00 ENGLISH GENERAL PRESENTATION

Prévia do material em texto

EsPCEx 2023 
ENGLISH GENERAL PRESENTATION 
TEACHER ANDREA BELO 
www.estrategiamilitares.com.br 
AULA 00 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Sumário 
APRESENTAÇÃO 3 
A PROVA DE INGLÊS DA EsPCEx 4 
METODOLOGIA 6 
PLANEJAMENTO DAS AULAS 7 
INTERPRETAR TEXTOS – PRIMEIROS PASSOS PRÁTICOS 11 
SKIMMING 12 
SCANNING 13 
FALSO COGNATO – SIMPLES DE FATO 14 
GRAMÁTICA DE FORMA PRÁTICA 15 
O TEMPO VERBAL DE FORMA NATURAL 16 
INTERPRETAR IMAGEM COM APRENDIZAGEM 18 
EXPRESSÕES IDIOMÁTICAS SIMPÁTICAS 18 
QUESTÕES 21 
GABARITO 55 
QUESTÕES COMENTADAS 56 
CONSIDERAÇÕES FINAIS 118 
REFERÊNCIAS BIBLIOGRÁFICAS 119 
TRADUÇÕES 121 
 
 
 
 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
APRESENTAÇÃO 
 Hello, dear student!!! Welcome to the success! 
 Bem-vindo ao sucesso? Isso mesmo. Com esse curso de Inglês do Estratégia Militares, a 
disciplina de língua inglesa ficará simples e será um diferencial para seus estudos. 
 Isso porque preparei esse material usando toda minha experiência e background para 
desenvolver as melhores aulas que você possa ter. 
 O meu nome é Andrea Belo e minha formação acadêmica é composta por: 
➢ graduação em Letras pela Universidade Federal de Goiás (UFG/GO); 
➢ pós-graduação em Linguística Aplicada à Língua Inglesa pela PUC/SP; 
➢ pós-graduação em Educação para idiomas pela Cambridge University, na 
Inglaterra; 
➢ especialização em Didática e Prática em língua inglesa pelo LAL/Londres, 
escola conveniada à Oxford University, na Inglaterra; 
➢ especialização Higher Education Teaching Certificate pela NYU – New York 
University, em N.Y./EUA; 
➢ certificação Cambridge nos exames FCE, CAE e CPE pela escola de idiomas 
Cultura Inglesa; 
➢ certificação MBA em English Studies – Language program pela FUB – Freie 
Universität Berlin, em Berlim/Alemanha; 
➢ certificação em Bilingual Education, curso CIP – Cultural Immersion 
Program, em Fort Myers, Flórida/EUA; 
 Além da formação acadêmica, viajei e morei em oito diferentes países, participei de 
seminários e workshops em cada país, buscando fluência sempre. Sou também tradutora e 
intérprete habilitada e vou ajudá-lo a realizar a prova de Inglês, fazendo o papel de facilitadora, 
para que você consiga sua aprovação com esse material, que é prático e intenso, porém eficaz. 
Desenvolvi, para você, uma maneira de transformar essa disciplina em algo atrativo e eficaz. 
 Siga as redes sociais como complementos de estudos e... let’s go! 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
A PROVA DE INGLÊS DA EsPCEx 
 O ensino Preparatório do Exército teve início em 1939, com a transformação do Colégio 
Militar de Porto Alegre em "Escola de Formação de Cadetes", depois denominada Escola 
Preparatória de Porto Alegre (EPPA). 
 Quando a EPPA teve sua capacidade esgotada em receber novos alunos, o Exército 
Brasileiro decidiu criar novas escolas preparatórias para atender a grande procura pela carreira 
das armas. Dessa forma, pelo Decreto-Lei nº 2.584, de 17 de setembro de 1940, surgia a Escola 
Preparatória de Cadetes de São Paulo (EPSP), instalada, provisoriamente, no edifício destinado ao 
Hospital Sírio-Libanês, situado na rua da Fonte, nº 91, atual Adma Jafet, no bairro da Bela Vista, 
cedido para essa finalidade pelo Governo de São Paulo, que manifestou grande interesse em ter 
uma escola militar em seu território. 
 Em 1944, teve início a construção do atual prédio da Escola Preparatória de Cadetes do 
Exército (EsPCEx), situado na área da centenária Fazenda Chapadão, em Campinas, cujo projeto, 
em estilo colonial espanhol, é de autoria do engenheiro-arquiteto Hernani do Val Penteado. 
 Em 1942, foi criada, também, a Escola Preparatória de Fortaleza (EPF). Em 1946, São Paulo, 
instituiu-se a SRL (Sociedade Recreativa e Literária), órgão representativo do corpo discente, 
expressão da comunidade estudantil, que viria a se constituir em estimulante auxílio para a 
diversificação das atividades dos alunos na vida escolar. 
 Nesse mesmo ano foi realizado o primeiro baile de formatura, no Teatro Municipal de São 
Paulo. A EPSP funcionou na capital por 18 anos. O ano de 1958 foi o último de formação dos 
alunos da EPSP na capital. 
 Em 1959, por meio do Decreto nº 45.275, de 23 de janeiro de 1959, a EPSP era transferida 
para Campinas, EPSP-1948passando a se chamar Escola Preparatória de Campinas (EPC). As três 
Escolas Preparatórias atravessaram as décadas de 1940 e 1950 em franca atividade, mas em 1961, 
por meio do Decreto nº 166, de 17 de novembro de 1961, as escolas preparatórias foram extintas, 
restando apenas a Escola Preparatória de EPSP 1948Campinas (EPC). 
 De imediato os alunos das Escolas de Fortaleza e Porto Alegre foram transferidos para 
Campinas. Para 1962, estava suspenso o Concurso de Admissão e a extinção da EPC ocorreria em 
31 de dezembro de 1963, com a conclusão do curso pelos alunos remanescentes. 
 A sociedade campineira, liderada pelo Comandante da EPC, mobilizou-se no sentido de 
anular a extinção da EPC. Em 27 de novembro de 1963, o Diário Oficial da União publicava a 
revogação do art. 3º do Decreto 166, de 17 de novembro de 1961. Com isso, a Escola prosseguia 
na sua missão de formar os futuros Cadetes de Caxias. 
 As provas de Inglês da EsPCEx têm um foco: avaliar o candidato que saiba compreender e 
interpretar textos, com tópicos gramaticais contextualizados. Muitas vezes, há questões mais 
aprofundadas na interpretação, necessitando ter um vasto vocabulário. 
 Nas provas, as questões avaliam a capacidade do candidato em ler, reconhecer palavras 
que levam à ideia geral, inferir significados e sentir-se confiante em relação ao vocabulário dentro 
do contexto. São diferentes, porém, ambas exigentes. 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
 As provas de Inglês têm um foco: avaliar o candidato que saiba compreender e interpretar 
textos, com tópicos gramaticais contextualizados. Muitas vezes, há questões mais aprofundadas 
na interpretação de textos, necessitando ter um vasto vocabulário. 
 O preparo para uma das provas dessas instituições, leva ao aprimoramento para realizar a 
outra. E isso vai ajudar o candidato que fará ambas ou aprimorar os conteúdos para uma delas. 
 Se você já tem conhecimentos prévios, vai aprimorar vocabulário e revisar os conteúdos, 
fazendo uma reciclagem eficaz de tudo que já sabe, ficando ainda mais bem preparado este ano. 
 Para ser aprovado, o seu objetivo é aprender tópicos que abrangem nossas aulas de Inglês, 
usar as estratégias de leitura, e chegar à aprovação final. 
 E, a prática de resolução de exercícios é fundamental para se acostumar com o tempo. 
 Quanto menos tempo você gastar em Inglês, mais tempo terá para as outras provas. 
 Vamos começar? Are you ready? Come on! 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
METODOLOGIA 
 Você certamente está pensando: “Que metodologia faz com que Inglês seja simples?” O 
método que uso nesse material permitirá que você consiga realizar sua prova de Inglês com 
segurança. 
 Há termos gramaticais no índice das aulas, mas a gramática é explicada contextualizada, 
conforme você precisa, com prática de exercícios em diferentes graus de dificuldade, desde 
básicos até avançados, com técnicas de leitura essenciais e muito mais. 
 A metodologia que uso é, curiosamente, uma interdisciplinaridade entre diferentes 
metodologias. Tradicional – o professor está no centro do processo educativo, responsável por 
transmitir os conhecimentos aos alunos e faço isso às vezes. 
 Quando o ensino é dinâmico, com aprendizado construído aos poucos, chamamos de 
metodologia construtivista,que também uso em nossas aulas. E, na metodologia 
sociointeracionista, o professor assume o papel de mediador e estimula avanços frequentes, o 
que também vamos fazer. 
 Com uso de metodologias interdisciplinares e meu método dinâmico, vou esclarecer suas 
dúvidas, com explicações detalhadas. O segredo de sua aprovação está na segurança total de 
como resolver cada exercício com eficácia, como faremos juntos. 
 E a maneira como eu explico o conteúdo, conectando diferentes tópicos gramaticais, que 
geralmente são ensinados separadamente, será um método único, exclusivo e que vai garantir o 
seu sucesso na prova de Inglês. 
 Outro aspecto muito importante, inclusive, um de nossos diferenciais, é que, você terá 
acesso, no final de todas as suas aulas, às traduções de todos os textos usados nas provas 
anteriores. Serão traduções das tirinhas, falas de cada personagem das imagens e todas as 
leituras necessárias, com palavras e termos já usados em provas anteriores e aqui utilizados 
para você praticar. 
 Apesar de aprender que não precisa traduzir inteiramente os textos para resolver as 
questões, as traduções são um complemento para você aprender mais palavras e enriquecer o 
seu vocabulário. 
 Então, use bem o tempo que antecede a prova para estudar com um material eficaz em 
mãos. Estude, sempre. Assista jornais importantes, leia textos e artigos que são comuns fontes 
na elaboração das questões de Inglês. 
 Passe suas horas de estudo “afiando” sua mente com nossas aulas de Inglês e seu 
constante estudo dia após dia. Resolva provas anteriores. Leia muito. Tenha contato com a 
língua sempre que possível. 
 Toda oportunidade que encontrar para ler e pesquisar as fontes usadas nessas provas, 
será uma chance a mais de ser aprovado. Faça todo esforço necessário para alcançar sua meta! 
 
 
 
 
 
 
 
7 
TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
PLANEJAMENTO DAS AULAS 
 
Aulas Conteúdo 
Aula 00: 
English General presentation. 
 
 Introdução: 
➢ às técnicas de Skimming e Scanning; 
➢ à importância dos tempos verbais em 
Inglês.; 
➢ ao uso dos falsos cognatos; 
➢ aos termos gramaticais essenciais; 
➢ ao uso de expressões idiomáticas e 
➢ às formas de interpretar imagens. 
Aula 01: 
Skimming and Scanning and other 
techniques. 
Identifying False Cognats 
Usando Skimming e Scanning em 
textos. 
Indentificando falsos cognatos. 
Usando a técnica Skimming em textos para 
auxiliar na compreensão e leitura e outras 
técnicas. 
Usando a técnica Scanning a fim de 
compreender e ler diferentes textos e outras 
técnicas. 
Aula 02: 
 
 Verbs in texts. 
 
 
 
 
 
 
 
 
 
 
 
 
 
➢ Simple Present. (Presente Simples). 
➢ Simple Past. (Passado Simples). 
➢ Simple Future com will. (Futuro Simples 
com will) 
➢ Future going to. (Futuro com going to). 
➢ Verb to be. (Verbo to be). 
➢ Gerund. (Gerúndio). 
➢ Present Continuous. (Presente 
Contínuo). 
➢ Past Continuous. (Passado Contínuo). 
➢ Present Perfect. (Presente Perfeito). 
➢ Past Perfect. (Passado Perfeito). 
➢ Future Perfect (Futuro Perfeito). 
➢ Present Perfect Continuous. (Presente 
Perfeito Contínuo). 
➢ Past Perfect Continuous. (Passado 
Perfeito Contínuo). 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
 
 
 
 
➢ Future Perfect Continuous. (Futuro 
Perfeito Contínuo). 
➢ Modal Verbs. (Verbos Modais). 
➢ Phrasal verbs prepositions. Preposições 
nos phrasal verbs. 
Aula 03: 
Articles. 
Nouns. 
 
Definite articles. Artigos definidos. 
Indefinite articles. Artigos indefinidos. 
Nouns. Substantivos. 
➢ Common noun. Substantivo comum. 
➢ Proper noun. Substantivo próprio. 
➢ Compound noun. Substantivo composto. 
➢ Abstract and concrete nouns 
(Substantivos abstratos e concretos). 
➢ Collective nouns. (Substantivos 
coletivos). 
➢ Singular and plural. (Singular e plural) 
➢ Countable/Uncountable nouns – 
Substantivos contáveis e incontáveis. 
Aula 04: 
 
Adjectives. 
Adverbs. 
 
 
 
 
Adjectives position. Posição dos adjetivos. 
➢ Comparative sentences. Grau 
Comparativo. 
➢ Superlative sentences. Grau Superlativo. 
Adverbs. Advérbio. 
➢ Adverbs of manner. Advérbios de modo. 
➢ Adverbs of frequency. Advérbios de 
frequência. 
➢ Adverbs of time. Advérbios de tempo. 
➢ Adverbs of place. Advérbios de lugar. 
➢ Adverbs of intensity. Advérbios de 
intensidade. 
Aula 05: 
Pronouns 
 
Prepositions. 
 
Pronouns. Pronomes: 
➢ Personal pronouns. Pronomes pessoais. 
➢ Possessive pronouns. Pronomes 
possessivos. 
➢ Subject prounouns. Pronomes sujeito. 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
 
 
➢ Object pronouns Pronomes objeto. 
➢ Adjective pronouns. Pronomes adjetivos. 
➢ Reflexive pronouns. Pronomes 
reflexivos. 
➢ Demonstrative prounouns. Pronomes 
demonstrativos. 
➢ Indefinite prounouns. Pronomes 
indefinidos. 
➢ Interrogative pronouns. Pronomes 
interrogatives. 
Prepositions. Preposições – at, about, above, 
across, after, against, along, among, around, 
before, behind, below, beside, between, 
beyond, by, close to, during, far, for, from, in, 
inside, in front of, into, near, next to, on, off, 
onto, opposite, out, outside, over, round, 
through, throughout, to, towards, under, until, 
up 
 
Aula 06: 
Conjunctions and Clauses. 
 
Direct Speech x Reported Speech 
 
 
Conjunctions. Conjunções Coordenadas. 
Compound sentences. Orações coordenadas. 
 
Direct Speech. Discurso direto. 
Reported Speech. Discurso indireto 
Aula 07: 
Linking words/Conectives. 
 
Question Words. 
 
 
 
Conectives. Conectivos. 
WH questions: 
➢ What; 
➢ Which; 
➢ Where; 
➢ When; 
➢ Why; 
➢ Who; 
➢ Whom; 
➢ Whose e 
➢ How 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
 
 
Aula 08: 
 If Clauses. 
 
 
 
 
 
 
 
Abbreviations. 
Contractions. 
 
➢ Conditionals. Condicionais. 
➢ Zero conditional; 
➢ First conditional; 
➢ Second conditional 
➢ Third conditional.Common 
Abbreviations. Abreviações mais 
comuns. 
➢ Auxiliary verbs abbreviation. 
Abreviações em verbos auxiliares. 
➢ Modal verbs abbreviation. Abreviações 
em verbos modais. 
➢ Conflict abbreviation. Abreviações que 
geram conflito: 
o (‘s) : is x has; 
o (‘s e ‘d) had x would. 
➢ Informal contractions. Contrações da 
linguagem informal. 
Aula 09: 
 
Quantifiers. 
 
 
 
Relative Clauses. 
 
 
 
Quantifiers. Determinantes – some/any; 
no/none; lots of/lot of; much/many; few/little; 
each/every; neither/either. 
 
Relative clauses. Orações Relativas: 
➢ Who 
➢ Which 
➢ That 
➢ Whose 
➢ Whom 
Aula 10: 
Passive Voice. 
Tag Questions. 
Idioms. 
 
 
Active/Passive Voice. Voz ativa x voz passiva. 
Tag Questions. 
Expressões Idiomáticas. 
 
 
 
 
 
11 
TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
INTERPRETAR TEXTOS – PRIMEIROS PASSOS PRÁTICOS 
 No momento da sua prova, quando você for resolver a prova de Inglês, você terá que 
fazer uma leitura rápida de cada texto, para identificar a ideia central acerca daquele assunto ou 
encontrar termos específicos que ajudem a compreender do que se trata. 
Fazer isso, com propriedade, até chegar à resposta da questão, é aplicar as técnicas 
Skimming e Scanning. 
 No decorrer das aulas do nosso curso, haverá uma aula exclusiva com detalhes sobre 
como usar bem essas técnicas, com vários textos e com outras dicas valiosas para garantir sua 
aprovação. Mas, vamos, agora, falar brevemente dessas técnicas nessa aula de apresentação. 
 Como a própria tradução do verbo “skim” – deslizar os olhos, folhear, desnatar – é 
exatamente isso que você vai fazer – passar os olhos pelo texto sem interrupções, mesmo não 
entendendo todas as palavras, apenas procurando do que se trata o texto. É simplesmente focarnas informações necessárias para responder questões que abrangem o texto, como veremos 
agora. 
 O verbo “scan”, escanear, é examinar detalhadamente, codificar a mensagem das frases, 
selecionar o vocabulário necessário, encontrar detalhes relevantes à resposta. Veja algumas 
características dessas técnicas: 
 
 
 
 
 
 
 
 
 
 
 
 
 E, se você prestar atenção no contexto e quebrar o hábito de querer traduzir palavra por 
palavra, essas técnicas levarão você à resposta com agilidade e sem tradução. Na verdade, 
traduzir um texto, no momento da prova, ocupa seu tempo e atrasa a resolução dos exercícios. 
 Mesmo se você tem Inglês fluente, o ato de traduzir os textos leva tempo enquanto usar 
as técnicas aqui ensinadas, poupam seu tempo para resolver todas as questões da prova e 
também aprender palavras novas e saber Inglês com a metodologia que uso. Você vai ver. 
 Vamos aos detalhes de cada umas das técnicas citadas acima. 
 
 
SCANNING 
• VOCABULARY SELECTIVITY 
• KEEP AN EYE ON THE TEXT 
• COGNATS: HELPERS 
• SPECIFIC DETAILS 
• VISUAL CONTACT 
SKIMMING 
• FAST READING 
• CONCENTRATION/FOCUS 
• GENERAL TEXT IDEA 
• TEXT GOALS 
• SUBJECT INFORMATION 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
SKIMMING 
 Uma boa compreensão do texto que você está lendo, depende da sua capacidade de 
fazer deduções, ligar ideias e identificar palavras que determinam o assunto. 
 E, o que realmente importa a você, é realmente conseguir encontrar as respostas da sua 
prova e certificar-se dessas respostas, garantindo boa pontuação na prova de Inglês. 
 O Skimming é a leitura dinâmica para destacar os aspectos principais do texto, sem se 
preocupar com os detalhes. Vejamos um exemplo para você experimentar a técnica Skimming, 
primeiramente em português e, em seguida, em Inglês para testar sua capacidade: 
 
• Onde as onças foram vistas? 
• Quem são os possíveis promubinos? 
• O que fizeram ao invés de desistir? 
 
Três onças pintadas foram vistas na kapinete ontem. Estavam se 
escondendo de possíveis promubinos com suas armas. Os 
promubinos não desistiram de trevenar e passaram a noite em claro 
com lanternas e espingardas de prontidão. Se tivessem abstoque, 
não matavam animais em extinção e sim, protegeriam nossa fauna e 
flora. 
 
 Lendo apenas uma vez, você entendeu esse texto? A história fez sentido, mesmo com 
palavras desconhecidas ao fazer uma leitura rápida? Você provavelmente atribuiu sentidos às 
palavras novas (Kapinete: floresta; promubinos: caçadores; trevenar: procurar; abstoque: 
consciência). 
Esse é o SKIMMING, é a “chave da questão” em língua inglesa – atribuir significado aos 
vocábulos que você não sabe. É conectando ideias e deduzindo o assunto, que se chega ao 
sentido geral e coloca você no caminho da resposta. 
 
 
 
 
 
 
 
 
13 
TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
 SCANNING 
 No momento de resolver a prova de Inglês, você também terá que fazer uma leitura para 
procurar uma palavra-chave. Um termo, um tempo verbal, algo sobre o título, sobre a fonte de 
referência etc. 
 Daí você vai praticar a outra técnica, chamada Scanning, que também exploraremos com 
detalhes na aula 1, desse curso e agora, veremos algumas considerações para uma introdução à 
técnica. Scanning é ter como objetivo achar algo característico, singular, exclusivo para responder 
uma determinada questão. Vejamos o uso de Scanning: 
 
• Onde as onças foram vistas? 
• Quem são os possíveis promubinos? 
• O que fizeram ao invés de desistir? 
 
Três onças pintadas foram vistas na kapinete ontem. Estavam se 
escondendo de possíveis promubinos com suas armas. Os 
promubinos não desistiram de trevenar e passaram a noite em claro 
com lanternas e espingardas de prontidão. Se tivessem abstoque, 
não matavam animais em extinção e sim, protegeriam nossa fauna e 
flora. 
 
 Suponhamos que a pergunta fosse “O que as onças estavam fazendo?” 
 Você teria que voltar ao texto, ler mais uma vez para conferir e se certificar, mesmo que 
se lembrasse do contexto. 
 Ao praticar o Scanning, você leu a informação contida no local em que está exatamente o 
que você precisa. Vamos à nossa questão. A frase “Três onças pintadas foram vistas na kapinete 
ontem. Estavam se escondendo de possíveis promubinos com suas armas” e já iríamos encontrar 
a resposta desejada. Não é mesmo? A técnica leva você às respostas. 
 Em textos, em imagens ou qualquer forma de leitura, sempre há “vestígios” que nos 
levam a perceber sobre o que estamos lendo. São indicativos do assunto com palavras 
particulares. 
 Agora, vamos falar um pouco dos falsos cognatos, para não cometer erros na hora da 
resolução de exercícios na sua prova. 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
FALSO COGNATO – SIMPLES DE FATO 
 Vamos falar agora sobre Falso Cognato. Conforme o título, simples de fato. Você acredita? 
Vamos entender o que é um Cognato em Inglês. 
 Palavras cognatas são aquelas que se assemelham a palavras em Português. E, essas 
semelhanças ortográficas, ajudam você a fazer suas leituras. 
 Veja alguns exemplos para animar você, já que muitas vezes, os cognatos te ajudarão a 
resolver questões: 
 
CAMERA TELEPHONE SALAD BLOUSE 
CÂMERA TELEFONE SALADA BLUSA 
 
 False Cognates ou False Friends, aparecem muito nas provas e são palavras que se diferem 
completamente no significado, apesar de serem similares na ortografia. Eu diria que são tricky 
words – palavras “enganosas”, “pegadinhas”, pois você acha que é algo quando o significado é 
muito diferente do que parece ser. 
 Em nosso curso, sempre há questões em que aparecem, além de falsos cognatos, palavras 
repetidas com objetivo específico, marcas tipográficas, dentre outras particularidades que exigem 
atenção na hora da leitura, como veremos na aula 01 com mais detalhes. 
 É essencial entender por que os falsos cognatos são, um dos sinais mais importantes para 
resolver sua prova. Vejamos outros exemplos: 
 
ACTUALLY = de fato/na verdade (não é atualmente, que seria NOWADAYS) 
FABRIC = tecido (não é fábrica, que seria FACTORY) 
PREJUDICE = preconceito (não é prejudicial, que seria HARMFUL) 
COLLEGE = faculdade (não é escola, que seria SCHOOL) 
PRETEND = fingir (não é pretender, que seria TO INTEND) 
TEMPER = temperamento (não é tempero, que seria SEASONING/FLAVORING/SPICE) 
Agora vamos ver um pouco da introdução à gramática de uma forma mais prática. 
 
 
 
 
15 
TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
GRAMÁTICA DE FORMA PRÁTICA 
 A gramática está presente de várias formas nas questões de Inglês na prova. Na maioria 
das vezes, ela vem contextualizada. 
 Outras vezes, pergunta-se exatamente o termo gramatical, testando seus conhecimentos. 
Ou então, são oferecidas opções de escolha de tópicos da gramática que podem ser substituídos 
por outros, entre inúmeros exercícios. 
 Saber a gramática, além de ler e interpretar o texto, é um dos critérios decisivos para que 
você tenha êxito. Pensando assim, elaborei explicações objetivas, com o intuito de ajudar você a 
resolver a prova de Inglês. E, ao se deparar com tópicos gramaticais mais complexos, seus estudos 
exigirão cuidado, atenção e esforço em grandes doses, certo? 
 No planejamento do nosso curso e na montagem do cronograma, tive a preocupação de 
inserir conteúdos que você precisa para estar seguro quanto à gramática. 
 É importante, primeiramente, saber o que há para estudar da matéria de Inglês a partir do 
edital e separei, todos os tópicos presumíveis para a prova. 
 Vou dar um exemplo básico da gramática com a prática. Quer ver? Se você vai elogiar 
alguém, usando o adjetivo brilhante para dizer que você considera esse alguém com essa 
característica, a fraseseria, em Português: “Que pessoa brilhante!”. 
Curiosamente, em Inglês, não é assim. No momento do elogio, o adjetivo, que é a 
qualidade usada para, nesse caso, elogiar, vem antes do substantivo e, desde antes, você já sabe 
se será um elogio ou crítica por exemplo. Como? Veja: “What a brilliant person!”. Viu? A frase 
começa com “What a brilliant…” já manifestando o elogio antes mesmo de falar quem. Se forem 
várias pessoas em uma mesma sala, por exemplo, já se sabe que alguém ali é brilhante. 
Desta forma, em sua prova, não precisa de pensar que as palavras em Inglês são 
“bagunçadas, não tem ordem específica, é difícil...”. Nada disso. Tudo tem uma explicação e, a 
cada aula, vou esclarecer e demonstrar com exemplos e com exercícios, que a gramática pode ser 
prática, sim! 
EM PORTUGUÊS: Que pessoa elegante! > adjetivo após o substantivo “pessoa” 
EM INGLÊS: What an elegant person! > adjetivo antes do substantivo “person” 
 A gramática em Inglês, na hora dos estudos, é considerada algo que dificulta pela 
quantidade de regras. Porém, vou simplificar e tornar sua compreensão possível e eficaz. Vamos 
focar nos verbos, advérbios, adjetivos e termos gramaticais em geral sempre de maneira 
contextualizada, assim como expliquei o uso do adjetivo acima a você. 
 Em seguida, praticaremos ao máximo a leitura de textos, permitindo você a treinar o que 
está aprendendo. Pouco a pouco, vamos avançar para temas mais complexos da gramática para 
aprender a analisar a semântica, a sintaxe e a morfologia, também contextualizadas. 
 Estudaremos classificação, estrutura e a formação de palavras em Inglês, tipos de 
orações, funções dos termos dentro dos textos, levando você a interpretar e responder o que se 
pede. E, com exercícios de fixação, logo você estará confiante e otimista em relação à prova de 
Inglês. 
 
 
 
 
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AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
O TEMPO VERBAL DE FORMA NATURAL 
 O tempo verbal de forma natural? Como? Que audácia! Sim, mas você verá que é possível 
estudar os verbos em Inglês com os esclarecimentos aqui oferecidos já que o objetivo aqui é que 
você possa identificar os verbos com o propósito de acertar as questões interpretando os textos. 
 Concordo que é necessário paciência para estudar tempos verbais, mas dominá-los é 
essencial para se destacar nos estudos e chegar à aprovação. Tenha em mente que o 
conhecimento dos verbos entre outros conteúdos aqui explorados, irá trazer a você enormes 
benefícios. 
 Para expressar uma ação no presente, em Português, cada sujeito usado (eu, ela, os 
homens etc.) há uma terminação diferente. Usando o verbo trabalhar, que faz parte dos verbos 
da primeira conjugação – terminados em -ar, como olhar, falar etc. – e a raiz do verbo trabalhar, 
a parte que não muda, é trabalh, certo? 
 Então, Eu trabalho, termina com a letra o. E, ela trabalha, termina com a letra a. Os homens 
trabalham, termina em -am. Portanto, são várias terminações para expressar a ação (verbo) 
apenas no tempo presente em Português. 
 Em Inglês, não é complicado assim. 
O verbo fica igual para todo e qualquer sujeito, adicionando apenas a letra -s, -es ou -ies quando 
o sujeito é singular, ou seja, quando uma única pessoa pratica a ação. Vejamos com a ajuda de 
um esquema: 
EM PORTUGUÊS: 
EM INGLÊS: I work, You work, He/She/ 
 
 
 
 
 
 
 
 
 
 
Eu gostaria de saber, primeiramente, se você percebeu que o verbo trabalhar (to work) 
conjugado no tempo presente é bem mais fácil do que em Português? Não é? Para cada 6 
diferentes terminações no fim dos verbos em Português, há apenas 2 variações em inglês – o 
verbo “to work” escrito normalmente para os todos os sujeitos exceto singular representado por 
“He/She/It”, que acrescentamos “s” no verbo – “He works, She works, It works”, como no 
esquema acima. 
EM PORTUGUÊS: 
Eu trabalho 
Tu trabalhas 
Ele/Ela trabalha 
Nós trabalhamos 
Vós trabalhais 
Eles trabalham 
EM INGLÊS: 
I work 
You work 
He/She/It works 
We work 
You work 
They work 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
 Por exemplo, o verbo trabalhar no passado, é “worked” qualquer sujeito. Veja abaixo: 
 
 
 
 
 
 
 
 
 
 
 - Mas teacher, já ouvi dizer que há inúmeros verbos irregulares. Com fica? 
 - Bom, é isso mesmo. Existem verbos irregulares na língua inglesa. Mas, não se assuste. 
Eles são minoria, algo em torno de 15% a 20%. Ou seja, dominando os verbos regulares, você já 
terá a capacidade de se expressar de forma escrita ou falada com a maioria dos verbos da língua 
inglesa. 
 Por exemplo, o verbo escrever, “write”, que, ao invés de adicionar -ed no final, como a 
maioria dos verbos em Inglês, troca-se uma das letras, por ser irregular (teremos uma aula 
dedicada exclusivamente aos tempos verbais, com detalhes de como lidar com as regras), 
escreve-se “wrote” para qualquer sujeito. Veja outro esquema para ficar ainda mais claro: 
 
 
 
 
 
 
 
 
 
 
 Viu como é simples? E, com naturalidade, você responderá às questões da prova com 
segurança, elaborar os parágrafos solicitados e responder o que for solicitado. 
 Bom, no próximo capítulo continuarei com as dicas sobre como que podemos 
transformar a disciplina Inglês em algo simples, falando de expressões idiomáticas, vamos lá? 
 
 
EM PORTUGUÊS: 
Eu trabalhei 
Tu trabalhou 
Ele/Ela trabalhou 
Nós trabalhamos 
Vós trabalhais 
Eles trabalharam 
EM INGLÊS: 
I worked 
You worked 
He/She/It worked 
We worked 
You worked 
They worked 
EM PORTUGUÊS: 
Eu escrevi 
Tu escreveu 
Ele/Ela escreveu 
Nós escrevemos 
Vós escreveis 
Eles escreveram 
EM INGLÊS: 
I wrote 
You wrote 
He/She/It wrote 
We wrote 
You wrote 
They wrote 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
INTERPRETAR IMAGEM COM APRENDIZAGEM 
Agora vamos começar a falar de formas viáveis de interpretar imagens. Claro que teremos 
uma aula inteira e completa com os mais variados tipos de figuras encontradas nas provas - 
charges, quadrinhos, pinturas, gráficos, fotografias, tirinhas, anúncios de produto, propagandas 
diversas e outros, mas, vamos fazer uma introdução ao assunto. 
Imagens nunca estão na prova simplesmente para ilustrar, mas, para trazer informações 
significativas. Sendo então, indispensável que você também tenha um conhecimento prévio sobre 
temas relevantes e conhecimentos gerais. 
Você tem que fazer perguntas para construir uma leitura crítica e inteligente. 
No momento de resolver uma questão com imagens, você precisa, antes de tudo, saber o 
tipo de ilustração da questão e observar os detalhes da imagem e o texto vinculado a ela, como 
vimos no exemplo anterior e veremos em inúmeros outros em nossas aulas. 
As imagens permitem e trazem consigo atributos, traços únicos que tornam o texto 
vinculado a ela, abrangente e repleto de mensagens subliminares. 
Você deve aproximar conteúdos e encaixá-los em seus conhecimentos. Vou sempre fazer 
referência a assuntos diversos por meio de exercícios, para você aprimorar suas leituras de 
imagens de qualquer categoria. 
Agora, vamos à introdução de como interpretar expressões idiomáticas. 
 
EXPRESSÕES IDIOMÁTICAS SIMPÁTICAS 
As expressões idiomáticas são simpáticas? Podem ser simpáticas na hora da sua prova? 
- Sim. Vou provar a você que sim. Em Inglês, as expressões idiomáticas são chamadas de 
“Idiom”. É um grupo de palavras com um significado que não há como deduzir a partir das 
palavras individuais, restritas, literais. É expressar-se de modo peculiar a alguém. 
As expressões idiomáticas – idioms – aparecem com naturalidade e enriquecem a 
comunicação textual. São destituídas de tradução e consideradas variações da língua, pois 
revelam traços culturais de um povo, de um grupo. 
Nos idioms, o significado não corresponde ao que as palavras individuais sugerem pois 
trazem consigo metáforas.O mistério para entender expressões idiomáticas em Inglês é não 
traduzir as palavras e sim, se familiarizar com elas na medida que se estuda e pratica exercícios. 
Por exemplo, se você quer dizer: “um passarinho verde me contou que...”, a expressão 
idiomática correta é “I heard it through the grapevine that...”, que significaria, palavra por 
palavra, “eu ouvi isso através de um boato”, pois “grapevine”, apesar de ser videira em português, 
também possui como possível tradução o termo “boato”. 
Veja mais alguns exemplos de idioms abaixo enquanto a aula com outros idioms está por vir. 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
 
 
 
 
 
 
 
 
 
 
 
 
 As expressões idiomáticas acima, estão em meu Instagram com exemplos e as devidas 
explicações de cada uma das expressões. 
 No final dessa aula, vou oferecer o acesso às minhas redes sociais, como complemento 
de seus estudos. Além disso, há também dicas de vários outros tópicos gramaticais, necessários 
a você. 
 Agora, vamos aos exercícios para praticar tudo que foi estudado. Preparado? 
Serão questões inéditas, exercícios exclusivos das provas anteriores de diferentes instituições 
para você estar apto, bem treinado e “afiado” no dia da sua prova. Let’s go! 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
QUESTÕES 
Esse é momento em que vamos praticar tudo o que vimos nessa Aula 00. 
Serão questões AFA, Colégio Naval, EAM, EEAR, EFOMM, EPCAR, ESA, Escola Naval, para preparar 
você e colaborar com a sua aprovação. Começando com questões EsPCEx. 
QUESTÕES EsPCEx 
(EsPCEx/INÉDITAS) 
Leia o texto a seguir e responda às questões 01, 02 e 03 
How to Make the Study of Consciousness Scientifically Tractable 
Strangely, modern science was long dominated by the idea that to be scientific means to remove 
consciousness from our explanations, in order to be “objective.” This was the rationale behind 
behaviorism, a now-dead theory of psychology that took this trend to a perverse extreme. 
Behaviorists like John Watson and B.F. Skinner scrupulously avoided any discussion of what their 
human or animal subjects thought, intended or wanted, and focused instead entirely on 
behavior. Erwin Schrödinger labeled this approach in his 1958 book Mind and Matter, the 
“principle of objectivation”. Schrödinger did identify both the problem and the solution. He 
recognized that “objectivation” is just a simplification that is a temporary step in the progress of 
science in understanding nature. 
We are now at the point, it seems to a growing number of thinkers who are finally listening to 
Schrödinger, where we must abandon, where appropriate, the principle of objectivation. It is 
time for us to employ a “principle of subjectivation” and in doing so understand not just half of 
reality—the objective world—but the whole, the external and internal worlds. 
The science of consciousness has enjoyed a renaissance in the last couple of decades and the 
study of our own minds—consciousness/subjectivity—has finally become a respectable pursuit. 
It’s still tricky, however, to determine what kinds of data and what kinds of experiments we 
should consider legitimate in the study of consciousness. 
Adapted from https://blogs.scientificamerican.com/observations/how-to-make-the-study-of-consciousness-scientifically-tractable/ 
 
Questão 01 (EsPCEx/INÉDITA) – According to the text, choose the correct statement. 
A) the science of consciousness has regained importance over the last years. 
B) the rationale behind behaviorism was opposed to being objective. 
C) John Watson and B.F. Skinner focused both on behaviour and consciousness. 
D) modern science is still dominated by the idea that scientific means objective 
E) Schrödinger has been proven wrong by a growing number of thinkers. 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Questão 02 (EsPCEx/INÉDITA) – In the sentence “This was the rationale behind behaviorism, a 
now-dead theory of psychology that took this trend to a perverse extreme.” (Paragraph 1), the 
word rationale means: 
A) excuse 
B) logic 
C) prevention 
D) proof 
E) fate 
 
Questão 03 (EsPCEx/INÉDITA) – The word did in the sentence “Schrödinger did identify both the 
problem and the solution.” (paragraph 2) expresses 
A) emphasis 
B) irrelevance 
C) contrast 
D) conclusion 
E) denial 
 
Leia o texto a seguir e responda às questões 04, 05 e 06 
What will art look like in 20 
The future may be uncertain, but some things are undeniable: climate change, shifting 
demographics, geopolitics. The only guarantee is that there will be changes, both wonderful and 
terrible. It’s worth considering how artists will respond to these changes, as well as what 
purpose art serves, now and in the future. 
Reports suggest that by 2040 the impacts of human-caused climate change will be unescapable, 
making it the big issue at the centre of art and life in 20 years’ time. Artists in the future will 
wrestle with the possibilities of the post-human and post-Anthropocene – artificial intelligence, 
human colonies in outer space and potential doom. 
The identity politics seen in art around the #MeToo and Black Lives Matter movements will grow 
as environmentalism, border politics and migration come even more sharply into focus. Art will 
become increasingly diverse and might not ‘look like art’ as we expect. In the future, once we’ve 
become weary of our lives being visible online for all to see and our privacy has been all but lost, 
anonymity may be more desirable than fame. Instead of thousands, or millions, of likes and 
followers, we will be starved for authenticity and connection. Art could, in turn, become more 
collective and experiential, rather than individual. 
Adapted from http://www.bbc.com/culture/story/20190418-what-will-art-look-like-in-20-years 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Questão 04 (EsPCEx/INÉDITA) – Which question below has its answer in paragraph 3? 
A) What are some undeniable things about the future? 
B) Who studied about art in the future? 
C) When will the impacts of human-caused climate change be unescapable? 
D) What will art look like in the future? 
E) What are some possibilities of the post-human and post-Anthropocene? 
 
Questão 05 (EsPCEx/INÉDITA) – Which one from the underlined verbs in the text conveys a verb 
form that is different from the others? 
A) be (paragraph 1) 
B) respond (paragraph 1) 
C) wrestle (paragraph 2) 
D) seen (paragraph 3) 
E) look (paragraph 3) 
 
Questão 06 (EsPCEx/INÉDITA) – Choose the alternative that correctly substitutes the sentences 
“The future may be uncertain, but some things are undeniable...” (paragraph 1) with no change 
in meaning. 
A) The future may be uncertain, so some things are undeniable. 
B) The future may be uncertain, because some things are undeniable. 
C) The future may be uncertain. Some things are undeniable, as well. 
D) The future may be uncertain; moreover, some things are undeniable. 
E) The future may be uncertain. Some things are undeniable, though. 
 
Leia o texto a seguir e responda às questões 07, 08 e 09 
Internet privacy: the apps that protect you from your apps 
Tech companies don’t have favourite songs, but if they __________ (1), they __________ (2) all 
pick Radiohead’s Just – “You do it to yourself, you do/ And that’s what really hurts,” they would 
croon, staring their users dead in the eye. And strictly speaking, they’d be right: many of the 
worst excesses of the industry are, technically, optional.The world isn’t actually a binary choice 
between living in a surveillance state and opting out of all technological development since the 
turn of the millennium. You can opt out – you just have to know how. 
Of course, that knowledge is not always easily acquired, nor is it necessarily easy to apply. So a 
new breed of services has arrived to try to help normal users take control of their digital lives. 
Companies including Disconnect. 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Me and Jumbo act as something like a digital concierge for their users, tweaking privacy settings, 
deleting sensitive data and throwing a spanner into the inner workings of surveillance 
capitalism. 
But there’s a Faustian pact involved: to use the privacy apps to their fullest requires handing 
them a level of control over your digital life that would be all too easy to abuse – and it’s hard to 
be certain that any company can be trusted with information that sensitive. 
Most of the companies that track you aren’t open enough for you to even know they’re 
snooping on you in the first place. 
Adapted from https://www.theguardian.com/technology/2020/feb/16/internet-privacy-settings-apps-to-protect-you- 
 
Questão 07 (EsPCEx/INÉDITA) – According to the text, read the statements and choose the 
correct alternative. 
A new kind of services has emerged to try to help users take control of their digital lives. 
There are only two possible choices in digital life: living in a surveillance state or choosing not to 
participate of technology. 
Most of the companies that track people are honest about snooping on them. 
Using privacy apps requires handing them a safe level of control over users’ digital life. 
Companies including Disconnect.Me and Jumbo work as a digital curator for their users, deleting 
sensitive data, for example. 
A) I and V are correct. 
B) All of them are correct. 
C) III, IV and V are correct. 
D) II, III and IV are correct. 
E) I and III are correct. 
 
Questão 08 (EsPCEx/INÉDITA) – In the sentence “Most of the companies that track you aren’t 
open enough for you to even know they’re snooping on you in the first place.” (Paragraph 3), the 
verb snooping means 
A) tolerating 
B) preparing 
C) spying 
D) serving 
E) neglecting 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Questão 09 (EsPCEx/INÉDITA) – The sentence “Tech companies don’t have favourite songs, but 
if they __________ (1), they __________ (2) all pick Radiohead’s Just...” refers to a hypothetical 
situation. Choose the alternative containing the correct verb tenses to complete gaps (1) and (2) 
in paragraph 1. 
A) do, will 
B) did, would 
C) do, would 
D) didn’t, would 
E) don’t, won’t 
 
Leia o texto a seguir e responda à questão 10 
Brain surgery patient filmed playing violin during operation 
A patient at King’s College Hospital in London has played the violin while surgeons operated on 
her brain to remove a tumour. The medical team asked Dagmar Turner, 53, to play the violin to 
ensure parts of the brain which control delicate hand movements and coordination were not 
damaged during the millimetre-precise surgery. 
Ms Turner was diagnosed in 2013 with a brain tumour after suffering a seizure during a 
symphony. The committed violinist was worried the surgery would mean she would lose the 
ability to play. 
Her tumour was located in the right frontal lobe of her brain, close to an area that controls the 
fine movement of her left hand. Professor Keyoumars Ashkan, consultant neurosurgeon at King’s 
College Hospital, came up with a plan to operate and reduce the risk. 
Prior to surgery, doctors spent two hours carefully mapping her brain to identify areas that were 
active when she played the violin and those responsible for controlling language and movement. 
Ms Turner played violin while her tumour was removed, while closely monitored by the 
anaesthetists and a therapist. 
Prof Ashkan said: “We managed to remove over 90 per cent of the tumour, including all the 
areas suspicious of aggressive activity, while retaining full function in her left hand.”Ms Turner 
added: “The violin is my passion; I’ve been playing since I was 10 years old. The thought of losing 
my ability to play was heartbreaking.” 
Adapted from https://www.independent.co.uk/news/health/violin-brain-surgery-kings-hospital-nhs-a9342006.html 
 
 
 
 
 
 
 
 
 
 
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AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Questão 10 (EsPCEx/INÉDITA) – The sentence 
Ms Turner was diagnosed in 2013 with a brain tumour by doctors. 
is correctly changed into active voice in 
A) Doctors diagnose Ms Turner in 2013 with a brain tumour. 
B) Doctors diagnosed Ms Turner in 2013 with a brain tumour. 
C) Doctors diagnoses Ms Turner in 2013 with a brain tumour. 
D) Doctors have diagnosed Ms Turner in 2013 with a brain tumour. 
E) Doctors had diagnosed Ms Turner in 2013 with a brain tumour. 
 
QUESTÕES AFA 
(AFA/2016) 
Directions: Read the text below and answer questions 01 to 10 according to it. 
TEXT Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ by Valerie Strauss 
The fields of psychology and education were revolutionized 30 years ago when we now 
worldrenowned psychologist Howard Gardner published his 1983 book Frames of Mind: The 
Theory of Multiple Intelligences, which detailed a new model of human intelligence that went 
beyond the traditional view that there was a single kind that could be measured by standardized 
tests. 
Gardner’s theory initially listed seven intelligences which work together: linguistic, logical-
mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an 
eighth, naturalist intelligence and says there may be a few more. The theory became highly 
popular with K-12¹ educators around the world seeking ways to reach students who did not 
respond to traditional approaches, but over time, ‘multiple intelligences’ somehow became 
synonymous with the concept of ‘learning styles’. In this important post, Gardner explains why 
the former is not the latter. 
It’s been 30 years since I developed the notion of ‘multiple intelligences’. I have been gratified by 
the interest shown in this idea and the ways it’s been used in schools, museums, and business 
around the world. But one unanticipated consequence has driven me to distraction and that’s 
the tendency of many people, including persons whom I cherish, to credit me with the notion of 
‘learning styles’ or to collapse ‘multiple intelligences’ with ‘learning styles’. It’s high time to 
relieve my pain and to set the record straight. 
First a word about ‘MI theory’. On the basis of research in several disciplines, including the study 
of how human capacities are represented in the brain, I developed the idea that each of us has a 
number of relatively independent mental faculties, which can be termed our ‘multiple 
intelligences’. The basic idea is simplicity itself. A belief in a single intelligence assumes that we 
have one central, all-purpose computer, and it determines how well we perform in every sector 
of life. In contrast, a belief in multiple intelligences assumes that human beings have 7 to 10 
distinct intelligences. 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Even before I spoke and wrote about ‘MI’, the term ‘learning styles’ was being bandied about in 
educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of 
us) have distinctive minds and personalities. Accordingly, it makes sense to find out about 
learners and to teach and nurture them in ways that are appropriate, that they value, and above 
all, are effective. 
Two problems: first, the notion of ‘learning styles’ is itself not coherent. Those who usethis term 
do not define the criteria for a style, nor where styles come from, how they are recognized/ 
assessed/ exploited. Say that Johnny is said to have a learning style that is ‘impulsive’. Does that 
mean that Johnny is ‘impulsive’ about everything? How do we know this? What does this imply 
about teaching? Should we teach ‘impulsively’, or should we compensate by ‘teaching 
reflectively’? What of learning style is ‘right-brained’ or visual or tactile? Same issues apply. 
 Problem #2: when researchers have tried to identify learning styles, teach consistently with 
those styles, and examine outcomes, there is not persuasive evidence that the learning style 
analysis produces more effective outcomes than a ‘one size fits all approach’. Of course, the 
learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one 
intervention did not work does not mean that the concept of learning styles is fatally imperfect; 
another intervention might have proved effective. Absence of evidence does not prove non-
existence of a phenomenon; it signals to educational researchers: ‘back to the drawing boards’. 
Here’s my considered judgment about the best way to analyze this lexical terrain: Intelligence: 
We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where 
the person has considerable computational power. Style or learning style: A hypothesis of how 
an individual approaches the range of materials. If an individual has a ‘reflective style’, he/she is 
hypothesized to be reflective about the full range of materials. We cannot assume that 
reflectiveness in writing necessarily signals reflectiveness in one’s interaction with the others. 
Senses: Sometimes people speak about a ‘visual’ learner or an ‘auditory’ learner. The implication 
is that some people learn through their eyes, others through their ears. This notion is 
incoherent. Both spatial information and reading occur with the eyes, but they make use of 
entirely different cognitive faculties. What matters is the power of the mental computer, the 
intelligence that acts upon that sensory information once picked up. 
These distinctions are consequential. If people want to talk about ‘an impulsive style’ or a ‘visual 
learner’, that’s their prerogative. But they should recognize that these labels may be unhelpful, 
at best, and ill-conceived at worst. 
In contrast, there is strong evidence that human beings have a range of intelligences and that 
strength (or weakness) in one intelligence does not predict strength (or weakness) in any other 
intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of 
assessing our own intelligences, and even if it seems appropriate, we can take a more formal test 
battery. And then, as teachers, parents, or selfassessors, we can decide how best to make use of 
this information. 
(Adapted from https://www.washingtonpost.com/news/answer-sheet) 
 
 
 
 
 
 
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AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Questão 01 (AFA/2016) – The text 
a) aims at highlighting distinctive mind barriers related to learning. 
b) provides the reader with a bird’s-eye-view of Gardner’s landmark publication. 
c) develops a considerable set of psychological and mental implications. 
d) concerns about spending 30 years to measure people’s intelligence. 
 
Questão 02 (AFA/2016) – In the sentence “there was a single kind that could be measured by 
standardized tests”, it is possible to find an option to substitute the pronoun accordingly in 
a) when. 
b) which 
c) how. 
d) whom. 
 
Questão 03 (AFA/2016) – In the fragment “why the former is not the latter”, the highlighted 
words refer to 
a) multiple intelligences / learning style. 
b) over time / theory. 
c) ways to reach students / traditional approaches. 
d) traditional approaches / K-12 educators. 
 
Questão 04 (AFA/2016) – In the third paragraph (lines 20 and 29), the author 
a) delves into the mind of human beings. 
b) reinforces the importance of a thirty-year study. 
c) tries to make controversial issues clear. 
d) apologizes for the fact that his theory has collapsed. 
 
Questão 05 (AFA/2016) – In the sentence “it’s been 30 years since I developed the notion of 
‘multiple intelligences’”, the contraction refers to 
a) It has. 
b) It been. 
c) It is. 
d) It was. 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Questão 06 (AFA/2016) – Mark the option which shows the appropriate question tag for the 
sentence “one unanticipated consequence has driven me to distraction”. 
a) Hasn’t driven it? 
b) Not has it? 
c) Has it? 
d) Hasn’t it? 
 
Questão 07 (AFA/2016) – Mark the option that shows synonyms for the underlined expressions 
in “it’s high time to relieve my pain and to set the record straight”. 
a) An important brake / to register. 
b) An ordinary condition / to show the discussion. 
c) A belated explanation / to make myself clearly understood. 
d) An unusual hour / to comprehend an argument. 
 
Questão 08 (AFA/2016) – Choose the best option to change the sentence “human capacities are 
represented in the brain” (4th paragraph), into the active form. 
The brain _______________ human capacities. 
a) has represented 
b) represents 
c) has been represented 
d) representing 
 
Questão 09 (AFA/2016) – In the fourth paragraph, it’s said that 
a) a single intelligence (SI) concept leads to the assumption of computers which control 7 to 10 
distinct intelligences. 
b) MI theory believes that instead of a central computer mastering various sectors, there are a 
larger amount of them relatively autonomous. 
c) MI theory estimates the existence of a central computer responsible for 7 to 10 distinct 
intelligences. 
d) a SI determines people’s performance in different sectors of life through autonomous 
computers. 
 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Questão 10 (AFA/2016) – Mark the alternative in which the problems described in paragraphs 6 
and 7 are correctly summarized. 
 a) The idea of teaching distinct leaning styles and their consistence were questionable concepts 
when researches started. 
b) Educational researchers have found that an impulsive learning style causes problems in its 
outcomes. 
c) There are proofs that different learning styles exist and produce positive results. 
d) The notion of learning styles and the outcomes observed when teaching based on them need 
further studies. 
 
 
QUESTÕES COLÉGIO NAVAL 
(Colégio Naval/2018) 
Read text to do questions 01 to 04 based on it. 
Text I 
Social media ’destroying how society works; 
A former Facebook executive has said social media is doing great harm to society around the 
world. The executive is a man called Chamath Palihapitiya. He ___________ Facebook in 2007 
and ___________a vice president. He was responsible for increasing the number of users 
Facebook had. Mr Palihapitiya said he feels very guilty about getting more people to use social 
networks. He said the networks are destroying society because they are changing 
people's behavior. Twenty years ago, people talked to each other face to face. Today, 
people message each other and do not talk. People also really care about what other people 
think of them. They post photos and wait to see how many people like the photo. They get very 
sad if people do not like the photo. 
Mr. Palihapitiya said people should take a long break from social media so they can experience 
real life. He wants people to value each other instead of valuing online "hearts, likes, and 
thumbs-up". Palihapitiya also points out how fake news is affecting how we see the world, it is 
becoming easier for large websites to spread lies. It is also becoming easier tohurt other people 
online. Anyone can hide behind a fake user name and post lies about other people. Palihapitiya 
said this was a global problem. He is worried about social media so much that he has banned his 
children from using it. However, he did state that Facebook was a good company. He said: "Of 
course, it's not all bad. Facebook overwhelmingly does good in the world." 
 
 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Questão 01 (Colégio Naval/2018) – Read the statements to check if they are TRUE (T) or FALSE 
(F). 
I- An ex-Facebook boss said social media is damaging society. 
II- It is becoming more difficult for big websites to spread fake news. 
III- People message each other today instead of talking face to face. 
IV- Palihapitiya said social media does not change our behavior. 
Choose the option that respectively represents the statements above. 
a) F/T/T/F 
b) F/F/T/T 
c) T/F/T/F 
d) T/T/F/T 
e) F/F/F/T 
 
Questão 02 (Colégio Naval/2018) – All the underlined words in text I are adjectives, EXCEPT: 
(A) social. 
(B) global. 
(C) long. 
(D) executive. 
(E) former. 
 
Questão 03 (Colégio Naval/2018) – Which verb forms respectively complete the gaps in text I? 
(A) joined/become 
(B) joined/became 
(C) joins/becomes 
(D) joint/became 
(E) was joined/ become 
 
Questão 04 (Colégio Naval/2018) – Mark the option in which there is NO Present Continuous 
Tense. 
(A) A former Facebook executive has said social media is doing great harm to society around the 
world. 
(B) He was responsible for increasing the number of users Facebookliad. 
(C) He said the networks are destroying society because they are changing people's 
behavior. 
(D) Palihapitiya also points out how fake news is affecting how we see the world. 
(E) It is becoming easier for large websites to spread lies. 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Read text II to do questions 05 to 10 based on it. 
TEXT II 
TRAVEL TIPS 
How to Plan a Movie-Themed Vacation 
It’s easier than you may expect to find, visit, and enjoy the places where your favorite movies 
were made. 
Lars Leetaru 
By Shivani Vora 
March 8, 2018 
Whether it’s the “Lord of the Rings” trilogy in New Zealand or "Roman Holiday” in Rome, many 
noteworthy movies are filmed in appealing locales all over the world that travelers may want to 
visit and enjoy. 
According to Angela Tillson, a film location manager in Kauai who has worked on the set of films 
including "Jurassic Park: The Lost World” and “The Descendants," exploring a beloved movie set 
destination through the eyes of the film makes for an enjoyable vacation. "Seeing a place with a 
focus on a movie you love will give you a perspective that the average tourist doesn’t usually 
get. You’ll certainly have a better impression of the place,” she said. Here are her tips to get 
started. 
Choose Your Destination 
If there’s a movie you love, you can find out where it was filmed by looking at the credits at the 
end of the film or by going online to The Internet Movie Database, also known as IMDB, which 
often lists filming locations. Once you know the locale, you can start planning your trip. Or, 
consider doing what Ms. Tillson often does when deciding on where to vacation: pick a spot 
you’re interested in visiting, and find out what movies have been filmed there. “It’s fun to 
sometimes let a destination determine the movie you're going to live rather than the 
other way around,” Ms. Tillson said. 
Get in the Mood 
Before you head to your destination, be sure to rewatch the movie. A rewatch not only reminds 
you of identifiable spots to look out for during your trip, but it also adds to the excitement of 
your upcoming exploration. 
If the movie is based on a book, consider reading the book, too. It may have details about the 
locale that the movie doesn’t touch on. Also, books often have scenes that don’t make it into 
the movie adaptations, which gives you a deeper view of the destination. 
Ms. Tillson also recommended downloading the movie’s soundtrack or score, and listening to it 
throughout your trip. 
Book a Themed Trip 
Some travel companies sell set itineraries focused on popular movies. Luxury tour operator 
Zicasso, for example, has an eight-day trip, all inclusive, to Ireland inspired by "Star Wars: The 
Last Jedi” and Wild Frontiers has an eleven-day trip to India inspired by "The Best Exotic 
 
 
 
 
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Marigold Hotel." Ms. Tillson suggested doing a web search or checking with a travel agent to 
find out about such trips. 
Also, in some destinations, local tour operators and hotels sell movie-themed tours. For 
instance, The St. Regis Priceville Resort offers a tour that includes a private helicopter ride to 
Manawaiopuna Falls, made famous in "Jurassic Park,” and an ATV tour of filming locations of 
movies such as “Raiders of the Lost Ark" and “Pirates of the Caribbean.” Lunch is even included. 
The cost is $5,674 for two adults. 
A more affordable option, in Rome, is the four-hour “Roman Holiday" themed excursion from 
HR Tours, where travelers ride a Vespa with a driver and see all the sites from the movie; the 
cost is 170 euros per person. 
Hang Where the Movie Crew Did 
When they’re not working, movie crews enjoy hitting local bars and casual restaurants that 
serve tasty local cuisine, Ms. Tillson said. 
Find out where the behind-the-scenes staff of your film spent their time by asking your 
destination’s tourist board or your hotel’s concierge, and check out a few of the spots. “It’s 
another way to get involved in the film and spend time in bars and restaurants that you 
wouldn’t normally think to hit,” she said. 
 
Questão 05 (Colégio Naval/2018) – Mark the sentence that does NOT contain the use of 
comparative adjective. 
(A) It's easier than you may expect to find, visit, and enjoy the places where your favorite 
movies were made. 
(B) You’ll certainly have a better impression of the place. 
(C) It’s fun to sometimes let a destination determine the movie you’re going to live rather than 
the other way around. 
(D) Also, books often have scenes that don’t make it into the movie adaptations, which gives you 
a deeper view of the destination. 
(E) A more affordable option, in Rome, is the four-hour Roman Holiday themed excursion from 
HR Tours. 
 
Questão 06 (Colégio Naval/2018) – What is true about the themed trip inspired by the film 
“Star Wars: The Last Jedi"? 
(A) It offers no meals. 
(B) It lasts 11 days. 
(C) It’s very cheap. 
(D) It’s located in India. 
(E) It’s offered by Zicasso. 
 
 
 
 
 
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AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Questão 07 (Colégio Naval/2018) – In the first paragraph, the word "appealing” can be replaced 
by all these words, EXCEPT for 
(A) interesting. 
(B) pleasing. 
(C) lovable. 
(D) repulsive. 
(E) attractive. 
 
Questão 08 (Colégio Naval/2018) – Mark the correct question for the following answer. 
Angela Tillson is a film location manager in Kauai who has worked on the set of films including 
“Jurassic Park: The Lost World” and “The Descendants”. 
(A) Who is Ms. Tilson? 
(B) Where is Ms. Tilson? 
(C) What is Ms. Tilson like? 
(D) Why is Ms. Tilson working? 
(E) When does Ms. Tilson work? 
 
Questão 09 (Colégio Naval/2018) – What’s the main purpose of text II? 
(A) Teach students how to plan where to go on vacation. 
(B) inspire the fans of “Lord of the Rings” to visit New Zealand. 
(C) Make people feel interested in watching famous movies. 
(D) Give some suggestions on traveling to a movie set destination. 
(E) Advertise travel companies that sell movie-themed vacations. 
 
Questão 10 (Colégio Naval/2018)– Read the sentence in text II. 
"A rewatch not only reminds you of identifiable spots to look out for during your trip, but it also 
adds to the excitement of your upcoming exploration." 
What does the pronoun it refer to? 
(A) Trip. 
(B) Spots. 
(C) Excitement. 
(D) Exploration. 
(E) Rewatch. 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
QUESTÕES EEAR 
(EEAR/2021 – CFS) 
Text to answer questions 01 and 02 
Paul Thompson is a student and he has a part-time job, too. He lives in London and goes to 
university there. Paul works at an Italian restaurant called Mamma Mia. He’s a waiter there. He 
likes his job very much but he doesn’t like to work on the weekends. When he is free, he likes to 
go to the movies. He recently watched “Avengers – Infinity War”, a superhero movie that was a 
huge success. 
 
Questão 01 (EEAR/2021 – CFS) – All the words below are synonyms for the word “huge” (line 
08), in bold in the text, EXCEPT: 
A) insignificant 
B) tremendous 
C) massive 
D) great 
 
Questão 02 (EEAR/2021 – CFS) – According to the text, how long does Paul work? 
(A) Part-time. 
(B) All day long. 
(C) He doesn’t work. 
(D) Every other week. 
 
Text to answer question 03 
“The Little Prince”, now, is a movie – Alex Weiss 
An all-time favorite children’s book, The Little Prince by Antoine de Saint-Exupéry has been 
turned into a beautifully animated movie – and it’s finally being released. The inspiring lessons, 
timeless story and beautiful quotes from The Little Prince make this a perfect choice for an on-
screen adaptation. At one point to another, your parents read this book to you and when you 
were a child and then you picked it up later on in life, realizing how incredibly important this 
small book truly is. 
(Adapted from bustle.com) 
 
 
 
 
 
 
 
 
 
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AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Questão 03 (EEAR/2021 – CFS) – The verbs in bold are, respectively, in the: 
(A) present perfect, simple past and simple past. 
(B) simple past, simple past and present perfect. 
(C) present perfect, simple past and present perfect. 
(D) simple past, present perfect and present perfect. 
 
Text to answer questions 04 and 05 
 
Price Tag 
Price Tag – Jessie J. 
Seems like everybody's got a price 
I wonder how they sleep at night 
When the sale comes first 
And the truth comes second 
Just stop for a minute and smile 
Why is everybody so serious 
Acting so damn mysterious 
Got shades on your eyes 
And your heels so high 
That you can't even have a good time 
Everybody look to the left 
Everybody look to the right 
Can you feel that yeah 
We're paying with love tonight 
It's not about the money money money 
We don't need your money money money 
We just wanna make the world dance 
Forget about the price tag 
Ain't about the uh cha-ching cha-ching 
Ain't about the yeah b-bling b-bling 
Wanna make the world dance 
Forget about the price tag 
(letras.mus.br) 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Questão 04 (EEAR/2021 – CFS) – The verb WONDER, in bold in the text, can be replaced by 
_______ without changing the meaning: 
(A) know. 
(B) can know. 
(C) must know. 
(D) want to know. 
 
Questão 05 (EEAR/2021 – CFS) – The underlined words, in the text, are: 
(A) adjectives. 
(B) adverbs. 
(C) nouns. 
(D) verbs. 
 
Questão 06 (EEAR/2021 – CFS) – Change the sentence into the interrogative form. 
“The cost of living has doubled in relative terms over recent years” 
(A) Has the cost of living double in relative terms over recent years? 
(B) Has the cost of living doubled in relative terms over recent years? 
(C) Have the cost of living double in relative terms over recent years? 
(D) Have the cost of living doubled in relative terms over recent years? 
 
Read the text and answer questions 07 and 08. 
 
In The End – Linkin Park 
One thing, I don't know why 
It doesn't even matter how hard you try 
Keep that in mind 
I designed this rhyme 
To remind myself of a time when 
I tried so hard 
In spite of the way you were mocking me 
Acting like I was part of your property 
Remembering all the times you fought with me 
I'm surprised it got so 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Things aren't the way they were before 
You wouldn't even recognize me anymore 
Not that you knew me back then 
But it all comes back to me in the end 
You kept everything inside 
And even though I tried, it all fell apart 
What it meant to me will eventually be a memory of a time when 
I tried so hard 
And got so far 
But in the end 
It doesn't even matter 
I had to fall 
To lose it all 
But in the end 
It doesn't even matter 
I've put my trust in you 
Pushed as far as I can go 
For all this 
There's only one thing you should know 
I've put my trust in you 
Pushed as far as I can go 
For all this 
There's only one thing you should know 
https://www.vagalume.com.br/linkin-park/in-the-end.html 
 
Questão 07 (EEAR/2021 – CFS) – The words in bold are, respectively, synonyms for 
A) Despite, although, and in the end. 
B) Although, in the end, and finally. 
C) Despite, though, and although. 
D) Although, finally, and despite. 
 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Questão 08 (EEAR/2021 – CFS) – The negative form of the underline sentence, in the text, is 
A) I didn’t put my trust in you. 
B) I don’t put my trust in you. 
C) I do not put my trust in you. 
D) I haven’t put my trust in you. 
 
Read the text and answer questions 09 and 10. 
 
 
www.garfiel.com 
Questão 09 (EEAR/2021 – CFS) – According to the text, Garfield: 
A) Thinks all days are beautiful. 
B) Prefers the kitchen only when it’s raining. 
C) Prefers staying outside if it’s a beautiful day. 
D) Thinks days are beautiful in the kitchen even when it’s raining. 
 
Questão 10 (EEAR/2021 – CFS) – The sentence “Now it’s raining” is in the: 
A) Simple Past 
B) Simple Present 
C) Past Progressive 
D) Present Progressive 
 
 
 
 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
QUESTÕES EAM 
(EAM/INÉDITAS) 
Questão 01 (EAM/INÉDITA) – Read the dialogue and mark the right option to fill in the gaps 
respectively. 
A: Good afternoon, Jack! 
B: Hey, Jen! How are you doing? 
A: I’m alright. What about yourself? 
B: I’m doing well. 
A: ___ you at Johnnie’s house last weekend? 
B: Yes, I ____. 
A: Who ____ you go with? 
B: I ____ with my wife. What about you? Were you there? 
A: No, I ___. I ____ home. 
 
A) Did / sis / went / was / weren’t / was 
B) Were / was / were / go / didn’t / went 
C) Was / was / did / was / weren’t / was 
D) Were / was / did / went / wasn’t / stayed 
E) Did / did / did / went / didn’t / went 
 
Questão 02 (EAM/INÉDITA) – Read the sentences and mark the correct option to fill in the 
blanks respectively. 
Elisa is __ friend. ___ lives near my grandfather’s house. We love riding our bikes. ___ bike is big. 
___ is small. We love spending time together! 
 
A) My / she / my / hers 
B) Your / I / my / her 
C) Her / he / her / mine 
D) My / her / my / she 
E) His / he / my / his 
 
 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Questão 03 (EAM/INÉDITA) – Which word is incorrectly used in this meme? 
 
A) Failed 
B) Unpossible 
C) My 
D) In 
E) Test 
 
Questão 04 (EAM/INÉDITA) – Use the verbs in the parentheses to complete the following 
statements. 
I – I usually __ (do) my homework after dinner, but now I __ (do) a diferent task. 
II – Eli ___ (eat) a lot. Sometimes, he ___ (want) to eat less 
III – Alessandra ___(live) in Boston, United States. During the week,her daughters ___ (work) as 
delivery girls for a big tech company. 
Now mark the option which completes them respectively. 
A) Am doing / am doing / is eating / wants / lives / working 
B) Am doing / do / eats / is wanting / is living / works 
C) Am doing / do / eat / is wanting / is living / works 
D) Do / do / is eating / want / live / is working 
E) Do / am doing / eats / wants / lives / work 
 
Questão 05 (EAM/INÉDITA) – Look at the picture below. 
 
 
 
 
 
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AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
What are they doing in the picture? 
A) The children play soccer every day. 
B) They are playing soccer now. 
C) The boys didn’t play soccer yesterday. 
D) They never play soccer together. 
E) The boys won’t play soccer. 
 
QUESTÕES EFOMM 
(EFOMM/INÉDITAS) 
STRANGE 'ICE VOLCANOES' ERUPT NEAR LAKE SUPERIOR, MICHIGAN 
The National Weather Service (NWS) in Grand Rapids, Michigan, captured a photo of two "ice 
volcanoes" erupting on Oval Beach in Saugatuck, near Lake Michigan, over the weekend. 
"It was a great day to visit the beach and watch the waves interact with the ice," NWS tweeted. 
Volcanoes and ice may sound like an unusual combination but according to Michigan Tech, they 
are a regular occurrence on the north shore of Lake Superior, north of Lake Michigan, in the 
winter months and can range in size from less than a meter to more than eight. 
An ice volcano requires three things—high surf, cool temperatures and ice. For an ice volcano to 
form, wave activity must be at least a meter tall at their highest. According to Michigan Tech, 
anything less is too small to create the volcano's cone. 
These volcanoes form at the edge of the ice shelf, caused by the movement of high surf hitting 
the face of the formation. Small valleys can cause the energy of the waves to concentrate, 
prompting larger waves to form that eject a spatter onto the ice shelf in certain places. 
If the cones remain active but become completely enclosed by the ice shelf, wave energy from 
below can push water up through any cracks or openings. 
Ice volcanoes are typically found in arcs along the shoreline. They are often evenly spaced apart 
but can also form individually. Michigan Tech refers to these lone structures as "cold spot" ice 
volcanoes, and describes them as "nearly symmetrical single cones that apparently are not 
related to shoreline, sand bar or rock reef arcs." 
These solitary cones form near the shore and are thought to be a result of a weakness in the ice. 
However, they have not yet been observed in an active state. 
The phenomena has been observed on the shores of Lake Erie. 
In Duluth, Minnesota, a human-made incarnation was created by a spewing fire hydrant. 
According to Lake Superior Duluth Streams, the city allowed Orange Street's fire hydrant to 
spray water during the winter months to prevent the supply pipe freezing over.This is not the 
only type of ice volcano that exists in the solar system. Evidence of ice volcanoes (or 
cryovolcanoes) have been found on Ceres, Titan and Pluto. These differ from the volcanoes we 
have on Earth. Instead of ejecting molten rock, they emit substances such as water, ammonia 
and methane. 
 
 
 
 
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"To put them in perspective, if Mount Vesuvius had been a cryovolcano, its lava would have 
frozen the residents of Pompeii," Rosaly Lopes, a Cassini radar team investigation scientist from 
NASA, said in a statement in 2008. 
 Adapted from https://www.newsweek.com/ice-volcanoes-lake-superior-michigan-1487618 
 
Questão 01 (EFOMM/INÉDITA) – It is possible to infer from the text that 
a) The ice volcanoes are dangerous formations to the population of cities around them. 
b) The Earth is changing and will be a similar planet to Pluto, Titan and Ceres. 
c) In the future, Mount Vesuvius will freeze the population instead of burning it. 
d) The ice volcanoes are a common formation that occurs on the north shore of Lake Superior. 
e) The investigation scientist from NASA is worried about ice volcanoes. 
 
Text II 
Based on the text below, answer questions 02, 03 and 04. 
The housing crisis and garden villages 
In this piece, we take a look at the potential impact of garden villages, including regional 
implications, what the result might be for new buyers, and follow on trends 
There are many reports of a UK housing crisis, but what efforts are being put into resolving the 
issue? 
What do we mean by a garden village? 
By definition, it is a piece of brownfield land that is used to develop new areas for families and 
businesses. They are usually smaller projects and can contain from 1,500 to 10,000 homes. 
Often, garden villages have their own facilities — such as schools, shops and transport stations 
— which makes this type of living space perfect for families and first-time buyers looking to lead 
the picture-perfect life. 
Garden villages allow residents to imprint their own mark on the area, including creating its own 
identity and creating rules. However, there are a few ways to identify them. They must be a 
settlement outside of an existing town or city and not closely attached. The British government 
is currently supporting 17 locations around the country, with £6 million expected to go towards 
funding 14 new garden villages and £1.4 million to support three garden towns (which are 
similar to garden villages, only larger). 
Looking at the potential regional impact: 
Regions are set to see more manual work available in these regions as such areas will be 
creating more than 50,000 homes. This will help to boost the economy, as it will provide people 
with more jobs in the area. 
As new homes are built, people will be buying them — this potentially means more residents 
within the region. There is a popular misconception that this will put a strain on the resources of 
current residents nearby, such as school places for their children and obtaining doctor 
 
 
 
 
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appointments. However, this is not the case, as garden villages are built with their own facilities 
including schools and general practices. In turn, this will also create more jobs in the area of 
development. 
However, it’s important to remember that these locations usually have their own transport 
links. On the other hand, more cars on the road could cause congestion. 
Adapted from https://www.openaccessgovernment.org/housing-crisis-garden-villages/68975/ 
 
Questão 02 (EFOMM/INÉDITA) – Read the statements about the text and decide whether they 
are TRUE (T) or FALSE (F). Mark the correct option. 
I – The Garden Villages will help developing the economy of the country. 
II – Garden Villages will not affect traffic in the regions they are built in. 
III – Garden Villages are a good solution for the housing crisis, but Garden Towns are a problem 
for the government. 
IV – A Garden Village must be a settlement outside of an existing town or city and not closely 
attached. 
V – Garden Villages can cause a strain on the resources of current residents nearby, such as 
school places for their children and obtaining doctor appointments. 
 
a) F / T / T / F / F 
b) T / F / F / T / F 
c) T / T / T / F / T 
d) F / F / F / T / F 
e) F / T / F / T / T 
 
Questão 03 (EFOMM/INÉDITA) – In the excerpt “Garden villages allow residents to imprint their 
own mark on the area, including creating its own identity and creating rules.”, the word in bold 
means: 
a) Emboss 
b) Stymie 
c) Destroy 
d) Neglect 
e) Dislodge 
 
 
 
 
 
 
 
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AULA 00 EsPCEx – ENGLISH GENERAL PRESENTATION 
 
Questão 04 (EFOMM/INÉDITA) – According to the text, Garden Towns 
a) Can be placed anywhere. 
b) Have around 1,000 homes. 
c) Are similar to garden villages, but larger. 
d) Are a