Aula_07__Linking_Words_(Conectives)_and_Question_Words_(WH_Questions)_-_ESA_2024_enemconcursosgaucheallfree

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ESA 2024 
LINKING WORDS (CONECTIVES) AND 
QUESTION WORDS (WH QUESTIONS) 
Teacher Andrea Belo 
www.estrategiamilitares.com.br www.militares.estrategia.com 
AULA 07 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
SUMÁRIO 
INTRODUÇÃO 3 
LINKING WORDS 4 
CONJUNCTIONS 12 
QUESTION WORDS/WH QUESTIONS 18 
QUESTÕES 25 
GABARITO 59 
QUESTÕES COMENTADAS 60 
CONSIDERAÇÕES FINAIS 118 
REFERÊNCIAS BIBLIOGRÁFICAS 119 
TRADUÇÕES 121 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
INTRODUÇÃO 
 Desta vez, vamos à nossa aula sobre os tópicos que proporcionam ligação de ideias: 
linking words ou connectors (termos de ligação/conectivos) e palavras especiais que levam à 
possibilidade de fazer perguntas: questions words, que também são chamados de Wh questions. 
Sobre linking words, é muito importante lembrar que, na aula 05, quando foram explicadas 
as conjunções inseridas nas compound sentences, foram apresentadas a você inúmeras 
conjunções com a função de linking words. 
Em se tratando dos question words, muitos textos das provas de vestibular trazem 
questionamentos sobre temas polêmicos, descobertas, assuntos para reflexão, entre outros, 
utilizando esses termos nos textos propriamente ditos e, são essenciais à compreensão do que se 
pergunta – se refere a um lugar, ao tempo, a uma pessoa, ao motivo ou a qualquer tipo de 
informação que se pergunta. 
Vamos estudar cada um deles e a situação em que são inseridos nas leituras que você vai 
fazer e precisa conhecê-los. 
Os tópicos que vamos estudar hoje são palavras necessárias para o vocabulário de quem 
busca acertar o máximo possível de questões do vestibular. 
Elas têm a função de unir, explicar, contrastar ou exemplificar frases e, são muito 
importantes porque, com o uso de variados termos como os que estudaremos, as ideias são 
expressas com mais exatidão nos textos, do jeito que o vestibular exige de você. 
Como eu sempre digo, o seu objetivo é ser aprovado e para conseguir a sua aprovação, os 
estudos e aprimoramento de conteúdo e assuntos se faz necessário e válido, sempre. 
Vamos então estudar, praticar exercícios, tanto durante a teoria como também no fim do 
material, treinando tudo o que aprendeu, em junção ao aprendizado de cada aula. 
 
 
 
 
 
 
 
 
 
 
 
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AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
LINKING WORDS 
Os conectivos – linking words – são aquelas palavras ou expressões que servem para 
estabelecer uma conexão lógica entre frases e elementos de um texto. 
Muitas delas são conjunções ou locuções conjuntivas, mas há também muitos advérbios, 
preposições, entre outros, que estão presentes nos textos no dia do vestibular. Veja um exemplo 
com “according to”: 
 
 
Esses termos podem ser identificados por diversos nomes: linking words, words of 
transition, connectives, words of connection, logical connectors, transition devices, cohesive 
devices, discourse markers ou até connective adjuncts. 
São também conhecidos como articuladores, já que ligam ideias dentro de textos e, no 
vestibular, conectam aquilo que as questões exigem que você descubra, através das análises que 
sempre fazemos nas aulas e o conhecimento necessário que você precisa e estou proporcionando 
mais para o seu sucesso. 
 O papel dos famosos linking words é estabelecer relações entre contextos – uma ideia 
anterior e uma ideia posterior. Essas relações podem ser de muitos tipos, tais como exclusão, 
concessão, adição, condição etc. O uso delas confere ao texto coerência e coesão. 
É um assunto muito importante pois, uma vez que linking words são fundamentais para a 
construção de sentenças, é, consequentemente, essencial na produção dos textos de jornais e 
revistas, que são usados nas provas de vestibular, já que são termos que colaboram diretamente 
com uma boa comunicação. 
Lembrando que as linking words não sofre flexão de grau (aumentativo ou diminutivo), 
número (singular ou plural) ou gênero (feminino ou masculino). Ou seja, são palavras invariáveis. 
Linking words são fundamentais na língua inglesa, porque são como peças-chave na hora 
da leitura dos textos para colaborar com o raciocínio da mensagem que as frases querem 
proporcionar. 
Para identificar os linking words nos textos que você vai ler, você precisa ter muito claro 
qual é a ideia que o narrador quer expressar. 
Como eu disse antes, a maioria desses termos ligam duas ideias numa sequência, como 
também pode ligar duas ideias diferentes ou tentar dizer que uma coisa depende de outra. 
Vejamos alguns exemplos com o que desejam expressar dentro do texto. Contudo, é 
preciso entender que a lista de linking words é extensa e você deve, aula após aula, adicionar as 
que aparecerem em uma lista de estudos e assim, aprender cada dia mais. 
 
 
“I am not sure but, according to Peter, everybody is going to the party”. 
“Não tenho certeza mas, de acordo com Peter, todos vão para a festa” 
 
 
 
 
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AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
EXEMPLIFICAÇÃO 
Para exemplificar, uma expressão muito comum é o tão usado “for example” (por 
exemplo), que também pode ser substituído por “for instance” e aparece em muitos textos do 
vestibular. 
 
 
Ou então, poderíamos dizer: 
 
 
 
 
Para exemplificar e dar ênfase em palavras, em ideias, também são usados outros linking 
words, vistos no quadro abaixo e um exercício para treinar e visualizar melhor no contexto das 
provas típicas de vestibular: 
EXAMPLES / SUPPORT / EMPHASIS 
in other words important to realize notably markedly in fact such as 
to put it differently another key point including especially in general for example 
for one thing first thing to remember like specifically in particular for instance 
as an illustration most compelling evidence to be sure expressively in detail to point out 
in this case must be remebered namely surprisingly to demonstrate with this in mind 
for this reason point often overlooked chiefly frequently to emphasize 
to put it another way on the negative side truly significantly to repeat 
that is to say on the positive side indeed to clarify 
with attention to certainly to explain 
by all means surely to enumerate 
 
Para ilustrar os linking words de exemplificação, vejamos um texto retirado de uma prova, 
em que aparece “for instance”. 
Se a questão abordasse os exemplos decorrentes do parágrafo em que a expressão em 
questão aparece, poderia ser assim: 
There are many topics to study, for example, countable and uncountable nouns. 
Há muitos tópicos para estudar, por exemplo, substantivos contáveis e incontáveis, que já estudamos. 
 
 
 
There are many topics to study, for instance, countable and uncountable nouns. 
Há muitos tópicos para estudar, por exemplo, substantivos contáveis e incontáveis, que já estudamos. 
 
 
 
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AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
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 forevery 
1million people. 
These alarming statistics are contained in a report from a commission 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 majority 
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. 
 
Questão – According to the sentence “... India, for example, has only 11 judges for every 1 million 
people”, the underlined term refers to 
(A) judges 
(B) India 
(C) 1 million people 
(D) India population 
(E) Every 1 million people 
A resposta seria a letra A porque é a única que demonstra o exemplo exatos do que se trata a 
referência de “for example” (por exemplo), logo após falar da India e, afirmar que há apenas 11 
juízes para cada 1 milhão de pessoas. 
Agora vejamos linking words de contraste a seguir. 
 
CONTRASTE 
Para contrastar, o linking word comum é o “but” (mas), que também pode ser substituído 
por “however” e aparece em muitos textos do vestibular, inclusive, perguntando se pode haver a 
devida substituição. 
 
 
Ou então, poderíamos dizer: 
 
She loves going to the beach but never on Saturdays, it’s crowded. 
Ela ama ir à praia, mas nunca aos sábados, é muito cheio. 
 
 
 
She loves going to the beach however she never goes on Saturdays, it’s crowded. 
Ela ama ir à praia mas ela nunca vai aos sábados, é muito cheio. 
 
 
 
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AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
Podemos usar, também para contrastar, “despite” e “in spite of”, que são seguidas por 
substantivos ou gerúndios. 
 
Ou então, poderíamos dizer: 
 
 
Para exemplificar, com ideia de contraste, também muito usadas, vejamos o quadro: 
OPPOSITION / LIMITATION / CONTRADICTION 
although this may be true in reality although 
in contrast after all instead 
different from but whereas 
of course ..., but (abd) still despite 
on the other hand unlike conversely 
on the contrary or otherwise 
at the same time (and) yet however 
in spite of while rather 
even so / though albeit nevertheless 
be that as it may besides nonetheless 
then again as much as regardeless 
above all even though notwithstanding 
 
Para construções seguidas por sujeito e um verbo, precisa-se adicionar “the fact that”: 
 
Ou 
 
 
Agora vejamos linking words com a função de resumir a seguir. 
 
 
Despite losing the match, the players celebrated their efforts. 
Apesar de perder o jogo, os jogadores comemoraram o esforço. 
 
In spite of the lost match, the players celebrated their efforts. 
Apesar da perda do jogo, os jogadores comemoraram o esforço. 
 
 
 
Despite the fact that they lost the match, the players celebrated their efforts. 
Apesar do fato de perder o jogo, os jogadores comemoraram o esforço. 
 
 
 
In spite of the fact that they lost the match, the players celebrated their efforts. 
Apesar do fato de perder o jogo, os jogadores comemoraram o esforço. 
 
 
 
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AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
RESUMO 
Para resumir, há linking words comuns, tais como é o “in conclusion, in summary” (em 
síntese/ em conclusão a, em suma), que são expressões geralmente usadas no começo das frases, 
indicando que vamos resumir a ideia principal do que acabou de ser apresentada. 
 
Ou então, poderíamos dizer: 
 
 
ADIÇÃO 
Para adicionar, os linking words comuns são “and” e “also” e, outras expressões 
geralmente usadas para adicionar ideias de maneira mais formal seriam “furthermore” e 
“moreover”, usadas bastante em textos de vestibular. 
 
Ou então, poderíamos dizer: 
 
 
Para exemplificar, desta vez com ideia de adição, também muito usadas nas provas de vestibular, 
vejamos o quadro abaixo e um exercício para treinar e visualizar melhor como nas provas: 
AGREEMENT / ADDITION / SIMILARITY 
in the first place by the same token too 
not only ... But also again moreover 
as a matter of fact to say nothing of as well as 
in like manner and together with 
in addition also of course 
coupled with then likewise 
in the same fashion / way equally comparatively 
first, second, third identically correspondingly 
in the light of uniquely similary 
not to mention like furthermore 
to say nothing of as a matter of fact additionally 
equally important 
In conclusion, the meeting was very productive, and the ideas were well presented. 
Em síntese, a reunião foi produtiva e as ideias foram bem apresentadas. 
 
 
 
In summary, the meeting was very productive, and the ideas were well presented. 
Em síntese, a reunião foi produtiva e as ideias foram bem apresentadas. 
 
 
The meeting was very productive. Moreover lots of ideas were presented. 
A reunião foi muito produtiva. Além disso, muitas ideias foram apresentadas. 
 
 
 
The meeting was very productive and lots of ideas were presented. 
A reunião foi muito produtiva e muitas ideias foram apresentadas. 
 
 
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AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
Para ilustrar mais uma vez os linking words de adição, vejamos um texto retirado do jornal 
The Guardian, fonte de várias provas, em que aparece “and” muitas vezes no texto. E a questão 
poderia ser assim: 
Missing Out: In Praise of the Unlived Life is Adam Phillips's 17th book and is a characteristic blend 
of literary criticism and philosophical reflection packaged around a central idea. The theme here 
is missed opportunities, roads not taken, alternative versions of our lives and ourselves, all of 
which, Phillips argues, exert a powerful hold over our imaginations. Using a series of examples and 
close readings of authors including Philip Larkin and Shakespeare, the book suggests that a 
broader understanding of life's inevitable disappointments and thwarted desires can enable us to 
live fuller, richer lives. Good things come to those who wait. 
Does he see himself as a champion of frustration? "I'm not on the side of frustration exactly, so 
much as the idea that one has to be able to bear frustration in order for satisfaction to be realistic. 
I'm interested in how the culture of consumer capitalism depends on the idea that we cant bear 
frustration, so that every time we feel a bit restless or bored or irritable, we eat, or we shop.” 
The Guardian guardian.co.uk, 1 June 2012. Adaptado. 
 
Questão – Percebe-se a ideia de adição no primeiro parágrafo, em 
(A) book, literary criticism, philosophical reflection. 
(B) literary criticism, philosophical reflection, imaginations. 
(C) book, literary criticism, alternative versions. 
(D) book, literary criticism, central idea. 
(E) literary criticism, philosophical reflection. 
Comentários: A resposta seria a letra E porque a adição, representada desta vez pelo linking word 
and, inúmeras vezes, mostra ideias de algo sendo adicionada a cada vez que aparece no texto, 
conforme vimos exemplos acima. Perceba que, a única opção em que a ordem das palavras está 
de acordo com o que é adicionado, ou seja, logo após book e o linking word “and”, é a letra B de 
fato: “book... and ... a characteristic blend of literary criticismand philosophical reflection...” 
Agora vejamos linking words com a função de dar a ideia de sequência a seguir. 
 
SEQUÊNCIA 
Para oferecer a ideia de sequência, há linking words fundamentais, tais como é o “first, 
second, after, then, so”, entre outros, que são expressões geralmente usadas no começo das 
frases, indicando que vamos resumir a ideia principal do que acabou deser apresentada. 
 
 
First, he decided to study. Then, he bought a good material and then dedicated a lot. 
Primeiro, ele decidiu estudar. Daí, ele comprou um bom material e então dedicou-se muito. 
 
 
 
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AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
Veja uma imagem com a sequência lógica muito usada nos textos, de uma forma geral e 
que, uma vez conhecendo-os, você conseguirá identificar ideias questionadas no dia da sua prova. 
 
 
Em narrativas, os linking words organizam a história numa sequência de eventos, 
facilitando para você na compreensão do texto durante sua leitura e busca de respostas às 
perguntas apresentadas na prova de vestibular. 
Os linking words funcionam como conectivos em todas as frases. Assim, elas 
desempenham o papel de conectar ideias unindo termos ou mesmo orações. Mas, quando 
oferecem a sequência, melhor ainda para localizar você no assunto e as partes dele enquanto está 
sendo apresentado. 
Por esse motivo, são elementos essenciais tanto na comunicação quanto na escrita, visto 
que eles colaboram com a coesão e coerência textuais. 
Há ainda, linking words que explicam a razão, a condição, a causa de algo, como podemos 
ver no quadro abaixo e outros exemplos de outros linking words adiante: 
 
Ou então, poderíamos dizer: 
 
 
 
 
Due to the heavy rain the flight was cancelled. 
Devido/em decorrência da chuva forte, o vôo foi cancelado. 
 
 
Because of the heavy rain the flight was cancelled. 
Por causa/em decorrência da chuva forte, o vôo foi cancelado. 
 
 
 
 
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AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
CAUSES / CONDITION / PURPOSE 
in the event that if when because of in case in as much as 
granted (that) then whenever as provided that 
as / so long as unless since since given that 
on (the) condition (that) while while only / even if 
for the purpose of lest so that 
with this intention so as to 
with this in mind owing to 
in the hope that due to 
for fear that 
in order to 
seeing / being that 
in view of 
 
CONCLUSION / SUMMARY / RESTATEMENT 
as can be seen after all overall 
generally speaking in fact ordinarily 
in the final analysis in summary usually 
all things considered in conclusion by and large 
as shown above in short to sum up 
in the long run in brief on the whole 
given these points in essence in any event 
as has been noted to summarize in either case 
in a word on balance all in all 
for the most part altogether 
 
TIME / CHRONOLOGY / SEQUENCE 
at the present time immediately when formerly by the time instantuly 
from time to time quickly onde suddenly whenever presently 
sooner or later finally about shortly occasionally 
at the same time after next hencefoth 
up to the present time later now whenever 
to begin with last now that eventually 
in due time until meanwhile 
until now till further 
as soon as since during 
as long as then first, second 
in the meantime before in time 
in a moment hence prior to 
without delay forthwith 
in the first place straightaway 
all of a sudden 
as this instant 
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AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
CONJUNCTIONS 
Vimos, na aula anterior, uma introdução às conjunções, pois, na maioria delas, o papel 
desempenhado é de conectar frases. 
As conjunções, chamadas também de linking words, connectors ou conectivos são palavras 
que ligam duas partes de uma oração, para que a sentença possa fazer sentido. Observe: 
✓ I wanted to text you. (Eu queria te mandar uma mensagem.) 
✓ I don’t have your number. (Eu não tenho o número do seu celular.) 
Elas têm uma relação, mas falta algo para unir essas frases e fazê-las ter um sentido maior: 
I wanted to text you, but I don’t have your number. 
(Eu queria te mandar uma mensagem, mas eu não tenho o número do seu celular.) 
Essa palavra but exerceu o papel que precisávamos: uniu as duas sentenças e estabeleceu 
uma lógica entre elas. Portanto, o but é uma conjunção. 
 
TIPOS DE CONJUNÇÕES 
Há três tipos de conjunções em inglês: 
✓ Conjunções Coordenadas (Coordinating Conjunctions) 
✓ Conjunções Subordinadas (Subordinating Conjunctions) 
✓ Conjunções Correlativas (Correlative Conjunctions) 
 
CONJUNÇÕES COORDENADAS 
As conjunções coordenadas são as mais comuns e as que geralmente usamos ou 
identificamos quando pensamos em linking words. Elas têm o papel de juntar orações. 
Elas podem juntar orações independentes (ou seja, orações que possuem sentido 
completo por si próprias, sem precisar de outra oração para fazer sentido), frases ou apenas 
palavras. 
Na língua inglesa há sete conjunções coordenadas importantes: 
 
Vejamos as particularidades de cada uma delas. 
 
 
 
 
For, And, Nor, But, Or, Yet, So 
 
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AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
For [por]– Explica o motivo ou a proposta de algo (equivalente ao porquê). 
 
 
And [e] – Adiciona uma coisa à outra. 
 
 
 Nor [nem] – Utilizado para apresentar uma alternativa com ideia negativa à uma outra 
ideia também negativa que já foi afirmada anteriormente. 
 
 
But [mas] – Mostra contraste. 
 
 
Or [ou] – Apresenta uma alternativa ou uma escolha. 
 
I go to the park every week, for I love running. 
[Eu vou ao parque toda semana, por amar correr.] 
Peter though he had a great chance to be accepted at Oxford, 
for his grandfather was the Dean of that university. 
[Paul achava que tinha uma grande chance de ser aceito em 
Oxford, por seu avô ser o reitor daquela Universidade.] 
 
 
Daniel goes to the beach to surf and relax. 
[O Daniel vai à praia para surfar e relaxar.] 
I love red and white wine. 
[Eu gosto de vinho branco e tinto.] 
 
 
The virus cannot live in immunized individuals, nor in the air. 
[O vírus não pode viver em indivíduos imunizados, nem no ar.] 
The guy didn’t have the chest of a body builder, nor did he have the six-pack abs. 
[O cara não tinha o peitoral de um fisiculturista, nem tinha o abdômen tanquinho.] 
 
 
The game in the park is entertaining in the winter, but it’s better in the heat of summer. 
[O jogo no parque é divertido no inverno, mas é melhor no calor do verão.] 
She is very old but still works. 
[Ela é muito velha, mas ainda trabalha.] 
 
 
Those men play on teams: shirts or skins. 
[Aqueles homens jogam em times: com camiseta ou sem camiseta.] 
Do you want a boy or a girl, Mom? 
[Você quer um menino ou uma menina, mamãe?] 
 
 
 
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AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
 Yet – Introduz uma ideia constratante que segue logicamente a ideia precedente, similar 
ao “mas”. 
 
 
So [então, logo] – Indica efeito, resultado ou consequência. 
 
 
Observe que as conjunções coordenadas geralmente ficam no meio de uma sentença e 
uma vírgula é utilizada antes do linking word. 
Com exceção se ambas as orações sejam muito curtas, neste caso a vírgula não será 
utilizada. 
Quando uma conjunção coordenada conecta duas orações independentes (ou seja, que 
cada uma possui sentido sozinha, sem precisar da outra oração para fazer sentido), ela é 
acompanhada da vírgula. 
A vírgula será utilizada quando but expressar contraste. 
 
CONJUNÇÕES SUBORDINADAS 
Dos três tipos que há de conjunções, as subordinadas são as mais complexas de se 
reconhecer, mas intuitivas de dominar. 
As conjunções subordinadas introduzem as orações dependentes (ou seja, orações que 
não possuem sentido completo por si próprias, elas precisam de outra oraçãopara fazer sentido) 
prendendo-as a uma oração independente (a que possui sentido completo por si só). 
As conjunções subordinadas estabelecem uma relação de sentido entre a oração 
dependente com o resto da frase. Há inúmeras conjunções subordinadas em inglês, as mais 
comuns são: 
 
 
I often take a book to read, yet I never seem to turn a single page. 
[Eu frequentemente levo um livro para ler, mas parece que nunca viro uma só página.] 
Dorian was the oldest of the girls, yet her accent was the most prominent. 
[A Doriana era a mais velha das irmãs, mas seu sotaque era o mais proeminente.] 
 
 
I’ve started dating one of the soccer players, so now I have an 
excuse to often watch the game. 
[Eu comecei a namorar um dos jogadores de futebol, então agora 
eu tenho uma desculpa para assistir aos jogos frequentemente.] 
This is the easiest way to get there, so don’t say anything. 
[Este é o caminho mais fácil para chegar lá, então não diga nada.] 
 
 
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AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
COMPARAÇÃO 
CONTRASTE 
CONCESSÃO 
CAUSA E EFEITO TEMPO 
POSSIBILIDADE 
CONDIÇÃO 
LUGAR 
MODO 
ALTHOUGH 
(Apesar, Embora) 
BECAUSE 
(Porque – nas respostas) 
AFTER 
(Depois) 
AS IF 
(Como se) 
AS IF 
(Como se) 
EVEN THOUGH 
(Apesar de) 
IN ORDER – THAT 
(Para – que) 
AS SOON AS 
(Assim que) 
ASSUMING THAT 
(Assumindo que) 
AS THOUGH 
(Como se) 
RATHER THAN 
(Ao invés de) 
SINCE 
(Desde) 
BEFORE 
(Antes) 
EVEN IF 
(Mesmo se) 
HOW 
(Como) 
THAN 
(Do que) 
SO THAT 
(De modo que) 
BY THE TIME 
(No momento que) 
IF 
(Se) 
NEXT 
(Próximo) 
THOUGH 
(Embora) 
WHY 
(Por quê) 
NOW THAT 
(Agora que) 
IN CASE – THAT 
(Em caso – que) 
WHERE 
(Onde) 
WHERE AS 
(Enquanto que) 
- 
ONCE 
(Uma vez) 
ONLY IF 
(Somente se) 
WHEREVER 
(Onde quer que) 
WHETHER 
(Se) 
- 
SINCE 
(Desde) 
PROVIDED THAT 
(Devido a) 
- 
WHILE 
(Enquanto) 
- 
UNTIL 
(Até) 
UNLESS 
(A menos que) 
- 
- - 
WHEN 
(Quando) 
UNTIL 
(Até) 
- 
- - - 
WHETHER 
(Se) 
- 
 
Exemplos: 
 
Although I’ve been here before, he’s just too hard to forget. 
Embora eu já tenha vindo aqui antes, ele é muito difícil de esquecer. 
 
I guess I’ll never be the same since I won this medal. 
Eu acho que eu nunca mais serei o mesmo desde que eu ganhei essa medalha. 
 
They are watching TV while my mom is making dinner. 
Eles estão assistindo TV enquanto a minha mãe está fazendo o jantar. 
 
If you leave her, she will die. 
Se você deixá-la, ela morrerá. 
 
I’m proud of you because you passed the exam. 
Eu estou orgulhoso de você porque você passou no exame. 
 
Talk to me before you leave. 
Fale comigo antes de partir. 
 
Once you go there, you never forget it. 
Uma vez que você vai lá, você nunca esquece. 
 
When I see you smile, I can do anything. 
Quando eu vejo você sorrindo, eu consigo fazer qualquer coisa. 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
As orações podem ir em qualquer ordem, ou seja, tanto uma oração dependente como 
uma independente podem começar a frase, mas o que nunca muda é que a conjunção 
subordinada é a primeira palavra da oração dependente. 
 
CONJUNÇÕES CORRELATIVAS 
As conjunções correlativas estão sempre em grupo. Elas vêm em pares e você precisa 
utilizar ambas em lugares diferentes em uma oração para fazer sentido. 
Por esse motivo, elas têm esse nome justamente pelo fato delas trabalharem juntas (co-) 
e por relacionar um elemento de uma sentença com outro (relação). 
Sua correlação sempre denota igualdade, e mostra a relação entre as ideias expressas em 
diferentes partes da sentença: 
 
 
Vejamos alguns exemplos: 
 
 
 
as . . . as [como . . . como] 
both . . . and [ambos . . . e] 
either . . . or [ou . . . ou] 
hardly . . . when [dificilmente. . . quando] 
if . . . then [se . . . então] 
just as . . . so [assim como . . . assim] 
neither . . . nor [nem . . . nem] 
no sooner . . . than [não antes . . . do que] 
not . . . but [não . . . mas] 
not only . . . but also [não somente . . . mas também] 
rather . . . than [em vez . . . do que] 
scarcely . . . when [mal . . . quando] 
what with . . . and [o que com . . . e] 
whether . . . or [se. . . ou] 
 
 
 
 
I didn’t know whether you’d want the pizza or hamburger, so I got you both. 
Eu não sabia se você iria querer pizza ou hamburger, então eu peguei os dois para você. 
 
I want either the pizza or the hamburger. 
Eu quero ou a pizza ou o hamburger. 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
Há ainda uma outra conjunção, chamada de conjunção adverbial. 
Ela estabelece uma ideia de conjunção que une duas orações, entretanto, por ter valor de 
advérbio, não é comum que ela apareça junto às demais conjunções. 
As conjunções adverbiais mais comuns (apesar de pouco usadas) e que podem aparecer 
em alguma prova de vestibular são: 
SIMILARES A AND SIMILARES A BUT SIMILARES A SO 
ALSO 
(Também) 
CONVERSELY 
(Inversamente) 
ACCORDINGLY 
(Consequentemente) 
BESIDES 
(Além de) 
HOWEVER 
(Contudo) 
CONSEQUENTLY 
(Por conseguinte) 
FURTHERMORE 
(Além disso) 
INTEAD OF 
(Ao invés) 
HENCE 
(Portanto) 
LIKEWISE 
(Além disso) 
NEVERTHELESS 
(Não obstante) 
MEANWHILE 
(Enquanto isso) 
 OTHERWISE 
(Caso contrário) 
THEREFORE 
(Portanto) 
 RATHER 
(Em vez) 
THUS 
(Assim) 
 STILL 
(Apesar) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTION WORDS/WH QUESTIONS 
Os Question Words são pronomes interrogativos utilizados para elaborar perguntas em 
Inglês. Eles são empregados antes dos verbos auxiliares e modais para se questionar algo. 
Vale lembrar que, em Português, podemos transformar qualquer afirmação em pergunta 
somente mudando a entonação, o que é diferente em Inglês, como você tem visto em nossas 
aulas e praticamos bem isso na aula de verbos, com os devidos auxiliares de cada tempo verbal. 
Muitas vezes, os question words são chamados Wh Questions porque eles contêm as letras 
“W” e “H” em sua estrutura, veja: What (O quê/qual), Which (O quê/qual), When (Quando), Who 
(Quem), When (Quando), Why (Por quê), HoW (Como), entre outros que estudaremos. 
 
WHAT 
What significa o quê/qual e é usado para perguntar sobre objetos, situações, assuntos 
diversos e tudo aquilo que não sabemos. É o Wh question mais genérico de todos e, 
consequentemente, o mais usado em textos dos mais variados tipos. 
A pergunta feita com WHAT é geral, como abaixo, qual é o seu nome, endereço, o que você 
gosta, que horas são e o que você faz, a resposta pode ser qualquer uma e não possui escolhas, 
como entre duas ou mais coisas que você goste. 
Se perguntar “o que você gosta?” – What do you like, a resposta pode ser o que vier em 
sua mente, diferente de WHICH, que veremos a seguir. 
 
WHAT
WHAT'S 
YOUR 
NAME? 
WHAT'S 
YOUR 
ADDRESS?
WHAT DO 
YOU LIKE?
WHAT 
TIME IS IT?
WHAT DO 
YOU DO?
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
WHICH 
Which também significa o quê/qual porém, é usado quando temos opções limitadas, 
escolhas. Enquanto what é usado para perguntas de um modo geral, o which é usado quando são 
oferecidas opções de respostas. 
Por exemplo, a pergunta sobre o que você gosta – “What do you like?”, usando o which, 
você provavelmente precisaria escolher algo que gosta, como: “Which do you like, pizza or ice-
cream?”, em que sua resposta tem que ser uma das duas ou mais opções. 
Veja outros exemplos: 
 
 
 
 
 
 
WHAT DO YOU EAT IN 
THE MORNING? WHICH DO YOU EAT IN THE 
MORNING, BREADOR TOAST?
WHICH
WHICH NAME 
DO YOU 
PREFER, TOM 
OR JOHN? 
WHICH CITY 
WOULD YOU 
LIVE, NEW 
YORK OR 
LONDON?
WHAT DO 
YOU LIKE IN 
THE 
MORNING, 
MILK OR 
JUICE?
WHICH KIND 
OF MOVIE DO 
YOU LIKE 
THE MOST, 
SUSPENSE OR 
DRAMA?
WHICH JOB IS 
BETTER, 
BEING A 
TEACHER OR 
A LAWYER?
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
WHEN 
When significa o quando e é usado para saber sobre tempo/período ou ocasião - quando 
algo aconteceu, acontece ou irá acontecer. 
 
 
WHERE 
Where significa onde e é usado para saber sobre local, localização. 
 
 
WHEN?
WHEN IS 
YOUR 
BIRTHDAY? 
WHEN DID 
YOU 
GRADUATE?
WHEN DO 
YOU GO TO 
THE GYM?
WHEN WILL 
YOU 
TRAVEL 
AGAIN?
WHEN ARE 
YOU GOING 
TO DECIDE?
WHERE?
WHERE IS 
YOUR 
SCHOOL? 
WHERE DO 
YOU WORK 
OUT?
WHERE DID 
YOU GO 
YESTERDAY?
WHERE 
WILL YOU 
GRADUATE?
WHERE CAN 
YOU LEAVE 
YOUR CAR?
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
WHY 
Why significa porquê e é usado para saber o motivo, a razão de algo acontecer, ter 
acontecido ou porque vai acontecer. A resposta é sempre because – why para perguntar e 
because para responder. 
 
 
WHO/WHOM 
Who e Whom significam quem, para saber sobre pessoas mas, são usados em diferentes 
situações – enquanto who tem a função de sujeito, whom tem a função de objeto, como vou 
mostrar abaixo. 
Se a pergunta for “Quem é o ator principal desse filme?”, é “Who is this movie main actor?” 
(a resposta do who será o ator, que é o sujeito da pergunta). 
Mas, se a pergunta for “Sobre quem é esse filme?”, é “Whom is this movie about?” (a 
resposta será sobre quem é o filme, sendo o sujeito da frase o filme e não sobre quem é). Sobre 
quem é o objeto. I o whom faz exatamente esse papel: de objeto direto ou indireto nas frases. 
E ainda podem aparecer, nos textos do vestibular, perguntas com a preposição “to” no 
final, como por exemplo: “To whom was she talking?” (Com quem ela estava falando?), também 
na função de objeto. Vejamos exemplos. 
 
WHY?
WHY ARE 
YOU TIRED? 
BECAUSE I 
STUDIED A 
LOT.
WHY DO YOU 
STUDY? 
BECAUSE I 
WANT TO BE 
APPROVED.
WHY DID 
YOU GET 
LATE? 
BECAUSE OF 
THE 
TRAFFIC.
WHY WILL 
YOU 
TRAVEL? 
BECAUSE IT'S 
MY 
VACATION.
WHY ARE 
YOU 
LEAVING? 
BECAUSE I 
HAVE TO GO. 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
 
 
WHOSE 
Whose significa de quem e é usado para saber quem é o dono de algo, para saber a quem 
pertence alguma coisa. É sempre seguido de um nome e um verbo. 
 
WHO?
WHOM?
WHO ARE 
YOU 
TALKING 
TO? 
WHO IS 
YOUR 
TEACHER? 
WITH 
WHOM DID 
YOU GO 
OUT? 
TO WHOM 
SHOULD I 
TALK? 
WHO IS THE 
AUTHOR? 
WHOM IS 
THIS STORY 
ABOUT?
WHOSE?
WHOSE 
PEN IS 
THIS? 
WHOSE 
TEACHE
R IS THE 
BEST? 
WHOSE 
ARE 
THOSE 
BOOKS? 
WHOSE 
CARDS 
ARE 
THOSE? 
WHOSE 
BOOK IS 
THIS?
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
HOW 
Usamos a Question Word HOW (como) quando queremos descrever a forma como algo é 
feito e a condição ou qualidade. Veja alguns exemplos abaixo e outros para melhor compreensão. 
 
 
Outros exemplos: 
How was your class? – Como está sua aula? 
How do you cook vegetables? – Como você cozinha verduras? 
How do you know his name? – Como você sabe o nome dele? 
How can I speak English fast? – Como eu posso falar Inglês rápido? 
 
How old: usado para perguntar a idade de alguém ou algo. 
How old is you mother? Quantos anos tem sua mãe? 
How old is this building? Quantos anos tem esse edifício? 
HOW?
HOW ARE 
YOU DOING? 
HOW MANY 
STUDENTS? 
HOW MUCH 
MONEY? 
HOW OLD 
ARE YOU? 
HOW FAR IS 
YOUR 
WORK? 
HOW TALL 
ARE YOU?
HOW BIG IS 
YOUR 
HOUSE? 
HOW OFTEN 
DO YOU 
STUDY? 
HOW HIGH IS 
THE 
MONUMENT? 
HOW FAST IS 
THAT BUS? 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
How long: usando para perguntar há quanto tempo, quanto tempo. 
How long have you been studying? Há quanto tempo você tem estudado? 
 
How far: usando para perguntar a distância entre uma coisa e outra. 
How far is the hotel from the school? Qual é a distância entre o hotel e a escola? 
 
How many: quantos – usado para substantivos contáveis, quando o plural é possível. 
How many students can you see? Quantos alunos você consegue ver? 
 
How much: quanto – usado para substantivos incontáveis, quando o plural não é possível. 
How much money do you need? Quanto de dinheiro você precisa? 
 
Preparei uma tabela para você: 
HOW MANY ...? HOW HIGH ...? 
(Quanto ...?) (Qual a altura ...?) > para objetos, seres inanimados 
HOW MUCH ...? HOW DEEP ...? 
(Quantos ...?) (Qual a profundidade ...?) 
HOW OLD ...? HOW FAST ...? 
(Quanto anos ...?) (Qual a velocidade ...?) 
HOW FAR ...? HOW WELL ...? 
(Qual a distância ...?) (Quão bem ...?) 
HOW LONG ...? HOW BIG ...? 
(Quanto tempo ...?) (Qual o tamanho ...?) 
HOW OFTEN ...? HOW COME ...? 
(Qual a frequência ...?) (Como ...?) > informal 
HOW TALL ...? 
(Qual a altura ...?) > para pessoas 
 
 
 
 
 
 
 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÕES 
 Você vai, agora, responder questões selecionadas de provas já realizadas em anos 
anteriores. Depois, como em todas as nossas aulas, haverá o gabarito e as questões comentadas. 
 Vamos começar com questões ESA, de acordo coma sua instituição escolhida e depois, 
vamos treinar de outras Carreiras Militares, para adquirir experiência e treinar vocabulário. 
QUESTÕES ESA 
Read the text and answer questions 01, 02 and 03 
Children who ate ‘cannabis sweets’ risked serious harm, say Surrey police 
Investigation begins after two boys, 12 and 13, and a girl, 12, were taken to hospital after falling unconscious 
Four children who were taken to hospital after eating sweets they thought contained cannabis 
are not believed to have suffered long-term effects, police have said. 
The youngsters were found vomiting uncontrollably and falling in and out of consciousness on 
Saturday afternoon on Pound Lane in Epsom, according to Surrey police. A 12-year-old girl, 12-
year-old boy and 13-year-old boy were taken to hospital by the South East Coast ambulance 
service and are lucky not to have been more seriously affected by whatever they ate, the police 
said. 
They suffered “a violent reaction from eating the jelly sweets that they believed contained 
cannabis”, police said. 
Another 12-year-old boy was taken to hospital by his family because he was also believed to have 
eaten the sweets. 
One of the 12-year-old boys was discharged from hospital late on Saturday and the other three 
were expected to leave on Sunday. The source of the sweets is still being investigated and police 
do not have a clear idea of what they look like, although a similar report from Friday night involved 
“jelly apple rings” which look like green jelly circles. 
DS Lisa Betchley said: “These children were incredibly lucky that they were not more seriously 
affected by whatever it was that they ate – and this is thanks, in great part, to the prompt actions 
of two medical students who happened to be nearby and assisted in the early stages, as well as 
the South East Coast ambulance service and hospital staff for their rapid response and treatment. 
(Adapted from https://www.theguardian.com/uk-news/2021/may/02/children-who-ate-cannabis-sweets-risked-serious-harm-say-surrey-police) 
 
QUESTÃO 01 (ESA/INÉDITA) – Concerning the information in the text, is correct to state that(A) The impacts caused by the food eaten by the children are likely to be short-term 
(B) The children's symptoms were severe headaches and nausea 
(C) The content of the sweets is still completely unknown 
(D) What happened to the children reached the worst possible scenario 
(E) The children were saved, mainly, by the small amount of toxic food ingested 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 02 (ESA/INÉDITA) – In the sentence “One of the 12-year-old boys was discharged 
from hospital late on Saturday and the other three were expected to leave on Sunday” 
(paragraph 4), the word “discharged” means 
(A) Accomplished 
(B) Done 
(C) Dismissed 
(D) Retired 
(E) Hospitalized 
 
QUESTÃO 03 (ESA/INÉDITA) – The words ATE and WERE are 
(A) Regular verbs 
(B) Not verbs 
(C) Modal verbs 
(D) From different grammatical classes 
(E) Irregular verbs 
 
Read the text and answer questions 04 and 05 
Will Covid-19 vaccines reduce virus transmission? 
Vaccinated people can still get infected, but they are less likely to pass it on 
There are two ways that getting vaccinated can slow the spread of the virus. First, _______ (1) 
can help prevent you getting infected. Second, even if you are unlucky and catch the virus, it may 
reduce the risk of passing it on. It is crucial to understand how big these benefits are. 
Two huge new studies have taken advantage of the successful UK vaccine rollout. An Oxford-ONS 
analysis _______ (2) more than 370,000 survey participants found infections were reduced by 
65% after a single dose. For protection against the virus, one dose was similar _______ (3) having 
had a prior infection. There was no major difference between the two available vaccines. 
Curiously, infection rates were lower up to three weeks before the jab. Did the virus have magical 
pre-cognition and keep away? More plausible is the idea of “reverse causation”. People can have 
the vaccination only if they have not tested positive or shown recent symptoms, so it is inevitable 
there were fewer recorded infections before vaccinations took place. Statistics can be tricky 
things. 
Most important, the studies showed that if you are infected after vaccination, it tends to be much 
milder, both in terms of self-reported symptoms and viral load. 
If vaccinated people develop a weaker infection, then they might be less likely to pass on the virus. 
(Adapted from https://www.theguardian.com/theobserver/commentisfree/2021/may/02/vaccinated-people-less-likely-to-pass-covid-on) 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 04 (ESA/INÉDITA) – Concerning the information in the text, is correct to say that 
(A) The vaccine completely prevents the organism from being infected by the virus 
(B) Vaccines have the potential to significantly reduce the rate of virus infection 
(C) The first dose of the vaccine starts to take effect when the second dose is applied 
(D) The two vaccines studied and cited in the text had significant differences in their results 
(E) The drop in the rate of infections in the period prior to vaccine doses occurred by pure 
coincidence 
 
QUESTÃO 05 (ESA/INÉDITA) – In the sentence “Did the virus have magical precognition and 
keep away? More plausible is the idea of ‘reverse causation’” (paragraph 3), the word 
“plausible” means 
(A) Reasonable 
(B) Improbable 
(C) Irrational 
(D) Partial 
(E) Impartial 
 
QUESTÕES EPCAR 
Directions: Answer questions 01 to 05 according to TEXT 
Why We Must Improve Vaccine Manufacturing Before the Next Pandemic 
It should worry everyone that experts surveyed by TIME regarded both increasing funding in a 
post-COVID-19 world for vaccine development and scaling up of manufacturing capacity 
feasible—but improving equitable vaccine distribution was not. 
To stop the next pandemic in its tracks we need to ensure that people all over the world are 
protected quickly, and that will entail having all these pieces in place. The good news is, all these 
elements are feasible, and indeed starting to work today. 
On vaccine R&D, the Coalition for Epidemic Preparedness Innovations (CEPI), was set up with the 
precise purpose of identifying and investing in R&D for vaccines against emerging infectious 
diseases with epidemic potential. So, when it came to COVID-19, with CEPI’s and other R&D 
support, as well as industry engagement, the scientific and vaccine manufacturing community 
rallied, producing the first safe and effective vaccine in record time—just 327 days. Today we have 
not just one but 15 in widespread use. 
Increased investment now could get us there even faster the next time, particularly given the 
potential of the relatively new RNA vaccine technologies that have proved so effective with 
COVID-19. These plug-and-play vaccine technologies not only make it possible to identify and 
develop antigens rapidly, but much of the regulatory testing and approval can be done in advance, 
even before we know what the threat is. 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
As for manufacturing, it may be difficult to immediately discern when there are severe supply 
shortages, but the world has actually rapidly built up manufacturing capacity during COVID-19. 
Waiving intellectual property has been talked about a lot as a potential solution for boosting 
production. But the growth we have seen in the past year has been achieved through technology 
transfers, where both the intellectual property and the vital know-how needed to make vaccines 
is shared between manufacturers. 
However, we need to do more. Given the extremely large number of doses needed during a 
pandemic, export bans of vaccines and essential components and supply bottlenecks have led to 
a vaccine divide. Currently, more than a third of adults in high-income countries have now been 
vaccinated, while less than 1% of those in low-income countries have had their first jab. 
To prevent this kind of scenario from happening the next time round and ensure that those most 
at risk are prioritized wherever they are, it is not distribution channels we are lacking, but global 
manufacturing capacity. We already have highly effective distribution channels, through COVAX 
and its partners, and we already have access to doses, enough to protect 1.8 billion people in 
lower-income economies by early next year, enough to protect almost 30% of people in these 
countries. 
But through investments now to increase global manufacturing capacity, particularly in emerging 
economies, and support of technology transfers, the next time a pandemic strikes we can get 
there sooner. 
(Adapted from https://time.com/6072101/improve-vaccine-manufacturing/) 
 
QUESTÃO 01 (EPCAR/INÉDITA) – Mark the option that can replace the word “improve” in the 
title without changing its meaning 
A) Blow 
B) Help 
C) Recuperate 
D) Enhance 
 
QUESTÃO 02 (EPCAR/INÉDITA) – We can deduce from the first paragraph that 
A) Experts do not believe that increasing manufacturing capacity is feasible 
B) Improving an equitable distribution of vaccines should be considered feasible 
C) Investment in vaccine development is not appropriate in the post-pandemic world 
D) There was an equitable distribution of vaccines in the COVID-19 pandemic 
 
 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 03 (EPCAR/INÉDITA) – Mark the option with the suitable question to answer the 
underlined fragment below 
“To stop the next pandemic in its tracks we need to ensure that people all over the world are 
protected quickly, and that will entail havingall these pieces in place”. 
A) How will mass vaccination work in a possible next pandemic? 
B) How can the next pandemic occur? 
C) What can be done to stop a possible next pandemic from going forward? 
D) What are the advantages of vaccination? 
 
QUESTÃO 04 (EPCAR/INÉDITA) – Mark the option that can replace the underlined word keeping 
the same meaning 
“To stop the next pandemic in its tracks we need to ensure that people all over the world are 
protected quickly, and that will entail having all these pieces in place”. 
A) Exclude 
B) Encompass 
C) Indeed 
D) Rid 
 
QUESTÃO 05 (EPCAR/INÉDITA) – Mark the alternative that can answer the question below 
according to the text 
How was the COVID-19 vaccine development process? 
A) It was unusually fast and effective 
B) It was fast, like all vaccine development 
C) It was time-consuming but effective 
D) It was time-consuming and ineffective 
 
QUESTÕES EFOMM 
Online school to continue into next academic year amid risk of further disruption 
A virtual school will stay open for at least most of the next academic year amid a rise in the number 
of pupils selfisolating. 
Oak National Academy has been used by pupils and teachers to support remote learning - which 
has taken place during lockdowns and - during the Covid pandemic. 
The Reach Foundation, which the school is part of, said it will keep operating at no cost for at least 
the next two terms. 
The charity said this will help teachers to plan for the start of the next academic year by being 
able to access Oak National Academy’s online lessons and learning resources. 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
The announcement comes against a backdrop of rising Covid infections in the UK and the large 
numbers of children self-isolating as the school year drew to a close. 
More than one million children were out of school last week due to Covid-related reasons - such 
as a positive test, suspected Covid case or being told to isolate - just before schools broke up for 
the summer holiday. 
In the final weeks of term, over 300,000 pupils used Oak National Academy’s online learning 
lessons and resources. 
Schools are already considering what measures they may need to put in place should pupils test 
positive, or they are asked to self-isolate in the next academic year. 
The extension of the virtual school into the autumn and spring terms is backed by £2.1m in funding 
from the Department for Education (DfE). 
Ed Vainker from the Reach Foundation - which has incubated Oak since its launch - said the charity 
understood teachers wanted the online school to continue. 
“We are also mindful that Covid-19 will be with us in some form for the foreseeable future, and 
the autumn and winter may bring further disruption,” the chief executive said. 
“I’m therefore pleased the DfE will continue to support Oak, so it remains open and free as part 
of resilience planning for the next two terms.” 
Nick Gibb, the schools minister, said: “From being set up by a small group of teachers in under 
two weeks, Oak National Academy has become one of the great success stories as we tackle the 
pandemic.” 
He said the online school helped millions of pupils and teachers while most children were not 
allowed to set foot in school during a lockdown last spring and one at the start of this year. 
But even since after all students were allowed back on since in March, Oak National Academy said 
30,000 teachers have used its services a week, with demand rising amid the spread of the Delta 
variant. 
“The impact Oak has made and the good it has done for the sector and children is immeasurable, 
and we will now look for the best way to harness that for the future,” Mr Gibb added. 
https://www.independent.co.uk/news/education/education-news/uk-online-school-two-terms-b1888491.html 
 
QUESTÃO 01 (EFOMM/INÉDITA) – In the extract from the text: “The announcement comes 
against a backdrop of rising Covid infections in the UK [...]” (paragraph 5). The word in bold is 
closest in meaning to 
A) Scenery 
B) Decrease 
C) Increase 
D) Scene 
E) View 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 02 (EFOMM/INÉDITA) – In the extract from the text: “We are also mindful that Covid-
19 will be with us in some form for the foreseeable future, and the autumn and winter may 
bring further disruption” (paragraph 12), the verb “to bring” means 
A) To refuse 
B) To carry 
C) To hold 
D) To serve 
E) To consider 
 
QUESTÃO 03 (EFOMM/INÉDITA) – What is true according to the text? 
A) Despite the increase in the number of self-isolated students, a virtual school has decided to 
close its doors 
B) Oak National Academy lost its popularity during the period of social isolation resulting from 
the Covid-19 pandemic 
C) More than a million students were out of school last week because of the summer break 
D) The next school year will not need to have protective measures against Covid-19 
E) Given the pandemic conditions, Oak will continue to act as a great help to students and 
teachers 
 
QUESTÃO 04 (EFOMM/INÉDITA) – In the extract from the text: “[…] which has incubated Oak 
since its launch […] (paragraph 10), the word “which” refers to 
A) Reach foundation 
B) Oak 
C) Ed Vainker 
D) Teachers 
E) Department for Education 
 
Read the text below to answer question 05: 
Cannabis part of the future says tobacco giant 
The UK's largest tobacco firm says it __________ cannabis as part of its future as it tries to move 
away from selling traditional cigarettes. British American Tobacco said it wanted to "accelerate" 
its transformation by reducing the health impact of its products. 
https://www.bbc.com/news/business-57995285 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 05 (EFOMM/INÉDITA) – Fill in the blank with the suitable verb 
A) Is seeing 
B) Saw 
C) Sees 
D) Was seeing 
E) Will see 
 
Read the text below to answer questions 06 and 07: 
A Belgian chocolate company is now ____ 3D printers which allow the company to create more 
intricate, difficultto-mould chocolates. The chocolates are intended for people who seek original 
designs. 
The chocolate is melted before _____ poured into a syringe which is attached to the printer and 
since the chocolates are hard to transport, the company _____ to open other shops around the 
world. 
https://www.newsinlevels.com/products/chocolate-3d-printing-level-3/ 
 
QUESTÃO 06 (EFOMM/INÉDITA) – Which is the correct way to complete the text above? 
A) Using / being / hopes 
B) Uses / being / hoped 
C) Uses / being / is hoping 
D) Using / being / was hoping 
E) Using / being / had hoped 
 
QUESTÃO 07 (EFOMM/INÉDITA) – In “…which allow the company to create more intricate…”, 
the word in bold means 
A) Hard 
B) Intriguing 
C) Fancy 
D) Complex 
E) Perplexing 
 
QUESTÃO 08 (EFOMM/INÉDITA) – Which is the correct way to complete the paragraph below? 
The small town of Pelhrimov in the Czech Republic _______ thousands of strange records and 
hosted a festival to show them off. Some of the records were racing with folding ladders and 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
folding pink scarves. The president of the festival _______ that he was happy to have people come 
and understand the ‘essence’ of what the people in this town _______. He wants to show that life 
is more than being on Facebook or sitting at a computer. It is good to do something! 
Adapted from: https://www.newsinlevels.com/products/town-has-strange-records-level-3/ 
 
A) Holds / said / do 
B)Holds / says / do 
C) Hold / said / do 
D) Holds / said / does 
E) Holds / says / does 
 
Read the text below to answer questions 09 and 10: 
Jeff Bezos, _______ richest man ________ __ Earth, visited space on Tuesday. He and three other 
crew members soared about 107 kilometers above the Texas desert aboard his company Blue 
Origin´s New Shepard rocket. 
_______ historic unpiloted sub-orbital flight helped to inaugurate a new era of private commercial 
space tourism. The trip to the edge of space lasted about 10 minutes and 20 seconds, including a 
few minutes of weightlessness. The crew included his brother Mark, Wally Funk, an 82-year-old 
pioneering female aviator, and Oliver Daemen, an 18-year-old Dutch physics student. 
Bezos, who recently stepped down as Amazon´s CEO, thanked employees and customers _______ 
the company that he founded, saying that their hard work and Amazon purchases had made his 
space flight possible. His words sparked criticism, with some politicians saying that Amazon 
abused its market power to hurt small businesses. They also said Bezos should have spent 
_______ money to pay his workers fairly and protect their health. 
https://www.newsinlevels.com/products/the-worlds-richest-man-visits-space-level-3/ 
 
QUESTÃO 09 (EFOMM/INÉDITA) – Fill in the blank with the suitable prepositions 
A) A / in / a / of / the 
B) The / on / an / of / a 
C) The / in / a / of / the 
D) A / on / a / of / the 
E) The / on / a / of / the 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 10 (EFOMM/INÉDITA) – In “…an 82-year-old pioneering female aviator…”, the 
expression in bold means 
A) The first person in a row 
B) The first person to do something 
C) The last person to do something 
D) The most important person to do something 
E) The least important person to so something 
 
QUESTÕES EEAR 
Read Text I to do questions 01, 02 and 03 based on it. 
Text I 
We must not let hope abandon us, because God, with his love, walks with us. “I hope, because 
God is beside me”: we can all say this. Each one of us can say: “I hope, I have hope, because God 
walks with me.” He walks and he holds my hand. God does not leave us to ourselves. The Lord 
Jesus has conquered evil and has opened the path of life for us. Let us allow the Lord to teach us 
what it means to hope. ___________, let us listen to the words of Sacred Scripture, beginning 
with the prophet Isaiah, the great messenger of hope. 
By Pope Francis 
 
QUESTÃO 01 (EEAR/INÉDITA) – “We must not let hope abandon us” The underlined modal verb 
expresses the idea of: 
(A) prohibition 
(B) obligation 
(C) possibility 
(D) suggestion 
(E) deduction 
 
QUESTÃO 02 (EEAR/INÉDITA) – The pronoun his, (line 1), is classified as: 
(A) object pronoun 
(B) possessive pronoun 
(C) possessive adjective 
(D) subject pronoun 
(E) reflexive pronoun 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 03 (EEAR/INÉDITA) – Fill in the blank with the suitable option: 
(A) Besides 
(B) Because 
(C) Although 
(D) Therefore 
(E) However 
 
Read text II and answer questions 04 and 05 based on it. 
Text II 
 
 
QUESTÃO 04 (EEAR/INÉDITA) – What is the main verb tense used in the text above? 
(A) Simple Past 
(B) Past Perfect 
(C) Simple Present 
(D) Past Perfect Continuous 
(E) Present Perfect Continuous 
 
QUESTÃO 05 (EEAR/INÉDITA) – Choose the best alternative according to the dialogue in the 
cartoon 
(A) The boy does not seem irritated by the attitude of his cat and dog. 
(B) According to the boy, Garfield was happy and thin because he had had a good breakfast. 
(C) We can see in the text that the boy was being ironic and he was irritated by the attitude of 
the dog and the cat. 
(D) Garfiel fails to realize that he had done something wrong. 
(E) The dog ate the boy's breakfast while garfield chewed up his slipper. 
 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 06 (EEAR/INÉDITA) – Choose the option with the correct tag questions for the 
sentences below. 
1) Listen to me, _________________? 
2) Let's go to the movies, _______________? 
3) I’m right, ________________? 
(A) won’t you / won’t we / aren’t. 
(B) won’t you / shall we / aren’t I. 
(C) will you /shall we / aren’t I. 
(D) will you / won’t we / am I not. 
(E) will you / shan’t we / am I not. 
 
Read text III and answer questions 07 and 08 based on it. 
Text III 
Adele – Someone Like You 
I heard that you're settled down 
That you found a girl and you're married now 
I heard that your dreams came true 
Guess she gave you things, I didn't give to you 
Old friend, why are you so shy? 
Ain't like you to hold back or hide from the light 
I hate to turn up out of the blue, uninvited 
But I couldn't stay away, I couldn't fight it 
I had hoped you'd see my face 
And that you'd be reminded that for me, it isn't over 
(Adapted from https://www.letras.mus.br/adele/1778689/) 
 
QUESTÃO 07 (EEAR/INÉDITA) – What is the main verb tense used in the first paragraph of the 
text above? 
(A) Present Perfect. 
(B) Past Perfect. 
(C) Simple Present. 
(D) Past Perfect Continuous. 
(E) Simple Past. 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 08 (EEAR/INÉDITA) – In the excerpt “I hate to turn up out of the blue, uninvited” the 
expression in bold means 
(A) blue as the sky. 
(B) unexpectedly. 
(C) once in a blue moon. 
(D) rarely. 
(E) promptly. 
 
QUESTÃO 09 (EEAR/INÉDITA) – Choose the option that contains only uncountable nouns 
(A) beauty, iron, information, newspaper, baggage. 
(B) beauty, bee, information, newspaper, wool. 
(C) song, iron, information, paper, wool. 
(D) song, bee, information, newspaper, baggage. 
(E) beauty, iron, information, paper, wool. 
 
Read text IV and answer question 10 based on it. 
Text IV 
There’s no end to the benefits of donating blood for those who need it. 
According to the American Red Cross, one donation can save as many as three lives, and someone 
in the United States needs blood every two seconds. 
It turns out that donating blood doesn’t just benefit recipients. There are health benefits for 
donors, too, on top of the benefits that come from helping others. 
Donating blood has benefits for your emotional and physical health. According to a report by the 
Mental Health Foundation, helping others can: reduce stress, improve your emotional well-being, 
benefit your physical health, help get rid of negative feelings, provide a sense of belonging and 
reduce isolation. 
Research has found further evidence of the health benefits that come specifically from donating 
blood. 
 
QUESTÃO 10 (EEAR/INÉDITA) – “According to a report by the Mental Health Foundation, 
helping others can: reduce stress, […], help get rid of negative feelings […]”. The expression “get 
rid of” in bold in the text means 
(A) put away 
(B) throw away 
(C) put up with 
(D) find out 
(E) work out 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÕES EAM 
Read the following text to answer questions 01 to 07. 
Lost Dog 
Sam saw a dog on the sidewalk. The dog looked lost. Sam approached the dog and patted its head. 
The dog wagged his tail. The dog had a collar. Sam looked at the collar and it read the dog's name. 
Its name was Spike. Spike was a small dog and looked well-groomed. “Come on, Spike,” he said to 
the dog. The dog followed him home. He brought the dog upstairs to his room. He had a jar of 
dog food because heused to have a dog. He poured the dog food into a bowl and placed it in front 
of Spike. Spike started eating. “I'll take care of you, Spike,” he said to the dog. He knew the dog 
did not belong to him. He printed posters of Spike that said “Found Dog”. He went around hanging 
the poster but nobody came to find Spike. 
(Adapted from <https://www.eslfast.com/begin2/b2/b2014.htm>) 
 
QUESTÃO 01 (EAM/INÉDITA) – Where did Sam most likely find Spike? 
(A) At an animal shelter. 
(B) At his home. 
(C) On his front porch. 
(D) On the street. 
(E) At a market. 
 
QUESTÃO 02 (EAM/INÉDITA) – Spike looked like 
(A) a stray dog. 
(B) it was not well-cared. 
(C) a dog of a big breed. 
(D) it was not lost. 
(E) it had an owner. 
 
QUESTÃO 03 (EAM/INÉDITA) – How many people reached Sam looking for Spike? 
(A) zero 
(B) many. 
(C) two. 
(D) some. 
(E) much. 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 04 (EAM/INÉDITA) – Did Sam feed the dog? 
(A) No, he didn’t. 
(B) No, he did. 
(C) Yes, he did. 
(D) Yes, he fed. 
(E) Yes, he’s feeding. 
 
QUESTÃO 05 (EAM/INÉDITA) – Read the following sentence. Sam looked at the collar and it 
read the dog's name. The pronoun IT refers to: 
(A) Sam. 
(B) the dog. 
(C) the collar. 
(D) name. 
(E) the dog’s name. 
 
QUESTÃO 06 (EAM/INÉDITA) – Mark the option that is FALSE about the text. 
(A) Sam was Spike’s dog. 
(B) Spike was not Sam’s dog. 
(C) Spike seemed lost. 
(D) Spike was little. 
(E) Spike went to Sam’s home. 
 
QUESTÃO 07 (EAM/INÉDITA) – Read the following sentence. Its name was Spike. The possessive 
adjective ITS refers to: 
(A) the man. 
(B) the dog. 
(C) the dog’s owner. 
(D) the collar. 
(E) Sam. 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 08 (EAM/INÉDITA) – Which items of clothing can you see in the picture below? 
 
 
(A) shoes, t-shirt, dress, shorts. 
(B) sneakers, shirt, dress, shorts. 
(C) shoes, suit, dress, trousers. 
(D) sneakers, tuxedo, blouse, shorts. 
(E) shoes, shirt, skirt, pants. 
 
QUESTÃO 09 (EAM/INÉDITA) – Mark the option that completes the sentences with the right 
form of the verbs in parenthesis, respectively. 
Lucy __________ (to go) to the gym every day, but she __________ (to go) this morning, 
because she was __________ (to feel) sick. 
(A) goes / went / feeling 
(B) gos / didn’t go / felt 
(C) going / went / feeling 
(D) goes / didn’t go / feeling 
(E) go / didn’t go / feels 
 
QUESTÃO 10 (EAM/INÉDITA) – Mark the option that completes the blanks with the right 
preposition of time or place. 
I arrived __________ New York __________ noon. 
(A) in / on 
(B) at / at 
(C) at / in 
(D) on / at 
(E) in / at 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÕES COLÉGIO NAVAL 
Read the text and answer the following questions 01 – 02. 
Inflation: Used cars and food push US prices higher 
Consumer prices jumped 5.4% in the 12 months to the end of June, up from 5% _______ previous 
month. 
It marks the biggest 12-month increase _______ August 2008, according to the US Labor 
Department. 
Inflation, which measures the rate at which cost of living increases, has been rising as the economy 
reopens from coronavirus lockdowns. 
It has sparked fears that prices _______ increasing too quickly, which could prompt the Federal 
Reserve to push up interest rates or pull back on pandemic support earlier than expected. 
However, some economists and the Federal Reserve say that the inflationary pressures will be 
temporary. 
Used vehicles accounted for one-third of the increase in the Consumer Price Index (CPI) _______ 
June, the Labor Department said _______ Tuesday. 
But prices also reflected a broader surge in consumer demand as restrictions eased, with the costs 
of meals in restaurants and cafes, hotel stays and airline tickets all rising last month. 
(https://www.bbc.com/news/business-57573387) 
 
QUESTÃO 01 (COLÉGIO NAVAL/INÉDITA) – In the title we can affirm that the prices are 
(A) increasing 
(B) dropping down 
(C) decreasing 
(D) at the same level 
(E) in equal measures 
 
QUESTÃO 02 (COLÉGIO NAVAL/INÉDITA) – Compete the gap in the sentence: “5% ____ previous 
month.” 
(A) a 
(B) an 
(C) the 
(D) of 
(E) no article 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 03 (COLÉGIO NAVAL/INÉDITA) – Complete the blank space: “_____ August 2008” 
(A) from 
(B) with 
(C) for 
(D) since 
(E) about 
 
QUESTÃO 04 (COLÉGIO NAVAL/INÉDITA) – In the sentence, “Inflation, which measures the rate 
cause 
(…)”, the word in bold refers to 
(A) rate 
(B) cause 
(C) the 
(D) measures 
(E) inflation 
 
QUESTÃO 05 (COLÉGIO NAVAL/INÉDITA) – In, “which could prompt the Federal Reserve to push 
up interest rates”. The underline verb gives an idea of 
(A) obligation 
(B) possibility 
(C) ability 
(D) advice 
(E) permission 
 
QUESTÃO 06 (COLÉGIO NAVAL/INÉDITA) – The correct statement according to the text is 
(A) The cost of living is not a currently problem in the US. 
(B) Specialists say that inflation will be temporary. 
(C) Used vehicles were not affected by this situation. 
(D) Food department didn’t have any inflation grow. 
(E) The prices are getting down now. 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 07 (COLÉGIO NAVAL/INÉDITA) – The word “however”, in bold in the text can be 
replaced by 
(A) also 
(B) otherwise 
(C) nevertheless 
(D) so 
(E) then 
 
QUESTÃO 08 (COLÉGIO NAVAL/INÉDITA) – “It has sparked fears that prices ____ increasing too 
quickly.” The correct verb form to fill in the blank. 
(A) is 
(B) to be 
(C) will be 
(D) are 
(E) do 
 
QUESTÃO 09 (COLÉGIO NAVAL/INÉDITA) – The expression, “coronavirus lockdowns”, means 
I. Restriction of going and getting back. (Restrições de ir e vir) 
II. The virus itself will lock people at home. (O virus por si mesmo trancou as pessoas em casa) 
III. People are with some situations restricted by the global disease. (As pessoas estão com 
alguma restrições pela doença global) 
(A) All of them are correct. 
(B) I and III are incorrect. 
(C) II and III are correct. 
(D) II is correct, but III is incorrect. 
(E) I and III are correct. 
 
QUESTÃO 10 (COLÉGIO NAVAL/INÉDITA) – “___ June, the Labor Department said ___ Tuesday.” 
Complete the spaces with the suitable prepostitions 
(A) in / on 
(B) in / in 
(C) on in 
(D) at / in 
(E) in / at 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÕES AFA 
Read Text I to do questions 01, 02 and 03 based on it 
Text I 
February’s Gonna Be a Big Month for Mars On the 9th, the first of three spacecraft will arrive 
at the Red Planet and inaugurate a new era of Martian exploration. 
 
_______ FEBRUARY 9, the United Arab Emirates’ Hope spacecraft is expected to enter orbit 
around Mars after a six-month, 300-million-mile journey from Earth. It will mark the beginning of 
a historic month for the Red Planet, which will see three separate national missions enter orbit or 
touch down on the surface. Two of the countries behind these missions, the UAE and China, will 
be visiting Mars for the first time; they will become the fifth and sixth countries to pull off that 
feat, respectively. The third mission, launched _______ NASA, is expected to become the United 
States’ 15th mission to successfully orbit or land on Mars. 
The UAE is theonly country that will not attempt a soft landing during the February Mars invasion. 
Instead, its Hope orbiter will study the Martian atmosphere from more than 12,000 miles above 
the surface. Planetary scientists hope that the UAE’s robo-meteorologist will fill in gaps in our 
understanding of the Martian climate and help validate environmental data captured by rovers 
and landers on the ground. For the country’s first foray into deep-space exploration, the UAE 
space agency worked with an international team of researchers at the University of Colorado, 
Boulder, to help plan the mission and build the spacecraft. 
“There’s really no point in exploring outer space without adding to knowledge, and we’ve never 
run a science mission,” Sarah bint Yousef Al Amiri, the UAE minister of state for advanced sciences 
and science lead for the Emirates Mars Mission, said during a press conference last week. “It 
wasn’t an easy journey, but it was such an enjoyment to rethink how you develop a planetary 
exploration mission.” 
The Hope spacecraft will be the first new orbiter around Mars since the European Space Agency’s 
ExoMars spacecraft arrived in 2016, but it won’t be the newcomer for long. China’s Tianwen-1 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
mission—which is a lander, rover, and orbiter rolled up into one—is expected to arrive less than 
a day later. China’s space agency has been quiet about its plans for visiting the Red Planet, but 
the craft is expected to attempt a landing shortly after it achieves orbit. 
Unlike NASA’s car-sized Mars rovers Curiosity and Opportunity, China’s Tianwen-1 rover is small 
enough to stow away inside the stationary lander that will carry it to the surface. Once it has safely 
touched down, the six-wheeled rover will detach itself from the lander and spend the next three 
months exploring its landing site, Utopia Planitia, the planet’s largest impact crater. The rover and 
lander will both relay data _______ the surface to the Tianwen-1 orbiter, which will send it back 
to Earth. Although the Chinese National Space Administration hasn’t provided a lot of details 
about the exact scientific goals of its mission, a paper about it published last year in Nature 
Astronomy says the agency’s goal is to “perform a global and extensive survey of the entire 
planet.” 
On February 18, a little more than a week after this robotic delegation arrives, NASA’s 
Perseverance rover is expected to touch down. This will involve a harrowing descent to the 
surface, during which the rover must reduce its speed from more than 10,000 miles an hour to 
just a few feet per second over the course of 15 minutes. The descent will end with some aerial 
acrobatics, during which a rocket-powered sky crane will gently deposit the rover on the surface 
while hovering a few dozen feet above the ground. 
“Don’t let anybody tell you different—landing _______ Mars is hard to do,” John McNamee, 
project manager for the Perseverance mission at NASA’s Jet Propulsion Laboratory, said in a 
statement. “But the women and men on this team are the best in the world at what they do. 
When our spacecraft hits the top of the Mars atmosphere at about three and a half miles per 
second, we’ll be ready.” 
Perseverance is essentially a nuclear-powered self-driving car, and its primary mission is to collect 
samples that will be picked up by another spacecraft later this decade and returned to Earth. With 
any luck, this red dust will contain evidence that Mars once hosted microbial life. But whether 
scientists will recognize extraterrestrial life when they see it remains an open question. Aside from 
hunting for aliens, Perseverance will also enable a first-of-its-kind technology demonstration 
involving a small helicopter called Ingenuity. A few days after landing, Perseverance will jettison 
the helicopter in a clearing where it will attempt several short flights. If it works, it will be the first 
time an aircraft has flown on another planet. 
The arrival of three national missions on Mars within two weeks of one another is a historic 
moment in the history of space exploration. It underscores the rapid development of space 
capabilities around the world and the true internationalization of planetary exploration. Mars was 
once the exclusive stomping grounds of the United States and the Soviet Union, but it is now also 
an accessible destination for the European Union, Japan, India, the UAE, and China. Getting to 
Mars is still a major challenge—historically only 40 percent of Mars missions have been 
successful—and there’s no guarantee that all three missions will succeed in their objectives. But 
launching a trio of spacecraft to our closest planetary neighbor is a major achievement and bodes 
well for the future of space exploration. 
(Adapted from https://www.wired.com/story/februarys-gonna-be-a-big-month-for-mars/) 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 01 (AFA/INÉDITA) – Which is the correct option to complete the gaps in the text? 
(A) On – by – from – on 
(B) At – to – from – by 
(C) On – by – to – by 
(D) In – by – on – by 
(E) In – to – to – on 
 
QUESTÃO 02 (AFA/INÉDITA) – According to the text, which option is correct? 
(A) The UAE and China had already visited Mars before, five or six times. 
(B) The UAE is not going to land on Mars. Rather than, its Hope orbiter will study the Martian 
atmosphere from space. 
(C) The United Arab Emirates’ Hope spacecraft will be studying mars soil for 6 months. 
(D) About six countries have already accomplished the feat of going to mars. 
(E) The arrival of five national missions to Mars two weeks apart is a historic moment in the 
history of space exploration. 
 
QUESTÃO 03 (AFA/INÉDITA) – “Although the Chinese National Space Administration hasn’t 
provided a lot of details about […]”. The highlighted word is closest in meaning to 
(A) However 
(B) Despite 
(C) Since 
(D) Even though 
(E) Besides 
 
Read Text ll to do question 04 based on it 
Text ll 
IN LOS ANGELES, the corner of Melrose and Harper has become a tourist destination to rival the 
Eiffel Tower, or the graffitied remains of the Berlin Wall. Rather than an architectural marvel or a 
piece of living history, people line up (or did, in pre-Covid times) to visit the bright pink exterior 
wall of Paul Smith, a clothing retailer. The wall—repainted every three months in the Pantone 
shade “Pink Ladies”—is the background to hundreds of thousands of photos, making it one of the 
most Instagrammed places in Los Angeles, and even the world. 
(Adapted from https://www.wired.com/story/fake-famous-review-instagram-influencers-documentary/) 
 
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TEACHER ANDREA BELO 
 
 
 
AULA 07 – LINKING WORDS (CONECTIVES) AND QUESTION WORDS (WH QUESTIONS) 
QUESTÃO 04 (AFA/INÉDITA) – Mark the option that correctly substitutes the expression rather 
than (line 02). 
(A) Instead of. 
(B) Despite of. 
(C) As well as. 
(D) In addition to. 
(E) At last. 
 
Read Text lll to do questions 05 and 06 based on it 
Text lll 
Russian Fabergé exhibition contains 'at least 20 fakes', expert says 
Andre Ruzhnikov accuses director Mikhail Piotrovsky of ‘destroying the authority of the museum’ 
A Russian museum __________ to close a Fabergé exhibition that contains items loaned from the 
personal collection of a billionaire, after a prominent expert said it contained more than a dozen 
fakes. 
In a letter, the art dealer Andre Ruzhnikov accused the Hermitage Museum’s director, Mikhail 
Piotrovsky, of “destroying the authority of the museum” by hosting the Fabergé: Jeweller to the 
Imperial Court show, which runs until 14 March. 
Ruzhnikov told the Guardian that