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VIVENCIANDO
APLICAÇÃO DO CONTEÚDO 
INCIDÊNCIA DO TEMA 
NAS PRINCIPAIS PROVAS
ÁREAS DE 
CONHECiMENTO DO ENEM
TEORIA
MULTiMÍDiA
CONEXÃO ENTRE DiSCiPLiNAS
DiAGRAMA DE iDEiAS
HERLAN FELLiNi
Caro aluno 
Ao elaborar o seu material inovador, completo e moderno, o Hexag considerou como principal diferencial sua exclusiva 
metodologia em período integral, com aulas e Estudo Orientado (E.O.), e seu plantão de dúvidas personalizado. O material 
didático é composto por 6 cadernos de aula e 107 livros, totalizando uma coleção com 113 exemplares. O conteúdo dos 
livros é organizado por aulas temáticas. Cada assunto contém uma rica teoria que contempla, de forma objetiva e trans-
versal, as reais necessidades dos alunos, dispensando qualquer tipo de material alternativo complementar. Para melhorar 
a aprendizagem, as aulas possuem seções específicas com determinadas finalidades. A seguir, apresentamos cada seção:
No decorrer das teorias apresentadas, oferecemos uma cuidado-
sa seleção de conteúdos multimídia para complementar o reper-
tório do aluno, apresentada em boxes para facilitar a compreen-
são, com indicação de vídeos, sites, filmes, músicas, livros, etc. 
Tudo isso é encontrado em subcategorias que facilitam o apro-
fundamento nos temas estudados – há obras de arte, poemas, 
imagens, artigos e até sugestões de aplicativos que facilitam os 
estudos, com conteúdos essenciais para ampliar as habilidades 
de análise e reflexão crítica, em uma seleção realizada com finos 
critérios para apurar ainda mais o conhecimento do nosso aluno.
Um dos grandes problemas do conhecimento acadêmico é o seu 
distanciamento da realidade cotidiana, o que dificulta a compreen-
são de determinados conceitos e impede o aprofundamento nos 
temas para além da superficial memorização de fórmulas ou regras. 
Para evitar bloqueios na aprendizagem dos conteúdos, foi desenvol-
vida a seção “Vivenciando“. Como o próprio nome já aponta, há 
uma preocupação em levar aos nossos alunos a clareza das relações 
entre aquilo que eles aprendem e aquilo com que eles têm contato 
em seu dia a dia.
Sabendo que o Enem tem o objetivo de avaliar o desempenho ao 
fim da escolaridade básica, organizamos essa seção para que o 
aluno conheça as diversas habilidades e competências abordadas 
na prova. Os livros da “Coleção Vestibulares de Medicina” contêm, 
a cada aula, algumas dessas habilidades. No compilado “Áreas de 
Conhecimento do Enem” há modelos de exercícios que não são 
apenas resolvidos, mas também analisados de maneira expositiva 
e descritos passo a passo à luz das habilidades estudadas no dia. 
Esse recurso constrói para o estudante um roteiro para ajudá-lo a 
apurar as questões na prática, a identificá-las na prova e a resol-
vê-las com tranquilidade.
Cada pessoa tem sua própria forma de aprendizado. Por isso, cria-
mos para os nossos alunos o máximo de recursos para orientá-los em 
suas trajetórias. Um deles é o ”Diagrama de Ideias”, para aqueles 
que aprendem visualmente os conteúdos e processos por meio de 
esquemas cognitivos, mapas mentais e fluxogramas.
Além disso, esse compilado é um resumo de todo o conteúdo da 
aula. Por meio dele, pode-se fazer uma rápida consulta aos princi-
pais conteúdos ensinados no dia, o que facilita a organização dos 
estudos e até a resolução dos exercícios.
Atento às constantes mudanças dos grandes vestibulares, é ela-
borada, a cada aula e sempre que possível, uma seção que trata 
de interdisciplinaridade. As questões dos vestibulares atuais não 
exigem mais dos candidatos apenas o puro conhecimento dos 
conteúdos de cada área, de cada disciplina.
Atualmente há muitas perguntas interdisciplinares que abran-
gem conteúdos de diferentes áreas em uma mesma questão, 
como Biologia e Química, História e Geografia, Biologia e Mate-
mática, entre outras. Nesse espaço, o aluno inicia o contato com 
essa realidade por meio de explicações que relacionam a aula do 
dia com aulas de outras disciplinas e conteúdos de outros livros, 
sempre utilizando temas da atualidade. Assim, o aluno consegue 
entender que cada disciplina não existe de forma isolada, mas faz 
parte de uma grande engrenagem no mundo em que ele vive.
De forma simples, resumida e dinâmica, essa seção foi desenvol-
vida para sinalizar os assuntos mais abordados no Enem e nos 
principais vestibulares voltados para o curso de Medicina em todo 
o território nacional.
Todo o desenvolvimento dos conteúdos teóricos de cada coleção 
tem como principal objetivo apoiar o aluno na resolução das ques-
tões propostas. Os textos dos livros são de fácil compreensão, com-
pletos e organizados. Além disso, contam com imagens ilustrativas 
que complementam as explicações dadas em sala de aula. Qua-
dros, mapas e organogramas, em cores nítidas, também são usados 
e compõem um conjunto abrangente de informações para o aluno 
que vai se dedicar à rotina intensa de estudos.
Essa seção foi desenvolvida com foco nas disciplinas que fazem 
parte das Ciências da Natureza e da Matemática. Nos compila-
dos, deparamos-nos com modelos de exercícios resolvidos e co-
mentados, fazendo com que aquilo que pareça abstrato e de difí-
cil compreensão torne-se mais acessível e de bom entendimento 
aos olhos do aluno. Por meio dessas resoluções, é possível rever, 
a qualquer momento, as explicações dadas em sala de aula.
© Hexag Sistema de Ensino, 2018
Direitos desta edição: Hexag Sistema de Ensino, São Paulo, 2021
Todos os direitos reservados.
Autor
Celso Vieira Junior
Diretor-geral
Herlan Fellini
Diretor editorial
Pedro Tadeu Vader Batista 
Coordenado-geral
Raphael de Souza Motta
Responsabilidade editorial, programação visual, revisão e pesquisa iconográfica
Hexag Sistema de Ensino
Editoração eletrônica
Arthur Tahan Miguel Torres
Matheus Franco da Silveira
Raphael de Souza Motta
Raphael Campos Silva
Projeto gráfico e capa
Raphael Campos Silva
Imagens
Freepik (https://www.freepik.com)
Shutterstock (https://www.shutterstock.com)
ISBN: 978-65-88825-18-1
Todas as citações de textos contidas neste livro didático estão de acordo com a legis-
lação, tendo por fim único e exclusivo o ensino. Caso exista algum texto a respeito do 
qual seja necessária a inclusão de informação adicional, ficamos à disposição para 
o contato pertinente. Do mesmo modo, fizemos todos os esforços para identificar e 
localizar os titulares dos direitos sobre as imagens publicadas e estamos à disposição 
para suprir eventual omissão de crédito em futuras edições.
O material de publicidade e propaganda reproduzido nesta obra é usado apenas para 
fins didáticos, não representando qualquer tipo de recomendação de produtos ou 
empresas por parte do(s) autor(es) e da editora.
2021
Todos os direitos reservados para Hexag Sistema de Ensino.
Rua Luís Góis, 853 – Mirandópolis – São Paulo – SP
CEP: 04043-300
Telefone: (11) 3259-5005
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BETWEEN ENGLISH AND PORTUGUESE
Class 1: Overview and analysis 6
Class 2: Do you understand (text interpretation) 18
Class 3: Who is who? 27
Class 4: The here and now 38
Class 5: Focus on the past 49
Class 6: Looking forward 63
Class 7: Should we continue 72
Class 8: Perfection 83
Class 9: Prepositions 95
Class 10: Don't forget 106
Class 11: Picture round 119
Class 12: Are you the one who understands 129
Class 13: Furthermore 140
Class 14: Look here 149
Class 15: How am i? Clarifying 159
Class 16: Gerund / Infinitive 171
Class 17: Thinking Bigger 182
Class 18: Literature 193
Class 19: What is going on now? 203
Class 20: Up to you! 214
Class 21: Action 223
Class 22: Analyzing song lyrics 231
Class 23: Conditional 240
Class 24: Reported speech 249
Class 25: Important notice 259
Class 26: Focused on Enem 268
SUMÁRIO
UFMG
A prova apresenta questões com cartuns, 
anúncios e textos jornalísticos originais de 
média extensão, além de exigir habilidade em 
leitura textual e capacidade interpretativa. 
Alguns poucos temas da gramática são exigi-
dos, como conjunções, conectorese modal verbs.
A prova traz textos que abordam saúde e 
medicina e consiste em questões de interpre-
tação de texto, inclusive de anúncios e cartuns. 
Questões relativas à gramática são elaboradas 
a partir de trechos do texto e cobram domínio 
de conjunções, conectores, prono-
mes e modal verbs.
A prova tem por característica a abordagem 
variada de aspectos da língua. Além dos 
tradicionais cartuns e anúncios, traz também 
poemas, trechos de entrevistas e de obras lite-
rárias. É uma das provas mais exigentes e que 
demanda domínio tanto do léxico 
quanto da sintaxe do 
idioma.
A prova traz um texto sobre algum aspecto 
da medicina. Cobra interpretação de texto 
e, eventualmente, domínio de vocabulário, a 
partir de trechos do texto para compreensão a 
partir do contexto.
Prova com dois textos que abordam assuntos 
relacionados à medicina e à saúde. Questões 
majoritariamente voltadas para interpretação 
de texto, porém, é comum abordagem de 
domínio gramatical em temas como compa-
ratives, conditionals, modal verbs 
e conectors.
Essa prova possui textos jornalísticos ou 
científicos que exigem, além de suas inter-
pretações, pontos específicos da gramática, 
como conditionals, conectors, modal verbs e 
comparatives. É uma das poucas provas com 
abordagem direta à gramática.
O vestibular da Santa Casa tem sido mais 
exigente, por conta da formulação de alterna-
tivas longas e com mais de uma proposição. 
Conditionals, conectors, modal verbs e compa-
ratives são temas comuns cobrados.
Essa prova possui cinco diferentes abordagens 
em cada uma das questões, exigindo domínio de 
leitura, interpretação de texto, vocabulário, infe-
rência de texto e entendimento das diferentes 
classes gramaticais das palavras. Textos jorna-
lísticos e literários são mesclados 
a anúncios, cartuns e 
poemas.
A prova traz dois textos jornalísticos e científicos, 
com três ou quatro questões para cada. O 
vestibular tem se caracterizado pela complexidade 
das proposições colocadas nas alternativas. Além 
disso, apresenta questões sobre o uso de voca-
bulário ou de expressões a partir do 
contexto apresentado.
Combina textos em inglês com um texto em 
português que percorre toda a prova. Condi-
tionals, conectors, modal verbs e comparatives 
são temas comuns cobrados nos exames. 
Atenção às diferentes classes gramaticais 
que os termos assumem, de acor-
do com o contexto.
Conditionals, conectors, modal verbs e 
comparatives são temas comuns cobrados nos 
exames da Unigranrio. O examinador deseja 
que o candidato demonstre domínio destes 
temas, a partir de trechos retirados do texto.
A prova dá ênfase nas questões de interpre-
tação e inferência de texto. Os temas de gra-
mática quando exigidos são cobrados a partir 
da compreensão e coesão do texto. Conectors 
e pronomes são os principais itens, assim 
como vocabulário e expressões 
da língua.
Essa prova traz um texto abordando temas 
referentes à medicina e à saúde. As principais 
questões são de interpretação de texto e 
domínio do vocabulário.
Compreensão de texto e interpretação com-
põem a maior parte da prova e deve-se ter 
atenção às formulações de enunciados. Condi-
tionals, conectors, modal verbs e comparatives 
são temas comuns cobrados nos exames, 
a partir de trechos retirados do 
próprio texto.
A prova tem quatro questões dissertativas na 
segunda fase que devem ser respondidas em por-
tuguês, exigindo do candidato uma argumentação 
lógica sobre o tema. Textos jornalísticos, anúncios, 
poemas e cartuns são a base. Não há questões 
gramaticais objetivas, e sim sobre os 
usos e sentidos.
INCIDÊNCIA DO TEMA NAS PRINCIPAIS PROVAS
 6
1. Introdução
O compromisso deste material é ser um instrumento as-
sertivo e eficaz para a preparação do estudante do Hexag 
para as provas brasileiras de vestibular para Medicina. Não 
se trata de um compromisso simples devido à grande va-
riedade de vestibulares que existem no Brasil, alguns mais 
concorridos do que outros. 
Por ser um material exclusivo de preparação, muito dos con-
teúdos que os estudantes brasileiros regularmente aprendem 
no que diz respeito à língua inglesa não serão contemplados 
neste material. Habilidades como listening (compreensão 
auditiva) e speaking (comunicação oral) e até mesmo wri-
ting (escrita) não são fundamentais para seu processo de 
aprendizagem e por isso não serão abordadas aqui. Mesmo 
a habilidade de leitura e compreensão de textos (reading) 
estará adaptada para a demanda específica das provas de 
língua inglesa dos vestibulares brasileiros.
Sendo assim... let’s get ready for them!
FONTE: YOUTUBE
Plataforma UNIVESP: Aula que 
ajuda a prever o conteúdo
F Y
multimídia: vídeo
2. Tipos de provas
No Brasil, dois tipos de provas de vestibular são mais co-
muns: as provas compostas por questões de múltipla esco-
lha e as provas compostas por questões dissertativas com 
respostas em português. Além desses dois casos, é comum 
encontrar provas de somatória e provas com questões do 
tipo certo/errado.
2.1. Provas de múltipla escolha
A maioria dos vestibulares brasileiros apresenta ques-
tões de múltipla escolha, sendo que elas podem deman-
dar habilidades de leitura e compreensão de texto, vo-
cabulário ou gramática. Além disso, os enunciados e as 
alternativas dessas questões podem ser apresentados 
em português ou inglês.
FONTE: YOUTUBE
Plataforma UNIVESP: Ferramentas 
úteis para a leitura de textos
F Y
multimídia: vídeo
Confira os exemplos a seguir para entender com mais clareza.
1. (Fuvest) English is a colonial language that continued 
to be the official language after independence in virtu-
ally all African countries that were under British rule. In 
some cases it was retained to avoid ethnic tensions. But 
in all cases it was retained because of its prestige and 
association with power.
Which of these statements is true according to the text?
a) As compared to English, African languages are in-
ferior, poor and underdeveloped.
b) English has a greater number of rules than most 
African languages.
c) In former British colonies in Africa, the English lan-
guage was adopted because of its prestige and power.
d) Using vernacular languages in Africa was a way 
of maintaining peace among different ethnic groups.
e) Adopting English as an official language in some 
African countries might result in a stimulus for the de-
velopment of vernacular languages.
2. (Unifesp) WHO established the external Child Health 
Epidemiology Reference Group (CHERG) in 2001 to de-
velop estimates of the proportion of deaths in children 
younger than age 5 years attributable to pneumonia, 
diarrhoea, malaria, measles, and the major causes of 
death in the first 28 days of life.
OVERVIEW AND 
ANALYSIS
HABILIDADES: 1, 4, 5, 7, 8, 21 e 25
COMPETÊNCIAS: 1, 2, 7 e 8
CLASS 1
 7
O grupo Cherg:
a) trabalhou de 2001 a 2005 para estabelecer o pa-
pel da desnutrição como a principal causa da morta-
lidade infantil;
b) desenvolveu estimativas a respeito das principais 
causas de mortalidade em crianças nos primeiros 28 
dias de vida;
c) concluiu que a desnutrição pode ser uma das cau-
sas de mortalidade infantil até os cinco anos de idade;
d) foi formado por integrantes da Organização Mun-
dial de Saúde em 2001 e trabalhou até 2003;
e) descobriu que as principais causas de mortalidade 
em crianças de até 28 dias são pneumonia, diarreia, 
malária e sarampo.
Cada vez menos recorrentes, mas ainda presentes, são 
as questões de vocabulário e de gramática. Estude o 
exemplo abaixo.
3. (Unesp) Assinale a alternativa na qual todas as pala-
vras são formas verbais relativas ao passado.
a) Adopted, become, decided, recognized, ruled.
b) Adopted, allow, become, recognized, ruled.
c) Approved, became, been, decided, ruled.
d) Allow, approved, became, decided, may.
e) Can, debated, entitled, made, offered.
2.2. Provas dissertativas
As principais instituições de ensino demandam que seus 
candidatos resolvam questões dissertativas. Esse tipo de 
questão também podeser encontrado em outros vestibu-
lares pelo Brasil.
Observe o exemplo a seguir:
Leia o texto abaixo e responda à questão 1
My name is Joe. That is what my colleague, Milton Davidson. 
He is a programmer and I am a computer. I am Milton’s ex-
perimental model. His Joe. Milton has never married, though 
he is nearly 40 years old. He has never found the right wom-
an, he told me. One day he said, “I’ll find her yet, Joe. I’m 
going to find the best. I’m going to have true love and you’re 
going to help me. I’m tired of improving you in order to solve 
the problems of the world. Solve my problem.
Find me true love.”
1. (Unicamp)
a) Do que Milton Davidson está cansado?
b) Por que Milton Davidson não se casou e o que ele 
espera que Joe faça por ele?
Resolução:
a) De acordo com as informações apresentadas pelo 
texto, Milton Davidson está cansado de melhorar seu 
modelo experimental de computador, cujo nome é 
Joe, para resolver os problemas do mundo.
b) Segundo o texto, Milton Davidson não se casou 
porque ele ainda não encontrou a melhor parceira 
possível e ele espera que seu computador (Joe) ajude-
-o a encontrar essa mulher ideal e que significa para 
ele o amor verdadeiro.
2.3. Provas de somatória
FONTE: YOUTUBE
Dicas para provas SOMATÓRIAS
F Y
multimídia: vídeo
(UFSC) Read the text and answer.
Introducing Cordel
Brazil’s “literatura de cordel” is a kind of folk-popular po-
etry ______ involves both the oral and written traditions 
and is very popular in northeastern Brazil. After a hiatus of 
______ years when its production fell ______ because of 
economic and social change in Brazil, it is ______ a revival 
due primarily to the personal computer and printer which 
allow poets to ______ the high cost of typographies and 
printing shops. In addition, there is a large ______ of “cor-
del” type poetry on the internet. 
ADAPTED FROM: <HTTP://WWW.CURRANCORDELCONNECTION.COM/
EN/WHAT-IS-CORDEL>. ACCESSED ON AUGUST 17TH, 2012.
1. Choose the CORRECT proposition(s) to complete the 
text above. 
01) what • many • chiefly • transforming • refuse • 
occurrence
02) which • some • significantly • experiencing • 
avoid • presence
04) there • various • largely • renovating • decline 
• attendance
08) who • few • extensively • increasing • change 
• existence
16) that • several • considerably • undergoing • es-
cape • incidence
 8
2.4. Provas do tipo certo/errado
FONTE: YOUTUBE
Certo e errado do CESPE com ponderação
F Y
multimídia: vídeo
(UNB) Jan or Johannes Vermeer van Delft (1632–1675), a 
Dutch genre painter who lived and worked in Delft all his life, 
created some of the most exquisite paintings in Western art. 
His works are rare. Of the 35 or 36 paintings generally at-
tributed to him, most portray figures in interiors. All his works 
are admired for the sensitivity with which he rendered effects 
of light and color and for the poetic quality of his images. 
He produced meticulously constructed interiors with just one 
or two figures — usually women. These are intimate genre 
paintings in which the principal figure is invariably engaged 
in some everyday activity. Often the light enters Vermeer’s 
paintings from a window. He was a master at describe the 
way light illuminates objects. 
1. Judge the items that follow according to the text 
above. (T/F)
 It took around two centuries for Vermeer’s paint-
ings to be attributed to him again.
 Some of Vermeer’s paintings are considered strange.
 Even though there were just a few of them, Ver-
meer’s paintings proved to be very influential in the 
history of Dutch painting.
www.nytimes.com
www.newsweek.com
www.bbc.com/news
www.theguardian.com/international
www.nationalgeographic.com
multimídia: site
3. Cellular ageing
Worn-out cells eventually stop 
dividing And start causing trouble
Print edition | Science and technology
SEP 20TH 2018
CELLS divide many times throughout their lives. But they 
cannot do it indefinitely. Once they have reached the 
limits of their reproductive powers, they enter a state 
called “senescence”, in which they carry on performing 
their duties but stop making new copies of themselves. 
For years it was assumed that, apart from their refusal to 
divide, senescent cells were otherwise identical to their 
replicating compatriots.
There is mounting evidence, though, that this is untrue. One 
study in 2016 reported that senescent cells in the kidneys 
and heart produce a protein that causes nearby healthy 
CONEXÃO ENTRE DISCIPLINAS
O aumento da capacidade de compreensão e interpretação de textos em inglês também aprimora essa habilida-
de na leitura de textos em português. O hábito da leitura amplia o vocabulário do educando e também melhora 
a capacidade de expressão através da escrita das próprias redações.
Ao se conectar e conferir algumas matérias dos sites sugeridos, o olhar sobre atualidades, política, ciência, tec-
nologia, sociologia e muitos outros tópicos ampliarão a compreensão sobre a geografia, a história e a ciência. 
Let´s read in English then!
 9
tissues to deteriorate. Another study found that senescent 
cells contribute to diseases like atherosclerosis and arthritis. 
New work led by Darren Baker, a biologist at the Mayo Clinic 
in Minnesota, published in Nature this week, suggests the 
accumulation of senescent cells within the brains of mice 
causes the animals to develop neurodegenerative diseases 
— and that clearing out these cells can help prevent them.
Working with a team of colleagues, Dr Baker obtained a 
population of mice that had been genetically engineered 
to quickly develop fibrous tangles of protein in their brains. 
These tangles are associated with the decline in mental 
abilities caused by diseases like Alzheimer’s. When the mice 
were four months old, Dr Baker collected brain tissue from 
some, and found senescent cells accumulating in the hip-
pocampus, a seahorse-shaped region of the brain involved 
with learning and memory. By six months old, they were 
accumulating in the cerebral cortex as well — as were the 
tangles that are associated with neurological degeneration.
To see what role, if any, senescent cells were playing in 
the their diminishing brainpower, Dr Baker genetically al-
tered some mice such that their senescent cells could be 
eliminated with a twice-weekly dose of a specific chemical. 
That left a subgroup of mice that were still genetically pre-
disposed to neurological diseases, but which also had their 
brains rinsed of senescent cells.
By the time these mice reached six months old, the tangles 
were almost entirely absent. When the mice were presented 
with objects they had encountered before, they approached 
them without hesitation, as healthy mice should. In contrast, 
mice whose brains were full of senescent cells approached 
the objects tentatively, as if they had never seen them before.
Mice are not people. It remains to be seen whether clear-
ing exhausted cells from human brains could have similar 
benefits. Since it is not possible to do pre-emptive genetic 
engineering on humans, some pharmaceutical method of 
clearing out senescent cells will have to be developed in-
stead. But Dr Baker’s results suggest that is worth trying. 
Indeed, the next project in his lab is to explore whether 
clearing senescent cells from the brains of mice that are 
already suffering from the murine version of Alzheimer’s 
might allow their already damaged brains to recover.
Vocabulary:
troughout : por todo espaço ou tempo
senescense: senescência, envelhecimento
within: dentro, dentro do prazo
tangle: emaranhado
preemptive: preventivo
murine: relativo a ratos e camundongos
Phrasal Verb:
wear/worn out : esgotar; deteriorar
clear out : limpar; remover; livrar-se
Técnicas de leitura em Inglês 
(Eiter Otávio Guandalini)
Essa obra foi desenvolvida com o intuito de cobrir lacu-
nas no ensino da leitura em inglês. O foco é na habilida-
de de compreensão e interpretação textual, deixando de 
lado a expressão e a compreensão oral.
multimídia:livro
VIVENCIANDO
A habilidade de leitura e interpretação de textos em inglês é fundamental para o aluno. Ela abre caminhos 
rumo à universidade, é essencial durante a graduação e obrigatória no mestrado e no doutorado. Então? 
Let´s get started ! Let´s rock!
Sem o conhecimento da lingua inglesa, como um futuro médico conseguirá se manter atualizado em relação 
a novidades científicas, novas técnicas, cursos e farmacologias?
 10
Aplicando para 
aprender (A.P.A.)
TEXTO PARA AS PRÓXIMAS 2 QUESTÕES
It’s a perilous time to be a statue. Not that it has ever been a 
particularly secure occupation, exposed as statues are to the ele-
ments, bird droppings and political winds.
Just ask Queen Victoria, whose rounded frame perches atop 
hundreds of plinths across the Commonwealth, with an air of 
solemn, severe solidity. But in 1963 in Quebec, members of a 
separatist paramilitary group stuck dynamite under the dress of 
her local statue. It exploded with a force so great that her head 
was found 100 yards away.
Today, the head is on display in a museum, with her body preser-
ved in a room some miles away. The art historian Vincent Giguère 
said that “the fact it’s damaged is what makes it so important.”
There’s another reason to conserve the beheaded Victoria. Sta-
tues of women, standing alone and demanding attention in a 
public space, are extremely rare.
To be made a statue, a woman had to be a naked muse, royalty or 
the mother of God. Or occasionally, an icon of war, justice or virtue: 
Boadicea in her chariot in London, the Statue of Liberty in New York.
Still, of 925 public statues in Britain, only 158 are women stan-
ding on their own. Of those, 110 are allegorical or mythical, and 
29 are of Queen Victoria.
JULIA BAIRD, THE NEW YORK TIMES. SEPTEMBER 4, 2017. ADAPTADO.
1. Conforme o texto, o grau de importância atribuído à 
estátua da rainha Vitória, em Québec, reside no fato de 
a escultura
a) estar em processo de restauração.
b) ter sobrevivido às intempéries ao longo dos anos.
c) pertencer a um grupo de réplicas idênticas.
d) ser a primeira a retratar uma autoridade feminina.
e) ter sofrido danos em sua estrutura.
2. No texto, a figura da rainha Vitória é associada ao 
conceito de
a) firmeza.
b) eloquência.
c) longevidade.
d) beleza.
e) maternidade.
TEXTO PARA A PRÓXIMA QUESTÃO
Social Network for Good
BY MATT SHAW ON APRIL 26, 2011 IN BLOG 
On Saturday my wife Lana was out for coffee with a friend. She 
saw an older lady holding a “please help” sign. After talking with 
her for a few minutes and finding out some of her needs, Lana 
called me. This sweet lady, who not long ago lost her job and then 
her apartment, wanted some personal hygiene items and a tent.
I posted a request for the tent on Twitter and Facebook. Imme-
diately it was retweeted by others on Twitter. On Facebook, it 
was reposted by others, including Charlotte 24-7. One of their 
followers spotted the post, contacted 24-7, who contacted me, 
and I called the donor. He not only had a tent to give, but wanted 
to drive 50 miles to deliver it. Giving someone a tent is not an 
answer or solution to homelessness. It’s a band-aid. However, it 
meets a very basic and immediate need. Have you ever camped 
in a rainstorm? (I have.) Now imagine doing it without a tent – 
nightly. We can’t disparage the importance of this kind of help. 
The lady who received it was ecstatic.
Helping like this doesn’t have to be painful – it’s you and I using 
our connections and sharing the needs. I can’t help every person, 
neither can you, but when we speak up, it gives others a chance 
to get involved.
AVAILABLE AT: <HTTP://WWW.SPEAKUPMAG.
ORG/2011/04/ SOCIAL-NETWORK-FORGOOD/>.
3.(UPF) A alternativa que melhor resume o texto é:
a) Por meio de um fato acontecido com sua esposa, o 
autor explica como as redes sociais podem auxiliar a 
encontrar outras pessoas.
b) Por meio do relato de um fato incomum do dia a 
dia, o autor ilustra como as redes sociais podem ser 
usadas para ajudar outras pessoas.
c) O autor relata como sua mulher ajudou outras pes-
soas por meio das redes sociais.
d) O autor apresenta argumentos para convencer os 
leitores de seu blog a não usar as redes sociais para 
serem solidários, pois pode ser perigoso.
e) O autor e sua esposa comentam como pessoas 
necessitadas podem ser ajudadas por meio das re-
des sociais.
TEXTO PARA A PRÓXIMA QUESTÃO
Tomorrow’s world
This text is going to be a little different. It’s about predictions. 
What is going to happen tomorrow? What will the future bring? 
Things like that. Optimists and pessimists have their own answers. 
We are going to know what they are. Then you are going to de-
cide which group (optimists or pessimists) made each prediction. 
You are also going to give your own opinion about each predic-
tion (whether you consider it possible or impossible to happen).
– The City of the Future will have a roof – a huge geodesic dome 
that will cover the buildings and population.
– Man will invent a kind of machine that will be able to think.
– We’ll be able to go to the Moon and to the planets. Scientists 
will live and work in space colonies.
 11
– The population of the world will exceed 10 billion people befo-
re the beginning of the next century.
– There will be wars in every part of the world.
– Medical science will find a cure for several different diseases 
before the year 2000. 
– We’ll have a lot of free time because computers will do much 
of our work.
– Nuclear energy will be safe. There won’t be any danger of 
accidents.
– Noise and air pollution will belong to the past. 
– Big cities will continue to grow and there won’t be enough 
food for everybody. How many of these predictions do you consi-
der possible? Are you an optimist or a pessimist?
4.(Faap) De acordo com o texto, na cidade do Futuro:
a) haverá um telhado – um enorme domo geodésico 
que cobrirá os prédios e a população.
b) haverá somente prédios, todos em cores padro-
nizadas.
c) toda a cidade será coberta por uma lona sintética 
para protegê-la do mau tempo.
d) cada prédio terá uma cobertura especial.
e) existirá uma capa protetora sobre os edifícios co-
merciais.
TEXTO PARA A PRÓXIMA QUESTÃO
Your Time Their Future
Frank could have been the average American teenager. But with 
profound family, drug and behavioral problems, and almost 
completely without resources, Frank was anything but average. 
He’d drifted into an alternative school for troubled youths, where, 
despite special classes, Frank’s principal still considered him “the 
worst kid of the whole lot.” Clearly, Frank was in a downward 
spiral with little hope of reversing the direction.
However, Elizabeth Müller, program coordinator at the Freeport 
Youth Outreach Center, refused to give up on the teenager. She 
matched him with a mentor, Dr. Lawrence Brennan, who found 
Frank an after-school job. More importantly, Dr. Brennan promi-
sed to meet with Frank for a few hours every week to talk and 
relax, and eventually to become a friend and confidant.
The results were powerful. In one semester, Frank switched from 
the alternative school to a regular junior high school and became 
an honor roll student. Since then he has never missed a class, 
mentor meeting or day of work.
“All he needed was to be given some purpose and direction,” 
Brennan says.
ENCARTE DO READER’S DIGEST, OCTOBER 1998. 
5. (FEI) FRANK, segundo o texto:
a) nunca teve maiores problemas psicológicos.
b) era de família sem recursos.
c) era um garoto americano típico.
d) pertencia à classe média.
e) não precisou frequentar escolas especiais.
6. (UERN adaptada) Leia o anúncio abaixo.
Anúncios publicitários são utilizados para promover 
ideias, conceitos e produtos. É típico da linguagem pu-
blicitária a utilização de variados recursos para atingir 
seus objetivos. De acordo com informação contida no 
anúncio acima, é possível:
a) aprender inglês sem custos.
b) aprender inglês on-line.
c) aprender inglês facilmente.
d) aprender inglês em casa.
e)aprender qualquer língua.
7. (PUC adaptada) Leia a citação abaixo:
“I find television very educating. Every time somebody turns on 
the set, I go into the other room and read a book.”
GROUCHO MARX (1890-1977)
O comediante estadunidense Groucho Marx fez um co-
mentário que enfatiza que a TV:
a) ensina as pessoas a ler livros de forma silenciosa.
b) leva-o a ler um livro toda vez que ela é ligada.
c) exibe muitos comerciais de livros e outros produtos 
culturais.
d) exibe alguns programas que encorajam hábitos de 
leitura.
e) exibe muitos programas com conteúdo educativo.
TEXTO PARA AS PRÓXIMAS 2 QUESTÕES
Researchers studying 313 healthy Vietnam veterans have found 
that anger, depression and hostility may increase the risk for 
cardiovascular disease, diabetes and high blood pressure. Over 
a period of ten years, the men had regular physical examinations 
involving a wide variety of medical tests. They also underwent 
psychological examinations using well-established questionnai-
res to determine their levels of hostility, anger and depression. 
The researchers measured blood levels of a protein called C3, a 
marker for the inflammation that is a risk factor for cardiovas-
cular illnesses. After controlling for other variables, the scientists 
found that those in the highest one-quarter in hostility, anger 
 12
and depression showed a steady and significant increase in C3 
levels, while those in the lowest one-quarter had no increase.
<WWW.NYTIMES.COM>. AUGUST 14, 2007. ADAPTADO. 
8.(Fuvest) O estudo mencionado no texto:
a) avaliou a influência de níveis de hostilidade em in-
divíduos deprimidos.
b) baseou-se em diferentes tipos de exames médicos 
e respostas a questionários.
c) foi importante para controlar os níveis da proteína C3 
no sangue de soldados com pressão arterial elevada.
d) foi desenvolvido para testar a relação entre pres-
são arterial e diabetes.
e) concentrou-se na análise de manifestações depres-
sivas em veteranos do Vietnã.
9.(Fuvest) Os resultados do estudo mencionado no tex-
to sugerem que:
a) os níveis da proteína C3 diminuem em homens que 
passaram por experiências traumáticas de guerra.
b) níveis altos de hostilidade são potencial ameaça à 
saúde mental.
c) doenças cardiovasculares podem estar relaciona-
das aos níveis de hostilidade, raiva e depressão.
d) baixa ingestão de proteínas pode causar raiva e 
depressão, estimulando comportamentos hostis.
e) os veteranos do Vietnã analisados estavam menos 
deprimidos que o esperado.
A.P.A. Fixação
Instrução: Leia a história em quadrinhos de Archie, What 
goes up, para responder às questões de números 1 e 2.
TALES FROM…RIVERDALE. ARCHIE COMIC PUBLICATIONS. DEZ. 2006. 
1. (Unesp) Qual a alternativa correta?
a) O pai de Archie está nervoso porque recebeu uma 
longa carta de Bill Going contendo notícias desagra-
dáveis sobre Archie.
b) O pai de Archie, que é motorista de táxi, está furioso 
porque o conserto de seu carro custou muito caro.
c) O pai de Archie está nervoso porque as contas que 
ele tem que pagar estão ficando muito caras.
d) O pai de Archie pediu para ver as notas escolares 
do filho e descobriu que Archie obteve notas baixas.
e) O pai de Archie gostaria de não tomar conhecimen-
to sobre uma reportagem que Archie escreveu.
2. (Unesp) Qual o significado, na história, dos termos 
cable bill, a good time e report card, respectivamente?
a) Cabo elétrico, uma boa hora e cartão de repórter.
b) Conta da televisão a cabo, uma boa hora e cartão 
de repórter.
c) Cabo elétrico, um bom tempo e cartão de repórter.
d) Conta da televisão a cabo, uma boa hora e boletim 
escolar.
e) Cabo elétrico, um bom tempo e boletim escolar.
Instrução: Leia o texto a seguir para responder às ques-
tões de números 3 a 4.
Two of the greatest obstacles that comics have in reaching rea-
ders are exposure and cost. Fortunately, the internet has provi-
ded remedies for both. Many comic book creators and publishers 
have put their comics online, available as full issues and at abso-
lutely no cost to the reader. And unlike torrents or scanned files, 
these comics are completely legal.
Here I have endeavored to collect as many of these as possible, 
now totalling over 300 full issues and stories, in one place. Whe-
ther you have been meaning to try a new title, or if you’ve never 
read a comic in your life, there’s still something here for everyone. 
Follow a link or two or three. Some comics that I especially re-
commend carry an asterisk, but I haven’t come close to reading 
everything here. Maybe you’ll find something you enjoy.
ADAPTADO DE: <WWW.LORENCOLLINS.NET/FREECOMIC>.
3. (Unesp) Qual o melhor título para o texto?
a) My costly comic book collection
b) Remedy obstacles in comic books
c) 300 recommended funny stories
d) Enjoy funny books online
e) Free online comic books
4. (Unesp) De acordo com o texto, dois obstáculos ao 
acesso dos leitores às histórias em quadrinhos são:
a) a divulgação e o material escaneado da internet.
b) o custo da internet e a legalidade de material es-
caneado.
c) a legalidade de material escaneado e de edições 
completas.
d) o desconhecimento e o desinteresse por histórias 
em quadrinhos.
e) o custo e a divulgação das histórias ao público.
 13
Instrução: Leia o texto Status of same-sex marriage para 
responder às questões de números 5 a 7.
Status of same-sex marriage
South America
Argentina 
The Autonomous City of Buenos Aires (a federal district and capi-
tal city of the republic) allows same-sex civil unions.
The province of Rio Negro allows same-sex civil unions, too.
Legislation to enact same-sex marriage across all of Argentina 
was approved on July 15, 2010.
Brazil
A law that would allow same-sex civil unions throughout the na-
tion has been debated. Until the end of the first semester of 2010 
the Supremo Tribunal Federal had not decided about it.
Colombia 
The Colombian Constitutional Court ruled in February 2007 that 
same-sex couples are entitled to the same inheritance rights as 
heterosexuals in common-law marriages. This ruling made Co-
lombia the first South American nation to legally recognize gay 
couples. Furthermore, in January 2009, the Court ruled that 
same-sex couples must be extended all of the rights offered to 
cohabitating heterosexual couples.
Ecuador
The Ecuadorian new constitution has made Ecuador stand out 
in the region. Ecuador has become the first country in South 
America where same-sex civil union couples are legally recog-
nized as a family and share the same rights of married hetero-
sexual couples. 
Uruguay
Uruguay became the first country in South America to allow civil 
unions (for both opposite-sex and same-sex couples) in a natio-
nal platform on January 1, 2008. Children can be adopted by 
same-sex couples since 2009. 
ADAPTADO DE: <HTTP://EN.WIKIPEDIA.ORG>.
5. (Unesp) Assinale a alternativa correta.
a) Segundo o texto, os países nos quais os direitos de 
casais heterossexuais e de casais homossexuais são 
os mesmos são o Equador e a Colômbia.
b) De acordo com as informações do texto, entende-
-se que uniões civis entre pessoas do mesmo sexo são 
legais em todos os países da América do Sul.
c) De acordo com o texto, entende-se que, dentre os 
países da América do Sul, somente no Brasil ainda não 
se permitem uniões civis entre pessoas do mesmo sexo.
d) O país da América do Sul onde as uniões civis en-
tre pessoas do mesmo sexo demoraram mais para ser 
legalizadas é o Uruguai.
e) As uniões civis entre pessoas do mesmo sexo, vá-
lidas em todo o território brasileiro, foram aprovadas 
em 2010 pelo Supremo Tribunal Federal.
6. (Unesp) Assinale a alternativa correta.
a) A Colômbia foi a última nação sul-americana a apro-
var a união civil de casais hétero ou homossexuais.
b) A Argentina foi a segunda nação sul-americana a 
reconhecer os direitos dos casais do mesmo sexo.
c) O Equador foi o país sul-americano que menos 
se empenhou para reconhecer os direitos dos ho-
mossexuais.
d) O Uruguai foi o primeiro país sul-americano a 
aprovaruniões civis de casais hétero e homossexuais.
e) O Brasil não tem demonstrado nenhum interes-
seno reconhecimento dos direitos dos casais ho-
mossexuais.
7. (Unesp) Com base nas informações do texto, o que 
podemos inferir a respeito da situação atual dos casais 
do mesmo sexo na Argentina?
a) As uniões civis entre pessoas do mesmo sexo são 
válidas somente em Buenos Aires e na província de 
Rio Negro.
b) Os casais do mesmo sexo provavelmente ainda 
não têm todos os direitos dos casais heterossexuais.
c) A província de Rio Negro foi a região onde uniões 
civis entre pessoas do mesmo sexo foram aprovadas 
mais recentemente.
d) Em Buenos Aires, as leis para uniões civis entre pes-
soas do mesmo sexo são diferentes do restante do país.
e) Os casais homossexuais poderão ter exatamente os 
mesmos deveres dos casais heterossexuais.
A.P.A. Complementar
1. (UFMS) Considerando o texto abaixo, é correto afirmar:
“Nobody ever smiles around here, so nobody will ever see your 
teeth. That’s our dental plan.”
<HTTP://WWW.GLASBERGEN.COM/IMAGES/SUN.GIF> 
Na questão a seguir, determine a soma dos itens corretos.
01) Os funcionários da empresa para a qual a jovem 
está se candidatando a emprego são cegos.
02) A empresa para a qual a jovem está se candida-
tando a emprego não possui plano odontológico.
04) O ambiente, na empresa para a qual a jovem está 
se candidatando a emprego, não é alegre.
08) A entrevistadora estimula a vinda da nova funcio-
nária à empresa.
16) As duas mulheres da ilustração estão conversan-
do sobre dentistas.
 14
TEXTO PARA A PRÓXIMA QUESTÃO
There are many misconceptions about what most biologists un-
derstand by evolution. By definition, describing any animal as pri-
mitive is not the same as saying that it has not undergone the 
same amount of adaptive change as everything else. Coelacanths 
are certainly very much like some fossils, but that does not mean 
that they have stopped evolving. In much the same way, modern 
crocodiles are very similar to fossil crocodiles. In both cases we 
can see that these animals are supremely adapted to their envi-
ronments, but these environments have not changed recently and 
nor have the animals. Mantis shrimps, as a group of animals, are 
twice as old as the dinosaurs. The dinosaurs’ environment chan-
ged too rapidly for them to adapt (maybe literally overnight if as-
teroid-impact theories are correct), but the mantis shrimps have 
obviously been able to cope with changes. Everything alive today 
is equally modern, and when biologists describe a creature as pri-
mitive they mean simply that it does not appear to have changed 
much recently. Fossils only give information about the harder parts 
of animals that existed in the past. Nothing about the physiology or 
behaviour of deceased animals is preserved in the rocks.
ADAPTADO DE: <FISHINSECTS.SUITE101.COM>.
2. According to the text:
I. a primitive animal is one which has not undergone the 
same e volutionary process that evolved animals went 
through.
II. lthough coelacanths and crocodiles are very similar 
to their fossilized ancestors, it is correct to say that they 
have evolved. 
III. the evolution of animals is determined by the chang-
es in their respective habitats.
IV. dinosaurs are as old as mantis shrimps.
V. all living species will succeed in survi- ving forever.
Está correta apenas a afirmação:
a) I.
b) II.
c) II.
d) IV.
e) V.
TEXTO PARA AS PRÓXIMAS 4 QUESTÕES
Motion picture is one of the almost popular forms of art and en-
tertainment throughout the world. Every week, millions of people 
go to the movies. Many millions more watch movies in television. 
In addition, TV networks use motion picture techniques to film 
many program that appear on television each week.
Motion pictures are a major source of information as well 
as of entertainment. Movies can take us back into history. 
They can recreate the lives of great men and women. Motion 
pictures can introduce us to new ideas and help us explore 
serious social issues. Students learn from educational films 
in school. Industries use movies to train employees and to 
advertise their products.
issues = questões
(THE WORLD BOOK ENCYCLOPEDIA. VOL.13. 
CHICAGO, WORLD BOOK INC., 1988) 
Na(s) questão(ões) a seguir, escreva a soma dos itens 
corretos.
3. (UFPR) “Motion picture is one of the most popular 
forms of art and entertainment throughout the world.” 
Which expressions can replace THROUGHOUT THE WORLD 
in the sentence above?
01) except the world
02) although the world
04) all over the world
08) in certain parts of the world
16) in every part of the world
32) in the whole world
4. (UFPR) In which of the following sentences is the verb 
used correctly?
01) Does he enjoys working in films?
02) A film star is a well-known cinema actor or actress.
04) Television competes directly with the cinema.
08) It don’t take a long time to make a film.
16) Are you interested in the cinema?
32) People sometimes become emotionally involved 
with movie stars.
5. (UFPR) “__________ of our history and the lives of 
__________ of our great men and women are recreated 
by the movies.”
Choose the alternative(s) that can complete the sen-
tence above correctly.
01) Much - much
02) Much - many
04) Many - much
08) A lot - a lot
16) A lot - much
32) A lot - many
6. (UFPR) Based on the text it is correct to say that:
01) Many people go to the movies.
02) The cinema is a very popular form of art.
04) Some films deal with the lives of famous people.
08) Some TV programs are made using motio picture 
techniques.
16) Some industries allow their employees to go to 
the movies.
32) The only objective of a film is to entertain people.
A.P.A. Dissertativo
Responda às perguntas a seguir em português
Did Charles Darwin Delay in Publishing 
Origins of Species?
Charles Robert Darwin (1809-1882) began working on his theo-
ries of the Origins of Species in 1837; however his works were pu-
blished more than twenty years after that. There is much specula-
tion as to why it took so long to publish the groundbreaking book; 
 15
the film, entitled Jean Charles. Jean Charles de Menezes was 27 
years old when Metropolitan Police officers fired seven bullets into 
his head at Stockwell Tube station on 22 July 2005. The force was 
found guilty of endangering public safety in a subsequent inquiry 
into the incident but no individual officers have been held accoun-
table for his death.
The Gonzaga mayor, Eugenia-Maria Magalhães, said: “We wish 
the town could have become known for other reasons, if it had to 
be known at all. What happened still has a profound effect on all 
of us. There’s a lot of indignation, pain, sadness, and Jean Charles 
is greatly missed. He was an ordinary boy who left us in search 
of a better life.” The BBC commissioned the film and approached 
Henrique Goldman to direct and write it, but it later pulled out of 
the project because they didn’t agree on what perspective the film 
should take. “I don’t know why they pulled the plug,” said Gold-
man. He managed to keep the project going when the UK Film 
Council provided half the funding. “The Government which lets the 
police get away with murder also allows us to make the film,” said 
Goldman. “This schizophrenic behaviour is very British.”
<WWW.INDEPENDENT.CO.UK/ARTS-ENTERTAINMENT/FILMS> 
5. (Unesp) De que fonte foram efetivamente obtidos re-
cursos para financiar a produção do filme? Essa fonte 
é de caráter público ou privado? Qual a porcentagem 
desse apoio financeiro em relação ao total de gastos?
A.P.A. Enem
DISPONÍVEL EM: HTTP://WWW.CHRIS-ALEXANDER.CO.UK/1191. ACESSO EM: 28 
JUL. 2010 (ADAPTADO).
1. Criadas pelos países membros da Organização das 
Nações Unidas e por organizações internacionais, as 
metas de desenvolvimento do milênio envolvem oito 
objetivos a serem alcançados até 2015. Apesar da diver-
some suggest that he was afraid to challenge the scientific commu-
nity and upset the Church. After first positing his ideas regarding 
how species underwenta “natural selection” and could possibly 
adapt over time, the text provoked adverted reactions from his in-
tellectual mentors, Charles Lyell and Sir John Herschel. Still, Darwin 
continued working on his theory; if he really was affected by the 
potential of a negative response to his ideas, some believe that 
it seems more plausible that he would have abandoned research 
completely. Throughout the period during which he was working 
on the Origins of Species, he published essays revealing his work in 
progress. Many now believe that Darwin did not delay publishing, 
but rather, took over two decades to complete his work.
ADAPTADO DE: <HTTP://WWW.SUITE101.COM/GREATTHINKERS/4>. 
1. (Unicamp) Que hipótese é levantada por algumas 
pessoas para justificar o fato de Darwin ter demorado 
mais de duas décadas para publicar Origins of Species?
2. (Unicamp) Indique duas evidências que contrariam 
essa hipótese.
TEXTO PARA AS PRÓXIMAS QUESTÕES
In the latest move to inflame the racially tinged issue ahead of 
November’s congressional they intend to call hearings on over-
turning the 14th amendment to the constitution, which grants 
citizenship to anyone born in the US. Leading Republicans have 
denounced the provision as outdated, saying it encourages 
“invasion by birth canal” in which illegal immigrants smuggle 
themselves into the US to have “anchor babies”.
The change is being pushed by the Republican whip in the 
Senate, John Kyl, and senator Lindsey Graham, who said that 
“birthright citizenship is a mistake”. The 14th amendment 
was adopted in 1868 after the civil war to block laws that 
prevented former slaves from becoming US citizens. Reform 
must be approved by two-thirds of both houses of Congress 
and ratified by three-quarters of US states or by calling a con-
vention by the states.
GUARDIAN.CO.UK. 3 AUGUST 2010. ADAPTADO. 
Baseando-se nas informações fornecidas pelo texto, 
responda às questões a seguir:
3. (Fuvest) O que a 14.ª emenda à Constituição dos Esta-
dos Unidos assegura e por que ela foi adotada?
4. (Fuvest) Qual é a questão polêmica apresentada no 
texto com relação aos imigrantes?
TEXTO PARA A PRÓXIMA QUESTÃO
Film about de Menezes premieres in home town
BY JAN ONOSZKO IN RIO DE JANEIRO FRIDAY, 19 JUNE 2009 
The life story of the Brazilian man shot dead by police on a Lon-
don Underground train because they believed he was a suicide 
bomber is celebrated in a film which premieres in his home 
town this evening.
The population of Gonzaga is expected to double in size as 10,000 
people pack the town’s football ground for the first screening of 
 16
sidade cultural, esses objetivos, mostrados na imagem, 
são comuns ao mundo todo, sendo dois deles:
a) O combate à AIDS e a melhoria do ensino universitário.
b) A redução da mortalidade adulta e a criação de 
parcerias globais.
c) A promoção da igualdade de gêneros e a erradica-
ção da pobreza.
d) A parceria global para o desenvolvimento e a valo-
rização das crianças.
e) A garantia da sustentabilidade ambiental e comba-
te ao trabalho infantil.
2. Os cartões-postais costumam ser utilizados por viajan-
tes que desejam enviar notícias dos lugares que visitam a 
parentes e amigos. Publicado no site do projeto ANDRILL, 
o texto em formato de cartão-postal tem o propósito de:
a) comunicar o endereço da nova sede do projeto nos 
Estados Unidos.
b) convidar colecionadores de cartões-postais a se 
reunirem em um evento.
c) anunciar uma nova coleção de selos para angariar 
fundos para a Antártica.
d) divulgar às pessoas a possibilidade de receberem 
um cartão-postal da Antártica.
e) solicitar que as pessoas visitem o site do menciona-
do projeto com maior frequência.
TEXTO PARA A PRÓXIMA QUESTÃO
I used to rule the world
Seas would rise when I gave the word
Now in the morning and I sleep alone
Sweep the streets I used to own
I used to roll the dice
Feel the fear in my enemy’s eyes
Listen as the crowd would sing “Now the old king is dead! 
Long live the king!”
One minute I held the key
Next the walls were closed on me
And I discovered that my castles stand
Upon pillars of salt and pillars of sand […]
MARTIN, C. VIVA LA VIDA, COLDPLAY. IN: VIVA LA VIDA OR 
DEATH AND ALL HIS FRIENDS. PARLOPHONE, 2008. 
3. Letras de músicas abordam temas que, de certa for-
ma, podem ser reforçados pela repetição de trechos ou 
palavras. O fragmento da canção Viva la vida, por exem-
plo, permite conhecer o relato de alguém que:
a) costumava ter o mundo aos seus pés e, de repente, 
se viu sem nada.
b) almeja o título de rei e, por ele, tem enfren- tado 
inúmeros inimigos.
c) causa pouco temor a seus inimigos, embora tenha 
muito poder.
d) limpava as ruas e, com seu esforço, tornou-se rei 
de seu povo.
e) tinha a chave para todos os castelos nos quais de-
sejava morar.
TEXTO PARA A PRÓXIMA QUESTÃO
THE WEATHER MAN
They say that the British love talking about the weather. For other 
nationalities this can be a banal and boring subject of conversa-
tion, something that people talk about when they have nothing 
else to say to each other. And yet the weather is a very important 
part of our lives. That at least is the opinion of Barry Gromett, press 
officer for The Met Office. This is located in Exeter, a pretty cathe-
dral city in the southwest of England. Here employees — and 
computers — supply weather forecasts for much of the world.
SPEAK UP. ANO XXIII, Nº 275.
4. Ao conversar sobre a previsão do tempo, o texto mostra:
a) o aborrecimento do cidadão britânico ao falar so-
bre banalidades.
b) a falta de ter o que falar em situações de avaliação 
de línguas.
c) a importância de se entender sobre meteorologia 
para falar inglês.
d) as diferenças e as particularidades culturais no uso 
de uma língua.
e) o conflito entre diferentes ideias e opiniões ao se 
comunicar em inglês.
TEXTO PARA A PRÓXIMA QUESTÃO
 17
5. Ao optar por ler a reportagem completa sobre o as-
sunto anunciado, tem-se acesso a duas palavras que Bill 
Gates não quer que o leitor conheça e que se referem:
a) aos responsáveis pela divulgação desta in- forma-
ção na internet.
b) às marcas mais importantes de microcompu- tado-
res do mercado.
c) aos nomes dos americanos que inventaram a su-
posta tecnologia.
d) aos sites da internet pelos quais o produto já pode 
ser conhecido.
e) às empresas que levam vantagem para serem suas 
concorrentes.
Gabarito
Aplicando para aprender (A.P.A)
1. E 2. A 3. B 4. A 5. B
6. C 7. B 8. B 9. C
A.P.A. Fixação
1. C 2. D 3. E 4. E 5. A
6. D 7. B
A.P.A. Complementar
1. 02 + 04 = 06 2. B
3. 04 + 16 + 32 = 52 4. 02 + 04 + 16 + 32 = 54
5. 02 + 08 + 32 = 42 6. 01 + 02 + 04 + 08 = 15
A.P.A. Dissertativo
1. Especula-se que o atraso para a publicação de A origem 
das espécies tenha ocorrido devido ao temor que Darwin 
teria de desafiar a comunidade científica, além de temer 
reações adversas entre os eclesiásticos.
2. A hipótese mencionada anteriormente pode ser contra-
riada pelo fato de que ele continuou publicando papers 
sobre a evolução de seu trabalho, mesmo após sua divul-
gação inicial. Se ele realmente estivesse preocupado com 
reações negativas, ele teria interrompido completamente 
sua pesquisa, algo que de fato nunca aconteceu.
3. A 14.ª emenda à constituição dos Estados Unidos da 
América assegura cidadania estadunidense a qualquer 
pessoa nascida em seu território. Essa emenda foi adotada 
para evitar a adoção de leis que impedissem antigos escra-
vos de se tornarem cidadãos daquele país.
4. A 14.ª emenda está sendo utilizada para burlar as leis 
de imigração dos EUA. Casais entram ilegalmente no país 
para terem bebês que terão assim a cidadania estaduni-
dense e servirão como uma espécie de “âncora” que os 
manteria legalmente nos EUA.
5. A princípio, os recursos foram fornecidos pela BBC, que 
porteriormente retirou-se do projeto. Efetivamente, metade 
do dinheiro para o filme foi obtido com o UK Film Cou-
ncil (Conselho Britânico de Cinema, em tradução livre), 
que é uma fonte pública, conformeevidenciado pela fala 
de Goldman “The government that lets the police... also 
allows us to make the film.” (O mesmo governo que per-
mite que a polícia... nos permite fazer o filme.)
A.P.A. Enem
1. C 2. D 3. A 4. D 5. E
 18
1. Introdução
Em linhas gerais, a forma que o vestibulando aborda as 
provas não é a mais apropriada. Foca-se muito na leitura 
do texto, o que compromete não a nota final, mas o tempo 
investido para se alcançar uma boa pontuação. Ao priorizar 
a leitura (e a tradução, muitas vezes, desnecessária) do tex-
to, o vestibulando pode até obter a nota desejada, mas a 
consequência geralmente é um desperdício de tempo muito 
grande, o que tende a ser desastroso.
Para evitar essa “catástrofe”, propõe-se aqui uma aborda-
gem mais adequada e objetiva. As etapas que são sugeri-
das a seguir compõem parte do ensino de linguagem que 
é conhecido como leitura instrumental.
1st step: verifique o(s) título(s), a fonte e as imagens as-
sociadas ao texto. Ao pinçar essas informações, você estará 
se preparando para a leitura do mesmo.
2nd step: leia de forma atenta os enunciados e as alternati-
vas (quando houver) relacionadas ao texto; dessa forma, você 
estará, ao mesmo tempo, captando informações sobre ele e 
se preparando para procurar apenas o que lhe for perguntado.
3rd step: faça uma leitura superficial do texto (skimming), 
não se afligindo com as palavras desconhecidas e com in-
formações muito específicas. Essa primeira leitura destina-se 
apenas a tomar contato com o sentido mais geral do texto.
4th step: a partir da informação solicitada pelo enunciado 
das perguntas, é possível verificar a qual trecho do texto 
aquela questão se refere.
5th step: ao ler qualquer excerto de um texto, tente focar 
apenas nas palavras que você conhece ou naquelas de que 
você seja capaz de deduzir o significado. É verdade que, ao 
ignorar as palavras desconhecidas, é possível que sua com-
preensão de algumas informações do texto fique compro-
metida, mas uma notável quantidade delas será assimilada.
Pratique com o texto a seguir.
(FUVEST – Adaptado) 
12 Steps for E-Mail Addicts
I used to think I could quit checking my e-mail any time 
I wanted to, but I stopped kidding myself years ago. My 
e-mail program is up and running 24 hours a day, and once 
I submit to its siren call, whole hours can go missing. I have 
a friend who recently found herself stuck on a cruise ship 
near Panama that didn’t offer e-mail, so she chartered a 
helicopter to take her to the nearest Internet cafe. There 
was nothing in her queue but junk mail and other spam, 
but she thought the trip was worth it. I know how she felt. 
You never know when you’re going to get that note from 
Uncle Eric about your inheritance. Or that White House din-
ner invitation with a time-sensitive R.S.V.P.
WWW.TIME.COM
1. A passagem nos conta que o escritor
a) acredita que já passou da hora para ele parar de 
pensar que pode, a qualquer momento, interromper 
seu hábito de ler e-mails.
b) está totalmente ciente de que é um verificador 
compulsivo de e-mail.
c) costumava pensar que apenas garotos desperdiça-
vam horas inteiras verificando suas mensagens.
d) não achava que seriam necessários anos para se 
livrar do seu “vício” de ler e-mails.
e) acredita que se conseguir ficar 24 horas sem ler 
qualquer e-mail, ele vai definitivamente se livrar 
desse hábito.
2. Escolha a correta tradução para “...whole hours can 
go missing”
a) não sinto falta das horas perdidas.
b) vale a pena desperdiçar várias horas.
c) sou capaz de perder horas inteiras.
d) posso perder totalmente a noção das horas.
e) não me importo em ficar até altas horas.
3. De acordo com a informação do texto, o que a amiga 
do escritor descobriu quando ela finalmente conseguiu 
checar seus e-mails?
a) Mensagens desimportantes
b) Uma mensagem do próprio escritor.
DO YOU UNDERSTAND 
(TEXT INTERPRETATION)
HABILIDADES: 3, 6, 8 e 15
COMPETÊNCIAS: 1, 2, e 5
CLASS 2
 19
c) Um convite para o jantar
d) Nenhuma mensagem
e) Uma mensagem de seu tio.
Ao seguir as instruções propostas antes desse texto, seria 
possível inferir que se trata de um texto informativo/jorna-
lístico, por ter sido retirado do website da reviste Time. A 
ilustração sugere que se trata de uma pessoa compulsiva 
pela leitura de mensagens, ideia reforçada pelo título (12 
dicas para viciados em e-mail) .
A concepção inicial seria confirmada pelas informações apre-
sentadas nos enunciados e nas alternativas (mesmo que exis-
tam mais alternativas erradas do que corretas). Em seguida, 
o vestibulando poderia focar na questão número 2, por ser 
necessária apenas a informação contida na própria questão.
A questão 1 baseia-se no primeiro trecho do texto. Sabe-se 
disso porque o autor abre o texto em primeira pessoa (I used 
to think I…). Já a questão 3 é respondida pelo trecho no 
qual a amiga do escritor é apresentada (I have a friend…)
Em uma resolução mais “convencional”, o vestibulando teria 
inevitavelmente lido o texto algumas vezes, o que resultaria 
em perda de tempo e poderia gerar confusão de raciocínio 
porque há muitas informações que não são fundamentais 
para a resolução das questões propostas. Em contrapartida, 
se você se dedicar a responder às perguntas propostas, os 
resultados aparecerão mais rápida e claramente.
Uma das dificuldades da interpretação é perceber os falsos 
cognatos, palavras que, na sua forma original em inglês, 
podem causar traduções incorretas por causa da seme-
lhança com algum vocábulo do português. Em alguns ves-
tibulares, a solução de uma questão pode estar diretamen-
te conectada ao conhecimento do falso cognato e a sua 
devida compreensão.
FONTE: YOUTUBE
Validation - Curta metragem
F Y
multimídia: vídeo
2. Alguns falsos 
cognatos importantes
 actual (real, verdadeiro)
 actually (na verdade, na realidade, o fato é que)
 admiral (almirante)
 alias (pseudônimo, nome falso)
 amass (acumular, juntar)
 anthem (hino)
 appoint (nomear, indicar)
 argument (discussão, debate)
 beef (carne bovina)
 braces (aparelho dental)
 collar (gola)
 college (faculdade)
 commodity (mercadoria)
 comprehensive (abrangente, extenso, amplo)
 compromise (entrar em acordo, fazer concessão, acordo)
 condom (preservativo)
 convict (condenado)
 corporate (cabo na hierarquia militar)
 costume (fantasia)
 deception (fraude, falsificação)
 devolve (transferir)
 diversion (desvio)
 eventually (finalmente, por fim)
 exit (saída, sair)
 fabric (tecido)
 grip (agarrar algo firmemente)
 hospice (clínica para pacientes terminais)
 idiom (expressão idiomática)
 ingenious (engenhoso)
 inhabitable (habitável)
 injury (ferimento)
 interest (juros)
FONTE: YOUTUBE
Falsos cognatos em inglês
F Y
multimídia: vídeo
 20
New Delhi -metallo-beta-lactamase is a bacterial enzyme 
that poses a serious threat to people. It grants its host re-
sistance to carbapenems and other beta-lactam antibiotics 
used by doctors around the world as a last line of defence 
against stubborn infections. And, as if that were not bad 
enough, it also confers protection against sunlight.
This second protection matters because, in many places, 
the idea that sunlight is the best disinfectant is no mere 
metaphor. Part of the treatment of sewage water in sunny 
climes is often to leave it out in the sun, permitting ultravio-
let light to inflict damage to the complex molecules, such as 
DNA, that sustain bacterial life. Bacteria that survived such 
assault would be available to cause disease, or to pass their 
genes on to others that do so.
And, in 2015, one such was found in a treatment plant in 
Saudi Arabia. This was a strain of E. coli (a common bug 
that lives, usually harmlessly, in human guts) that was, in-
deed, in possession of New Delhi metallo-beta-lactamase. 
Peiying Hong at the King Abdullah University of Science 
and Technology, in Thuwal, has been working on this bug 
since its discovery and thinks she may have come up with 
a way to deal with its resistance to sunlight.As she reports 
in Environmental Science and Technology, she and her col-
leagues have found that phages (viruses which infect bac-
teria) sabotage this resistance.
Dr Hong knew from her earlier work that sunlight promotes 
the activity of some of the bug’s genes and suppresses that 
of others — a process she suspects is mediated by New 
Delhi metallo-beta-lactamase. In particular, the promoted 
genes relate to cell-wall synthesis,  DNA  repair and the 
production of compounds that mop up harmful oxidis-
ing agents produced by sunlight. The suppressed genes 
(downregulated presumably to avoid competition within 
a bacterial cell for scarce metabolic resources needed for 
more immediate tasks) include many related to fending off 
phages. She therefore speculated that letting phages loose 
on these now-undefended bacteria might kill them.
She and her colleagues collected naturally occurring phag-
es from Saudi wastewater plants. They found seven types 
which, when unleashed on the photoresistant strain of E. 
coli, readily destroyed it. Three of the seven, moreover, looked 
particularly suitable for development as weapons against 
this strain. When offered various bacteria as potential prey, 
they attacked only it. And they were also tolerant of sunlight.
Experiment proved this notion correct. When suspensions 
of the three phages in question were mixed together as 
a cocktail and added to a suspension of photoresistant 
E. coli, the bacteria began to decay within two hours. In 
phage-free suspensions, by contrast, they held out for more 
than four hours.
 lecture (palestra, aula)
 library (biblioteca)
 lunch (almoço)
 mayor (prefeito)
 novel (romance escrito)
 office (escritório)
 parents (pais)
 phony (trapaceiro, mau caráter)
 prejudice (preconceito)
 preservative (conservante)
 private (recruta)
 push (empurrar)
 realize (perceber)
 requirement (requisito)
 retired (aposentado)
 retribution (represália, punição)
 scholar (erudito)
 sensible (sensato)
 service (atendimento)
 support (apoiar, apoio)
 tax (imposto)
 tenant (inquilino)
FONTE: YOUTUBE
Falsos cognatos
F Y
multimídia: vídeo
3. Medicine
A novel way to stop the spread of 
antibiotic-resistant bacteria
Expose them to sunlight and mix in viruses
HTTPS://WWW.ECONOMIST.COM/SCIENCE-AND-TECHNOLOGY/2018/12/01/A-
NOVEL-WAY-TO-STOP-THE-SPREAD-OF-ANTIBIOTIC-RESISTANT-BACTERIA.
 21
Docomo with great fanfare back in 2004, when the technology 
first became available in Japan, but so far it’s been a dud – fewer 
than one in five owners of a mobile wallet handset has ever used 
it to pay for anything. Mobile wallets are accepted at too few 
places, say experts. That’s now changing quickly, however. New 
services are rolling out so fast, 2007 is emerging as the year of 
the mobile wallet in Japan. 
The biggest reason is the rapid expansion of e-money services 
accessible by mobile: 7-Eleven, the country’s dominant conve-
nience chain, has just launched its own brand of e-money, and 
leading chain AEON will follow suit later this year. The mobile 
Suica service provides one of the biggest incentives for users 
to go mobile. The Suica fare card, introduced in 2001, now has 
more than 20 million users. 
NEWSWEEK. JULY 9, 2007 
1. (Fatec) De acordo com o texto, Daisuke Tanaka: 
a) trabalha para a companhia de metrô. 
b) tem desconto nos bilhetes de trem. 
c) não utiliza frequentemente trem, metrô e táxi. 
d) trocou uma carteira por um celular. 
e) pode pagar seus bilhetes de trem através de seu celular. 
2. (Fatec) Segundo o texto, a “mobile wallet”: 
a) está fazendo muito sucesso desde 2004. 
b) é também um telefone celular. 
c) é aceita em diversos estabelecimentos no Japão. 
d) foi lançada pela rede 7-Eleven. 
e) tem sido utilizada por um grande número de japoneses.
3. (Fatec) De acordo com o texto, 7-Eleven, Suica e AEON: 
a) São empresas japonesas que fornecem supri- men-
tos para o metrô de Tókio. 
b) São empresas que já oferecem ou oferecerão os 
seus cartões de “dinheiro eletrônico”. 
c) São empresas para quem Daisuke Tanaka trabalha. 
d) São nomes de lojas de conveniência no Japão. 
e) São empresas que colaborarão com a NTT Do- 
como do Japão.
TEXTO PARA AS PRÓXIMAS 3 QUESTÕES
(Unesp) I started to run because I felt desperately unfit. But the 
biggest pay-off for me was – and still is – the deep relaxation that I 
achieve by taking exercise. It tires me out but I find that it does calm 
me down. When I started running seven years ago, I could mana-
ge only 400 meters before I had to stop. Breathless and aching, I 
walked the next quarter of a mile, alternating these two activities 
for a couple of kilometers. When I started to jog I never dreamt of 
running in a marathon, but a few years later I realized that if I trai-
ned for it, the London Marathon, one of the biggest British sporting 
events, would be within my reach. My story shows that an unfit 39-
year old, as I was when I started running, who had taken no serious 
exercise for twenty years, can do the marathon – and that this is a 
sport in which women can beat men. But is it crazy to do it? Does 
it make sense to run in the expectation of becoming healthier? 
My advice is: if you are under forty, healthy and feel well, you can 
begin as I did by jog-ging gently until you are out of breath, then wa-
Using phages to attack bacteria in wastewater plants is not 
a new idea. There is a long history of their being employed 
to breach the otherwise-impenetrable biofilms that many 
species form on bits of equipment used in such plants. Dr 
Hong’s approach, though, is completely novel—and may 
be of particular value in Saudi Arabia. In such a desert 
country, water is a precious commodity while sunlight is 
abundant and free. Wastewater facilities there are already 
under pressure to release treated water for agricultural and 
even domestic use. Making sure bugs of this sort are dead 
before such water is used is of the utmost importance. Us-
ing other, even smaller, bugs to do it has elegance.
Vocabulary:
grant: conceder
host: hospedeiro
stubborn: teimoso
phage: forma reduzida da palavra "bacteriophage", bac-
teriófago (que come bactérias)
breach: quebra; violação; ruptura
utmost: máximo; extremo
Phrasal Verb:
mop up: absorver
FONTE: YOUTUBE
http://www.bbc.co.uk/learningenglish/
F Y
multimídia: site
Aplicando para 
aprender (A.P.A.)
TEXTO PARA AS PRÓXIMAS 3 QUESTÕES
BEAMS OF MONEY 
DAISUKE TANAKA’s daily commute has gotten a lot simpler in 
recent weeks now that he can pay for all his train tickets with his 
mobile phone. To travel Tokyo’s trains, subways and even some 
taxis, all he needs to do is to waive his mobile near the now 
standard card reader. He has also downloaded software for se-
veral prepaid and credit cards, turning his mobile phone into a 
replacement for his wallet. “I haven’t touched my wallet at all 
today,” he said one recent evening. The mobile wallet was an-
nounced by NTT.
 22
lking, and alternating the two for about three kilometers. Build up the 
jogging in stages until you can do the whole distance comfortably. 
HEADWAY INTERMEDIATE – STUDENT’S BOOK. 
OXFORD UNIVERSITY PRESS. ADAPTADO. 
4. (Unesp) Assinale a alternativa correta: 
a) A autora do texto se considera uma pessoa rela-
xada e indiferente em relação à prática de esportes. 
b) O texto apresenta o depoimento de uma corredora 
que iniciou sua prática nesse esporte porque se sentia 
fora de forma. 
c) A autora do texto se exercitou seriamente durante vin-
te anos para poder participar da maratona de Londres.
d) O texto apresenta argumentos contrários à práti-
ca da corrida por pessoas na faixa etária acima dos 
quarenta anos. 
e) De acordo com o texto, a prática de exercícios por 
vinte anos causa, especialmente nas mulheres, dores 
crônicas e falta de ar.
5. (Unesp) De acordo com o texto: 
a) a autora começou a praticar corrida aos sete anos de 
idade e nessa época conseguia percorrer 400 metros. 
b) pessoas na faixa etária de quarenta anosestão 
geralmente fora de forma para a prática da corrida. 
c) a autora começou a praticar corrida porque sempre 
sonhou em correr na maratona de Londres. 
d) pessoas abaixo de quarenta anos conseguem ini-
ciar a prática da corrida alternando etapas de corrida 
e de caminhada. 
e) corredores na faixa etária de quarenta anos geralmen-
te sentem falta de ar nos primeiros estágios da corrida. 
6. (Unesp) No texto, as expressões pay-off (1º parágrafo), 
a couple of (2º parágrafo), my reach (2º parágrafo) e beco-
ming healthier (2º parágrafo) significam, respectivamente:
a) sem pagamento, alguns, minha riqueza, e tornar-se 
saudável.
b) pagamento, uma dupla de, meu objetivo e tornar-se 
saudável.
c) corte no pagamento, uma dupla de, minha riqueza e 
ficar doente.
d) desafio, um casal de, meu objetivo e tornar-se saudável.
e) recompensa, alguns, meu alcance e tornar-se saudável.
TEXTO PARA AS PRÓXIMAS 2 QUESTÕES
Dawn of the pre-tiree:
What to call the time of life between work and old age?
To get the most out of longer lives, another age category is needed
What do you call someone who is over 65 but not yet elderly? 
This stage of life, between work and decrepitude, lacks a name. 
“Geriactives” errs too much on the side of senescence1. “Night-
cappers” risks being patronising.
Perhaps “Nyppies” (Not Yet Past It) or “Owls” (Older, Working 
Less, Still earning) ring truer. Branding an age category might
sound like a frivolous exercise. But life stages are primarily social 
constructs, and history shows that their emergence can trigger 
deep changes in attitudes.
Before 1800 no country in the world had an average life expec-
tancy at birth beyond 40. Today there is not a country that does 
not. Since 1900, more years have been added to human life than 
in the rest of history combined, initially by reducing child mortality 
and lately by stretching lifespans.
Longevity is one of humanity’s great accomplishments. Yet it is 
seen as one of society’s great headaches. The problem lies in the 
increasing dependency of the old on the young. As the world 
greys, growth, tax revenues and workforces will decline while 
spending on pensions and health care will increase. So, at least, 
goes the orthodoxy.
Doom-mongers2 tend to miss a bigger point, however.
Those extra years of life are predominantly healthy ones.
Too many governments and firms fail to recognize this fact.
A more radical approach would start by acknowledging that, in the 
rich world at least, many of the old are still young and active. They 
want to work, but more flexibly. They want to spend money, too.
Declaring a new stage of life could help change perceptions. It 
has done so before. Today’s conception of childhood emerged in 
the 19th century, paving the way for child-protection laws and a 
golden age of children’s literature.
Spotty, awkward 15-year-olds predated the 1940s, but only then 
did mystified adults coin the label “teenagers”, fuelling all sorts 
of products and services, from bobby socks to the music industry. 
In 1944 Life wrote that “American businessmen, many of whom 
have teen-age daughters, have only recently begun to realise 
that teen-agers make up a big and special market.” So, as life 
becomes longer, the word “retirement”, which literally means 
withdrawal to a place of seclusion, has become misleading. At 
65 you are not clapped out, but pretired.
(WWW.ECONOMIST.COM, 06.07.2017. ADAPTADO.)
1 Senescence: the condition or process of deterioration 
with age.
2 Doom-monger: a person who predicts disaster.
7. The article puts forward the idea that
a) stretched lifespans have generated increasingly ex-
tra undesirable public spendings worldwide.
b) a new age group should be created if we are to 
maximize the potential benefits of people´s greater 
longevity today.
c) the broader the number of people reaching more 
advanced ages, the greater the need for public health 
care programs.
d) new governmental decisions on pensions are impe-
rative if we are to adequately care for the elder.
 23
4. ( ) countries that are monitored by the United Na-
tions follow the Kyoto Protocol strictly. 
5. ( ) terrible consequences are foreseen if global war-
ming isn’t controlled.
Baseado nas informações do texto abaixo, marque 
(C) ou errado (E) para as afirmações de 6 a 10.
Six months ago, Malala Yousafzai was lying in a hospital 
bed, recovering from a Taliban attack in which she was shot 
in the head and neck. The shooting was intended to si-len-
ce the Pakistani teenager who had defied the Taliban’s ban 
against girls in school. But it had the opposite effect: Ins-
tead of silencing the 15-year old, the attack only made her 
voice more powerful.
Malala’s story has raised global awareness of girls’ education. 
And now that she’s out of the hospital and back in school, she is 
determined to keep fighting for equality. “God has given me this 
new life,” she said in February, her first public statement since 
the shooting. “I want to serve the people. I want every girl, every 
child, to be educated.” Worldwide, there are 66 million girls out 
of school, according to UNESCO – many more than boys, who 
don’t have to face the same discrimination and obstacles that 
girls do in some countries.
Malala was critically injured in the attack, but she suffered 
no permanent brain injuries. She underwent several success-
ful surgeries in Pakistan and the United Kingdom, where she 
now lives after her father was given a job with the Pakistani 
Consulate. In March, she went back to school for the first time 
since the attack, attending an all-girls high school in Birmin-
gham, England. And while she recovers from her injuries, she 
is continuing to raise awareness and money for education. 
Last month, she announced a $45,000 grant to a fund that 
was set up in her name – and the first to benefit will be girls 
from the Swat Valley. 
BY KYLE ALMOND, CNN JUNE 17, 2013 – UPDATED 1346 GMT (2146 
HKT) ADAPTED FROM: <HTTP://EDITION.CNN.COM/2013/04/30/ WORLD/
MALALA-GIRLS-EDUCATION/INDEX.HTML> ACCESSED ON: JULY 18TH, 2013. 
6 a 10. (UFSC) Select the CORRECT proposition(s). Text 
gives information about:
6. ( ) the number of girls who are out of school all over 
the world.
7. ( ) Malala’s current age and health state.
8. ( ) the amount of money Malala’s father receives 
from the government.
9. ( ) the reason why Pakistani girls cannot attend school.
10. ( ) Malala’s plans for the future.
e) the creation of new words to refer to people over 65 
may contribute to the acceptance of older people by society.
8. Assinale a alternativa cuja afirmação corresponde, 
de forma mais próxima, ao conteúdo da ilustração que 
introduz o texto.
a) “Retirement” literally means withdrawal to a place 
of seclusion.
b) Extra years of life are predominantly healthy ones.
c) The word “retirement” has become misleading.
d) In the rich world, many of the old are still young 
and active.
e) Years have been added to human life by stretching 
lifespans.
A.P.A. Fixação
Baseado nas informações do texto abaixo, marque 
(C) ou errado (E) para as afirmações de 1 a 5. 
THE WORST OF BOTH WORLDS?
In the global-warming debate, there’s a big gap between public 
rhetoric (which verges on hysteria) and public behavior (which 
indica-tes indifference). People say they’re worried but don’t act 
that way. Greenhouse emissions continue to rise despite many 
earnest pled-ges to control them. Just last week, the Uni-ted Na-
tions reported that of the 41 countries it monitors (not including 
most developing nations), 34 had increased greenhouse emis-
-sions from 2000 to 2004. These include most countries commit-
ted to reducing emissions under the Kyoto Protocol. 
Why is this? Here are three reasons. First: 
With today’s technologies, we don’t know how to cut gree-
nhouse gases in politically and economically acceptable ways. 
Second: In rich democracies, policies that might curb greenhou-
se gases require politicians and the public to act in exceptio-
nally“enlightened” (read: “unrealistic”) ways. Third: Even if 
rich countries cut emissions, it won’t make much difference 
unless poor countries do likewise - and so far, they’ve refused 
because that might jeopardize their economic growth and po-
verty-reduction efforts.
Unless we develop cost-effective technologies that break the 
link between carbondioxide emissions and energy use, we can’t 
do much. Anyone serious about global warming must focus on 
technology - and not just assume it. Otherwise, our practical 
choices are all bad: costly mandates and controls that harm the 
economy; or costly mandates and controls that barely affect 
greenhouse gases. Or, possibly, both. 
ADAPTED FROM: THE WORST OF BOTH WORLDS?. 
NEWSWEEK NOVEMBER 13, 2006, PAGE 45. 
1 a 5. (UFPE) In accordance to the text, in the glwarming 
debate, it is noticed that: 
1. ( ) there have been no agreements to control gree-
nhouse emissions at all. 
2. ( ) public rhetoric and public behavior di- verge. 
3. ( ) most countries that are committed to reducing 
emissions don’t do so. 
 24
A.P.A. Complementar
TEXTO PARA AS PRÓXIMAS 10 QUESTÕES 
The New York Times on the web 
The Rush to Enhancement: Medicine Isn’t Just for the Sick 
Anymore 
BY SHERWIN B. NULAND 
Until the mid-1960s, medical research was primarily driven by the 
desire to solve the problems of sick people. Although Aristotle was 
what might be termed today a pure laboratory investigator, with no 
thought of the clinical usefulness of his findings, the vast majority 
of those physicians later influenced by his contributions to biology 
were trying to solve the mysteries of human anatomy and physio-
logy for the distinct purpose of combating sickness. The discovery 
of blood circulation in the 17th century, the elucidation of the ana-
tomical effects of disease in the 18th, the introduction of antisepsis 
and anesthesia in the 19th, the development of antibiotics and 
cardiac and transplant surgery in the 20th- all of these were the 
direct results of physicians and others having recognized a specific 
group of challenges that stood in the way of making sick people 
better. Armed with knowledge of the disease processes, they ente-
red their laboratories to address specific clinical issues. Their goal 
was improving the lot of actual patients, often their own.
The rise of molecular biology since the late 1950s has had the 
gradual and quite unforeseen effect of turning the eyes of medical 
scientists increasingly toward the basic mechanisms of life, rather 
than disease and death. Of course, this has always been the orien-
tation of all non-medical biologists, studying growth, reproduction, 
nutrition or any of the other characteristics shared by all living things. 
But now the boundaries have become blurred, between research 
that will alter the approach to disease and research that will alter 
the approach to life itself. While until very recently the bedside 
usually determined what was done in the medical research labo-
ratory, the findings coming out of the laboratory nowadays are 
just as likely to tell the clinician what he can do at the bedside. 
The tail often wags the dog. In fact, the tail is becoming the dog.
ADAPTADO. ENCONTRA-SE NA ÍNTEGRA EM <HTTP://NYTIMES. COM/
LIBRARY/REVIEW/051098MEDICINE-REVIEW.HTML> 
1. (Unifesp) A palavra “although” na frase do primei-
ro parágrafo, “Although Aristotle was what might be 
termed today a pure laboratory investigator...”, indica 
uma ideia de: 
a) alternância.
b) exemplificação.
c) oposição.
d) condição.
e) enumeração
2. (Unifesp) Na frase do segundo parágrafo, “... turning 
the eyes of medical scientists incre-asingly toward the 
basic mechanisms of life, rather than disease and de-
ath.”, a expressão “rather than” pode ser substituída, 
sem mudar o sentido, por:
a) even if.
b) in order to.
c) moreover.
d) furthermore
e) instead of.
3. (Unifesp) One of the recent medical develo- pments 
of last century was: 
a) transplant surgery. 
b) cardiac blood circulation control. 
c) antisepsis. 
d) anesthesia. 
e) human molecule anatomy. 
4. (Unifesp) Atualmente, os dois tipos de pesquisa médica: 
a) determinam as doenças que serão pesquisa- das 
mais intensamente. 
b) realizam testes em animais de laboratório, princi-
palmente em cães. 
c) interferem no diagnóstico clínico de pacien- tes em 
leitos de hospitais. 
d) fazem testes laboratoriais com seres huma-
nos acamados. 
e) não apresentam uma diferenciação clara. 
5. (Unifesp) O texto, como um todo:
a) apresenta uma evolução cronologicamente inversa 
das descobertas médicas.
b) exemplifica historicamente a ideia de que o interes-
se da medicina oscila pendularmente a cada século.
c) defende o avanço da tecnologia, como no caso dos 
transplantes. 
d) compara a visão das pesquisas médicas do passa-
do com a do presente. 
e) afirma que as descobertas atuais são inconsistentes, na 
medida em que não se concentram na cura de doenças.
6. (Unifesp) The focus of medical research until the mid 
60s was to:
a) investigate purely the causes of illnesses in lab-
oratories.
b) discover the mysteries of the human body. 
c) solve the problems of sick people. 
d) discover physiological enigmas. 
e) elucidate the anatomical efects of blood circulation. 
7. (Unifesp) From the late 1950s on, medical scientists 
started increasingly to focus on:
a) disease and death.
b) basic mechanisms of life.
c) all living things.
d) molecules and chemistry.
e) reproduction and genetics.
8. (Unifesp) Há pouco tempo, as pesquisas médicas: 
a) eram determinadas pela prática clínica.
b) tendiam a definir os procedimentos clínicos e cirúr-
gicos adotados.
c) alteravam a visão médica da vida em si.
d) tratavam da doença como um processo natural do 
mecanismo da vida.
 25
e) percebiam a vida, a doença e a morte como campo 
de estudo da biologia.
9. (Unifesp) Na frase do segundo parágrafo, “Of course, 
this has always been the orientation of all non-medical 
biologists...”, a palavra “this” refere-se a:
a) research in molecular biology. 
b) gradual and unforeseen effect. 
c) medical scientists. 
d) study of basic mechanisms of life. 
e) study of disease and death. 
10. (Unifesp) Na última frase do primeiro parágrafo, 
“Their goal was improving the lot of actual patients, 
often their own.”, a palavra “their”, que ocorre duas 
vezes, refere-se: 
a) aos médicos e outros.
b) às pessoas doentes.
c) aos físicos e biólogos.
d) aos próprios pacientes.
e) ao conhecimento dos processos da doença.
A.P.A. Dissertativo
Getting Enough Sleep?
BY EMILY SOHN 
One of the greatest things about growing older is that you get 
to stay up later. And it’s not just your parents who make that de-
cision. Your body gives you permission to enjoy the darker hours 
too. Recent research has shown that brain changes during teen 
years make it easier for kids to stay up late. But just because you 
can stay up late, it doesn’t mean you should, scientists say. Young 
people who don’t get enough sleep are often late for school, or 
they miss it completely, says a recent study by the National Sleep 
Foundation (NSF). Sleepy kids also tend to be bad tempered and 
unhappy. And their grades suffer. Our sleep-wake schedules may 
seem to be ruled by the need to get to school or work on time, but 
they’re really under the control of our body’s internal clock. Every 
mammal has a “master clock” in its brain that tells its body what 
time it is and when it needs to sleep. Scientists recently discovered 
cells in the brain that collect information about light directly from 
the eyes. When light comes in, our internal clock thinks that it’s 
daytime. Then, as darkness arrives, the body secretes a chemical 
called melatonin, which tells the clockthat it’s nighttime. As we 
approach our teen years, melatonin secretion comes at a later time. 
That’s why children who usually go to bed at 8:30 or 9 p.m. all of a 
sudden start having trouble falling asleep.
ADAPTADO DE SCIENCE NEWS FOR KIDS. 
1. (Unicamp) O que acontece,segundo o texto, com jo-
vens que costumam dormir menos do que o necessário? 
2. (Unicamp) Para o que serve o nosso relógio interno? 
3. (Unicamp) Nosso corpo produz uma substância quí-
mica denominada melatonina. Qual é a função dessa 
substância e como ela nos afeta quando nos aproxima-
mos da adolescência?
TEXTO PARA AS PRÓXIMAS 2 QUESTÕES
Leia o seguinte texto e responda, em português, 
ao que se pede.
Yahoo! wants to reinvent the postage stamp to cut spam. Rese-
archers are testing a scheme where users pay a cent to charity for 
each email they send – so clearing their inbox and conscience si-
multaneously. Yahoo! Research’s CentMail resurrects an old idea: 
that levying a charge on every e-mail sent would instantly make 
spamming uneconomic. But because the cent paid for an accre-
dited “stamp” to appear on each email goes to charity, Cent-
Mail’s inventors think it will be more successful than previous 
approaches to make e-mail cost. They think the cost to users is 
offset by the good feeling of giving to charity.
<HTTP://WWW.NEWSCIENTIST.COM/ARTICLE/DN17577>. 
ACESSADO EM 14/08/2009. ADAPTADO. 
4. (Fuvest) O texto apresenta uma proposta feita pela em-
presa Yahoo! para diminuir a quantidade de mensagens 
eletrônicas indesejadas ou spams. Qual é a proposta?
5. (Fuvest) Por que os inventores do CentMail acredi-
tam que sua proposta será mais bem sucedida que as 
anteriores?
Gabarito
Aplicando para aprender (A.P.A.)
1. E 2. B 3. B 4. B 5. D
6. E 7. B 8. D
A.P.A. Fixação
1. F 2. V 3. V 4. F 5. V
6. V 7. V 8. F 9. V 10. V
A.P.A. Complementar
1. C 2. E 3. A 4. E 5. D
6. C 7. B 8. A 9. D 10. A
A.P.A. Dissertativo
1. Segundo o texto, jovens que dormem menos do que 
o necessário frequentemente se atrasam para as aulas ou 
 26
as perdem por completo. Além disso, os jovens têm a ten-
dência a apresentarem mau humor, serem infelizes e a não 
obterem boas notas escolares.
2. Segundo o texto, nosso relógio interno informa ao corpo 
que horas são e também quando precisamos dormir.
3. A melatonina é uma substância que regula nosso 
relógio interno, avisando-o quando o período noturno 
chega. Quando nos aproximamos da adolescência, a 
secreção da melatonina acontece mais tarde do que o 
habitual, o que faz com que os adolescentes tenham 
problemas para adormecer.
4. A proposta do Yahoo! sugere que se cobre de seus usu-
ários um centavo para cada mensagem enviada.
5. Segundo o texto, o sucesso dessa iniciativa ocorreria 
porque todo o dinheiro arrecadado seria direcionado para 
instituições de caridade.
 27
As aulas que abordarão gramática foram compostas le-
vando em consideracão as principais dificuldades e fa-
cilidades do vestibulando no Brasil. Apenas como dica, 
tente ver essa abordagem como instrumento facilitador 
do seu aprendizado.
1. Personal pronouns
SUBJECT PRONOUNS OBJECT PRONOUNS
I me
you you
he him
she her
it it
we us
you you
they them
Os personal pronouns da língua inglesa podem, com al-
gumas variacões, ser relacionados aos pronomes pesso-
ais da língua portuguesa. O que o português chama de 
pronomes pessoais do caso reto, a língua inglesa chama 
de subject pronouns, e os pronomes oblíquos são análo-
gos aos object pronouns.
Observe alguns usos dos subject pronouns:
I am Brazilian – Eu sou brasileiro
You are Brazilian – Você(s) é(são) brasileiro(s)
He is Brazilian – Ele é brasileiro
She is Brazilian – Ela é brasileira
It is Brazilian – Isso/Essa coisa é brasileira
We are Brazilian – Nós somos brasileiros
They are Brazilian – Elas/Eles são brasileiros(as)
Em linhas gerais, a função dessa classe de pronomes nas 
duas linguagens é similar: entram no lugar de substanti-
vos para que não seja necessária a repetição da mesma 
palavra. É comum a necessidade de se repetir o mesmo 
substantivo num texto, por isso ele é substituído por um 
pronome. No entanto, é preciso que fique claro a que o 
pronome usado se refere. 
Exemplos:
Kate loves Brian. 
She loves Brian.
O exemplo acima faz a substituição do substantivo próprio 
"Kate" pelo pronome She. Observe o exemplo a seguir
Brian loves Kate.
Brian loves her.
A diferença entre eles é que, no exemplo 1, "Kate" tem 
função de sujeito e foi substituído por um pronome de su-
jeito (She). Já no exemplo 2, "Kate" tem função de objeto 
e foi substituído por um pronome de objeto (her).
Veja mais exemplos:
Brazilians agree with you. 
We agree with you.
They agree with other Brazilians. 
They agree with them.
The police officer will adress the issue 
She/He will adress the issue. 
Observe alguns casos nos quais há grande semelhança en-
tre o uso dos pronomes em língua inglesa e em língua por-
tuguesa. I, he, she e we não costumam apresentar grandes 
problemas para compreensão.
Entretanto, é possível observar alguns problemas quan-
do os significados dos seguintes pronomes são traduzi-
dos para o português.
 You – você, vocês
 They – Eles, elas 
 It – refere-se a coisas, objetos, animais (sempre no 
singular) e fenômenos da natureza. Ex. chuva, dia, 
noite, etc.
WHO IS WHO?
HABILIDADES: 4, 5, 6, 7, 21, 22 e 26
COMPETÊNCIAS: 5, 7 e 8
CLASS 3
 28
O pronome you pode ser utilizado tanto no singular (você) 
quanto no plural (vocês), e seus usos podem ser diferencia-
dos somente dentro do contexto apresentado.
Exemplos: 
You are here. (você está aqui) ou (vocês estão aqui)
O pronome they, assim como you, pode ter algumas inter-
pretações, dependendo do contexto.
They live here. (elas moram aqui) 
ou (eles moram aqui) 
Há ainda outra possibilidade: a de que o pronome they refi-
ra-se a um grupo formado por mulheres e homens. Em por-
tuguês a norma culta ainda dita que um grupo misto seja 
tratado, no todo, por pronomes masculinos. Sendo assim, o 
pronome they é traduzido como "eles" neste caso. Há tam-
bém a possibilidade de se traduzir como “eles e elas".
They live here. (eles e elas moram aqui)
O caso do pronome it é mais complexo. Ele tem a função 
de substituir, quando no singular, coisas, animais, objetos 
inanimados, sentimentos, planetas, etc.
Exemplos: 
The city of São Paulo is located in Brazil.
It is located in Brazil.
(A cidade de São Paulo é localizada no Brasil.)
Pour the liquid in that jar.
Pour the liquid in it.
(Coloque o líquido naquela jarra/nela.)
2. Possessive pronouns
POSSESSIVE DETERMINER POSSESSIVE PRONOUN
MY MINE
YOUR YOURS
HIS HIS
HER HERS
ITS ITS
OUR OURS
YOUR YOURS
THEIR THEIRS
Os pronomes desse tópico, como o próprio nome supõe, in-
troduzem uma relação de posse com um substantivo e são 
bastante semelhantes aos encontrados na língua portuguesa. 
Mas aqui podem ocorrer alguns problemas. Se, por um lado, 
o português apresenta marcação quádrupla de pronomes 
(Eu – meu, minha, meus, minhas), o inglês apre senta uma 
única marcação simples (somente uma forma para gênero e 
número). O inglês tem, no entanto, dois tipos de possessivos 
(Determiners e Pronouns), que podem ser entendidos como 
Pronomes Possessivos Adjetivos e Pronomes Possessivos 
Substantivos, respectivamente.
Veja os exemplos a seguir: 
Exemplos: 
It is late 
(É tarde)
It rains a lot in London 
(Chove muito em Londres)
3. Algumas exceções: 
- Animais, quando se sabe o seu sexo, podem ser 
referidos como he/she. Bebês ainda em gestação 
podem ser referidos pelo pronome it. 
- Barcos (e, às vezes, meios de tranporte grandes, como 
ônibus, trens, etc.) podem ser referidos como she. 
Exemplos: 
Your dog is fantastic.
She/He is fantastic.
Sarah went to the doctor and it is already 
4 inches.
(Sarah foi à médica e o bebê já mede 10cm)
The USS Enterprise is approaching. 
She is approaching.
Notas importantes:
1. O pronome it só é utilizado no singular. Quando nos 
referimos a, por exemplo, objetos no plural, o prono-
me utilizado deverá ser them.
Exemplos: 
I didn’t really like the movie 
I didn’t really like it (sing)
I didn’t really like the movies 
I didn’t really like them (plural)
2. As orações classificadas na língua portuguesa 
comosem sujeito são construídas em inglês pelo uso 
do pronome it. Nesses casos, é importante observar 
que o pronome it não está se referindo a nada.
 29
My cellphone is broken
(Meu celular está quebrado)
My cellphones are broken 
(Meus celulares estão quebrados.)
Como é possível observar, o mesmo pronome my pode ex-
pressar singular ou plural. Observe mais exemplos.
My sister lives near here
(Minha irmã mora perto daqui)
My sisters live near here 
(Minhas irmãs moram perto daqui)
Assim como nos exemplos anteriores, é possível perce-
ber que o mesmo pronome (my) também pode anteceder 
substantivos femininos singulares ou plurais, sem que se 
faça necessário alterar o próprio pronome.
Observe abaixo uma “rodada” completa dos possessive 
determiners.
My documents are ready
Meus documentos estão prontos.
Your documents are ready
O seu documento está pronto.
His documents are ready
Os documentos dele estão prontos.
Her documents are ready
Os doscumentos dela estão prontos.
Its documents are ready
Os documentos do produto estão prontos.*
Our documents are ready
Nossos documentos estão prontos.
Your documents are ready
Os documentos de vocês estão prontos.
Their documents are ready
Os documentos deles estão prontos.
(*) FOI NECESSÁRIO INTRODUZIR ALGUM CONTEXTO NESSE 
EXEMPLO. OS DOCUMENTOS SE REFEREM A UM PRODUTO, 
O QUE NO CASO PEDIRIA O USO DO PRONOME ITS. 
FONTE: YOUTUBE
Inglês - Aula 01 - Pronouns
F Y
multimídia: vídeo
Veja mais exemplos:
The school and its teachers are waiting for you. 
A escola e seus professores (os professores da 
escola) estão esperando por você.
The clock was working. Its parts were fixed. 
O relógio estava funcionando. As peças dele (as 
peças do relógio) foram consertadas.
FONTE: YOUTUBE
1ª aula de inglês - Verbo To be e Pronomes 
pessoais / Verb to be and personal pronouns
F Y
multimídia: vídeo
2.1. Possessive Determiner 
ou Possessive Pronoun
Fique muito atento ao que está sendo discutido agora. Em 
alguns casos, pode ser pedido que o vestibulando opte en-
tre os dois tipos de possessivo acima mencionados. Além 
de ser um ponto que gera uma dúvida razoável, ele tam-
bém é muito solicitado em questões gramaticais.
Tenha em mente que os Possessive Determiners (my, 
your, his, her, its, our, their) são aqueles usados 
normalmente, pois acompanham um substantivo. Você 
só os substituirá pelos Possessive Pronouns (mine, 
yours, his, hers, ours, theirs) em situações especí-
ficas. São elas:
1. Quando o substantivo a que se referir o pronome estiver 
omitido/subentendido.
Exemplo: 
I can’t find my pen. Can I use yours? 
(Eu não consigo encontrar minha caneta. Posso 
usar a sua [caneta])?
2. Quando o substantivo a que se refere o pronome estiver 
antes do próprio pronome.
Exemplo: 
It belongs to a friend of mine. 
(Isto pertence a um amigo meu).
3. Após preposições.
 30
Exemplo: 
They will come with their parents, and we’ll come 
with ours. (Eles virão com os pais deles, e nós, 
com os nossos).
3. Reflexive pronouns
REFLEXIVE PRONOUNS
Myself
Yourself
Himself
Herself
Itself
Ourselves
Yourselves
Themselves
É bastante simples identificar os Reflexive pronouns: eles são 
aqueles terminados em self (singular) ou selves (plural) e tem 
uso reflexivo (como o próprio nome sugere) ou enfático.
FONTE: YOUTUBE
3 formas de usar os pronomes 
reflexivos (reflexive pronouns)
F Y
multimídia: vídeo
3.1. Uso reflexivo
É o uso mais comum e acontece quando sujeito e objeto 
em uma oração são o mesmo.
Exemplo: 
I consider myself a good friend. 
(Eu me considero um bom amigo.)
No exemplo anterior, o sujeito da oração (I) é o mesmo do 
objeto (myself). Quando essa situação acontece, é necessá-
rio o uso do correspondente reflexive pronoun.
Importante: Devido à interferência da língua portuguesa, 
é bastante comum a ocorrência de erros como I consider 
me a good friend.
Observe agora usos com os outros pronomes:
He considers himself a good friend.
(Ele se considera um bom amigo)
She considers herself a good friend. 
(Ela se considera uma boa amiga)
The picture speaks for itself. 
(A foto/imagem fala por si mesma)
3.1.1. Listeners (Plural)
1.ª pessoa pl – We consider ourselves good friends 
(Nós nos consideramos bons amigos)
2.ª pessoa pl – You consider yourselves good friends. 
(Vocês se consideram bons amigos)
3.ª pessoa pl – They consider themselves good friends. 
(Elas/eles se consideram bons amigos)
3.1.2. Uso reflexivo: uso específico
Esse uso específico dos Reflexive Pronouns costuma cau-
sar certo desconforto ao leitor brasileiro. Observe alguns 
exemplos:
She herself knows how to do it.
(Ela mesma sabe como fazer isto)
I myself don’t understand the problem. 
(Eu mesmo / Eu pessoalmente não entendo o 
problema).
Assim como no uso reflexivo, existe repetição de sujeito/
objeto.
4. Attention-deficit 
hyperactivity disorder
A vast study seeks to understand the 
genetic underpinnings of ADHD
That may change social 
attitudes to the condition
PRINT EDITION | SCIENCE AND TECHNOLOGY. NOV 29TH 2018
True disorder or mythical modern ailment? Attention-deficit 
hyperactivity disorder (ADHD) is one of the most controver-
sial topics in psychiatry. Not for the first time, the internet 
is brimming with conflicting information. Some deplore a 
lack of recognition and insufficient diagnoses and treat-
ment. Others denounce overdiagnosis and overtreatment, 
and argue that the condition is bandied about willy-nilly as 
an excuse for poor parenting.
 31
FONTE: YOUTUBE
Pronouns 1 Song – Learn Grammar 
– Learning Upgrade App
F Y
multimídia: vídeo
Identifying the inherited underpinnings of ADHD has 
proved challenging. Studies of twins with and without its 
eponymous symptoms suggest that genetic factors bear 
between 70% and 80% of the blame for causing it. There 
is not, though—as there is in the case of (say) colour blind-
ness—a clear gene or genes on which that blame can be 
pinned. Instead, the presumption is that a range of small 
and hard-to-detect tweaks in the sequence of DNA letters 
(known as nucleotides) combine to bring about suscepti-
bility to the disorder. Environmental factors such as social 
deprivation and low birthweight play a greater or lesser 
role (or sometimes none at all) depending on exactly which 
genetic tweaks are present.
Now, a dozen of those tweaks have been identified by 
what is the first large-scale investigation of the mat-
ter. An international consortium of more than 200 ge-
neticists and ADHD experts have published, in Nature 
Genetics, what is known as a genome-wide association 
study (gwas). The tweaks being sought, called sin-
gle-nucleotide polymorphisms, or SNPs, are the simplest 
possible differences between two genomes—namely 
variations between individuals of single genetic letters 
in particular spots in the DNA sequence. The researchers 
looked at SNP patterns in the genomes of 55,000 Euro-
peans, more than 20,000 of whom had been diagnosed 
with ADHD, seeking SNP variants consistently associat-
ed with the condition.
Understanding the roles of the genes these dozen SNPs 
affect will lead to better understanding of ADHD’s causes. 
Some, for instance, are variations in genes, or the control 
systems of genes, involved in determining how brains de-
velop in the womb and in early childhood. Others relate 
to how brain cells communicate with each other. Such 
understanding may also lead to ideas for new drugs to 
treat the condition.
Comparing this study with similar ones on what may be 
related conditions can also be informative. The SNP pat-
tern found, for instance, overlaps with those discovered 
in GWASs of insomnia. As Stephen Faraone of Upstate 
Medical University in Syracuse, New York, one of the ADHD 
study’s leaders, observes, “we’ve known for years that chil-
dren with ADHD have sleep problems.”
The dozen identified variants do not, on their own, con-
fer the disorder. The findings will not, therefore, lead di-
rectly to genetic tests for adhd. What they do, though,is dispel the idea that ADHD is merely bad behaviour, or 
even a mythical condition. And that, of itself, may help 
to change attitudes towards children who have it, and 
towards their parents.
FONTE: YOUTUBE
Nightwish – Song of myself
F Y
multimídia: música
Vocabulary:
underpinnings: razões, base
ailment: enfermidade; doença
brimming: cheio ;transbordante
deplore: deplorar
lack of: falta de
willy-nilly: a esmo; indiscriminadamente
inherited: herdado
bear: lidar; tolerar
blindness: cegueira
tweak: ajuste; mudança
sought: procurado
dispel: espalhar; dispersar; dissipar
FONTE: YOUTUBE
The White Stripes – I Just Don't Know 
What To do With Myself
F Y
multimídia: música
 32
www.busuu.com/pt
multimídia: site
Aplicando para 
aprender (A.P.A.)
Para os próximos 8 exercícios, escolha a alternativa que 
faz uso correto dos pronomes. 
1. George is always daydreaming. _________ is never 
connected to reality.
a) Him
b) Them
c) Ourselves
d) He
e) She
2. I depend on my computer. I simply can’t live without 
_______.
a) Him
b) He
c) Them
d) Its
e) It
3. In our modern world, computers are everywhere. Smart 
people have to learn how to deal with __________.
a) Itself 
b) Them 
c) It
d) Their
e) Theirs
4. Janeth entered the room and took a quick look at 
________ in the mirror.
a) Ourselves 
b) Them 
c) Her 
d) Himself 
e) Herself 
5. Parents should keep an eye on ____________ young 
kids at all times.
a) Their 
b) Them 
c) Themselves 
d) Yours 
e) Theirs 
6. You got a loan to open your business. I will do the 
same to open __________.
a) Me 
b) Myself 
c) Mine 
d) Their 
e) My 
7. He ________ built the car that won the championship.
a) Him 
b) Himself 
c) Herself 
d) His 
e) Ourselves 
8. Sarah likes______, but I don’t like _______. 
a) Me – her 
b) I – she 
c) Me – hers 
d) I – her 
e) Me – herself 
TEXTO PARA AS PRÓXIMAS 2 QUESTÕES:
Did you know?
Where there are salmon streams there usually are bears. And 
Vancouver Island, with its abundant salmon streams, seems like 
VIVENCIANDO
Ler em inglês amplia o acesso às informações e multiplica as possibilidades de expandir o conhecimento 
sobre qualquer assunto. Quem deseja ser um cidadão do mundo precisa do inglês.
 33
perfect bear habitat. The American black bear (Ursus americanus) 
does inhabit the island, but oddly there are no grizzly bears (Ur-
sus arctos), even though many are found just a short distance 
away on the mainland of British Columbia. Why? Some scientists 
believe that the two species of bear simply cannot coexist on 
islands, even though they do coexist on the continent – perhaps 
it would mean too much competition in a confined space. But 
the fact of the matter is that no one really knows. Alice J. Dunn 
DISPONÍVEL EM: <HTTP://MAGMA.NATIONALGEOGRAPHIC. COM/NGM/0302/
FEATURE06/INDEX.HTML>. ACESSADO EM 04 MAR. 2004. 
9. (Fatec) Which of the sentences below is false, accor-
ding to the text? 
a) Grizzly bears inhabit the mainland of British Columbia 
b) The American black bear and the grizzly bear coex-
ist on the continent. 
c) The American black bear and the grizzly bear coex-
ist on islands. 
d) Bears usually live near salmon streams. 
e) There are a lot of salmon streams on Vancouver Island. 
10. (Fatec) Its in “... with its abundant salmon streams ...” 
its refers to: 
a) a salmon stream. 
b) Vancouver Island. 
c) the American black bear. 
d) British Columbia. 
e) a grizzly bear.
A.P.A. Fixação
1. (Cesgranrio) Mark the option which completes the 
following sentence with the adequate pronouns:
 I. Businessmen have ........ own priorities. 
 II. Everyone must feel happy with ........ working habits. 
 III. Working from home allows a mother to spend more time 
with ........ children.
 IV. If you have never tried to work at home, you cannot dis-
cuss ........ disadvantages. 
a) I his, II their, III her, IV their. 
b) I their, II its, III their, IV its. 
c) I their, II his, III her, IV its. 
d) I its, II your, III its, IV their. 
e) I his, II his, III their, IV your. 
TEXTO PARA A PRÓXIMA QUESTÃO
Perhaps the only small thing native to Texas are pecans. Near-
ly blind Grandma Shaw shared her top-secret recipe with son 
Norman, who now bakes the tiny pecans (which have more 
natural oils and juice than the larger ones) in a brown sugar 
filling and flaky crust. Just pop IT in the oven for eight minutes 
at 300 degrees, add a scoop of vanilla ice cream, and bliss! One 
9-inch pecan pie is $16.95, which includes free shipping by 
second-day air in the continental United States. Contact Cryer 
Creek Kitchens. Phone: 800-468-0088. Fax: 903-872-9204.
2. (Uel) In the text, “it” refers to: 
a) oven.
b) crust.
c) scoop. 
d) recipe. 
e) ice cream. 
TEXTO PARA A PRÓXIMA QUESTÃO
Literature is the only place in any society where, within the secre-
cy of our own heads, we can hear voices talking about everything 
in every possible way. The reason for ensuring that privileged are-
na is preserved is not that writers want the absolute freedom to 
say and do whatever THEY please. It is that we, all of us, readers 
and writers and citizens and generals and godmen need that litt-
le, unimportant-looking room. We do not need to call it sacred, 
but we need to remember it is necessary. 
3. (Uel) In the text, THEY refers to: 
a) readers.
b) citizens.
c) voices.
d) writers.
e) heads.
TEXTO PARA A PRÓXIMA QUESTÃO
The political party may well be the most important institution 
in a democracy, for it is the instrument through which modern 
democracies govern themselves. Parties not only recruit people 
to fill top government positions and formulate the policies those 
officials will carry out; they also bring together under THEIR ban-
ners disparate sectors of the electorate, thereby providing gover-
nment with a broadly based popular legitimacy. These functions 
are essential to the operation of any government.” 
4. (FGV) O pronome em maiúsculo “THEIR” refere-se a: 
a) policies. 
b) people. 
c) officials. 
d) parties. 
e) democracies. 
5. (Unitau) Assinale a alternativa que corresponde à se-
quência de pronomes que mais adequadamente com-
pletam a sentença a seguir: 
____cat is sick because______ ate _____spoiled food 
over there.
a) its; he; that 
b) its; he; this 
c) his; its; this 
d) its; it; that 
e) his; it; that 
TEXTO PARA A PRÓXIMA QUESTÃO:
Why is the South Pole colder than the North Pole? Robert Binds-
chadler, a senior fellow and glaciologist at NASA’s Goddard Spa-
ce Flight Center, explains.
 34
Both polar regions of the earth are cold, primarily because they 
receive far less solar radiation than the tropics and mid-latitudes 
do. At either pole the sun never rises more than 23.5 degrees 
above the horizon and both locations experience six months of 
continuous darkness. Moreover, most of the sunlight that does 
shine on the polar regions is reflected by the bright white surface. 
What makes the South Pole so much colder than the North Pole 
is that it sits on top of a very thick ice sheet, which 1itself 4sits 
on a continent. The surface of the ice sheet at the South Pole is 
more than 9,000 feet in elevation – more than a mile and a half 
above sea level. Antarctica is by far the highest continent on the 
earth. In comparison, the North Pole 2rests in the middle of the 
Arctic Ocean, where the surface of floating ice 5rides only a foot 
or so above the surrounding sea. The Arctic Ocean also 3acts as 
an effective heat reservoir, warming the cold atmosphere in the 
winter and drawing heat from the atmosphere in the summer.
<HTTP://WWW.SCIAM.COM> 
6. (UFMG) The word “itself” (ref. 1) refers to: 
a) a thick ice sheet. 
b) a continent. 
c) the South Pole. 
d) the North Pole.
TEXTO PARA A PRÓXIMA QUESTÃO
Answer the questions with information from the text. 
7. (PUC-RS) Fill in the gaps with the suitable pronouns: 
a) my – she – her – his 
b) my – it – our – its 
c) his – it – his – her 
d) his – he – his – its 
e) its – he – our – our 
TEXTO PARA AS PRÓXIMAS 3 QUESTÕESDrinking problem
For years, athletes have been told to gulp lots of water to avoid 
dehydration. But a new study in The New England Journal of 
Medicine shows that some long-distance runners are overdoing 
it. Researchers found that 13 percent of 488 competitors at the 
2002 Boston Marathon drank so much fluid they developed 
hyponatremia, a life-threatening condition in which the blood 
salt levels plummet. But with warmer weather on the horizon, 
weekend warriors still need to worry about dehydration, which 
can lead to heat exhaustion and heat-stroke. According to the 
American Council on Exercise (acefitness.org), drinking plain 
H2O is usually preferable to sports drinks. For moderate exerci-
se of 60 minutes or less, drink about eight ounces of water 20 
to 30 minutes prior to working out; four to eight ounces every 
10 to 15 minutes during exercise and eight ounces or more 
within 30 minutes of finishing. 
 35
8. (Unesp) Os pronomes it e they, em destaque no texto, 
referem-se respectivamente a: 
a) beber muita água e 488 competidores. 
b) desidratação e pesquisadores. 
c) beber muita água e 13 por cento dos 488 competidores. 
d) desidratação e 13 por cento dos 488 competidores. 
e) beber muita água e pesquisadores. 
9. (Unesp) A causa para os atletas citados no texto de-
senvolverem hiponatremia foi: 
a) o nível de sal no sangue ter permanecido o mesmo. 
b) consequência de desidratação durante a competição. 
c) consequência da exaustão devido à competição.
d) o fato de serem corredores de longa distância.
e) a ingestão de muito líquido durante a competição. 
 10. (Unesp) As duas ocorrências da conjunção but no tex-
to apresentam uma ideia de: 
a) adição.
b) causa.
c) concessão.
d) contraste.
e) substituição.
A.P.A. Complementar
TEXTO PARA AS PRÓXIMAS 3 QUESTÕES
Climate change: forecast for 2100 is 
floods and heat ... and it’s man’s fault 
BY NICK ALLEN 
9:04PM BST 16 Aug 2013
Climate scientists have concluded that temperatures could jump 
by up to 5°C and sea levels could rise by up to 82 cm by the end 
of the century, according to a leaked draft of a United Nations 
(UN) report.
The UN Intergovernmental Panel on Climate Change (IPCC) 
also said there was a 95 per cent likelihood that global war-
ming is caused by human activities. That was the highest asses-
sment so far from the IPCC, which put the figure at 90 per cent 
in a previous report in 2007, 66 per cent in 2001, and just over 
50 per cent in 1995. 
Reto Knutti, a professor at the Swiss Fede-ral Institute of Tech-
nology in Zurich, said: “We have got quite a bit more certain 
that climate change is largely man-made. We’re less certain 
than many would hope about the local impacts.” The IPCC re-
port, the first of three in 2013 and 2014, will face intense scru-
tiny particularly after errors in the 2007 study, which wrongly 
predicted that all Himalayan glaciers could melt by 2035. Al-
most 200 governments have agreed to try to limit global war-
ming to below 2°C above pre-industrial times, which is seen as 
a threshold for dangerous changes including more droughts, 
extinctions, floods and rising seas that could swamp coastal 
regions and island nations. Temperatures have already risen by 
0.8°C since the Industrial Revolution. 
The report will say there is a high risk global temperatures will 
rise by more than 2°C this century. They could rise anywhere from 
about 0.6°C to almost 5°C a wider range at both ends of the 
scale than predicted in the 2007 report. It will also say evidence 
of rising sea levels is “unequivocal”. The report projects seas will 
rise by between 30 cm and 82 cm by the late 21st century. In 
2007 the estimated rise was between 18 cm and 58 cm, but that 
did not fully account for changes in Antarctica and Greenland.
Scientists say it is harder to predict local impacts. Drew Shin-
dell, a Nasa scientist, said: “I talk to people in regional power 
planning. They ask, ‘What’s the temperature going to be in this 
region in the next 20 to 30 years, because that’s where our 
power grid is?’ We can’t really tell.” 
ADAPTED FROM <TELEGRAPH.CO.UK>
1. (UFPR) Consider the following statements concerning 
global warming and the leaked draft of the IPCC report: 
1. Scientists think it is 95% likely that human activity 
is causing global warming. 
2. Temperatures could be 5°C warmer by the end of 
the current century. 
3. Sea levels are not likely to be higher than today by 
the end of the century. 
4. Scientists are surer now than in 2007 that humans 
are causing global warming. 
5. 50% of the scientists believed humans were the 
cause of climate change in 1995. 
Which of the statements above are TRUE, according 
to the text? 
a) Only statements 1, 3 and 5. 
b) Only statements 2, 3 and 4. 
c) Only statements 3 and 5. 
d) Only statements 1, 2 and 4. 
e) Only statements 2 and 5. 
2. (UFPR) Considering what the text says about the IPCC 
and its predictions and conclusions on global warming, 
mark true (T) or false (F) for the following statements: 
( ) The IPCC made a wrong prediction about the Hi-
malayas in the 2007 report.
( ) Himalayan glaciers will certainly disappear by 
2035 because of global warming. 
( ) The IPCC can now be sure of how climate change 
will impact different locations.
( ) IPCC’s new report will be carefully examined after 
the errors committed in 2007. 
( ) Global warming will have a huge impact in Swiss 
because of its large glaciers.
Mark the alternative which presents the correct se-
quence, from top to bottom.
a) T – F – F – T – F. 
b) F – T – T – F – T 
c) T – F – T – F – T. 
d) F – F – F – T – T. 
e) T – T – T – T – F. 
 36
3. (UFPR) Mark the correct alternative, according to 
the text. The word “it”, in boldface and italics (para-
graph 5), refers to: 
a) global warming. 
b) the greenhouse effect. 
c) rising sea levels. 
d) the 21st century. 
e) the IPCC report. 
TEXTO PARA AS PRÓXIMAS 7 QUESTÕES 
One of the major effects of eating too much sugar is a high in-
cidence of tooth decay. When we eat something with sugar in 
it, particularly refined sugar, enzymes in the saliva in the mouth 
begin to work immediately to change that sugar into a type of 
carbohydrate. 1As one eats, particles of the sugary food get stuck 
between the teeth and around the gums. As the food changes 
its chemical composition, the resultant carbohydrate produces 
bacteria that begin to eat away at the enamel on the outside of 
our teeth. This is 2actually the decaying of the tooth. 3Now, if this 
process happens each time we eat sugar, we can see that eating 
excessive amounts of sugar causes more and more tooth decay. 
It is true that some tooth decay can be avoided with immediate 
brushing after eating, removing all the particles of food trapped 
in the teeth. 4However, sweets are often eaten as snacks betwe-
en meals and during the day, times when people generally do 
not brush after eating. 5Therefore, the dangerous process of tooth 
decay is allowed to continue. 
SMALLEY, R. L. AND HANK, M.R. REFINING COMPOSITION SKILLS. 
1982, MACMILLAN PUBLISHING CO., INC., P.255. 
4. (Cesgranrio) Bacteria are very small organisms which... 
a) refine sugary food around the gums. 
b) wear away the enamel of the teeth. 
c) result in carbohydrates in the mouth. 
d) change the composition of the process. 
e) stick to the particles of sugary food. 
5. (Cesgranrio) According to the text, whenever we eat 
sugary food... 
a) enzymes change it into refined sugar. 
b) there is a low incidence of tooth decay. 
c) the sugar in the mouth turns into saliva. 
d) the teeth begin to work into the carbohydrates. 
e) a type of carbohydrate is produced by the saliva. 
6. (Cesgranrio) According to the text, eating large amounts 
of sugar...
a) results in accumulating weight.
b) causes growing chemical composition.
c) postpones the process of tooth decay.
d) brings about the decaying of the teeth.
e) wears away carbohydrate gain in the body.
7. (Cesgranrio) According to the text, what happens to 
thefood we eat?
a) It gets stuck when we eat gum.
b) It is eaten away by the bacteria.
c) It attacks the enamel covering the teeth.
d) It produces particles of bacteria in the mouth.
e) It has its chemical compostion changed in the mouth.
8. (Cesgranrio) In order to prevent tooth decay one 
should... 
a) remove the decayed tooth. 
b) avoid eating particles of food. 
c) eat neither between meals nor during the day. 
d) brush the teeth immediately before eating. 
e) brush the teeth immediately after having eaten. 
9. (Cesgranrio) The pronoun IT in the sentence “When 
we eat something with sugar in it, particularly refined 
sugar, enzymes in the saliva in the mouth begin to work 
immediately to change that sugar into a type of carbohy-
drate.” refers to the word...
a) saliva. 
b) sugar. 
c) mouth. 
d) something. 
e) refined sugar. 
10. (Cesgranrio) Mark the option that contains the ap-
propriate pronouns to complete the sentences below. 
Animals’ teeth are changing ...(I)... composition. 
That animal had ...(II)... teeth in perfect conditions. 
He brushes ...(III)... teeth whenever he eats something. 
If the patient dies, we call ...(IV)... relatives. 
The bacteria found ...(V)... way to the stomach. 
a) (I) their, (II) its, (III) his, (IV) his, (V) their 
b) (I) its, (II) their, (III) its, (IV) his, (V) its. 
c) (I) their, (II) its, (III) her, (IV) her, (V) his. 
d) (I) his, (II) their, (III) his, (IV) her, (V) their. 
e) (I) their, (II) his, (III) their, (IV) its, (V) her.
11. ZOMBIE NEUROSCIENCE
I don’t know if cockroaches dream, but I imagine if they do, jewel 
wasps feature prominently in their nightmares. These small, so-
litary tropical wasps are of little concern to us humans; after all, 
they don’t manipulate our minds so that they can serve us up 
as willing, living meals to their newborns, as they do to unsus-
pecting cockroaches. The story is simple, if grotesque: the female 
wasp controls the minds of the cockroaches she feeds to her of-
fspring, taking away their sense of fear or will to escape their fate. 
What turns a once healthy cockroach into a mindless zombie it’s 
venom. Not just any venom, either: a specific venom that acts like 
a drug, targeting the cockroach’s brain.
(ADAPTADO DE CHRISTIE WILCOX, ZOMBIE NEUROSCIENCE. SCIENTIFIC AMERICAN, 
NEW YORK, V. 315, N. 2, 
P. 70–73, 2016.)
De acordo com o autor,
a) certas baratas conseguem escapar de ataques de 
vespas comportando-se como zumbis.
b) baratas são capazes de ações predatórias que mal 
podemos imaginar.
 37
c) vespas fêmeas de uma certa espécie podem con-
trolar a mente das baratas.
d) uma barata pode inocular um veneno que transfor-
ma uma outra barata em um zumbi.
A.P.A. Dissertativo
1. Complete the text below using personal, possessive 
or reflexive pronouns. 
Ernest Hemingway was probably the greatest American writer 
in the 20th century. __________ was born in the USA in the 
beginning of the 20th century but traveled and lived in many 
countries. All of _________ books deal mostly with the universe 
of the simple men. This is exactly what happens in his most fa-
mous book “The Old Man and the Sea”. _________ is about a 
fisherman who is facing many difficulties to earn a life. In one last 
try to get some fish, the fisherman goes to the sea and catches 
a gigantic fish, ties __________ to his boat and takes it to his 
village, so it can be eaten by people. He thinks that the fish is so 
big that it can be food to all of _________.
All Hemingway’s works are extremely famous around the world, 
especially three of _________: ‘For whom the bell tolls’, ‘Snows 
of Kilimanjaro’ and ‘Farewell to Arms. He-mingway __________ 
was a fisherman, pugilist and fought in the Spanish Civil War in 
the 1930’s. In America, Hemingway is still seen as a true hero and 
people use __________ personal history to inspire _________ 
lives. Unfortunately, Hemingway fell into a very strong depression 
and killed _________ in 1961, what couldn’t be enough to era-
se all his achievements.
Gabarito
Aplicando para aprender (A.P.A)
1. D 2. E 3. B 4. E 5. A
6. C 7. B 8. A 9. C 10. B
A.P.A. Fixação
1. C 2. B 3. D 4. D 5. E
6. A 7. B 8. C 9. E 10. D
A.P.A. Complementar
1. D 2. A 3. E 4. B 5. E
6. D 7. E 8. E 9. D 10. A
11. C
A.P.A. Dissertativo
1. he – his - it – it – them – them – himself – his - their- himself
 38
1. Present tenses (tempos 
verbais do presente)
A ideia desta aula é fazer uma coletânea das formas ver-
bais da língua inglesa que, de uma maneira ou de outra, são 
compreendidas como formas verbais dos tempos presentes 
do português. Antes de qualquer coisa, é fundamental ter em 
mente que, quando alguém lê um texto em língua estrangei-
ra, a não está traduzindo o texto, mas negociando o seu sig-
nificado com sua língua materna. A tradução é uma divisão 
do estudo de idiomas e, apesar do senso comum dizer “eu 
não estou conseguindo traduzir este texto”, não há tempo 
suficiente nos vestibulares para que se faça uma tradução. 
Vários tempos e formas verbais da língua inglesa, após 
uma rápida leitura, “chegam” para o leitor como se esti-
vessem no pre sente do indicativo em português, indepen-
dentemente de como são chamados em inglês. Portanto, o 
que se propõe aqui é que se agrupem algumas formas e 
tempos verbais do inglês que são "entendidos" como pre-
sente. São elas: simple present, to be, there to be e alguns 
modal verbs.
2. Simple present (regra geral)
A grande maioria dos verbos em inglês segue as regras 
apresentadas neste item, portanto muita atenção.
Ao contrário do português, que apresenta múltiplas desinên-
cias (o final dos verbos), o inglês normalmente não tem 
desinências, com a exceção sendo a adição da letra “s” às 
terceiras pessoas do singular (he, she, it). Observe os exem-
plos a seguir:
To need = precisar, necessitar
I need to work better. (Eu preciso trabalhar melhor)
You need to work better. (Você precisa trabalhar 
melhor)
He needs to work better. (Ele precisa trabalhar 
melhor)
She needs to work better. (Ela precisa trabalhar 
melhor)
It needs improvements. (Isto precisa de melhorias)
We need to work better. (Nós precisamos traba-
lhar melhor)
You need to work better. (Vocês precisam traba-
lhar melhor)
They need to work better. (Eles/elas precisam tra-
balhar melhor)
Percebe-se que, enquanto a língua inglesa acrescenta à 
base form dos verbos (infinitivo sem a partícula "to") a 
letra "s" na terceira pessoa do singular (he, she, it), a lín-
gua portuguesa acrescenta várias desinências aos verbos 
(preciso, precisa, precisamos, etc).
Casos particulares:
1. To have = ter, possuir
Exemplos: 
I have, you have, he/she/it has, we have, you have, 
they have. (NUNCA use he/she/it haves)
2. A verbos terminados em "s", "y" (precedido por 
vogal), "ch", "sh", "x" e "o", "z", "ss" acrescenta-
-se “es” em vez de somente "s". 
Exemplos:
I wash – He washes
You watch – She watches
They go – It goes
I fix – She fixes
3. Verbos terminados em "y" precedido de consoan-
te. Substitua o "y" por "ies"
Exemplos:
I fly – it flies
 They try – He tries.
THE HERE AND NOW
HABILIDADES: 5, 6, 18 e 30
COMPETÊNCIAS: 2, 6 e 9
CLASS 4
 39
Do we need to study more? (Nós precisamos 
estudar mais?)
Do you need to study more? (Vocês precisam 
estudar mais?)
Do they need to study more? (Eles/elas precisam 
estudar mais?)
FONTE: YOUTUBE
3ª aula de inglês - Simple Present / Presente Simples
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3. To be
O verbo to be não segue as mesmas regras que orientam a 
maioria dos verbos em inglês. Ele é o único que apresenta 
três formas de presente. São elas:
I am Brazilian. (Eu sou brasileiro)
He/She/It is from the Netherlands. (Ele/ela/isto é 
da Holanda.)
You/We/They are thirsty. (Você(s)/Nós/Eles(as) 
estão com sede)
Talvez a maior dificuldade ao se lidar com o verbo to be 
resida no fato de que, ao ser vertido para o português, ele 
possa ter tanto estar quanto ser como significado, depen-
dendo do contexto em que o verboestá inserido.
3.1. Formas negativas
Para se conseguir as formas negativas do verbo to be, de-
ve-se apenas acrescentar a partícula not à forma afirmativa. 
Em alguns casos, o verbo e a palavra not podem ser contra-
ídos. Observe as contrações possíveis (abaixo apresentadas).
I am not Brazilian. (Eu não sou brasileiro)
He/She/It is not (isn’t) from the Netherlands. 
(Ele/ela/isto não é da Holanda.)
You/We/They are not (aren’t) thirsty. (Você(s)/
Nós/Eles(as) não estão com sede.)
3.2. Formas interrogativas
Para que se obtenham as formas interrogativas do verbo to 
be, deve-se apenas inverter a posição do verbo e do sujeito. 
2.1. Formas negativas do simple present
A forma negativa dos verbos no simple present segue uma 
norma bem simples: acrescente do not (don’t) quando o 
sujeito for I, you, we, they; acrescente does not (doesn’t) 
quando o sujeito for he, she, it.
Importante: Do e does fazem as vezes de verbo auxiliar 
nesses casos, ou seja: não têm função alguma a não ser 
mostrar ao leitor a conjugação da frase. Como é essa a fun-
ção deles, são eles que recebem a desinência -s da terceira 
pessoa do singular. Dessa maneira, ao se utilizar tanto do 
quanto does, o verbo da oração permanece na base form.
Exemplos:
I don’t (do not) need to study better. (Eu não 
preciso estudar melhor)
You don’t (do not) need to study better. (Você 
não precisa estudar melhor)
He doesn’t (does not) need to study better. (Ele 
não precisa estudar melhor)
She doesn’t (does not) need to study better. (Ela 
não precisa estudar melhor)
It doesn’t (does not) need improvements. (Isto 
não precisa de melhorias)
We don’t (do not) need to study better. (Nós não 
precisamos estudar melhor)
You don’t (do not) need to study better. (Vocês 
não precisam estudar melhor)
They don’t (do not)need to study better. (Eles/
elas não precisam estudar melhor)
2.2.Formas interrogativas
Para que se obtenham as formas interrogativas dos verbos 
no simple present, deve-se fazer uso dos verbos auxiliares 
do (para os pronomes I, you, we, they) e does (he, she, it), 
colocados antes dos respectivos sujeitos. 
Observe os exemplos a seguir:
Do I need to study more? (Eu preciso estudar mais?)
Do you need to study more? (Você precisa estu-
dar mais?)
Does he need to study more? (Ele precisa estu-
dar mais?)
Does she need to study more? (Ela precisa es-
tudar mais?)
Does it need improvements? (Isto precisa de 
melhorias?)
 40
Observe os exemplos:
Am I wrong? (Eu estou errado?)
Are you (we/they) tired? (Você(s)/Nós/Eles(as) 
estão cansados?)
Is he (she/it) Brazilian? (Ele/ela/isto é do Brasil?)
4. There to be
A estrutura there to be é usualmente entendida como o 
verbo haver, existir, ocorrer. Ela apresenta duas formas no 
presente: there is (para o singular) e there are (para o plural).
Exemplos:
There is a bakery near my school. (Há/existe 
uma padaria perto da minha escola)
There are many bakerys near school. (Há/exis-
tem muitas padaria perto da escola)
Deve-se acrescentar a partícula not às formas afirmativas 
do there to be para que se obtenham suas respectivas for-
mas negativas. Observe as contrações possíveis (abaixo 
apresentadas)
There is not (isn’t) a single restaurant around here. 
(Não há/existe um único restaurante próximo 
daqui)
There are not (aren’t) restaurants on your street. 
(Não há/existem restaurantes na sua rua)
4.1. Formas interrogativas
Para que se obtenham as formas interrogativas do verbo 
there to be, deve-se apenas inverter a posição do verbo e 
da partícula there. Observe os exemplos:
Is there a bakery near your school? (Há/existe 
uma padaria perto de sua escola?)
 Are there many bakerys near your school? (Há/
existem muitas padarias perto da escola?)
FONTE: YOUTUBE
A 04 - There To Be - Inglês - Vestibulando Digital
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FONTE: YOUTUBE
Aulas para ajudar no ENEM, Inglês aula 
3 - Present Continuous - parte 1 de 2
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5. Present continuous 
(present progressive)
O Present Continuous apresenta enorme semelhança com o 
tempo verbal Presente Contínuo da língua portuguesa. Ele é 
um tempo verbal que serve para expressar ações temporárias 
ou simultâneas à fala. O Present Continuous (ou Progressive) 
é formado pelo presente do verbo to be (concordando com 
cada sujeito) mais um outro verbo no gerund (sufixo ING).
Veja os exemplos:
I am composing a song right now. (Eu estou 
compondo uma música neste exato momento.)
You are listening my music. (Você está ouvindo 
minha música.)
He is composing a song on his acoustic guitar. (Ele 
está compondo uma música em sua guitarra.)
She is singing in her room. (Ela está cantando no 
quarto dela.)
It is working very well. (Isto está funcionando 
muito bem.)
We are watching a very interesting movie. 
(Nós estamos assistindo um filme a muito 
interessante.)
You are wasting money. (Vocês estão desperdi-
çando dinheiro.)
They are surfing the web on their computers. 
(Elas(es) estão navegando na internet em com-
putadores.)
As formas interrogativas do Present Continuous são dadas 
pela inversão do sujeito com o verbo to be.
Exemplos:
Are you paying attention to the instructions? 
(Você está prestando atenção às instruções?)
 41
Is it working properly? (Isto está funcionan-
do corretamente?)
As formas negativas do Present Continuous são dadas pela 
adição de not às formas do to be.
She is not (isn’t) composing a music. (Ela não 
está compondo uma música.)
I am not thinking about it. (Eu não estou pen-
sando sobre isso.) 
5.1. Apêndice
5.1.1. Uso enfático dos auxiliares do e does
Além de serem utilizados nas formas negativas e interro-
gativas, os auxiliares do e does também podem ser utiliza-
dos em frases afirmativas com função enfática. Estude os 
exemplos a seguir:
She loves you (Ela te ama) 
She does love you (Ela realmente te ama)
I speak English (Eu falo inglês) 
I do speak English (Eu realmente falo/ Eu falo 
muito bem inglês)
Note que, ao se enfatizar a ação utilizando o verbo auxiliar, 
a desinência desaparece do verbo, pois é o verbo auxiliar 
que, como se sabe, sofre as alterações necessárias.
www.nytimes.com/video
multimídia: site
6. Combating tropical disease
Scanning mosquitoes with infrared 
light could help to control malaria
Their spectra are full of valuable information
PRINT EDITION | SCIENCE AND TECHNOLOGY. DEC 18TH 2018
Malaria killed 435,000 people last year, most of them in 
Africa. The parasite that causes the illness is carried by fe-
males of some, but not all, species of mosquitoes of the 
genus Anopheles. An insect becomes infected by biting an 
infected human being. Over the course of ten to 12 days, 
the parasites then multiply inside her. Once this has hap-
pened she transmits them with her bite.
FONTE: YOUTUBE
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The threat posed by an individual mosquito thus depends 
on its species, sex and age. Knowing these for lots of local 
insects gives a better idea of where, when and how to in-
tervene in a particular place. If the locals are, for example, 
of a species that prefers to bite people inside houses, or to 
rest indoors after feeding, fumigating household interiors 
is the best approach. If not, it may be better to locate and 
disrupt breeding sites, using aerial spraying.
Sex is easy to determine. Males have bushy mouths—in es-
sence, beards. Females do not. Determining species and age, 
though, is slow and laborious. dna must be sequenced. Bod-
ies must be dissected under microscopes. Chemical analyses 
must be performed. Laboratories in Britain and Tanzania are 
therefore testing an alternative—infrared spectroscopy.
Mario González-Jiménez, a chemist at the University of 
Glasgow, uses a diamond and a piece of steel that act as a 
hammer and anvil, crushing the mosquito to be analysed. 
The infrared light is then provided by a laser. With the insect 
duly splattered across one facet of the diamond, this laser 
is shone through the crystal onto it. The light reflected backout of the crystal by the insect’s remains is run through a 
spectroscope for analysis.
Part of the incident light will have been absorbed by various 
chemicals in the mosquito—particularly chitin (a structural 
carbohydrate), proteins and lipids in the animal’s cuticle. 
This absorption shows up in the reflected light’s spectrum 
as an absence of certain frequencies. These absences are 
called Fraunhofer lines, after the German physicist who dis-
covered them two centuries ago. Particular molecules cre-
ate particular patterns of Fraunhofer lines, as the missing 
light energy has been absorbed to drive the vibrations of 
atomic bonds within those molecules.
Properly analysed, Fraunhofer lines provide information 
about the exact chemical make-up of whatever is reflecting 
the light. Their patterns in spectra therefore correspond to 
 42
the different chemistries of species, sexes and ages. That 
permits the construction of a library, with which unknown 
insects can be compared.
Diamond geezerst hat, at least, is the theory. Dr González-
Jiménez is trying to put it into practice. His methods are now 
83% accurate at recognising species, and close to 100% 
accurate at recognising age. He and his colleagues are also 
using the process to try to determine how resistant the now-
dead insect being examined would have been to insecticides.
What works in a laboratory in a Scottish city might not, 
though, work in the African countryside. The person in charge 
of testing that out is Fredros Okumu, science director of the 
Ifakara Health Institute, a Tanzanian organisation. Ifakara 
runs Mosquito City, a research facility in the Kilombero River 
valley. Mosquito City’s buzzing, whining “biospheres” mimic 
local field conditions, even down to banana plants and goats. 
Besides testing the equipment, Dr Okumu and his team are 
also trying to extend the range of data that mosquito spectra 
can provide, including into the way the insects behave. Some 
mosquitoes, for example, feed only on people. Others dine as 
well on chickens, cows and goats.
This is all valuable information. But it will be much more 
valuable if it can be gathered easily in the field. Engineers 
at Glasgow are therefore working on a laser optimised 
to emit light at the frequencies best suited for analysing 
mosquitoes. Meanwhile, those at Ifakara are experimenting 
with shoebox-sized versions of the apparatus that can be 
taken into the countryside. Their aim is eventually to shrink 
this to something the size of a mobile phone. That could 
shine a whole new light on the problem of malaria.
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The Bangles - Eternal Flame (Official Video)
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Vocabulary:
Anvil: bigorna
duly: devidamente; pontualmente
splatter/splattered: esparramar; esguichar
absence: ausência
bonds: vínculo; ligação
whine/whinning: choramingar
range: alcance; variação
gather: juntar; coletar
shrink: espremer; apertar; encolher; reduzir
put into: inserir; colocar
Aplicando para 
aprender (A.P.A.)
1. A forma interrogativa de “Beto lives in Paris” é: 
a) Does Beto lives in Paris? 
b) Do Beto lives in Paris? 
c) Is Beto live in Paris? 
d) Does Beto live in Paris? 
e) Does not Beto live in Paris? 
2. A forma negativa de “People are not afraid of sur-
geries” é: 
a) People are not afraid of surgeries. 
b) People don’t afraid of surgeries. 
c) People doesn’t afraid of surgeries. 
d) People not afraid of surgeries. 
e) Are not people afraid of surgeries. 
3. A frase, em inglês, correspondente a “Você não sabe 
que o teste de matemática é amanhã?” é: 
a) Don’t you know that the Math test is tomorrow? 
b) Do you know not that the Math test is tomorrow? 
c) Do you not know that the Math test is tomorrow? 
d) You know not that the Math test is tomorrow? 
e) Not you know that the Math test is tomorrow? 
4. A frase “Jimmy plays the guitar very well” tem como 
forma negativa: 
a) Jimmy doesn’t plays the guitar very well. 
b) Jimmy don’t play the guitar very well. 
c) Jimmy doesn’t play the guitar very well. 
d) Jimmy plays not the guitar very well. 
e) Jimmy not play the guitar very well.
5. Complete with Simple Present or Present Continuous 
(Progressive) 
She generally _____________ the piano, but at present 
she _____________ the guitar.
a) is playing / plays 
b) is plaing / plays 
c) plays / is playing 
d) playing / are playing 
e) plays / is plaing 
6. (Unesp) He doesn’t_______ anymore. 
a) smoking
b) no smoking
c) smokes
d) smoked
e) smoke
 43
1. (ITA) Quais os verbos que devem preencher as lacu-
nas II a III respectivamente?
a) are rising - raise
b) are raising - rise
c) are rising - rise
d) is raising - raise
e) is rising - rise
TEXTO PARA A PRÓXIMA QUESTÃO
Why do bees fuss about so much when they fly, instead of for-
ming a tidy flock like birds? Birds flying in a flock keep to a highly 
ordered pattern, whereas a swarm of bees is a cloud of chaos. 
This difference has long puzzled scientists, but now a team of 
Japanese researchers has come up with a simple mathematical 
model to explain it. [The researchers] began with a simple ana-
logy. Stars in a galaxy move under the influence of each other’s 
gravity in a way that can be described by Newton’s laws. Identify 
the influences felt by an insect or bird, the researchers reasoned, 
and its flying patterns should be just as easy to predict. 
ADAPTED FROM NEW SCIENTIST, 15 JUNE 1996 
2. (Fuvest) A forma correta do singular de “Why do bees 
fuss about so much when they fly?” é: 
a) Why does bee fuss about so much when it fly? 
b) Why do an bee fusses about so much when it flies? 
c) Why does a bee fuss about so much when it flies?
d) Why does the bee fuss about so much when it fly? 
e) Why does a bee fusses about so much when it flies? 
TEXTO PARA A PRÓXIMA QUESTÃO
Tess of the D’Urbervilles is the story of the seduction, betrayal, 
and destruction of an innocent girl, Tess Durbeyfield, who is led 
by her foolish parents into thinking she comes from an ancient 
noble family, the D’Urbervilles. Encouraged to claim Kingship with 
the family, Tess is seduced by the suave, plausible Alec D’Urberville, 
who abandons her when she bears his baby. The child dies, and 
Tess finds a new love with the egotistic, self-righteous Angel Clare. 
When he hears her story on their wedding night, he too abandons 
her. In despair, Tess murders Alec. She 1finds a few fleeting days of 
hap-piness with Clare, who returns to her before she is captured 
and hanged. In the famous last lines of the novel, which could fit 
any other of Hardy’s works almost as well, “ ‘Justice’ was done, 
and the President of the Immortals ... had ended his sport with 
views through compassionate eyes the difference between the fate 
human beings deserve and the one that they suffer.” 
3. (UFRGS) The correct verbal forms of the nouns “se-
duction”, “betrayal”, and “destruction” are: 
a) seduce - betray - destroy.
b) seduct - betray - destroy.
c) seduce - betrayal - destruct.
d) seduct - betrayal - destruct.
e) seduce - betray - destruct.
TEXTO PARA A PRÓXIMA QUESTÃO
International advertising can be a risky business. When McDonald’s 
launched Le Big Mac in Paris, it discovered that in local slang this 
7. Books________ very good companions, aren’t they?
a) are
b) is
c) aren’t
d) don’t be
e) isn’t
8. He ____________ pudding. Why __________ him 
something else? 
a) don’t like / do you offer 
b) doesn’t likes / don’t you offer 
c) doesn’t like / don’t you offers 
d) doesn’t like / don’t you offer 
e) aren’t like / do not you offer 
9. Complete with Simple Present or Present Continu-
ous (Progressive) 
She usually _______________ against injustice, but at 
this moment she ____________ against unemployment.
a) protest / protesting
b) protests / is protesting
c) is protesting / protests
d) protest / are protesting
e) protested / are protesting
10. Complete with Simple Present or Present Continu-
ous (Progressive) 
Today he _______________ jeans and T- shirts, but he 
usually _______________a suit at work.
a) is wearing / wears
b) wears / is wearing 
c) wearing / wear 
d) wear / are wearing 
e) has wearing / wearing 
A.P.A. Fixação
TEXTO PARA A PRÓXIMA QUESTÃO
BRAZIL’S NETWORK BOOM 
BRAZIL IS ON THE VERGE OF A NETWORK SURGE. BUT EXACTLY 
HOW THEY’LL ALL IS STILL UP IN THE AIR. 
Probably the only thing that Brazil’s two pay TV heavywei-
ghts, Globo and TVA, agree ___(I)___ is that the country’s 
multichannel business is on the verge of a boom. The two 
companies, which have fought one of the most IMPASSIO-
NED battles for dominance to be found anywhere in the pay 
TV world, ___(II)___ the intensity of their cable and wireless 
competition and extending it to direct-to-home television 
this year. And with the number of Brazilian pay TV subscri-
bers expected to ___(III)___ fivefold to 5 million by the end 
of the decade, both sides are FEVERISHLY putting together 
new programming services to make their packages as ALLU-
RING as possible. (...) 
BY IAN KATZ MULTICHANNEL NEWS. INTERNATIONAL, 
 44
meant “the big pimp”. It is not just a question of language either; 
national advertising styles also vary considerably. The British like hu-
mor and irony in their ads, whereas the Germans regard this appro-
ach as frivolous. The French are more sexist than the British and will 
use semi naked women in almost any context. The Italians generally 
like to see beautiful people wearing beautiful clothes driving beau-
tiful cars. These are not just national stereotypes, but based on hard 
experience. Different countries also prefer different products. 
4. (UFPB) The text is PREDOMINANTLY in the _________.
a) present tense 
b) past tense 
c) future tense 
d) present perfect tense 
e) present progressive tense 
5. (Mackenzie) Indicate the alternative that best com-
pletes the following sentence. “I ________ WHEN 
________ THAT I HAVE TO STUDY.” 
a) don’t like - she says 
b) never like - she will tell me 
c) can’t like - she says 
d) mustn’t like - she speaks 
e) don’t like it - she tells me 
6. (Mackenzie) Indicate the alternative that best com-
pletes the following sentence. “This guide______ use-
ful______about the city.” 
a) gives - information 
b) have given - information 
c) is giving - piece of informations 
d) gave- pieces of informations 
e) will give - pieces of informations
TEXTO PARA A PRÓXIMA QUESTÃO 
NORTH KOREA
SHOP TILL YOU DROP... THE BOMB? 
The Tokyo District called Akihabara is a vast market for cool vide-
ogames, computer gear and pet robots. But according to some 
young Japanese parliamentarians, Akihabara is to North Korean 
spies what U.S. atomic-energy labs are to Chinese spooks. The 
North Koreans troll for gadgets to improve Pyongyang’s weapons 
- everything from “fish finder” sonar sets to handheld Global Po-
sitioning Systems. 
Aboard one North Korean submarine captured by South Korea 
last year, “all the radar, GPS and computer terminals were made 
in Japan,” says Ichita Yamamoto of the ruling Liberal Democratic 
Party. He says Japanese technology is also used in North Korea’s 
Taepodong missile, which is said to be capable of hitting targets 
as far away as Alaska and Hawaii.
Last week the young lawmakers presented legislation to block 
the sale of any off-theshelf item deemed useful for North Ko-
rean weapons. But Japan has a history of lax export controls. 
And the weapons builders are finding more and more uses for 
civilian technology. Which explains why Akihabara has become 
North Korea’s Los Alamos. 
NEWSWEEK 
7. (Fatec) Assinale a alternativa que contém, respectiva-
mente, os mesmos tempos verbais dos verbos destaca-
dos na frase a seguir: “He SAYS Japanese technology IS 
also USED in North Korea’s...’’.
a) rans / is run 
b) lies / is layd 
c) lais / is lain 
d) lays / is laid 
e) runs / is ran 
8. (Mackenzie) Indicate the alternative that best com-
pletes the following sentence. “Paulo knows how to 
drive a truck and ______.” 
a) Mark does neither 
b) either does Mark 
c) so does Mark 
d) nor does Mark 
e) Mark does either
TEXTO PARA A PRÓXIMA QUESTÃO
CHRISTMAS
If you try to catch a train, a bus or an airplane on December 24th, 
you may have difficulty in finding a seat. This is the day when 
many people are traveling home to be with their families on 
Christmas Day, December 25th. For most British families, this is 
the most important festival of the year, it combines the Christian 
celebration of the birth of Christ with the traditional festivities of 
winter. On Sunday before Christmas many churches hold a carol 
service where special hymns are sung. Sometimes carol-singers 
can be heard on the streets as they collect money for charity. 
Most families decorate their houses with brightly-colored paper, 
and they usually have a Christmas tree in the corner of the front 
room, glittering with colored lights and decorations.
There are a lot of traditions connected with Christmas, but 
perhaps the most important one is the giving of presents. Fa-
mily members wrap up their gifts and leave them at the bottom 
of the Christmas tree to be found on Christmas morning. Small 
children believe that their gifts come from Santa Claus. Their 
parents tell them that Santa Claus lives in the North Pole and, 
on the night before Christmas, he travels the world in a sled 
pulled by reindeer. He goes down the chimneys of houses to 
leave gifts only for children who have been good. At some time 
on Christmas Day, the family will sit down to a big turkey dinner 
followed by desserts specially prepared for the occasion. Later 
in the afternoon, they may watch the Queen on television as 
she delivers her traditional Christmas message to the United 
Kingdom. If they have room for even more food they may en-
joy a piece of Christmas cake. December 26th is also a public 
holiday, and this is the time to visit friends and relatives or be a 
spectator at one of the many sporting events. 
FROM: SHEERIN, S.; SEATH, J.; WHITE, G. SPOTLIGHT ON BRITAIN. 
OXFORD: OXFORD UNIVERSITY PRESS, 1995, P.13. (ADAPTED) 
9. (UFSC) Choose the correct proposition(s) to complete 
the following paragraph. Children ______ a long sock at 
the end of their bed on Christmas Eve, December 24th, 
______ that Santa Claus will come down the chimney 
 45
______ night and bring them small presents, fruit and 
nuts. Their expectations are usually not ______!
01) hang - looking - before the - disapproved
02) leave - hoping - during the - disappointed
04) hide - thinking - on - motivated
08) put - expecting - at - frustrated
16) place - wishing - in - explained
32) have - feeling - after the - disagreed
TEXTO PARA A PRÓXIMA QUESTÃO
Gerald Middleton was a man of 1mildly but persistently depres-
sive temperament. 2Such men are not at their best at breakfast, 
nor is the week before Christmas their happiest time. Both La-
rwood and Mrs. Larwood had learned over the years to respect 
their employer’s melancholy moods by remaining silent. They 
did so on this morning. The house on Montpellier Square was 
as 3noiseless as a tomb. Mrs. Middleton had rung up from her 
house in Marlow as early as eight o’clock to inquire what ar-
rangements her husband had made for his annual visit to her. 
Would he, she asked, arrange to bring down their son John? 
Mrs. Larwood had tactfully refused to wake Professor Middle-
ton; she would see that he phoned Mrs. Middleton during the 
morning, she said. The message was placed with the letters and 
newspapers beside Gerald’s plate. 
The prospect of speaking to his wife on the telephone and, even 
more, of the family Christmas party 4greatly heightened his de-
pression. He decided not to open his letters until he had read the 
news or to open “The Times” until he had softened his spirits 
with the more popular daily newspaper which always accompa-
nied it. It was an unwise decision: the optimistic presentation of 
decidedly bad news on the front page turned his passive gloom 
into active irritation. On the middle page was a lengthy article by 
his son John.He always swore that he would not read his son’s 
articles, yet he always did so. Their 5cocksure and sentimental 
tone at least lent justification to his 6hearty dislike of his younger 
son, particularly if he accompanied his reading by a mental image 
of his wife’s cooing admiration of their son’s talent. 
ADAPTED FROM: WILSON, ANGUS. ANGLO-SAXON ATTITUDES. 
HARMONDSWORTH: PENGUIN, 1968. P. 11 
10. (UFRGS) What justifies the use of verbs in the pres-
ent tense in the second sentence (ref. 2) is the fact that 
that sentence expresses a: 
a) generalization. 
b) systematization. 
c) formalization. 
d) simplification. 
e) formulation.
A.P.A. Complementar
TEXTO PARA AS QUESTÕES 1 A 5
Dengue fever: Millions at risk as a new outbreak of dengue 
fever sweeps Latin America Apr 19, 2007 — There is no vacci-
ne. There is also no good way to treat it — just fluids and the 
hope that the fever will break. At first it seems like a case of 
severe flu, but then the fever rises, accompanied by headaches, 
excruciating joint pain, nausea and rashes. In its most serious 
form, known as dengue hemorrhagic fever (DHF), it involves 
internal and external bleeding and can result in death. Fuelled 
by climate change, dengue fever is on the rise again throughout 
the developing world, particularly in Latin America. According 
to the World Health Organization, dengue is now endemic in 
more than 100 tropical and sub-tropical countries around the 
world, affecting some 50 million people a year, mostly in ur-
ban or semi-urban areas. A further 2.5 billion, two-fifths of the 
world’s population, are considered “at risk”. About 500,000 
people, many of them children, are believed each year to de-
velop a form of DHF serious enough to require treatment in 
hospital. Worldwide, 2.5% of DHF cases die; without proper 
care, the proportion can exceed 20%.
Anyone who survives an infection by one of the four viruses 
that cause the disease gains lifelong immunity from that virus. 
But subsequent infection by another variant increases the risk 
of developing DHF, which is becoming much more common in 
Latin America. In Mexico, for example, just one in 50 cases was 
hemorrhagic six years ago, says José Ángel Córdoba Villalobos, 
Mexico’s se-cretary of health. Now one in five is. Last year just 
over 500,000 cases of dengue were reported in Latin America, 
including more than 14,000 hemorrhagic cases, 187 of which 
resulted in death. This year nearly 200,000 dengue cases have 
already been reported, including 2,693 cases of DHF. At least 37 
people have died, including 11 in Paraguay and 17 in Brazil.
The dengue viruses are transmitted to humans through the bite 
of a female Aedes mosquito, which acquires the viruses while 
feeding, normally on the blood of an infected person. Given that 
there is no known preventive treatment or anti-viral cure, the only 
practical way to prevent the viruses’ spread is to eliminate the 
Aedes mosquitoes by preventing them from breeding. In Mexi-
co, the house-to-house programme mounted by the government 
to get people during the rainy season to remove rubbish and 
standing water where mosquitoes breed has been extended ye-
ar-round — with some success. The number of dengue cases re-
ported this year is well down on last year, but the rainy season — 
the main breeding time for the mosquitoes — has yet to come.
<WWW.ECONOMIST.COM>. ADAPTADO. 
1. (Unifesp) Os sintomas iniciais da dengue:
a) são febre alta, dor na nuca e vômito intermitente. 
b) causam dores nas juntas devido a pequenas he-
morragias.
c) são semelhantes aos de uma gripe forte.
d) são precursores de hemorragia interna que leva à morte.
e) devem ser tratados com ingestão de líquidos e an-
titérmicos.
2. (Unifesp) Dengue fever: 
a) does not have an efficient vaccine, but there are 
some preventive treatments. 
b) presents a higher incidence in rural and scarcely 
populated areas. 
c) is endemic mainly among people who live near rivers. 
d) may be transmitted through human contact or the 
Aedes mosquito bite. 
e) may be caused by four variants of virus. 
 46
3. (Unifesp) Segundo a OMS, a população mundial que 
corre o risco de contrair dengue é de:
a) 2,5 bilhões de pessoas.
b) 50 milhões de pessoas.
c) 50 mil pessoas.
d) 500 mil crianças.
e) 20% da população de 100 países. 
4. (Unifesp) The DHF, the most serious form of dengue: 
a) does not develop in people who have gained life-
long immunity from the virus. 
b) develops in 20% of cases in Mexico at present. 
c) caused the death of 20% of people worldwide.
d) resulted in 2,693 deaths in Latin America. 
e) has affected mainly people in Brazil and Paraguay. 
5. (Unifesp) A única maneira prática de evitar a dissemi-
nação do vírus da dengue é por meio de: 
a) tratamentos preventivos de saúde pública intensivos.
b) programas de cura com antivirais disponíveis para 
as populações de risco.
c) campanhas governamentais para alertar a popu-
lação sobre os sintomas.
d) medidas para evitar a proliferação do mosquito Aedes.
e) programas domiciliares como o mexicano, que ocorre 
durante a época de chuvas.
TEXTO PARA AS PRÓXIMAS 5 QUESTÕES
Brow-Raising ‘Mona Lisa’ Discovery: French 
Engineer Uses Technology to Uncover Secrets of 
Mysterious Smiler
OCT. 18, 2007
The “Mona Lisa” may have a few secrets still, but at least one of 
the mysteries surrounding Leonardo da Vinci’s 16th-century mas-
terpiece has been solved: the lady does indeed have eyebrows. 
Using a high-tech camera, a French engineer has uncovered 
what has long been held as a fact about the painting, that its 
subject was painted without eyebrows or eyelashes. That as-
sumption, according to Pascal Cotte, was wrong. Cotte, a Fren-
ch photographer and engineer, used a 240 million-pixel camera 
to photograph the painting outside of its glass encasing at the 
Louvre in Paris. The camera used infrared technology and strong 
illumination to scan the painting. 
With his camera, the engineer was able to virtually peel back 
layers of the painting revealing how it looked when it was origi-
nally painted. The images are currently being shown in San Fran-
cisco with a traveling exhibit about the painter. 
In the process of photographing and scanning the images, Cotte 
discovered that the “Mona Lisa’s” eyebrows and eyelashes were 
originally painted on the piece. They disappeared either because 
of a botched attempt to clean the painting or because the paint’s 
oil and pigment faded over time. Through the photographs, Cotte 
also learned the order in which da Vinci painted the “Mona Lisa” 
and spotted drawings underneath the paint that show a change 
in the position of her fingers. The images also revealed the touch-
-up the painting was given in 1956 to repair damage it suffered 
after a rock was thrown at the painting. The exhibit, “Da Vinci: 
An Exhibition of Genius,” runs in San Francisco’s Metre on Center 
through the end of the year. 
FONTE: <WWW.ABCNEWS.GO.COM/TECHNOLOGY/ 
6. (PUC-SP) A obra Mona Lisa:
a) teve todos os seus segredos interpretados pela alta 
tecnologia computacional, aliada à fotografia.
b) é considerada a mais representativa do século XVI, 
de acordo com o fotógrafo francês Pascal Cotte.
c) é a obra-prima de Leonardo da Vinci, mas ainda 
não se sabe se foi ele mesmo que a pintou. 
d) representa uma mulher que, segundo se acredita-
va, foi pintada sem cílios nem sobrancelhas. 
e) teve seu sorriso misterioso desvendado pelo uso da 
tecnologia de alta definição. 
7. (PUC-SP) Pascal Cotte:
a) cuidadosamente descascou as camadas de tinta reto-
cada de Mona Lisa para chegar à representação original.
b) fotografou Mona Lisa fora de sua proteção de vi-
dro, com uma câmera de alta tecnologia.
c) levou Mona Lisa para uma exposição em São Fran-
cisco, juntamente com suas fotografias.
d) descobriu que Mona Lisa foi pintada com a ajuda 
de alunos de Leonardo da Vinci e que suas mãos es-
tavam inacabadas. 
e) aplicou uma forte iluminação de raios infraverme-
lhos para avaliar a qualidade dos pigmentosque Leo-
nardo da Vinci usou. 
8. (PUC) No trecho do primeiro parágrafo “The lady does 
indeed have eyebrows”, a expressão does indeed indica:
a) contradição.
b) ênfase.
c) restrição.
d) interrogação.
e) hipótese.
9. (PUC) No trecho do quarto parágrafo do texto – In 
the process of photographing and scanning the images, 
Cotte discovered that the “Mona Lisa’s” eyebrows and 
eyelashes were originally painted on the piece. – a ex-
pressão the piece refere-se a: 
a) eyebrows and eyelashes. 
b) images.
 47
c) oil and pigment. 
d) photographing. 
e) Mona Lisa. 
10. (PUC) Por meio das fotografias de Pascal Cotte des-
cobriu-se que:
a) Mona Lisa foi apedrejada em 1956 e sofreu reto-
ques nos danos.
b) os pigmentos usados por Leonardo da Vinci eram 
oleosos e de tons esfumaçados. 
c) os dedos de Mona Lisa foram retocados para recu-
perar a posição original. 
d) a expressão característica de Mona Lisa con- tinua 
a ser um mistério. 
e) Mona Lisa foi pintada em uma determinada sequência.
A.P.A. Dissertativo
1. Write the right form of the verbs below in the third 
person singular. Follow the models. Model: asks (to ask) 
answers (to answer)
a) ____________ (talk)
b) ____________ (play)
c) ____________ (stay)
d) ____________ (pass) 
e) ____________ (need) 
f) ____________ (take) 
g) ____________ (mix) 
h) ____________ (echo) 
i) ____________ (watch) 
j) ____________ (wash) 
2. Using the words in parentheses, complete the text 
below with the appropriate tenses. You can use sim-
ple present or present continuous. Follow the models: 
Model 1: Where is Sally? 
She (to watch) is watching a movie in bed. 
Model 2: What does she do for a living? 
She (to write) writes travelbooks 
a) Every Monday. Sarah (drive) ________________ 
her kids to football practice. 
b) Usually, I (work)____________=___________
___ as a secretary at IBM, but this summer I (study) 
________________ French at a language school in 
Lion. That is why I am in Lion. 
c) Shhhhh!Be quiet! Joseph (sleep) ___________ 
_______________. 
d) Don’t forget to take your umbrella. It (rain)______
__________________. 
e) I hate living in Seattle because it (rain, always) 
________________. 
f) I’m sorry I can’t hear what you (say)_________
__________________ because everybody (talk) 
________________ so loudly. 
g) Laurence (write, currently) ______________ a 
book about his adventures in Thayland. I hope he can 
find a good publisher when he is finished. 
h) John: Do you want to come over for dinner tonight? 
Sarah: Oh, I’m sorry, I can’t. I (go) _________ to a 
movie tonight with some friends.
i) The business cards (be, normally) ______________
printed by a company in Cardiff. Their prices (be) 
_______________ inexpensive, yet the quality of 
their work is quite good.
j) This delicious chocolate (be) _________________ 
made by a small chocolatier in Geneve, Switzerland.
3. Write the interrogative form of the sentences a-l below. 
a) The countries are among the best to… 
b) Brazil is among the best countries to… 
c) A good gadget relies on good software. 
d) Good gadgets rely on good software. 
e) There is only one device that… 
f) There are many devices that… 
g) Colombia can start a process which… 
h) The UK could start a process that… 
i) The actual CEO’s might opt for a new… 
j) New CEO’s may opt for an old approach. 
k) Members should consider offers… 
l) Representatives must consider new proposals. 
Interrogative 
a) ____________________________________ 
b) ____________________________________ 
c) ____________________________________ 
d) ____________________________________ 
e) ____________________________________ 
f) ____________________________________ 
g) ____________________________________ 
h) ____________________________________ 
i) ____________________________________ 
j) ____________________________________ 
k) ____________________________________ 
l) ____________________________________ 
4. Write the negative form of the sentences a-l above.
Negative 
a) ____________________________________ 
b) ____________________________________ 
c) ____________________________________ 
d) ____________________________________ 
e) ____________________________________ 
f) ____________________________________ 
g) ____________________________________ 
h) ____________________________________ 
i) ____________________________________ 
j) ____________________________________ 
k) ____________________________________ 
l) ____________________________________ 
5. Write the interrogative-negative form of the senteces 
a-l above. 
Interrogative Negative 
a) ____________________________________ 
 48
b) ____________________________________ 
c) ____________________________________ 
d) ____________________________________ 
e) ____________________________________ 
f) ____________________________________ 
g) ____________________________________ 
h) ____________________________________ 
i) ____________________________________ 
j) ____________________________________ 
k) ____________________________________ 
l) ____________________________________ 
Gabarito
Aplicando para aprender (A.P.A.)
1. D 2. A 3. A 4. C 5. C
6. E 7. A 8. D 9. B 10. A
A.P.A. Fixação
1. B 2. C 3. A 4. A 5. E
6. A 7. D 8. C 9. 02 + 08 = 10 10. A
A.P.A. Complementar
1. C 2. E 3. A 4. B 5. D
6. D 7. B 8. B 9. E 10. E
A.P.A. Dissertativo
1. 
a) talks 
b) plays 
c) stays 
d) passes 
e) needs 
f) takes 
g) mixes 
h) echoes 
i) watches 
j) washes 
2.
a) drives 
b) work - am studying 
c) is sleeping 
d) is raining 
e) always rains 
f) are saying - is talking 
g) is currently writing 
h) am going 
i) are normally printed - are 
j) is made 
3. Interrogative 
a) Are the countries among the best to… 
b) Is Brazil among the best countries to… 
c) Does good gadget rely on good software… 
d) Do good gadgets rely on good softwares… 
e) Is there only one device that… 
f) Are there many devices that…
g) Can Colombia start a process which… 
h) Could the UK start a process that… 
i) May the actual CEO’s opt for a new… 
j) May new CEO’s opt for an old approach. 
k) Should members consider offers… 
l) Must representatives consider new proposals…
4. Negative 
a) The countries aren’t among the best to… 
b) Brazil isn’t among the best countries to… 
c) A good gadget doesn’t rely on good software. 
d) Good gadgets don’t rely on good softwares. 
e) There isn’t only one device that… 
f) There aren’t many devices that… 
g) Colombia cannot (can’t) start a process which… 
h) The UK couldn’t start a process that… 
i) The actual CEO’s might not opt for a new… 
j) New CEO’s may not opt for an old approach. 
k) Members shouldn’t consider offers… 
l) Representatives mustn’t consider new proposals. 
5. Interrogative-Negative
a) Aren’t the countries among the best to…?
b) Isn’t Brazil among the best countries to…?
c) Doesn’t a good gadget rely on good software…?
d) Don’t good gadgets rely on good softwares…?
e) Isn’t there only one device that…?
f) Aren’t there many devices that…?
g) Can’t Colombia start a process which…?
h) Couldn’t the UK start a process that…?
i) May the actual CEO’s not opt for a new…?
j) May new CEO’s not opt for an old approach. ?
k) Shouldn’t members consider offers…?
l) Mustn’t representatives consider new proposals…?
 49
O objetivo desta unidade é fazer uma coletânea das formas 
verbais da língua inglesa que, de um jeito ou de outro, são 
compreendidas como formas verbais dos tempos passados 
do português. Vários tempos e formas verbais da língua 
inglesa, após uma pequena alteração de seu significado 
enquanto se realiza a leitura, "vem" para o leitor como se 
estivessem no passado em português, independentemente 
de como são chamados em inglês. Logo, a aproximação 
aqui proposta sugere o agrupamento dessas formas e tem-
pos verbais do inglês. São elas: simple past, to be, there 
to be e o modal verb can.
1. Simple past (regra geral)
A maior parte dos verbos em inglês atende às regras apre-
sentadas neste item, portanto muita atenção. Quandose 
trata de simple past, os verbos da língua inglesa se des-
dobram em duas categorias: verbos regulares e verbos 
irregulares.
FONTE: YOUTUBE
SIMPLE PAST | Passado Simples
F Y
multimídia: vídeo
2. Regular verbs 
(verbos regulares)
Os verbos regulares são os "queridinhos"dos alunos bra-
sileiros por se configurarem de forma mais simples. Para 
obter o passado dos verbos regulares, basta acrescentar o 
sufixo ED ou, às vezes, IED a sua base form (infinitivo sem a 
partícula to), independente de quem seja o sujeito. Observe 
os exemplos a seguir:
to need (precisar, necessitar)
I needed to be smarter. (Eu precisei ser mais in-
teligente.)
You needed to be smarter. (Você precisou ser 
mais inteligente.)
He needed to be smater. (Ele precisou ser mais 
inteligente)
She needed to be more careful. (Ela precisou ser 
mais cuidadosa.)
It needed to be practical. (Isto precisava ser mais 
prático.)
We needed to be more practical. (Nós precisa-
mos ser mais práticos(as).)
You needed to be more practical. (Vocês precisa-
ram ser mais práticos)
They needed to be more practical. (Elas(es) preci-
saram ser mais práticos(as).)
Quando um verbo termina em -y, deve-se prestar 
atenção na letra que antecede o -y, assim como antes 
de se colocar -s no presente simples.
Caso o verbo termine em -y precedido de vogal, deve-
se colocar o ED.
Já caso o -y seja precedido de consoante, retira-se a 
letra y e coloca-se IED.
Veja o exemplo abaixo:
She played the guitar very well because she 
studied for many years. (Ela tocava violão 
muito bem pois estudou por muitos anos).
3. Irregular verbs 
(verbos irregulares)
Encarar os verbos irregulares talvez seja o maior desafio para 
o estudante brasileiro quando se depara com o simple past 
FOCUS ON THE PAST
HABILIDADES:
3, 4, 6, 7, 8, 22, 23, 28 
e 29
COMPETÊNCIAS: 1, 2, 7 e 9
CLASS 5
 50
 to go
You didn’t go to Jake's birthday yesterday. (Vo-
cês não foram para o aniversário do Jake ontem.)
We didn’t go to work toguether. (Nós não fomos 
para o trabalho juntos.)
3.2. Formas interrogativas
Para se verter uma frase para a forma interrogativa quan-
do um verbo está no simple past, é preciso acrescentar o 
verbo auxiliar did antes do sujeito da oração. Observe, mais 
uma vez, que o verbo principal deve permanecer na base 
form (infinitivo sem to). Veja os exemplos a seguir:
Exemplos: 
Did you need to be more careful? 
(Você precisou ser mais cuidadoso(a)?)
Did she took the subway to work? 
(Ela pegou o metrô para o trabalho?)
Did they go home early? 
(Elas foram cedo para casa?)
4. To be
O verbo to be tem duas formas de passado: was (I, he, she, 
it) e were (you, we, they). 
Observe os exemplos:
I was at work yesterday. 
(Eu estava no trabalho ontem).
You were at home yesterday. 
(Você estava em casa ontem.)
He was an French singer. 
(Ele era um cantor francês.)
She was an Spanish doctor. 
(Ela era uma médica espanhola)
The bike (it) was here four hours ago. 
(A bicicleta estava aqui há quatro horas atrás.)
We were busy yesterday. 
(Nós estávamos ocupados(as) ontem.)
They were bought in Russia in 2019. 
(Eles foram comprados na Rússia em 2019.)
4.1. Formas interrogativas
Para chegar às formas interrogativas de passado do verbo 
to be, deve-se trocar a posição do verbo com o sujeito da 
oração. Veja alguns exemplos.
da língua inglesa. Nesse aspecto, a língua inglesa se parece 
com a portuguesa, apresentando formas verbais variadas 
(daí o termo irregular), e, assim como para aprender o por-
tuguês, também se torna necessário memorizar tais formas. 
Entretanto, tenha em mente que há apenas uma forma de 
passado para cada verbo, independente do sujeito. Seguem-
-se apenas alguns exemplos. (Uma tabela de verbos irregu-
lares está inserida no término desta unidade.)
 to take – took (past)
I took the subway to work. (Eu peguei o metrô 
para trabalhar)
She took the subway to work. (Ela pegou o me-
trô para o trabalho)
We took the subway to work. (Nós tomamos o 
metrô para o trabalho)
 to go – went (past)
You went to school. (Você foi para a escola)
He went too far. (Ele foi longe demais.)
They went home together. (Eles foram juntos 
para casa)
 to eat – ate (past)
I ate the whole pizza (Eu comi a pizza inteira)
The dog ate our food (O cachorro comeu a nos-
sa comida)
We ate pasta toguether (Nós comemos macar-
rão juntos) 
3.1. Formas negativas
Para chegar às formas negativas dos verbos no simple past, 
é preciso acrescentar, após o sujeito e antes do verbo prin-
cipal, o verbo auxiliar did mais a partícula not, independen-
te do verbo ser regular ou irregular. Como, mais uma vez, 
está sendo inserido um verbo auxiliar, é ele que "vai pro 
passado" no lugar do verbo principal, que permanece na 
base form. Observe os exemplos:
 to need 
I did not (didn’t) need to be more charismatic 
than usual. (Eu não precisei ser mais carismática 
do que de costume.)
He didn’t (did not) need to be more skilful. (Ele 
não precisou ser mais habilidoso)
 to take
I didn’t take the bus. (Eu não peguei o ônibus)
They didn’t take the subway. (Eles(as) não pega-
ram o metrô).
 51
Exemplos:
Were you at home yesterday? 
(Você estava em casa ontem?)
Was it here four hours ago? 
(Aquilo/isso estava aqui há quatro horas?)
Were they bought in Russia in 2019? 
(Eles foram comprados na Rússia em 2019?)
4.2. Formas negativas
Para chegar às formas negativas do verbo to be no passa-
do, deve-se inserir a palavra not após o verbo. Observe as 
contrações possíveis.
I was not (wasn’t) at home yesterday. (Eu não 
estava em casa ontem).
You were not (weren’t)at work yesterday. (Vocês 
não estavam no trabalho ontem.)
He wasn’t an French singer. (Ele não foi um 
cantor francês.)
5. There to be
Assim como no presente, duas formas de passado para o 
verbo there to be se apresentam: there was (para passa-
do singular) e there were (para passado plural). Veja os 
exemplos a seguir.
There was a restaurant near here. 
(Havia/existia um restaurante perto daqui.)
There were many restaurants here. 
(Havia/existiam muitos restaurantes perto 
daqui.)
5.1. Formas negativas 
Para chegar às formas negativas de passado do there to be, 
é preciso acrescentar a palavra not às formas afirmativas. 
Veja os exemplos:
There was not (wasn’t) any restaurant near 
here. (Não havia/existia um restaurante per-
to daqui.)
There were not (weren’t) many restaurants 
here. (Não havia/existiam muitos restaurantes 
perto daqui.)
5.2. Formas interrogativas
Ao trocar a posição da forma verbal was ou were com o 
pronome there, obtém-se a forma interrogativa do verbo 
there to be. Veja os exemplos:
Was there a person waiting here? (Havia/exis-
tia uma pessoa esperando aqui?)
Were there some people waiting here? (Ha-
via/existiam algumas pessoas esperando aqui?)
6. Can
Os modal verbs serão tratados de forma separada em uma 
unidade específica, mas, para que você já tenha um auxí-
lio para sua leitura, seria importante que soubesse que o 
verbo can tem todas as suas formas de passado (incluídas 
as de subjuntivo) concentradas na palavra could com qual-
quer que seja o sujeito envolvido.
Sophia could play sing very well when she was 
a child. (Sophia podia cantar muito bem quando 
ela era criança.)
Two years ago we could buy a car, but today this 
is impossible. (Há dois anos nós podíamos com-
prar um carro, mas hoje isso é impossível.)
I would go home if I could. (Eu iria para casa se 
eu pudesse.)
7. Used to
Ao se deparar com textos em língua inglesa, o aluno sem-
pre lida com um problema comum de quem tem o portu-
guês como língua materna: as formas de passado do inglês 
são correspondentes nossos verbos do pretérito perfeito ou 
do pretérito imperfeito? Como devo entender uma frase 
como "I played very well"? "Eu joguei muito bem" ou "Eu 
jogava muito bem"?
FONTE: YOUTUBE
Inglês - Used To
F Y
multimídia: vídeo
As frases grafadas em simple past em inglês usualmen-
te correspondem ao que é nomeado em português como 
pretérito perfeito (ex: joguei, comi, bebi). Parase obter o 
mesmo significado das sentenças em português no pretéri-
to imperfeito (ex: jogava, comia, bebia), a língua inglesa faz 
uso da estrutura used to. Em linhas gerais, ela é utilizada 
para expressar uma ação que era verdadeira no passado, 
mas que não é mais. Observe os exemplos:
 52
I used to play basketball very well. (Eu costuma-
va jogar/jogava basquete muito bem)
She used to be a great singer. (Ela era/costu-
mava ser uma grande cantora)
Did you use to travel to the country when you 
lived abroad? (Você costumava viajar/viajava 
para o interior quando você morou no exterior?)
I didn’t use to like it, but now I do. (Eu não cos-
tumava gostar disso, mas agora eu gosto)
FONTE: YOUTUBE
Used To Love Her - Guns N' Roses Lyrics
F Y
multimídia: música
8. Past continuous
Muito parecido com o caso previamente apresentado do 
present continuous, o past continuous da língua inglesa é 
um tempo verbal utilizado para expressar uma ação que 
estava acontecendo simultaneamente a outra no passado 
e é formado por uma forma de passado do verbo to be 
(was ou were) mais um outro verbo de ação acrescido do 
sufixo ING (gerund). Estude os exemplos:
When you called, I was taking a shower. (Quan-
do você ligou eu estava tomando banho)
Were you sleeping when I called you yester-
day? (Você estava dormindo quando eu te 
liguei ontem?)
She wasn’t paying attention when the tea-
cher assigned her homework. (Ela não estava 
prestando atenção quando o professor pas-
sou a lição de casa.)
Apêndice #1: formas interrogativo-negativas
As diversar formas verbais abordadas nesta unidade (sim-
ple past, to be, there to be e can) mostram, além das for-
mas apresentadas (afirmativa, negativa e interrogativa), 
uma quarta forma: a interrogativo-negativa. As formas 
interrogativo-negativas são obtidas a partir das formas ne-
gativas, cada um dos verbos seguindo suas próprias regras. 
Estude os exemplos a seguir:
Didn’t they like their new clothes? (Eles(as) não 
gostaram de suas novas roupas?)
FONTE: YOUTUBE
Learn English ESL Irregular Verbs Grammar Rap 
Song! StickStuckStuck with Fluency MC!
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Didn’t you talk to him? (Você não conversou 
com eles?)
Weren’t you at home yesterday? (Você não es-
tava em casa ontem?)
Wasn’t there a person waiting here? (Não havia 
uma pessoa esperando aqui?)
Couldn’t you ride bicycles when you were 6? 
(Você não conseguia andar de bicicleta quando 
você tinha 6 anos de idade?)
Calvin and Hobbes - Tenth Anniversary Book
Livro de tirinhas em inglês do autor favorito dos exames 
vestibulares, familiarize-se com a linguagem coloquial 
pedida nesse tipo de questão.
multimídia: livro
Apêndice #2: Uso enfático do auxiliar did
Além das formas interrogativas e negativas, há outro uso 
para o auxiliar did: o enfático. Tal como no presente sim-
ples, é o verbo auxiliar que carrega o fardo da flexão de 
tempo, com o verbo principal se mantendo na base form. 
Veja os exemplos a seguir.
I liked the show (Eu gostei do show) – I did like 
the show (Eu gostei muito do show)
She told you not to be mad (Ela lhe pediu 
que não se chateasse) – She did tell you not to 
be mas (Ela realmente lhe pediu/foi muito 
clara ao lhe pedir que não se chateasse.)
 53
Apêndice #3: Tabela dos 150 verbos mais comuns da 
língua inglesa (regulares e irregulares). A segunda coluna 
apresenta as formas de passado desses verbos, e a terceira 
coluna as formas de particípio passado (past participle).
infinitive
simple 
past
past 
participle
tradução do 
infinitivo
1. be was/were been ser, estar
2. have had had ter
3. do did done fazer
4. say said said dizer, falar
5. get got got, gotten conseguir, obter
6. make made made fazer
7. go went gone ir
8. see saw seen ver
9. know knew known saber, conhecer
10. take took taken tomar, pegar
11. think thought thought pensar, achar
12. come came come vir
13. give gave given dar
14. look looked looked olhar
15. use used used usar, utilizar
16. find found found encontrar,descobrir
17. want wanted wanted querer, procurar
18. tell told told dizer
19. put put put pôr, colocar
20. mean meant meant
significar,que-
rer dizer
21. become became become tornar-se
22. leave left left partir, sair
23. work worked worked trabalhar
24. need needed needed precisar,necessitar
25. feel felt felt sentir
26. seem seemed seemed parecer
27. ask asked asked perguntar, pedir
28. show showed showed, shown
mostrar,de-
monstrar
29. try tried tried tentar
30. call called called chamar, ligar
31. keep kept kept manter, continuar
32. provide provided provided fornecer, prover
33. hold held held segurar, conter
34. turn turned turned virar, mudar
35. follow followed followed seguir
36. begin began begun iniciar, começar
37. bring brought brought trazer
38. like liked liked gostar
39. forget forgot forgotten esquecer
40. help helped helped ajudar
41. start started started começar
42. run ran run correr, administrar
43. write wrote written escrever
44. set set set preparar, arrumar
infinitive
simple 
past
past 
participle
tradução do 
infinitivo
45. move moved moved mover, mudar
46. play played played
jogar, brincar, 
tocar, executar
47. pay paid paid pagar
48. hear heard heard ouvir, escutar
49. include included included incluir
50. believe believed believed acreditar
51. allow allowed allowed permitir
52. meet met met encontrar,conhecer
53. lead led led
levar,condu-
zir, liderar
54. live lived lived viver, morar
55. stand stood stood levantar
56. happen happened happened acontecer, ocorrer
57. carry carried carried carregar
58. talk talked talked conversar
59. appear appeared appeared aparecer
60. produce produced produced produzir
61. sit sat sat sentar
62. offer offered offered oferecer
63. consider considered considered considerar
64. expect expected expected
esperar, ter 
expectativa
65. suggest suggested suggested sugerir
66. let let let deixar, permitir
67. read read read ler
68. require required required requerer
69. continue continued continued continuar
70. lose lost lost perder
71. add added added adicionar
72. change changed changed mudar
73. fall fell fallen cair
74. remain remained remained
permanecer,re-
manecer
75. remember remembered remembered lembrar
76. buy bought bought comprar
77. speak spoke spoken falar, conversar
78. stop stopped stopped parar
79. send sent sent enviar, mandar
80. receive received received receber
81. decide decided decided decidir
82. win won won ganhar, vencer
83.understand understood understood
entender,com-
preender
84. describe described described descrever
85. develop developed developed desenvolver
86. agree agreed agreed concordar
87. open opened opened abrir
88. reach reached reached alcançar
89. build built built construir
90. involve involved involved envolver
 54
9. Treating autism
Gut bacteria may offer a 
treatment for autism
A common probiotic holds the key
HTTPS://WWW.ECONOMIST.COM/SCIENCE-AND-TECHNOLOGY/2018/12/08/
GUT-BACTERIA-MAY-OFFER-A-TREATMENT-FOR-AUTISM
Autism affects people’s social behaviour and communica-
tion, and may impair their ability to learn things. All this 
is well known. Less familiar to most, though, are the gas-
trointestinal problems associated with the condition. The 
intestines of children with autism often harbour bacteria 
different from those in the guts of the neurotypical. As a 
consequence, such people are more than three times as 
likely as others are to develop serious alimentary-canal di-
sorders at some point in their lives.
Unfortunate though this is, the upset gut floras of autistic 
people are seen by some investigators as the key to the 
condition—and to treating it. Recent research has shown 
that altering animals’ intestinal bacteria can have drama-
tic effects on their nervous systems. Ameliorating autism 
by tinkering with the ecology of the gut might thus be a 
fruitful line of inquiry.
A study just published in Neuron suggests that it is. In it, 
Mauro Costa-Mattioliof Baylor College of Medicine, in 
Texas, and his colleagues demonstrate that introducing a 
particular bacterium into the guts of mice that display au-
tistic symptoms can abolish some of those symptoms. The 
infinitive
simple 
past
past 
participle
tradução do 
infinitivo
91. spend spent spent
gastar, passar 
o tempo
92. return returned returned retornar
93. draw drew drawn
desenhar,retirar, 
empatar
94. die died died morrer
95. hope hoped hoped
esperar, ter 
esperança
96. create created created criar
97. walk walked walked caminhar, andar
98. sell sold sold vender
99. wait waited waited esperar
100. cause caused caused causar
101. pass passed passed passar
102. lie lied lied mentir
103. accept accepted accepted aceitar
104. watch watched watched assistir
105. raise raised raised elevar, aumentar
106. base based based basear
107. apply applied applied aplicar
108. break broke broken
quebrar,in-
terromper
109. explain explained explained explicar
110. learn iearned/learnt learned, learnt aprender
111. increase increased increased
aumentar, 
incrementar
112. cover covered covered cobrir
113. grow grew grown
crescer, 
desenvolver
114. claim claimed claimed
alegar, afirmar, 
clamar
115. report reported reported reportar, descrever
116. support supported supported apoiar, dar suporte
117. cut cut cut cortar
118. form formed formed formar
119. stay stayed stayed ficar, permanecer
120. contain contained contained conter
121. reduce reduced reduced reduzir
122. establish established established estabelecer
123. join joined joined juntar, juntar-se
124. wish wished wished desejar
125. achieve achieved achieved
alcançar, 
conquistar
126. seek sought sought procurar
127. choose chose chosen escolher
128. deal dealt dealt lidar, negociar
129. face faced faced encarar, enfrentar
130. fail failed failed falhar
131. serve served served servir
132. end ended ended terminar
133. kill killed killed matar
134. occur occurred occurred ocorrer
infinitive
simple 
past
past 
participle
tradução do 
infinitivo
135. drive drove driven dirigir, conduzir
136. represent represented represented representar
137. rise rose risen levantar, aumentar
138. discuss discussed discussed discutir, dialogar
139. love loved loved amar, adorar
140. pick picked picked pegar, escolher
141. place placed placed colocar, pôr
142. argue arqued argued discutir
143. prove proved proved provar
144. wear wore worn vestir
145. catch caught caught pegar, apanhar
146. enjoy enjoyed enjoyed usufruir, curtir
147. eat ate eaten comer
148.introduce introduced introduced
introduzir, 
apresentar
149. enter entered entered entrar
150. present presented presented apresentar
 55
bug in question is Lactobacillus reuteri. It is commonly fou-
nd in healthy digestive systems and helps regulate acidity 
levels. And it is also easily obtainable for use as a probiotic 
from health-food shops.
Mens sana in corpore sano
Dr Costa-Mattioli and his team first reported L. reuteri’s 
effects on autism in 2016, after conducting experiments 
with obese female mice. These animals have a tendency 
to give birth to offspring with autistic traits familiar from 
people—unwillingness to socialise, repetitive behaviour 
and unwillingness to communicate (in the case of mice, 
via ultrasonic squeaking). The researchers noted that the 
guts of both the obese mothers and their young were 
bereft of L. reuteri. They wondered what effect transplant-
ing these bugs into the animals might have. They found, 
when they did so to the offspring, that the youngsters’ 
autism-like traits vanished.
That led to the latest experiments, on mice that have au-
tistic symptoms induced in four other, different ways. Some 
were genetically edited to be autistic. Some were exposed 
to valproic acid, a drug used to treat bipolar disorder and 
migraines that is known to induce autism in fetuses. Some 
had their guts cleared of all bacteria. And some belonged to 
a strain called btbr, individuals of which display autism-like 
traits that have no known cause.
Martina Sgritta, one of Dr Costa-Mattioli’s colleagues, an-
alysed the bacteria in the guts of all of these animals. She 
found that, while the genetically engineered mice and the 
btbr mice had, as expected, reduced levels of L. reuteri, and 
those with bacteria-free guts were (obviously) free of the 
bug altogether, the valproic-acid mice had normal amounts 
of the bacterium.
This last result was unexpected, but the team carried on re-
gardless. They arranged for between seven and 15 mice of 
each of the four types to have, starting at the age of three 
weeks, their drinking water laced with L. reuteri. Equivalent 
numbers of each type continued to be given ordinary water 
as a control. During the course of the experiment the mice 
had their faeces collected regularly, so that their bacteria 
could be tracked. And, at the age of seven weeks, they 
were given two sorts of social tests.
The first test involved putting each experimental mouse 
into a perspex container from which it could go either into 
a chamber where there was an empty wire cup or into one 
where there was a similar cup containing an unfamiliar 
mouse. Subject mice were left in the container for ten min-
utes and were monitored to see how long they spent with 
the empty cup and with the other mouse.
The second test placed a mouse in an arena where an-
other, unfamiliar mouse was already present. An observer, 
who did not know which mice were controls and which 
had been given L. reuteri in their water, then noted how 
often over the course of ten minutes the two mice touched, 
sniffed, groomed and crawled on one another.
In both tests, all the mice that had had their water laced 
with L. reuteri, regardless of how their autism had been 
induced, were more sociable than equivalents that had 
been drinking unlaced water. In the first, they spent twice 
as much time with the mouse under the wire cup. In the 
second, they engaged in many more social interactions 
with the unfamiliar mouse.
The team’s initial hypothesis had been that the supplemen-
tary L. reuteriwere somehow changing the gut flora of the 
mice exposed to them into something more normal. But 
they weren’t. Indeed, L. reuteri proved able to abolish autis-
tic behaviour even in those mice which had guts otherwise 
devoid of microbes—as well as in those with valproic-aci-
d-induced autism, which already had normal levels of the 
bug. That suggests boosting levels of this bacterial species 
is shaping behaviour all by itself.
Their next hypothesis was that the bacterium was doing this 
by interacting somehow with oxytocin, a hormone that sha-
pes behaviour and plays a part in the ways in which people 
and other mammals form social bonds. Dr Costa-Mattioli 
knew from work published in 2013 that spraying oxytocin 
into the noses of mice with autistic symptoms helps to ame-
liorate some of those symptoms. Dr Sgritta therefore ran the 
experiments again, but this time on autistic mice that had 
had the oxytocin receptors on the relevant neurons disabled 
by genetic engineering. In these new experiments, the pre-
sence of L. reuter in drinking water had no effect.
Follow-up examinations of the mice in all these experiments 
looked at the strengths of connections between nerve cells 
within part of the brain called the ventral tegmental region. 
This region regulates, among other things, motivation and 
reward-related social behaviour. Nerve signals are carried by 
the movement of ions (electrically charged atoms), so the 
team were able to measure connection-strength by moni-
toring the flow of ions at the junctions between nerve cells 
in this region. Strong connections, with lots of ion flow, in-
dicated that social experiences were rewarding. These were 
normal in the mice exposed to L. reuteri, which makes sense 
since animals treated with the bacterium sought out more 
social experiences. Conversely, weak connections (those with 
little ion flow)indicated that social experiences were not tri-
ggering a reward. Such weak connections were found in ani-
mals that had not been exposed to the bacterium.
 56
FONTE: YOUTUBE
Lynyrd Skynyrd - Born to Run
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The researchers suspected that such effects were con-
trolled by signals from the gut that are being transmitted 
by the vagus nerve, which connects gut and brain. To test 
this idea they cut that nerve in selected animals. In these 
animals, subsequent treatment with L. reuteri failed to 
abolish their autistic symptoms.
The crucial aspect of this work is L. reuteri’s wide availabili-
ty—an availability approved by regulators such as America’s 
Food and Drug Administration. This existing approval, which 
means L. reuterI poses no known health hazard, simplifies 
the process of organising clinical trials.
Clearly, autism in people is more complicated than a mere 
willingness to associate with others. And getting too excit-
ed about a mouse trial is usually a mistake. But in Dr Cos-
ta-Mattioli’s view his results, which have been replicated in 
part by Evan Elliot’s laboratory in Bar-Ilan University, Israel, 
would justify embarking on at least preliminary trials in-
tended to determine whether L. reuteri has positive effects 
on people with autism, and might thus be worth pursuing.
Others agree. Sarkis Mazmanian of the California Institute 
of Technology works in the same area. He says of these 
results: “I think the bar is now very low for getting this re-
search moved on to human trials since most people already 
have these bacteria inside them and we know there are 
few, if any, safety or toxicity issues.”
The general availability of L. reuter does, however, bring with 
it another possibility—that people will conduct their own, 
“off label” trials, either on themselves or on their children. 
Dr Mazmanian is cautious about that idea. “I don’t know if 
there is a barrier to people buying and using this stuff now. 
It may be strain-specific and the paper does not state which 
strain or strains were used,” he says.
At the moment, Dr Costa-Mattioli is unwilling to divulge that 
information. He is expecting to publish another paper soon, 
though, with more details. In practice, it may be hard to dis-
courage people from testing L. reuteri’s effects themselves. 
All the more reason to do properly conducted trials quickly.
Vocabulary:
impair: prejudicar; enfraquecer
harbour: abrigo
guts: entranhas
ameliorating:melhorar; aperfeiçoar
tinkering: brincar; mexer
offspring: prole; geração
vanished: destruído; arrasado
tracked: traçado; monitorado
FONTE: YOUTUBE
Adele - Set Fire To The Rain
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multimídia: música
 57
Aplicando para 
aprender (A.P.A.)
1. (Unesp) Assinale a alternativa correta: _____ he do 
the work last night?
a) Do
b) Does
c) Have
d) Has
e) Did
2. (Unesp) Assinale a alternativa que preenche correta-
mente a lacuna da frase a seguir:
Can you tell me where __________ my bike yesterday?
a) did you leave
b) you left
c) you have left
d) you leaved
e) did you left
3. (Unesp) Assinale a alternativa que preenche a lacuna 
da frase a seguir corretamente:
The mayor __________ it difficult to refuse.
a) find
b) finding
c) founded
d) found
e) to find
4. Assinale a alternativa que preenche corretamente a 
lacuna da frase a seguir:
Hey, take it easy! I __________ to fool you.
a) weren’t trying
b) wasn’t trying
c) wasn’t try
d) wasn’t tried
e) didn’t trying
5. (Uel) When I asked Jim if he liked his job he replied 
that he _____.
a) did
b) does
c) do
d) doing
e) has done
6. Assinale a alternativa que preenche corretamente a 
lacuna da frase a seguir:
Tell me, why _____ you so angry?
a) was
b) wasn’t
c) were
d) did be
e) didn’t
7. A forma negativa da frase “He tore the page of the 
book” é:
a) He tore not the page of the book.
b) He doesn’t tear the page of the book.
c) He didn’t tore the page of the book.
d) He didn’t tear the page of the book.
e) He did tore not the page of the book.
8. A frase “She put it on that big shelf” pode ser uma 
resposta à pergunta:
a) Where does she put her cook book?
b) Where did she puts her cook book?
c) Where does she puts her cook book?
d) Where did she put her cook book?
e) Where didn’t she put her cook book?
9. A forma interrogativa negativa da frase “Otto was a 
great student” é:
a) Was it Otto a great student?
b) Wasn’t Otto a great student?
c) Were Otto a great student?
d) Did Otto is a great student?
e) Did Otto be a great student?
10. Valéria __________ that her husband’s friends 
__________ for dinner.
a) doesn’t know – were coming
b) didn’t know – was coming
c) didn’t know – wasn’t coming
d) didn’t knew – were coming
e) didn’t know – were coming
A.P.A. Fixação
TEXTO PARA AS PRÓXIMAS 6 QUESTÕES.
In 1960s America there was a “white flight” to the suburbs, which 
provoked a deterioration of city centers. In the ‘70s and ‘80s the 
death of heavy industry emptied once proud cities like Manches-
ter and Glasgow. Social and economic change has been wreaking 
chaos with cities for a long time, but each instance was usually 
thought of as an isolated event – or at least a regional disease. 
That’s no longer true. As birthrates in more and more countries de-
cline, shrinking-city syndrome is becoming a worldwide crisis.
Aging countries are getting hit the worst. In Russia a combination 
of very low birthrates, decreased life expectancy and the collapse 
of the communist era is affecting the country badly. Seven major 
Russian cities were shrinking in 1990; by 2000 the number had 
soared to 93. In Japan, hundreds of small and midsize cities are 
thinning out. Even in China, the low birthrate means that coastal 
megacities like Shanghai are growing at the expense of dozens 
of less successful metropolises. Today, while hundreds of millions 
of Asians and Africans are just starting to move to cities, one 
quarter of the world’s centers are declining in population – twice 
the number a decade ago.
Wouldn’t less-crowded cities be a good thing? Definitely not, ac-
cording to “Shrinking Cities”, a new exhibit in Berlin that compares 
 58
city shrinkage across the world. In places like Detroit and Liverpool, 
shuttered stores and abandoned houses have led to increased vio-
lence. A 50 percent drop in the birthrate has killed entire sectors 
of the economy in cities that used to be located in East Germany.
(ADAPTADO DE NEWSWEEK, SEPTEMBER 27, 2004.)
1. (UFSCar) Nas décadas de 1970 e 1980:
a) duas cidades britânicas pagaram com o esvazia-
mento urbano pela perda de suas indústrias de base.
b) orgulhosas cidades da Grã-Bretanha viram sua popula-
ção aumentar devido à instalação de indústrias pesadas.
c) a instalação de indústrias pesadas em cidades da Grã-
-Bretanha provocou um esvaziamento da população.
d) Manchester e Glasgow exibiam, com orgulho, uma 
taxa de crescimento diretamente ligado a um surto 
da indústria de base.
e) duas cidades britânicas orgulhavam-se por ter con-
seguido se livrar de suas indústrias de base.
2. (UFSCar) A Rússia:
a) é tida como um país em rejuvenescimento, fato provo-
cado, entre outras coisas, pela queda do comunismo.
b) está conhecendo um envelhecimento populacional 
graças, entre outros fatores, ao colapso por que passa 
a indústria comunista.
c) combina diferentes fatores para evitar que caia a 
taxa de expectativa de vida de sua população.
d) conheceu, em sua era comunista, taxas de natalidade 
muito baixas, o que só agora está sendo contornado.
e) é um país idoso, em que, entre outras coisas, se 
combina uma taxa de natalidade baixa e uma di-
minuição da expectativa de vida.
3. (UFSCar) Segundo a mostra “Shrinking Cities”:
a) o esvaziamento urbano, tal como o de Detroit e 
Liverpool, levou a um crescimento da violência.
b) cidades como Detroit e Liverpool, devido a um aumen-
to da violência, conheceram uma degradação urbana.
c) fica comprovado que cidades menos populosas cons-
tituem algo positivo, apesar da violência urbana.
d) Berlim é uma cidade que, comoDetroit e Liverpool, exi-
be casas abandonadas e lojas com vidraças quebradas.
e) cidades com menos população, como as que se lo-
calizavam na ex-Alemanha Oriental, conheceram um 
decréscimo da violência urbana.
4. (UFSCar) Na década de 1960:
a) as cidades americanas encolheram porque os bran-
cos deixaram de viver em seus subúrbios.
b) houve um acentuado crescimento da população 
nas cidades americanas, o que provocou a deteriora-
ção de seus centros.
c) a população branca passou a procurar os subúrbios 
das cidades americanas para ali residir.
d) os subúrbios de cidades americanas começaram a 
se deteriorar devido à procura da população branca 
por essas áreas.
e) os centros e os subúrbios das cidades americanas 
começaram a se deteriorar.
5. (UFSCar) Segundo o texto:
a) hoje não mais se acredita que as mudanças econô-
micas e sociais sejam responsáveis pelo caos urbano.
b) os problemas urbanos provocados por mudanças 
na economia e na sociedade eram vistos como um 
fenômeno mundial.
c) o isolamento regional levava as cidades a conhecerem 
o caos provocado por mudanças econômicas e sociais.
d) hoje não é mais tido como verdadeiro que o caos so-
cial de origem econômica e social constitua algo isolado.
e) o caos urbano ainda é tido como uma doença re-
gional que, em cada caso, provoca um isolamento 
econômico e social.
6. (UFSCar) Na China:
a) o crescimento de megacidades como Xangai expli-
ca-se por sua localização junto à costa.
b) Xangai, uma das megacidades do país, incentivou o 
crescimento de dezenas de outras metrópoles localiza-
das junto à costa.
c) dezenas de cidades tiveram menos sucesso que 
Xangai em termos econômicos, embora continuem a 
aumentar suas populações.
d) Xangai, uma das doze megacidades do país, apresen-
ta uma das maiores taxas de crescimento bem-sucedido.
e) a expansão populacional de grandes cidades costei-
ras como Xangai se deu à custa do esvaziamento de 
outras metrópoles.
TEXTO PARA AS PRÓXIMAS 4 QUESTÕES
BATTLING THE BLOODLINES
It’s the small things the Brazilians do that annoy some Japanese 
in Toyota City. The immigrants don’t throw their garbage where 
they are supposed to. They gather outside and play loud music 
at night. They play a strange card game that involves yelling 
“Truco!” at the top of their lungs. To Japanese in one densely 
populated public housing complex, it feels as if the foreigners 
are closing in on them, the smoke from the barbecues suffoca-
ting them, the Latin music drowning out an imagined tranqui-
lity. Ten years ago there were 200 Brazilians in the complex. 
Today there are 3,500. “The sidewalks are getting narrower,” 
said a Japanese woman as she maneuvered a grocery cart 
through a gathering of Brazilian families. “There’s no room for 
us anymore,” said her friend.
Foreigners of any stripe can be upsetting in Japan, where confor-
mity is a national creed and wa, the concept of harmony, is inte-
gral to maintaining stability and peace in a country of 126 million 
people crowded onto four islands. “I don’t think it’s a good idea 
to concentrate Brazilians in one place,” said Masae Matsui. Two 
years ago, a residents’ association Matsui headed proposed res-
tricting the number of foreigners in his public housing complex; 
in April, he was elected to the city assembly.
The dark side of “wa”, the part that excludes outsiders, erupted 
into violence earlier this summer in Toyota City, home to thousands 
of workers of the carmaker Toyota, its subsidiaries and suppliers. 
After a dispute with a noodle vendor got out of hand, about 100 
supporters of a rightwing nationalist group paraded around the 
 59
public housing complex where 3,500 Brazilians live. They shouted 
through a loud-speaker, “Foreigners go home,” taunted the Brazi-
lians to come out and fight and waved metal pipes in the air. 
TIME, AUGUST 9, 1999, P. 19.
7. (FEI) Segundo o texto, qual foi o fato concreto que 
deu origem às cenas de violência em Toyota City?
a) Greve de milhares de trabalhadores, subsidiárias e 
fornecedores de Toyota.
b) Incidente com um vendedor de macarrão.
c) Limite de 200 moradores brasileiros por con junto 
habitacional.
d) Uma briga de brasileiros com um grupo naciona-
lista japonês.
e) O fato de os brasileiros não compreenderem o wa, 
conceito de harmonia fundamental no Japão.
8. (FEI) O texto revela:
a) grande estima que os japoneses têm pelos brasileiros.
b) que os japoneses apreciam música latina.
c) dificuldades de relacionamento entre imigrantes 
brasileiros e residentes japoneses.
d) que as calçadas das cidades de Toyota são muito 
estreitas.
e) que a população do Japão aumentou consideravel-
mente nos últimos dez anos.
9. (FEI) “There’s no room for us anymore”(1o parágrafo). 
Qual é a melhor tradução?
a) Não há mais espaço para nós.
b) Perdemos o rumo para sempre.
c) Não há mais quartos disponíveis.
d) Não há companheiros de quartos para nós.
e) Não temos mais direitos.
10. (FEI) Na expressão “The sidewalks are GETTING 
narrower” (1o parágrafo), você poderia substituir 
GETTING por:
a) closing.
b) having.
c) beginning.
d) coming.
e) becoming.
A.P.A. Complementar
1. Assinale a alternativa na qual todos os termos se carac-
terizam como vocabulário específico da área legislativa.
a) Across, approved, platform, ruling.
b) Constitution, legislation, share, throughout.
c) Across, allow, platform, rights.
d) Constitution, entitled, rights, ruling.
e) Across, extended, recognize, share.
2. Assinale a alternativa na qual todas as palavras são 
formas verbais relativas ao passado. 
a) Adopted, become, decided, recognized, ruled.
b) Adopted, allow, become, recognized, ruled.
c) Approved, became, been, decided, ruled.
d) Allow, approved, became, decided, may.
e) Can, debated, entitled, made, offered.
TEXTO PARA AS PRÓXIMAS 3 QUESTÕES 
PHYSICIAN, HEAL THYSELF
When the topic of medical errors comes up, people usually 
think of the most outrageous mistakes: the Florida doctor, 
for example, who amputated the wrong leg of his diabetic 
patient or the Colorado boy who died during ear surgery be-
cause his anesthesiologist allegedly fell asleep. Though much 
publicized, these egregious errors are relatively rare. Far more 
common are mental lapses or simple slip-ups that sometimes 
lead to disaster. For instance, a harried doctor misdiagnoses 
a patient because he cannot spend more than five minutes 
examining her. Or a pharmacist dispenses the wrong drug 
because he misreads the doctor’s handwriting on the pres-
cription. Last fall the national Academy of Science’s Institu-
te of Medicine released a report entitled “To Err is Human,” 
which claimed that between 44,000 and 98,000 Americans 
die every year as a result of medical errors. Even the lower es-
timate would make errors the eighth leading cause of death, 
striking down more people than motor vehicle accidents or 
breast cancer. The report outlined a series of recommenda-
tions aimed at reducing medical errors by 50 percent over 
the next five years. It advocated an approach similar to that 
used by the aviation industry, with the focus on collecting 
information on errors and using this knowledge to devise sa-
fer systems and procedures. President Bill Clinton has already 
endorsed the report, and Congress may act on several of its 
recommendations this year.
(SCIENTIFIC AMERICAN, MAY 2000.)
3. (UFPR) According to the text, it is correct to say:
01) Health professionals become outraged when the 
issue of medical errors emerges.
02) Surgeons make more mistakes than anesthesio-
logists.
04) The difficulty in reading the physician’s handwri-
ting on a prescription may lead a pharmacist to hand 
out the incorrect medication.
08) Anesthesiologists are responsible for most me-
dical errors.
16) Doctors may make mistakes when they examine 
their patients in a hurry.
4. (UFPR) The text contains:
01) examples of medical errors that have received a 
lot of attention in the media.
02) data related to the number of lawsuits brought 
about by medical errors.
04) data relatedto the number of deaths caused by 
medical errors.
08) examples of problems that may result from minor 
errors on the part of health professionals.
 60
16) data related to the social class of the victims of 
medical errors.
5. (UFPR) According to the text, it is correct to say:
01) The report “To Err is Human” is based on data 
from the last five years.
02) The report entitled “To Err is Human” contains 
recommendations on how to reduce the incidence of 
medical errors.
04) Due to the adoption of the report recommenda-
tions, the number of medical errors has dropped 50%.
08) On the basis of the report, the American Congress 
has already passed new legislation intended to reduce 
the number of deaths resulting from medical errors.
16) The number of deaths due to medical errors is 
higher than the number of deaths resulting from mo-
tor vehicle accidents.
TEXTO PARA AS PRÓXIMAS 2 QUESTÕES
One hundred billion pounds of food go to waste every year in 
America, while 35 million people remain hungry. The problem 
is not lack of food, but lack of communication −how to get 
food where it’s needed most. Resource Link.org is an hp-de-
signed and operated e-service portal which connects food 
manufacturers with America’s Second Harvest, the country’s 
largest food relief agency. The system not only automatically 
locates surplus food, but dynamically interacts with shipping 
companies to get that food to the right place. A process whi-
ch used to take weeks now takes minutes. This is the power 
of e-services − connecting companies and their services in 
inventive ways and, in some cases, maybe even making so-
meone’s life a little better.
WWW.RESOURCELINK.HP.COMPOSSIBILITIES MADE FRESH DAILY. 
E-SERVICES SOLUTIONS FROM HP. HEWLETT PACKARD 
6. (UFPR) O objetivo do serviço prestado pelo portal 
ResourceLink.org é:
01) Reduzir o desperdício de alimentos.
02) Agilizar a entrega de alimentos para pessoas ne-
cessitadas.
04) Melhorar os sistemas de armazenamento de al-
imentos.
08) Evitar as perdas de produtos perecíveis durante 
o transporte.
16) Facilitar a compra de alimentos via internet.
7. (UFPR) According to the text, it is correct to say:
01) ResourceLink.org is the name of an organization 
that operates food manufacturing companies.
02) The ad attempts to show how easy it is to buy 
food on-line.
04) The ad stresses the fact that the best shipping 
companies use HP software in all their operations.
08) The ad attempts to show that HP is active in deal-
ing with social problems.
16) The ad shows some of the possibilities of e-ser-
vices solutions from HP.
A.P.A. Dissertativo
1. Write the past form (simple past) of the verbs in the 
chart below.
2. Turn the following sentences into simple past. The 
first item has been done for you.
a) Love can mend your heart. 
Love could mend your heart.
b) Can love mend your heart? 
______________________________________
c) There is a clear message in a bottle here.
______________________________________
d) There are some things love can do for you. 
______________________________________
e) Does commerce rule the world? 
______________________________________
f) Do commerce and finance rule the world?
______________________________________
g) Commerce rules the world. 
______________________________________
h) Is terrorism a shadow over everyone’s head?
______________________________________
i) Terrorism and fear are a shadow over the USA. 
______________________________________
j) Am I the only one here? 
______________________________________
k) They do not come on Sundays. 
______________________________________
l) They don’t like it at all. 
______________________________________
m) She doesn’t see it that way. 
______________________________________
O TEXTO A SEGUIR REFERE-SE ÀS QUESTÕES 3 A 5.
(UFES adaptado) Punctuation hero’ branded a vandal for 
painting apostrophes on street signs
After enduring sloppy punctuation on the street sign outside his 
home for more than a year, Stefan Gatward could stand it no 
 61
longer. The 62-year-old former soldier _(1)_ to launch a one-man 
crusade against ‘dumbed down’ Britain, and _(2)_ up a pain-
tbrush to insert a missing apostrophe. 
This _(3)_ the incorrect St Johns Close into the correct St John’s 
Close. But he was immediately _(4)_ of being a vandal by one nei-
ghbour, and his amendments have been _(5)_ off by others who 
apparently prefer the wrong version.
The 62-year-old’s defence of the apostrophe comes after Bir-
mingham council announced it would scrap the punctuation 
from council signs for the sake of ‘simplicity’. Mr Gatward _(6)_ 
into his flat in Tunbridge Wells, Kent, 14 months ago. He said 
today: ‘As we are off St John’s Road and opposite St John’s 
Church, both with the apostrophe, St John’s Close should have 
one too.’ But when Mr Gatward decided to correct the crime 
against the language by painting in the missing punctuation 
mark, he was jeered by a neighbour. ‘He _(7)_ me I was wrong. 
He _(8)_ me a vandal and a graffiti artist,’ Mr Gatward said. 
‘He tried to tell me that the Post Office would not deliver to the 
street if you put in an apostrophe.’ Mr Gatward, who _(9)_ for 
four years in the Gordon Highlanders in the 1960s, is not just a 
campaigner for the apostrophe.
He will not join the ‘five items or less’ queue at the supermarket, 
in protest that the sign should read ‘five items or fewer’. He 
also gets annoyed when people-neglect the ‘Royal’ in ‘Royal 
Tunbridge Wells’, and was vexed when he _(10)_ a major chain 
store advertising sales with signs saying ‘until stocks last’ rather 
than ‘while stocks last’.
‘I fought for the preservation of our heritage and our language 
but some people seem happy to let that go. I’m not,’ he said.
(FERNANDEZ, COLIN. ‘PUNCTUATION HERO’ BRANDED A VANDAL FOR PAINTING 
APOSTROPHES ON STREET SIGNS. DISPONÍVEL EM: <HTTP://WWW.DAILYMAIL.CO.UK) 
3. Fill in the blanks in the text above by using words 
from the box. Write your answers in the blanks found 
after the text.
accused called
decided moved
picked saw
scratched served
told turned
1)____________________________________
2)____________________________________
3)____________________________________
4)____________________________________
5)____________________________________
6)____________________________________
7)____________________________________
8)____________________________________
9)____________________________________
10)____________________________________
Responda às perguntas seguintes em português
4. O ex-soldado Stefan Gatward iniciou uma cruzada pes-
soal contra algo que julgou errado em sua vizinhança. No 
que consiste essa cruzada? Qual foi a reação à iniciativa 
de Stefan Gatward de alguns dos moradores da rua dele?
5. A iniciativa mencionada no item anterior é a única 
na cruzada pessoal de Stefan Gatward? Justifique sua 
resposta com as informações do texto.
Gabarito
Aplicando para aprender (A.P.A.)
1. E 2. B 3. D 4. B 5. A
6. C 7. D 8. D 9. B 10. E
A.P.A. Fixação
1. A 2. E 3. A 4. C 5. D
6. E 7. B 8. C 9. A 10. E
A.P.A. Complementar
1. D 2. C 3. 04 + 16 = 20
4. 01 + 04 + 08 = 13 5. 02 + 16 = 18
6. 01 + 02 = 03 7. 08 + 16 = 24
A.P.A. Dissertativo
1. Veja a tabela no fim deste livro.
2. 
a) Love could mend your heart.
b) Could love mend your heart?
c) There was a clear message in a bottle here.
d) There were some things love could do for you.
e) Did commerce rule the world?
f) Did commerce and finance rule the world?
g) Commerce ruled the world.
h) Was terrorism a shadow over everyone’s head?
i) Terrorism and fear were a shadow over the USA.
j) Was I the only one here?
k) They did not come on Sundays.
l) They didn’t like it at all.
m) She didn’t see it that way.
 62
3. 
1) Decided
2) Picked
3) Turned
4) Accused
5) Scratched
6) Moved
7) Told
8) Called
9) Served
10) Saw
4. De acordo com as informações do texto, Stefan Gatward, 
inconformado com a falta de apóstrofes nas placas da rua 
onde mora,tomou a iniciativa de ele mesmo fazer as corre-
ções necessárias. Alguns dos vizinhos de Stefan mostraram-
-se desfavoráveis à iniciatica dele.
5. Pintar as placas de sua rua não foi a única iniciativa de 
Stefan Gatward. Ele também se recusa a entrar em filas 
de supermercado cuja sinalização esteja errada, além de 
protestar contra erros gramaticais em anúncios de lojas.
 63
1. Futuro - diferentes formas
Em inglês, é possível se referir ao futuro de diferentes ma-
neiras, uma vez que não há uma conjugação de futuro, 
como ocorre em português. 
Na língua inglesa o que existem são expressões que sig-
nificam futuro, e cada uma delas representa o futuro de 
maneira diferente.
É possível dizer, por exemplo:
I think I will eat something.
(Eu acho que vou comer alguma coisa)
I am going to see a doctor tomorrow.
(Eu vou ver um médico amanhã)
Cada uma dessas maneiras de se falar uma frase no futuro 
é usada em situações específicas e tem suas próprias re-
gras e restrições.
1.1. Will
1.1.1. Escrever o futuro com will
A palavra will tem origem no idioma alemão e carrega o 
significado de "querer". (Ich will einen Film sehen - Eu quero 
ver um filme).
Em inglês, ela indica a ideia de uma ação futura decidida 
pelo falante no momento em que diz a frase. Trata-se de 
uma oração futura que expressa a vontade do sujeito 
no momento, isto é, exprime uma decisão espontânea.
It’s too hot here! I will open the windows.
She said she will come to the party.
Perceba que os verbos que são usados depois do verbo 
will vêm sempre na forma base. Isso deve ser sempre 
lembrado.
Note também que, mesmo depois de ser utilizado com uma 
terceira pessoa do singular, o verbo will não ganha o -s. O 
verbo will é um verbo defectivo, isto é: não possui todas as 
formas de conjugação.
Current Affairs - Inglês Prático: 
Vestibulares e Concursos
Os autores Vasconcelos e Nash mostram técnicas de 
interpretação de 15 textos de forma prática e objetiva.
multimídia: livro
1.1.2. Fazer previsões para o futuro com will.
É possível utilizar o verbo will para falar sobre algo que se 
acredita que vai acontecer no futuro. Mesmo que não haja 
evidências ou comprovações, existe uma crença em relação 
ao que vai acontecer.
I have a feeling it will rain tonight
They said their team will win the big game this 
weekend.
1.1.3. Estrutura:
Afirmativa: Sujeito + WILL + verbo (base form)
Exemplos:
I will buy a house. (Eu vou comprar uma casa.)
She will forgive me someday. (Ela um dia vai me 
perdoar.)
Those two countries will face a war. (Aqueles 
dois países vão encarar uma guerra.)
Negativa: Sujeito + WILL NOT 
(WON’T) + verbo (base form)
Exemplos:
I will not (won’t) marry to her. (Eu não vou casar 
com ela)
LOOKING FORWARD
HABILIDADES: 2, 5, 6 e 28
COMPETÊNCIAS: 1, 2, e 9
CLASS 6
 64
1.2. To be going to
1.2.1. Escrever o futuro com be going to
A expressão be going to é uma locução verbal também 
utilizada para falar de futuro. Ela poderia ser traduzida lite-
ralmente como "eu estou indo fazer". No entanto, ela não 
será traduzida dessa maneira aqui.
A expressão be going to é usada sempre que se deseja 
falar sobre uma decisão que foi tomada e que se tornou 
uma intenção. 
They are going to get married in October.
I am going to visit her tomorrow to give her 
the medication.
He is going to watch a movie now, he is al-
ready making the popcorn.
Perceba que o verbo to be deve ser conjugado de acor-
do com o sujeito da oração. No primeiro exemplo, é usado 
are; no terceiro, é usado is. Ambos, porém, continuam sen-
do verbo to be.
FONTE: YOUTUBE
WILL e GOING TO | Como Diferenciar
F Y
multimídia: vídeo
1.2.2. Fazer previsões para o 
futuro com be going to
A expressão be going to é usada quando se trata de uma 
previsão futura baseada em condições reais do presente ou 
evidências vistas no presente. 
Pauline is going to have a baby.
Her passport is expired! She’s not going to be 
authorized to leave the country.
1.2.3. Estrutura
Afirmativa: Sujeito + to be (present) + going to + verbo
Exemplos:
I am going to marry her. (Eu vou casar com ela.)
She will never forgive me. (Ela nunca me perdoará)
Those two countries will not (won’t) face a 
war. (Aqueles dois países não vão enfrentar 
uma guerra)
1.1.3.3. Interrogativa: WILL + 
Sujeito + verbo (base form)
Exemplos:
Will you marry her? (Você vai casar com ela?)
Will she ever forgive you? (Ela algum dia vai te 
perdoar?)
Will those two countries face a war? (Aqueles 
dois países enfrentarão uma guerra?)
1.1.4. Funcionalidade:
 Falar de decisões que foram tomadas ao longo da con-
versa ou na hora em que foi necessário. Trata-se de um 
futuro mais “espontâneo”
 Fazer previsões sobre o futuro baseadas meramente no 
que você acredita que vai acontecer. Geralmente são 
utilizadas expressões como I think… e I believe…
Observações:
NUNCA utilize to antes ou depois do verbo auxiliar WILL.
I will to help you. (incorrect)
I will help you. (correct)
NUNCA acrescente -s no verbo auxiliar WILL para as 
terceiras pessoas do singular she, he, it.
She wills help you. (incorrect)
She will helps you. (incorrect)
She will help you. (correct)
FONTE: YOUTUBE
Future Tense - WILL & GOING TO
F Y
multimídia: vídeo
 65
Is Laura going to live abroad? (Laura vai viver no 
exterior?)
FONTE: YOUTUBE
Meghan Trainor - Like I'm Gonna Lose You
F Y
multimídia: música
1.2.4. Funcionalidade:
 Falar sobre intenções futuras baseadas em decisões já 
tomadas e que estão sendo comunicadas no presente.
 Fazer previsões baseadas em evidências, sejam elas 
evidências do presente, sejam elas factuais.
FONTE: YOUTUBE
Queen - We Will Rock You
F Y
multimídia: música
Aplicando para 
aprender (A.P.A.)
1. (FEI) “I don’t think”. Coloque na forma afirmativa e 
no tempo futuro.
a) I don’t think
b) I am thinking
c) I think
d) I won’t think
e) I’ll think
2. (Unesp) Assinale a alternativa que preenche correta-
mente a lacuna da frase a seguir:
He will _____ almost everything you ask him.
a) do
b) to do
c) doing
d) does
e) did
George is going to take your credibility into account. 
(George vai levar em conta sua credibilidade.)
This economic system is going to fail eventually. 
(Esse sistema econômico vai falhar mais cedo ou 
mais tarde.)
Those two countries are certainly going to face a 
war. (Aqueles dois países certamente vão entrar 
em guerra.)
FONTE: YOUTUBE
Maroon 5 - She Will Be Loved
F Y
multimídia: música
1.2.3.2 Negativa: Sujeito + to be 
(present) + NOT + going to + verb
Exemplos:
You are not going to buy it! (Você não vai com-
prar isso!) 
People are going to accept any changes. (As pes-
soas vão aceitar quaisquer mudanças) 
This is going to be designed in China. (Isto vai ser 
projetado na China)
http://www.better-english.com/grammar/willgo.htm
multimídia: site
1.2.3.3. Interrogativa: to be (present) 
+ sujeito + going to + verb
Exemplos:
Are we going to accept his apologies? (Nós va-
mos aceitar suas desculpas?)
Am I going to have to do it? (Eu vou ter que 
fazer isso?)
 66
3. (Unesp) I’ll __________ soccer this afternoon.
a) playing
b) played
c) to play
d) play
e) plays
4. (Mackenzie) A prize __________ to whoever solves 
this equation.
a) has given
b) should give
c) is giving
d) will be given
e) must have given
5. (Unesp) Assinale a alternativa correta:
I expect that she _____ arrive at about midnight.
a) is
b) will
c) going to
d) must
e) goes
6. (UEL) A forma verbal You’ll em “You’ll find some 
monster savings on books at amazon. co.uk” indica:
a) hábito.
b) futuro.
c) necessidade.
d) permissão.
e) vontade.
7. (UEL) Assinale a letra correspondente a alternativa que 
preenche corretamente a lacuna do texto apresentado.
Imagine travelling directly to London and Paris with no connec-
tions to run for, no buses to board, no taxis to hail. In fact, the 
only thing you have to change is the tongue you speak upon ar-
rival. That’s exactly what you _____ experience aboard the high 
speed Eurostar passenger train.
a) are
b) hadc) does
d) go
e) will
8. Assinale a alternativa que NÃO expressa uma ação 
no futuro.
a) Brazil will certainly become a global player.
b) The new laws will be discussed by the parliament.
c) World leaders are meeting next week.
d) World leaders will meet every November in Davos, 
Switzerland.
e) Representatives are now discussing the new legislation.
9. Choose the alternative that best completes the gaps:
Smartphones __________ the simpler cell phones a 
long time ago, and nobody knows what __________ 
them in future.
a) replaced – will replace
b) will replace – will replace
c) replaces – replaced
d) replaced – are going to
e) is going to – will replace
10. Assinale a alternativa que corretamente preenche a 
sentença abaixo:
Education __________ adopt new technologies in order 
to remain useful to society.
a) are going to
b) will to
c) is going to
d) aren’t going to
e) won’t be
A.P.A. Fixação
TEXTO PARA AS PRÓXIMAS 6 QUESTÕES 
STRONGER, FASTER, SMARTER 
Exercise does more than build muscles and help prevent heart dise-
ase. New science shows that it also boosts brainpower - and may 
offer hope in the battle against Alzheimer’s. 
BY MARY CARMICHAEL 
The stereotype of the “dumb jock” has never sounded right to 
Charles Hillman. A jock himself, he plays hockey four times a 
week, but when he isn’t body-checking his opponents on the 
ice, he’s giving his mind a comparable workout in his neuros-
cience and kinesiology lab at the University of Illinois. Nearly 
every semester in his classroom, he says, students on the wo-
men’s cross-country team set the curve on his exams. So re-
cently he started wondering if there was a vital and overlooked 
link between brawn and brains - if long hours at the gym could 
somehow build up not just muscles, but minds. With collea-
gues, he rounded up 259 Illinois third and fifth graders, mea-
sured their body mass index and put them through classic PE 
routines: the “sit-and-reach”, a brisk run and timed push-ups 
and sit-ups. Then he checked THEIR physical abilities against 
their math and reading scores on a statewide standardized 
test. Sure enough, on the whole, the kids with the fittest bo-
dies were THE ONES with the fittest brains, EVEN WHEN factors 
such as socioeconomic status were taken into account. Sports, 
Hillman concluded, might indeed be boosting the students’ in-
tellect - and also, as long as he didn’t “take the puck to the 
head”, his own (...) 
(NEWSWEEK)
1. (UFSCar) A pesquisa apresentada no texto foi desen-
volvida por:
a) Hillman e 259 cidadãos de Illinois.
b) colegas de Hillman e 259 cidadãos de Illinois.
c) Hillman e outros colegas.
d) participantes do time de hockey de Illinois e mul-
heres do time de corrida.
 67
04) David is going to study in a good school.
08) Gregory is working in Africa now.
16) David will be eleven years old next year.
8. (PUC-PR) I’m sorry, but I __________ able to meet you 
for lunch tomorrow.
a) haven’t been
b) can’t be
c) don’t be
d) won’t be
e) wasn’t
TEXTO PARA AS PRÓXIMAS 2 QUESTÕES.
Leia o texto: A wave of anger is sweeping the ci-
ties of the world
The protests have many different origins. In Brazil people rose 
up against bus fares, in Turkey against a building project. Indo-
nesians have rejected higher fuel prices. In the euro zone they 
march against austerity, and the Arab spring has become a per-
ma-protest against pretty much everything.
Yet just as in 1848, 1968 and 1989, when people also found a 
collective voice, the demonstrators have much in common. In one 
country after another, protesters have risen up with bewildering 
speed. They tend to be ordinary, middle-class people, not lobbies 
with lists of demands. Their mix of revelry and rage condemns 
the corruption, inefficiency and arrogance of the folk in charge.
Nobody can know how 2013 will change the world – if at all. In 
1989 the Soviet empire teetered and fell. But Marx’s belief that 
1848 was the first wave of a proletarian revolution was confou-
nded by decades of flourishing capitalism and 1968 did more to 
change sex than politics. Even now, though, the inchoate signi-
ficance of 2013 is discernible. And for politicians who want to 
peddle the same old stuff, news is not good.
THE ECONOMIST, JUNE 29, 2013. ADAPTADO.
9. (Fuvest) Ao comparar os protestos de 2013 com mo-
vimentos políticos passados, afirmase, no texto, que:
a) nem sempre esses movimentos expressam anseios 
coletivos.
b) as crenças de Marx se confirmaram, mesmo após 1848.
c) as revoltas de 1968 causaram grandes mudanças 
políticas.
d) não se sabe se os protestos de 2013 mudarão o mundo.
e) mudanças de costumes foram as principais conse-
quências de movimentos passados.
e) colegas de Hillman e participantes do time de 
hockey de Illinois.
2. (UFSCar) A ideia expressa pelo marcador textual “even 
when”, destacado no texto, é a de que:
a) embora não se considerem os fatores socioeco-
nômicos, os resultados são confiáveis.
b) mesmo quando considerados os fatores socioeco-
nômicos, os resultados são confiáveis.
c) se considerássemos os fatores socioeconômicos, os 
resultados seriam confiáveis.
d) porque consideramos os fatores socioeconômicos, 
os resultados são confiáveis.
e) somente considerando os fatores socioeconômicos, 
os resultados são confiáveis.
3. (UFSCar) Os resultados da pesquisa indicam que:
a) não há uma relação significativa entre a prática de 
atividade física e o desempenho do cérebro.
b) fazer parte do time de hockey é fundamental para 
alunos de 3as e 5as séries.
c) as mulheres têm melhor desempenho nas provas 
de neurociência do que os homens.
d) estudantes com índice de massa corporal alto não 
devem ser submetidos a exercícios físicos.
e) há uma forte relação entre a prática de atividade 
física e o desempenho do cérebro.
4. (UFSCar) Charles Hillman é:
a) professor e pesquisador da Universidade de Illinois.
b) médico neurocirurgião na Universidade de Illinois.
c) estudante da Universidade de Illinois.
d) atleta da Universidade de Illinois.
e) técnico do laboratório de neurociência da Univer-
sidade de Illinois.
5. (UFSCar) Charles Hillman tinha um questionamento 
sobre uma possível relação entre:
a) as mulheres atletas e o time de corrida.
b) a prática de exercícios físicos e a otimização do 
desempenho do cérebro.
c) o uso do cérebro e o desenvolvimento do câncer de 
mama.
d) a prática de exercícios físicos e o desenvolvimento 
de músculos nas mulheres.
e) as habilidades físicas e o aumento do cérebro.
6. (UFSCar) Os referentes “their” e “the ones” destaca-
dos no texto se referem respectivamente a:
a) mulheres e crianças.
b) habilidades físicas e crianças.
c) testes padronizados e mulheres.
d) alunos de 3as e 5as séries e crianças.
e) corpos e cérebros.
7. (UFSC) Select the propositions which indicate Future 
Tense.
01) Paul and Mary are going to Africa in July.
02) The children won’t be hungry anymore.
 68
10. (Fuvest) Segundo o texto, os protestos de 2013, em 
diversos lugares do mundo,
a) vêm perdendo força por falhas de organização.
b) questionam a atuação dos lobbies nas reivindi-
cações das diversas classes sociais.
c) condenam a corrupção e outros comportamentos 
inadequados da classe política.
d) resultam de motivações econômicas precisas.
e) têm poucos aspectos em comum.
A.P.A. Complementar
TEXTO PARA AS PRÓXIMAS 4 QUESTÕES 
NEUROSCIENCE NO MORE...PLEASE!
A chocolate orgy for science’s sake.
How does your brain know when you’ve had too much of a good 
thing? Dana Small, a cognitive neuroscientist at Northwestern Uni-
versity’s School of Medicine in Chicago, decided to look into it by fe-
eding people chocolate. She stood in the hallway of her department 
and recruited nine self-proclaimed cocoa-bean lovers, hooked them 
up to MRI machines, gave them chocolate, then measured blood 
flow in their brains while they ate. Between bites, they were asked 
two questions: “Do you want another piece?” and “On a scale of 
minus-10 to plus10, how much did you like the last piece?” Of cou-
rse, in the time thevolunteers’ euphoria over tasting the confection 
turned to satiation, and, as it did, Small saw changes in their brain 
activity. When the subjects ate chocolate and enjoyed it, a region 
associated with mood – the medial part of the orbital frontal cor-
tex – was active. But as they began to feel satiated, blood stopped 
flowing to that area and increased in another region probably res-
ponsible for the decision to stop eating – the adjacent lateral orbital 
frontal cortex. Such images will help scientists better understand 
how addiction causes the brain’s normal response to a good thing 
to go awry. But the research also yielded a curious, unexpected re-
sult: Women ate twice as much chocolate as men before getting 
their fill. And while men stopped eating because they began to find 
the chocolate unpleasant, women stopped only when their bellies 
were stuffed. During the course of the study, Small also discovered 
another interesting fact: People of Asian descent tended to be satis-
fied after eating only one or two pieces of chocolate. Non-Asians, on 
the other hand, practically gorged themselves. 
SINHA, G. NO MORE...PLEASE! POPULAR SCIENCE. 
NEW YORK, V. 259, N. 7, JAN. 2002, P. 42. 
VOCABULÁRIO: 
TO GO AWRY: SAIR DO CURSO NORMAL; GORGED THEMSELVES: EMPANTURRARAM-SE
1. (UFG) Da leitura do texto, percebe-se que a pergun-
ta inicial:
a) expressa o interesse de um grupo de obesos.
b) é respondida pelos participantes da pesquisa.
c) cria expectativa para a apresentação do assunto.
d) evidencia a complexidade do fenômeno.
e) revela uma preocupação dos participantes.
2. (UFG) Em relação à tipologia textual, o texto é:
a) argumentativo, porque trata dos malefícios e bene-
fícios de se comer chocolate.
b) científico, porque apresenta uma tese e procura 
fundamentá-la com evidências.
c) apelativo, por tentar convencer as pessoas a come-
rem mais chocolate.
d) didático, porque requer o conhecimento do signifi-
cado exato dos termos com que opera.
e) informativo, porque relata os resultados de uma 
experiência na área de neurociência.
3. (UFG) Da leitura do texto, conclui-se que:
a) os participantes da pesquisa, de ambos os sexos, 
eram apreciadores de chocolate.
b) o experimento foi realizado por meio de exames 
laboratoriais.
c) a sensação de saciedade surge dez minutos após a 
ingestão incessante de chocolate.
d) a carência afetiva provoca, nas mulheres, um im-
pulso para um maior consumo de chocolate.
e) descendentes asiáticos satisfazem-se quando co-
mem grande quantidade de chocolate.
4. (UFG) A sentença “(...) they began to feel satiated, blood 
stopped flowing to that area and increased in another re-
gion“ está corretamente escrita no simple future em:
a) they will began to feel satiated, blood will stopped 
flowing to that area and will increased in another region
b) they are going to feel satiated, blood is going to 
stop flowing to that area and will have increased in 
another region
c) they will to begin to feel satiated, blood will stop flowing 
to that area and will be increased in another region
d) they will begin to feel satiated, blood will stop 
flowing to that area and will increase in another region
e) they have began to feel satiated, blood has stopped 
flowing to that area and has increased in another region
TEXTO PARA AS PRÓXIMAS 4 QUESTÕES 
Book reading experience and 
the ultimate technology
The computer is just a feeble attempt of humankind to re-
plicate the workings of a unique invention, while science is 
an attempt to understand the craftsmanship of the greatest 
masterpiece – Nature.
As we all know, scientists can only replicate carbon-based life 
forms. They cannot literally make from out of thin air any gene-
tic material. They rely on raw materials from resources provided 
by nature. It is just like trying to simulate the functions of the 
human brain by inventing the computer. The brain is the fas-
 69
test and most powerful multimedia computer that exists in the 
present. It is organic, self upgrading and has high articulation. 
The computer, on the other hand, cannot help itself without the 
intervention of humans. A computer hooked to the internet pro-
vides access to all the knowledge of humanity. However, there 
is a downside about this convenience. It deprives the human 
brain the necessary thinking skills and training for data hun-
ting and information processing. A student today only needs 
to access the internet to do research homework. However, the 
learning experience is defeated since it is not the student who 
researches the data needed for the school homework but the 
web browser. 1So where is the selective learning process?
If carrying books is so tiresome, mobile devices like smart pho-
nes will do the trick. All a student has to do is search in a web 
browser for the Intext free eBook reader, for example, and then 
hit enter. While there are lots of commercially available eBooks 
being offered out there, education must not be so costly. That’s 
why there are millions of electronic books downloadable all 
over the world for free.
Reading books, either printed or the electronic version, provides 
the learner the essential mental training for data hunting, logical 
reasoning for information processing and the uncanny ability to 
differentiate truth from lies, right from wrong, facts from fallacy, 
real from a hoax and the appropriate from the inappropriate.
In the process of reading a book, a learner elevates the capaci-
ty of the human brain for stimulation of the senses by indexing 
information for instant recall and further developing comprehen-
sion through mental processing of data.
Nature is the “Ultimate Technology” and the human brain is one 
of its most powerful inventions. We are zillions of years more ad-
vanced as compared to our technology. However, digital media 
such as e-texts can surely serve as invaluable and easy to access 
reading material. Thus, let’s take advantage of this technology to 
the fullest by engaging in reading extensively in order to enhance 
our natural skills and talents.
JOEFEL CAGAMPANG HTTP://WWW.GOARTICLES.COM 
5. (UERJ) The general theme of the text is the impact of 
the digital era on the process of knowledge acquisition.
In order to express his point of view, the author bases 
his argument on the following factor:
a) improvement of brain activities.
b) advancement of genetic research.
c) superiority of human intelligence.
d) development of concentration skills.
6. (UERJ) Paragraph 5 lists positive results from read-
ing books.
The exemplification offered by the author emphasizes 
the capacity of:
a) synthesis.
b) distinction.
c) identification.
d) memorization.
7. (UERJ) The use of computers for learning purposes is 
discussed in the text.
According to the author, the use of computers without 
any guidance constitutes an obstacle to:
a) data collecting.
b) logical thinking.
c) knowledge sharing.
d) quantitative browsing.
8. (UERJ) The strategy of asking questions is often used 
for rhetorical purposes.
So where is the selective learning process? (ref. 1)
The question above is intended to:
a) express a doubt.
b) start a discussion.
c) confirm a viewpoint.
d) anticipate an objection.
TEXTO PARA AS PRÓXIMAS 2 QUESTÕES
Audio books: all pros, no cons
What is an audio book? An audio book is a recording of the 
contents of a book read aloud, created and distributed on CDs, 
cassette tapes or other digital formats. They have become quite 
popular since first being introduced – roughly 20 years ago – 
with the CD format in the lead for sales.
One of the pros for audio books is the fact that they support mul-
ti-tasking, and can also be stored into small devices for easy liste-
ning, like an iPod or MP3 Player. For example, you may listen to 
one and retrieve the information you would from a regular book 
while exercising, cleaning around the house, or just while in the car 
driving. You would not be able to do any of those activities while 
reading a regular book. But while listeningto an audio book this 
becomes possible. 
Another pro supporting audio books is the effect it has on chil-
dren’s motivation and learning. Teaching them to read has never 
been any easier or enjoyable in their favor. By using different types 
of toys from favorite cartoon characters to interact with audio 
books, children are able to learn a usually difficult subject quite 
easily while also having a good time.
My final pro supporting an audio book is the fact that people 
who are unable to read regular books, due to certain problems 
they cannot help such as blindness, are certainly able to listen 
to audio books to gather the contents they may need from a 
regular book. This is a major pro that is a big help to a lot of 
people around the world, with no con to argue against it. So 
why not go and check out some audio books today and find 
out for yourself how useful and how fun they are? There are 
loads of free digital audio books as well. 1Therefore, you can 
test the water for free as well.
HTTP://BOOKSTOVE.COM 
 70
9. (UERJ) Therefore, you can test the water for free as 
well. (ref. 1)
In the fragment, people are encouraged to read audio 
books to test their efficiency. The major motivation for 
this course of action consists of:
a) courtesy offer.
b) speedy ordering.
c) refundable option.
d) costless download.
10. (UERJ) In the text, the title and subtitle clearly re-
flect the author’s position regarding audio books.
The idea conveyed by the title and subtitle is best ex-
pressed in the following statement: 
a) Their use is considered as a beneficial practice.
b) Their efficiency is confirmed in sports activities.
c) Their quality is determined by the narrator’s voice.
d) Their advantage is related to mental concentration.
A.P.A. Dissertativo
1. Escreva as frases a seguir usando as duas formas 
de future: will e going to. O primeiro item já foi feito 
para você.
a)You (to earn) a lot of money.
 (will): You will earn.
 (going to): You are going to earn.
b)You (to travel) around the world.
 (will): _______________________________
 (going to): ___________________________
c)You (to meet) lots of interesting people.
 (will): _______________________________
 (going to): ___________________________
d)Everybody (to adore) you.
 (will): _______________________________
 (going to): ___________________________
e) You (not/to have) any problems.
 (will): _______________________________
 (going to): ___________________________
f) Many people (to serve) you.
 (will): _______________________________
 (going to): ___________________________
g) They (to anticipate) your wishes.
 (will): _______________________________
 (going to): ___________________________
h) There (not/to be) anything left to wish for.
 (will): _______________________________
 (going to): ___________________________
i) Everything (to be) perfect.
 (will): _______________________________
 (going to): ___________________________
j) But all these things (to happen/only) if you marry me.
 (will): _______________________________
 (going to): ___________________________
TEXTO PARA AS PRÓXIMAS 2 QUESTÕES 
Future Hot Careers: 
Space Tourism to Genetic Counseling
In our information-rich society there is an ever increasing de-
mand for workers in the fields of computers, health care, scien-
ce and space technology − much of it driven by the demands 
of the retiring baby boomers. If you like to plan ahead, here is 
sampling of some of the jobs that will be hot in the next several 
years and beyond.
Genetic Counseling
Doctors will be able to test for dozens of genetic markers and 
predict when a person will likely experience a genetically based 
condition. With more tests and treatments available, genetic 
counselors will be needed to help individuals and families make 
decisions about genetic technologies as it applies to science and 
personal beliefs. Today, about 2,000 counselors are recognized 
by the American Board of Genetic Counseling.
Space Tourism
While this one may sound far-fetched, the entire industry of spa-
ce tourism is poised to “take off”. There are already 200 reser-
vations for space flights. Space Adventures plans on hiring about 
10 space tour guides to start, said spokeswoman Stacey Tearne. 
The world’s first space hotel is also set to open, which could be 
the beginning of a whole new sector of jobs which will require 
the merging of space smarts with great hospitality.
Roboticists
In a way, robots have already taken over the world. The com-
ponents, processors and sensors for robots are getting cheaper 
every quarter, said Paul Saffo, a technology forecaster. Hundreds 
of new applications for robots are already being developed. Ro-
bots already work in research laboratories, factories, hospitals, 
daycares and housekeeping, and the trend is only expected to 
grow as the field progresses.
DISPONÍVEL EM: <HTTP://WWW.DAILYGALAXY.COM/MY_WEBLOG/2008/08/
FUTURE-TOP-10-H.HTML>. ACESSO EM: 31 DE MAIO DE 2012. [ADAPTADO].
Responda às perguntas a seguir em português.
2. (UFRM) Em relação aos avanços da genética apresen-
tados no texto:
a) o que os médicos poderão fazer no futuro?
b) qual será o papel dos consultores genéticos?
3. (UFRM) De acordo com o texto, a indústria do turismo 
espacial está pronta para decolar. Mencione os três fa-
tos que permitem ao autor fazer essa afirmação.
 71
TEXTO PARA A PRÓXIMA QUESTÃO
“Due to budget cuts, our school is not distributing report card. 
They are available online for download. Luckily, I’m the only 
one in my family that is computer literate, not that I’ll make 
changes or anything...”
DISPONÍVEL EM: <HTTP://WWW.CARTOONSTOCK.COM/DIRECTORY/C/
COMPUTER_LITERACY.ASP&H>. ACESSO EM: 2 SET. 2011.
4. (UEG) Como o estudante do quadrinho acima pode 
conseguir informações sobre suas notas na escola?
5. (Unicamp)
WHY WE NEED A FOOD REVOLUTION
BY JAMES OLIVER 
We’re losing the war against obesity in the US. It’s sad, but true. 
Our kids are growing up overweight and malnourished from a 
diet of processed foods, and today’s children will be the first ge-
neration ever to live shorter lives than their parents. It’s time for 
change. It’s time we switch to fresh food and home cooking. It’s 
time for a Food Revolution.
(ADAPTADO DE HTTP://WWW.JAMIEOLIVER.COM/ FOUNDATION/
JAMIES-FOOD-REVOLUTION/. ACESSADO EM 28/09/2011.) 
a) Quais são, segundo o texto, as consequências da 
atual dieta das crianças norte-americanas?
b) No que consiste a revolução alimentar proposta 
por James Oliver?
Gabarito
Aplicando para aprender (A.P.A.)
1. E 2. A 3. D 4. D 5. B
6. B 7. E 8. E 9. A 10. C
A.P.A. Fixação
1. C 2. B 3. E 4. A 5. B
6. D 7. 1 + 2 + 4 + 16 = 23 
8. D 9. D 10. C
A.P.A. Complementar
1. C 2. E 3. A 4. D 5. C
6. B 7. B 8. C 9. D 10. A
A.P.A. Dissertativo
1. 
a) -
b) you will travel / you are going to travel
c) you will meet / you are going to meet
d) Everybody will adore you. / Everybody is going to 
adore you.
e) You will not have any / You are not going to have
f) Many people will serve you. / Many people are 
going to serve you.
g) They will anticipate your / They are going to anticipate
h) There will not be anything… / There is not going to be
i) Everything will be perfect. / Everything is going to be
j) But all these things will only happen / But all these 
things are only going to happen
2. 
a) Médicos só conseguirão testar marcadores genéti-
cos para prever a possibilidade das pessoas sofrerem 
de uma doença genética no futuro.
b) Consultores genéticos serão responsáveis por aju-
dar indivíduos e famílias a chegarem a conclusões a 
respeito de tecnologias genéticas.
3. De acordo com o texto, já foram feitas 200 reservas para 
voos espaciais; já existem planos para a contratação de 
guias turísticos espaciais, e o primeiro hotel espacial pode-
rá ser inaugurado em breve.
4. O estudante pode simplesmente baixá-los da internet. 
(He can download them.)
5. 
a) Obesidade, má nutrição eexpectativa de vida re-
duzida, em comparação aos pais.
b) A volta do consumo de alimentos frescos e de co-
mida caseira.
 72
1. Introdução
Os modal verbs, ou somente modals, são verbos auxilia-
res que têm a capacidade de mudar o sentido de verbos 
que os sucedem. Eles obedecem a seu próprio padrão 
gramatical. Os verbos modais são: can, could, may, might, 
should, must, ought to, will, shall e would.
Veja as regras gramaticais dos verbos modais:
Não adicione "s" à terceira pessoa do singular
He can understand Portuguese very well. (correct)
He cans understand Portuguese very well. 
(incorrect)
FONTE: YOUTUBE
Aula 15 - Modal verbs
F Y
multimídia: vídeo
Não são usados verbos auxiliares para frases negativas ou 
interrogativas.
I should not be afraid of ghosts. (correct)
I don’t should be afraid of ghosts. (incorrect)
Should I carry on studying? (correct)
Do you should be afraid? (incorrect)
NUNCA acrescente a partícula to antes ou depois de um 
verbo modal (com exceção de have to e ought to)
He can understand Russian very well (correct)
He can to understand Russian very well (incorrect)
De modo a facilitar seu entendimento, os verbos modais 
serão separados em categorias.
1. Can/could, may/might 
Expressam capacidade, habilidade, possibilidade, probabi-
lidade, para pedir e dar permissão e pedir auxílio. Todas as 
leituras possíveis incluem, no português, o verbo "poder", 
sendo que o verbo CAN está sempre no presente. COULD, 
além de ser a forma de passado de CAN, também pode 
ser compreendido como futuro do pretérito do verbo CAN 
(poderia, poderíamos). MAY e MIGHT também são usual-
mente compreendidos como poderia, poderíamos, etc.
Estude os exemplos:
CAN X COULD
In order to achieve your goal, you can work on 
the weekends. (Para alcançar seu objetivo, você 
pode trabalhar aos finais de semana) – Uma 
indicação de algo que pode acontecer.
In order to achieve your goal you could work on 
the weekends. (Para alcançar seu objetivo, você 
poderia trabalhar aos finais de semana.) – In-
dicação de algo que você pode fazer, mas que 
eu imagino ser menos provável ou mais difícil de 
acontecer.
CAN X MAY/MIGHT
Can you help me, please? (mais informal) X May 
you help me, please? (mais formal, respeitoso)
It can rain today. (É algo que pode acontecer, 
sem levar em consideração graus de probabilida-
de.) X It may rain today (Há uma certa probabili-
dade de que chova.)
COULD
We could watch a movie tonight, (Nós pode-
ríamos assistir a um filme hoje à noite.) – Pos-
sibilidade futura, situação hipotética.
When I was a kid I could play the bass, but I’ve 
completely forgotten how to play it. (Quando eu 
era garoto, eu podia/tinha a habilidade de tocar 
baixo, mas eu esqueci completamente). – Passado
If you were here, you could talk to us. (Se você 
estivesse aqui, você poderia conversar conosco) 
– Hipotético (subjuntivo).
SHOULD WE CONTINUE
HABILIDADES: 5, 6, 7, 15 e 18
COMPETÊNCIAS: 2, 5 e 6
CLASS 7
 73
FONTE: YOUTUBE
Modal verbs (can, could, might, 
should, etc) | Canguro English
F Y
multimídia: vídeo
2. Should, must, ought to, have to
Trata-se de verbos que normalmente expressam sugestões, 
conselhos, ordens, proibições e obrigações. Eles são normal-
mente entendidos em português como os verbos "deveria" 
ou "ter que". Estude os exemplos a seguir.
SHOULD X MUST
I think you should go out a little. (Eu acho que 
você deveria sair um pouco) – Uma simples su-
gestão do que eu considero uma boa ideia.
You must go now. (Você deve/ tem que ir 
agora) – Mais imperativo, quase uma ordem.
You should read a book (Você deve/deveria 
ler um livro) – Uma simples sugestão; vai ser 
bom pra você.
You must read that book (Você deve/deveria 
ler aquele livro) – É quase obrigatório que se leia 
o livro; ele é ótimo.
SHOULD x OUGHT TO
You should relax more (Vocês deveriam rela-
xar mais) – Mais informal.
You ought to relax more (Vocês deveriam rela-
xar mais) – Mais formal, mais enfático.
WILL, SHALL e WOULD
Todos os verbos desse grupo são verbos auxiliares, ou seja, 
não têm sentido sozinhos, mas somente associados ou re-
ferindo-se a outros verbos. 
De forma geral, WILL e SHALL fazem com que o verbo que 
aparece imediatamente depois deles esteja no simple fu-
ture. SHALL é um verbo arcaico (deixou de ser utilizado 
com frequência) e, além de muito formal, é usado com os 
sujeitos I e WE.
WOULD é um verbo auxiliar muito importante, pois equi-
vale (com poucas exceções) a todo o futuro do pretérito 
do português.
Observações 1: 
Quando utilizado em sua forma negativa, MUST ex-
pressa proibição.
Exemplos: 
You must not (mustn’t) cross the street 
now. (Você não pode/ não deve/ está 
proibido cruzar a rua agora.)
She mustn’t smoke here. We are in a 
hospital. (Ela não deve fumar aqui. 
Nós estamos em um hospital).
Observações 2: 
A locução verbal have to (+ verb) atende às mes-
mas regras gramaticais aplicáveis ao verbo to 
have, mas modifica a função do verbo que o segue, 
deixando de expressar posse e passando a expres-
sar obrigação.
Exemplos: 
You have to protect the forest. You’re 
a citizen. (Você tem que proteger a 
floresta. Você é um cidadão.)
Everybody has to wear a helmet from 
that point on. That’s what the regula-
tions say. (Todos têm que usar um 
capacete a partir deste ponto. É o que 
diz o regulamento.)
No entanto, na negativa, a frase não expressa mais 
obrigatoriedade, e sim falta de necessidade.
Exemplos:
You don't have to help me anymore, i 
understood the subject.
She doesn't have to find someone 
else to pay her bills. She has her own 
job and makes her own money.
Estude os exemplos a seguir:
He will talk to you later. (Ele conversará/vai 
conversar com você mais tarde)
We shall talk to you later. (Nós conversare-
mos/vamos conversar com você mais tarde)
They would talk to you if they had time. (Elas 
conversariam com você se tivessem tempo.)
 74
Christmas Carol
6 capítulos de interpretação
multimídia: livro
WILL X WOULD
É importante perceber nitidamente as diferenças entre es-
ses dois verbos.
I will like to meet them. (Eu vou gostar de co-
nhecê-las)
I would like to meet them. (Eu gostaria de 
conhecê-las)
Money will be a problem. (Dinheiro será um 
problema.)
Money would be a problem (Dinheiro seria um 
problema.)
SHALL
Os usos mais comuns do modal SHALL estão presentes na-
quelas perguntas de confirmação, as QUESTION TAGS. Veja 
os exemplos a seguir:
Let’s start, shall we? (Vamos começar?)
Shall we dance? (Vamos dançar?)
Além disso, é possível observar a presença de SHALL em 
textos jurídicos ou religiosos, justamente por serem textos 
ou muito mais formais ou muito antigos.
Education shall be free (A educação será/de-
verá ser gratuita) 
You shall not murder. (Não matarás)
www.bbc.co.uk/learningenglish/english/course/lower-
-intermediate/unit-30/session-2
multimídia: site
Formas negativas
As formas negativas dos modal verbs são obtidas através 
da adição da palavra NOT. 
Cannot (can’t); could not (couldn’t); may not, 
might not; should not (shouldn’t); must not 
(mustn’t); ought not to; will not (won’t); shall not 
(shan’t); would not (wouldn’t).
Formas interrogativas
As formas interrogativas dos modal verbs são obtidas atra-
vés da inversão do sujeito da oração e do verbo modal.
Can I...?; could I...?; may I...?; might you...? 
should you...?; must I...? will you...? would 
you...? Shall we...?
Apêndice #1
As formas de passado dos modal verbs são obtidas da se-
guinte forma:
modal + have + past participle
Exemplos:
You should have arrived earlier. (Você deve-
ria ter chegado mais cedo)
You could have organized your bedroom. 
(Você poderia ter organizado seu quarto.)
I wouldn’t have done it this way. (Eu não te-
ria feito isto desta maneira)
Observação 
A lista dos verbos irregulares contendo seus respectivos 
past participles está anexada na aula 5 desta apostila.
Apêndice #2
Existem algumas outras estruturas que por vezes são colo-
cadas entre os verbos modais, principalmente por compar-tilharem algumas de suas características. São elas:
Needn’t o mesmo de don’t need to
Exemplo: 
You needn’t feed the dog/ You don’t need to feed 
the dog (Você não precisa alimentar o cachorro)
Had better Similar a should.
Exemplo: 
You had better/should leave now. (Você deveria 
sair agora)
 75
Would rather (‘d rather) Similar a would prefer.
Exemplo: I would rather/would prefer to watch 
a movie tonight. (Eu preferiria assistir a um filme 
hoje à noite)
FONTE: YOUTUBE
Coldplay - Fix You
F Y
multimídia: música
Apêndice #3
Veja alguns dos casos particulares a seguir:
O futuro de CAN é dado pela locução verbal be able to.
Exemplo: 
Students will be able to solve that kind of drill. 
(Os estudantes serão capazes de/consegui-
rão resolver aquele tipo de atividade.)
O passado de may é dado pelo verbo might.
Exemplos:
They may help you out. (presente – Eles pode-
riam te ajudar)
They might have helped you (passado – Eles 
poderiam ter te ajudado)
O verbo there to be (haver/existir) pode ser combinado com 
os verbos modais.
Exemplos:
There can be a chance. (Pode haver uma chance)
There should be someone waiting for them. 
(Deveria haver alguém esperando por eles)
FONTE: YOUTUBE
The Clash - Should I Stay or Should I Go
F Y
multimídia: música
3. Genetics
Only a tenth of the human 
genome is studied
Paying more attention to the rest 
seems like a good idea
HTTPS://WWW.ECONOMIST.COM/SCIENCE-AND-TECHNOLOGY/2018/09/20/
ONLY-A-TENTH-OF-THE-HUMAN-GENOME-IS-STUDIED
ONE tale of Nasreddin, a self-satirising 13th-century phi-
losopher, tells of the time he lost a precious ring. When 
his wife asks why he is searching in the yard rather than 
inside, where the ring was lost, Nasreddin explains that 
the light is better outside. Looking for something where 
the search is easiest is a form of bias now known as 
the “street light” effect. A study published this week in 
PLOS Biology reports a similar skew in modern genet-
ics that may be leaving thousands of important genes 
largely unstudied.
There are roughly 20,000 genes in the human genome. Un-
derstanding genes and the proteins they encode can help 
to unravel the causes of diseases, and inspire new drugs to 
treat them. But most research focuses on only about ten 
percent of genes. Thomas Stoeger, Luis Amaral and their 
colleagues at Northwestern University in Illinois used ma-
chine learning to investigate why that might be.
First the team assembled a database of 430 biochemi-
cal features of both the genes themselves (such as the 
levels at which they are expressed in different cells) and 
the proteins for which they code (for example, their solu-
bility). When they fed these data to their algorithm, they 
were able to explain about 40% of the difference in the 
attention paid to each gene (measured by the number of 
papers published) using just 15 features. Essentially, there 
were more papers on abundantly expressed genes that 
encode stable proteins. That suggests researchers — per-
haps not unreasonably — focus on genes that are easier 
to study. Oddly, though, the pattern of publication has not 
changed much since 2000, despite the completion of the 
human genome project in 2003 and huge advances in 
DNA-sequencing technology.
One possible reason for that can be found in another 
phenomenon known as the “Matthew effect”. Pithi-
ly summarised by the adage “the rich get richer”, this 
predicts that researchers and money will flow to subjects 
that are already well-established. To see if this was the 
case, the team added the year of each gene’s discovery to 
their model and found its explanatory power jumped to 
56%, because earlier discoveries translated into greater 
 76
Aplicando para 
aprender (A.P.A.)
1. (FCC-BA) Yes dear, you _____ come home late tonight.
a) must to
b) ought
c) can to
d) may
e) have
2. Assinale a alternativa correta.
I’m sorry the train was late and I _____ arrive earlier.
a) couldn’t
b) ought not
c) don’t
d) mustn’t
e) wouldn’t
3. (UFSC) Assinale a alternativa correta.
You __________ smoke here.
a) might to
b) have permission
c) can to
d) may
e) ought
4. (FCMSC-SP) You mustn’t take that medicine expressa:
a) uma ordem.
b) uma advertência.
c) uma obrigação.
d) uma proibição.
e) um conselho.
5. (Mackenzie)
The man in the cartoon:
a) is planning his future.
b) is currently attending college.
c) has become a doctor.
d) never misses an opportunity.
e) regrets things in his past.
attention. The identification of a new human gene is of-
ten preceded by the discovery of similar genes in scientific 
workhorses such as fruit flies, rats and mice. When the 
researchers added the number of papers relating to these 
animal genes, the algorithm’s predictive powers improved 
even further, to 76%.
All this might be justified if the most-studied genes were 
also the most important — if, for instance, mutations with-
in them are associated with serious or common diseases. 
The team found that the most-researched 10% of genes 
were indeed between three and five times more likely to 
be involved in disease. But they receive disproportionate 
attention, accruing thousands of times the number of pub-
lications as the least-resea rched 10%.
The team found these biases were reproduced in fund-
ing decisions made by America’s National Institutes 
of Health, the world’s biggest sponsor of biomedical 
research; they also found a similar pattern in drug de-
velopment in the private sector. Drugs are often made 
to tweak the behaviour of the proteins that particular 
genes encode. Although there are presently drugs in de-
velopment for 30% of disease-associated genes discov-
ered before 1981, the same is true for only 2% of genes 
discovered since 2001.
No doubt much remains to be learned about even the 
best-studied genes. But the upshot of all this is that a 
wealth of discoveries and treatments is likely to await 
scientists, and funding agencies, bold enough to look 
elsewhere. Time to shine a light on the darker parts of 
the genome.
Vocabulary:
bias: propensão; predisposição
skew: inclinar; distorcer
unravel: desfiar; desembaraçar
assembled: montado; instalado
accrue: resultar; acumular
FONTE: YOUTUBE
Básico #37: Modal Verbs - Inglês de Bolso
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multimídia: vídeo
 77
6. (PUC-RJ)
In “you should start each day with a song... in your 
soul”, “should” expresses an idea of: 
a) certainty.
b) obligation.
c) impossibility.
d) probability.
e) advice.
7. (Mackenzie) In which of the statements does MUST 
express necessity?
a) There’s somebody in the other office. It must be 
my boss!
b) You mustn’t smoke here!
c) She must be a very good student. She always gets A’s.
d) I must go right now!
e) Who must he be? There are lots of people around him!
8. (Mackenzie) In the sentence, “You may be wrong, but 
you may be right.” MAY means:
a) possibility
b) permission
c) ability
d) deduction
e) obligation
TEXTO PARA A PRÓXIMA QUESTÃO
Stuck for cash? Here are some moneymaking ideas!
Need some extra cash? Why not consider working from home? 
Setting up your own business may sound complicated and expen-
sive, but there are many ideas that don’t need a lot of money to 
follow through. Plus, of course, there’s the added advantage that 
you can completely tailor your working day to suit your lifestyle.
But don’t forget to tell the tax man or you could end up with an 
unexpected bill!!!
9. (UFPEL) A expressão “business may sound complica-
ted and expensive...”, traz consigo a ideia de:
a) permissão.
b) possibilidade.
c) certeza.
d) habilidade.
e) obrigação.
10. (Mackenzie) Indicate the alternative that best com-
pletes the following sentence.
“Look how wet the ground is. it __________ last night.
a) might be sunny
b) must have rained
c) should have been warm
d) may be snowing
e) ought to dry
A.P.A. Fixação
(Fuvest-adaptado)
Researchers studying 313 healthy Vietnam veterans have found 
that anger, depression and hostility may increase the risk for 
cardiovascular disease, diabetes and high bloodpressure.
Over a period of ten years, the men had regular physical examina-
tions involving a wide variety of medicaltests. They also underwent 
psychological examinations using well-established questionnaires 
to determine their levels of hostility, anger and depression. The re-
searchers measured blood levels of a protein called C3, a marker 
for the inflammation that is a risk factor for cardiovascular illnes-
ses. After controlling for other variables, the scientists found that 
those in the highest one-quarter in hostility, anger and depression 
showed a steady and significant increase in C3 levels, while those 
in the lowest one-quarter had no increase. 
WWW.NYTIMES.COM. ADAPTADO. 
1. O verbo MAY, em “depression and hostility may in-
crease the risk for cardiovascular disease, diabetes and 
high blood pressure” indica:
a) habilidade.
b) capacidade.
c) certeza.
d) obrigação.
e) possibilidade.
2. O estudo mencionado no texto:
a) avaliou a influência de níveis de hostilidade em in-
divíduos deprimidos.
b) baseou-se em diferentes tipos de exames médicos 
e respostas a questionários.
c) foi importante para controlar os níveis da proteína C3 
no sangue de soldados com pressão arterial elevada.
d) foi desenvolvido para testar a relação entre pres-
são arterial e diabetes.
e) concentrou-se na análise de manifestações depres-
sivas em veteranos do Vietnã.
 78
3. Os resultados do estudo mencionado no texto suge-
rem que:
a) os níveis da proteína C3 diminuem em homens que 
passaram por experiências traumáticas de guerra.
b) níveis altos de hostilidade são potencial ameaça à 
saúde mental.
c) doenças cardiovasculares podem estar relaciona-
das aos níveis de hostilidade, raiva e depressão.
d) baixa ingestão de proteínas pode causar raiva e 
depressão, estimulando comportamentos hostis.
e) os veteranos do Vietnã analisados estavam menos 
deprimidos que o esperado.
TEXTO PARA AS PRÓXIMAS 6 QUESTÕES
TEEN DEPRESSION
Depression is defined as an illness when the feelings of sadness, 
hopelessness, and despair persist and interfere with a child or 
adolescent’s ability to function.
Though the term “depression” can describe a normal human 
emotion, it also can refer to a mental health illness. Depressive 
illness in children and teens is defined when the feelings of de-
pression persist and interfere with a child or adolescent’s ability 
to function. Depression is common in teens and younger children. 
About 5 percent of children and adolescents in the general popu-
lation suffer from depression at any given point in time. Children 
under stress, who experience loss, or who have attentional, le-
arning, conduct or anxiety disorders are at a higher risk for de-
pression. Teenager girls are at especially high risk, as are minority 
youth. Depressed youth often have problems at home. In many 
cases, the parents are depressed, as depression tends to run in 
families. Over the past 50 years, depression rises, so does the teen 
suicide rate. It is important to remember that the behavior of de-
pressed children and teenagers may differ from the behavior of 
depressed adults. The characteristics vary, with most children and 
teens having additional psychiatric disorders, such as behavior di-
sorders or substance abuse problems. Mental health professionals 
advise parents to be aware of signs of depression in their children. 
Some of these signs may be: frequent sadness, tearfulness, crying; 
hopelessness; decreased interest in activities or inability to enjoy 
previously favorite activities; persistent boredom; low energy; so-
cial isolation; poor communication; poor concentration; extreme 
sensitivity to rejection or failure, and increased irritability, anger, or 
hostility; among others. 
(EXTRAÍDO DE: WWW.FOCUSAS.COM/DEPRESSION.HTML)
4. (Unesp) Escolha a alternativa correta, de acordo 
com o texto.
a) O comportamento de um adulto e o de uma crian-
ça ou adolescente com depressão podem ser diferen-
ciados, pois o adulto sempre está consciente de que 
sofre de depressão.
b) O comportamento de um adulto e de uma criança 
ou adolescente com depressão nunca são diferencia-
dos, ainda que a criança ou adolescente tenha distúr-
bios psiquiátricos adicionais.
c) Nos últimos 50 anos, os índices de depressão en-
tre adultos aumentaram consideravelmente e, como 
consequência, o índice de suicídios de adultos tam-
bém aumentou.
d) Crianças que vivem sob pressão, que vivenciam per-
das e que sofrem de ansiedade correm menos riscos de 
depressão do que adolescentes nas mesmas condições.
e) Crianças que vivem sob pressão, que vivenciam per-
das e que sofrem de ansiedade, entre outros fatores, 
apresentam maior tendência a sofrer de depressão.
5. (Unesp) Escolha a alternativa correta, de acordo com 
o texto.
a) Depressão é um termo usado para indicar uma emo-
ção humana normal ou uma doença mental que afeta 
a maior parte das crianças e adolescentes. Manifesta-
-se como doença quando sentimentos como tristeza, 
desesperança e desencanto persistem e interferem no 
comportamento do indivíduo.
b) Depressão é um termo usado para indicar uma emo-
ção humana normal ou uma doença que também pode 
afetar crianças e adolescentes. Pode ser diagnostica-
da como doença quando sentimentos como tristeza, 
desesperança e desencanto persistem e interferem no 
comportamento do indivíduo. 
c) Depressão é um termo usado para indicar uma emoção 
normal ou uma doença mental que afeta 5% das crianças 
pequenas. Pode ser diagnosticada na adolescência quan-
do sentimentos como tristeza, desesperança e desencanto 
interferem no comportamento do indivíduo.
d) Depressão é um termo usado para indicar uma 
emoção humana normal que, quando persiste, gera 
uma doença que também pode afetar crianças e ado-
lescentes. Caracterizase pela tristeza, desesperança e 
desencanto manifestadas na adolescência.
e) Depressão é um termo usado para indicar uma emo-
ção ou uma doença que apenas afeta as mulheres, na 
adolescência. Pode ser diagnosticada quando senti-
mentos como tristeza, desesperança e desencanto per-
sistem e interferem no comportamento do indivíduo.
6. (Unesp) De acordo com o texto, indique a alternativa 
que preenche corretamente a lacuna da sentença:
When one or more signs of depression persist, parents 
__________ professional help.
a) would have to look for
b) are looking for
c) have to look for
d) would have had to look for
e) looked for
7. (Unesp) De acordo com o texto, indique a alternativa 
que expressa o mesmo sentido da expressão em desta-
que na sentença:
Parents and caregivers have to try to help teenagers 
when they FEEL DEPRESSED.
a) feel down
b) feel confused
c) feel disappointed
d) feel excited
e) feel any mental disorders
 79
8. (Unesp) De acordo com o texto, indique a alternativa 
que expressa o mesmo significado de:
Adults expect teens to act moody.
a) Teens expected adults to act moody.
b) Adults are expected by teens to act moody.
c) Adults and teens are expected to act moody.
d) Teens are expected to act moody.
e) Teens always act moody, although it is never ex-
pected by adults.
9. (Unesp) Indique a sentença que expressa um conselho.
a) When depressed, teens always ask for adult guidance.
b) Teens see more of what life has to offer and then 
they become depressed.
c) Adolescents who never make new friends become 
depressed.
d) Adolescents don’t try to make new friends when 
they feel depressed.
e) When teens become depressed, they should try to 
ask an adult for help.
TEXTO PARA A PRÓXIMA QUESTÃO
A RACIAL GAP
Blacks undergo lifesaving lung-cancer surgery at a lower rate 
than whites. What can be done? Doctors have long known that 
lung cancers, which kills 160.000 Americans each year, takes a 
heavier toll among black Americans, particularly black men, than 
among whites. In part that’s because 34% of black men in the 
U.S. smoke cigarettes, compared with 28% of white men. (Black 
women tend to smoke less than white women). It also has to do 
with differences in income and access to medical care. Butthere 
has always been a lingering suspicion that some of the gap might 
be due to either overt or subconscious discrimination. A study in 
“New England Journal of Medicine” appears to bolster that dis-
turbing conclusion. Unlike other cancers, lung cancer is extremely 
hard to detect in its earliest, most treatable stages. Even so, about 
20% of lung-cancer patients are found to have a tumor whose 
biological characteristics and small size give them a good chance 
of being cured if the malignant growth is surgically removed.
(TIME, OCTOBER 25TH, 1999) 
10. (UFRRJ) “Might’ may be replaced by
a) must.
b) can.
c) have to.
d) should.
e) could.
A.P.A. Complementar
TEXTO PARA AS PRÓXIMAS 8 QUESTÕES
ARE YOU A DIGITAL NATIVE OR 
A DIGITAL IMMIGRANT?
We all know that we are living in an increasingly technologically 
driven world. Living here in the heart of Silicon Valley I certainly 
feel it every day. In fact, I don’t think I know a single couple in 
my neighborhood, other than my wife and I, who don’t work 
in the technology field in some capacity. Our local companies 
are Facebook, Apple, Google, Yahoo, and so many venture capi-
tal firms that I can’t keep them straight. But you don’t have to 
live in Silicon Valley to feel that the world is getting more and 
more technology centered, focused, and driven. We can debate 
the pros and cons of this reality but we can’t deny that the world 
has changed very quickly in head spinning ways. Two recent com-
ments led me to finally enter the 21st century by getting a smart 
phone this week, kicking and screaming.
First, I mentioned to one of my undergraduate classes at Santa 
Clara University that I didn’t have a smart phone, but rather I 
had a dumb phone. My phone can make and receive phone 
calls and that’s about it. No email, internet, and so forth. So one 
of my students looked at me in an odd and curious way, like 
she was talking to someone from another planet, and stated 
in a matter of fact manner, “Professor Plante, even 2nd graders 
have smart phones.” Ouch!
Second, I was talking with a producer at the PBS NewsHour 
who wanted me to do a live interview within a few hours 
of his call regarding some late breaking news about clergy 
sexual abuse, which is my specialty. I was out of the office 
and driving my car when he called and in a matter of fact 
manner he said that he wanted to send me some important 
information to my smart phone to best prepare me for the 
upcoming nterview. When I told him that I couldn’t receive 
anything since I had a dumb phone and not a smart phone, 
there was a long silence. He then said he’d have to just read it 
to me over the phone as a Plan B. He wasn’t happy ... neither 
was I. In case you haven’t noticed, the 21st century is really 
upon us and to live in it one really does need to be connected 
in my view. Although I often consider myself a 19th or 20th 
century guy trapped in the 21st century we really do need to 
adapt. For most of us we are just living in a new world that 
really demands comfort with and access to technology. This 
notion of digital native vs. digital immigrant makes a great 
deal of sense to me. Young people in our society are digital 
natives. They seem to be very comfortable with everything 
from iPhones to TV remotes. Digital immigrants, like me, just 
never feel that comfortable with these technologies. Sure we 
may learn to adapt by using email, mobile phones, smart ones 
or dumb ones, Facebook, and so forth but it just doesn’t and 
perhaps will never be very natural for us. It is like learning 
a second language ... you can communicate but with some 
struggle. This has perhaps always been true. I remember when 
I was in graduate school in the 1980s trying to convince my 
grandparents that buying a telephone answering machine as 
well as a clothes dryer would be a good idea. They looked at 
me like I was talking in another language or that I was from 
another planet.
Perhaps we have a critical period in our lives for technology just 
like we do for language. When we are young we soak up langua-
ge so quickly but find it so much harder to learn a new language 
when we are older. The same seems to be true for technology.
So, this week I bought my first smart phone and am just lear-
ning to use it. When questions arise, I turn to my very patient 
teenage son for answers. And when he’s not around, I just look 
to the youngest person around for help. So, what about you? 
 80
Are you a digital native or a digital immigrant and how does it 
impact your life?
ADAPTED FROM: DIGITAL NATIVE VS DIGITAL IMMIGRANT? 
WHICH ARE YOU? PUBLISHED ON JULY 24, 2012 BY 
THOMAS G. PLANTE, PH.D., ABPP. IN: DO THE RIGHT 
THING.
1. (PUC adaptada) The text suggests that nowadays the 
world is divided into two groups of people.
a) those who work in the technology field and those 
who are against it.
b) the ones who live in Silicon Valley and those who 
live in the fields.
c) the smart phone users and the wireless phone addicts.
d) those who work for Apple and those who work for 
Facebook.
e) the technological natives and the technological 
foreigners.
2. (PUC adaptada) The main purpose of the text is.
a) to compare the new smart phones to old conven-
tional devices.
b) to argue that people should adopt simple dumb 
phones for their daily activities.
c) to highlight that young people are usually techno-
logically driven and centered.
d) to analyze the characteristics and the advantages 
of smart phones.
e) to prove that old people cannot learn how to use 
electronic instruments.
3. (PUC adaptada) In the sentence, “He then said he’d 
have to just read it to me over the phone as a Plan B.”, 
the underlined pronoun refers to:
a) the author´s dumb phone.
b) the information needed for the interview.
c) the author’s smart phone.
d) the upcoming interview.
e) the conversation the author had with the TV producer.
4. (PUC adaptada) Mark the CORRECT statement con-
cerning the meanings of the words extracted from 
the text.
a) “kicking and screaming” in “... by getting a smart 
phone this week kicking and screaming.” means “re-
volutionary”
b) “odd” in “So one of my students looked at me in 
an odd and curious way, ...” means “respectful”.
c) “late breaking news” in “I was talking with a produ-
cer (...) some late breaking news” means “tragic news”.
d) “a critical period” in “Perhaps we have a critical pe-
riod in our life for technology”. means “a threatening 
moment”.
e) “soak up” in “When we are young we soak up lan-
guage so quickly (...)” means “absorb”.
5. (PUC adaptada) Paraphrasing the sentence “In case 
you haven’t noticed, the 21st century is really upon us 
and to live it one really does need to be connected in 
my view”, we can say that.
a) the future is here and we must be connected to 
the world.
b) the present century has come to make things more 
difficult for people.
c) everybody understands that technology is neces-
sary to survive on Earth.
d) people should try to escape the new century’s ne-
gative effects.
e) digital natives have not noticed that they need to 
be connected.
6. (PUC adaptada) The author explains the expression 
“dumb phone” as:
a) a phone used by those who are digital natives.
b) a phone which does not have internet access.
c) a phone that can communicate with people from 
another planet.
d) a phone specially designed for second graders.
e) a phone designed for those who have hearing problems.
7. (PUC adaptada) “We can’t deny” in “...we can’t deny 
that the world has changed very quickly...” and “My 
phone can make” in “My phone can make and receive 
phone calls...” express the ideas of, respectively:
a) probability – duty
b) condition – ability
c) obligation – assumption
d) possibility – obligation
e) impossibility – ability
8. (PUC adaptada) Mark the INCORRECT option con-
cerning the statements.
a) The author’s resistance to using a smart phone is 
comparable to his grandparents’ resistance to using 
a clothes dryer.
b) In the author’s opinion we can’t avoiddealing with 
technology in the 21st century.
c) Teenagers are much more familiar to the digital 
world than adults are.
d) When he bought a smart phone, the author imme-
diately got adapted to using it.
e) The author has recently faced some problems for 
not using a smart phone.
9. (UEL) World Class’ Pure Texas bottled water just hit 
supermarket shelves in Houston. The firm also bottles 
private-label water and is selling Hakeen Olajuwon H2O 
at Houston’s Summit Arena, home to the NBA champi-
on Rockets. Giant food distributor Sysco MAY take the 
brand national.
O verbo MAY, no texto, indica:
a) um dever.
b) uma necessidade.
c) uma certeza.
d) obrigação.
e) possibilidade.
 81
10. (PUC) “...learning about nonhuman organisms DNA 
sequences can lead to an understanding of their natural 
capabilities that can be applied toward solving challen-
ges in health care,...”
“...DNA sequences can lead to an understanding of their 
natural capabilitites...”, a palavra CAN indica a ideia de:
a) conhecimento.
b) permissão.
c) habilidade.
d) confirmação.
e) probabilidade.
A.P.A. Dissertativo
1. Todas as frases a seguir apresentam um erro gramati-
cal. Reescreva-as corretamente:
a) How do can book publishers beat Amazon?
b) Who can to speak for the hospital patience?
c) Imagine what a face cans tell us.
d) Does a face can tell us something meaningful?
e) The presidents of the USA and Russia to can actu-
ally destroy the world.
TEXTO PARA AS QUESTÕES 2 E 3
CAN WE FEED THE WORLD AND 
SUSTAIN THE PLANET?
A five-step global plan could double food production by 2050 
while greatly reducing environmental damage
BY JONATHAN A. FOLEY 
The world must solve three food problems simultaneously: end 
hunger, double food production by 2050, and do both while 
drastically reducing agriculture’s damage to the environment. 
Five solutions, pursued together, can achieve these goals: stop 
agriculture from consuming more tropical land, boost the produc-
tivity of farms that have the lowest yields, raise the efficiency of 
water and fertilizer use worldwide, reduce per capita meat con-
sumption and reduce waste in food production and distribution.
A system for certifying foods based on how well each one delivers 
nutrition and food security and limits environmental and social costs 
would help the public choose products that push agriculture in a 
more sustainable direction.
(WWW.SCIENTIFICAMERICAN.COM. ADAPTADO.)
Responda às perguntas a seguir em português
2. (Unesp) Dentre as cinco soluções apresentadas no se-
gundo parágrafo do texto, quais as que se destinam a 
aumentar a produção de alimentos?
3. (Unesp) Qual é a proposta apresentada no texto para que 
as pessoas possam escolher produtos mais sustentáveis?
TEXTO PARA AS QUESTÕES 4 E 5
SO LONG, FACEBOOK!
ANDREA BENNETT, 18 AUGUST 2012. 
I’ve deleted my Facebook: I was tired of having to check my profile 
all the time and I just felt overexposed and ready to trade my 
computer for sunshine.
I don’t need Facebook, and Facebook probably doesn’t need me. 
Right? Right… But those of us without Facebook run the risk of 
being considered abnormal or eccentric, or not being hired by 
potential employers who distrust people who don’t use the site.
(ADAPTADO DE HTTP://WWW.ADBUSTERS.ORG/ BLOGS/ADBUSTERS-BLOG/
SO-LONG-FACEBOOK. HTML. ACESSADO EM 12/09/2012.)
Responda às perguntas a seguir em Português
4. (Unicamp) Como a autora do texto acima estava se 
sentindo antes de fechar sua conta no Facebook?
5. (Unicamp) Quais são, segundo o texto, os riscos de 
não ter uma conta no Facebook?
Gabarito
Aplicando para aprender (A.P.A.)
1. D 2. A 3. D 4. D 5. E
6. E 7. D 8. A 9. B 10. B
A.P.A. Fixação
1. E 2. B 3. C 4. E 5. B
6. C 7. A 8. D 9. E 10. E
A.P.A. Complementar
1. E 2. C 3. B 4. E 5. A
6. B 7. E 8. D 9. E 10. E
A.P.A. Dissertativo
1. 
a) How can book publishers beat Amazon?
b) Who can speak for the hospital patience?
c) Imagine what a face can tell us.
d) Can a face tell us something meaningful?
e) The presidents of the USA and Russia can actually 
destroy the world.
2. Duas soluções apresentadas destinam-se à produção de 
alimentos. Uma delas cita o aumento da produtividade, a 
outra o aumento, de forma global, na eficiência no uso da 
água e fertilizantes.
3. Para possibilitar o acesso das pessoas e produtos suste-
ntáveis, o texto propõe a criação de sistemas de certificação 
de alimentos que demonstre como são produzidos os ali-
mentos, aspectos nutricionais e segurança alimentar e ambi-
ental e o custo social deles.
 82
4. A autora do texto sentia-se cansada de checar a todo 
instante seu perfil do Facebook ela achava que estava 
superexposta e pronta para trocar a luz do dia por seu 
computador.
5. Os riscos de não ter uma conta no Facebook concen-
tram-se em duas áreas. A primeira é social: essas pessoas 
podem ser consideradas anormais ou excêntricas. A outra 
é profissional: não estar conectado pode dificultar novos 
contratos ou causar desconfiança das pessoas que têm 
contas em redes sociais.
 83
Assim como o português, a língua inglesa também apresen-
ta tempos perfeitos. Todos os tempos perfeitos apresentam 
uma combinação do verbo to have (ter) mais um particípio 
passado (as formas de particípio dos verbos irregulares es-
tão apresentadas na tabela de verbos na unidade 5). Os 
tempos perfeitos da língua inglesa são: Present Perfect, 
Present Perfect Continuous, Past Perfect, Past Perfect Con-
tinuous, Future Perfect e Future Perfect Continuous.
1. Present Perfect
HAVE/HAS + PAST PARTICIPLE
FONTE: YOUTUBE
Present Perfect - A Chave para Entender
F Y
multimídia: vídeo
O Present Perfect é um tempo verbal que promove um cer-
to desconforto no estudante brasileiro. Tal sentimento vem 
do fato de que muita gente tende a traduzir as frases ao pé 
da letra, e não é assim que deve ser feito. Para melhorar a 
compreensão do Present Perfect, faz-se necessária a com-
preensão dos usos associados a ele, assim como também 
faz-se necessária cuidadosa negociação dos significados 
por ele introduzidos nos vários de seus usos. São eles:
Importante
 Ele é utilizado para expressar uma ação que começou 
no passado e cujas consequências se estendem (e são 
relevantes) até o momento da fala.
Exemplos:
I have lost my bag (Eu perdi minha bolsa). Nes-
se caso, minha bolsa foi perdida em um ponto do 
passado e até agora continua perdida.
She has left the house (Ela saiu da casa). Ela 
saiu da casa e ainda não retornou.
Be quiet, please! I haven’t finished it yet. 
(Fique quieto, por favor! Eu ainda não terminei.) 
Ou seja, eu comecei algo e ainda estou executan-
do essa tarefa.
 Ele é utilizado para expressar ações que têm se repeti-
do nos últimos tempos.
Exemplos:
She has worked a lot recently. (Ela tem traba-
lhado muito recentemente)
I have slept very well since I changed room with 
my sister. (Eu tenho dormido muito bem desde 
que eu troquei de quarto com a minha irmã.)
We have been responsible for her for 5 years. 
(Nós somos/temos sido os responsáveis por ela 
nos últimos 5 anos.) Nós começamos e ainda so-
mos responsáveis por ele.
 Ele é utilizado para expressar ações que acabaram de 
acontecer ou estão quase acontecendo.
Exemplos:
I have just sent you my report. (Eu acabei de 
te mandar meu relatório)
Rush! The plane has arrived. (Apresse-se! O 
avião está chegando)
 Com as palavras ever ou never, expressam-se normal-
mente experiências de uma vida inteira.
Exemplos:
Have you ever seen a lion? (Você já viu um leão?) 
Ou seja, desde o nascimento até o momento da fala.
No, I have never seen a lion. (Não, eu nunca 
vi um leão) Ou seja, desde o nascimento até o 
momento da fala.
She has never been abroad (Ela nunca esteve 
no exterior)
PERFECTION
HABILIDADES: 1, 8 e 30
COMPETÊNCIAS: 1, 2 e 9
CLASS 8
 84
Cuidado!!!
Não se deve usar o Present Perfect junto com advérbios de 
tempo que definam um passado já concluído.
Exemplos:
I have arrived here last week (Incorrect)
I arrived here lastweek (Correct)
I have been here since last week. (Correct) 
O advérbio de tempo não expressa um tempo já 
acabado. Você está aqui desde a semana passada 
e ainda vai ficar mais.
Joseph has lived there in 2010 (Incorect)
Joseph lived there in 2010 (Correct)
Joseph has lived there since 2010 (Correct) Ela 
mora lá desde 2010 até agora.
1.1. Present Perfect Continuous
HAVE/HAS + BEEN + VERB(ING)
É uma variação do Present Perfect. É utilizado quando se 
quer enfatizar a continuidade de uma ação que começou 
no passado e continua no presente.
FONTE: YOUTUBE
Entendendo Inglês #2 - Present Perfect 
Continuous (Aula de Inglês)
F Y
multimídia: vídeo
Exemplos:
She has been washing the dishes since she 
arrived. (Ela está lavando louça desde que ela 
chegou) Ou seja, ela não interrompeu a lavagem 
em nenhum momento.
They have been married for 35 years. (Eles es-
tão casados há 35 anos.) Ou seja, há 35 anos, 
eles estão casados.
2. Past perfect
HAD + PAST PARTICIPLE
O Past Perfect corresponde, de certa maneira, ao que a lín-
gua portuguesa chama de pretérito mais-que-perfeito. A 
definição e o uso são quase os mesmos. Eles servem para 
expressar uma ação que está no passado do passado. Ou 
seja, caso se faça necessário expressar duas ações não si-
multâneas no passado, a ação mais antiga (que aconteceu 
primeiro) deve ser expressa no Past Perfect, enquanto a 
mais recente (que aconteceu depois) deve ser expressa no 
Simple Past. Estude os exemplos a seguir.
Exemplos:
Don’t be mad! When you arrived work, we had 
already finished the meeting (Não fique bravo! 
Quando você chegou ao trabalho, nós já tínha-
mos terminado a reunião.)
Portugal and Spain had already signed the Treaty 
of Tordesillas when Pedro Álvares Cabral arrived 
on the Brazilian Coast in 1500. (Portugal e Es-
panha já tinham/haviam assinado o tratado 
de Tordesilhas quando Pedro Álvares Cabral che-
gou na costa brasileira em 1500)
FONTE: YOUTUBE
Passado perfeito em Inglês: Como usar Past Perfect
F Y
multimídia: vídeo
2.1. Past Perfect Continuous
HAD + BEEN + VERB (ING)
O Past Perfect também pode ser utilizado em sua forma 
contínua; assim como no Present Perfect Continuous, a ên-
fase está na duração e continuidade da ação.
Exemplos:
I was short of breath on the phone because I had 
been running in the park. (Eu estava ofegante 
ao telefone porque eu tinha corrido/ estava cor-
rendo no parque.)
She had been waiting for a long time when 
you arrived. (Ela havia esperado/ esteve esperan-
do por um longo tempo quando você chegou.)
3. Future perfect continuous
Mesmo que sejam muito mais raros, é possível que você 
encontre os dois tempos acima em textos mais sofisticados; 
 85
3.2. Formas Negativas 
As formas negativas dos tempos perfeitos são consegui-
das através da adição do advérbio NOT junto ao verbo 
auxiliar to have ou, em alguns casos, através da adição 
do advérbio NEVER.
Exemplos:
I have not (haven’t) played any games since I arri-
ved. (Eu não joguei nenhum jogo desde que cheguei)
The prizes had not been given away before 
noon. (Os prêmios não tinham sido distribuídos 
antes do meio-dia.)
They have never given me a single smile. (Eles 
nunca deram um sorriso sequer para mim)
4. Infectious disease
Progress on eradicating polio has stalled
Cases caused by viruses derived from 
the vaccine are a growing worry
PRINT EDITION | SCIENCE AND TECHNOLOGY. DEC 6TH 2018
In 1988 a world emboldened by the eradication of small-
pox set its cross-hairs on polio. The aim was to enter the 
new millennium without this crippling virus. But the battle 
drags on. On November 30th an emergency committee on 
the global spread of polio, appointed by the World Health 
Organisation (who), delivered its latest verdict. Eliminating 
polio has become what Michel Zaffran, director of polio 
eradication at the who, calls a “dual emergency”. 
The first is the stalled progress on wiping out wild po-
lio viruses in their last two strongholds, Afghanistan and 
Pakistan. The world’s steady countdown to zero since 
2012 has stopped, with cases this year already surpass-
ing those in 2017 (see chart). As a consequence there 
are worries that polio may travel back to countries which 
have already eradicated it, like India.
The second emergency is the growing number of countries 
with cases of the disease that have been caused by a polio 
vaccine. These are still rare. But they are attracting more no-
tice as those caused by the wild virus itself have dwindled. 
In 2017 cases caused by vaccine-derived viruses overtook, 
for the first time, those caused by the wild version.
Polio vaccines come in two forms. The injectable version, 
which rich countries use, contains dead viruses and creates 
antibodies in the blood. Someone vaccinated with it who 
ingests the wild virus (say, by drinking contaminated water) 
portanto, vamos aprender um pouco sobre eles. Ambos são 
usados para expressar ações no futuro que se iniciaram em 
algum ponto do passado.
Estude os exemplos a seguir:
We will have lost over 40% of the Amazon fo-
rest by 2050 if we don't change our environmental 
policies, according to a recent study. 
By 2030, I will have been living for 59 years. 
(Quando 2030 chegar, eu terei vivido por 59 anos.) 
– Future Perfect Continuous.
FONTE: YOUTUBE
Creedence Clearwater Revival: Have 
You Ever Seen The Rain?
F Y
multimídia: música
3.1. Formas interrogativas
As formas interrogativas dos tempos perfeitos são conse-
guidas através da inversão do verbo auxiliar to have com 
o sujeito da oração.
Exemplos:
Has she already started at Harvard University? 
(Ela já começou na universidade de Harvard?)
Had the countries been conquered before 1800 
A.D.? (Os países já haviam/tinham sido conquista-
dos antes de 1800 d.C?)
Will you have finished the book by December? 
(Você terá terminado o livro até dezembro?)
https://www.english-4u.de/grammar_exercises.htm
multimídia: site
 86
is protected from the disease. But, for several weeks after-
wards, the wild virus in his gut can be passed on to people 
who are not immune.
The oral vaccine, by contrast, contains weakened live vi-
rus. Because the antibodies it creates take up residence in 
the gut, they battle there with any wild virus a vaccinated 
person ingests, making further transmission less likely. The 
oral vaccine is thus a better option where wild polio viruses 
roam and vaccination rates are low—which has been the 
case in poor countries.
The oral vaccine has another benefit. Someone vaccinated 
with it excretes the weakened form of the virus for a couple 
of weeks. Anyone who comes into contact with this excret-
ed virus also gains immunity, and can pass it on further, to 
others who are not immune. In places with poor sanitation, 
this sort of passive vaccination is a boon—but only up to a 
point. As the weakened virus from the vaccine jumps from 
one unvaccinated person to another, the chances increase 
that something will go wrong. Along the way, the virus mu-
tates and, after a year or so, can turn into a paralysing form 
that resembles the wild virus.
Of the three strains in which poliovirus exists, type 2 is 
most adept at this trick. It causes more than 90% of par-
alytic polio cases from mutated oral-vaccine strains. So 
when, in 2015, the wild type 2 polio virus was declared 
eradicated, it made sense to stop vaccinating people 
against it. In 2016, in a co-ordinated switch that took 
place over the course of two weeks, 155 countries re-
placed their stocks of oral polio vaccine containing all 
three strains with a version that does not include the type 
2 strain. To protect people from any type 2 vaccine-de-
rived virus still circulating, the injectable vaccine was add-
ed to routine immunisation schedules in these countries.
Yet last year type 2 viruses derived from the oral vaccine 
caused cases of polio in Syria and the Democratic Republic of 
Congo (DRC). This year cases emerged in Nigeria, Niger, So-
malia and the DRC—a sign that gaps in vaccinationcover-
age are widespread. Genomic analysis of the strains involved 
showed that they had crossed borders (rare for vaccine-de-
rived strains) and that some had circulated undetected for as 
long as four years. Health officials worry that the outbreaks in 
Somalia, in particular, may spread to neighbouring countries.
That is a setback for Africa. The last person on the conti-
nent paralysed by the wild polio virus was a Nigerian child 
who contracted the disease in 2016, so Africa has probably 
already eradicated the wild virus. The outbreaks are also a 
sign that polio’s grand finale may be more drawn out than 
even pessimists expected. When wild polio virus disappears, 
the oral vaccine will be replaced with the injectable vaccine. 
How long such jabs will be needed to guard against rem-
nants of vaccine-derived polio is anybody’s guess.
FONTE: YOUTUBE
Foreigner - Waiting For A Girl Like You 
F Y
multimídia: música
Vocabulary:
stall/stalled: enguiçar; deixar de funcionar
bod/embold/emboldened: encorajar; incentivar
small pox: varíola
cross-hairs: sob a mira
aim: foco; objetivo
crippling: paralisante; incapacitante
spread: espalhar
strongholds: fortaleza
dwindle/dwindled: diminuir; definhar
afterwards: depois; mais tarde
roam: vagar; perambular
rate: taxa; razão
boon: benção; dádiva
strain: puxar; esticar
outbreaks: surto; surgimento
setback: revés; contratempo
drawn: desenhado; traçado
jab: surrar; cutucar
Phrasal Verbs:
wipe/wiping out : eliminar; erradicar
drag on: arrastar
travel back: retornar; voltar
FONTE: YOUTUBE
Sting - Fields Of Gold
F Y
multimídia: música
 87
A alternativa que melhor preenche a lacuna do texto é:
a) is.
b) was.
c) had been.
d) have been.
e) has been.
6. (Mackenzie) Indicate the alternative that best com-
pletes the following sentence. “When the manager arri-
ved, the problem _______________.”
a) was been solved already.
b) should to be solved yet.
c) had already been solved.
d) has still been solved.
e) had already solved.
7. (PUC) Choose the RIGHT alternative to complete the 
passage:
“Everything __________ ready for the party. The 
room __________, the furniture __________. There 
__________ bottles of wine and food on the table. A jazz 
record __________ and the atmosphere was just right.”
a) is – is clean – is moved – are – is playing
b) was – had been cleaned – had been moved – were 
– was playing
c) had been – had been cleaned – had been moved – 
were – had been played
d) was – had cleaned – had moved – was – had 
played
e) were – was cleaned – was moved – were – was 
playing
8. (UECE) In the sentences “Mr. Barbosa took on the 
entire legal system”, “he is overseeing the precedent-
-setting trial” and “Mr. Barbosa has at times been exas-
perated”, the verbs are, respectively, in the:
a) simple present, present perfect and present continuous.
b) past perfect, simple present and present perfect.
c) simple past, present continuous and present perfect.
d) simple past, present perfect and present continuous.
 9. (UFSJ) Young Nina and her grandmother are having 
a conversation:
“Grandma, how long have you and Granpa been mar-
ried?” asked Nina.
1”We’ve been married for fifty years”, Grandma replied. (...)
In the joke, the sentence We’ve been married for fifty 
years means that Nina´s grandparents:
a) lived together for fifty years.
b) were married for fifty years.
c) got married fifty years ago.
d) were married for a long time.
10. When Brazil __________ by Cabral in 1500, the 
Tordesilhas Treaty __________ by Portugal and Spain.
a) is discovered – was signed
b) was discovered – had already been sign
c) discovered – signed
Aplicando para 
aprender (A.P.A.)
1. (Fuvest) Qual destas sentenças está correta:
a) I don’t have never taken a course in Japanese.
b) I have never taken a course in Japanese.
c) I never didn’t take a course in Japanese still.
d) I ever did not take a course in Japanese.
e) I took not a course in Japanese ever.
2. (Unesp) Assinale a alternativa correta.
We’re still waiting for Bill. He __________ yet.
a) hasn’t come
b) haven’t come
c) didn’t come
d) doesn’t come
e) hadn’t come
3. (UFRGS) Choose the best alternative to complete the 
sentence below correctly:
Mexico __________ many difficult crises in history, but 
now it __________ its own future.
a) has faced – is shaping
b) faced – was shaped
c) have faced – shapes
d) have been facing – shaped
e) faces – has been shaped
TEXTO PARA A PRÓXIMA QUESTÃO
CALORIC RESTRICTION
Since 1935 researchers 4have known that when laboratory rats 
and mice are fed a very-low-calorie diet − 30 to 50 percent of 
2their normal intake − they live about 30 percent longer than their 
well-fed confreres, as long as they get sufficient nutrition. Free radi-
cals seem to be responsible: the less food consumed, the fewer free 
radicals are produced − possibly because on a low-calorie regimen 
cell’s power-generating machinery operates at high efficiency, as 
it does during exercise. There haven’t been solid studies on how 
caloric restriction affects human beings, but researchers speculate 
that someday drugs may 3enhance cellular efficiency without diets. 
Consuming fewer calories while maintaining a healthy level of nu-
trients isn’t easy... 1so don’t quit eating just yet.
(NEWSWEEK, JUNE 30, 1997. P. 59.) 
4. (UFRN) A locução verbal have known (ref. 4) indica 
uma noção de temporalidade referente a:
a) dois momentos no passado.
b) passado e futuro.
c) passado, exclusivamente.
d) passado e presente.
5. (Ita) “Since 1985 the Shop __________ a Company 
limited by guarantee with charitable status; its aim is 
primarily to relieve poverty in developing countries”.
(PANFLETO DA LOJA ONE WORLD SHOP, EM EDIMBURGO, ESCÓCIA) 
 88
d) was discovered – had already been signed
e) has discovered – had signed
A.P.A. Fixação
1. (Enem)
A tira, definida como um segmento de história em qua-
drinhos, pode transmitir uma mensagem com efeito de 
humor. A presença desse efeito no diálogo entre Jon e 
Garfield acontece porque:
a) Jon pensa que sua ex-namorada é maluca e que 
Garfield não sabia disso.
b) Jodell é a única namorada maluca que Jon teve, e 
Garfield acha isso estranho.
c) Garfield tem certeza de que a ex-namorada de Jon 
é sensata, o maluco é o amigo.
d) Garfield conhece as ex-namoradas de Jon e consid-
era mais de uma como maluca.
e) Jon caracteriza a ex-namorada como maluca e não 
entende a cara de Garfield.
2. (Enem) “My report is about how important it is to 
save paper, electricity, and other resources. I’ll send it to 
you telepathically.”
GLASBERGEN, R. TODAY’S CARTOON. DISPONÍVEL EM: <HTTP:// 
WWW.GLASBERGEN.COM>. ACESSO EM: 23 JUL. 2010.
Na fase escolar, é prática comum que os professores 
passem atividades extraclasse e marquem uma data 
para que as mesmas sejam entregues para correção. No 
caso da cena da charge, a professora ouve uma estu-
dante apresentando argumentos para:
a) discutir sobre o conteúdo do seu trabalho já entregue.
b) elogiar o tema proposto para o relatório solicitado.
c) sugerir temas para novas pesquisas e relatórios.
d) reclamar do curto prazo para entrega do trabalho.
e) convencer de que fez o relatório solicitado.
3. (Enem) WAR
Until the philosophy which holds one race superior
And another inferior
Is finally and permanently discredited and abandoned,
Everywhere is war − Me say war.
That until there are no longer first class
And second class citizens af any nation
Until the color of a man’s skin
Is of no more significance than the color of his eyes
Me say war.
That until the basic human rights are equally
Guaranteed to all, without regard to race
Dis a war.
That until that day
The dream of lasting peace, world citizenship
Rule of international morality
Will remain in but a fleeting illusion
To be pursued, but never attained
Now everywhere is war, war.
And until the ignoble and unhappy regimes
That hold our brothers in Angola, in mazambique,
South Africa sub-human bondage
Have been toppled, utterly destroyed
Well, everywhereis war, me say war.
War in the east, war in the west
War up north, war down south
War, war, rumours of war.
And until that day, the african continent
Will not know peace, we Africans will fight
We find it necessary and we know we shall win
As we are confident in the victory.
MARLEY. B. DISPONÍVEL EM: >HTTP://WWW.SING365.COM>.
Bob Marley foi um artista popular e atraiu muitos fãs 
com suas canções. Ciente de sua influência social, na mú-
sica War, o cantor se utiliza de sua arte para alertar sobre:
a) a inércia do continente africano diante das injus-
tiças sociais.
b) a persistência da guerra enquanto houver diferenças 
raciais e sociais.
 89
c) as acentuadas diferenças culturais entre os países 
africanos.
d) as discrepâncias sociais entre moçambicanos e an-
golanos como causa de conflitos.
e) a fragilidade das diferenças raciais e sociais como 
justificativas para o início de uma guerra.
4. (Enem) How’s your mood?
For an interesting attempt to measure cause and effect try Ma-
ppiness, a project run by the London School of Economics, whi-
ch offers a phone app that prompts you to record your mood 
and situation.
The Mappiness website says: ‘Were particularly interested in how 
peoples happiness is affected by their local environment air pollu-
tion, noise, green spaces, and so on − which the data from Ma-
ppiness will be absolutely great for investigating.” Will it work? 
With enough people, it might. But there are other problems. We’ve 
been using happiness and well-being interchangeably. Is that ok? 
The difference comes out in a sentiment like: “We were happier 
during the war.’ But was our well-being also greater then?
DISPONÍVEL EM: <HTTP:WWW.BBC.CO.UK>. 
ACESSO EM: 27 JUN. 2011 (ADAPTADO).
O projeto Mappiness, idealizado pela London School of 
Economics, ocupa-se do tema relacionado:
a) ao nível de felicidade das pessoas em tempos de guerra.
b) à dificuldade de medir o nível de felicidade das 
pessoas a partir de seu humor.
c) ao nível de felicidade das pessoas enquanto falam 
ao celular com seus familiares.
d) à relação entre o nível de felicidade das pessoas e 
o ambiente no qual se encontram.
e) à influência das imagens grafitadas pelas ruas 
no aumento do nível de felicidade das pessoas.
5. (Enem) Going to university seems to reduce the risk 
of dying from coronary heart disease. An American study 
that involved 10 000 patients from around the world has 
found that people who leave school before the age of 16 
are five times more likely to suffer a heart attack and die 
than university graduates.
WORD REPAT NEWS. MAGAZINE SPEAK UP. ANO 
XIV, N 170. EDITORA CAMEOT, 2001.
Em relação às pesquisas, a utilização da expressão uni-
versity graduates evidencia a intenção de informar que:
a) as doenças do coração atacam dez mil pacientes.
b) as doenças do coração ocorrem na faixa dos dez-
esseis anos.
c) as pesquisas sobre doenças são divulgadas no 
meio acadêmico.
d) jovens americanos são alertados dos riscos de 
doenças do coração.
e) maior nível de estudo reduz riscos de ataques do 
coração.
TEXTO PARA A PRÓXIMA QUESTÃO
Sex Tourism and Male Prostitution: 
European Women Travel to Africa In 
Search Of Young African Men For Sex
Reuters has a very interesting article that caught my attention to-
day about a new trend in the sex tourism industry. The piece is 
about old rich European women most likely from the United King-
dom traveling to Africa in search of pretty young black men for sex.
Notice the double standards in the mainstream media in relation 
to sex tourism. Sex tourism is not just “specific” to just “one gen-
der” yet the Occidental media has always framed this as a male 
only domain. We all have watched the documentaries about Eu-
ropean or North American men traveling to Asia, Africa, or South 
America in search of young women for sex. Female sex tourism 
has gone on for decades yet now the mainstream media is finally 
focusing on the other side of sex tourism from the rich western 
woman’s perspective.
The rich Occidental women have egos as well they want to feel 
attractive and sexy. The European women feel compelled to travel 
to Africa in search of young black men because the power dyna-
mics are in their favour.
DISPONÍVEL EM: <HTTP://ORVILLELLOYDDOUGLAS.WORDPRESS. 
COM/2007/11/27/SEX-TOURISM-OLDER-WHITE-WOMENTRAVELLING-TO-AFRICA-
SEEKING-YOUNG-BLACK-MEN>. ACESSO EM: 17 MAR. 2010. (ADAPTADO).
6. (UEG) De acordo com as afirmações do texto, é COR-
RETO afirmar que:
a) a mídia ocidental ignora o turismo sexual praticado 
por mulheres, dando enfoque apenas para os casos 
masculinos.
b) a prostituição masculina já supera, em números, a 
prostituição feminina em países da África, da Ásia e 
da América do Sul.
c) o turismo sexual na Ásia, África e América do Sul é 
praticado tanto por homens quanto por mulheres de 
origem europeia e norteamericana.
d) além de aumentar a autoestima, o turismo sexual 
praticado por mulheres europeias na África é estimu-
lado pelas relações de poder em favor desse gênero.
 90
TEXTO PARA A PRÓXIMA QUESTÃO
Brazil struggles to curb sex tourism
The UN estimates that two million young people under the age of 
18 are involved in prostitution. Traditionally the trade has been as-
sociated with Asia. But in recent years, Brazil has become an incre-
asingly popular destination. There’s a paradise quality to Recife on 
the country’s north-east coast. Not the paradise of desert islands 
and solitude but a more earthly variety, with vibrant beaches and 
beautiful people. The latter is the attraction for a growing number 
of foreign tourists who come to Brazil looking for sex, and in many 
cases they are willing to pay for it. There is a growing demand, 
mostly from Germans, Italians and other Europeans. They come 
here not for the culture and beaches, but for sex, often with mi-
nors. The age of consent in Brazil is 18, but many of those at work 
here are much younger. Recife’s secretary for tourism, Romeo Ba-
tista, says the long-term antidote to the sex trade lies in better 
social policies so that Brazilian girls have less need for foreign men 
and money. But on the question of shortterm solutions, he was 
somewhat defensive: “Prostitutes exist everywhere - look at Paris 
for example. Here they just happen to work in highly visible areas, 
and it’s not just a question of getting them off the streets. You 
have to detain their clients, which is why we’ve installed cameras 
which also help reduce violence.”
DISPONÍVEL EM: <HTTP://NEWS.BBC.CO.UK/2/HI/ AMERICAS/4061325.
STM>. ACESSO EM: 17 MAR. 2010. (ADAPTADO). 
7. (UEG) De acordo com o conteúdo do texto, é CORRE-
TO afirmar que o turismo sexual:
a) é praticado por turistas asiáticos e europeus em 
visita ao Brasil.
b) é a principal causa de prostituição infantil em paí-
ses da Ásia e no Brasil.
c) deve ser combatido com medidas que terão efeito 
somente a longo prazo.
d) na opinião do Secretário de Turismo do Recife, po-
deria ser combatido pela adoção de políticas sociais.
8. (Fuvest) We live in a highly technological society. It _
(1)_ for mankind some of the most intricate and beauti-
fully discriminating machines ever seen as well as some 
of the most powerful. What modern medicine has been 
able _(2)_ to cope with certain diseases _(3)_ to earlier 
generations truly miraculous.
(DIALOGUE 2, 1992). 
Qual a sequência que preenche corretamente os espa-
ços numerados?
a) (1) had devised, (2) to do, (3) will be seem.
b) (1) has devised, (2) to do, (3) will be seem.
c) (1) has been devised, (2) to be doing, (3) would 
have seemed.
d) (1) has devised, (2) to do, (3) would have seemed.
e) (1) was devising, (2) to do, (3) will have seem.
9. (EPCAR) When football _____ professional in South 
Africa in 1959, 12 clubs broke from the amateur ranks. 
However, in the strict days of Apartheid, these pioneers 
_____ whites-only organizations and _____ today, all 
but a few, defunct. One of the survivors is Arcadia from 
Tshwane/ Pretoria, an outfit that today competes in the 
amateurranks and concentrates on junior football.
Mark the alternative which completes the gaps from 
the text correctly.
a) had gone – have been – were
b) went – were – are
c) have been – have been – would be
d) was – had been – will be
TEXTO PARA A PRÓXIMA QUESTÃO
“You have to motivate yourself with challenges. That’s how you 
know you’re still alive. Once you start doing only what you _(I)_ 
you can do, you _(II)_ on the road to death.”
JERRY SEINFELD 
10. (Mackenzie) The verb forms that correctly complete 
the blanks I and II in the quotation are:
a) should have proved, will be
b) had proven, would be
c) have proven, are
d) may have proven, can be
e) will be proving, will have been
A.P.A. Complementar
TEXTO PARA AS PRÓXIMAS 6 QUESTÕES
DO PEOPLE ONLY USE 10 PERCENT OF THEIR BRAINS?
BY ROBYNNE BOYD 
The human brain is complex. Along with performing millions of 
mundane acts, it composes concertos, issues manifestos and co-
mes up with elegant solutions to equations. It’s the wellspring of 
all human feelings, behaviors, experiences as well as the reposi-
tory of memory and self-awareness. So it’s no surprise that the 
brain remains a mystery unto itself.
Adding to that mystery is the contention that humans “only” em-
ploy 10 percent of their brain. If only regular folk could tap that 
other 90 percent, they too could become savants who remember 
 91
to the twenty thousandth decimal place or perhaps even have 
telekinetic powers.
Though an alluring idea, the “10 percent myth” is so wrong it 
is almost laughable, says neurologist Barry Gordon at Johns Ho-
pkins School of Medicine in Baltimore. Although there’s no de-
finitive culprit to pin the blame on for starting this legend, the 
notion has been linked to the American psychologist and author 
William James, who argued in The Energies of Men that “We 
are making use of only a small part of our possible mental and 
physical resources.” It’s also been associated with Albert Einstein, 
who supposedly used it to explain his cosmic towering intellect.
The myth’s durability, Gordon says, stems from people’s concep-
tions about their own brains: they see their own shortcomings as 
evidence of the existence of untapped gray matter. This is a false 
assumption. What is correct, however, is that at certain moments 
in anyone’s life, such as when we are simply at rest and thinking, 
we may be using only 10 percent of our brains.
“It turns out though, that we use virtually every part of the brain, 
and that most of the brain is active almost all the time,” Gordon 
adds. “Let’s put it this way: the brain represents three percent of 
the body’s weight and uses 20 percent of the body’s energy.” 
Although it’s true that at any given moment all of the brain’s re-
gions are not concurrently firing, brain researchers using imaging 
technology have shown that, like the body’s muscles, most are 
continually active over a 24-hour period.
(WWW.SCIAM.COM/ARTICLE. FEBRUARY 7, 2008. ADAPTADO.) 
1. (Unifesp) Segundo o neurologista Barry Gordon:
a) A relação entre o peso e a energia consumida pelo 
cérebro é semelhante à dos outros órgãos.
b) O cérebro é um músculo que deve ser exercitado 
sem interrupção.
c) A energia consumida pelo cérebro varia de 10% a 
90%, dependendo do peso do cérebro. 
d) William James estava correto em associar Einstein 
à maior utilização da potencialidade cerebral.
e) Grande parte do cérebro fica ativa quase o tempo todo.
2. (Unifesp) The human brain:
a) is employed about 10% of the time in its full capacity.
b) could use 90% of its energy in future, after addi-
tional research.
c) may be used at only 10% of its full potential in 
certain situations.
d) is highly demanded by people who have an extra-
ordinary memory for numbers.
e) was much more active in scientists like Albert Eins-
tein and William James.
3. (Unifesp) The statement by William James – “We are 
making use of only a small part of our possible mental 
and physical resources.”
a) agrees with Einstein’s theories.
b) supports the 10 percent myth.
c) confirms Barry Gordon’s ideas.
d) is an argument against the complexity of the brain.
e) demonstrates that the brain is a God’s mystery.
4. (Unifesp) No trecho do segundo parágrafo – “they too 
could become savants who remember to the twenty thou-
sandth decimal place or perhaps even have telekinetic 
powers.” –, a palavra PERHAPS significa, em português:
a) exceto.
b) até.
c) portanto.
d) talvez.
e) certamente.
5. (Unifesp) No trecho do terceiro parágrafo - “It’s also 
been associated with Albert Einstein, who supposedly 
used it to explain his cosmic towering intellect.” –, a 
letra S em IT’S indica a forma verbal:
a) is.
b) were.
c) has.
d) was.
e) had.
6. (Unifesp) No trecho do último parágrafo – “like the 
body’s muscles” –, a palavra LIKE indica:
a) semelhança.
b) exemplificação.
c) generalização.
d) probabilidade.
e) contraste.
TEXTO PARA A PRÓXIMA QUESTÃO
METHODS OF INSTRUCTION
Curiously, 2universities 3are very anxious to do research on 
every institution in society except 1themselves. They know 5a lot 
about how smart students are on arrival, but very little about 
how much 4has been learned by graduation time. Because edu-
cators do not investigate how well they teach or how much 
students learn, they do not have any process of trial and error 
by which to improve methods of instruction. And so teaching 
remains one of the few human activities that does not get de-
monstrably better from one 7generation to the 6next.
7. (Unb) Marque V (verdadeiro) ou F (falso) para cada 
uma das afirmações abaixo.
( ) “themselves” (ref.1) refers to “universities” (ref.2)
( ) “are very anxious” (ref.3) the same as ARE VERY 
EAGER
( ) “has been” (ref.4) is a perfect form
( ) “a lot” (ref.5) can be correctly substituted by A 
GREAT DEAL
( ) “next” (ref.6) refers to “generation” (ref.6) 
TEXTO PARA A PRÓXIMA QUESTÃO
LONG LIVE LIFE!
“Children born today will be able to live to 130 because of medi-
cal advances. For the first time, scientists __________ the extra 
years that breakthroughs in human genetics, organ cloning and 
the biology of ageing will add to people’s lifespans.”
 92
They believe that by 2050, scientific advances __________ 50 
years to the current average of 75 for men and 79 for women, 
precipitating radical changes in the way people live, plan their 
careers, spend their leisure time and raise families.”
FROM: LONG LIVE LIFE!. SPEAK UP. XII, 149, OCTOBER 1999, PAGE 8.
8. (UFPE) Fill in the blanks with the correct choice.
a) is quantified, has been adding
b) are quantified, has added
c) have quantified, will be adding
d) has quantified, is adding
e) was quantified, would add
TEXTO PARA A PRÓXIMA QUESTÃO
The Fear Is Old
The Economy New
BY THOMAS L. FRIEDMAN 
There is something perverse about reading the business news 
these days. Every month the Labor Department comes out with 
a new set of statistics about how unemployment is down and 
thousands of jobs are being created. But these stories always 
contain the same 2caveat, like the warning on a pack of cigaret-
tes, that this news is bad for the health of the economy. The sto-
ries always go on to say that these great employment statistics 
triggered panic among Wall Street investors and led to a sell off 
of stocks and bonds.
(...)
Of course there has always been a link between unemployment 
numbers and inflation expectations. The more people are working, 
the more they have the money to pay for things; the more consu-
mer demand outstrips factory capacity, the more prices shoot up, 
and the more prices shoot up the more the value of bonds, with 
their fixed interest rates, erodes.
But what has been so frustrating about the market reactions in 
recent months is that despite the surging economy, inflation has 
not been rising. It has remained flat, at around 3 percent, and 
1yet Wall Street, certain that the shadow it sees is the ghost of 
higher inflation come to haunt the trading floors, has been cla-
moring to the Federal Reservefor higher rates. (...)
THE NEW YORK TIMES MAGAZINE. MAY 22, 1994. 
9. (Ita) O que determinou a utilização do Present Perfect 
Tense no último parágrafo do texto foi: 
a) o estilo do autor. 
b) a referência a um tempo passado não explicitado 
no texto. 
c) a referência a acontecimentos / sentimentos desen-
cadeados no passado e que continuam no presente. 
d) a atribuição de maior ênfase ao que se pretende dizer. 
e) a referência a sentimentos / acontecimentos que 
ocorrem no presente. 
TEXTO PARA A PRÓXIMA QUESTÃO 
TEXT II 
BLAME MALE TREES FOR YOUR ALLERGIES 
Scientists think they have found what causes people to sneeze 
and suffer runny noses and itchy eyes. Tom Ogren, a California 
horticulturalist, suggests that we may suffer allergies because in 
cities, we plant male trees along streets. Male trees are chosen 
over females because the latter produce seed pods and fruits that 
need to be cleaned up. Male plants don’t require such mainte-
nance, but they produce great amounts of pollen, and the pollen 
is what causes the hay fever reactions in many people.
BLAME MALE TREES FOR YOUR ALLERGIES. SPEAK UP 
MAGAZINE. SÃO PAULO: CAMELOT, FEB. 2001, P. 37.
10. (UFRRJ) The sentence “Scientists think they have 
found what causes people to sneeze...”, is equivalent to:
a) what causes people to sneeze is founded by scientists.
b) what causes people to sneeze were found by scientists.
c) what causes people to sneeze has been found by 
scientists.
d) what causes people to sneeze was found by scientists.
e) what are the causes of sneezing by people.
A.P.A. Dissertativo
1. Nas frases a seguir, os verbos em parênteses devem 
ser escritos em simple past ou em past perfect. Leia-as 
e escolha entre as duas formas. O primeiro item já foi 
resolvido para você.
a) Jill had phoned (to phone) Dad at work before she 
left (to leave) for her trip.
b) Sarah __________ (to turn on) the radio after she 
__________ (to wash) the dishes.
c) When she __________ (to arrive) the game 
__________ already __________ (to start).
d) After the woman __________ (to come) home 
she __________ (to feed) the cat.
e) Before he __________ (to sing) a song he 
__________ (to play) the guitar.
f) She __________ (to watch) a video after the chil-
dren __________ (to go) to bed.
g) I __________ (to be) very tired because I 
__________ (to study) too much.
2. Nas frases a seguir, os verbos em parênteses devem 
ser escritos em present perfect ou em past perfect. 
Leia-as e escolha entre as duas formas. O primeiro item 
já foi resolvido para você.
a) When I went to the car park, I found that my car 
had been stolen. (to steal)
b) Joseph __________ in Paris for 4 years before he 
could speak French fluently. (to live)
c) I __________ German for 5 years now. (to learn)
d) The locals were amazed because they __________ 
a camel before. (never, to see). 
e) They wouldn’t let him in because he __________ 
his membership card. (to forget)
f) They said: ‘You can’t come in because you 
__________ your membership card.’ (to forget)
g) __________ the new film by Fellini? (you, to see)
 93
h) They __________ a lot of champagne by the time 
the party ended. (to drink)
i) They were angry because they __________ for too 
long. (to wait)
3. Escolha um verbo que complete adequadamente as 
lacunas, e grafe-o em uma das seguintes formas: pres-
ent perfect or simple past. O primeiro item já foi resolvi-
do para você.
a) John played football yesterday.
b) They __________ the car. It looks new again.
c) Last year we __________ to Italy.
d) Bill and Susan __________ the book. Now they 
can watch the film.
e) I __________ my friend three days ago.
f) We __________ another country before.
g) She __________ a new car in 2013.
h) I’m sorry, but I __________ my homework.
TEXTO PARA A PRÓXIMA QUESTÃO
FASHION: BYE BYE, BARBIE
The new breed of Brazilian beauty
BY MAC MARGOLIS 
It’s hard to imagine, but Suyane Moreira didn’t always like what 
she saw in the mirror. Sure, she was pretty enough, the sort of 
pretty that can stop a conversation. And with her cinnamon skin, 
the curtain of raven hair and deep, black, come-hither eyes, who 
wouldn’t notice? But until recently Moreira mostly saw what wa-
sn’t there. “I wanted to be blond and blue-eyed”, she says. Her 
girlhood idol was Xuxa, the wildly popular children’s TV-show 
host, and Brazil’s answer to Barbie.
No longer. Ever since she started strutting for Ford Models late 
last year, this reedy youngster from a drowsy village in northeas-
tern Brazil has refashioned her attitude. Moreira, who turns 19 in 
September, has posed for Italian Vogue and the British fashion 
bible ID and will soon debut on catwalks at New York and Lon-
don. She knows it’s a steep climb to that glamorous world where 
Brazilian übermodel Gisele reigns. But when Moreira consults the 
looking glass these days, she sees what was there all along: a 
striking young woman whose burnished skin and angular fea-
tures tell of deep indigenous roots. “I am proud to be Indian”, 
she told NEWSWEEK recently. “I like the way I look”. In Brazil’s 
complicated social taxonomy, Moreira is a “cafuza” − the pro-
geny of African and Indian ancestors. Her late father, a nightclub 
singer, was black. Her mother is a descendant of full-blooded na-
tive Brazilians − which native Brazilians isn’t clear. The genealogy 
died with Moreira’s great-grandmother, who - family legend has 
it − was stolen from the cradle by white hunters on the Serra do 
Cariri, a scarp named after a bygone Indian nation.
Native Brazilians have always inflamed the national imagina-
tion, either as menaces or mascots. For nearly 300 years, when 
they outnumbered the European colonists, they were seen ei-
ther as barbarians at the gate or as Christians in the rough. 
Many massacres later, when they were no longer a threat, they 
could be safely resurrected as cultural icons and even heroes.
Does Moreira’s rise represent ethnic pride or opportunism? Has 
the fashion industry struck a blow for tolerance or found a pretty 
new product for the ethnic market? There’s room for skepticism, 
but marketing “Indianness” is itself proof of changing attitudes. 
Moreira is not about to shed her heels to return to the reservation, 
but she no longer fancies becoming a Brazilian Barbie. “I have a 
dream”, she confesses. “I’d love to spend some days with an 
Indian tribe, learning their dances and eating their food”. Which 
tribe? “I’m not sure”, she says, flicking her jet hair and flashing a 
camera-ready grin. There won’t be any lack of invitations.
NEWSWEEK
Glossary
strutting: desfilar
reedy: esbelta 
catwalks: passarelas
übermodel: topmodel
progeny: descendência
bygone: extinta
menaces: ameaças
in the rough: em potencial
rise: ascenção
struck a blow for: ser a favor 
defender to shed her heels: abandonar seus saltos altos
Read the text and answer the following questions 
in English.
4. (UFF) Qual é a mudança principal observada na atitu-
de de Suyane em relação a sua própria aparência?
5. (UFF) Find in the text two different uses of the pres-
ent perfect:
a) one referring to an indefinite point in the past;
b) another which includes the present time.
Gabarito
Aplicando para aprender (A.P.A.)
1. B 2. A 3. A 4. D 5. E
6. C 7. B 8. C 9. C 10. D
A.P.A. Fixação
1. D 2. E 3. B 4. D 5. E
6. D 7. D 8. D 9. B 10. C
A.P.A. Complementar
1. E 2. B 3. B 4. D 5. C
6. A 7. V – V – V – V – V
8. C 9. C 10. C
 94
A.P.A.Dissertativo
1. 
a) Já resolvido.
b) turned on – had washed
c) arrived – had already started
d) had come – fed
e) sang – had played
f) watched – had gone
g) was – had studied
2. 
a) Já resolvido.
b) had lived
c) have learned
d) had never seen
e) had forgotten
f) forgot
g) have you seen
h) had drunk
i) had waited
3. 
a) Já resolvido.
b) have washed
c) went
d) have read
e) saw
f) haven’t visited
g) bought
h) haven’t done
4. 
Suyane Moreira desejava ser loura e ter olhos azuis quando 
era criança. Atualmente, ela se mostraorgulhosa de sua 
origem e aparência indígena.
5. 
a) has posed has struck – found
b) Has refashioned – Have always inflamed
 95
1. Prepositions
Prepositions são palavras que, como consta no próprio 
nome, antecedem algum pronome ou substantivo. As pre-
posições são utilizadas para associar algum conceito ao 
termo que está ligado.
A exemplo da maior parte dos temas estudados em uma 
língua estrangeira, a tradução pura e simples pode provo-
car uma confusão com a perda do sentido dos conceitos, 
mesmo quando a tradução parece simples e direta. Para 
evitar dúvidas, serão analisadas as prepositions presentes 
na língua inglesa divididas em grupos por uso e conceitos. 
Observe alguns exemplos:
1.1. Prepositions in / on / at 
para tempo e espaço
FONTE: YOUTUBE
English grammar: The prepositions ON, AT, IN, BY
F Y
multimídia: vídeo
Essas três prepositions seguem uma regra de hierarquia no 
que diz respeito a tempo e lugar. Nesses casos, IN refere-se 
ao maior, ON a um nível intermediário e AT ao nível específi-
co, podendo ser diagramado desta forma:
IN
ON
AT
LUGAR
País, cidade, bairro Séculos, décadas, anos
estação do ano, meses
Ruas e avenidas Dias da semana, 
finais de semana, datas
Lugar específico Tempo específico,
hora exata, feriados
TEMPO
Exemplos:
I live IN France. IN We are IN the Summer.
I’ll meet you ON 
Paulista Av
ON See you ON Wednesday.
I study AT Hexag AT The class starts AT 7 pm.
Exceções:
Quando referimo-nos aos períodos do dia, o uso é diferen-
ciado. Veja os exemplos:
In the mornings at night
In the afternoon at dusk
In the evenings at dawn
1.1.1 Prepositions para posições
A seguir, será observado o uso de prepositions em relação 
aos níveis hierárquicos de posições. Eles serão escalonados 
da seguinte maneira:
ABOVE
ON
IN
UNDER
BELOW
ABOVE é utilizado para indicar o que está no alto, em opo-
sição ao BELOW, que é utilizado para indicar aquilo que 
está por baixo. ON também indica posição superior, assim 
como UNDER indica posição inferior. No entanto, ON e 
UNDER diferenciam-se de ABOVE e BELOW, pois ambos 
são usados quando há alguma superfície de referência, de 
acordo com o exemplo:
The Book is ON/UNDER the table.
O livro pode estar em cima ou embaixo da mesa. Essas pre-
positions são usadas aqui, pois estão usando a superfície da 
mesa como referência. O mesmo não pode ser dito do avião 
ou do submarino, por exemplo:
The plane is ABOVE us.
The submarine is BELOW the sea.
PREPOSITIONS
HABILIDADES: 1, 4, 5, 7, 8, 21 e 25
COMPETÊNCIAS: 1, 2, 7 e 8
CLASS 9
 96
Ambos não possuem uma referência de superfície, 
portanto utiliza-se ABOVE/BELOW em lugar de ON/
UNDER.
A preposition IN indica que o pronome ou substativo 
está posicionado dentro de algo, como no exemplo:
The wallet is IN the bag.
ATENÇÃO: Repare que as prepositions IN e ON foram 
utilizadas aqui com um conceito totalmente oposto do an-
terior. Preste atenção para os usos e não para a tradução 
simplesmente.
Outras referências de posição: around, 
among, between,before e after
AROUND: é utilizado para indicar proximidade ou apro-
ximação.
She works AROUND here. (Ela trabalha por aqui/
aqui perto).
That bag costs AROUND 70 dollars.(Aquela bol-
sa custa por volta de 70 dólares).
AMONG: utiliza-se para indicar algo que está no meio de 
outras coisas ou pessoas.
I am very excited to be here AMONG my family. 
(Estou muito animado de estar aqui entre minha 
familia.).
BETWEEN: utiliza-se para indicar algo ou alguém que está 
posicionado entre duas coisas ou pessoas.
Can you see me? I am here BETWEEN gates 
7 and 8.
BEFORE: utiliza-se para indicar referência anterior.
I hope to solve this BEFORE Monday. (Espero 
resolver isso até segunda).
AFTER: utiliza-se para indicar referência posterior.
I will check this just AFTER my vacations. (Eu ve-
rificarei isso apenas após minhas férias).
FONTE: YOUTUBE
Preposições em inglês » Regras e dicas definitivas
F Y
multimídia: vídeo
Um caso específico: over
A preposition OVER tem larga utilização. O primeiro con-
ceito a se associar a OVER é a ideia de acima do limite ou 
capacidade. No entanto, essa preposição também é utili-
zada para posição superior de forma muito semelhante ao 
ABOVE. Veja os exemplos:
This painting should be placed OVER my bed. 
(Este quadro/pintura deve ser colocado em cima 
da minha cama).
I will lay me down like a bridge OVER troubled 
waters. (Eu me estenderei ao seu lado como uma 
ponte sobre águas turbulentas).
Please, slow down! Don’t drive OVER the limit. 
(Vá devagar, por favor! Não dirija acima do limite 
de velocidade).
1.1.2. Prepositions de relação 
Aqui aparecem algumas preposições que costumam ser 
confusas, uma vez que a tradução não ajuda. Observe os 
exemplos considerando mais uma vez os conceitos.
TO: refere-se a destino.
I am travelling TO Rio. (Estou viajando para o Rio).
We should go TO his birthday party. (Devemos ir 
ao aniversário dele).
FOR: refere-se a período de tempo ou propósito.
They lived FOR twenty years. (Eles viveram por 
vinte anos).
ATENÇÃO: tanto FOR quanto TO são utilizados para finali-
dade. A diferença do uso de ambos se dá quanto ao termo 
que antecedem.
Antes de PRONOME ou SUBSTANTIVO, usa-se FOR:
This money is FOR her education. (Este dinheiro é 
para a educação dela).
I brought this donut FOR you. (Trouxe este bolinho 
pra você).
Antes de VERBO, usa-se TO:
We need all the team to deal with the situation. 
(Precisamos de toda a equipe pra lidar com a si-
tuação).
FROM: usado sempre para origem.
I am FROM Brazil (Eu sou do Brasil).
BY: Indica autoria ou ferramenta.
This song was written BY Lennon and McCartney. 
(Esta é uma canção escrita por Lennon e McCartney).
 97
This was all made BY hand (Isso foi tudo feito à mão)
OF: indica posse ou vinculação.
There songs are some OF the Brazilian classics. (Es-
tas canções são alguns dos clássicos brasileiros).
ABOUT: referência ou proximidade.
They are talking ABOUT politics. (Eles estão 
falando de política).
This book will cost ABOUT 20 dollars. (Este livro 
vai custar em torno/por volta de 20 dólares).
WITH: utiliza-se para indicar companhia, proximidade.
I can prepare the samples WITH this equipment. 
(Eu posso preparar as amostras com este equi-
pamento).
WITHOUT: utiliza-se para indicar ausência ou separação.
We can live WITHOUT it. (Podemos viver sem isto).
UP: utiliza-se para indicar movimento ascendente.
Go UP the stairs then you can take the bus there. 
(Suba as escadas e daí você poderá pegar o ônibus 
por lá).
DOWN: utiliza-se para indicar movimento descendente.
Climb DOWN the stairs then you reach the pla-
tform. (Desça as escadas e daí você chegará na 
plataforma).
THROUGH: utiliza-se para expressar movimento em que 
passamos por dentro ou através de algo.
Walk THROUGH the door, please. (Vá por aque-
la porta, por favor).
The lights are passing THROUGH the crack. (As 
luzes estão passando por entre/através a fenda).
THROUGHOUT: utiliza-se para expressar períodos de 
tempo ou áreas.
The flu epidemic scared the population THROU-
GHTOUT the last century. 
(A epidemia de gripe apavorou a população no 
decorrer do último século).
There have been cases of Covid-19 throughout 
the globe.
DURING: utiliza-se para expressar períodos de tempo.
The houses on the hill were destroyed DURING 
the last rain.(As casas na colina foram destruídas 
durante a última chuva).
SINCE: utiliza-se para expressar origem ou início.
I work here SINCE 2015.
Obs.: SINCE também é uma conjunção condicional, ou seja, 
você poderá encontrar since em outras orações com sentido 
diferente do utilizado como preposição, por exemplo:
SINCE she is not coming, we can go home now. 
(Uma vez que ela não virá, nós podemos ir pra 
casa agora).
UNTIL: utiliza-se para indicar limite de tempo.
Don’t start UNTIL everyone arrives. (Não come-
cem até que todos cheguem).
FONTE: YOUTUBE
Prepositions in Time Expressions - English 
Grammar & Speaking Lesson
F Y
multimídia: vídeo
TOWARDS:utiliza-se para expressar direção ou intenção.
Please walk TOWARDS him to get what are you 
looking for. (Por favor, vá até ele para obter o que 
procura).
INTO: é uma junção de IN com TO. Utiliza-se para indicar 
movimento para dentro de algo:
John walked INTO the church to take shelter 
from the rain. (John entrou na igreja para se abri-
gar da chuva).
ONTO: é uma junção de ON com TO. Utiliza-se para indicar 
movimento também, porém com a ideia de superfície do ON.
Jack was tired and fell ONTO his bed. (Jack esta-
va cansado e desabou em sua cama).
ACROSS: indica que algo está do lado oposto, especial-
mente usando algo como referência.
The drugstore is ACROSS the street. (A farmácia 
está do outro lado da rua).
AGAINST: É utilizada para expressar contrariedade.
He never does anything AGAINST the law. (Ele 
nunca faz nada contra a lei).
1.1.3. Indefinite pronouns
Ainda que existam entendimentos diferentes em relação aos 
indefinite pronouns, é comum serem listados os seguintes: 
some, any, every, no e none. 
 98
Some algum(ns), alguma(s); só pode ser usado em afir-
mativas e perguntas.
Exemplos:
Some animals are in danger of extinction. (Al-
guns animais estão em perigo de extinção).
Some rest may be good for you. (Algum descanso 
pode ser bom para você.
Any pode ser usado em qualquer tipo de frase, adquirin-
do sentidos diferentes em cada uma. Na afirmativa, "qual-
quer"; na negativa, "nenhum"; na pergunta, "algum".
Exemplos:
Any student knows the answer for that ques-
tion. (Qualquer estudante sabe a resposta para 
esta pergunta).
You can pick any of those grapes. (Você pode es-
colher qualquer uma daquelas uvas).
Every todas, todos.
Exemplos:
Every good player has a good coach. (Todo bom 
jogador tem um bom técnico).
Every city in this country has that kind of problem. 
(Toda/Qualquer cidade deste país enfrenta este 
tipo de problema).
No nenhum; mas somente em frases onde a negação 
seja feita com o pronome e não com o verbo auxiliar.
Exemplos:
We have no money to buy a house. (Nós não te-
mos dinheiro para comprar uma casa).
No job is forever (Nenhum emprego é para sempre).
None Nenhum, nada, ninguém (como substantivo).
Exemplos:
Half a meal is better than none. (Meia refeição é 
melhor do que nenhuma);
He is very proud and will be second to none. (Ele é 
muito orgulhoso e não vai se subjugar a ninguém).
1.1.4. Compounds
Os indefinite pronouns, vistos anteriormente, podem apa-
recer combinados com as palavras body/one (pessoas); 
thing (coisas); where (lugares); time (momento, instante) 
e way/how (modo, maneira). Veja a seguir os resultados 
desses compounds (compostos):
 Somebody (alguém), anybody (qualquer um), nobody 
(ninguém), everybody (todos, todo mundo); 
 Someone (alguém), anyone (qualquer um), no one 
(ninguém), everyone (todos, cada um deles);
 Something (algo, alguma coisa), anything (qualquer coi-
sa), nothing (nada), everything (tudo, todas as coisas);
 Somewhere (em algum lugar), anywhere (em qualquer 
lugar), nowhere (em lugar nenhum), everywhere (em 
todos os lugares);
 Sometime (em algum momento), anytime (a qualquer 
momento), every time (todas as vezes, sempre); 
 Someway/somehow (de algum modo/jeito), anyway/
anyhow (de qualquer modo/maneira), no way (de 
jeito nenhum), everyway (em todos os sentidos, de 
todo modo).
Apêndice: Double Negatives
Na língua inglesa, a ocorrência de duas negativas na mes-
ma frase é um erro grave, sendo um assunto bem explorado 
pelos vestibulares. Os exemplos a seguir não pertencem à 
norma culta, ainda que possam ocorrer no inglês coloquial.
Preposições e partículas adverbiais em 
inglês – Ana Masakos Haraguchi
Essa obra foi desenvolvida com o intuito de cobrir lacu-
nas no ensino da leitura em Inglês. O foco é na habilida-
de de compreensão e interpretação textual, deixando de 
lado a expressão e a compreensão oral.
multimídia: livro
Exemplos:
I don’t know nothing about it.
She doesn’t want nothing to eat.
I can’t see nobody.
Existem duas possibilidades para que os erros acima sejam 
removidos. Observe-as a seguir:
 99
Exemplos: 
I don’t know anything about it./ I know nothing 
about it.
She doesn’t want anything to eat/ She wants no-
thing to eat
I can’t see anybody/ I see nobody.
A solução mais usual é a primeira delas. Substitua os com-
postos formados por no pelos compostos formados por any.
2. The evolution of monkeys 
remains a mystery
HTTPS://WWW.ECONOMIST.COM/SCIENCE-AND-TECHNOLOGY/2019/03/14/
THE-EVOLUTION-OF-MONKEYS-REMAINS-A-MYSTERY. MAR 14TH 2019
Why monkeys and apes took separate evolutionary paths 
has long been a mystery. One widely held theory is that en-
vironmental changes that led to more open habitats drove 
a wedge between these animals, leading the ancestors of 
monkeys to make do with a less nutritious diet of leaves and 
those of modern apes to thrive upon fruits and seeds. A study 
led by John Kappelman of the University of Texas and the late 
David Rasmussen of Washington University, published this 
week in PNAS, suggests that this idea is wrong.
There are few vertebrate groups that have a worse fossil re-
cord than monkeys. Fossils form best when animals die in 
places where sediment is constantly being deposited to cover 
up their bones, like streams, river deltas, coastlines and sand 
dunes. Because monkeys typically live in lush forests where 
sediment is rarely deposited, they rarely fossilise. Indeed, 
while genetic analysis of modern species makes it clear that 
they diverged from apes 30m years ago, evidence of their 
first 12m years of existence has until now been composed 
of just two molars that are too worn to show much detail.
A new fossil discovered in Nakwai, Kenya by a team of Ken-
yan and American scientists has now been dated as being 
22m years old. Composed of several jaw fragments with 
well-preserved teeth still stuck in their sockets, the fossil 
clearly belonged to a monkey. Yet the specimen has raised 
more questions than it has answered because it lacks an 
important dental trait known as bilophodonty.
Best described as teeth that have crests running between 
their cusps, bilophodont molars are found in all members 
of the old world monkey family and play a pivotal part in 
helping these animals to chew leaves efficiently. Because 
the Kenyan fossil does not have these crests, Dr Kappelman 
and his colleagues believe it was much more likely to have 
fed on fruits and seeds. That goes against the prevailing 
theory that leaves became a major part of the monkey diet 
after their split from apes 30m years ago.
Although Alophia, as the researchers have named the fossil, 
may just be an odd early monkey lineage that broke from its 
kin and later started eating fruit, it is also possible that this 
animal had teeth that were typical for monkeys of the time. 
If so, the monkey puzzle deepens: something other than a 
taste for leaves must have led them away from apes.
www.discovermagazine.com
multimídia: site
Aplicando para 
aprender (A.P.A.)
1. Choose the best alternative for the following ques-
tion. The soccer player was ejected because he had done 
something that was ________ the rules. 
a) without 
b) outside 
c) against 
d) during 
e) up 
2. Choose the best alternative for the following question. 
The animal hospital? It’s somewhere ________ that big 
blue building.
a) around 
b) with 
c) on 
d) throughout 
e) until
3. Choose the best alternative for the following question.
She’s the kind of girl who knows everything ________ 
everyone. 
a) about 
b) since 
c) in 
d) before 
e) after 
4. Choose the best alternative for the following question.
She is, ________ a doubt, the best student in the class. 
a) without 
b) inside 
 100
c) about 
d) towards 
e) at 
5. Choose the best alternative for the following question. 
________ our visit to Japan, we saw a lot of interesting 
places. 
a) While 
b) During 
c) Through 
d) Below 
e) since 
6. Choose the best alternative for the following question.
Don’ttry to hide _________ unsolved problems _________ 
the past.
a) in/on 
b) of/from 
c) about/from 
d) from/of 
e) in/ from 
7. Assinale a alternativa correta. Os 4,testes a seguir 
referem-se a Pronomes Indefinidos: 
I’ll have to find the money __________ in the room. I’m 
sure I put it in the drawer myself half an hour ago.
a) somebody 
b) somewhere 
c) something 
d) somehow 
e) someone 
8. She is used to taking notes. She knows __________ 
by heart.
a) none 
b) no 
c) nothing 
d) none of 
e) nobody 
9. All right, you can buy that toy, as long as you spend 
__________ more than US$ 10 on it. 
a) none 
b) no 
c) nowhere 
d) nobody 
e) no one 
10. The teacher said that ____________ students could 
have had an “A”.
a) none 
b) none of 
c) nobody 
d) no one 
e) none of the 
A.P.A. Fixação
TEXTO PARA AS PRÓXIMAS 5 QUESTÕES 
At one level, the computer is a tool. It helps us write, keep track 
of our accounts, and communicate with others. Beyond this, the 
computer offers us both new models of mind and a new medium 
on which to project our ideas and fantasies. Most recently, the 
computer has become even more than tool and mirror. We are 
able to step through the looking glass. We are learning to live in 
virtual worlds. We may find ourselves alone as we navigate virtu-
al oceans, unravel virtual mysteries, and engineer virtual skyscra-
pers. But increasingly, when we step through the looking glass, 
other people are there as well. 
The use of the term “cyberspace” to describe virtual worlds 
grew out of science fiction, but for many of us, cyberspace is 
now part of the routines of everyday life. When we read our 
electronic mail or send postings to an electronic bulletin bo-
ard or make an airline reservation over a computer network, 
we are in cyberspace. In cyberspace, we can talk, exchange 
ideas, and assume personae of our own creation. We have 
the opportunity to build new kinds of communities, virtual 
communities, in which we participate with people from all 
over the world, people with whom we converse daily, peo-
ple with whom we may have fairly intimate relationships but 
whom we may never physically meet. 
(SHERRY TURKLE, 1995. LIFE ON THE SCREEN: IDENTITY 
IN THE AGE OF THE INTERNET. TOUCHSTONE.) 
1. (Unesp) A leitura do trecho selecionado nos permite 
concluir que, para a autora: 
a) nós nunca iremos aprender a viver em mundos vir-
tuais porque eles são muito solitários. 
b) o computador, além de ferramenta e espelho, tam-
bém nos dá acesso ao ciberespaço e possibilita nosso 
relacionamento com pessoas que talvez nunca encon-
tremos pessoalmente.
c) a comunicação face a face é totalmente desneces-
sária uma vez que temos a oportunidade de construir 
comunidades virtuais.
d) todos devem se refugiar no ciberespaço porque lá 
podem conversar com outras pessoas, trocar ideias e 
criar novas personalidades para si mesmos.
e) o computador é um mal necessário nos dias de 
hoje porque precisamos ler mensagens eletrônicas e 
utilizar o ciberespaço para fazer compras e reservas. 
2. (Unesp) Conforme o trecho apresentado, ciberespaço é: 
a) um termo que descreve mundos virtuais que cres-
cem fora da ficção científica. 
b) o nome dado ao espaço ocupado por qual quer 
comunidade recém-formada. 
c) qualquer local em que podemos conversar e trocar 
ideias diariamente. 
d) um termo originário da ficção científica e usado 
para descrever mundos virtuais. 
e) o único espaço para se fazer reservas de passagens 
aéreas.
 101
3. (Unesp) Segundo a autora, o computador é: 
a) uma ferramenta que nos ajuda a escrever, cuidar 
de nossas contas e entrar em contato com outras 
pessoas. Ele também é um espelho através do qual 
podemos projetar nossas ideias e fantasias. 
b) apenas uma ferramenta que nos ajuda a escrever, 
cuidar de nossas contas e entrar em contato com ou-
tras pessoas. 
c) nada mais do que um espelho através do qual pro-
jetamos nossas ideias e fantasias.
d) apenas uma ferramenta que nos ensina a viver em 
mundos virtuais. 
e) apenas um espelho que nos permite perceber que 
estamos sozinhos, navegando em mundos virtuais.
4. (Unesp) After I read the text above, I could realize 
that my friend Christine has a terrible problem: She lives 
__________ 1204 Reality Boulevard but her husband 
lives _________ cyberspace!
a) in ... in 
b) in ... on 
c) on ... at 
d) at ...on 
e) at ... in 
5. (Unesp) As a tool, the computer assists ___________ 
to perform a lot of activities.
a) we 
b) us 
c) ourselves 
d) they 
e) to us 
TEXTO PARA AS PRÓXIMAS 2 QUESTÕES 
LONDON IN YOUR POCKET 
Smartphone applications are transforming the tourism experience. 
The latest development is called Streetmuseum, or “the museum 
in your pocket.” It can be downloaded __( I )__ any Iphone or 
Android tablet and it enables you to explore the streets of London, 
both past and present.
Streetmuseum unites 200 images __( II )__ the Museum of London 
collection with actual locations __( III )__ the capital. It uses the 
smartphone’s geo-tagging facility: as you walk the streets of Lon-
don, satellite technology will give the phone’s “geoposition.” The 
phone will produce an image of that place in the past and you can 
compare this with what you see there today. So far the app has 
been downloaded by __( IV )__ 150,000 people around the world. 
SKYLINE 
The collection shows how much the London skyline has changed 
__(V)__ recent decades. Until 1962 St Paul’s Cathedral (which was 
completed in 1710 and is 110 metres high) was London’s tallest 
building. Today that honour goes to “One Canada Square,” the 
Canary Wharf Tower in the Docklands. It is 230 metres high, but it 
will soon be overtaken __( VI )__ the 87-storey tower “Shard Lon-
don Bridge,” which will be 310 metres high. Designed by architect 
Renzo Piano, it should be completed in May.
6. (Mackenzie) According to the text,
a) streetmuseum can show you what London used 
to look like.
b) the pictures shown in Streetmuseum can be down-
loaded on any IPhone or Android tablet.
c) the London skyline today is made up with the tall-
est buildings in the world.
d) the Canary Wharf Tower has been overtaken by the 
Shard London Bridge regarding their height. 
e) satellite technology has been used by more than 
150,000 people in recent decades. 
7. (Mackenzie) The prepositions that properly fill in 
blanks I, II, III, IV, V and VI, in the text, are: 
a) in / of / around / more / on / in 
b) for / from / in / than / on / by 
c) for / all around / through / about / about / for
d) on / from / across / over / in / by 
e) out of / of / in / around / over / from 
TEXTO PARA AS PRÓXIMAS 3 QUESTÕES
Could You or Someone You Care About Have an 
Eating Disorder? 
In a culture where thinness is too often equated with physical 
attractiveness, success, and happiness, nearly everyone has dealt 
with issues regarding the effect their weight and body shape can 
have on their self-image. However, eating disorders are not about 
dieting or vanity; they’re complex psychological disorders in which 
an individual’s eating patterns are developed - and then habitually 
maintained - in an attempt to cope with other problems in their life.
Each year, more than 5 million Americans are affected by serious 
and often life-threatening eating disorders such as anorexia nervo-
sa, binge-eating, bulimia nervosa, compulsive eating, and obesity. 
 102
Left untreated, the emotional, psychological and physical conse-
quences can be devastating, even fatal. Eating disorders know no 
class, cultural, or gender boundaries and can affect men, women, 
adolescents, and even children, from all walks of life. 
(EXTRAÍDO DE HTTP://WWW.EATING-DISORDER.COM/) 
8. (Unesp) Indique a alternativa correta.
a) Em uma cultura na qual a boa forma física está fre-
quentemente associada à atração, ao sucesso e à feli-
cidade, quase todos já lidaram com os efeitos de seu 
peso e da aparência de seu corpo em sua autoimagem.
b) Distúrbios alimentares são alterações psicológicas 
complexas nas quais padrõesde alimentação são 
desenvolvidos e mantidos como forma de lidar com 
certos problemas. Relacionam-se, portanto, mais a 
uma dieta alimentar do que à vaidade pessoal. 
c) Embora vivamos em uma cultura em que a boa 
forma física está sempre associada ao sucesso e à 
felicidade, poucos se preocupam com os efeitos que 
seu peso e a aparência de seu corpo possam causar 
em sua autoimagem.
d) Distúrbios alimentares são alterações psicológicas 
complexas nas quais padrões de alimentação são 
desenvolvidos e mantidos como forma de lidar com 
certos problemas. Portanto, relacionam-se a uma die-
ta alimentar que afeta a vaidade pessoal. 
e) Embora nossa cultura não relacione a forma física 
à atração, ao sucesso e à felicidade, todos se preocu-
pam com os efeitos que seu peso e a aparência de 
seu corpo possam causar em sua autoimagem.
9. (Unesp) Ao ilustrar os distúrbios alimentares, o texto 2: 
a) garante que eles não fazem distinção de classe, cul-
tura e gênero; mas podem afetar, de modo diferencia-
do, homens, mulheres, adolescentes e crianças, como 
confirmam os 5 milhões de americanos atingidos.
b) afirma que eles podem atingir a todos, sem exce-
ção, e que, na falta de tratamento, as consequências 
emocionais, psicológicas e físicas podem ser devasta-
doras e, até mesmo, fatais.
c) afirma que eles já atingiram 5 milhões de ame-
ricanos que, por não receberem tratamento, sofrem 
consequências emocionais, psicológicas e físicas que 
podem ser devastadoras ou fatais.
d) afirma que, a cada ano, eles afetam 5 milhões de ame-
ricanos, perseguindo-os ao longo da vida. Como eles são 
deixados sem tratamento, acabam tendo consequências 
emocionais, psicológicas e físicas devastadoras.
e) garante que eles podem atingir a todos, sem ex-
ceção, e que, mesmo com tratamento, suas consequ-
ências emocionais, psicológicas e físicas são sérias e 
acompanham os atingidos pela vida toda.
10. (Unesp) Eating disorders ___________ class, cultural, or 
gender boundaries. Therefore, they can affect ____________.
a) knows no ... anyone. 
b) know no ... someone. 
c) know some ... nobody. 
d) can know ... nobody. 
e) don’t know any ... anyone.
TEXTO PARA A PRÓXIMA QUESTÃO: 
A(s) questão(ões) a seguir está(ão) relacionada(s) 
ao texto abaixo.
_____1_____ September 11, 2001, at 8:46 A.M., a hijacked air-
liner crashed into the north tower of the World Trade Center in New 
York. At 9:03 A.M. a second plane crashed into the south tower. 
The resulting infernos caused the buildings to collapse, 1the south 
tower after burning for an hour and two minutes, the north tower 
twenty-three minutes after that. 2The attacks were masterminded 
by Osama bin Laden in an attempt to intimidate the United States 
and unite Muslims for a restoration of the caliphate.
9/11, as the happenings of that day are now called, has set off 
debates on a vast array of topics. But I would like to explore a les-
serknown debate triggered by it. Exactly how many events took 
place in New York on that morning _____2_____ September?
3It could be argued that the answer is one. The attacks on the 
two buildings were part of a single plan conceived by one man in 
service of a single agenda. They unfolded _____3_____ a few 
minutes and yards of each other, targeting the parts of a complex 
with a single name, design, and owner. And they launched a sin-
gle chain of military and political events in their aftermath.
Or it could be argued that the answer is two. The towers were 
distinct collections of glass and steel separated by an expanse 
of space, and they were hit at different times and went out of 
existence at different times. The amateur video that showed the 
second plane 4closing in on the south tower as the north tower 
billowed with smoke makes the twoness unmistakable: while 
one event was frozen in the past, the other loomed in the future.
The gravity of 9/11 would seem to make this discussion frivolous 
to the point of impudence, a matter of mere “semantics,” as we 
say, with its implication of 5splitting hairs. But the relation of lan-
guage to our inner and outer worlds is a matter of intellectual 
fascination and real-world importance.
_____4_____ “importance” is often hard to quantify, 
_____5_____ this case I can put an exact value on it: 3,5 billion 
dollars. That was the sum in a legal dispute for the insurance 
payout to Larry Silverstein, the leaseholder of the World Trade 
Center site. Silverstein’s insurance policies stipulated a maximum 
reimbursement for each destructive “event.” If 9/11 comprised 
a single event, he stood to receive 3,5 billion dollars; if two, he 
stood to receive 7 billion. In the trials, the attorneys disputed the 
applicable meaning of the term event. The lawyers for the lea-
seholder defined it in physical terms (two collapses); those for the 
insurance companies defined it in mental terms (one plot). There 
is nothing “mere” about semantics!
ADAPTED FROM: PINKER, STEVEN. THE STUFF OF 
THOUGHT. NEW YORK: PENGUIN, 2007. P. 1-2. 
11. (UFRGS 2018) Select the alternative that adequately 
fills in the gaps 1, 2, 3 and 5 in this same order. 
a) In – in – within – in 
b) In – on – from – at 
c) On – in – from – at 
d) On – on – from – at 
e) On – in – within – in 
 103
A.P.A. Complementar
TEXTO PARA AS PRÓXIMAS 5 QUESTÕES
1. (UERJ) Besides being funny, comics often expresses 
criticism.
The comic strip criticizes men’s incapacity to take the 
following action:
a) fight what baffles them
b) confront what fools them
c) resist what alienates them
d) avoid what confuses them
2. (UERJ) Consider the visual representation of the tiger 
in the comic strip.
The effect of closeness between the tiger and the view-
er is obtained in the panel below:
a) 5
b) 6
c) 7
d) 8
3. (UERJ) In the speech balloon of panel 1, the word that 
appears twice.
The second that fulfils the following cohesive function:
a) showing emphasis in speech
b) refering back to the quotation
c) pointing to the book in the picture
d) linking main and subordinate clauses
4. (UERJ) And I should know. (panel 4)
Modal verbs can be used to refer to a speaker’s attitude.
The modal should indicates that Calvin believes his 
knowledge of the bad quality of the TV show would be 
characterized as:
a) desirable
b) probable
c) surprising
d) mandatory
5. (UERJ) By establishing links between different parts of a 
text, one might guess the meaning of an unknown word.
Based on Calvin’s evaluation of the show he is watch-
ing, the meaning of the word tripe, in panel 8, is:
a) fun
b) trash
c) pastime
d) program
A.P.A. Dissertativo
1. Leia o texto abaixo e preencha as lacunas com as 
preposições que você considerar mais adequadas. Após 
realizar essa tarefa, vá até as respostas desta unidade 
e verifique se suas escolhas foram adequadas. Somente 
após terminar essa etapa responda com (C) certo ou (E) 
errado as afirmações da questão 2.
Jan or Johannes Vermeer van Delft (1632– 1675), a Dutch genre 
painter who lived and worked _______ Delft all his life, created 
some _________ the most exquisite paintings ___________ 
Western art. 
His works are rare. ________ The 35 or 36 paintings generally 
attributed ________ him, most portray figures ________ 
interiors. All his works are admired ________ the sensitivity 
__________ which he rendered effects of light and color and 
__________ the poetic quality of his images. He produced me-
ticulously constructed interiors ___________ just one or two 
figures — usually women. These are intimate genre paintings 
___________ which the principal figure is invariably engaged 
in some everyday activity. Often the light enters Vermeer’s pain-
tings ____________ a window. He was a master at depicting 
the way light illuminates objects.
During the late 1650s, Vermeer began to place a new emphasis 
_____________ depicting figures within carefully composed 
interior spaces. Other Dutch painters painted similar scenes, but 
they were less concerned _____________ the articulation of the 
space than with thedescription of the figures and their actions. 
Little is known for certain about Vermeer’s life and career. Not 
much is known about Vermeer’s apprenticeship as an artist ei-
ther. After his death, Vermeer was overlooked _____________ 
all but the most discriminating collectors and art historians for 
more than 200 years. His few pictures were attributed to other 
artists. Only after 1866, when the French critic W. Thore-Burger 
‘rediscovered’ him, did Vermeer’s works become widely known 
and his works heralded as genuine Vermeer.
2. Judge the items that follow according to the text 
above. (C/E) 
a) ( ) It took around two centuries for Vermeer’s pain-
tings to be attributed to him again.
b) ( ) Some of Vermeer’s paintings are considered strange.
c) ( ) Even though there were just a few of them, Ver-
meer’s paintings proved to be very influential in the 
history of Dutch painting. 
d) ( ) Whenever Vermeer’s paintings portray human figures, 
these individuals are shown performing ordinary tasks.
e) ( ) Vermeer got his inspiration from poems about women. 
f) ( ) Vermeer paid meticulous attention to the scenery 
in his paintings.
 104
g) ( ) Light did not play a significant role in Vermeer’s 
paintings. 
h) ( ) Vermeer gave greater emphasis to interior spac-
es than other painters did. 
i) ( ) Vermeer’s life and work history were widely doc-
umented.
j) ( ) Vermeer was neglected by most collectors and art 
historians after he died.
Leia o texto a seguir e responda à pergunta 3 em 
PORTUGUÊS. 
This is a story about four people: Everybody, Somebody, Anybo-
dy and Nobody. There was an important job to be done and 
everybody was sure that somebody would do it. Anybody could 
have done it, but nobody did. Somebody got angry about that 
because it was Everybody’s job. Everybody thought anybody 
could do it, but nobody realized that everybody wouldn’t do it. 
It ended up that everybody blamed somebody when nobody did 
what anybody could have done. 
3. A partir da leitura do texto acima, é possível chegar a 
duas conclusões sobre a realização do trabalho citado. 
Cite essas duas conclusões. 
4. Fill in the gaps with one (or more) indefinite pronoun. 
a) Don’t blame yourself for the mistake. _________
is perfect. 
b) There is _______________ in your hair. I think 
it is a bug. 
c) I will search and find you _____________ you go. 
You can’t escape from me. 
d) Our holiday was perfect. _______________ 
went as we wished. 
e) ___________________ is safe from the flu. We 
can’t escape. 
f) He didn’t say ________________ useful. All nonsense. 
g) I would like to have ______________ to drink please.
h) The police found the murder weapon _______
near the hut. In the woods. 
i) Can _______________ hear me? Is the re 
________________ out there?
j) I will do ________________ for you. You are my 
best friend. 
k) Why are you looking at me so angrily? I didn’t do 
________________ wrong. 
l) Look I’ve found _________________ interesting 
here. Oh, it’s just a button. 
m) ________________ we did to rescue the dog 
was useful. It died. 
n) I would like to go __________________ peace-
ful for my holiday. 
o) Say _________________. Don’t just look me in 
the eyes meaningfully. 
p) My dictionary was on the desk. ________________ 
has taken it. 
q) She did ____________________. She just slept 
all day long. 
r) There is ____________________ I can’t tell you. 
I will keep it as a secret all my life. 
s) I am _________________’s fool. I won’t do all 
the work alone. 
t) He was so helpful. He helped nearly _________ 
in the village.
5. Rewrite the following sentence keeping its original 
meaning
a) I didn’t see a thing. 
b) The delegates could get nothing after the summit. 
c) They didn’t show anything new. 
d) Nothing was shown by anyone. 
Gabarito
Aplicando para aprender (A.P.A.)
1. C 2. A 3. A 4. A 5. B
6. D 7. B 8. C 9. B 10. E
A.P.A. Fixação
1. B 2. D 3. A 4. E 5. B
6. A 7. D 8. A 9. B 10. E
11. E
A.P.A. Complementar 
1. C 2. C 3. B 4. A 5. B
A.P.A. Dissertativo
1. Jan or Johannes Vermeer van Delft (1632– 1675), a Du-
tch genre painter who lived and worked in Delft all his life, 
created some of the most exquisite paintings in Western art. 
His works are rare. Of the 35 or 36 paintings generally attri-
buted to him, most portray figures in interiors. All his works 
are admired for the sensitivity with which he rendered effects 
of light and color and for the poetic quality of his images. 
He produced meticulously constructed interiors with just one 
or two figures — usually women. These are intimate genre 
paintings in which the principal figure is invariably engaged 
in some everyday activity. Often the light enters Vermeer’s 
paintings from a window. He was a master at depicting the 
way light illuminates objects. During the late 1650s, Vermeer 
began to place a new emphasis on depicting figures within 
carefully composed interior spaces. Other Dutch painters 
painted similar scenes, but they were less concerned with 
the articulation of the space than with the description of the 
figures and their actions. Little is known for certain about 
Vermeer’s life and career. Not much is known about Verme-
er’s apprenticeship as an artist either. 
After his death, Vermeer was overlooked by all but the most 
discriminating collectors and art historians for more than 
 105
200 years. His few pictures were attributed to other artists. 
Only after 1866, when the French critic W. Thore-Burger 
‘rediscovered’ him, did Vermeer’s works become widely 
known and his works heralded as genuine Vermeer. 
2. 
a) E 
b) E 
c) E 
d) C 
e) E 
f) C 
g) E 
h) C 
i) E 
j) C 
3. Conclusão 1: Uma pessoa chamada “Nobody” fez o 
trabalho. 
Conclusão 2: O trabalho não foi realizado. 
4. 
a) Nobody
b) Something 
c) Anywhere 
d) Everything 
e) Nobody 
f) Anything 
g) Something 
h) Somewhere 
i) Anybody/somebody – anyone 
j) Anything – everything 
k) Anything 
l) Something 
m) Nothing 
n) Somewhere 
o) Something 
p) Somebody/someone 
q) Nothing 
r) Nothing 
s) Nobody 
t) Everyone 
5. 
a) I saw nothing/I didn’t see anything. 
b) The delegates got nothing.../ The delegates couldn’t 
get anything.
c) They showed nothing new. 
d) Anyone showed nothing./ They showed nothing.
 106
1. Conditional Sentences
São frases que expressam o que deve acontecer para que 
outra coisa ocorra. Daí o nome, conditional sentence.
If my sister sings, Mateus laughs. / Mateus laughs 
if my sister sings.
If that bat appears, I will scream. / I’ll scream if 
that bat appears.
Não importa a ordem em que as frases apareçam, a con-
ditional clause expressa a condição que precisa ocorrer. A 
oração que mostra o resultado é chamada de result clause. 
Quando você opta por começar pela conditional clause, as 
duas devem vir separadas por uma vírgula. Não há necessi-
dade da vírgula quando se começa pela result clause.
1.1. Condicionais Reais
1.1.1. Zero Conditional - Condicionais Factuais
São as condicionais que falam de fatos genéricos ou de 
habituais.
 Fatos genéricos: são aqueles fatos que são verdade 
constantemente, pois normalmente são coisas básicas 
da natureza ou da ciência.
If water boils, it evaporates
Water evaporates if it boils.
 Fatos habituais: são aqueles fatos determinados por há-
bitos e rotinas e não pela natureza ou pela ciência.
If my mother video chats with my sister, she takes 
a million screenshots of my nephew.
My mother takes a million screenshots of my 
nephew if she video chats with my sister.
1.1.2. First Conditional - Condicionais Futuras
As first conditionals expressam uma condição que deve se 
cumprir no presente para que um resultado futuro ocorra.
If we don’t leave soon, we’ll be late for the cere-
mony. / We’ll be late for the ceremony if we don’t 
leave soon.
If there is no food in the fridge I may order some-
thing on iFood. / I may order something on iFood 
if there’s nothing in the fridge.
A ideia de futuro pode estar vinculada a diferentes tipos 
de futuro. Pode-se falarde um futuro em que se está certo 
do que vai acontecer (will) ou de algo que pode ser que 
aconteça (may). Em geral, os estudantes se prendem a um 
só tipo de futuro (will) e se condicionam a pensar somente 
nele como futuro, ignorando as outras possibilidades.
Para facilitar a compreensão do tema, é possível seguir 
uma certa "escala de probabilidade".
will / be going to - certeza (resultado forte)
If it rains, I will stay home
should - provável que aconteça
I should try learning German if I have a chance.
may - tem chance
If you say that to her, she may not like it.
might / could - difícil de acontecer
Did you know you could die if you eat too many 
apple seeds?
1.2. Condicionais Imaginárias
São as frases que expressam condições que não são ver-
dadeiras, são pouco prováveis ou impossíveis de acontecer.
1.2.1. Second Conditional - 
Condicionais Hipotéticas
A second conditional é considerada uma condição imagi-
nária, pois fala de uma situação hipotética. Em outras 
palavras, não se trata de uma situação real, embora seja 
teoricamente possível dadas as circunstâncias.
If we were stronger, we could help you. / We 
could help you if we were stronger.
If she were here, she would really enjoy this movie. 
/ She would really enjoy this movie if she were here.
DON'T FORGET
HABILIDADES: 1, 8 e 30
COMPETÊNCIAS: 1, 2 e 9
CLASS 10
 107
A idéia é falar de algo que não é verdade no momen-
to, mas que, em dadas circunstâncias ideais, poderia ser. Por 
esse motivo nota-se o uso do verbo would, que expressa o 
futuro hipotético; ou o uso de could, que mostra uma pos-
sibilidade menor. O uso de might também seria possível.
1.2.2. Third Conditional - 
Condicionais Impossíveis
Essas orações têm esse nome por tratarem de situações que 
realmente não aconteceram e que não podem mais ser al-
teradas. A situação não aconteceu e, ainda assim, há um re-
sultado decorrente disso. (A não ser que seja inventada uma 
máquina do tempo. Douglas Adams discute as implicações 
da viagem no tempo na gramática no livro O restaurante no 
fim do universo, da série O Mochileiro das Galáxias.)
A pessoa fala de uma situação que não foi real no passado 
e expressa qual teria sido o resultado decorrente dessa ação.
If I had listened to you, I wouldn’t have had that 
problem. / I wouldn’t have had that problem if I 
had listened to you.
If she hadn’t been wearing the seatbelt at the 
time of the accident she could have died. / She 
could have died if she hadn’t been wearing the 
seatbelt at the time of the accident.
Ao expressar a condição, utiliza-se o passado perfeito para 
indicar o que não aconteceu; no resultado, por sua vez, uti-
liza-se o futuro hipotético para expressar qual situação teria 
se tornado real caso a decisão tomada tivesse sido diferente.
Pensando na estrutura
Zero Conditional:
If + oração com presente simples (põe vírgula) + Oração 
com presente simples
Oração com presente simples (sem vírgula) + if + oração 
com presente simples.
First Conditional:
If + oração com presente simples (põe vírgula) + Oração 
com alguma forma de futuro.
Oração com alguma forma de futuro (sem vírgula) + if + 
oração com presente simples.
Second Conditional:
If + oração com passado simples (põe vírgula) + Oração 
com would/could/might + base form
Oração com would/could/might + base form (sem vírgula) 
+ if + oração com passado simples.
Third Conditional:
If + oração com passado perfeito (põe vírgula) + Oração 
com would/could/might + have + participle.
Oração com would/could/might + have + participle (sem 
vírgula) + if + oração com passado perfeito.
Como é possível observar, em todas as orações há uma condi-
ção e um resultado que depende dessas condição para ocorrer.
1.3. Time Clauses
As times clauses são expressões utilizadas para expressar 
tempo em uma oração condicional. Isso significa que não 
é necessário recorrer ao uso de if constantemente. Tudo de-
pende do que se quer dizer. Observe os exemplos:
If I see Pedro, I’ll talk to him for you.
When I see Pedro, I’ll talk to him for you.
As soon as I see Pedro, I’ll talk to him for you.
Perceba que, na primeira frase, não estou certo de que vou 
ver Pedro, mas se vê-lo, falarei com ele por você. Há uma 
chance que eu o veja. Já na segunda, eu estou certo de que 
o verei, pois disse que quando o ver falarei. É só questão 
de tempo. Já na última, quando uso as soon as, mostro que 
será uma coisa imediata. 
Há muitas outras time clauses, que serão vistas a seguir. 
Vale destacar que, depois de uma time clause, os verbos 
devem ser escritos no present simple, não importando que 
em português a ideia seja de futuro. 
Unless: usa-se essa expressão quando se deseja falar de 
algo que vai acontecer a não ser que algo ocorra. Ele é uma 
“forma negativa” do if.
Unless you eat properly, you won’t get stronger.
Veja como ela é muito parecida com uma frase negativa 
feita com if.
If you don’t eat properly, you won’t get stronger.
Veja outro exemplo:
Don’t call me unless it’s very important.
Don’t call me if it’s not important.
As long as: às vezes é necessário impor condições especí-
ficas para que algo aconteça, ou por limites numa situação. 
Nesses casos, a condição pode ser iniciada por as long as.
Veja o exemplo do músico canadense Justin Bieber:
As long as you love me, I’ll be your platinum, I’ll 
be your silver, I’ll be your gold.
Basicamente o que ele diz é que o ato de ele ser valioso 
para ela (representado pelos metais preciosos na letra) está 
 108
estritamente vinculado à condição de ela amá-lo. Caso 
ela deixe de amá-lo, ele não mais será platina, prata ou 
ouro para ela.
Pense em outra situação: sua mãe lhe diz que você só po-
derá fazer pipoca para assistir a Shrek 2 exclusivamente se 
lavar a louça depois.
You can make some popcorn as long as you 
wash the dishes later.
Na série The Politician, da Netflix, o personagem de River 
Barkley diz:
You don’t have to be a good person as long as 
you do good things.
Recapitulando:
IF: a conjunção mais comum. Expressa uma condição que 
pode, ou não, acontecer.
WHEN, AS SOON AS, : ao usá-la você mostra ao interlo-
cutor que não é questão de sorte ou chance, mas sim uma 
questão de tempo até algo acontecer. 
UNLESS: usa-se para mostrar qual a exceção à regra que 
você impôs como condição. . 
AS LONG AS: maneira de mostrar que o que esperamos 
depende exclusivamente de alguma ação que precisa ser 
cumprida.
É possível incluir como time clauses expressões que sejam 
locuções adverbiais de tempo, como by the time the test is 
over (na hora que a prova acabar) ou right before you leave 
(logo antes de você sair).
Exemplos:
Pick me up when/as soon as you find a car. (Ve-
nha me pegar assim que encontrar um carro)
Tell me when the job ends. (Diga-me quando o 
trabalho acabar)
They will wait here until I am ready to go. (Eles 
esperarão aqui até que eu esteja pronto para ir)
Set off the alarm if anything unsual happens. (Dis-
pare o alarme se qualquer coisa incomum acontecer)
2. If clauses
Caso 1
 Simple present combinado com futuro
If you drive too fast, you will have problems.
I don´t care whether you will visit us or not.
Caso 2
 Simple Past combinado com WOULD
If I were you I would marry her.
I had no idea whether you were Brazilian or Mexican.
Caso 3
 Past Perfect combinado com WOULD
If I had read that book I would have recommen-
ded to you.
Whether she had quit her job or not she would-
n´t tell us.
FONTE: YOUTUBE
Como usar o IF CLAUSE | IUPI Inglês Criativo
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3. An Ancient Human Species Is 
Discovered in a Philippine Cave
Archaeologists in Luzon Island have turned up the bones 
of a distantly related species, Homo luzonensis, further ex-
panding the human family tree.
APRIL 10, 2019
In a cave in the Philippines, scientists have discovered a 
new branch of the human family tree.
At least 50,000 years ago, an extinct human species lived 
on what is now the island of Luzon, researchers report-
ed on Wednesday. It’s possiblethat Homo luzonensis, as 
they’re calling the species, stood less than three feet tall.
The discovery adds growing complexity to the story of hu-
man evolution. It was not a simple march forward, as it 
once seemed. Instead, our lineage assumed an exuberant 
burst of strange forms along the way.
Our species, Homo sapiens, now inhabits a comparatively 
lonely world.
“The more fossils that people pull out of the ground, the 
more we realize that the variation that was present in the 
past far exceeds what we see in us today,” said Matthew 
 109
Tocheri, a paleoanthropologist at Lakehead University in 
Canada, who was not involved in the new discovery.
In the early 2000s, Armand Salvador Mijares, a graduate 
student at the University of the Philippines, was digging at 
Callao Cave, on Luzon, for traces of the first farmers on the 
Philippines. Soon, he decided to dig a little deeper.
Researchers on the Indonesian island of Flores had dis-
covered the bones of an extraordinary humanlike species 
about 60,000 years old. The scientists named it Homo 
floresiensis.
Some features were similar to ours, but in other ways 
Homo floresiensis more closely resembled other hominins 
(the term scientists use for modern humans and other spe-
cies in our lineage).
Homo floresiensis was able to make stone tools, for exam-
ple. But the adults stood only three feet high and had tiny 
brains. This strange combination led to debates about who, 
exactly, were their ancestors.
The oldest fossils of hominins, dating back over six million 
years, have all been found in Africa. For millions of years, 
hominins were short, small-brained, bipedaapes.
Starting about 2.5 million years ago, one lineage of Af-
rican hominins began to evolve new traits — a flatter 
face, bigger brains and a taller body, among other fea-
tures. These hominins were the first known members of 
our own genus, Homo.
Only later, about 1.8 million years ago, do the first fossils of 
Homo appear outside of Africa. One common species was 
Homo erectus, a species that spread to East and Southeast 
Asia. The youngest Homo erectus fossils, discovered in In-
donesia, may be just 143,000 years old.
Our own lineage kept evolving in Africa. Homo sapiens 
emerged about 300,000 years ago, and only 100,000 years 
ago did we start leaving the continent. By 50,000 years ago, 
our species had reached Australia. (Some researchers believe 
that date should be pushed back to 65,000 years ago.)
One hypothesis, then, is that Homo floresiensis evolved 
from Homo erectus. So here was the question for Philip-
pine archaeologists: Could hominins have reached Luzon 
as well as Flores?
4. Imperative
O imperative mood corresponde, de modo bastante seme-
lhante, ao modo imperativo do português, mas tem uma 
estrutura muito mais simples. Sua função também é seme-
lhante: é uma estrutura usada para dar ordens, comandos 
ou realizar pedidos.
FONTE: YOUTUBE
Imperatives - How to give commands 
in English and more!
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4.1. Imperative affirmative
O afirmativo do modo imperativo é formado pela forma 
base do verbo, pura e simplesmente. Junto dela podem vir 
complementos, formando frases mais complexas.
Do it! (Faça isso)
Forget your dreams. (Esqueça seus sonhos)
Drive for one mile and then turn right. (Dirija por 
uma milha e depois vire à direita)
4.2. Imperative negative
Tal como na afirmativa, a estrutura negativa é muito sim-
ples. Basta que se coloque o don't à frente da forma base. 
A estrutura sempre terá don't, pois o imperativo, tal qual no 
português, sempre é direcionado à segunda pessoa.
Don’t buy it! (Não compre isso!)
Never forget about your family. (Nunca esqueça 
de sua família.)
Don’t eat more than 2 slices of pizza (Não coma 
mais de duas fatias de pizza).
Existem poucas exceções às regras acima descritas:
Don’t you dare to challenge me. (Não se atreva 
a me desafiar). (O pronome you tem nesse caso 
função enfática)
Let’s (let us) start the game. (affirmative – Vamos 
começar o jogo)
Let’s not start the game. (negative – Não vamos 
começar o jogo)
Aplicando para 
aprender (A.P.A.)
1. Choose the alternative that best completes the sen-
tence below. 
 110
People will complain about the costs of it as soon as the 
tournament _____________.
a) will end 
b) would end 
c) end 
d) ended 
e) ends 
2. Choose the alternative that best completes the sen-
tence below. 
______________ to mend something that is beyond 
mending.
a) Don’t try 
b) Never don’t try
c) Tried 
d) Will try 
e) Will you try
3. Choose the alternative that best completes the sen-
tence below. 
The best way to have ________________ is to do it 
yourself.
a) nothing did 
b) something 
c) something did 
d) something done 
e) everything 
4. Choose the alternative that best completes the sen-
tence below. 
If she ___________ you, she would certainly go for it.
a) is 
b) was 
c) were 
d) will be 
e) could be 
5. Escolha a alternativa gramaticalmente correta.
a) The manager wants that you deliver the report as 
soon as possible. 
b) The manager wants you to deliver the report as 
soon as possible. 
c) The manager wanted that you delivered the report 
as soon as possible. 
d) The manager want you to deliver the report as soon 
as possible. 
e) The manager will want that you deliver the report 
as soon as possible. 
6. Assinale a alternativa gramaticalmente correta.
a) I went to the barber shop and I cut my hair for $30. 
b) The board said that they would like that I ran the 
whole company.
c) Don’t to buy that overcoat! It is extremely expensive. 
d) They will call us by the time they will get home. 
e) I will take the appropriate measures when I am home. 
7. Assinale a alternativa gramaticalmente in correta. 
a) The government will act when the right moment 
comes. 
b) I had my notebook repaired for $100. It was a 
bargain. 
c) The principal would like us to prepare the whole 
celebration. 
d) The company will expand their operations when 
they find the right partner. 
e) You fix the situation right now or consequences will 
be appalling. 
8. Read the statements below. 
I. They would answer your requests if they could. 
II. The candidate was flown from Panama in a private jet. 
III. Sony pictures had thousands of secret files stolen 
by hackers. 
IV. I don’t want anybody else to touch you.” 
Choose the right alternative: 
a) All are correct. 
b) All are mistaken. 
c) Only I is correct. 
d) Only II and IV are correct. 
e) Only II and III are correct. 
9. The sentence “Don’t anyone touch that innocent 
young boy again” expresses: 
a) a request. 
b) a warning. 
c) an apology. 
d) an advice. 
e) a compliment. 
10. A partir do verso título da canção “Wake me up 
when september ends” da banda Green Day, é possível 
afirmar que: 
a) O eu-lírico já acordou de seu sono no último setembro. 
b) O eu-lírico acorda as pessoas todo mês de setembro. 
c) O eu-lírico quer ser acordado quando o mês de se-
tembro chegar ao fim. 
d) O eu-lírico acordará sozinho no próximo mês de 
setembro. 
e) O eu-lírico quer ser acordado quando o mês de se-
tembro chegar.
A.P.A. Fixação
TEXTO PARA AS PRÓXIMAS 5 QUESTÕES
A History of Pi
The history of Pi, says the author, though a small part of the 
history of mathematics, is nevertheless a mirror of the history of 
man. Petr Beckmann holds up this mirror, giving the backgrou-
nd of the times when Pi made progress — and also when it did 
not, because science was being stifled by militarism or religious 
 111
fanaticism. The mathematical level of this book is flexible, and 
there is plenty for readers of all ages and interests. 
About the author 
Petr Beckmann was born in Prague, Czechoslovakia, in 1924. Until 
1963, he worked as a research scientist for the Czechoslovak Aca-
demy of Sciences, when he was invited as a Visiting Professor to 
the University of Colorado, where he decided to stay permanently 
as professor of electrical engineering. Dr. Beckmann has authored 
11 books and more than 50 scientific papers,mostly on probability 
theory and electromagnetic wave propagation. History is one of his 
side interests; another is linguistics (he is fluent in five languages 
and he has worked out a new generative grammar which enables 
a computer to construct trillions of grammatical sentences from a 
dictionary of less than 100 unprocessed words). 
He also publishes a monthly pro-science, pro-technology, pro-
-free enterprise newsletter Access to Energy, in which he pro-
motes the viewpoint that clean energy can be made plentiful, 
but that access to it is blocked by government interference and 
environmental paranoia. 
 BECKMANN, PETR. A HISTORY OF PI. NEW 
YORK: BARNES & NOBLE BOOKS, 1983. 
1. (ITA) O texto foi extraído de um(a): 
a) aba / orelha de livro. 
b) prefácio de livro. 
c) roteiro de leitura. 
d) resenha literária. 
e) ensaio literário. 
2. (ITA) O livro A History of Pi: 
a) descreve grande parte da história da matemática e 
da humanidade. 
b) é direcionado apenas para iniciantes em matemática. 
c) conta a história de Petr Beckmann em tempos de 
repressão ao conhecimento. 
d) associa conceitos matemáticos a fatos da vida 
cotidiana. 
e) é acessível a um público diversificado.
3. (ITA) No contexto deste texto, o item lexical “stifled” 
(linha 7) pode ser traduzido por: 
a) sufocada. 
b) desmascarada. 
c) organizada. 
d) promulgada. 
e) institucionalizada. 
4. (ITA) Dentre os interesses de Petr Beck mann, NÃO se 
encontra(m): 
a) a divulgação científica. 
b) a Geografia. 
c) a História. 
d) a pesquisa científica. 
e) as línguas estrangeiras. 
5. (ITA) Indique o item lexical que pode substituir o sub-
linhado no trecho “... mostly on probability theory and 
electromagnetic wave propagation.” (linhas 9 e 10), 
sem prejudicar o seu sentido. 
a) Absolutely 
b) Chiefly 
c) Inherently 
d) Randomly 
e) utterly 
TEXTO PARA AS PRÓXIMAS 2 QUESTÕES
Two in every three people on the planet– some 4 billion in total–
are “excluded from the rule of law.” In many cases, this begins 
with the lack of official recognition of their birth: around 40% of 
the developing world’s five-year-old children are not registered 
as even existing. 
Later, people will find that the home they live in, the land they 
farm, or the business that they start, is not protected by legally 
enforceable property rights. Even in the rare cases when they can 
afford to go to court, the service is poor. India, for example, has 
only 11 judges for every 1million people. 
These alarming statistics are contained in a report from a com-
mission on the legal empowerment of the poor, released on 
June 3rd at the United Nations. It argues that not only are such 
statistics evidence of grave injustice, they also reflect one of 
the main reasons why so much of humanity remains mired in 
poverty. Because they are outside the rule of law, the vast ma-
jority of poor people are obliged to work (if they work at all) in 
the informal economy, which is less productive than the formal, 
legal part of the economy. 
THE ECONOMIST, JUNE 7TH 2008. 
6. (Fuvest) De acordo com o texto, 
a) dois terços da população mundial vivem à mar-
gem da lei. 
b) quarenta por cento dos recém-nascidos no mundo 
não são registrados. 
c) o comércio em países em desenvolvimento é rigid-
amente regulado. 
d) casos de posse ilegal de terra são combatidos pe-
los governos de países pobres. 
e) os cidadãos de países em desenvolvimento espe-
ram muito tempo para obter documentos pessoais. 
7. (Fuvest) O relatório citado no texto observa que: 
a) a ilegalidade é uma condição combatida em países 
subdesenvolvidos. 
b) os dados estatísticos sobre a pobreza no mundo 
são incompletos. 
c) o fortalecimento do poder legal dos pobres melho-
raria sua condição econômica e social. 
d) a pobreza só poderia ser combatida com a inter-
venção das Nações Unidas. 
e) a economia informal está em vias de ser abolida. 
TEXTO PARA AS PRÓXIMAS 3 QUESTÕES 
In 1993, the dawn of the Internet age, the liberating anonymity 
of the online world was captured in a well- known New Yorker 
 112
cartoon. One dog, sitting at a computer, tells another: “On the 
Internet, nobody knows you’re a dog.” Fifteen years later, that 
anonymity is gone. 
Technology companies have long used “cookies,” little bits 
of tracking software slipped onto your computer, and other 
means, to record the Web sites you visit, the ads you click on, 
even the words you enter in search engines – information that 
some hold onto forever. They’re not telling you they’re doing it, 
and they’re not asking permission. Internet service providers 
(I.S.P.’s) are now getting into the act. Because they control your 
connection, they can keep track of everything you do online, 
and there have been reports that I.S.P.’s may have started to 
sell the information they collect. 
The driving force behind this prying is commerce. The big growth 
area in online advertising right now is “behavioral targeting.” 
Web sites can charge a premium if they are able to tell the maker 
of an expensive sports car that its ads will appear on Web pages 
clicked on by upper- income, middle-aged men.
THE NEW YORK TIMES, APRIL 5TH 2008. 
8. (Fuvest) As personagens dos quadrinhos, menciona-
das no texto, se vangloriam de: 
a) sua alegria de viver. 
b) seu anonimato. 
c) sua capacidade de navegar na internet. 
d) seu mundo longe das telas. 
e) sua vida simples, como a de um cão. 
9. (Fuvest) Segundo o texto, os provedores de internet: 
a) mantêm sigilo sobre os hábitos de navegação e 
comportamentos dos usuários.
b) têm dificuldade de bloquear a invasão de pro-
gramas espiões em nossos computadores. 
c) pedem autorização para indicar o endereço do 
usuário a terceiros, como sites de comércio eletrônico. 
d) obtêm dados a respeito de nossas ações na inter-
net, havendo suspeita de que eles os vendem. 
e) cobram pela utilização de alguns sites de vendas, a 
eles conveniados. 
10. (Fuvest) De acordo com o texto, a evolução da inter-
net nos últimos quinze anos permite concluir que: 
a) o foco principal do comércio eletrônico são homens 
de meia idade. 
b) a liberdade de expressão é o bem mais cultuado 
no mundo digital. 
c) a supressão de “cookies” é um grande problema 
das empresas de tecnologia. 
d) as buscas dos usuários na internet são previsíveis. 
e) a vigilância a que somos submetidos é resultado de 
interesses comerciais. 
A.P.A. Complementar
1. (Unicamp) A tira tematiza a contribuição da ativi-
dade humana para a deterioração do meio ambiente. 
Do diálogo apresentado, pode-se depreender que os 
ursos já sabiam
(FONTE: HTTP://WWW.CAGLECARTOONS.COM/VIEWIMAGE.
ASP?ID={15E52E8D-3CE2-4DF6-B331-D109F2DD2BBC}.)
a) do aumento do pH dos mares e acabam de consta-
tar o abaixamento do nível dos mares.
b) da diminuição do pH dos mares e acabam de cons-
tatar o aumento do nível dos mares.
c) do aumento do nível dos mares e acabam de cons-
tatar o abaixamento do pH dos mares.
d) da diminuição do nível dos mares e acabam de 
constatar o aumento do pH dos mares.
2. (Unicamp) “If you believe in freedom of speech, you 
believe in freedom of speech for views you don’t like. 
Goebbels was in favor of freedom of speech for views 
he liked. So was Stalin. If you’re in favor of freedom of 
speech, that means you’re in favor of freedom of speech 
precisely for views you despise.”
(NOAM CHOMSKY)
(FONTE: HTTP://NOAM-CHOMSKY.TUMBLR.COM/POST/7223808896/
IF-YOUBELIEVE-IN-FREEDOM-OF-SPEECH-YOU-BELIEVE.)
O autor do texto
a) despreza os que restringem a liberdade de expressão.
b) critica os excessos da liberdade de expressão.
c) critica a falta de liberdade de expressão.
d) defende a liberdade de expressão sem restrições.
3. (Unicamp)
(FONTE: HTTP://WWW.GOCOMICS.COM/CALVINANDHOBBES/2015/08/08.)
 113
Na tirinha, Calvin dá dicas sobre como
a) derrotar o adversário em um jogo de futebol.
b) vencer o interlocutor em uma discussão.
c) derrotar o adversário na olimpíada de inglês.
d) ser um bom comunicador.
4. 
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(ADAPTADO DE STANFORD MAGAZINE, JULY/AUGUST 2015, P.3.)
O texto anuncia um
a) curso on-line e presencial que oferece uma metod-
ologia para ajudar a definir quais alimentos deverão 
ser consumidos no futuro.
b) curso on-line que oferece uma metodologia para 
minimizar riscos no consumo de alimentos no futuro.
c) curso on-line e presencial que oferece uma met-
odologia para construção de cenários futuros sobre 
consumo de alimentos.
d) curso presencial que oferece uma metodologia 
para ajudar as pessoas a comerem melhor no futuro.
Para as questões 5 e 6, leia o texto a seguir.
Advice for new students from those 
who know (old students)
The first day of college I was a ball of nerves. I remember walking 
into my first class and running to the first seat I found, thinking 
everyone would be staring at me. But nobody seemed to notice 
and then it hit me: The fact that nobody knew me meant nobody 
would judge, which, upon reflection, was what I was scared of 
the most. I told myself
to let go. All along the year, I forced myself into situations that 
were uncomfortable for me – for example, auditioning for a 
dance piece. Believe it or not, that performance was a highlight 
of my freshman year. My advice: challenge yourself to try some-
thing new, something you couldn’t have done in high school. 
– Ria Jagasia, Vanderbilt University, ’18.
(ADAPTADO DE HTTP://WWW.NYTIMES.COM/2015/08/02/ 
EDUCATION/EDLIFE/ADVICE-FOR-NEW-STUDENTS-FROM-THOSE-
WHO-KNOW-OLD-STUDENTS.HTML?REF=EDLIFE.)
5. No primeiro dia de faculdade, Ria ficou muito nervosa
a) por não conhecer ninguém.
b) por achar que seria julgada pelos colegas.
c) porque ninguém olhou para ela.
d) porque não sabia dançar.
6. Para lidar com a situação, a estratégia adotada foi 
deixar de se preocupar e
a) fazer coisas que nunca fez antes.
b) fazer novos amigos.
c) fazer um curso de dança como ouvinte.
d) abandonar o curso.
7. IF APES GO EXTINCT, SO COULD ENTIRE FORESTS 
Bonobos eat a lot of fruit, and fruit contains seeds. Those seeds 
travel through a bonobo’s digestive system while bonobo itself 
travels around the forest. A few hours later, the seeds end up 
being deposited far from where the fruits were plucked. And that 
is where the new trees come from.
According to a paper recently published, if the bonobos disa-
ppeared, the plants would also likely go extinct, for many trees 
and plants species in Congo rely almost exclusively on bonobos 
for seed dispersal.
The bonobo has two major functions here. First of all, many seeds 
will not germinate well unless they have been “handled” by ano-
ther species. Stomach acids and intestinal processes make the 
seed more able to absorb water and later sprout.
Secondly, many seeds will not succeed if they remain too close to 
their parental trees. The seeds that fell to the ground near their 
parents did not survive because they were choked off by the nearby 
plants. The bonobos eat about 3,5 hours every day and travel a 
mean of 1.2 kilometers from meal sites before defecating.
(ADAPTADO DE HTTP://BLOGS.SCIENTIFICAMERICAN.COM/EXTINCTION-
COUNTDOWN/IF-APES-GO-EXTINCT-SO-COULD-ENTIRE-FORESTS/.)
Qual é a explicação para o título?
a) Os bonobos se alimentam de plantas e suas fezes aju-
dam a adubar florestas. Como andam grandes distân-
cias, espalham esse adubo pela floresta.
b) Os bonobos vivem em árvores e suas fezes, que con-
têm fungicidas naturais, protegem as árvores dos fun-
gos. Como andam grandes distâncias, podem proteger 
florestas inteiras.
c) Os bonobos se alimentam de frutas com sementes. 
Seu sistema digestivo prepara as sementes para a 
germinação. Como andam grandes distâncias, suas 
fezes ajudam a espalhar as sementes pela floresta.
d) Os bonobos vivem em árvores e se alimentam de 
folhas, que se transformam em fungicidas naturais aos 
serem digeridas. Quando liberados pelas fezes, esses 
fungicidas protegem as florestas.
 114
Para as questões 8 e 9, leia o texto abaixo.
We’ve modified our behavior so we can text and walk Texting – or 
checking social media or reading/responding to mail or reading the 
news or checking the weather or watching a video – while walking 
is a pretty common phenomenon. It’s so common that most people 
who own a mobile device have become texting walkers.
Research suggests that these texters adopt protective measures 
to minimize the risk of accidents when walking. They’re less likely 
to trip because they shorten their step length, reduce step fre-
quency, lengthen the time during which both feet are in contact 
with the ground, and increase obstacle clearance height. Taken 
together this creates an exaggerated image of walking, but it 
apparently slows the walker enough so that he registers some of 
what is happening around him and can compensate for it.
(ADAPTADO DE HTTP://BLOGS.SCIENTIFICAMERICAN.COM/ANTHROPOLOGY-
INPRACTICE/ WE-VE-MODIFIED-OUR-BEHAVIOR-SO-WE-CAN-TEXT-AND-WALK/.)
8. Segundo o texto, “Texting walkers” são pessoas que:
a) caminham longas distâncias e usam o celular para 
registrar essas distâncias.
b) escrevem ou leem mensagens, ou veem vídeos no 
celular enquanto caminham.
c) testam o celular como dispositivo para caminha-
das longas.
d) tropeçam e caem quando usam o celular enquanto 
caminham.
9. Que mudanças no comportamento dessas pessoas 
são decorrentes da adaptação à tecnologia apresenta-
da no texto?
a) Elas diminuem a extensão e a frequência dos pas-
sos, aumentando o tempo em que os dois pés ficam 
em contato com o chão; calculam melhor a altura dos 
obstáculos no percurso.
b) Elas aumentam a extensão dos passos e diminuem 
sua frequência, para que os dois pés fiquem mais 
tempo em contato com o chão.
c) Antes de iniciar a caminhada, elas registram, no celu-
lar, a extensão do trajeto, a frequência dos passos e o 
tempo em que os dois pés ficam em contato com o chão.
d) Antes de iniciar a caminhada, elas registram, no 
celular, a extensão e a altura dos obstáculos do per-
curso, a frequência dos passos e o tempo em que os 
dois pés ficam em contato com o chão. 
10. (Unicamp) Touching thermal-paper receipts could ex-
tend BPA retention in the body
When people handle receipts printed on thermal paper contai-
ning the endocrine disruptor bisphenol A (BPA), the toxic che-
mical could linger in the body for a week or more. Jonathan W. 
Martin of Stockholm University and Jiaying Liu of the University 
of Alberta asked six male volunteers to handle paper containing 
isotopically labeled BPA for five minutes. The volunteers then 
put on nitrile gloves, wore them for two hours, removed them, 
and washed their hands with soap. Afterward, the researchers 
measured the labeled BPA and its metabolites in the volunte-
ers’ urine regularly for two days and then once again a week 
later. The study only traced the isotopically labeled (deuterated) 
BPA and its metabolites, so any additional BPA exposure from 
other sources was not monitored.
(DEIRDRE LOCKWOOD, TOUCHING THERMAL-PAPER RECEIPTS COULD EXTEND BPA 
RETENTION IN THE BODY. CHEMICAL & ENGINEERING NEWS, 04/09/2017.)
O texto discorre sobre uma pesquisa cujo objetivo foi
a) determinar como o manuseio de papel térmico 
pode contaminar uma pessoa com bisfenol A, consid-
erando que a concentração foi monitorada utilizan-
do-se um BPA em que átomos de 1H foram substi-
tuídos por 2H.
b) analisar de que forma o uso de luvas nitrílicas la-
vadas com sabão e contendo BPA deuterado pode 
contaminar receitas impressas em papel térmico que 
contém um disruptor