo in three
half
Linking words for purpose
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Inglês Técnico IX. 1
ISO 9000 are applied toso as toin order to
increase quality performance
so that quality performance andawareness can be increase
with the purpose of Increasing quality perdormanceand awareness