Profa Sonia Silva www.professorasoniasilva.com UNIT 01

Profa Sonia Silva
www.professorasoniasilva.com
UNIT 01
Estratégia de leitura - Scanning (Leitura seletiva)
01) Leia os títulos de cada parte da tese de mestrado a seguir e responda: Quians são os
tópicos de uma tese de mestrado?
The Master’s Thesis
What follows is offered as a guide. With the approval of International Education
Programs office, you should each feel free to make adjustments in this format, as the nature and
needs of your study dictate.
Prior to actually conducting your study (i.e., administering tests, sending questionnaires,
conducting interviews, or collecting data), please send to International Education Programs
office a proposal that briefly addresses each of ASTERISKED (*) components below.
Title Page
Abstract
Acknowledgements
Table of Contents
I.
Introduction
a. Problem Statement *
b. Formulation of Hypotheses *
c. Statement of Purpose / Significance *
d. Assumptions
e. Limitations
f. Definition of Terms
g. Literature Review
II
Methodology
a. Subjects *
b. Survey Instrument(s) *
c. Research Design *
III.
Results
IV
Discussion
a. Conclusions
b. Recommendations
c. Recommendations for Further Study
Appendix
Bibliography
Each component listed on this page will be discussed in some detail by what follows.
ABSTRACT
In 200 words or less, tell your potential audience enough about your thesis for them to want to
know more. State your problem. Describe your sample and your survey instrument. Briefly detail your
research design. Summarize your most exciting result/s and conclusion/s. Highlight one or two
recommendations.
ACKNOWLEDGEMENTS
“No man... (or woman)... is an island.” This is your chance to recognize the people who helped
you accomplish the impossible.
TABLE OF CONTENTS
Draw your reader a map of your thesis. This table should include the four major sections and first
level subsections of your thesis. It will resemble the outline on the proceeding page. Page numbers for
each heading appear in a column at the right margin.
STATEMENT OF PROBLEM
Your problem statement is the most important element of your thesis. It sets the stage for every
thing that follows. Your problem should relate to a topic that you know a little about, and care a lot about.
This statement or question should be accompanied by an explanation of your study’s
SIGNIFICANCE and of your PURPOSE as the study’s author.
Explain why this problem is worth the time it took you to research, and the time it will take others
to read about.
FORMULATION OF HYPOTHESES
Each hypothesis should represent a reasonable solution to your problem or answer to your
question. Your hypothesis should be stated before you collect your facts and should not be changed once
your data collection begins.
Remember, it is not your job to prove that your hypothesis is true. You are to collect objective
data. That will either support or refute your hypothesis. Once you have collected that data, you are to
present it and interpret it. If your data does not support your hypothesis, you have not failed.
ASSUMPTIONS, LIMITATIONS, DEFINITIONS OF TERMS
Identify those conditions that you had to take for granted in order for your study to make sense
(assumptions). List any conditions beyond your control that made your study less than perfect and might
effect the application of your study’s results (limitations).
Finally, clarify any term, expression, or abbreviation that might be unfamiliar to even a small portion of
your readers.
REVIEW OF RELATED LITERATURE
This section will give your study roots. It will give it history. It will place your study within the
context of other work that has been done on your topic. Identify, locate, and consult as many relevant
sources as you can in preparing this review.
When you review the work of other researchers, look for facts first. Quote, summarize, or
paraphrase the most relevant of those facts. If you include the opinions or conclusions of other
researchers in your literature review, do so sparingly.
Every citation in your literature review should relate to, develop, and / or support, your
hypothesis.
SUBJECTS
In describing your subjects, clearly define your population; that is, the larger group from which
your sample was selected. Indicate the size and major characteristics of that population.
Define your sample in detail. Describe the technique you used to select your sample.
INSTRUMENTS
Provide a rationale for the instrument you chose to collect your data. Describe that instrument.
Give background information which speaks to your instrument’s validity, reliability, and history.
If you developed your own instrument, describe how the instrument was developed, what it
measured, and how its validity and reliability were evaluated.
If more than one instrument was used, each should be described separately.
RESEARCH DESIGN
Tell a story of how you studied your subjects. Be as detailed as you can. The key to writing the
Methodology section of your thesis is replicability. It should be precise enough to allow someone else to
read your thesis and execute your study exactly as you did.
If you used an experimental design, what did your control and experimental groups look like?
What treatment did you apply to the experimental groups? When did you apply that treatment?
If the design involves a pretest, when was it given? To whom? How?
RESULTS
Present the facts about your findings. If you gave your subjects a test, this section is where the
scores go. If your subjects were given a questionnaire, this is where the responses go. This is the section
of your thesis for your statistics.
If you have a lot of data to report, you might want to summarize it using graphs and charts. If your
data is complex or cumbersome, you might choose to summarize it here and present the details in your
Appendix.
DISCUSSION
This is where you will interpret your results, and draw conclusions based on those results. Did
your facts support a certain hypothesis, or not? You will say that here. This is where you will tell the
world what you discovered.
Once you have made your discovery, you will make recommendations based on it. Those also go
in this section. This section is fun. It makes your thesis yours.
APPENDIX
This section is optional. It can be useful if you have detailed information, extensive data, or
complicated formulas to share. Remember, your readers owe you nothing. You want to keep them
moving through your thesis as smoothly as possible, or they might put it down and never return.
Your Appendix is a good place for valuable but complicated information that, if placed in the text
of your thesis, might be a roadblock to your reader’s progress.
BIBLIOGRAPHY
References are presented in alphabetical order at the end of your thesis. Only sources actually
cited in the text of your thesis should appear in your Bibliography. Follow the guidelines established by
the American Psychological Association to develop the format of the section.
Word Bank
A
abstract = resumo
acknowledgements = agradecimentos
appendix = anexo
appendiz = anexos
assumption = suposição
C
cumbersome = extenso
I
i.e = that is to say (id est - latim) = isto é
L
literature review = revisão da literatura
P
problem statement = apresentação do problema
R
rationale = análise racional
research design = desenho de pesquisa
S
sparingly = com moderação
statement of purpose/significance = justificativa
subject = objeto de pesquisa
survey instrument = instrumento de pesquisa
T
table of contents = índice
title page = folha de rosto
Imperative Sentences
Imperative sentences can be used to give directions: Turn right. / Turn left.
Imperative sentences can be used to give orders: Come here. / Be on time. / Stop./ Don’t
stop.
Imperative sentences can be used to make polite requests when the word please is added:
Please shut the door. / Shut the door, please.
Imperative sentences can be used to give instructions on how to use a machine or cooking
instructions: Turn on the computer. / Bake the cake for 30 minutes.
01)Translate the following sentences.
01. Be quiet.
02. Be still.
03. Stand up.
04. Turn left.
05. Open the window.
06. Talk to me.
07. Go.
08. Sit down.
09. Leave me alone.
10. Be punctual.
11. Wait for me.
_________________________________________________
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02)Translate the following sentences.
01. Don’t turn right.
02. Don’t make dinner.
03. Don’t call me.
04. Don’t say anything.
05. Don’t come here.
06. Don’t complain.
07. Don’t cry.
08. Don’t worry.
09. Don’t bother me.
10. Don’t go.
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UNIT 02
TELEVISION AND ATENTTION PROBLEMS
A new study suggests that very young children who watch a lot of television may have attention
1.
problems later in school.
Children with attention problems cannot sit still or control their
2.
actions. They talk too much, lose things, forget easily and are not able to
finish tasks.
People with attention problems may suffer a condition known as
3.
Attention Deficit Disorder, or A.D.D. Experts say the cause of A.D.D
involves chemicals in the brain. Teachers say many children in the United
States are showing signs of the disorder. Some education researchers have
been saying for years that watching television at a very young age could
change the normal development of the brain. For example, they say that
children who watch a lot of television are not able to sit and read for an extended period of time.
The new study tested the idea that television watching by very young children is linked to
4.
attention problems by the age of seven. It involved more than one-thousand-three-hundred children.
There were two groups of children, ages one and three. Researchers at Children’s Hospital and Regional
Medical Center in Seattle, Washington reported the results in the publication Pediatrics. They asked the
parents how often the children watched television. The parents also described their children’s actions at
the age of seven using a method that can tell if someone suffers attention deficit disorders.
The children who watched a lot of television at an early age were most likely to have attention
5.
problems. Every hour of watching television increased the chances of having attention problems by about
ten per cent. For example, children who watched three hours a day were thirty percent more likely to have
attention problems than those who watched no television.
The researchers say that all the children with attention problems might not have A.D.D. But they
6.
still could face major learning problems in school. The findings support advice by a group of children’s
doctors that children under the age of two should not watch television.
One of the researchers said there are other reasons why children should not watch television.
7.
Earlier studies have linked it with children becoming too fat and too aggressive. Other experts say the
new study is important, but more work needs to be done to confirm the findings and better explain the
cause and effect.
Source: Voanews (http://www.voanews.com/specialenglish/Archive/a-2004-04-14-2-1.cfm) by Nancy
Steinbach
WORD BANK
A
A.D.D (Attention Deficit Disorder) = T.D.A.
(Transtorno de Deficiência de Atenção)
able = capaz
advice = conselho
age = idade
B
brain = cérebro
D
development = desenvolvimento
E
early age = tenra idade
expert = especilalista
F
fat = gordo
finding = descoberta
K
known as = conhecido como
L
learning = aprendizagem
likely = provável
linked to = ligado a
O
often = frequentemente
S
still = quieto
support = apoiar
W
watch = assistir
01) Answer C for correct and I for incorrect according to the text. (Responda C
para correto e I para incorreto de acordo com o texto.)
01. ____ A new study suggests that very young children who play lots of video games
might have attention problems in school.
02. ____ Children with attention problems talk a lot.
03. ____ Teachers say many children are showing signs of the disorder all over the
world.
04. ____ Some researchers in the field of education have been saying for years that
watching television at a very young age could change the way the brain develops.
05. ____ Children who watch lots of television are not able to sit and read for a long
time.
06. ____ The new study tested the idea that television watching by very young children
is linked to attention problems by the age of three.
07. ____ The study involved 1300 children.
08. ____ There were in the study two groups of children, from ages one to three.
09. ____ The researchers asked the parents how often the children did homework in
front of the TV.
10. ____ The parents also described their seven-year- old children’s actions using a
method that can tell if somebody suffers attention deficit disorders.
11. ____ The children who watched a lot of television when they were at an early age
tended to have attention problems.
12. ____ The research findings support advice by a group of pediatrics that children
under the age of one should not watch television.
13. ____ Earlier studies have linked children’s television watching to children
becoming too fat and too aggressive.
14. ____ In paragraph 1, a lot of can be substituted by lots of.
15. ____In paragraph 2, the word still pode ser traduzida por quietas.
16. ____ In paragraph 2, the word they refers to problems.
17. ____ In paragraph 3, the word children is the plural of child.
18. ____ In paragraph 6, the word face can be translated by enfrentar.
19. ____ In paragraph 7, earlier studies can be translated to estudos recentes.
20. ____ In paragraph 7, the word done is the past tense of do.
02) Find in the text the plural of... (Encontre no texto o plural de ...)
01. child
03. researcher
__________________
__________________
02. thing
04. study
____
PLURAL OF NOUNS
(plural de substantivos)
SINGULAR
book = livro
girl = menina
cigarette = cigarro
PLURAL
books
girls
cigarettes
Aos substantivos que terminam em ch, sh, ss, o, x e z acrescenta-se es na terceira pessoa do singular.
beach = praia
watch = relógio
brush = escova
kiss = beijo
fox = raposa
topaz = topázio
beaches
watches
brushes
kisses
foxes
topazes
negro = negro
hero = herói
negroes
heroes
potato = batata
potatoes
Exceções
piano = piano
pianos
photo = foto
photos
kilo = quilo
kilos
radio = radio
radios
cuckoo = cuco
cuckoos
bamboo = bamboo
bamboos
Monarch = monarca
stomach = estômago
Monarchs
Stomachs
Obs. o ch tem som de k
ox = boi
Oxen
Nouns ending in y
boy = menino
toy = brinquedo
play = peça teatral
boys
toys
plays
baby = bebê
fly = mosca
story = estória
babies
flies
stories
PLURAIS IRREGULARES
SINGULAR
man = homem
woman = mulher
foot = pé
tooth = dente
PLURAL
men
women
feet
teeth
goose = ganso
mouse = camundongo
louse = piolho
child = criança
geese
mice
lice
children
OS PLURAIS DOS SUBSTANTIVOS TERMINADOS EM -F, -FF e – EF
SINGULAR
belief = crença
cliff = penhasco
chief = chefe
handkerchief = lenço
roof = telhado
gulf = golfo
calf = bezerro
elf = duende
half = metade
leaf = folha
life
knife = faca
loaf = bisnaga de pão
self = ego
sheaf = feixe
PLURAL
beliefs
cliffs
chiefs
handkerchiefs
roofs
gulfs
calves
elves
halves
leaves
lives
knives
loaves
selves
sheaves
OS PLURAIS DOS SUBSTANTIVOS TERMINADOS EM -F, -FF e – EF
SINGULAR
PLURAL
shelf = prateleira
thief = ladrão
wife = esposa
wolf = lobo
shelves
thieves
wives
wolves
scarf = cachecol
dwarf = anão
hoof = casco
wharf = cais
staff = pessoas que trabalham juntas
scarfs / scarves
dwarfs / dwarves
hoofs / hooves
wharfs / wharves
staffs / staves
PLURAL DOS SUBSTANTIVOS COMPOSTOS
SINGULAR
PLURAL
armchair = poltrona
bookcase = prateleira
housewife = dona de casa
boyfriend = namorado
armchairs
bookcases
housewives
boyfriends
horseman = cavaleiro
Horsemen
sister-in-law = cunhada
father-in-law = sogro
son-in-law = genro
sisters-in-law
fathers-in-law
sons-in-law
handful = punhado
cupful = uma xícara cheia
spoonful = colherada
handfuls
cupfuls
spoonfuls
court-martial = corte marcial
court-martials
LATIM
SINGULAR
axis = eixo
bacillus = bacilo
medium = meio
bacterium = bactéria
erratum = errata
datum = dado, informação
campus = terreno de uma universidade
PLURAL
axés
bacilli
media
bacteria
errata
data
campi
GREGO
SINGULAR
basis = base
crisis = crise
thesis = tese
phenomenon = fenômeno
oasis = oasis
PLURAL
bases
crises
theses
phenomena
oases
SUBSTANTIVOS ESTRAGEIROS QUE TÊM DOIS PLURAIS
SINGULAR
formula = fórmula
fungus = fungo
aquarium = aquário
curriculum = currículo
memorandum = memorando
terminus = término
PLURAL
formulae / formulas
fungi / funguses
aquaria / aquariums
curricula / curriculums
memoranda / memorandums
termini / terminuses
OUTROS PLURAIS
SINGULAR
sheep = carneiro
deer = veado
PLURAL
sheep
deer
trout = truta
fish = peixe
trout
fish / fishes
PALAVRAS USADOS NO PLURAL
briefs = cuecas
clothes = roupas
panties = calcinhas
pyjamas / pajamas = pijamas
shorts = calção
trousers / pants = calças
credentials = credenciais
oats = aveia
riches = riqueza
surroundings = redondezas
glasses / spectacles = óculos
pliers = alicate
scissors = tesoura
measles = sarampo
mumps = caxumba
physics = física
person = pessoa
people / persons = povo / pessoas peoples = povos
PALAVRAS USADOS NO SINGULAR
coffee = café
gallows = forca
Information = informação
knowledge = conhecimento
mathematics = matemática
milk = leite
money = dinheiro
news = notícia
phonetics = fonética
furniture = movies
tea = chá
water = água
weather = clima
evidence = evidencia(s)
OBSERVAÇÃO: Por questões de ênfase, pode-se usar alguns substantivos incontáveis com forma
plural:
The snows of the Antarctic. (As neves da Antártica.)
The waters of the Mississippi. (As águas do Mississippi.)
The sands of the desert. (As areias do deserto.)
03) Write the plural of the following nouns: (Escreva o plural dos seguintes
substantivos.)
01. stomach
02. sister-in-law
03. piano
04. person
05. family
06. erratum
07. beach
08. knife
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04) Rewrite these sentences in the plural. (Reescreva estas frases no plural.)
01. There is a thief in the city.
______________________________________________________________________
02. The baby broke its tooth.
______________________________________________________________________
03. The datum about this phenomenon was correct.
______________________________________________________________________
04. The soldier shot the enemy.
______________________________________________________________________
05. The wife cut the loaf of bread with a knife.
______________________________________________________________________
06. What’s your criterium for the analysis of the datum about the crisis?
______________________________________________________________________
07. He has a calf, an ox, a goose and a sheep on his farm.
______________________________________________________________________
05) Translate these sentences. (Traduza estas frases.)
01. The news is good.
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02. The bacteria are harmful.
________________________________________
03. I would like a piece of information.
__________________________________
04. The phenomena have been studied.
___________________________________
05. How many people are there in the room?
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