CONDITIONAL TENSE - 3o ano

Usamos as sentenças condicionais para expressar situações hipotéticas, ou seja, situações que possam vir a acontecer.
1ª Condicional: expressa uma situação hipotética no futuro e é marcada pela construção: “If + present → Will”.

Ex: If I work a lot I will earn a lot of money. (Se eu trabalhar muito, eu irei ganhar muito dinheiro).

2ª Condicional: expressa uma situação hipotética no presente e é marcada pela construção: “If + past → would”.

Ex: If he had a lot money he would travel around the world. (Se ele tivesse muito dinheiro, ele viajaria ao redor do mundo).

3ª condicional → expressa uma situação hipotética no passado e é marcada pela construção: “If + past participle → would + past participle).

Ex: If you had signed up for that class you would had learned a lot. (Se você tivesse se registrado para aquela aula, você teria aprendido muito).



Recordando:

1ª condicional: If + present → will (situação hipotética no futuro).

2ª condicional: If + past → would (situação hipotética no presente).

3ª condicional: If + past participle → would + past participle (situação hipotética no passado).fonte:brasilescola foto:heckagi

Let`s train! sucess! choose the correct form of the condicional tense(font:ego4u)

1. If Caroline and Sue prepareprepareswill prepare the salad, Phil decoratedecorateswill decorate the house.
2. If Sue cutcutswill cut the onions for the salad, Caroline peelpeelswill peel the mushrooms.
3. Jane hooverhooverswill hoover the sitting room if Aaron and Tim movemoveswill move the furniture.
4. If Bob tidytidieswill tidy up the kitchen, Anita cleancleanswill clean the toilet.
5. Elaine buybuyswill buy the drinks if somebody helphelpswill help her carry the bottles.
6. If Alan and Rebecca organiseorganiseswill organise the food, Mary and Conor makemakeswill make the sandwiches.
7. If Bob looklookswill look after the barbecue, Sue letletswill let the guests in.
8. Frank playplayswill play the DJ if the others bringbringswill bring along their CDs.
9. Alan mixmixeswill mix the drinks if Jane givegiveswill give him some of her cocktail recipes.
10. If they all dodoeswill do their best, the party isarewill be great.

Complete the sentencies using the correct conditional tense:(font:englischilfen)

1) If I  (to come) home earlier, I  (to prepare) dinner.

2) If we  (to live) in Rome, Francesco  (to visit) us.

3) If Tim and Tom  (to be) older, they  (to play) in our hockey team.

4) If he  (to be) my friend, I  (to invite) him to my birthday party.

5) If Susan  (to study) harder, she  (to be) better at school.

6) If they  (to have) enough money, they  (to buy) a new car.

7) If you  (to do) a paper round, you  (to earn) a little extra money.

8) If Michael  (to get) more pocket money, he  (to ask) Doris out for dinner.

9) If we  (to hurry), we  (to catch) the bus.

10) If it  (to rain), Nina  (to take) an umbrella with her.

PRESENT CONTINOUNS - 1o ano

O presente contínuo deve ser usado para expressar uma situação que está em progresso, ou seja, uma ação que ainda está acontecendo. Todo nosso “ando”, “endo” e “indo” dos verbos em português devem ser trocados em inglês por “ing”.
A construção do presente contínuo deve ser dada segundo a forma:
Sujeito + verbo to be + verbo com “ing” + complemento
She is studying English now. (Ela está estudando inglês agora).

Para a forma negativa, basta acrescentar o “not” após o verbo “to be” (am, is are).
Ex:

He is not playing the electric guitar at this moment. (Ele não está tocando guitarra neste exato momento).
She is not listening to music. (Ela não está ouvindo música).

Is Susan watching the soap opera? (A Susan está assistindo a novela?)

Are the kids playing on the backyard? (As crianças estão brincando no quintal?)Obs: 

1- Deve-se retirar o “e” dos verbos terminados com essa letra, antes de se acrescentar o “ing”.
Ex: to ride (andar)
      to dance (dançar)

She is riding a bike now. (Ela está andando de bicicleta agora).

She is dancing ballet. (Ela está dançando balé).

2- Deve-se dobrar a última letra dos verbos monossílabos terminados em CVC (consoante, vogal, consoante) antes de se acrescentar o “ing”.

Ex: to swim (nadar)
      to put (colocar)

He is swimming on the lake. (Ele está nadando no lago).
She is putting the folders in the drawer. (Ela está colocando as pastas na gaveta).fonte:brasilescola

ACTIVITIES
1. Complete the sentencies using the correct form:font:eclectenglish

1. John ---is reading (read) a book now.
2. What ---are you doing (you do) tonight?
3. Jack and Peter ---are working (work) late today.
4. Silvia ---isn't listening (not listen) to music.
5. Maria ---is sitting (sit) next to Paul.
6. How many other students ---are you studying (you study) with?
7. The phone ---isn't ringing (not rins).

2. Clique no link e execute a atividade:http://www.carmenlu.com/first/grammar/presentcont17.htm

3. Continue e faça o mesmo com o link a seguir: http://s.mound.free.fr/skyblues67/v+ing/vingqcm.htm

ENGLISH, A GLOBAL LANGUAGE

The English language is everywhere. The language of most of the Internet sites around the world is English. We are using this language to write our articles on this site, even though I am positive that English is not the first language of everybody using this website. It is not my first language, I come from Finland. I learned English at school. It is the most widely studied language in the world.

It is the language of media, medicine and business. Computing uses English as does the international airtraffic control. But is the spread of this language a good thing or a bad one, is the spread of one such a powerful language a disadvantage or an advantage?

This is a difficult question to answer. Academics in the field of linguistics have tried to find the best solution for this puzzle for decades now. One disadvantage which is often mentioned in this context is the fact that many languages have died because of the spread of English. Many still have lost a large number of speakers and are bound to be doomed in the near future. These are the disadvantages, and while they certainly seem gloomy, there are many advantages of having a global language.

Doctors, for instance, from around the world can communicate with each other while using one language. As a consequence of numerous people knowing this language there are less misunderstandings which of course in medicine could be fatal. People from all corners of the world can communicate easier because they share a common language. Media can more easily tell us the most recent news from all over the world. People can use the Internet as a tool for research, which means more people are being educated about different issues. 

I am happy that my son will speak this wonderful language as his first language, I am sure that I will learn a lot from him when he enters school in the UK. However, I wish that my son would also be able to speak Finnish as this is my mother tongue. It is important for a person's identity to remember their roots, and language is a very integral part of one's identity. Are people whose languages are being lost because of the dominance of the English language losing their identities then? As you can see, the question is a difficult one to answer, and in my opinion there is no right or wrong answer.

Font hellium

"WHAT CAUSES A TSUNAMI?" - Text

A tsunami can be generated by any disturbance that displaces a large mass of water, such as an earthquake, landslide or meteor impact.

Tsunamis can be generated when the sea floor abruptly deforms and vertically displaces the overlying water. Tectonic earthquakes are a particular kind of earthquake that are associated with the earth's crust deformation; when these earthquakes occur beneath the sea, the water above the deformed area is displaced from its equilibrium position. 

Waves are formed as the displaced water mass moves under the influence of gravity to regain its equilibrium. When large areas of the sea floor elevate or subside, a tsunami can be created. Large vertical movements of the earth's crust can occur at plate boundaries. Plates interact along these boundaries called "faults". Around the margins of the Pacific Ocean, for example, denser oceanic plates slip under continental plates in a process known as subduction. Subduction earthquakes are particularly effective in generating tsunamis.

Submarine landslides, which often accompany large earthquakes, as well as collapses of volcanic edifices, can also disturb the overlying water column as sediment and rock slump downslope and are redistributed across the sea floor. Similarly, a violent submarine volcanic eruption can uplift a water column and generate a tsunami.

Large landslides and cosmic-body impacts can disturb the water from above, as momentum from falling debris is transferred to the water into which the debris falls. Generally speaking, tsunamis generated from these mechanisms, unlike the Pacific-wide tsunamis caused by some earthquakes, dissipate quickly and rarely affect coastlines distant from the source area. However if the landslide or cosmic body is large enough, it will create a megatsunami. A megatsunami is a tsunami, usually caused by a collapsing island, asteroid impact, or huge chunks of ice falling into a large body of water, and is hundreds of meters high.font: iem/seed/pr