CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO AULA 1 Text 1: Why Companies Need Less Innovation

Perhaps the most popularand misunderstood term of the first decade of the new millennium is "innovation." A new stack of books and articles is produced every year asserting the critical importance of innovation for organizations that want to survive, especially during these challenging times. And to a large extent, I agree with that assertion. Unfortunately, most organizations in search of innovation seem to be generating as much cynicism as they are new thinking. The problem isn't so much that we're overstating the importance of innovation; it's more about what so many leaders are doing with it. Too many of them are exhorting all of their employees to be more innovative, is providing classes and workshops designed to teach everyone how to think outside the box. Theyre also doing their best to include innovation on a list of core values, emblazoning the word on annual reports and hallway posters, hoping that this will inspire people to come up with new ideas that will revolutionize the long-term strategic and financial prospects of the company. For all the talk about innovation, most executives don't really like the prospect of their people generating new ways to do things, hoping instead that they simply do what they're being asked to do in the most enthusiastic, professional way possible. So it is no surprise when leaders get pounded for preaching innovation without really valuing it. Only a Few Innovators What should leaders do? Be more open to new ideas from employees? 25 Probably not. Better yet, they should stop overhyping innovation to the masses and come to the realization that only a limited number of people in any company really needs to be innovative. As heretical as that may seem to those who want to believe that "innovation is everyone's business," consider that even the most innovative and creative 30 organizations need far more people to be dutiful, enthusiastic, and consistent in their work than innovative or creative. Think about a movie set. For every writer or director or actor on the payroll, there are hordes of people who have to be technically proficient, consistent, patient, and disciplined in their responsibilities. If they innovate, the project 35 turns to chaos.

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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO And the most creative restaurant requires the work of a single chef to design a fabulous menu, and dozens of cooks and waitresses and waiters and dishwashers who will do their jobs with commitment, consistency, and dutifulness. If the cooks innovate, consistency is gone and customers can't rely 40 on what they're going to get. Even a high-tech company doesn't want or need its finance department or sales staff to be truly innovative What should leaders demand of their people, if not innovation? How about a combination of interpersonal creativity and autonomy? "Creatonomy." l realize that sounds like a protein drink for bodybuilders; however, what it means is 45 that we need our employees to take complete responsibility to do their jobs and satisfy customers in the most effective and charismatic way possible, but within the bounds of sound business principles. For those who say "Well, thats what we mean when we use the word 'innovation'," one needs to realize that it's not what employees are hearing. 50 The Creatonomy Factor Creatonomy is something that thrives in great companies. The world's best airlines, quick-service restaurant companies, department stores, and entrepreneurial businesses excel in it. Their employees are passionate and committed and take complete responsibility for their work, consistently turning customers into loyal fans. Sure, they're encouraged to share their ideas about new ways to work, but most of what they are known for is being great at what has already been defined as the product or service that their company offers. And most leaders I know would take that any day, even before innovation. There is one group of people in an organization that has to exercise the capacity for innovation, regardless of their functional area. That group is the leadership team. Those who are chartered with overseeing a company's various departments from the top are the keepers of innovation. They are ultimately responsible for determining the boundaries of change that are acceptable and, perhaps most important of all, identifying the handful of others within their departments who have the invitation and freedom to innovate. Therefore, if you're a leader, the next time you think about giving a speech or sending out an e-mail calling for your people to innovate, consider being more specific about what you really want from them. And if you really believe that your organization isn't innovative enough, focus your efforts first on the people at the top. (By Pat Lencioni) [BNDES 2011 CESGRANRIO] - (slightly

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adapted) http://www.businessweek.com/innovate/content/aug2010/ id20100825_409624.htm, retrieved on December 19, 2010.

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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO 21. The author's intention in this text is to A) warn organizations that 21st century employees should abandon creatonomy at work. B) clarify the scope of innovation in business environments and restrain its relevance to certain jobs. C) blame employees for distorting the original meaning of innovation for their benefit. D) encourage employees to become more creative and innovative than the leadership team. E) suggest that top leaders in industrial companies should avoid being innovative. 22. The fragment "...to teach everyone how to think outside the box." (L11/12) suggests that company leaders are A) stimulating employees to adopt classic ways of thinking and behaving. B) defending that all workers must learn to organize their materials in classified boxes. C) showing their employees how to look further and see things from unconventional perspectives. D) finding ways to criticize the business executives' lateral thought processes which contradict Standard ideas. E) planning new courses and training sessions that will teach workers to follow all of the norms for out-of-company procedures. 23. In "...only a limited number of people in any company really needs to be innovative." (L-26/27), the fragment "really needs to be" transmits the idea of A) minor ability B) strong necessity C) weak possibility D) severe regulation E) inevitable advice 24. In the fragments"...this will inspire people to come up with new ideas that will revolutionize the long-term strategic and financial prospects of the company." (L-14/ 15) and "... customers can't rely on what they're going to get." (L-39/ 40), "come up with" & "rely on" could be replaced in the text with, respectively, A) suggest - depend on B) propose - calculate C) supply - understand D) borrow - count on E) discard - believe in
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO 25. In paragraphs 6 and 7 (L-32/41), the contexts of a movie set and a creative restaurant are mentioned to illustrate the fact that A) those are the only areas in which innovation is, definitely, not welcome. B) only actors and cooks are allowed to take innovative actions in their jobs. C) chefs and movie directors must excel in innovation just as every business employee. D) all employees in the entertainment industry are taught to be innovative and creative all the time. E) in all business contexts, innovation and creativity are essential aptitudes for only a part of the professionals. 26. In terms of reference, A) "it" (L-9) refers to "problem" (L-8) B) "them" (L-10) refers to "employees" (L-10) C) "it" (L-20) refers to "surprise" (L-19) D) "they" (L-25) refers to "leaders" (L-24) E) "that" (L-62) refers to "innovation" (L-62) 27. The question "What should leaders demand of their people, if not innovation?" (L-42) implies that A) people feel that innovation only matters for demanding business leaders. B) innovation is not in demand for all leaders and customers. C) innovation is irrelevant for most business leaders nowadays. D) leaders should require all their people to be innovative. E) leaders should expect their subordinates to develop skills other than innovation. 28. The boldfaced item is synonymous with the expression in parentheses in A) "Unfortunately, most organizations in search of innovation seem to be generating as much cynicism as they are new thinking." (L-6/7) (Definitely) B) "So it is no surprise when leaders get pounded for preaching innovation without really valuing it." (L-19/20) - (Nonetheless) C) "If they innovate, the project turns to chaos." (L-34) - (Although) D) "however, what it means is that we need our employees to take complete responsibility to do their jobs..." (L-44/45) - (moreover) E) "Therefore, if you're a leader, the next time you think about giving a speech or sending out an e-mail calling for your people to innovate," - (L68/69) - (Thus).

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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO 29. Based on the meanings in the text, A) "...asserting..." (L-3) and denying are synonyms. B) "...overstating..." (L-8) and emphasizing express similar ideas. C) "...exhorting..." (L-10) and encouraging are antonyms. D) "...prospect..." (L-17) and possibility express contradictory ideas. E) "...thrives..." (L-53) can not be substituted by flourishes. 30. The author defends 'creatonomy' at work because A) creativity and autonomy are the only characteristics required of business leaders. B) employees should be extremely innovative and avoid following the norms for their jobs. C) customers request to be attended to by business assistants who follow the politeness principles. D) employees should be able to act responsibly and serve their clients appropriately and pleasantly. E) people working in the same company should share feelings of harmony and credibility.

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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO ANSWERS & COMMENTS 21. B A inteno do autor deste texto : clarify the scope of innovation in business environments and restrain its relevance to certain jobs (= esclarecer o propsito da inovao em ambientes empresariais e restringir sua relevncia em determinados trabalhos). Nas demais opes temos: em (A), warn organizations that 21st century employees should abandon creatonomy at work (advertir as organizaes que os empregados do sculo 21 devem abandonar a creatonomy no ambiente de trabalho); em (C), blame employees for distorting the original meaning of innovation for their benefit (culpar os empregados pelo distoro do significado original de inovao para seu benefcio); em (D), encourage employees to become more creative and innovative than the leadership team (= encorajar os empregados a se tornar mais criativos e inovadores que a equipe dirigente) em (E), suggest that top leaders in industrial companies should avoid being innovative (sugerir que os altos dirigentes nas empresas industriais devam evitar serem inovadores). 22. C Traduzindo o fragmento: to teach everyone how to think outside the Box (ensinar a todos a pensar de modo no convencional), v-se que o autor sugere que os lderes empresariais mostrem a seus empregados como olhar alm, e ver as coisas com perspectivas no convencionais; em (A), incentivar seus subordinados a adotar formas clssicas de agir e pensar; em (B), defender que todos os trabalhadores devam aprender a organizar seus materiais em caixas classificadas; em (D), encontrar modos de criticar os processos de pensamento lateral dos empresrios que contrariam as ideias padronizadas; em (E), planejar novos cursos e sees de treinamento que ensinaro aos trabalhadores a seguir todas as normas relativas aos procedimentos externos. 23. B Ao traduzir o fragmento only a limited number of people in any company really needs to be innovative." (somente um nmero limitado de pessoas numa empresa verdadeiramente precisa ser inovador), verifica-se que "really needs to be" transmite a ideia de strong necessity (= necessidade premente). Nas demais opes voc tem: em (A), minor ability (pouca habilidade); em (C), weak possibility (possibilidade remota); em (D), severe regulation (regulamentao firme); em (E), inevitable advice (conselho inevitvel).

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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO 24. A In: this will inspire people to come up with new ideas that will revolutionize the long-term strategic and financial prospects of the company (isto ir inspirar as pessoas a sugerirem novas idias que revolucionaro as perspectivas financeiras e as estratgias de longo prazo da empresa) & in customers can't rely on what they're going to get (= os clientes no podero confiar naquilo que vo obter), verifica-se que "come up with" & "rely on" podem ser substitudos respectivamente por: suggest & depend on. Nas outras opes tem-se: em (B), propose (propor) calculate (calcular); em (C), supply (fornecer, oferecer) understand (entender); em (D) borrow (pedir emprestado) - count on (contar com); em (E), discard (jogar fora, descartar) - believe in (acreditar em). 25. E - Nos pargrafos 6 & 7 os contextos de um set de filmagem e de um restaurante criativo so mencionados para ilustrar o fato de que em todos os ambiente empresariais, inovao e criatividade so qualidades essenciais somente para uma parte dos profissionais. Traduzindo as outras opes: em (A), essas so as nicas reas em que, definitivamente, a inovao no bem-vinda; em (B), s os atores e cozinheiros tm permisso para realizarem aes criativas no desempenho de suas tarefas; em (C), chefs e diretores de cinema tm de ser excelentes em inovao tanto quanto cada um dos funcionrios da empresa; em (D), todos os empregados da indstria de entretenimento so instrudos para serem inovadores e criativos o tempo todo. 26. D Efetivamente, o pronome they (L-25) est se referindo aos leaders (= lderes). Em (A), o pronome it (L-9) no se refere a problem (L-8), mas sim importncia da inovao; em (B), o pronome them (L-10) no se refere a employees (empregados, funcionrios), mas sim a leaders (= lderes); em (C), it (L-20) no se refere surprise (surpresa); mas sim a innovation (inovao); em (E) that (L-62) no se refere innovation, mas, sim, a group of people (= grupo de pessoas). 27. E A resposta pergunta "What should leaders demand of their people, if not innovation?" (O que devem exigir os lderes de seu pessoal alm da inovao?), o autor sugere que os lderes esperam que seus subordinados desenvolvam outras habilidades alm da inovao. Nas demais opes l-se: em (A), as pessoas acham que a inovao so importa para lderes empresariais exigentes; em (B), a inovao no exigida por todos os lderes e consumidores; em (C), a inovao irrelevante para a maioria dos atuais lderes empresariais; em (D), os lderes devem exigir que todos os seus subordinados sejam inovadores.
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO 28. E Nunca demais ressaltar a importncia do estudo dos principais discourse markers (marcadores discursivos). As palavras therefore & thus, ambas indicam resultado ou consequncia e significam portanto, por conseguinte. Traduzindo o fragmento: Therefore, if you're a leader, the next time you think about giving a speech or sending out an e-mail calling for your people to innovate (Portanto, se voc for um lder, da prxima vez que pensar em fazer uma palestra ou em enviar um e-mail conclamando seu pessoal a inovar). Vejamos o que est dito nas demais opes: em (A), "Unfortunately, most organizations in search of innovation seem to be generating as much cynicism as they are new thinking." (= Infelizmente, a maior parte das organizaes procura de inovao parece estar gerando tanto cinismo quanto novas ideias), onde definitely (= definitivamente) no sinnimo de therefore; em (B), "So it is no surprise when leaders get pounded for preaching innovation without really valuing it." (Portanto, no surpresa alguma quando os lderes so criticados repetidamente por pregarem a inovao sem verdadeiramente valoriz-la), onde Nonetheless (= no obstante) no sinnimo de so; em (C), "If they innovate, the project turns to chaos." (Se eles inovarem, o projeto se torna um caos) onde Although (embora) no sinnimo de if; em (D), "however, what it means is that we need our employees to take complete responsibility to do their jobs..." (contudo, o que isso significa que ns precisamos que nossos empregados assumam total responsabilidade na execuo de seu trabalho) onde moreover (alm disso) no sinnimo de however. 29. B Quando o autor fala em overstating innovation est acentuando, e, portanto emphasizing (enfatizando) expressa ideia semelhante. Nos outros pares: em (A), asserting (avaliando) & denying (negando) no so sinnimos; em (C), exhorting (exortando, conclamando) & encouraging (= encorajando) no so antnimos; em (D), prospect (perspectiva) & possibility (possibilidade) no expressam ideias contraditrias; em (E), flourishes (floresce, cresce) poderia substituir thrives (prospera). 30. D O autor defende creatonomy' no trabalho porque os empregados devem ser capazes de agir responsavelmente e servir seus clientes apropriada e prazerosamente. Nas demais opes diz-se: em (A), criatividade e autonomia so as nicas caractersticas exigidas dos lderes empresariais; em (B), empregados devem ser extremamente inovadores e evitar seguir as normas de suas tarefas; em (C), clientes pedem para ser atendidos por assistentes empresariais que seguem os princpios da gentileza; em (E), pessoas trabalhando numa mesma empresa devem compartilhar sentimentos de harmonia e credibilidade.
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO READING COMPREHENSION STRATEGIES & TECHNIQUES Familiarize-se com essas estratgias e exerccios que estaro presentes ao longo de todo o nosso curso. Actually, usamos tcnicas diferentes de leitura, dependendo do gnero de texto com que nos deparamos. Ningum l headlines (manchetes de jornal), classified ads (anncios classificados), statistics tables (tabelas com dados estatsticos) da mesma forma que l um conto ou poema de Carlos Drummond de Andrade, por exemplo. Voc poder usar: I. Fast Reading Techniques: a) skimming: leitura rpida do texto para buscar a idia principal ou idias principais. Use esta tcnica, principalmente, se no tiver sobrado muito tempo para ler um texto mais profundamente. b) scanning: leitura rpida em busca de uma idia especfica. Como um scanner faz com um texto que queira copiar, voc dever selecionar e concentrar-se numa informao especifica. II. Intensive Reading Skills c) intensive reading: usada com os textos mais complexos, com a finalidade de entend-lo mais detalhadamente. Com a utilizao dessa tcnica voc ir em busca de: c.1) stated ideas: quando o examinador formula uma questo em que caber a voc buscar idias claramente expressas pelo autor do texto. So tradicionais os seguintes enunciados: The author affirms / states / says that ... c.2) implied ideas: quando o examinador formula uma questo para voc buscar idia(s) sugerida(s) pelo autor do texto. Ateno para enunciados do tipo: The author implies / suggests that c.3) inferred ideas: quando o examinador pretende que voc tire sua prpria concluso para chegar melhor resposta. Nesste caso a informao, objeto da questo proposta, no est expressa no texto. Ateno para estes enunciados e assemelhados: You /One may infer / conclude that

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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO ANALYSIS OF TEXT 1 1. Translate the title of text 1: Why Companies Need Less Innovation ____________________________________________________________ 2. The word stack in the fragment: A new stack of books (L-2) means the same as pile, heap. True or False? - _____________________________ 3. The word asserting (L-3) can be replaced by affirming without changing the meaning intended by the author. True or False? - _________________ 4. O que voc entende pela expresso em negrito; how to think outside the box (L-9/10)? ____________________________________________________________ 5. Como voc traduz o trecho em negrito: leaders get pounded for preaching innovation without really valuing it (L-19/20) ____________________________________________________________ 6. In the fragment: What should leaders do? (L-19/20), what does the modal verb should express? - _____________________________________ 7. In the fragment: Better yet, they should stop overhyping innovation to the masses (L-25), overhyping means - ___________________________ 8. Como voc traduz a palavra em negrito em: who will do their jobs with commitment (L-38) - ___________________________________ 9. Instead of rely on in: customers can't rely on what they're going to get (L-39/40) the author could have used depend on. True or False? ____________________________________________________________ 10. No fragmento Creatonomy is something that thrives in great companies (L-53), vide questo 29, em que o verbo irregular to thrive significa prosperar. Quais as past forms deste verbo? - _______________________ 11. No fragmento Those who are chartered with overseeing a company's various departments (L-63/64) the word in bold means: failing to see. True or False? - __________________________________________ 12. Instead of regardless of in regardless of their functional area (L-62), the author could have used despite. True or False? - _______________
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO PREFIXES ONE MORE TIME From text 1: Perhaps the most popularand misunderstood term of the first decade of the new millennium is "innovation." (L-1/2) Talvez o termo mais popular e mal compreendido- da primeira dcada do novo milnio seja inovao Veja que belo exemplo de verbo formado com o prefixo MIS-, j mencionado na aula inicial. Conforme salientei este talvez seja o prefixo ingls que mais deva merecer a ateno dos estudantes brasileiros. Study these new examples: A) AGAIN THE PREFIX MIS VERB place lead spell behave VERB + PREFIX misplace mislead misspell misbehave TRADUO colocar em local errado direcionar erroneamente grafar erradamente comportar-se mal

Procure anotar outros exemplos com este precioso prefixo. Obviously, no se pode jogar este prefixo na frente de qualquer verbo indiscriminadamente. B) THE PREFIX OVER From text 1: Better yet, they should stop overhyping innovation (L-25) Melhor ainda, eles deveriam parar de super promover a inovao Em muitos casos o prefixo OVER- acrescentado a verbos para formar outros verbos indicando que algo est sendo feito em excesso. Study these examples: VERB sleep react produce work
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VERB + PREFIX oversleep overreact overproduce overwork

TRADUO dormir demais reagir exageradamente produzir em excesso trabalhar demais

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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO THE IMPORTANCE OF STUDYING DISCOURSE MARKERS Este assunto , without a shadow of a doubt, o mais importante desta aula. Nenhum candidato ou candidata a qualquer concurso pblico de grande porte no Brasil, como este que voc vai fazer para ingresso no BNDES, pode prescindir do estudo dos discourse markers, as palavras marcadoras do discurso. Sobretudo, quando se trata de uma prova elaborada pela banca CESGRANRIO. Basta verificar a quasto abaixo que acabamos de analisar. rara a prova da CESGRANRIO que no contenha uma questo deste tipo. Most of my former students consideravam como ponto ganho uma questo desse tipo. 28. The boldfaced item is synonymous with the expression in parentheses in A) "Unfortunately, most organizations in search of innovation seem to be generating as much cynicism as they are new thinking." (L-6/7) - (Definitely) B) "So it is no surprise when leaders get pounded for preaching innovation without really valuing it." (L-19/20) - (Nonetheless) C) "If they innovate, the project turns to chaos." (L-34) (Although) D) "however, what it means is that we need our employees to take complete responsibility to do their jobs..." (L-44/45) (moreover) E) "Therefore, if you're a leader, the next time you think about giving a speech or sending out an e-mail calling for your people to innovate," - (L-68/69) - (Thus). Sugiro que releiam os meus comentrios sobre essa questo. Reparem a riqueza dos exemplos aqui contidos. Palavras-chave como so, therefore, nonetheless, however, thus, moreover, although, etc, must be part of your vocabulary. (Repare que eu usei must; portanto, indispensvel que elas faam parte do seu vocabulrio de reconhecimento) A seguir, apresento-lhes uma pgina inteira com os principais discourse markers para sua constante consulta. De antemo lhes aviso que de pouco adianta querer decorar esta listagem. Sugiro que voc venha de suas leituras para consult-la sempre que precisar. Essa listagem precisa ser meio que vivenciada, se que me expresso com clareza. Vrios alunos e alunas j me disseram ter approaches diferentes para estudar os discourse markers. Descubra qual o que mais lhe convm. Agora, uma coisa certa: no d para desprezar o estudo deste tpico, de forma alguma.
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO DISCOURSE MARKERS Indicando adio, acrscimo AND, again, besides, in addition, also, further, furthermore, moreover Indicando oposio / contraste BUT, after all, despite, in spite of, on the other hand, nevertheless, whereas, while, however, on the contrary, yet, notwithstanding, although, still, instead, in contrast Indicando resultado / conseqncia SO, accordingly, as a result, because of this, consequently, naturally, on this account, hence, for this reason, therefore, thus Indicando passagem do tempo THEN, after a short (long) time, lately, temporarily, while, after a while, presently, afterward, recently, thereafter, at last, since, eventually Indicando seqncia ou enumerao FIRST, first of all, second, secondly, third, thirdly, in the 1st place, in the 2nd place, then, finally, next, last Indicando exemplificao FOR EXAMPLE, for instance, incidentally, indeed, in fact, in other words, in particular, namely, particularly, specifically, such as, that is Indicando comparao ou semelhanas LIKEWISE, in a like manner, in the same way, similarly Indicando condio ou hiptese IF, unless, on condition that, provided that, supposing that, whether Indicando nfase INDEED, in fact, as a matter of fact, actually Indicando concluso ou para resumir IN SUM, in summary, to summarize, in brief, in short, to conclude, in conclusion, on the whole Indicando certeza ou para assegurar algo OF COURSE, for sure, undoubtedly, without any doubt, obviously, naturally, it goes without saying, needless to say, definitely
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO MODAL VERBS: INTRODUCTION Os principais modal verbs so can, could, may, might, shall, should, will, would, must, have to, ought to. So verbos auxiliares colocados diante do verbo principal para emprestam nuances de sentido. Podem indicar permisso, possibilidade, necessidade, obrigao, etc. Modal verbs apresentam certas peculiaridades: a) no se acrescenta s ou es a terceira pessoa do singular: She can swim. Ela sabe nadar. He can speak Italian. Ele sabe falar italiano. It should arrive any minute now. Deve chegar a qualquer momento. b) modal verbs no so seguidos de to + infinitive (com exceo dos quase-modais como ought to, usedto ...) They should stay home. Elas devem ficar em casa. But: She ought to study more. c) para formar-se a negativa coloca-se not logo aps o modal verb; para formar perguntas inverte-se o modal verb com o sujeito. You cannot enter that area. Voc no pode entrar naquela rea. Would you like to visit the farm? Voc gostaria de visitar a fazenda? d) os chamados perfect modals so assim formados: modal verb + have (never has or had) + past participle do verbo principal. Sheila kept me waiting. She should have called me up much earlier. Sheila me deixou esperando. Devia ter-me telefonado muito antes.
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO I might have stayed longer if you had invited me. Podia ter ficado mais tempo se voc tivesse me convidado. They may have left for the airport already. Eles j devem ter ido pro aeroporto. We ought to have listened to you. Now its too late. Ns devamos ter ouvido voc. Agora tarde demais. VOCABULARY BUILD UP Mini text 1: Foreign Trade Complete the mini text below with the words form the box: powerful goal competitive sustainable financing

Supporting ___________ (1) Brazilian companies in the international market is a primary objective of the Brazilian government. Since 1990, the BNDES has been part of the successful efforts towards maintaining a marketbased, competitive environment for Brazilian exporters. BNDES-exim provides Brazilian producers of goods and services with an important source of ___________ (2) for trading with the rest of the world. Among BNDESexims efforts, the increasing support of Brazilian companies trading in South America has been emphasized, in response to their strategy to strengthen commercial and financial ties across the continent. The ___________ (3) to support the development of a more dynamic export sector, integrated with the global market, also meets the objective of strengthening the domestic market, which operates as a ___________ (4) instrument for Brazilian companies to increase productivity and improve the quality of their goods and services. BNDES-exims support to Brazilian export companies represents a significant contribution to achieving long-term ___________ (5) development, by offering Brazilian businesses located abroad the financial instruments for fair and successful undertakings. (*) Brazil is an active member of the WTO and is part
of the OECD Anti-Bribery Convention - Visit: http://www.bndes.gov.br/

ANALYSIS OF MINI TEXT 1 1. How can you translate the title of this mini text? Foreign Trade - ______________________________________________
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO 2. O que so goods and services (L-5)? - __________________________ 3. In the fragment: instruments for fair and successful undertakings what does the word undertakings mean? _______________________________ 4. Translate the following fragments: a) has been part of the successful efforts- ___________________________ b) towards maintaining a market-based - ____________________________ c) competitive environment for Brazilian exporters - ___________________ d) strengthen commercial and financial ties - _________________________ USEFUL TIPS Com um tpico de gramtica como artigos definido e indefinidos e demonstrative pronouns, for example, alguns compndios de gramtica avanada dedicam vrias pginas a esse assunto. In a nutshell, na grande maioria dos casos bastar ao candidato saber o seguinte: THE DEMONSTRATIVE PRONOUNS No caso dos demonstrative pronouns, basta lembrar do seguinte: Demonstrative Pronouns This (este / esta) These (estes / estas) Traduo That (aquele/ aquela) Those (aqueles / aquelas)

Ateno! Os pronomes demonstrativos so imprescindveis e freqentemente so objeto de questes sobre REFERENCE nos concursos e que a CESGRANRIO adora inclu-los nas suas provas. THE DEFINITE AND INDEFINITE ARTICLES Artigos Definite Indefinite Traduo definido the indefinidos a, an

o, a, os, as um, uma, uns , umas

Como voc deve aguar suas recognition skills, quer me parecer que no h necessidade de ficar estudando as inmeras particularidades sobre esses e tantos outros grammar topics. Be selective and creative, guys!
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO VOCABULARY BUILD-UP JUST FOR FUN Exercite a sua curiosidade! Procure se perguntar, de vez em quando: Como diria esta palavra em ingls? A pergunta Whats this?, dependendo do que estejamos falando, poder ter uma resposta simples ou no. Compare os casos I e II a seguir. -IWhats this? Its a .

-IIWhats this? Its a .

.......... Acredito que a resposta de (I) Its a dog seja muito mais fcil do que a resposta em (II) Its a snail para a grande maioria dos alunos, simplesmente porque a palavra dog (= co, cachorro) muito mais comum do que snail (caracol, lesma). claro que somente as palavras soltas no bastam para construir um vocabulrio slido em ingls. Mas formam a base. Permitiro, mais tarde que voc chegue a vocabulary items mais complexos (idioms / collocations, etc). Exs.: guide dog (= co guia para cegos), doggie bag (= embalagem com a comida que no foi consumida num restaurante); go at a snails pace (= andar feito lesma, ir a passos de cgado) etc
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO Voc pode usar uma charge de jornal, uma comic strip de jornal ou revista para ajudar a consolidar algum ponto que esteja estudando. Para provar meu ponto, observe esta historinha em quadrinhos do genial Charles Shulz, criador do Charlie Brown e dos Peanuts. Esta comic strip foi objeto de uma antiga questo de vestibular no final dos anos 90.

Assinale a letra correspondente alternativa que preenche corretamente a lacuna da frase apresentada a) smaller. b) smallest. c) small. d) the smallest. e) the smaller. Que maneira bem humorada de testar o conhecimento dos candidatos sobre grau dos adjetivos - comparatives and supelatives. A letra que melhor completa a frase a. If I stayed home, our class would be even smaller. [Se eu ficasse em casa a nossa turma seria ainda menor.] Da mesma maneira que uma aparentemente simples historinha de humor, cuja mensagem verdadeiramente revolucionou a minha forma de ensinar; tambm no seu caso, quem sabe um approach mais light lhe permitir enriquecer seu vocabulrio de ingls significativamente?
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO EXERCISES I. Complete the sentence with the correct PAST FORM of the irregular verbs in parentheses: 1. He _________ (WRITE) down ten words that he _________ (THINK) were important. ____________________________________________________________ 2. Nobody believed in his business at first, but the idea ________ (CATCH) on quickly and today there are branches all over the country. ____________________________________________________________ 3. I was born in Par but __________ (BRING) up in Rio de Janeiro. ____________________________________________________________ 4. We _______ (FEEL) bad when we realized that our ideas were _________ (MISUNDERSTAND). ____________________________________________________________ 5. Mr. Dodd, a retired bank clerk, ________ (TOOK) French classes at night. ____________________________________________________________ 6. He said he _______ (FIND) out all sorts of things. ____________________________________________________________ 7. It all ________ (MAKE) me feel I was actually there. ____________________________________________________________ 8. They dashed to classes and _______ (MEET) up for coffee. ____________________________________________________________ 9. They ________ (GO) to as many classes as they wished. ____________________________________________________________ 10. Thats what they _______ (MEAN) when they used the word 'innovation'. ____________________________________________________________

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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO II. Use the phrasal verb that means the same as the equivalent expression in parentheses to complete the sentences below. catch on look after take on find out bring up

1. If you couldnt ________ _______ your elderly father any more, what would you do with him? (take care of) ____________________________________________________________ 2. That company was the first of its kind in Europe, but the idea _________ quickly. (became popular, spread) 3. He says hes _________ ______ all sorts of things. (discovering) ____________________________________________________________ 4. Now that I dont have to worry about ________ ______ kids, Im going to enter a university. (raise, educate) ____________________________________________________________ 5. The lady says she is ready to _______ ____ the established political parties in next years elections. (compete) ____________________________________________________________ III. ANYTHING GOES Choose the better alternative in parentheses. 1. Cant you wait a little longer until I finish my presentation? Your interruption seems so (untimely / timeless) to me. T: ___________________________________________________________ 2. (As usual /As usually) Karen is late for our class. T: ___________________________________________________________ 3. Employees decided to go on strike to fight for better (working / worked) conditions. T: ___________________________________________________________ 4. Laborers at that time had to fight for the reduction of their (working / worked) day. T: ____________________________________________________________ 5. My father says that he is extremely (proud/pride) of his accomplishments. T: ____________________________________________________________
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO IV. Modal Verbs Analise as frases, traduza-as e explique o sentido dos modais em negrito: 1. You can do it. __________________ __________________ 2. You should do it. __________________ __________________ 3. You must do it. __________________ __________________ 4. You might do it. __________________ __________________ 5. You have to do it. __________________ __________________ 6. You would do it. __________________ __________________ 7. You could do it. __________________ __________________ 8. You will do it. __________________ __________________ 9. You dont have to do it. ______________ __________________ 10. You mustnt do it. __________________ __________________ V. Practice using the PRESENT SIMPLE of the verbs in parentheses. 1. Mary _________ (come) to school every day. __________________________________________________________ 2. We always _________ (go) to the movies on Saturdays. __________________________________________________________ 3. Joan and I _________ (have) two friends in S. Paulo. __________________________________________________________ 4. Mr. Williams _________ (teach) us Spanish. __________________________________________________________ 5. They usually _________ (play) soccer in the park at night. __________________________________________________________ 6. John ________________ (speak - negative) German at school. __________________________________________________________ 7. Janet ________________ (cook - negative) her meals. __________________________________________________________ 8. His parents _____________ (work - negative) in that firm anymore. __________________________________________________________ 9. ________________ (we, drink) coffee every evening'? __________________________________________________________
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO 10. ________________ (he, have) many friends at school? __________________________________________________________ 11. ________________ (you, love) Brazilian songs? __________________________________________________________ 12. They ________________ (speak, negative) Arabic there. __________________________________________________________

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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO ANSWERS ANALYSIS OF TEXT 1 1. Translation of the title of text 1: Why Companies Need Less Innovation (Por que as empresas precisam de menos inovao) 2. TRUE- The word stack in the fragment: A new stack of books (= uma nova pilha de livros) means the same as pile, heap. 3. TRUE- The word asserting (L-3) can be replaced by affirming (= afirmando) without changing the meaning intended by the author. 4. A expresso to think outside the box equivale a pensar com criatividade, sem convencionalismos. 5. Translation of: leaders get pounded for preaching innovation without really valuing it lderes so criticados por pregar a inovao sem realmente darem a ela o realvalor. 6. In What should leaders do? the modal verb should expressa algo que aconselhvel que se faa. 7. In: Better yet, they should stop overhyping innovation to the masses, overhyping means promote to excess (super promover) 8. Como voc traduz a palavra em negrito em: who will do their jobs with commitment (= comprometimento) 9. TRUE - Instead of rely on in: customers can't rely on what they're going to get (L-39/40) the author could have used depend on. 10. The past forms do verbo to thrive (prosperar): throve, thriven. 11. Em Those who are chartered with overseeing a company's various departments a palavra overseeing significa supervisionar, e, no, failing to see (fracassar em ver, observar) 12. TRUE - Instead of regardless of in regardless of their functional area the author could have used despite (a despeito de)

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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO VOCABULARY BUILD UP 1. competitive / 2. financing / 3. ties / 4. powerful / 5. sustainable ANALYSIS OF MINI TEXT 1 1. Translation of the title: Foreign Trade (Comrcio Exterior) 2. goods and services (bens e servios) 3. instruments for fair and successful undertakings (instrumentos para justos e bem sucedidos empreendimentos) 4. Translate the following fragments: a) has been part of the successful efforts fez parte dos esforos bem sucedidos b) towards maintaining a market-based com vistas a manter um ambiente com base de mercado c) competitive environment for Brazilian exporters um ambiente competitivo para os exportadores brasileiros d) strengthen commercial and financial ties fortalecer os laos comerciais e financeiros

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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO ANSWERS / EXERCISES I. PAST FORMS of the irregular verbs: 1. He WROTE down ten words that he THOUGHT were important. Ele anotou dez palavras que julgava serem importantes. 2. Nobody believed in his business at first, but the idea CAUGHT on quickly and today there are branches all over the country. Ningum acreditava na sua empresa a princpio, porm a ideia pegou rapidamente e hoje h filiais por todo o pas. 3. I was born in Par but BROUGHT up in Rio de Janeiro. Nasci no Par mas fui criado no Rio de Janeiro. 4. We FELT bad when we realized that our ideas were MISUNDERSTOOD. Sentimo-nos mal quando compreendemos que nossas ideias foram mal entendidas. 5. Mr. Dodd, a retired bank clerk, TOOK French classes at night. O Sr. Dodd, um bancrio aposentado, iniciou um curso de Francs noite. 6. He said he FOUND out all sorts of things. Ele disse que descobrira todo tipo de coisas. 7. It all MADE me feel I was actually there. Tudo me fez sentir que eu realmente estava ali (participando). 8. They dashed to classes and MET up for coffee. Corriam para as aulas e se encontravam para um cafezinho. 9. They WENT to as many classes as they wished. Foram a quantas aulas desejavam assistir. 10. Thats what they MEANT when they used the word 'innovation'. Isto o que queriam dizer quando usaram o termo inovao.

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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO II. Phrasal verbs 1. If you couldnt look after your elderly father any more, what would you do with him? Se voc no pudesse mais cuidar de seu pai idoso, o que faria com ele? 2. That company was the first of its kind in Europe, but the idea caught on quickly. Aquela empresa foi a primeira do tipo na Europa, porm a ideia pegou rapidamente. 3. He says hes finding out all sorts of things. Ele diz que est descobrindo todo tipo de coisas. 4. Now that I dont have to worry about bringing up kids, Im going to enter a university. Agora que no tenho que me preocupar em criar meus filhos, vou entrar para uma universidade. 5. The lady says he is ready to take on the established political parties in next years elections. A senhora diz que est pronta para enfrentar os partidos polticos tradicionais nas eleies do prximo ano. III. ANYTHING GOES (VALE-TUDO) 1. Cant you wait a little longer until I finish my presentation? Your interruption seems so untimely to me. Voc no pode esperar um pouco mais at que eu termine a minha apresentao? Sua interrupo me parece to inoportuna. 2. As usual Karen is late for our class. Como sempre a Karen est atrasada para nossa aula. 3. Employees decided to go on strike to fight for better working conditions. Empregados decidiram entrar em greve para lutar por melhores condies de trabalho. 4. Laborers at that time had to fight for the reduction of their working day. Trabalhadores naquela poca tiveram de lutar pela reduo da sua jornada de trabalho.
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO 5. My father says that he is extremely proud of his accomplishments. Meu pai diz que tem um extremo orgulho de suas realizaes. IV. MODAL VERBS (*) (*) A finalidade deste exerccio verificar como voc se encontra, no momento, com relao ao conhecimento dos modal verbs que sero estudados com mais detalhes nas prximas aulas. 1. You can do it. (Voc pode faz-lo) - capacidade 2. You should do it. (Voc deve faz-lo)- recomendao 3. You must do it. (Voc tem que faz-lo) obrigatoriedade 4. You might do it. (Voc podia faz-lo) - possibilidade remota 5. You have to do it. (Voc tem de faz-lo) obrigatoriedade 6. You would do it. (Voc o faria)- ideia expressa p/ futuro do pretrito 7. You could do it. (Voc poderia faz-lo) - seria / foi capaz 8. You will do it. (Voc o far) - idia de futuro 9. You dont have to do it. (Voc no tem de faz-lo) - no h necessidade. 10. You mustnt do it. (Voc est proibido de faz-lo) proibio V. PRESENT TENSE FORMS 1. Mary comes to school every day. Mary vem escola todos os dias 2. We always go to the movies on Saturdays. Sempre vamos ao cinema aos sbados. 3. Joan and I have two friends in S. Paulo. Joana e eu temos dois amigos em S.Paulo. 4. Mr. Williams teaches us Spanish. O Senhor Williams nos ensina espanhol.
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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO 5. They usually play soccer in the park at night. Eles geralmente jogam futebol no parque noite. 6. John does not speak German at school. John no fala alemo na escola. N.B: does not speak or doesnt speak. 7. Janet does not cook her meals. Janete no cozinha suas refeies. N.B: does not cook or doesnt cook. 8. His parents do not work in that firm anymore. Os pais dele no trabalham naquela empresa mais. N.B: do not work or dont work. 9. Do we drink coffee every evening'? Ns tomamos caf todas as noites? 10. Does he have many friends at school? Ele tem muitos amigos na escola? 11. Do you love Brazilian songs? Voc gosta de msicas brasileiras? 12. They do not speak Arabic there. Eles no falam rabe ali. N.B: do not speak or dont speak.

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CURSOS ON-LINE - INGLS BNDES 2011 PROFESSOR CARLOS AUGUSTO Avalie se os seguintes objetivos da AULA 1 foram alcanados. OBJECTIVES // OBJETIVOS Raise your awareness of: Despertar sua conscientizao para: I. Why Companies Need Less Innovation [CESGRANRIO / 2011] Por que as empresas precisam de menos inovao? [CESGRANRIO /
2011]

II. Answers & Comments Respostas & Comentrios III. Reading Comprehension Strategies & Techniques Interpretao de textos estratgias e tcnicas IV. Analysis of Text 1 Focusing on the top tem points Anlise do texto 1 Enfatizando os dez pontos principais V. Word Formation Prefixes MIS- & OVERFormao das palavras Os prefixos MIS- & OVERVI. The importance of studying discourse markers A importncia do estudo das palavras marcadoras do discurso VII. Modal Verbs An introduction Verbos modais Uma introduo VIII. Vocabulary Build Up Mini text 1: Foreign Trade Construo do vocabulrio Mini texto Comrcio Exterior IX. Useful tips Summarizing Grammar topics Dicas teis Tpicos de gramtica resumidos X. Vocabulary Build Up Just for Fun Construo de vocabulrio - S para divertir VII. Exercise Section Seo de Exerccios VIII. Answers & Comments Respostas & Comentrios
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