Linguagens, Códigos e suas Tecnologias – Inglês Ensino Médio, 2 ° Ano Quantifiers: much x many...

Linguagens, Códigos e suas Tecnologias – Inglês

Ensino Médio, 2 ° Ano

Quantifiers: much x many / little x few

INGLÊS, 2º Ano do Ensino MédioMuch x Many; Little x Few

ÍNDICEÍNDICEÍNDICEÍNDICE

GRAMMAR NOTESGRAMMAR NOTES

COMPONENTE TEÓRICO 1: MUCH E MANYCOMPONENTE TEÓRICO 1: MUCH E MANY

COMPONENTE TEÓRICO 2: LITTLE/ A LITTLE E FEW/ A FEWCOMPONENTE TEÓRICO 2: LITTLE/ A LITTLE E FEW/ A FEW

COMPONENTE TEÓRICO 3: OS SINÔNIMOS DE MUCH E MANYCOMPONENTE TEÓRICO 3: OS SINÔNIMOS DE MUCH E MANY

COMPONENTE TEÓRICO 4: A INTENSIFICAÇÃO DOS QUANTIFICADORESCOMPONENTE TEÓRICO 4: A INTENSIFICAÇÃO DOS QUANTIFICADORES

COMPONENTE TEÓRICO 5: CASOS ESPECIAIS COM MANYCOMPONENTE TEÓRICO 5: CASOS ESPECIAIS COM MANY

COMPONENTE TEÓRICO 6: PROBLEMAS DE CONCORDÂNCIA VERBALCOMPONENTE TEÓRICO 6: PROBLEMAS DE CONCORDÂNCIA VERBAL

COMPONENTE TEÓRICO 7: A FUNÇÃO PRONOMINAL DOS QUANTIFICADORESCOMPONENTE TEÓRICO 7: A FUNÇÃO PRONOMINAL DOS QUANTIFICADORES

COMPONENTE TEÓRICO 8: USO DE HOW MANY X HOW MUCHCOMPONENTE TEÓRICO 8: USO DE HOW MANY X HOW MUCH

GRAMMAR IN USEGRAMMAR IN USE: : PRACTICE 1; PRACTICE 2; PRACTICE 3; PRACTICE 4; PRACTICE 5; PRACTICE 6; PRACTICE 7;PRACTICE 1; PRACTICE 2; PRACTICE 3; PRACTICE 4; PRACTICE 5; PRACTICE 6; PRACTICE 7;PRACTICE 8PRACTICE 8

GRAMMAR IN ACTIONGRAMMAR IN ACTION::

SONG: BLOWIN’ IN THE WINDSONG: BLOWIN’ IN THE WIND

SUGESTÕES PARA UM TRABALHO INTERDISCIPLINARSUGESTÕES PARA UM TRABALHO INTERDISCIPLINAR

RESPOSTASRESPOSTASBIBLIOGRAFIABIBLIOGRAFIA

GRAMMAR NOTESGRAMMAR NOTES

COMPONENTE TEÓRICO 1: MUCH E MANYCOMPONENTE TEÓRICO 1: MUCH E MANY

COMPONENTE TEÓRICO 2: LITTLE/ A LITTLE E FEW/ A FEWCOMPONENTE TEÓRICO 2: LITTLE/ A LITTLE E FEW/ A FEW

COMPONENTE TEÓRICO 3: OS SINÔNIMOS DE MUCH E MANYCOMPONENTE TEÓRICO 3: OS SINÔNIMOS DE MUCH E MANY

COMPONENTE TEÓRICO 4: A INTENSIFICAÇÃO DOS QUANTIFICADORESCOMPONENTE TEÓRICO 4: A INTENSIFICAÇÃO DOS QUANTIFICADORES

COMPONENTE TEÓRICO 5: CASOS ESPECIAIS COM MANYCOMPONENTE TEÓRICO 5: CASOS ESPECIAIS COM MANY

COMPONENTE TEÓRICO 6: PROBLEMAS DE CONCORDÂNCIA VERBALCOMPONENTE TEÓRICO 6: PROBLEMAS DE CONCORDÂNCIA VERBAL

COMPONENTE TEÓRICO 7: A FUNÇÃO PRONOMINAL DOS QUANTIFICADORESCOMPONENTE TEÓRICO 7: A FUNÇÃO PRONOMINAL DOS QUANTIFICADORES

COMPONENTE TEÓRICO 8: USO DE HOW MANY X HOW MUCHCOMPONENTE TEÓRICO 8: USO DE HOW MANY X HOW MUCH

GRAMMAR IN USEGRAMMAR IN USE: : PRACTICE 1; PRACTICE 2; PRACTICE 3; PRACTICE 4; PRACTICE 5; PRACTICE 6; PRACTICE 7;PRACTICE 1; PRACTICE 2; PRACTICE 3; PRACTICE 4; PRACTICE 5; PRACTICE 6; PRACTICE 7;PRACTICE 8PRACTICE 8

GRAMMAR IN ACTIONGRAMMAR IN ACTION::

SONG: BLOWIN’ IN THE WINDSONG: BLOWIN’ IN THE WIND

SUGESTÕES PARA UM TRABALHO INTERDISCIPLINARSUGESTÕES PARA UM TRABALHO INTERDISCIPLINAR

RESPOSTASRESPOSTASBIBLIOGRAFIABIBLIOGRAFIA

COMPONENTE TEÓRICO 1 - MUCH E MANY

MUCH

TRADUÇÃO APLICAÇÃO EXEMPLOS

muito, muitaantes de substantivos incontáveis,

portanto, singulares.

She drinks much tea.

(Ela bebe muito chá)

I don't have much time.

(Não tenho muito tempo)

MANY muitos, muitasantes de substantivos contáveis,

no plural.

They have many cars.

(Eles têm muitos carros)

I’ve bought many books.

(Comprei muitos livros)

OBSERVAÇÃO: Much é principalmente usado em frases negativas e interrogativas.


COMPONENTE TEÓRICO 2 - LITTLE / A LITTLE e FEW / A FEW

LITTLE

TRADUÇÃO APLICAÇÃO EXEMPLOS

pouco, poucaantes de substantivos incontáveis,

portanto, singulares.

She drinks little tea.

(Ela toma pouco chá)

I have little time.

(Tenho pouco tempo)

FEW poucos, poucasantes de substantivos contáveis,

no plural.

They have few cars.

(Eles têm poucos carros)

I’ve bought few books.

(Comprei poucos livros)

OBSERVAÇÕES:

1. a little (um pouco) - mesma aplicação de little.

She drinks a little tea.

2. a few (uns poucos, umas poucas) - mesma aplicação de few.

They have a few cars.


COMPONENTE TEÓRICO 3 - OS SINÓNIMOS DE MUCH E MANY

lots of

a lot of

plenty of

a good deal of

a great deal of

• significam "muito(a), muitos(as), uma porção de, uma grande quantidade de" etc.

Much tea = a lot of tea

plenty of tea

a great (good) deal of tea

Many books = lots of books

a lot of books

plenty of books

a great (good) deal of books

OBSERVAÇÕES

1. A expressão a lot (sem of) não deve ser usada antes de substantivos.

John studies a lot. (John estuda muito)

A lot was done by her. (Muito foi feito por ela)

2. A expressão lots of (embora característica de plural) pode ser também usada

antes de incontáveis, no singular (bastante informal).

There are lots of houses on this street. (Há muitas casas nesta rua)

She has lots of money with her. (Ela tem muito dinheiro com ela)


COMPONENTE TEÓRICO 4 - A INTENSIFICAÇÃO DOS QUANTIFICADORES

Pode-se ampliar, enfatizar ou restringir o sentido dos quantificadores se os precedermos de VERY, TOO, SO, EXTREMELY, COMPARATIVELY

ADVÉRBIO

QUANTIFICADORES

MUCH MANY FEW LITTLE

VERYbastante,

muitomuitos,muitas

muitopoucos(as)

muitopouco(a)

TOOdemais(sing.)

demais(plural)

poucos(as)demais

pouco(a)demais

SO tanto(a) tantos(as) tão poucos(as) tão pouco(a)

EXTREMELYextremamente

muito(a)extremamente

muitos(as)extremamente

poucos(as)extremamente

pouco(a)


COMPONENTE TEÓRICO 5 - CASOS ESPECIAIS COM MANY

Many tem concordância verbal de plural:

Many students are outside the classroom. (Muitos estudantes estão fora da sala de aula)

Pode-se porém, substituir a forma MANY + PLURAL por MANY A + SINGULAR, com concordância verbal singular.

Many a student is outside the classroom. (Muitos estudantes estão fora da sala de aula)

Many pode ser precedido de a good ou a great, por ênfase:

She has a great many hens.

a good

(Ela tem muitas, muitas galinhas)


COMPONENTE TEÓRICO 6 - PROBLEMAS DE CONCORDÂNCIA VERBAL

Lots of e a lot of têm concordância verbal dependente do elemento que as seguir:

There is lots of money here.

There are a lot of boys there.

There is a lot of love to share.

There are lots of buses out of order.

Porém, se a forma of não aparecer, tanto lots of quanto a lot of são consideradas singulares:

There is a lot here. (Há muito aqui.)

There is lots here. (Há muitos aqui.)


COMPONENTE TEÓRICO 7 - A FUNÇÃO PRONOMINAL DOS QUANTIFICADORES

Quando houver, numa mesma frase, mais de uma referência a um mesmo substantivo,

não há a necessidade de se repetir tal substantivo a cada referência: usa-se, apenas, o quantificador:

She has many books, but I’ve got few.

(Ela tem muitos livros, mas eu tenho poucos)

He doesn’t spend much petrol: he spends little.

(Ele não gasta muita gasolina: gasta pouca)


COMPONENTE TEÓRICO 8 – USO DE HOW MANY X HOW MUCH

How many traduz-se por quantos, quantas.

HOW MANY OCEANS ARE THERE IN THE EARTH?

Quantos oceanos há na Terra?

HOW MANY PEOPLE LIVE IN YOUR CITY?

Quantas pessoas vivem em sua cidade?

I DON'T KNOW HOW MANY TIMES I’VE ALREADY TOLD YOU THAT !

Não sei quantas vezes já lhe disse isso !

How much traduz-se por quanto, quanta.

HOW MUCH SUGAR DO YOU WANT IN YOUR COFFEE?

Quanto açúcar você quer no seu café?

HOW MUCH GASOLINE DOES YOUR CAR CONSUME TO TRAVEL 50 KILOMETERS?

Quanta gasolina seu carro consome para rodar/viajar 50 quilômetros?

DO YOU KNOW HOW MUCH A GOOD COMPUTER COSTS?

Você sabe quanto custa um bom computador?

Antes de uncountable nouns, usa-se how much:

HOW MUCH ADVICE I HAVE GIVEN YOU !

Quantos conselhos eu lhe dei !


GRAMMAR IN USEGRAMMAR IN USEGRAMMAR IN USEGRAMMAR IN USE









Preencha com many ou much:Preencha com many ou much:

1. She's got __________ problems to solve.1. She's got __________ problems to solve.

PRACTICE 1PRACTICE 1PRACTICE 1PRACTICE 1

2. I don't have ___________ money to spend.2. I don't have ___________ money to spend.

3. It will take us ____________ hours to get there.3. It will take us ____________ hours to get there.


Preencha com (a) few ou (a) little.Preencha com (a) few ou (a) little.

1. She's got ______________ problems to solve.1. She's got ______________ problems to solve.


2. I have ______________ money to spend.2. I have ______________ money to spend.

3. It will take us ______________ hours to get there.3. It will take us ______________ hours to get there.


Substitua as expressões grifadas por many ou much:Substitua as expressões grifadas por many ou much:

1. She's got a lot of problems to solve.1. She's got a lot of problems to solve.


2. I don't have a great deal of money to spend.2. I don't have a great deal of money to spend.

3. It will take us lots of hours to get there.3. It will take us lots of hours to get there.


Enfatize as formas em destaque:Enfatize as formas em destaque:


1. She's got many problems to solve.1. She's got many problems to solve.

2. I don't have much of money to spend.2. I don't have much of money to spend.

3. It will take us few hours to get there.3. It will take us few hours to get there.



Substitua as formas em destaque:Substitua as formas em destaque:

1. She's got many a problem to solve.1. She's got many a problem to solve.

2. It will take us many an hour to get there.2. It will take us many an hour to get there.

3. Many a boy entered the empty room.3. Many a boy entered the empty room.



Coloque C para o certo e E para o errado:Coloque C para o certo e E para o errado:

1. There was a lot of girls in the park. ( )1. There was a lot of girls in the park. ( )

2. Lots of men spend their time here. ( )2. Lots of men spend their time here. ( )

3. There are a lot of students outside. ( )3. There are a lot of students outside. ( )



Complete com o solicitado entre parênteses:Complete com o solicitado entre parênteses:

1. I’ve got a few coins but she's got ________________.

(muitas)

1. I’ve got a few coins but she's got ________________.

(muitas)

2. Peter spoke many times, but I spoke ________________.

(poucas)

2. Peter spoke many times, but I spoke ________________.

(poucas)

3. Henry has little money, but Allan has ________________.

(muito)

3. Henry has little money, but Allan has ________________.

(muito)


1. This factory produces ___________ different kinds of products.

2. You haven't had _____________ food to eat.

3. It is not good to eat ____________ cakes and drink __________ beer.

4. Do you have ____________ rainy days here in Spring? No, we do not have ____________ rain here.

5. ____________ Englishmen like to spend their spare time working in their gardens.

6. ____________ time would be saved if you planned your work properly.

7. Do you meet ____________ nice people when you go to work?

8. ____________ faith, my son!

9. Marianne bought ____________ pairs of shoes and ____________ powder for her skin.

10. ____________ times a week you have English lessons, don't you?

1. This factory produces ___________ different kinds of products.

2. You haven't had _____________ food to eat.

3. It is not good to eat ____________ cakes and drink __________ beer.

4. Do you have ____________ rainy days here in Spring? No, we do not have ____________ rain here.

5. ____________ Englishmen like to spend their spare time working in their gardens.

6. ____________ time would be saved if you planned your work properly.

7. Do you meet ____________ nice people when you go to work?

8. ____________ faith, my son!

9. Marianne bought ____________ pairs of shoes and ____________ powder for her skin.

10. ____________ times a week you have English lessons, don't you?

Preencha com (A) para: many, lots of, a great deal ofPreencha com (A) para: many, lots of, a great deal of

Preencha com (B) para: much, a lot of, a great deal ofPreencha com (B) para: much, a lot of, a great deal of


1. There were ____________ telephone calls for her than for you.

2. Having had ____________ opportunities to practice, I did not play the piece as well as I might have done.

3. Do you smoke at all? Yes, but very ____________.

4. There is only ____________ coal in the cellar because the coalman has not come yet.

5. She has ____________ talent than we suppose.

6. In the average, ____________ people get good salaries in Brazil.

7. The ____________ money that he has will hardly keep him in food.

8. Do you think prisoners have ____________ fun in prisons?

9. Today is ____________ colder than it was yesterday.

10. She takes ____________ trouble to please us.

1. There were ____________ telephone calls for her than for you.

2. Having had ____________ opportunities to practice, I did not play the piece as well as I might have done.

3. Do you smoke at all? Yes, but very ____________.

4. There is only ____________ coal in the cellar because the coalman has not come yet.

5. She has ____________ talent than we suppose.

6. In the average, ____________ people get good salaries in Brazil.

7. The ____________ money that he has will hardly keep him in food.

8. Do you think prisoners have ____________ fun in prisons?

9. Today is ____________ colder than it was yesterday.

10. She takes ____________ trouble to please us.

Preencha com (A) para: few, a fewPreencha com (A) para: few, a few

Preencha com (B) para: fewerPreencha com (B) para: fewer

Preencha com (C) para: little, a littlePreencha com (C) para: little, a little

Preencha com (D) para: lessPreencha com (D) para: less

Preencha com (E) para: littlePreencha com (E) para: little


Que expressão completaria corretamente as frases abaixo: how many ou how much ?

1. ____________ does a yard measure ?

2. We don’t know ____________ he knows about this subject.

3. ____________ classes have you lost this year ?

4. ____________ are the donuts ?

5. Can you tell me ____________ you weigh ?


1. ____________ does a yard measure ?

2. We don’t know ____________ he knows about this subject.

3. ____________ classes have you lost this year ?

4. ____________ are the donuts ?

5. Can you tell me ____________ you weigh ?



SUGESTÕESSUGESTÕESSUGESTÕESSUGESTÕES

TRABALHO INTERDISCIPLINARTRABALHO INTERDISCIPLINARTRABALHO INTERDISCIPLINARTRABALHO INTERDISCIPLINAR









SUGESTÕES PARA UM TRABALHO INTERDISCIPLINARSUGESTÕES PARA UM TRABALHO INTERDISCIPLINARSUGESTÕES PARA UM TRABALHO INTERDISCIPLINARSUGESTÕES PARA UM TRABALHO INTERDISCIPLINAR

Filosofia: levar os educandos a fazer uma reflexão da canção Blowin’ in the wind Filosofia: levar os educandos a fazer uma reflexão da canção Blowin’ in the wind explicando o seu significado.explicando o seu significado.Filosofia: levar os educandos a fazer uma reflexão da canção Blowin’ in the wind Filosofia: levar os educandos a fazer uma reflexão da canção Blowin’ in the wind explicando o seu significado.explicando o seu significado.

Artes: oArtes: organizar uma exposição sobre beleza, apresentando o seu conceito e sua rganizar uma exposição sobre beleza, apresentando o seu conceito e sua relação com as raízes culturais de cada povo. Abordar também o concurso Miss relação com as raízes culturais de cada povo. Abordar também o concurso Miss Universo quando Ieda Maria Vargas, a primeira Miss Brasil, a ser coroada Miss Universo quando Ieda Maria Vargas, a primeira Miss Brasil, a ser coroada Miss Universo em 20 de julho de 1963.Universo em 20 de julho de 1963.

Artes: oArtes: organizar uma exposição sobre beleza, apresentando o seu conceito e sua rganizar uma exposição sobre beleza, apresentando o seu conceito e sua relação com as raízes culturais de cada povo. Abordar também o concurso Miss relação com as raízes culturais de cada povo. Abordar também o concurso Miss Universo quando Ieda Maria Vargas, a primeira Miss Brasil, a ser coroada Miss Universo quando Ieda Maria Vargas, a primeira Miss Brasil, a ser coroada Miss Universo em 20 de julho de 1963.Universo em 20 de julho de 1963.

Língua portuguesa: oLíngua portuguesa: orientar os educandos para a produção de um texto dissertativo rientar os educandos para a produção de um texto dissertativo com o tema. “Se uma sociedade livre não pode ajudar a seus muitos pobres, com o tema. “Se uma sociedade livre não pode ajudar a seus muitos pobres, também não poderá salvar a seus poucos ricos.” (John F. Kennedy)também não poderá salvar a seus poucos ricos.” (John F. Kennedy)

Língua portuguesa: oLíngua portuguesa: orientar os educandos para a produção de um texto dissertativo rientar os educandos para a produção de um texto dissertativo com o tema. “Se uma sociedade livre não pode ajudar a seus muitos pobres, com o tema. “Se uma sociedade livre não pode ajudar a seus muitos pobres, também não poderá salvar a seus poucos ricos.” (John F. Kennedy)também não poderá salvar a seus poucos ricos.” (John F. Kennedy)

História: fazer a rHistória: fazer a reconstituição de uma tragédia norte-americana. Em 22/11/1963, o econstituição de uma tragédia norte-americana. Em 22/11/1963, o presidente dos Estados Unidos John F. Kennedy foi morto com um tiro na cabeça. presidente dos Estados Unidos John F. Kennedy foi morto com um tiro na cabeça. Ele estava fazendo uma visita à cidade Texana de Dallas, com o objetivo de Ele estava fazendo uma visita à cidade Texana de Dallas, com o objetivo de consolidar a unidade do Partido Democrata.consolidar a unidade do Partido Democrata.

História: fazer a rHistória: fazer a reconstituição de uma tragédia norte-americana. Em 22/11/1963, o econstituição de uma tragédia norte-americana. Em 22/11/1963, o presidente dos Estados Unidos John F. Kennedy foi morto com um tiro na cabeça. presidente dos Estados Unidos John F. Kennedy foi morto com um tiro na cabeça. Ele estava fazendo uma visita à cidade Texana de Dallas, com o objetivo de Ele estava fazendo uma visita à cidade Texana de Dallas, com o objetivo de consolidar a unidade do Partido Democrata.consolidar a unidade do Partido Democrata.


NO SLIDE SEGUINTE ,OUÇA A MÚSICA BLOWIN’ IN THE WINDNO SLIDE SEGUINTE ,OUÇA A MÚSICA BLOWIN’ IN THE WINDE COMPLETE OS ESPAÇOS VAZIOS COM OS QUANTIFIERS.E COMPLETE OS ESPAÇOS VAZIOS COM OS QUANTIFIERS.

NO SLIDE SEGUINTE ,OUÇA A MÚSICA BLOWIN’ IN THE WINDNO SLIDE SEGUINTE ,OUÇA A MÚSICA BLOWIN’ IN THE WINDE COMPLETE OS ESPAÇOS VAZIOS COM OS QUANTIFIERS.E COMPLETE OS ESPAÇOS VAZIOS COM OS QUANTIFIERS.


Imagem:LuckyLouie/

U.S

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For

ce public

dom

ain

Blowin’ in the wind (Bob Dylan)Blowin’ in the wind (Bob Dylan)Blowin’ in the wind (Bob Dylan)Blowin’ in the wind (Bob Dylan)

Clique no link acima e ouça a Clique no link acima e ouça a música no You Tube.música no You Tube.


______ roads must a man walk downBefore you can call him a man?

______ seas must a white dove sailBefore she can sleep in the sand?

Yes and ______ times must cannonballs flyBefore they're forever banned?

The answer, my friend, is blowin' in the windThe answer is blowin' in the wind

Yes and ______ years can a mountain existBefore it's washed to the seas (sea)

Yes and ______ years can some people existBefore they're allowed to be free?

Yes and ______ times can a man turn his headPretend that he just doesn't see?


Yeah and ______ times must a man look upBefore he can see the sky?

Yes and ______ ears must one man haveBefore he can hear people cry?

Yes and ______ deaths will it take till he knowsThat too ______ people have died

The answer, my friend, is blowin' in the windThe answer is blowin' in the wind?

______ roads must a man walk downBefore you can call him a man?

______ seas must a white dove sailBefore she can sleep in the sand?

Yes and ______ times must cannonballs flyBefore they're forever banned?


Yes and ______ years can a mountain existBefore it's washed to the seas (sea)

Yes and ______ years can some people existBefore they're allowed to be free?

Yes and ______ times can a man turn his headPretend that he just doesn't see?


Yeah and ______ times must a man look upBefore he can see the sky?

Yes and ______ ears must one man haveBefore he can hear people cry?

Yes and ______ deaths will it take till he knowsThat too ______ people have died



http://www.youtube.com/watch?v=XofJwQts68o



NOS SLIDES SEGUINTES, CONSTAM AS RESPOSTAS REFERENTES AOSNOS SLIDES SEGUINTES, CONSTAM AS RESPOSTAS REFERENTES AOSEXERCÍCIOS PROPOSTOS ANTERIORMENTE.EXERCÍCIOS PROPOSTOS ANTERIORMENTE.

NOS SLIDES SEGUINTES, CONSTAM AS RESPOSTAS REFERENTES AOSNOS SLIDES SEGUINTES, CONSTAM AS RESPOSTAS REFERENTES AOSEXERCÍCIOS PROPOSTOS ANTERIORMENTE.EXERCÍCIOS PROPOSTOS ANTERIORMENTE.

ANSWERSANSWERSANSWERSANSWERS








Preencha com many ou much:Preencha com many ou much:

1. She's got many problems to solve.1. She's got many problems to solve.


2. I don't have much money to spend.2. I don't have much money to spend.

3. It will take us many hours to get there.3. It will take us many hours to get there.


Preencha com (a) few ou (a) little.Preencha com (a) few ou (a) little.

1. She's got (a) few problems to solve.1. She's got (a) few problems to solve.


2. I have (a) little money to spend.2. I have (a) little money to spend.

3. It will take us (a) few hours to get there.3. It will take us (a) few hours to get there.


Substitua as expressões grifadas por many ou much:Substitua as expressões grifadas por many ou much:

1. She's got a lot of problems to solve.

She's got many problems to solve.

1. She's got a lot of problems to solve.



2. I don't have a great deal of money to spend.

I don't have much of money to spend.

2. I don't have a great deal of money to spend.

I don't have much of money to spend.

3. It will take us lots of hours to get there.

It will take us many hours to get there.

3. It will take us lots of hours to get there.



Enfatize as formas em destaque:Enfatize as formas em destaque:


1. She's got many problems to solve.

too / so / very / extremely many

1. She's got many problems to solve.

too / so / very / extremely many

2. I don't have much of money to spend.

too / so / very / extremely much

2. I don't have much of money to spend.

too / so / very / extremely much

3. It will take us few hours to get there.

too / so / very / extremely few

3. It will take us few hours to get there.

too / so / very / extremely few



Substitua as formas em destaque:Substitua as formas em destaque:

1. She's got many a problem to solve.


1. She's got many a problem to solve.


2. It will take us many an hour to get there.


2. It will take us many an hour to get there.


3. Many a boy entered the empty room.

Many boys entered the empty room.

3. Many a boy entered the empty room.

Many boys entered the empty room.



Coloque C para o certo e E para o errado:Coloque C para o certo e E para o errado:

1. There was a lot of girls in the park. ( E )1. There was a lot of girls in the park. ( E )

2. Lots of men spend their time here. ( C )2. Lots of men spend their time here. ( C )

3. There are a lot of students outside. ( C )3. There are a lot of students outside. ( C )



Complete com o solicitado entre parênteses:Complete com o solicitado entre parênteses:

1. I’ve got a few coins but she's got many.

(muitas)

1. I’ve got a few coins but she's got many.

(muitas)

2. Peter spoke many times, but I spoke few.

(poucas)

2. Peter spoke many times, but I spoke few.

(poucas)

3. Henry has little money, but Allan has much.

(muito)

3. Henry has little money, but Allan has much.

(muito)


1. This factory produces (A) different kinds of products.

2. You haven't had (B) food to eat.

3. It is not good to eat (A) cakes and drink (B) beer.

4. Do you have (A) rainy days here in Spring? No, we do not have (B) rain here.

5. (A) Englishmen like to spend their spare time working in their gardens.

6. (B) time would be saved if you planned your work properly.

7. Do you meet (A) nice people when you go to work?

8. (B) faith, my son!

9. Marianne bought (A) pairs of shoes and (B) powder for her skin.

10. (A) times a week you have English lessons, don't you?

1. This factory produces (A) different kinds of products.

2. You haven't had (B) food to eat.

3. It is not good to eat (A) cakes and drink (B) beer.

4. Do you have (A) rainy days here in Spring? No, we do not have (B) rain here.

5. (A) Englishmen like to spend their spare time working in their gardens.

6. (B) time would be saved if you planned your work properly.

7. Do you meet (A) nice people when you go to work?

8. (B) faith, my son!

9. Marianne bought (A) pairs of shoes and (B) powder for her skin.

10. (A) times a week you have English lessons, don't you?

Preencha com (A) para: many, lots of, a great deal ofPreencha com (A) para: many, lots of, a great deal of

Preencha com (B) para: much, a lot of, a great deal ofPreencha com (B) para: much, a lot of, a great deal of


1. There were (B) telephone calls for her than for you.

2. Having had (A) opportunities to practice, I did not play the piece as well as I might have done.

3. Do you smoke at all? Yes, but very (E).

4. There is only (C) (E) coal in the cellar because the coalman has not come yet.

5. She has (D) talent than we suppose.

6. In the average, (A) people get good salaries in Brazil.

7. The (E) money that he has will hardly keep him in food.

8. Do you think prisoners have (E) (C) fun in prisons?

9. Today is (D) colder than it was yesterday.

10. She takes (C) (E) trouble to please us.

1. There were (B) telephone calls for her than for you.

2. Having had (A) opportunities to practice, I did not play the piece as well as I might have done.

3. Do you smoke at all? Yes, but very (E).

4. There is only (C) (E) coal in the cellar because the coalman has not come yet.

5. She has (D) talent than we suppose.

6. In the average, (A) people get good salaries in Brazil.

7. The (E) money that he has will hardly keep him in food.

8. Do you think prisoners have (E) (C) fun in prisons?

9. Today is (D) colder than it was yesterday.

10. She takes (C) (E) trouble to please us.

Preencha com (A) para: few, a fewPreencha com (A) para: few, a few

Preencha com (B) para: fewerPreencha com (B) para: fewer

Preencha com (C) para: little, a littlePreencha com (C) para: little, a little

Preencha com (D) para: lessPreencha com (D) para: less

Preencha com (E) para: littlePreencha com (E) para: little



1. How much does a yard measure ?

2. We don’t know how much he knows about this subject.

3. How many classes have you lost this year ?

4. How much are the donuts ?

5. Can you tell me how much you weigh ?


1. How much does a yard measure ?

2. We don’t know how much he knows about this subject.

3. How many classes have you lost this year ?

4. How much are the donuts ?

5. Can you tell me how much you weigh ?



NO SLIDE SEGUINTE, OUÇA A MÚSICA BLOWIN’ IN THE WINDNO SLIDE SEGUINTE, OUÇA A MÚSICA BLOWIN’ IN THE WINDE CONFIRA AS SUAS RESPOSTAS.E CONFIRA AS SUAS RESPOSTAS.

NO SLIDE SEGUINTE, OUÇA A MÚSICA BLOWIN’ IN THE WINDNO SLIDE SEGUINTE, OUÇA A MÚSICA BLOWIN’ IN THE WINDE CONFIRA AS SUAS RESPOSTAS.E CONFIRA AS SUAS RESPOSTAS.


Imagem:LuckyLouie/

U.S

. Air

For

ce public

dom

ain

Blowin’ in the wind (Bob Dylan)Blowin’ in the wind (Bob Dylan)Blowin’ in the wind (Bob Dylan)Blowin’ in the wind (Bob Dylan)



How many roads must a man walk downBefore you can call him a man?

How many seas must a white dove sailBefore she can sleep in the sand?

Yes and how many times must cannonballs flyBefore they're forever banned?


Yes and how many years can a mountain existBefore it's washed to the seas (sea)

Yes and how many years can some people existBefore they're allowed to be free?

Yes and how many times can a man turn his headPretend that he just doesn't see?


Yeah and how many times must a man look upBefore he can see the sky?

Yes and how many ears must one man haveBefore he can hear people cry?

Yes and how many deaths will it take till he knowsThat too many people have died


How many roads must a man walk downBefore you can call him a man?

How many seas must a white dove sailBefore she can sleep in the sand?

Yes and how many times must cannonballs flyBefore they're forever banned?


Yes and how many years can a mountain existBefore it's washed to the seas (sea)

Yes and how many years can some people existBefore they're allowed to be free?

Yes and how many times can a man turn his headPretend that he just doesn't see?


Yeah and how many times must a man look upBefore he can see the sky?

Yes and how many ears must one man haveBefore he can hear people cry?

Yes and how many deaths will it take till he knowsThat too many people have died






BIBLIOGRAFIABIBLIOGRAFIABIBLIOGRAFIABIBLIOGRAFIA

LIBERATO, Wilson. Inglês Doorway: volume único: Ensino Médio.São Paulo: FTD, LIBERATO, Wilson. Inglês Doorway: volume único: Ensino Médio.São Paulo: FTD, 2004 .2004 .LIBERATO, Wilson. Inglês Doorway: volume único: Ensino Médio.São Paulo: FTD, LIBERATO, Wilson. Inglês Doorway: volume único: Ensino Médio.São Paulo: FTD, 2004 .2004 .

GramáticasGramáticas

Celce-Murcia, Marianne & Larsen-Freeman, Diane. The Grammar Book; an ESL/EFL Celce-Murcia, Marianne & Larsen-Freeman, Diane. The Grammar Book; an ESL/EFL teacher’s course. Heinle & Heinle, 1999.teacher’s course. Heinle & Heinle, 1999.

Collins Cobuild English Grammar. London, Collins Publishers / University of Collins Cobuild English Grammar. London, Collins Publishers / University of Birmingham, 1991.Birmingham, 1991.

Halliday, M. Functional Grammar. London, 1994.Halliday, M. Functional Grammar. London, 1994.

Quirk, R. et alii. A Grammar of contemporany English. London, Longman, 1979.Quirk, R. et alii. A Grammar of contemporany English. London, Longman, 1979.

Hollaender, Arnon, Vidal Varela Filho – What about learning – São Paulo:Saraiva, Hollaender, Arnon, Vidal Varela Filho – What about learning – São Paulo:Saraiva, 1979.1979.

Pedro Nunes Filho – College English, Vestibular Unificado – 2º grau, 1977.Pedro Nunes Filho – College English, Vestibular Unificado – 2º grau, 1977.

GramáticasGramáticas

Celce-Murcia, Marianne & Larsen-Freeman, Diane. The Grammar Book; an ESL/EFL Celce-Murcia, Marianne & Larsen-Freeman, Diane. The Grammar Book; an ESL/EFL teacher’s course. Heinle & Heinle, 1999.teacher’s course. Heinle & Heinle, 1999.

Collins Cobuild English Grammar. London, Collins Publishers / University of Collins Cobuild English Grammar. London, Collins Publishers / University of Birmingham, 1991.Birmingham, 1991.

Halliday, M. Functional Grammar. London, 1994.Halliday, M. Functional Grammar. London, 1994.

Quirk, R. et alii. A Grammar of contemporany English. London, Longman, 1979.Quirk, R. et alii. A Grammar of contemporany English. London, Longman, 1979.

Hollaender, Arnon, Vidal Varela Filho – What about learning – São Paulo:Saraiva, Hollaender, Arnon, Vidal Varela Filho – What about learning – São Paulo:Saraiva, 1979.1979.

Pedro Nunes Filho – College English, Vestibular Unificado – 2º grau, 1977.Pedro Nunes Filho – College English, Vestibular Unificado – 2º grau, 1977.


Tabela de Imagens

n° do slide

direito da imagem como está ao lado da foto

link do site onde se consegiu a informação Data do Acesso

24,37 LuckyLouie/U.S. Air Force public domain http://en.wikipedia.org/wiki/

File:DJ_SPANGDAHLEM_AIR_BASE.jpg29/08/2012

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