Verbs Tenses-tempos verbais em inglês

1-Verb To Be Present
AFFIRMATIVE


I am


You are


He is


She is


It is


We are


You are


They are




 NEGATIVE


I am not


You are not


He is not


She is not


It is not


We are not


You are not


They are not


 INTERROGATIVE


Am I?


Are you?


Is he?


Is She?


Is it?


Are we?


Are you?


Are they?


Short Form of To be


AFFIRMATIVE


I’m


You’re


He’s


She’s


It’s


We’re


You’re


They’re


NEGATIVE


I’m not


You aren’t


He isn’t


She isn’t


It isn’t


We aren’t


You aren’t


They aren’t


INTERROGATIVE


Am I?


Are you?


Is he?


Is She?


Is it?


Are we?


Are you?


Are they?


2-SIMPLE PRESENT

[We use the Simple Present tense to describe an action which goes on every day or all the time.]

 – every week - every month- every year –today

Affirmative [He –she –it + S]

I Like Fish

You Like Hamburgers

He Likes Hotdogs


She Likes Milk


It Likes Soda


We Like Music

You Like Movies

They Like Beer


Interrogative [ He- she – it = does]


Do I Like fish?

Do You Like hamburgers?

Does He Like hotdogs?


Does She Like Milk?


Does It Like Soda?

Do We Like music?

Do You Like movies?

Do They Like Beer?

Negative [ he-she it- = doesn’t]

I don’t like fish?

You don’t like hamburgers?

He doesn’t like hotdogs?


She doesn’t like milk?


It doesn’t like soda?

We don’t like music?

You don’t like movies?

They don’t like beer?

Simple Present: Exceptions.

Verbs ended by [ch,sh, o, s,x + ES]

Affirmative

I go I watch I wash I kiss

You go You watch You wash You kiss

He goes He watches He washes He kisses


She goes She watches She washes She kisses


It goes It watches It washes It kisses


We go We watch We wash We kiss

You go You watch You wash You kiss

They go They watch They wash They kiss



Negative

I don’t go I don’t watch I don’t wash I don’t kiss

You don’t go You don’t watch You don’t wash You don’t kiss

He doesn’t go He doesn’t watch He doesn’t wash He doesn’t kiss


She doesn’t go She doesn’t watch She doesn’t wash She doesn’t kiss


It doesn’t go It doesn’t watch It doesn’t wash It doesn’t kiss

We don’t go We don’t watch We don’t wash We don’t kiss

You don’t go You don’t watch You don’t wash You don’t kiss

They don’t go They don’t watch They don’t wash They don’t kiss

Interrogative

Do I go? Do I watch? Do I wash? Do I kiss?

Do you go? Do you watch? Do you wash? Do you kiss?

Does he go? Does he watch? Does he wash? Does he kiss?


Does she go? Does she watch? Does she wash? Does she kiss?


Does it go? Does it watch? Does it wash? Does it kiss?

Do we go? Do we watch? Don we wash? Do we kiss?

Do you go? Do you watch? Do you wash? Do you kiss?

Do they go? Do they watch? Do they wash? Do they kiss?

End by [Y after consonant]



Affirmative                          Interrogative                              Negative

I study                               Do I study?                                 I don’t study

You study                          Do you study?                            You don’t study

He studies                          Does he study?                          He doesn’t study


She studies                        Does she study?                         She doesn’t study


It studies                           Does it study?                             It doesn’t study

We study                          Do we study?                               We don’t study

You study                         Do you study?                             You don’t study

They study                        Do they study?                           They don’t study



Verb [To Have]


Affirmative                          Interrogative                                Negative

I have                                Do I have?                                   I don’t have

You have                           Do you have?                               You don’t have

He has                               Does he have?                               He doesn’t have

She has                              Does she have?                             She doesn’t have

It has                                 Does it have?                                  It doesn’t have

We have                            Do we have?                                 We don’t have

You have                           Do you have?                                 You don’t have

They have                          Do they have?                                 They don’t have


3-The Present Progressive

AFFIRMATIVE

I am working

You are working

He is working

She is working

It is working

We are working

You are working

They are working

NEGATIVE

I am not working

You are not working

He is not working

She is not working

It is not working

We are not working

You are not working

They are not working

INTERROGATIVE

Am I working?

Are you working?

Is he working?

Is She working?

Is it working?

Are we working?

Are you working?

Are they working?

4-Affirmative

SINGULAR                                   PLURAL

There is                                           There are


Interrogative                                    
Is there?                                         Are there?

Negative
 There isn’t                                     There aren’t


5-Can [ Present]= used for showing that it is possible for somebody to do something or  having the ability to do something.

Ability= I can drive, I can dance, I can cook.
AFFIRMATIVE

I can

You can

He can

She can

It can

We can

You can

They can


NEGATIVE

I can’t

You can’t

He can’t

She can’t

It can’t

We can’t

You can’t

They can’t

INTERROGATIVE

Can I?

Can you?

Can he?

Can She?

Can it?

Can we?

Can you?

Can they?

6-AFFIRMATIVE
MUST= necessity, obligation.
I must arrive at work at seven everyday.

I must

You must

He must

She must

It must

We must

You must

They must

NEGATIVE


I mustn’t

You mustn’t

He mustn’t

She mustn’t

It mustn’t

We mustn’t

You mustn’t

They mustn’t

 INTERROGATIVE

Must I?

Must you?

Must he?

Must she?

Must it?

Must we?

Must you?

Must they?


7-Going to [ Near Future]

AFFIRMATIVE

I am going to

You are going to

He is going to

She is going to

It is going to

We are going to

You are going to

They are going to

NEGATIVE

I am not going to

You aren’t going to

He isn’t going to

She isn’t going to

It isn’t going to

We aren’t going to

You aren’t going to

They aren’t going to


INTERROGATIVE

Am I going to?

Are you going to?

Is he going to?

Is she going to?

Is it going to?

Are we going to?

Are you going to?

Are they going to?


When we talk about the future , we use will or going to.

We use [I am going to do something]

I decided to do it .

Ex:I am going to buy some books tomorrow.



I am going to drink

You

He

She is going to drink

It

We are going to drink

They Will – when we decide to do something at the time of speaking. Or when we don’t know for sure. We use I think I will.

Promising to do something. I won’t tell anybody. I promise.

Ex: The door is open.

I will close it for you.


I will

You will

He, she ,it will

We, you, they will

Future: tomorrow – next week- next year Next month.

Short form :  I'll  , you'll , he'll , she'll , it'll , we'll , they'll
negative= I won't  , he won't , she won't , it won't, we won't, they won't


8-May= possibility or permission

Possibility= I may go to Paris tomorrow.
Permission= May I drink water?


AFFIRMATIVE

I may

You may

He may

She may

It may

We may

You may

They may

NEGATIVE

I may not

You may not

He may not

She may not

It may not

We may not

You may not

They may not

INTERROGATIVE


May I?

May you?

May he?

May she?

May it?

May we?

May you?

May they?


9-Would

AFFIRMATIVE
Short form

I would I’d

You would you’d

He would He’d

She would She’d

It would It’d

We would We’d

You would You’d

They would They’d
NEGATIVE


                      Short form

I would not       I wouldn’t

You would not You wouldn’t

He would not He wouldn’t

She would not She wouldn’t

It would not It wouldn’t

We would not We wouldn’t

You would not You wouldn’t

They would not They wouldn’t

INTERROGATIVE


Would I?

Would you?

Would he?

Would she?

Would it?

Would we?

Would you?

Would they?


10-Will - future

AFFIRMATIVE


I will

You will

He will

She will

It will

We will

You will

They will NEGATIVE

Short Form


I won’t

You won’t

He won’t

She won’t

It won’t

We won’t

You won’t

They won’t

 NEGATIVE

I will not

You will not

He will not

She will not

It will not

We will not

You will not

They will not

INTERROGATIVE

Will I?

Will you?

Will he?

Will she?

Will it?

Will we?

Will you?

Will they?


11-Verb to be [ Past]

AFFIRMATIVE

I was

You were

He was

She was

It was

We were

You were

They were

NEGATIVE


I wasn’t

You weren’t

He wasn’t

She wasn’t

It wasn’t

We weren’t

You weren’t

They weren’t

 INTERROGATIVE

Was I?

Were you?

Was he?

Was she?

Was it?

Were we?

Were you?

Were they?

12-Past Continuous or ( Past Progressive)


AFFIRMATIVE

I was eating

You were eating

He was eating

She was eating

It was eating

We were eating

You were eating

They were eating

NEGATIVE


I wasn’t eating

You weren’t eating

He wasn’t eating

She wasn’t eating

It wasn’t eating

We weren’t eating

You weren’t eating

They weren’t eating

INTERROGATIVE


Was I eating?

Were you eating?

Was he eating?

Was she eating?

Was it eating?

Were we eating?

Were you eating?

Were they eating?


1-We use the Past Progressive for things happening over a period of time in the past.

Example: I was reading on the day of the accident.

They were playing table tennis on the day of the accident.

While I was working in the garden, I hurt my back.

2- Compare the Past Continuous ( I was doing ) and the simple past ( I did)

Past Continuous ( in the middle of an action)

• I was walking home when I met David.

• Sally was watching TV when the phone rang. Simple Past ( complete action)

• I walked home after the party last night.

• Sally watched TV last night.

13-SHOULD = You should go to a doctor, you don't look well.
                     You should study more for the test,I've heard it's very difficult.
Affirmative                                 Interrogative                           Negative


I should                                       should I?                               I shouldn’t


you should                                  should you?                           you shouldn’t


he should                                    should he?                             he shouldn’t


she should                                  should she?                            she shouldn’t


it should                                     should it?                                it shouldn’t


we should                                  should we?                             we shouldn’t


you should                                 should you?                             you shouldn’t


they should                                should they?                            they shouldn’t





14-Uses of the verb to have.



Present                          Past                                              Future

I have                           I had                                             I will have

You have                     You had                                        You will have

He has                         He had                                          He will have

She has                       She had                                         She will have

It has                           It had                                            It will have

We have                     We had                                        We will have

You have                   You had                                        You will have

They have                 They had                                       They will have


15-The Simple Past tense

Affirmative                     
I called

You called

He called

She called

It called

We called

You called

They called

INTERROGATIVE

Did I call?

Did you call?

Did he call?

Did she call?

Did it call?

Did we call?

Did you call?

Did they call?

NEGATIVE

I didn’t call

You didn’t call

He didn’t call

She didn’t call

It didn’t call

We didn’t call

You didn’t call

They didn’t call


Simple Past

1-We use the Simple Past to talk about the past: [ yesterday, last night , three days ago, etc]

2-We form the past of regular verbs by:

Most of the verbs we add ED or D

Present            Past

ask                 asked

live                  lived



3- Verbs ending in Y after consonant - Y + IES

carry - carried



Irregular Verbs

Affirmative
I went

You went

He went

She went

It went

We went

You went

They went

Interrogative

Did I go?

Did you go?

Did he go?

Did she go?

Did it go?

Did we go?

Did you go?

Did they go?

Negative

 I didn’t go

You didn’t go

He didn’t go

She didn’t go

It didn’t go

We didn’t go

You didn’t go

They didn’t go


16-Present Perfect Tense: We form the Present Perfect tense with the Present of the verb to have + past participle of the main verb

Present                            Past                         Past Participle

to be                             was / were                       been



Ex.: I have been here for three hours.

she has never been there.





Irregular Regular

Present                    Past                        Past Participle

go                           went                           gone

meet                       met                             met

see                         saw                            seen


Regular verbs: The Past Participle and the Past are the same



Present            Past                   Past Perfect

arrive              arrived                      arrived

live                 lived                          lived

play               played                       played



The Present Perfect tense: we use have or has + Past Participle



Affirmative               Negative                       Interrogative

I have seen               I haven’t seen               Have I seen?

You have seen         You haven’t seen           Have you seen?

He has seen              He hasn’t seen              Has he seen?

She has seen             She hasn’t seen            Has she seen?

It has seen                 It hasn’t seen                Has it seen?

We have seen           We haven’t seen           Have we seen?

You have seen          You haven’t seen          Have you seen?

They have seen         They haven’t seen         Have they seen?



short form: I have = I’ve you have = you’ve he has = he’s



Ex.: He’s been here. She’s been here. I’ve been here.



We use the Present Perfect for an action at an indefinite time in the past, where the emphasis is not on the time but on the action.


exemple: I have been to Argentina. (We don’t mention the time or when)

exemple: she has cleaned her house.


Let’s compare Present Perfect to Simple Past



Simple Past                                                    Present Perfect

I saw Mary at the party yesterday.                  I have seen Mary.

I went to the club last week.                           I have been to the club.

She traveled to Paris last year.                        She has traveled to Paris.  

He worked hard yesterday.                            He has worked hard.


Pay attention to the difference.

Simple Past we always mention the time.

Yesterday, last week, two days ago, etc.


Present Perfect we just give emphasis on e action.


-Did you see Mary last night?                          -  Have you seen Mary?

-Yes, I did.                                                         -   Yes, I have.

-Did you go to Paris last year?                        -Have you been to Paris?

-No, I didn’t.                                                       -No, I haven’t.

-Did you go to the movies last night?                     - Have you been to the movies?

-Yes, I did.                                                           -Yes, I have.

-Did you eat fish last Sunday?                                 -Have you eaten fish?

-No, I didn’t.                                                           -Yes, I have.


We also use:


Have you ever been to the USA?

Have you been to the new shopping mall?

Have you ever been to Canada?

Has she ever been to a concert?

Have you ever been to Bahia?

Have you ever been to Rio? (ever is emphatic)

Pay attention to the difference:

- She has been to the USA. (She was there, but now she is back)

- She has gone to the USA. (She is there now or on her way there)

We Also Use The Present Perfect For A Period Of Time Not Finished, such as: Today, This Week, This Year, Etc.

Ex.: Have you read the newspaper today?

Have you traveled this year?

Have you watched T.V. today?

Those Questions We Use In The Present Perfect:


WHY? Because when we ask “Have you read the newspaper today” (today is not over, not finished)

You can read the newspaper later. (today will be over only at midnight)

So the Present Perfect is used for actions whereby the action can be continued or repeated.

For example: when you ask – Did you read the newspaper yesterday? (yesterday is over, finished)

In Present Perfect the action is not over or finished, you can still read the newspaper today.

- Have you read the newspaper today?

Example:



{_______________________________________________...................................................}

1987 2000 2020



I have worked here for 17 years



When we want to show the length of time of an action or state of being, that began in the past

and is still continuing.

{_________________________________________________________________________}

4:00 o’clock 6:00 o’clock

I arrived at 4:00 o’clock I am still here

I have been here for 2 hours.

I have been here since 4:00 o’clock.

So we always use FOR or SINCE (Present Perfect) when we are talking about time.

SINCE = yesterday, last year, 2:00 o’clock.

FOR = two years, two hours, months, years.


PS: We only use yesterday, last night in the Present Perfect with since:

example: I saw Mary yesterday.

I haven’t seen Mary since yesterday.

I met Peter last night.

I haven’t met Peter since last night.



(since last night shows a length of time) {____________________ SINCE _________________}

yesterday now

- how long have you been here?

- I have been here since four o’clock.

- I have been here for 2 hours.

- How long have you worked here?

- I have worked here for 2 years.

- I have worked here since 1999.

We also use the present perfect frequently with the words:

Ever - Have you ever been to Europe?

Just - for an action completed just now ( short time ago):

she has just arrived. She has just left.

Already - “do your homework!” “I have already done it.”

“clean your room!” “I have already cleaned it.”

Yet - Usually in the negative and interrogative

I haven’t done my homework yet. I will do it later.

Have you done your homework yet?



17-May and Might = (possibility)
We use may or might to say that something is possible.

We can use may or might in the Present and Future.

Affirmative

e.g.: He may be at home. (perhaps he is at home)

She might be late.

It might rain next year.

She might arrive next Saturday.

Negative

e.g.: He may not come tonight.

She might not be at home.

They may not finish the work in time.

It may not be sunny tomorrow.

We can use may for permission

May I come in?

May I sit?

May I go to the movies?

To say what was possible in the past.

May + have + past participle

Might + have + past participle

e.g.: He may have forgotten the meeting.

She might have left her purse at home.

They may have said the wrong words.

She might have had a headache.

 More examples

May I sit? = asking permission

I may go to the movies, I don’t know = possibility

May I smoke in here? = asking permission
I may study another language => possibility

18-Must

We use must = to say that something is necessary (we can use it for the present or future)

e.g.: I must study for the test.

He must pay more attention to the teacher.

Must I come here tomorrow. (future)

Past we use must + have + past participle

e.g.: He must have seen the accident.

She must have left earlier.

They must have made a mistake.

Negative = must not = mustn’t

MUSTN’T = it is not necessary or a prohibition


You mustn’t smoke in here.

Students mustn’t miss classes.

19-Going to Past

AFFIRMATIVE

I was going to

You were going to

He was going to

She was going to

It was going to

We were going to

You were going to

They were going to

NEGATIVE

I wasn’t going to

You weren’t going to

He wasn’t going to

She wasn’t going to

It wasn’t going to

We weren’t going to

You weren’t going to

They weren’t going to

 INTERROGATIVE

Was I going to?

Were you going to?

Was he going to?

Was she going to?

Was it going to?

Were we going to?

Were you going to?

Were they going to?


20-Past Perfect

FORM [had + past participle]

Examples:

• You had studied English before you moved to New York.

• Had you studied English before you moved to New York?

• You had not studied English before you moved to New York.

USE 1 Completed Action Before Something in the Past

The Past Perfect expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past.

Examples:

• I did not have any money because I had lost my wallet.

• Tony knew Los Angeles so well because he had visited the city several times.

• Had Sally ever studied Spanish before she moved to Spain?

• She only understood the movie because she had read the book.

• Kristine had never been to an opera before last night.

• We were not able to get a hotel room because we had not booked in advance.



USE 2 Duration Before Something in the Past (Non-Continuous Verbs)

We use the Past Perfect to show that something started in the past and continued up until another action in the past.

Examples:

• We had had that car for ten years before it broke down.

• By the time Alex finished his studies, he had been in London for over eight years.

• They felt bad about selling the house because they had owned it for more than forty years.

Although the above use of Past Perfect is normally limited to Non-Continuous Verbs and non-continuous uses of Mixed Verbs, the words "live," "work," "teach," and "study" are sometimes used in this way even though they are NOT Non-Continuous Verbs.



IMPORTANT Specific Times with the Past Perfect

It is possible to use specific time words or phrases with the Past Perfect. Although this is possible, it is usually not necessary.

Example:

• She had visited her Japanese relatives once in 2008 before she moved in with them in 2010.



ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc.

Examples:

• You had previously studied English before you moved to New York.

• Had you previously studied English before you moved to New York?


21-Present Perfect Continuous

Have or has + been + verb+ing

Example: I have been studying.

She has been waiting for 2 hours.


Affirmative                               Short Form

I have been studying                I've been studying

You have been studying          You've been studying

He has been studying               He's been studying

She has been studying            She's been studying

We have been studying          We've been studying

You have been studying         You've been studying

They have been studying.       They've been studying



Negative                                                       Interrogative

I haven't been studying                                 have I been studying?

You haven't been studying                           have you been studying?

He hasn't been studying                                has he been studying?

She hasn't been studying                              has she been studying?

We haven't been studying                            have we been studying?

You haven't been studying                           have you been studying?

They haven't been studying                          have they been studying?


We use the Present Perfect Continuous - For an action that began in the past and is still going on at the time of speaking.

I began studying two hours ago. I am still studying now.

(this moment - it is 6 o'clock now).

I have been studying for two hours.

I have been studying since 4 o'clock.

Present Perfect Continuous X Present Perfect

I have been cleaning my house.   {It means: I am still cleaning it now.}

She has been writing postcards all day. {She is still writing them now.}
I have cleaned my house.{it means: I finished.it.}
She has written postcards.{She finished. }

22-PASSIVE
We use the passive when it is not important who or what did the action.



In the active the subject is important . I cooked dinner

In the passive the subject is not used

Passive

Verb to be + Past Participle

PRESENT

I write a letter.

I write letters. PRESENT OF TO BE

A letter is written. (by me)

Letters are written. (by me)



PAST

He wrote a letter yesterday.

He wrote letters yesterday. PAST OF TO BE

A letter was written (by him)

Letters were written (by him)


FUTURE

I will write a letter.

I am going to write a letter. FUTURE OF TO BE

A letter will be written. (by me)

A letter is going to be written. (by me)



PRESENT PERFECT

I have written a letter.

He has written a letter.

I have written letters. PAST PARTICIPLE OF TO BE

A letter has been written by me.

A letter has been written by him.

Letters have been written by me.


MODAL VERBS
ACTIVE
1-I can write a letter

2-I could write a letter

3-I must write a letter

4-I should write a letter Verb to be present without to

PASSIVE
1-A letter can be written by me

2-A letter could be written by me

3-A letter must be written by me

4-A letter should be written by me


We use the passive for letters, reports, when we want to write better, we change the sentences into passive.

For example: I have received your fax. (company situation)

I = is not important to mention because you represent a group of people, a company, so you

should write like this:

Your fax has been received.

The report was sent yesterday.

The order was made last week.

She was promoted chief executive officer.

The fire was put out very fast.

The work is done by machines.

The work is done by women.

The movie was directed by John Collins.

People are expected to be polite.

They were invited to go to the dinner party.

I was born in 1987.

(It is not necessary to use by me by him by them)

You see who did the action is not important when we use the passive

The fire was put out. (it is not important to know who put out the fire, but the action done).

You always read passive in newspaper articles, magazines, reports.


23-Future Conditionals ( Future Unreal ) Type 1

FORM

[If / When ... Simple Present ..., ... Simple Future ...]

[... Simple Future ... if / when ... Simple Present ...]

Notice that there is no future in the if- or when-clause.

USE

A-The Future Conditional describes what you think you will do in a specific situation in the future. We are usually imagining or guessing about the future.

Examples:

• If I go to my friend's house for dinner tonight, I will take a bottle of wine or some flowers.

I am still not sure if I will go to his house or not.

• When I have a day off from work, I will to the beach.

I have to wait until I have a day off.

• If the weather is nice, she will walk to work.

It depends on the weather.

• Jerry will help me with my homework when he has time.

I have to wait until he has time.

IMPORTANT If / When

Both "if" and "when" are used in the Future Conditional, "if" suggests that you do not know if something will happen or not. "When" suggests that something will definitely happen at some point; we are simply waiting for it to occur.

• When you call me, I will give you the address.

You are going to call me later, and at that time, I will give you the address.

• If you call me, I will give you the address.

If you want the address, you can call me.

B-Present Unreal Conditional ( Type 2)

FORM

[If ... Simple Past ..., ... would + verb ...]

[... would + verb ... if ... Simple Past ...]

USE

The Present Unreal Conditional is used to talk about what you would generally do in imaginary situations.

Examples:

• If I owned a car, I would drive to work. But I don't own a car.

• She would travel around the world if she had more money. But she doesn't have much money.

• I would read more if I didn't watch so much TV.

• Mary would move to Japan if she spoke Japanese.

• If they worked harder, they would earn more money.

• A: What would you do if you won the lottery?

B: I would buy a house.

• A: Where would you live if you moved to the U.S.?

B: I would live in Seattle.

EXCEPTION If I were ...

In the Present Unreal Conditional, the form "was" is not considered grammatically correct. In written English or in testing situations, you should always use "were." However, in everyday conversation, "was" is often used.

Examples:

• If he were French, he would live in Paris.

• If she were rich, she would buy a yacht.

• I would play basketball if I were taller.

• I would buy that computer if it were cheaper.

EXCEPTION Conditional with Modal Verbs

There are some special conditional forms for modal verbs in English:

would + can = could

would + shall = should

would + may = might

The words "can," "shall" and "may" cannot be used with "would." Instead, they must be used in these special forms.

Examples:

• If I went to Egypt, I could learn Arabic.

• If she had time, she might go to the party.

• The words "could," should," "might" and "ought to" include conditional, so you cannot combine them with "would."

Examples:

• If I had more time, I could exercise after work.

CONDITIONAL TYPE 2

If I had money, I would buy a house. ( Past – would )

I would buy a, house if
I had money. ( would – past )

If I spoke English, I would find a good job.

I would find a good job, if I spoke English.

Past Unreal Conditional Type 3

FORM

[If ... Past Perfect ..., ... would have + past participle ... ]

[... would have + past participle ... if ... Past Perfect ...]

USE

C-The Past Unreal Conditional is used to talk about imaginary situations in the past. You can describe what you would have done differently or how something could have happened differently if circumstances had been different.

Examples:

• If I had owned a car, I would have driven to work. But I didn't own one, so I took the bus.

• She would have traveled around the world if she had had more money. But she didn't have much money, so she never traveled.

• I would have read more as a child if I hadn't watched so much TV. Unfortunately, I did watch a lot of TV, so I never read for entertainment.

• Mary would have gotten the job and moved to Japan if she had studied Japanese in school instead of French.

• If Jack had worked harder, he would have earned more money. Unfortunately, he was lazy and he didn't earn much.

• What would you have done if you had won the lottery last week?

I would have bought a house.

• What city would you have chosen if you had decided to move to the United States?

I would have chosen Seattle.

Educação a Distância

INTRODUÇÃO

Com o avanço das novas tecnologias da informação, não poderíamos imaginar que a educação ficasse fora deste processo. Devemos encarar o Ensino a Distância como uma realidade que veio para ficar e assim devemos aprimorar o processo ensino/aprendizagem a fim de adequar novas maneiras de avaliar, tanto o aluno presencial como o aluno à distância. O acesso à internet permitiu que tal processo não ficasse limitado à sala de aula no contexto da relação aluno/professor tradicional, mas ultrapassasse esses limites físicos dando oportunidade para que o discente construa o conhecimento no seu ambiente doméstico, de trabalho ou onde mais desejar.

Embora a educação a distância realizada através de meios convencionais de transmissão dificulte o estabelecimento de inter-relações entre emissor e receptor, processo e produto e apresente altos índices de desistência, ela encontra-se disseminada em todas as partes do mundo, devido à necessidade de atender a crescente parcela da população que busca a formação inicial ou continuada a fim de adquirir condições de competir no mercado de trabalho. Nessa abordagem de educação a distância, conta-se com a presença do professor para elaborar os materiais instrucionais e planejar as estratégias de ensino e com um tutor encarregado de ajudar o aluno em suas tarefas ou orientá-lo em suas dúvidas. Quando o papel do professor não envolve as interações com os alunos, o que é muito frequente cabe ao tutor fazê-lo. Porém, caso esse tutor não compreenda a concepção do curso ou não tenha sido devidamente preparado para orientar o aluno, corre-se o risco de um atendimento inadequado que pode levar o aluno a abandonar a única possibilidade de interação com o tutor, passando a trabalhar sozinho sem ter com quem dialogar a respeito de suas dificuldades ou elaborações.

O presente trabalho tem como objetivo levantar questionamentos a respeito da avaliação do Ensino Superior a Distância, quais as vantagens e limitações dos métodos de avaliação empregados no Ensino Superior a Distancia.

Para Almeida [2] (2001), participar de um ambiente virtual significa atuar nesse ambiente, expressar pensamentos, tomar decisões, dialogar, trocar informações e experiências e produzir conhecimento. Cada pessoa busca as informações que lhe são mais pertinentes, internaliza-as, apropria-se delas e as transforma em uma nova representação, ao mesmo tempo em que se transforma e volta a agir no grupo transformado e transformando o grupo.

Nessa abordagem de Ensino a Distância, ensinar é organizar situações de aprendizagem, planejar e propor atividades, identificar as representações do pensamento do aluno, atuar como mediador e orientador, fornecer informações relevantes, incentivar a busca de distintas fontes de informações, realizar experimentações, provocar a reflexão sobre processos e produtos, favorecer a formalização de conceitos, propiciar a interaprendizagem e a aprendizagem significativa do aluno. Aprender é planejar; desenvolver ações; receber, selecionar e enviar informações; estabelecer conexões; refletir sobre o processo em desenvolvimento em conjunto com os pares; desenvolver a interaprendizagem, a competência de resolver problemas em grupo e a autonomia em relação à busca, ao fazer e compreender. As informações são selecionadas, organizadas e contextualizadas segundo as expectativas do grupo, permitindo estabelecer múltiplas e mútuas relações e recursões, atribuindo-lhes um novo sentido que ultrapassa a compreensão individual. A educação a distância nessa abordagem relaciona-se diretamente com o desenvolvimento de uma cultura tecnológica que promova a atuação dos profissionais em ambientes virtuais. Trata-se de estruturar equipes interdisciplinares constituídas por educadores, profissionais de design, programação e desenvolvimento de ambientes computacionais para Ensino a Distância, com competência na criação, gerenciamento e uso desses ambientes.

A educação a distância em ambientes virtuais permite romper com as distâncias espaço-temporais e viabiliza a interatividade, recursividade, múltiplas interferências, conexões e trajetórias, não se restringindo à disseminação de informações e tarefas inteiramente definidas a priori.

Conforme Almeida [1] (2002), é importante acrescentar a esses pressupostos, a representação do pensamento do aluno e a comunicação de suas idéias, assim como a produção individual e coletiva de conhecimentos. Devido à característica das TIC relacionada com o fazer, rever e refazer contínuo, o erro é transformado em algo que pode ser revisto e reformulado (depurado) instantaneamente para produzir novos saberes. O uso de ambientes virtuais numa perspectiva de interação e construção colaborativa de conhecimento favorece o desenvolvimento de competências e habilidades relacionadas com a escrita para expressar o próprio pensamento, leitura e interpretação de textos, hipertextos e idéias do outro. Decorre daí o grande impacto que o uso desses ambientes poderá provocar não só no sistema educacional, mas também no desenvolvimento humano e na cultura brasileira, de tradição essencialmente oral. Ressalta-se ainda o desafio da avaliação tendo em vista que os alunos encontram-se em diferentes espaços. Mais uma vez, o uso das TIC em Ensino a Distância traz uma contribuição essencial pelo registro contínuo das interações, produções e caminhos percorridos pelo aluno, permitindo recuperar instantaneamente a memória de qualquer etapa do processo, bem como realizar tantas atualizações quantas forem necessárias. No entanto, esse registro do processo pode ser realizado mesmo sem o uso das TIC por meio de um diário no qual o aluno pode anotar suas dificuldades, descobertas e caminhos percorridos, ajudando-o a tomar consciência de seus avanços, dificuldades, estratégias para sobrepujá-las e novas descobertas. Da mesma maneira, a elaboração do diário de trabalho pelo formador, lhe permitirá refletir sobre as ações, tomar consciência dos equívocos cometidos e das estratégias e atitudes promissoras.

O que é Educação a Distância (EAD)?

Educação a Distância (EAD) é um sistema tecnológico de comunicação bidirecional, que substitui o contato pessoal professor/aluno, como meio preferencial de ensino, pela ação sistemática e conjunta de diversos recursos didáticos e pelo apoio de uma organização e tutoria, que possibilitam a aprendizagem independente e flexível dos alunos. Os elementos centrais para caracterização da Educação a Distância são:

a) Separação do professor e aluno no espaço e/ou tempo.

b) Controle do aprendizado realizado mais intensamente pelo aluno do que pelo professor.

c) Comunicação entre alunos e professores é mediada por documentos impressos ou alguma forma de tecnologia.

Vantagens e desvantagens da EAD

As vantagens da modalidade são:

a) Massificação espacial e temporal.

b) Custo reduzido por estudante.

c) População escolar mais diversificada.

d) Individualização da aprendizagem.

e) Quantidade sem diminuição da qualidade.

f) Autonomia no estudo.

Das vantagens acima listadas é possível inferir que a Educação a Distância democratiza o acesso à Educação, atendendo a alunos dispersos geograficamente e residentes em locais onde não haja instituições convencionais de ensino. Exigindo menor quantidade de recursos financeiros. Propicia uma aprendizagem autônoma e ligada à experiência dos alunos, que não precisam se afastar do seu local de trabalho.

Promove um ensino inovador e de qualidade, garantindo o acompanhamento dos tutores, para tirar dúvidas, incentivar e avaliar os alunos. Incentiva a Educação Permanente, permitindo a atualização e o aperfeiçoamento profissional daqueles que querem aprender mais. Permite que o aluno seja realmente ativo, responsável pela sua aprendizagem e, principalmente, aprenda a aprender.

Os possíveis riscos na adoção dessa modalidade educacional:

a) Ensino industrializado

b) Ensino consumista

c) Ensino institucionalizado

d) Ensino autoritário

e) Ensino massificante

Além de romper o paradigma da tutela do professor, que muitas vezes gera insegurança no aprendiz, a EAD exige equipes especializadas na preparação, confecção e distribuição de material e o uso de uma nova linguagem na relação professor/aluno, agora mediada pelo material distribuído. Tais efeitos possam ser minimizados através do planejamento detalhado e calcado na realidade do aprendiz.

Avaliação em Educação a Distância

A avaliação em EAD tem algumas características que são resultado do paradigma educacional proposto ao processo de ensino-aprendizagem e a natureza do processo específico. “A avaliação, não importa a missão que se lhe proponha cumprir, parece ter o dom de despertar nas pessoas suas defesas mais escondidas. É, na educação, um processo revestido de rituais complexos, que resulta por torná-la um mito. No caso da avaliação da aprendizagem, tal mitificação, ao invés de possibilitar às pessoas maior consciência de como está se desenvolvendo internamente o processo de construção do conhecimento, termina por confundi-las, tornando-as dependentes de algum veredicto externo que determine se estão aprendendo ou não”.

A EAD traz profundas transformações no processo de avaliação. Algumas dessas transformações são fontes de intermináveis debates entre educadores, políticos e empresários da área de ensino. Dentre elas podemos citar:

a) Adoção e conseqüente valoração de uma navegação por hipertexto dentro do contexto da Internet.

b) Aceitação de múltiplas tecnologias nos diferentes momentos de EAD.

c) Ênfase em tecnologias que estimulem a ambientação e o apoio sócio-afetivo, como resultado de pesquisas sobre a contextualização nos países latinos e africanos.

d) Previsão de contínuo e permanente apoio ao estudante, com freqüentes feedbacks.

e) Entendimento e a prática de vivência de trabalho como um time integrado.

f) Necessidade de coordenação e apoio das atividades em geral e nos diversos ambientes e "sites" em particular; além da permanente necessidade de avaliação do Ensino a Distância e da Educação a Distância em particular.

Cabe a cada ambiente de aprendizagem, no seu sentido estrito e amplo, a existência de processos do tipo alavancagem, como proposto por Vygotsky em seu delineamento dos níveis de desenvolvimento proximal em relação ao real/potencial e em direção a uma aprendizagem autônoma e emancipatória, onde se incluem as idéias de Habermas.

Na medida em que o desenvolvimento emancipatório é autônomo, implica em um resgate dos conceitos de participação qualificada, de compromisso, de colaboração. Estes pressupõem uma relação equilibrada, de busca de igualdade real, sem perda da qualidade, da autoridade, mas, principalmente, sem perda da autoria e da autonomia social e individual construída pela criação de argumentos. É com base na construção de argumentos que se trabalha processualmente a aprendizagem e, nela, a avaliação. Nessa perspectiva, a aprendizagem é continuamente buscada na ação dos sujeitos.

Ensino a Distância que dispensa a exigência da avaliação presencial da aprendizagem, confirma a percepção de uma relação de desconfiança, entre educador e educando, além de a educação ser vista como algo externo ao indivíduo. Prossegue ainda em suas assertivas: “Há situações em que a presencialidade na avaliação é condição de aperfeiçoamento da aprendizagem - aquelas que envolvem algumas habilidades motoras complexas, por exemplo. Nestas situações, a não previsão de avaliação ou de avaliação presenciais poderia ser tida como irresponsável; pois, se é imprescindível para a aprendizagem, torna-se um direito do aluno a ser respeitado.

Na maioria das vezes, para fins de avaliação da aprendizagem no Ensino Superior a Distância, a presencialidade é exigida; Isto acontece, menos por ser necessário e mais porque não se conseguiu desenvolver formas de avaliar que superem da presencialidade. Uma situação de avaliação que, por exemplo, permita consultas a documentos de qualquer natureza, não tem porque ser presencial – no entanto, a lógica demonstra que, no Ensino a Distância, é muito complicado avaliar mudanças de comportamento, memorização e atitudes que não de forma presencial.

A avaliação no processo ensino-aprendizagem é um tema bastante delicado. Possui implicações pedagógicas que extrapolam os aspectos técnicos e metodológicos e atinge aspectos sociais, éticos e psicológicos importantes. Sem a clareza do significado da avaliação, professores e alunos vivenciam intuitivamente práticas avaliativas que podem tanto estimular, promover, gerar avanço e crescimento, quanto podem desestimular, frustrar, impedir esse avanço e crescimento do sujeito que aprende. Existem, pois, efeitos diretos, explícitos e efeitos indiretos, implícitos, que são associados aos processos avaliativos no ensino. Dentro da perspectiva de integração do que ocorre na escola, entendemos que a prática avaliativa é uma das formas mais eficientes de instalar ou controlar comportamentos, atitudes e crenças entre os estudantes, podendo ser positivas ou destrutivas de suas possibilidades de desenvolvimento, pelo poder que encerra e pela importância que tem enquanto mecanismo de inclusão ou exclusão social, através das marcas burocráticas e legais impregnadas na sua utilização.

CONSIDERAÇÕES FINAIS

 

Reconhecem-se as inúmeras vantagens da Educação a Distância, mas os modelos da maioria dos cursos, tanto à distância como presenciais, estão focados mais no conteúdo do que na pesquisa; na leitura pronta mais do que na investigação e em projetos. O ensino superior, tanto presencial como a distância, reproduz, ainda, um modelo inadequado para a sociedade da informação e do conhecimento, onde nos encontramos.

Com as tecnologias cada vez mais rápidas e integradas, o conceito de presença e distância se altera profundamente e as formas de ensinar e aprender também. Estamos caminhando para uma aproximação sem precedentes entre os cursos presenciais (cada vez mais semi-presenciais) e os cursos a distância. Os presenciais começam a ter disciplinas parcialmente a distância e outras totalmente a distância. E os mesmos professores que estão no presencial-virtual começam a atuar também na educação a distância. Teremos inúmeras possibilidades de aprendizagem que combinarão o melhor do presencial (quando possível) com as facilidades do virtual.

Em poucos anos dificilmente teremos um curso totalmente presencial. Por isso, caminhamos para fórmulas diferentes de organização de processos de ensino-aprendizagem. Vale à pena inovar, testar, experimentar, porque avançaremos mais rapidamente e com segurança na busca destes novos modelos que estejam de acordo com as mudanças rápidas que experimentamos em todos os campos e com a necessidade de aprender continuamente.

Caminhamos para uma flexibilização forte de cursos, tempos, espaços, gerenciamento, interação, metodologias, tecnologias, avaliação. Isso nos obriga a experimentar, pessoal e institucionalmente, modelos de cursos, de aulas, de técnicas, de pesquisa, de comunicação. É importante que os núcleos de educação a distância das universidades saiam do seu isolamento e se aproximem dos departamentos e grupos de professores interessados em flexibilizar suas aulas, que facilitem o trânsito entre o presencial e o virtual. Todas as universidades e organizações educacionais, em todos os níveis, precisam experimentar como integrar o presencial e o virtual, garantindo a aprendizagem significativa.

REFERÊNCIAS:

 

Almeida, M. E. B. (2002). Tecnologia de informação e comunicação na

escola: novos horizontes na produção escrita. PUC/SP. Mimeo.

_________ (2001).. Formando professores para atuar em ambientes

virtuais de aprendizagem. In: Almeida, F. J. (coord). Projeto Nave.

Educação a distância. Formação de professores em ambientes

virtuais e colaborativos de aprendizagem. São Paulo: s.n.

Avaliação no Ensino a Distância. João Francisco Severo Santos.

Disponível em www.rieoei.org/deloslectores/1372Severo.pdf - Acessado em 28/04/2010.

Avaliação do Ensino Superior a Distância no Brasil. José Manuel Moran. Disponível em www.moodle.ufba.br/mod/book/view.php?id – Acessado em 28/04/2010.

Present Perfect

Present Perfect Tense: We form the Present Perfect tense with the Present of the verb to have +Past Participle of the main verb


Present            Past                         Past Participle

to be            was / were                   been


Example.: I have been here for three hours.

She has never been there.


Irregular Regular

Present                           past                                      Past Participle

go                                went                                         gone

meet                             met                                          met




Regular Verbs: The past participle and the Past are the same


Present                            Past                         Past Participle

arrive                             arrived                              arrived

live                                lived                                     lived

play                             played                                  played



The Present Perfect tense: we use have or has + Past Participle




Affirmative /Negative/ Interrogative

I have seen Mary /  I haven’t seen Mary /Have I seen Mary?

You have seen Mary/You haven’t seen Mary  /Have you seen Mary ?

He has seen Mary / He hasn’t seen  Mary /Has he seen Mary ?

She has seen Mary / She hasn’t seen  Mary / Has she seen Mary ?

It has seen Mary  /It hasn’t seen Mary / Has it seen  Mary ?

We have seen Mary / We haven’t seen Mary / Have we seen Mary ?

You have seen  Mary /You haven’t seen Mary / Have you seen Mary ?

They have seen Mary / They haven’t seen Mary /Have they seen Mary ?

Short Form: I have = I’ve you have = you’ve             he has = he’s

Example: He’s been here. She’s been here. I’ve been here.


We use the Present Perfect for an action at an indefinite time in the past, where the emphasis is not on the time but on the action.


exemple: I have been to Argentina. (We don’t mention the time or when)

exemple: she has cleaned her house.

Let’s compare Present Perfect to Simple Past




Simple Past                                                              Present Perfect

I saw Mary at the party yesterday.                            I have seen Mary.

I went to the club lats week.                                     I have been to the club
He traveled to Paris last year                                    He has traveled to Paris.
He worked hard yesterday.                                      He has worked hard.

Pay attention to the difference.

Simple Past we always mention the time.

Yesterday, last week, two days ago, etc.
Present Perfect we just give emphasis on The action.

We also use :


Have you ever been to the USA?

Have you been to the new shopping mall?

Have you ever been to Canada?

Has she ever been to a concert?

Have you ever been to Bahia?

Have you ever been to Rio? (ever is emphatic)

Pay attention to the difference:

- She has been to the USA. (She was there, but now she is back)

- She has gone to the USA. (She is there now or on her way there)



We Also Use The Present Perfect For A Period Of Time Not Finished, Such As: Today, This Week, This Year, Etc.

Example: Have you read the newspaper today?

Have you traveled this year?

Have you watched T.V. today?

Those Questions We Use In The Present Perfect:

WHY? Because when we ask “Have you read the newspaper today” (today is not over, not finished)

You can read the newspaper later. (today will be over only at midnight)

So the Present Perfect is used for actions whereby the action can be continued or repeated.

For example: when you ask – Did you read the newspaper yesterday? (yesterday is over, finished)

In Present Perfect the action is not over or finished, you can still read the newspaper today.

- Have you read the newspaper today?

Example:

{_______________________________________________...................................................}


1987 2000 2020


I have worked here for 17 years

When we want to show the length of time of an action or state of being, that began in the past


and is still continuing.

{_________________________________________________________________________}


4:00 o’clock 6:00 o’clock

I arrived at 4:00 o’clock I am still here
I have been here for 2 hours.
I have been here since 4:00 o’clock.

So we always use FOR or SINCE (Present Perfect) when we are talking about time.

SINCE = yesterday, last year, 2:00 o’clock.

FOR = two years, two hours, months, years.
PS: We only use yesterday, last night in the Present Perfect with since:

Example: I saw Mary yesterday.

I haven’t seen Mary since yesterday.
I met Peter last night.
I haven’t met Peter since last night.

(since last night shows a length of time) {____________________ SINCE _________________}

yesterday now
- How long have you been here?
- I have been here since four o’clock.
- I have been here for 2 hours.
- How long have you worked here?
- I have worked here for 2 years.
- I have worked here since 1999.

We also use the Present Perfect frequently with the words:


Ever - Have you ever been to Europe?

Just - for an action completed just now ( short time ago):

She has just arrived. She has just left.

Already - “do your homework!” “I have already done it.”

“clean your room!” “I have already cleaned it.”

Yet - Usually in the negative and interrogative

I haven’t done my homework yet. I will do it later.

Have you done your homework yet?