reading booklet
&
the PiMSleUr gUide
how the PrograM workS
brazilian
portuguese
PHASE 2
brazilian
Graphic Design: Maia Kennedy
© and ‰ Recorded Program 1999 Simon & Schuster, Inc. © Reading Booklet 1999 Simon & Schuster, Inc. Pimsleur® is an imprint of Simon & Schuster Audio,
a division of Simon & Schuster, Inc. Mfg. in USA. All rights reserved.
BrAziLiAN POrTuGuESE ii
V
oicesEnglish-Speaking Instructor. . . Ray Brown
Portuguese-Speaking Instructor . . . Tom Flückiger
Female Portuguese Speaker . . . Helena Kindi
Male Portuguese Speaker. . . Carlos Braun
c
ourseW
ritersDr. Suzana Y. Michel
Dr. Ulrike S. Rettig
e
ditorsDr. Patricia Sobral
Mary E. Green
Beverly D. Heinle
e
xecutiVeP
roducerBeverly D. Heinle
Reading can be defined as “the act of decoding
graphic material in order to determine its message.”
To put it another way, reading consists of coming
back to speech through its graphic symbols. In
short, meanings reside in the sounds of the spoken
language. Speaking a language is the necessary
first step to acquiring the ability to read a language
with meaning.
The recorded portion of the reading materials
for Brazilian Portuguese II will be found at the end
of the program. You can do the Readings as it is
most convenient for you. We recommend, however,
doing them after you have completed the thirty
units, as the Readings may contain vocabulary you
will have learned throughout the course. Several
lessons are provided with translation. Read these
lessons first with the audio before proceeding to the
translation.
Lição um
Nós temos que ir embora agora.
Você conhece a Bahia?
Não, ainda não fui lá.
É uma cidade no Nordeste do Brasil.
Tem muita gente boa.
Eu não conheço ninguém.
Você deve conhecer alguém.
As pessoas falam rápido demais.
Eu não entendo nada.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Lição dois
Eu quero ir ao cinema mas não tenho
dinheiro.
Eu quero muito ver este filme.
Se você quiser, eu te dou dinheiro.
Depois vamos jantar.
Aonde você quer ir jantar?
Numa pizzaria que fica aqui perto.
A situação está melhorando.
Mas eu ainda não estou satisfeito.
Você quer mais?
Claro que sim!
Lição três
Nós vamos ver um filme brasileiro.
Começa cedo.
Às quatro e quinze.
Depois, nós vamos ver uma senhora.
Ela desenha brinquedos.
São para os seus filhos pequenos.
Eles têm um gatinho pequenininho.
Mas eles querem um cachorro grande.
Os filhos estudam no colégio Anchieta.
As aulas começam sempre em fevereiro.
Fica na Rua Ipanema.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Lição quatro
Oi, Maria Helena!
Amanhã, quinta-feira, vai haver uma festa.
É uma festa de despedida.
É para um amigo de Los Angeles.
Você pode ir conosco?
É num restaurante.
O restaurante se chama O Gaúcho Gigante.
A festa começa às nove.
Mas o amigo vai chegar às nove e meia.
É uma surpresa.
Então, por favor —
não diga nada para ninguém.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Lição cinco
Querida família Duarte!
Como vão vocês?
Vamos todos muito bem.
E eu estou muito feliz também.
Eu tive a oportunidade de viajar ao Brasil.
Estou aqui —
no Rio de Janeiro —
até a quarta-feira que vem.
Depois vou para Salvador, na Bahia.
Se eu tiver bastante dinheiro, —
eu gostaria de sair da cidade um pouco.
Eu também gostaria —
de conhecer as praias do Nordeste.
Mas quem sabe?
Sem um carro —
é difícil.
Bem, eu penso muito em vocês.
Espero que todos estejam bem.
Lembranças para todos!
Lição cinco (continuação)
A Letter to the Duarte Family
Querida família Duarte!
Como vão vocês? Vamos todos muito bem.
E eu estou muito feliz também. Eu tive a
oportunidadede viajar ao Brasil. Estou aqui no
Rio de Janeiro até a quarta-feira que vem. Depois
vou para Salvador, na Bahia. Se eu tiver bastante
dinheiro, eu gostaria de sair da cidade um pouco.
Eu também gostaria de conhecer as praias do
Nordeste. Mas quem sabe? Sem um carro é
difícil. Bem, eu penso muito em vocês. Espero
que todos estejam bem. Lembranças para todos!
Seu amigo,
A Letter to the Duarte Family
Dear Duarte family!
How are you? We are all very well. And I’m
also very happy. I had the opportunity to travel
to Brazil. I’m here in Rio de Janeiro until next
Wednesday. Afterwards, I’m going to Salvador
in Bahia. If I have enough money, I would like to
leave the city for a while. I would also like to see
the beaches of the Northeast. But who knows?
Without a car, it’s difficult. Well, I think a lot about
you. I hope you are all well. Regards to everybody.
Your friend,
Bill Jameson
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Lição seis
Mensagem para José Pacheco:
De Manuel Franco
Desculpe-me de não ter respondido antes.
Eu tenho muito trabalho aqui.
E vou partir para Portugal na semana que
vem.
Será que nós poderíamos nos encontrar lá?
Há várias coisas importantes que nós temos
que discutir.
Responda-me o quanto antes.
Eu prometo te responder no mesmo dia.
Quando a mensagem chegar —
Lição seis (continuação)
Mensagem para José Pacheco:
De Manuel Franco
Desculpe-me de não ter respondido antes. Eu
tenho muito trabalho aqui. E vou partir para Portugal
na semana que vem. Será que nós poderíamos nos
encontrar lá? Há várias coisas importantes que nós
temos que discutir. Responda-me o quanto antes.
Eu prometo te responder no mesmo dia. Quando a
mensagem chegar o meu computador me notificará.
E como vai o seu grande projeto? Há alguma
novidade?
Lição seis com tradução
Message for Jóse Pacheco:
From Manuel Franco
Forgive me for not having answered earlier. I
have a lot of work here. And I’m going to leave
for Portugal next week. Could we meet there?
There are a few important things that we have to
discuss. Answer me as soon as possible. I promise
to answer on the same day. When the message
arrives, my computer will notify me.
And how is your big project going? Is there
anything new?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Lição sete
É importante chegar ao hotel antes das dez.
O restaurante fecha às nove e meia.
O vinho é bom.
Sim, e a comida também.
Não faz mal se nós não chegarmos a tempo.
O ônibus sai às oito e quinze.
Precisamos reservar lugares.
Nós queremos um quarto grande.
Com vista para o mar.
Esta pode ser uma viagem cara.
Vamos escolher outro hotel.
Mas sem carro não dá.
Eu não sei. Nós poderíamos ir de táxi.
É verdade.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Lição oito
Nos Estados Unidos usa-se dólares.
Estados Unidos também se escreve: E.U.A.
No Canadá também usa-se dólares.
São dólares canadenses.
Cem centavos formam um dólar.
O peso é uma moeda usada em muitos países.
Em Portugal usa-se escudos.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Lição nove
Um e um são dois.
Três e quatro são sete.
Seis menos seis é zero.
Oito menos sete é um.
Nove vezes dois são dezoito.
Seis vezes sete são quarenta e dois.
Setenta e dois dividido por oito são nove.
Cinquenta dividido por dois são vinte e
cinco.
Sete mais oito são quinze.
Cem mais cem são duzentos.
Dez mil menos nove mil são mil.
Quatorze menos três são onze.
Quatro vezes cinco são vinte.
Duas vezes três são seis.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Lição dez
Que horas são?
É hora de comer.
O almoço é ao meio-dia.
Doze horas da noite é a meia-noite.
É uma e quinze da tarde.
O avião parte às sete e meia.
Vai chegar amanhã de manhã.
À que horas eu tenho que estar pronto?
Às cinco e quinze.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Lição onze
Eu tenho sede.
Há seis horas que eu não bebo nada.
O senhor também está com fome?
Não. Eu estou com pressa.
O tempo está bom.
Por isso eu tenho vontade de sair.
Eu não estou com sono.
Mas eu não tenho uma companheira.
Quantos anos a senhora tem?
Eu tenho trinta anos.
É melhor tomar cuidado.
Desde quando você está aqui?
Faz uma semana.
Mas eu não tive tempo para fazer nada.
Eu só tenho trabalhado.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Lição doze
Dez mais oito são dezoito.
Cem centímetros são um metro.
Um metro tem um pouco mais de três pés.
Um kilômetro tem mil metros.
Tem mais de um bilhão de pessoas no mundo.
Vinte mais cinco são vinte e cinco.
Quarenta vezes dois são oitenta.
Sessenta dividido por trinta são dois.
Setenta menos vinte são cinquenta.
Há cem anos num século.
Um ano tem doze meses.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Lição treze
Eu gosto de jogar futebol.
O carioca é do Rio de Janeiro.
O seu aniversário é no dia doze de
dezembro.
O natal é um dia de festa.
Os cachorros quentes estão frios.
Nem todas as crianças são choronas.
Os bebês não sabem falar.
Há milhares de estrêlas no céu.
O pior é que está chovendo.
1.
2.
3.
4.
5.
6.
7.
Lição quatorze com tradução
Títulos de alguns contos populares —
Titles of Some Popular Stories
O sítio do pica-pau amarelo
The Yellow Woodpecker Ranch
A branca de neve
Snow White
A bela adormecida
Sleeping Beauty
As mil e uma noites
A Thousand and One Nights
A gaivota
The Seagull
O príncipe e o mendigo
The Prince and the Pauper
O pequeno polegar
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Alguns provérbios populares —
Some Common Proverbs
Amar é viver.
Mais vale um passaro na mão do que dois
voando.
Quem não chora não mama.
Antes tarde do que nunca.
Longe dos olhos perto do coração.
Deus ajuda quem cedo madruga!
Quem não arrisca não petisca.
Fé em Deus e pé na tábua.
O barato sai caro.
Gôsto não se discute.
1.
2.
3.
4.
5.
Lição quinze com tradução
Alguns provérbios populares —
Some Common Proverbs
Amar é viver.
To love is to live.
Mais vale um passaro na mão do que dois
voando.
Better a bird in hand than two flying.
meaning: A bird in the hand is worth two in
the bush.
Quem não chora não mama.
Those who don’t cry don’t eat.
meaning: The squeaky wheel gets the grease.
Antes tarde do que nunca.
Better late than never.
Longe dos olhos perto do coração.
7.
8.
9.
10.
Lição quinze com tradução (continuação)
Quem não arrisca não petisca.
Who doesn’t dare, doesn’t catch.
meaning: You can’t win if you don’t play.
Fé em Deus e pé na tábua.
Faith in God and step on the gas.
(
Truck drivers’ motto)
O barato sai caro.
Cheap turns out to be expensive
.
Gôsto não se discute.
A taste cannot be argued.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Mais provérbios populares —
More Common Proverbs
Água mole em pedra dura tanto bate até que
fura.
Beleza não põe mesa.
Cão que ladra não morde.
Deus é brasileiro.
É preciso ver para crer.
Um por todos, todos por um.
O mundo é dos vivos.
Mão fria coração quente.
Cada louco com sua mania.
Querer é poder.
1.
2.
3.
4.
5.
6.
7.
Mais provérbios populares —
More Common Proverbs
Água mole em pedra dura tanto bate até que
fura.
Persistent soft water pierces rocks.
meaning: Slow and steady wins the day.
Beleza não põe mesa.
Beauty doesn’t set the table.
meaning: Beauty by itself is not enough.
Cão que ladra não morde.
A barking dog doesn’t bite.
Deus é brasileiro.
God is Brazilian.
(Favorite Brazilian expression)
É preciso ver para crer.
To see is to believe.
Um por todos, todos por um.
One for all, all for one.
O mundo é dos vivos.
The world belongs to the smart ones.
8.
9.
10.
Mão fria coração quente.
Cold hand, warm heart.
Cada louco com sua mania.
Every nut with his mania.
meaning: To each his own.
Querer é poder.
To will is to be able to (do).
meaning: Where there’s a will, there’s a way.
THE PIMSLEUR GUIDE
PIMSLEUR
Y
ou have just purchased the most effective language program ever developed. As you probably know, learning a new language can be frustrating. Your first experience with a foreign language may have been in school. If the classes seemed difficult, or if your grades were poor, you probably believed you had no aptitude for languages. Even if you did well, you may have been surprised later to discover that what you learned was of little or no use when you tried to converse with native speakers.Perhaps you waited until later in life and tried adult education classes, language schools, or home training programs. There too you may have found the information hard to retain, the lessons tedious, and your progress slow. Many language students give up early in these programs, convinced they lack the natural ability to understand and use what they read and hear.
The truth is that anyone can acquire a foreign language— with the right teaching system. With the Pimsleur® Method,
you will benefit from the years of research and development that have helped create the world’s most effective method for teaching foreign languages. The Pimsleur® Language Programs,
T
o get the full benefit of each lesson, choose a quiet place where you can practice without interruption and a time of day when your mind is most alert and your body least fatigued.The length of each lesson, just under 30 minutes, is that recommended by teaching specialists for a concentrated learning task. Once you’ve started the program, simply follow the tutor’s instructions. The most important instruction is to respond aloud when the tutor tells you to do so. There will be a pause after this instruction, giving you time to reply. It is essential to your progress that you speak out in a normal conversational voice when asked to respond. Your active participation in thinking and speaking is required for your success in mastering this course.
The simple test for mastery is whether you are able to respond quickly and accurately when your tutor asks a question. If you are responding correctly about eighty percent of the time, then you’re ready to proceed to the next lesson. It is important to keep moving forward, and also not to set unreasonable standards of perfection that will keep you from progressing, which is why we recommend using the eighty percent figure as a guide.
C
omplete the lesson units in strict consecutive order (don’t skip around), doing no more than one lesson per day, although the lesson unit for the day may be repeated more than once. Daily contact with the language is critical to successful learning.Listen carefully to each lesson unit. Always follow the directions of the instructor.
Speak out loud when directed by the tutor and answer questions within the pauses provided. It is not enough to just silently “think” of the answer to the question asked. You need to speak the answer out loud to set up a “circuit” of the language you are learning to speak so that it is heard and identified through your ears, to help to establish the “sounds” of the target language. Do this prior to hearing the confirmation, which is provided as reinforcement, as well as additional speech training.
Do all required activities according to the instructions, without reference to any outside persons, book, or course.
Do not have a paper and pen nearby during the lessons, and do not refer to dictionaries or other books. The Pimsleur®
D
r. Paul Pimsleur devoted his life to language teaching and testing and was one of the world’s leading experts in applied linguistics. He was fluent in French, good in German, and had a working knowledge of Italian, Russian, Modern Greek, and Mandarin Chinese. After obtaining his Ph.D. in French and a Masters in Psychology from Columbia University, he taught French Phonetics and Linguistics at UCLA. He later became Professor of Romance Languages and Language Education, and Director of The Listening Center (a state-wide language lab) at Ohio State University; Professor of Education and Romance Languages at the State University of New York at Albany; and a Fulbright lecturer at the University of Heidelberg. He did research on the psychology of language learning and in 1969 was Section Head of Psychology of Second Language Learning at the International Congress of Applied Linguistics.Dr. Pimsleur was a member of the American Association of Teachers of French (AATF), American Educational Research Association (AERA), Modern Language Association (MLA), and a founding member of the American Council on the Teaching of Foreign Languages (ACTFL).
T
he term, “Graduated Interval Recall” is a complex name for a very simple theory about memory. No aspect of learning a foreign language is more important than memory, yet before Dr. Pimsleur, no one had explored more effective ways for building language memory.In his research, Dr. Pimsleur discovered how long students remembered new information and at what intervals they needed to be reminded of it. If reminded too soon or too late, they failed to retain the information. This discovery enabled him to create a schedule of exactly when and how the information should be reintroduced.
Suppose you have learned a new word. You tell yourself to remember it. However, after five minutes you’re unable to recall it. If you’d been reminded of it after five seconds, you probably would have remembered it for maybe a minute, at which time you would have needed another reminder. Each time you are reminded, you remember the word longer than you did the time before. The intervals between reminders become longer and longer, until you eventually remember the word without being reminded at all.
T
he “Principle of Anticipation” requires you to anticipate a correct answer. Practically, what this means is that you must retrieve the answer from what you have learned earlier in the course. It works by posing a question, asking you to provide a new sentence, using information you’ve learned previously and putting it into a new combination. This provides novelty and excitement which accelerates learning.A possible scenario:
Speaker’s cue: “Are you going to the movies today?”
(PAUSE)
Drawing on information given previously, you respond
(in the target language): “No, I’m going tomorrow.”
The instructor will then confirm your answer:
“No, I’m going tomorrow.”
The Narrator then may cue:
“Is your sister going to Europe this year?” (PAUSE)
Response: “No, she went last year.”
Before Dr. Pimsleur created his teaching method, language courses were based on the principle of “mindless-repetition.” Teachers drummed words into the students’ minds over and over, as if there were grooves in the mind that could be worn deeper with repetition.
W
hile “Graduated Interval Recall” and the “Principle of Anticipation” are the foundation of the Pimsleur® Method, thereare other aspects that contribute to its uniqueness and effectiveness. One involves vocabulary. We have all been intimidated, when approaching a new language, by the sheer immensity of the number of new words we must learn. But extensive research has shown that we actually need a comparatively limited number of words to be able to communicate effectively in any language.
Language can be divided into two distinct categories: grammatical structures (function words) and concrete vocabulary (content words). By focusing on the former category and enabling the student to comprehend and employ the structure of the new language, Dr. Pimsleur found that language learners were able to more readily put new knowledge to use. There are few content words that must be known and used every day. The essential “core” of a language involves function words, which tend to relate to human activities.
T
he Pimsleur® Method centers on teaching functionalmastery in understanding and speaking a language, in the most effective and efficient way possible. You will be working on your vocabulary, grammar, and pronunciation in an integrated manner, as you are learning specific phrases that have practical use in everyday activities.
There are several thousand languages in the world. Because fewer than five hundred of these languages have developed formal systems of writing, linguistic specialists accept that language is primarily speech. For this reason, it is also accepted that the human brain acquires language as speech. Therefore, when Dr. Pimsleur created his language programs, he began teaching with recorded materials, which enabled the learners to acquire the sounds, the rhythm, and the intonation of the target language. The learners did this more rapidly, more accurately, and with great enthusiasm because they found themselves capable of almost instant beginning communication skills.
W
hen you have mastered a Pimsleur® Language Program,you will have a highly-practical, every-day vocabulary at your command. These basic words, phrases, and sentences have been carefully selected to be the most useful in everyday situations when you visit a foreign country. You will be able to handle social encounters graciously, converse with native speakers in travel situations, and use transportation systems with confidence. You’ll be able to ask directions and to navigate your own way around the cities and countryside.
The language skills you learn will enable you to participate in casual conversations, express facts, give instructions, and describe current, past, and future activities. You will be able to deal with everyday survival topics and courtesy requirements. You will be intelligible to native speakers of the language—even to those who are not used to dealing with foreigners. What is equally important, you will know how to ask the kinds of questions that will further expand your knowledge of and facility with the language, because you will have been trained by the Pimsleur® open-ended questioning technique.
The Pimsleur® Method becomes a springboard for further
I
n any large country, and even in many smaller countries, regional differences in language are common. In the United States, for example, a person from Maine can sound very different than someone from Texas. Pronunciations (“accents”) vary, and there are also minor differences in vocabulary. For example, what is called a “drinking fountain” in New York or Arizona is known as a “bubbler” in Wisconsin, and a “soft drink” in one part of America will be called a “soda” elsewhere. The differences in English are even more distinct between North Americans and Britons, or between Britons and Australians. But all are native speakers of English; all can communicate with spoken English, read the same newspapers, and watch the same television programs, essentially without difficulty.Native speakers of a language can often tell where someone is from by listening to him or her speak. In addition to regional differences, there are social differences. Pimsleur® Language
A
phonetic alphabet, such as the Latin alphabet and the Greek alphabet, is a list of symbols (letters) that are used to represent the sounds of the language in writing. And given that language is primarily speech, the spoken sounds of the language necessarily precede learning how to decode the written form, i.e., learning how to “read” – just as a child first learns to speak and then eventually to read. This is the natural progression Dr. Pimsleur followed in his courses.• Albanian • Arabic (Eastern) • Arabic (Egyptian) • Arabic (Modern Standard) • Armenian (Eastern) • Armenian (Western) • Chinese (Cantonese) • Chinese (Mandarin) • Croatian • Czech • Danish • Dari (Persian) • Dutch • Farsi (Persian) • French • German • Greek (Modern) • Haitian Creole • Hebrew (Modern) • Hindi • Hungarian • Indonesian • Irish • Italian • Japanese • Korean • Lithuanian • Norwegian • Ojibwe • Pashto • Polish • Portuguese (Brazilian) • Portuguese (European) • Punjabi • Romanian • Russian • Spanish • Swahili • Swedish • Swiss German • Tagalog • Thai • Turkish • Twi • Ukrainian • Urdu • Vietnamese
learner and travel the world!
© 1997 Simon & Schuster, Inc. Pimsleur® is an imprint of Simon & Schuster Audio, a division of Simon & Schuster, Inc. Mfg. in USA. All rights reserved.
Pimsleur® is a registered trademark of Beverly Pimsleur,
