Revisão dos tempos verbais em inglês

1. 1
Verb Tenses
To Think About Verb Tenses, Use a Time Line

2. 2
We are stuck in the present.
But, we can remember the past and
think about the future.
We do this with our inner eye.

3. 3
How Does It Work?
Think of this as your inner-eye.
This is what we use to remember
and to imagine with.

4. 4
If we really think about time,
we are always stuck in the
present.
The Present

5. 5
Let’s use the inner-eye.
Thinking about the future.
The Present
The Future
Thinking about the past.
The Past

6. 6
By using the inner-eye,
let’s now build a time line.
Past Present Future
am baking
I am baking a pepperoni pizza.
What makes this action in the present tense?

7. 7
By using the inner-eye,
let’s now build a time line.
Past Present Future
bake
I bake a pepperoni pizza.

8.  Biofuels provide a potential route to
avoiding the global political instability
and environmental issues that arise
from reliance on petroleum.
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9.  When philosophers discuss personal
identity they are not talking about such
down-to-earth concerns as ethnicity
and multiculturalism. Instead, they are
referring to the more abstractly
metaphysical question of what makes
each of us the same person he or she
was last week.
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10. 10
Let’s think about yesterday.
Thinking about the past.
Yesterday, I was baking a pepperoni pizza.
What makes this action in the past tense?
was
Past Present Future
baking

11.  The citrus seeds oil samples contained
eight fatty acids while linoleic, oleic and
palmitic acids were major acids. Some
antinutritional compounds were
detected in the flours. The results
revealed that, glucosides, stachyose,
raffinose, trypsin inhibitor, phytic acid
and tannins were present in all citrus
seeds flours.
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12. 12
Let’s think about tomorrow.
Thinking about the future.
Past Present Future
will
be baking
Tomorrow, I will be baking a pepperoni pizza.
What makes this action in the future tense?

13.  The article also proposes that in order
to encourage teacher research, the
educational community will need to
address incentives for teachers, the
creation and maintenance of
supportive networks
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14. 14
Let’s think about the near past.
Past Present Future
have
been
baking
Today, I have been baking pepperoni pizza.
Notice that “baking” is now in the past and in the present.

15.  Here we have demonstrated the
second stage of metabolic engineering
effort by designing and engineering a
regulatory circuit to control gene
expression in response to intracellular
metabolic states.
15

16.  Global energy demand and
environmental concerns have
stimulated increasing efforts to produce
carbon-neutral fuels directly from
renewable resources
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17.  hybridity in African post-colonial
literature have often been heavily laden
with nationalist and leftist ideological
encumbrances,
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18. 18
Let’s think further into the past.
day before yesterday
Past/Past Past Present Future
had
been
baking
The day before yesterday, I had been baking pizza.

19.  The first six grades in school were
experienced by the interviewees as full
of distress and failure for a majority.
Though peer relations were often good,
many had experienced bullying.
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20. Practice
 CDC (Center for diseases Control and
Prevention) is working with other U.S.
government agencies, the World Health
Organization (WHO), and other domestic
and international partners and has activated
its Emergency Operations Center to help
coordinate technical assistance and control
activities with partners. CDC has also
deployed teams of public health experts to
West Africa and will continue to send experts
to the affected countries.
 Source: http://www.cdc.gov/vhf/ebola/outbreaks/guinea/ 20

21. A New Entry Is Shaking Up
Brazil’s Vote
 Marina Silva learned how to read as a
teenager and worked as a maid before
entering politics as an icon of the
environmental movement. Now, with a
trajectory appealing to big parts of
Brazil’s electorate, Ms. Silva is stirring
an acutely competitive presidential
race.
 http://www.nytimes.com/2014/08/21/world/americas/a-newcomer-is-shaking-
up-brazils-vote.html?_r=1 21

22. Brazil's scary PISA results
 Since unveiling the 2012 PISA
assessment of 15-years-old results in
early December, 2013, I have been
considering writing about these data
and their implications for higher
education in Brazil.
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23.  More than 67% of the students are low
performers in mathematics, meaning
that they can hardly extract relevant
information from a single source or use
basic algorithms, formulae, procedures
or conventions to solve problems
involving whole numbers.
 https://www.insidehighered.com/blogs/
world-view/brazils-scary-pisa-results
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24.  Additionally, some 61% of Brazilian
students are low performers in science,
meaning that, at best, they can present
scientific explanations that are obvious
and respond to explicit scientific
evidence.
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25.  In Brazil, more than one in three (36%)
15-year-old students have repeated a
grade at least once in primary or
secondary school; many were held
back more than once. This is one of
the highest rates of grade repetition
among countries participating in PISA.
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26. Group work
 Imagine we are the scientific
committee and we are selecting
abstracts to be accepted or not.
 Criteria:
 A) Presents unit
 B) It’s clear or raise doubts for the
reader
 C) Can you easily find the main issue?
 D) Are there many repetitions or
something that could be crossed off? 26

27. Case Studies in Agribusiness: An
Interview with Ray Goldberg
 Agribusiness refers to the collection global systems involved
in the production, distribution and consumption of food and
fiber. Since the term was first coined by Harvard Business
School (HBS) professors Ray Goldberg and John Davis in
the 1950s, case studies have played a pivotal role in the
development of the field. In this interview with Ray
Goldberg, the impact of case studies on agribusiness
thought and edu-cation are discussed. Highlights include
how cases have served to define the field as an area of
research, provided a means of communications between
researchers and practicing executives, fostered
communication between executives participating in different
parts of the overall systems, and, most importantly, helped
students to acquire a grasp of the complex relationships
between agricultural products, trade, technology, and public
policy

28. INEQUALITY OF EDUCATIONAL
OUTCOMES: INTERNATIONAL
EVIDENCE FROM PISA
FREEMAN, Richard B. MACHIN, Stephen J. VIARENGO, Martina G.
 This paper examines the relation between measures of
the within-country inequality of student scores on
international academic tests and the average level of
scores across countries, using the PISA mathematics
tests over 2000-2009. It finds that average test scores
are higher in countries with lower inequality in scores –
a virtuous efficiency-equity relation in test performance
–and that family background factors are differently
associated with student test performance across
countries, but display little impact on the country-wide
dispersion of test scores.

29. Accounting and Auditing
Standards for Islamic Financial
Institutions
 The accounting practices of different Islamic financial
institutions today vary greatly, and financial reporting in
Islamic financial institutions lacks self-regulation and
standardization. It is thus imperative that high and common
accounting and auditing standards be developed and
implemented across Islamic financial institutions. The
Accounting and Auditing Organization for Islamic Financial
Institutions, established in and based in Manama, Bahrai, has
played a pioneering role in developing and promoting these
standards. It has brought together a common Shari‘ah Board,
worked with regulatory as well as financial institutions to
implement its standards, and to date made a total of eighteen
pronouncements on accounting and auditing standards for
Islamic finance.

30.  Analyse if the text is good or not.
 Criterias:
 A) Presents unit
 B) Is it clear for the reader or raise doubts
 C) Is there a little background/intro to explain the
objective/ Are the objectives, aims clear
 D) How did the author go finding the results? What
steps were taken to carry out the project?
 E) Can you easily find the main issue
 F) Are there many repetitions or something that
could be crossed off
 G) As a result of the procedure, what was found or
created?
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