Apostila Inglês EPCAr-CMC-CPM-IFPR 2022

Prévia do material em texto

P
ág
in
a1
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
P
ág
in
a2
 
Sumário 
 AULA 1 – TEXT INTERPRETATION ............................................................... 3 
Exercícios de sala ........................................................................................................................................ 6 
 AULA 2 – ARTICLES .................................................................................... 8 
Exercícios de sala ...................................................................................................................................... 11 
 AULA 3 – NOUNS ..................................................................................... 12 
Exercícios de sala ...................................................................................................................................... 17 
 AULA 4 e 5 – PRONOUNS ........................................................................ 18 
Exercícios de sala ...................................................................................................................................... 22 
 AULA 6 – ADVERBS & QUANTIFIERS ......................................................... 24 
Exercícios de sala ...................................................................................................................................... 29 
 AULA 7 – GENITIVE CASE ......................................................................... 30 
Exercícios de sala ...................................................................................................................................... 31 
 AULA 8 e 9– VERB & VERB TENSES ......................................................... 32 
Exercícios de sala ...................................................................................................................................... 35 
 AULA 10 – MODAL VERBS ........................................................................ 44 
Exercícios de sala ...................................................................................................................................... 46 
 AULA 11 – PREPOSITIONS ....................................................................... 48 
Exercícios de sala ...................................................................................................................................... 50 
 AULA 12 – CONJUNCTIONS ...................................................................... 51 
Exercícios de sala ...................................................................................................................................... 57 
 AULA 13 – CONDICIONAL SENTENCES & PHRASAL VERBS ....................... 59 
Exercícios de sala ...................................................................................................................................... 61 
 AULA 14 – ACTIVE & PASSIVE VOICE ....................................................... 64 
Exercícios de sala ...................................................................................................................................... 65 
 AULA 15 – REPORTED SPEECH .................................................................. 67 
Exercícios de sala ...................................................................................................................................... 69 
 AULA 16 – QUESTION TAG ...................................................................... 70 
Exercícios de sala ...................................................................................................................................... 72 
 AULA 17 – NUMBERS .............................................................................. 74 
Exercícios de sala ...................................................................................................................................... 76 
 AULA 18 – ADJECTIVES ............................................................................ 77 
Exercícios de sala ...................................................................................................................................... 79 
 
 
 
 
P
ág
in
a3
 
 
 
1.1 Importance of text interpretation 
 Os concursos militares sempre têm a presença 
de, pelo menos, 1 texto em suas provas. 
 Ao observarmos a prova da EEAR, constatamos 
que ela possui textos de pequenos a médios. Já a 
prova da AFA possui um texto grande, contemplando 
todas as suas questões. Visto isso, observamos o 
quão importante é acertarmos todas as questões de 
interpretação de texto do concurso. 
 
1.2 Tips for success on English tests 
 Identifique seu nível de inglês e utilize materiais 
compatíveis. 
 Leia, leia e leia cada dia mais e melhor. 
 Evolua step by step. 
 Pratique a leitura de textos cada dia maiores e 
mais complexos (livros, sites, revistas, artigos, 
videogames...) 
 Evite usar dicionários a todo tempo (esqueça a 
tradução palavra por palavra). 
 Busque novas fontes de pesquisa e utilize 
diferentes mídias. 
 Anote o que for novo para você (estruturas 
verbais, palavras, expressões...). 
 Utilize técnicas de leitura 
 Faça provas anteriores para acostumar-se com o 
tamanho e a complexidade dos textos, além de 
identificar os assuntos que mais caem. 
 Sources: 
 bbc.co.uk 
 newsweek.com 
 boeing.com 
 theguardian.com 
 commitstrip.com 
 independente.co.uk 
 forbes.com 
 commonlit.org 
 nytimes.com 
 
 
 
1.3 Reading Techniques 
 Para dinamizarmos a nossa leitura e 
possamos responder as questões propostas com 
mais clareza e precisão, iremos utilizar algumas 
técnicas de leitura. Neste capítulo, iremos abordar 
quatro técnicas de leitura: 
01) Prediction: Técnica na qual o estudante, 
através de elementos do texto (title, subtitles, 
source, pictures) prevê o conteúdo o qual será 
abordado. Essa técnica ocorre antes do início da 
leitura, feita de forma instantânea e torna-se cada 
dia mais fácil conforme o aluno for ganhando mais 
bagagem de cultura geral. 
(ITA 2017) STARSHOT PROJECT: STEPHEN 
HAWKING AND MARK ZUCKERBERG 
LAUNCH MOST AMBITIOUS ALIEN-FINDING 
PROJECT EVER 
 Ao olharmos para o título do texto, 
observamos já o nome de duas pessoas famosas 
(Stephen Hawking – Físico/Pesquisador e 
Zuckerberg – Programador/empresário). 
Podemos imaginar então que trataremos de um 
texto que envolve ciência (universo, partículas, 
foguetes...) e tecnologia (inteligência artificial, 
foguetes, computadores...). 
 Naturalmente o vocabulário relacionado a 
technology/science/computers começará a fluir 
em sua mente. 
02) Skimming: Leitura rápida e dinâmica do 
texto, não se prendendo ao vocabulário. O 
objetivo dessa técnica é obter o sentido global do 
texto, a ideia central do que está sendo tratado. 
 Possível identificar o gênero textual que está 
sendo utilizado (romance, biografia, receita...). 
Em provas militares, normalmente há sempre 
uma questão sobre a ideia centraldo texto. 
 Identificar o tipo de narrador do texto 
(narrador externo, narrador personagem ...). 
 
 
 
TEXT INTERPRETATION
 
 
 
 
 P
ág
in
a4
 
 (EEAR BCT 2020) 
Can you recognize your emotions? 
If I ask you how you are feeling, you may answer: 
“I’m feeling good, I’m fine”! But what does that “good” 
or “fine” really mean? Would it mean fascinated, 
curious, balanced, joyful, encouraged, hopeful, 
motivated, happy? 
On the other hand you might also reply: “I’m 
feeling bad”, and, then, recognize that you are feeling 
bored, lonely, sorry, anxious, fearful, nervous, 
insecure or frustrated. 
The advantage of making such distinctions, rather 
than feeling “good” or “bad” is that your emotions 
indicate what you need to do to feel more satisfying. 
For example, if you are angry with a person, you 
can argue with him, you can request him to stop his 
offensive behavior or you can avoid him. You have 
choices. Recognize each of your emotions and pay 
attention to what they are communicating to you. 
 
According to the text, we can infer 
that______________________. 
a) Our emotions are divided only between good and 
bad 
b) It’s very easy to identify if our emotions are good 
or bad 
c) You have no choice when you are annoyed with 
somebody 
d) Our emotions may indicate what we need to do to 
feel happier 
03) Scanning: Técnica na qual apenas buscamos a 
informação que precisamos. Fazemos uma 
varredura no texto para procurar especificamente a 
nossa informação. Com isso, iremos direto a um 
parágrafo específico, uma oração, expressão.... 
Ex: (ESPCEX 2020) 
Native English speakers are the world’s worst 
communicators 
It was just one word in one email, but it caused 
huge financial losses for a multinational company. 
The message, written in English, was sent by a native 
speaker to a colleague for whom English was a 
second language. Unsure of the word, the recipient 
found two contradictory meanings in his dictionary. 
He acted on the wrong one. 
 
 
 
Months later, senior management investigated 
why the project had failed, costing hundreds of 
thousands of dollars. “It all traced back to this one 
word,” says Chia Suan Chong, a UK-based 
communications skills and intercultural trainer, 
who didn’t reveal the tricky word because it is 
highly industry-specific and possibly identifiable. 
“Things spiralled out of control because both 
parties were thinking the opposite.” 
 When such misunderstandings happen, it’s 
usually the native speakers who are to blame. 
Ironically, they are worse at delivering their 
message than people who speak English as a 
second or third language, according to Chong. “A 
lot of native speakers are happy that English has 
become the world’s global language. They feel 
they don’t have to spend time learning another 
language.” 
 The non-native speakers, it turns out, speak 
more purposefully and carefully, trying to 
communicate efficiently with limited, simple 
language, typical of someone speaking a second 
or third language. Anglophones, on the other 
hand, often talk too fast for others to follow, and 
use jokes, slang, abbreviations and references 
specific to their own culture, says Chong. “The 
native English speaker is the only one who might 
not feel the need to adapt to the others,” she adds. 
 
According to the text, read the statements and 
choose the correct alternative. 
I – The company had a profit of hundreds of 
thousands of dollars. 
II – The tricky word that caused the problem isn’t 
mentioned in the text. 
III – Native speakers don’t usually think they 
should adapt in order to make themselves 
understood. 
IV – Using abbreviations in emails facilitates the 
communication. 
V – Non-native speakers choose language from a 
limited repertoire. 
a) I, II and III are correct. 
b) II, III and IV are correct. 
c) I, IV and V are correct. 
d) II, IV and V are correct. 
e) II, III and V are correct. 
 
 
 
 
 
 
 P
ág
in
a5
 
 
04) Cognates: É de grande valia que utilizemos as 
expressões semelhantes ao português (cognates) 
para compreendermos com mais facilidade os 
textos. Cerca de 50% das palavras de um tempo são 
parecidas com o português. Além disso, podemos 
também deduzir o sentido de algumas palavras e o 
tempo verbal nos atentando a: 
 Suffixes (- tion, - tive, - ity, - ment) 
 Prefixes (- in, - mis, - un, - il, - ir) 
 Partículas + auxiliares (- ing; - ed; have/had; will) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 P
ág
in
a6
 
(IME 2011) Is ‘Facebook’, the social networking website, 
making us narcissist? A new book argues we’re much 
more self-absorbed nowadays, stating that technology is to 
blame. I tweet, therefore I am. Or is it, I tweet, therefore I 
am insufferable? As if adult celebrities that pop out on the 
red carpets weren’t clue enough, we now have statistical 
evidence that we are a lot more in love with ourselves than 
we used to be. This social phenomenon has raised fields of 
research to academic studies nowadays. In the book ‘The 
Narcissism Epidemic: Living in the Age of Entitlement’, 
Jean M. Twenge, a professor of psychology at San Diego 
State University, and W. Keith Campbell, a social 
psychologist at the University of Georgia, look to the 
Narcissistic Personality Inventory, which measures self-
regard, materialism, and lack of empathy. They found that 
the number of college students scoring high on the test has 
risen by 30 percent since the early 1980’s. 
 
01) What kind of human behavior is central to the study 
mentioned in the text? 
A the alienation of the celebrities from the others 
around them. 
B addiction to technology. 
C the high scoring of college students in academic tests. 
D the hard work of social psychologists. 
E excessive positive feelings and admiration of oneself. 
 
02) What has NOT been encouraging people to act the way 
described in the text? 
A technology 
B narcissism. 
C materialism 
D psychology 
E entitlement 
 
(ESAF) Urban Insurance Issues 
Underwriting, the task of deciding what risks to insure, 
allows insurers to discriminate between good and bad 
risks. Differences in prices for insurance must reflect 
expected differences in losses and expenses. When the risk 
of future losses increases or when rates are inadequate, 
insurers become more selective about the degree of risk 
they will assume in an effort to preserve their profit 
margin. However, redlining, defined as refusal to issue or 
renew or cancel an insurance policy basedon the 
geographic location of the structure or individual to be 
insured, is illegal in every state. 
Because losses tend to be higher in urban areas, 
rates for auto and home insurance are often higher than 
average in inner cities. This has raised questions about 
the availability and affordability of insurance in urban 
communities. Responding to these concerns, the 
insurance industry is redoubling its efforts to enhance 
the insurability of inner city properties and to push for 
changes in auto insurance that would enable drivers to 
have more coverage options. 
 
03) The text refers to redlining as 
A a procedure forbidden by law. 
B the renewal of an insurance policy 
C the discrimination between risks 
D an analysis of insurance claims. 
E a quota system. 
 
04) According to the text, in urban areas, 
A the risk of losses is minimum 
B redlining would be acceptable 
C expenses and losses are lower. 
D rates may exceed the average. 
 
(IME 2011) The history of technology is full of 
breakthroughs in one field that wound up working 
wonders in a related one. The 300B vacuum tube, 
introduced by Western Electric in 1937 to amplify 
telephone signals, found a far more enduring use as a 
high-fidelity audio amplifier. The atomic clocks first 
used in the 1960’s by the U.S. military to track Sputnik 
and later to validate Albert Einstein’s relativity theories 
are now the basis of Global Positioning System. And of 
course, the magnetron, invented in the 1920’s at 
General Electric and used in radars during World War 
II, later found itself repurposed as the basis for the 
microwave oven. 
 
05) According to the text, what is correct to say? 
A The 300B vacuum tube is used in car engines to 
amplify the audio communications systems. 
B The atomic clocks are now applied to a different 
device than that of its original idealization.. 
C The history of technology has proved that it may 
wound humans due to its versatility. 
D The atomic clocks were used to play song tracks in 
high fidelity quality. 
E The Global Positioning System was validated by 
Albert Einstein’s relativity theories. 
 
 
 
 
 
 P
ág
in
a7
 
06) According to the text, complete the sentence: “The 
microwave oven…” 
A relies on the proper function of radars.. 
B and the magnetron were repurposed after their 
inventions. 
C is one more example of the technological inventions 
which have benefited from the innovations generated 
during the space race. 
D and radars used during the World War II both count on 
the magnetron as one of its components 
E was first idealized at General Electric. 
 
(EEAR BCT 2021) 
Diary: your life day by day 
Most people consider diaries indispensable - a 
reminder of what they have to do each day. This is 
especially true in the professional world. A diary can help 
you keep track of your agenda and make it easier for you 
to follow a planned schedule. In this sense, it is similar to 
a notebook with dates in which you write meetings and 
other things to remember. At school or at work, diaries are 
very useful. 
However, a diary can be more than a list of 
appointments: it can be a secret record of private thoughts. 
People write these diaries for different reasons: for fun or 
to read them years later. “It makes you think and form an 
opinion on what you are writing” - when you express your 
feelings and experiences, it’s easier to overcome your 
problems; it’s like a therapy. 
Nowadays, some people write e-diaries, called blogs or 
web logs. “They open their hearts” to other people on the 
Net. In fact, many people, famous or ordinary in fiction or 
in real life, write diaries. 
 
07) According to the text, we can infer that: A 
diary____________________ 
A is just useful to make a list of our compromises 
B can be considered essential to those people who use it 
every day 
C is better than a notebook, where people open their hearts 
on the net 
D is used to write about our feelings, but it can’t help to 
solve our problems 
 
08) In…“A diary can help you keep track of your agenda”, 
the underlined words are closest in meaning to: 
A maintain your secret thoughts 
B remember some events from the past 
C continue to know what is going to happen 
D have information about another people’s private life 
09) All the sentences below are correct, EXCEPT: 
A She thinks it’s not a good idea to postpone building 
the new swimming pool. 
B They’ll wash my car, when they finish cleaning my 
bedroom. 
C We enjoy not having to wash the dishes. 
D He doesn’t mind to lend his bike. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
GABARITO 
 
•01 E 07 B 
•02 D 08 C
•03 A 09 D 
•04 D 
•05 B 
•06 D 
 
 
 
 
P
ág
in
a8
 
 
 
 Definição: São palavras que definem 
substantivos como específicos ou não específicos. 
Eles podem ser classificados como: 
 
 Artigo definido: the (o,a,os,as) 
 Artigo indefinido: a/an (um,uma) 
 
Indefinite Articles 
 Indefinite articles (a,an) são usados para se 
referir a coisas gerais, coisas que os 
ouvintes/leitores não conhecem ou que não foram 
anteriormente mencionados. Somente usados antes 
de palavras no singular. 
 
Ex1: She has a meeting on Sunday morning. 
Ex2: Please hand me an autobiography. 
 An: utilizado antes de um substantivo no 
singular começando com som de vogal. 
 A: utilizado antes de substantivo no singular 
começando com som de consoante. 
 
Ex1: Usain Bolt is a Jamaican runner. 
Ex2: Give up is never an option. 
 
 
 
 
 
 
 
 
 
 
 
 USAR INDEFINITE ARTICLE 
01) Antes de profissões. 
Ex: My father’s an astronaut. 
 
02) Antes de substantivos que denotam religião e 
nacionalidade, caso não sejam usados como 
adjetivos. 
 
Ex1: She is an American doctor. 
Ex2: Carol is a devotic catholic. 
 
03) Antes de substantivos no singular e contáveis, 
indicando uma classe ou grupo específico. 
 
Ex: A doctor is usually hard worker. 
 
 NÃO USAR INDEFINITE ARTICLE 
01) Antes de substantivos no plural. 
02) Antes de substantivos incontáveis (neste caso 
usaremos a expressão some) 
 
Ex: Can you lend me some money? 
 
 
 
 
 
 
 
 
 
 
OBS: Cuidado com as palavras que apesar
de iniciarem por consoantes, possuem som
de vogais e vice-versa.
Ex1: He is studying in a university.
Ex2: My mother is an honest woman.
Ex3: He is a United State senator.
 
 
 
 
 P
ág
in
a9
 
Definite Articles 
 Definite article (the) é utilizado quando nos 
referimos a uma coisa específica ou que já é de 
conhecimento do leitor/ouvinte. Pode ser usado 
antes de singular e plural e pode sertraduzido como 
‘o’, ‘a’, ‘os’, ‘as’. 
Ex: The summer was incredible, and we had fun. 
 
 USAR DEFINITE ARTICLE 
01) Antes de substantivos já mencionados ou coisas 
específicas. 
 
Ex1: I received some postcards last Christmas. The 
postcards were so beautiful. 
 
Ex2: The backpack is blue. 
 
02) Antes de substantivos únicos em suas espécies. 
Ex1: The earliest scientific models of the universe 
were developed by ancient Greek and Indian 
philosophers. 
 
Ex2: The sun is the star at the center of the Solar 
System. 
 
03) Antes de nomes de rios, mares, oceanos, polos, 
desertos, cadeias de montanhas (acidentes 
geográficos) 
 
Ex1: The North Dip Pole marks the spot where 
Earth’s geomagnetic field points directly downward. 
Ex2: The Pacific Ocean is the body of water between 
Asia and Australia in the west. 
 
04) Antes de títulos e cargos, sem o nome próprio. 
Ex: The Queen of England lives in London. 
 
05) Antes de nomes compostos de países. 
Ex1: The United States of America is composed of 
50 states. 
Ex2: The United Arab Emirates is located in 
Western Asia. 
 
06) Antes de nome de famílias ou para especificar 
a pessoa sobre a qual se fala (nunca se utiliza the 
antes de nome próprio nem de pronome 
possessivo) 
 
Ex: The Kennedys is an American political family. 
 
07) Antes de instrumentos musicais, 
ritmos/danças. 
Ex1: The samba is a Brazilian dance style. 
Ex2: The saxophones are made of brass. 
 
08) Antes de nome de edifícios e também jornais, 
teatros, cinemas, museus, restaurantes, clubes... 
 
Ex1: The Oscar Niemeyer museum mis located in 
Curitiba. 
Ex2: The Empire State building is one of the most 
attractive places in New York. 
Ex3: The New York Times is an American 
newspaper. 
 
09) Com o superlative (the most / -est) 
Ex: Tony is the tallest guy in our team. 
 
 NÃO USAR DEFINITE ARTICLE 
01) Antes de nomes de cidades, estados, ilhas, 
países, continente + alguns países com nome 
composto (Saudi Arabia, North/South Korea) 
 
Ex1: France is famous for its wine. 
NOT The France is famous for its wine 
Ex2: Tahiti is the economic centre of French 
Polynesia. 
NOT The Tahiti 
 
02) Antes de substantivos no plural utilizados no 
sentido genérico 
 
Ex1: People are scared with the violence growing. 
Ex2: Brazilians are unsatisfied with the economy. 
 
 
 
 
 P
ág
in
a1
0
 
03) Antes de nomes que denotam esportes, 
disciplinas acadêmicas, refeições, estações do ano, 
meses e dias da semana, refeições. 
 
Ex1: Spring is the season of flowers. 
Ex2: Biology is an important science. 
 
04) Com títulos / cargos + Nome próprio. 
Ex1: The president announced that he's 
reprogramming billions of dollars to fund a wall at the 
U.S.-Mexico border. 
 
BUT: President Trump announced that… 
Ex2: The doctor recommended that he should give 
up smoking. 
 
BUT: Doctor Ray recommended… 
 
05) Antes de pronomes possessivos ou nomes 
próprios. 
 
Ex1: I lent my book yesterday. 
Ex2: Mary is my cousin. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 P
ág
in
a1
1 
01) (PUC-CAMP) Assinale a alternativa em que os artigo , a ou an foram incorretamente empregados. 
A The General was wearing a uniform whose buttons were all made of gold. 
B Thank you, Sir, it's an honor to me having worked with you. 
C Please, hand me a dozen eggs. 
D What will you have, a coffee, a tea or water? 
02) (EEAR 2015) Read the text below and choose the best alternative that completes the blanks. 
The goose and the golden egg 
There was once _______ Countryman who possessed the most wonderful Goose you can imagine, for every day when 
he visited the nest, the Goose had laid a beautiful, glittering, golden egg. 
The Countryman took the eggs to market and soon began to get rich. But it was not long before he grew impatient with 
______ Goose because she gave him only a single golden egg a day. He was not getting rich fast enough. 
Then one day, after he had finished counting his money, the idea came to him that he could get all the golden eggs at 
once by killing the Goose and cutting it open. But when the deed was done, not a single golden egg did he find, and his 
precious Goose was dead. 
A a - a 
B a - the 
C the - a 
D the – the 
03) (UNIBAN) Assinale a alternativa que completa corretamente a frase "In _____ Brazil, if you want to enter _____ 
university you have to take _____ exam which normally takes more than _____ hour. 
A the /an /an /a 
B the / - / - / - 
C - / a / an / a 
D - / a / an / an 
 
 
GABARITO 
 
1 
2
3
•D
•B
•D
 
 
 
 
P
ág
in
a1
2
 
 
 
Definição: Classe de palavras que nomeia seres em 
geral, objetos, seres, lugares, sentimentos… 
Ex: Albert Einstein, my mother, the president – 
person 
Disneyland, Brazil, my bedroom, the trenches – place 
Safety, clarity, descent, taking off – things 
 
1) Plural of nouns 
01) Regra geral > Adiciona -s ao final. 
 attack – attacks 
 rocket – rockets 
 traffic - traffics 
02) Palavras terminadas em -S; -SS; -SH; -CH; -X or 
-Z, adiciona -es ao final. 
 fish – fishes 
 tax - taxes 
 match – matches 
 
 
 
 
 
 
03) Palavras terminadas em -F or -FE, a terminação 
-f / -fe transforma-se em -ve e acrescenta -s. 
 wife – wives 
 wolf – wolves 
# Exceptions # 
 roof – roofs 
 chief – chiefs 
 chef – chefs 
 belief – beliefs 
04)Se a palavra termina -Y e a letra anterior é 
uma vogal, acrescenta -s. Caso a letra antes do 
-y seja uma consoante, trocamos o -y por -ies. 
 boy – boys 
 duty – duties 
05) Se a palavra termina em consoante + o, 
acrescenta -es. 
 Tomato – tomatoes 
 Potato – Potatoes 
 
 
 
 
 
06) Algumas palavras têm um plural irregular. 
 child – children 
 goose – geese 
 woman – women 
 mouse – mice 
 fisherman – fishermen 
 Irishman – Irishmen 
 Man - men 
 Tooth - teeth 
 Foot - feet 
 Louse - lice 
 Ox - oxen 
 Die - dice 
07) Poucas palavras possuem a mesma forma 
no singular e no plural. 
 aircraft – aircraft 
 series – series 
 species – species 
 
 
 
 
 Exceptions: palavras de origem grega 
terminadas em ch com som de k. O 
plural será formado com s. 
 Monarch - monarchs 
 Epoch - epochs 
 Patriarch - patriarchs 
 Matriarch - matriarchs 
 Exceptions: palavras de origem estrangeira, 
acrescenta-se o -s. 
 Piano / pianos 
 Studio/studios 
 Photo/photosP
ág
in
a1
3 
Plural de palavras do Grego e Latim 
Singular 
ending 
 
Plural 
ending 
- a → - ae 
- en → - ina 
- ex → - ices 
- is → - es 
- itis → - itides 
- ix → - ices 
- on → - a 
- um → - a 
- us → - i 
 
Ex1: Even scientists don’t comprehend these 
phenomena. 
Ex2: We carefully avoid a field of cacti. 
 
2) Gender of nouns 
A maioria dos substantivos em inglês têm a mesma 
forma para o masculino e o feminino, porém vale 
destacar algumas exceções: 
 
 
 
 
 
 
 
3) Countable and uncountable nouns. 
Uncountable Nouns 
 Não podem ser escritos no plural. 
 Somente poderão ser utilizados com verbos no 
singular (3ª pessoa). 
 Não podem ser precedidos pelos artigos “a” ou 
“an”. Ao invés, utiliza-se “some” ou “any”. 
 Utilizam-se quantificadores apropriados (much, 
little, etc).. 
 Muitos substantivos incontáveis são palavras 
utilizadas para se referir a comida ou bebida, 
substantivos coletivos, substantivos abstratos. 
Vejamos alguns exemplos: 
Abstract idea Liquid Food 
Information Water Flour 
Bravery Wine Rice 
Advice Milk Baking 
powder 
Motivation Coffee Sugar 
Freedom Tea Meat 
Substance Feeling 
state of being 
Iron Anger 
Steel Stress 
Oxygen Happiness 
Air Courage 
Metal Childhood 
 
 
 
 
 
 
Boy/girl 
Man/woman 
Brother/sister 
Son/daughter 
Uncle/aunt 
Father/mother 
Husband/wife 
Nephew/niece 
 Actor/actress 
 Host/hostess 
 Waiter/waitress 
 
 
 
 
 P
ág
in
a1
4
 
Countable Nouns 
 
 Podem ser escritos no plural ou singular. 
 Utilizam-se quantificadores apropriados (many, few, 
etc). 
Ex1: There are many guys outside. 
Ex2: There are four rooms im my house. 
OBS: As palavras bread (pão), advice (conselho), 
news (notícia) e information (informação) são 
contáveis no português. 
 
 No entanto, em inglês elas são INCONTÁVEIS. 
Ex1: Marcus has three computers out of work in his 
house. 
Ex2: Give me two wines, please. 
 Give me two bottles / glasses of wine. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
4) Prefixes and suffixes 
PREFIX MEANING EXAMPLES 
ante- Before antenatal anteroom 
antedate 
anti- against 
opposing 
antibiotic 
antidepressant 
antidote 
circum- Around circumstance 
circumvent 
circumnavigate 
co- With co-worker, co-pilot, 
co-operation 
de- off 
down 
away from 
devalue 
defrost 
demotivate 
dis- opposite 
of 
not 
disagree, disappear 
disintegrate 
disapprove 
em- en- cause to 
put into 
embrace 
encode 
epi- upon, 
close to 
after 
epicentre 
episcope 
epidermis 
ex- former, 
out of 
ex-president 
ex-boyfriend 
 
 
 
 
 P
ág
in
a1
5 
PREFIX MEANING EXAMPLES 
extra- beyond 
more than 
extracurricular 
extraordinary 
extra-terrestrial 
fore- before forecast 
forehead 
foremost 
homo- same homosexual 
homonuclear 
homoplastic 
hyper- over 
above 
hyperactive 
hyperventilate 
il- 
im- 
in- 
ir- 
not Impossible 
illegal irresponsible 
indefinite 
im- 
in- 
into Insert 
import 
inside 
infra- beneath 
below 
infrastructure 
infrared 
infrasonic 
infraspecific 
inter- 
intra- 
between interact intermediate 
intergalactic intranet 
PREFIX MEANING EXAMPLES 
macro- Large macroeconomics 
macromolecule 
micro- Small microscope 
microbiology 
microfilm microwave 
mid- Middle Midfielder 
midway midsummer 
mis- Wrongly misinterpret mistake 
misunderstand 
mono- one 
singular 
monotone 
monobrow 
monolithic 
post- After post-mortem 
postpone 
pre- Before prefix predetermine 
pre-intermediate 
re- Again return 
rediscover 
reunite 
semi- Half semicircle 
semi-final 
semiconscious 
sub- Under submerge 
submarine 
 
 
 
 
 P
ág
in
a1
6
 
PREFIX MEANING EXAMPLES 
sub-category subtitle 
super- above, 
over 
superfood superstar 
supernatural 
superimpose 
trans- across 
beyond 
transport 
transnational 
transatlantic 
tri- three triangle 
tripod 
tricycle 
un- not unfinished unfriendly 
undone 
unknown 
uni- one universal 
unilateral, 
 
SUFFIX MEANING EXAMPLE 
 
-er 
-or 
person or 
object that 
does a 
specified 
action 
reader, 
creator, 
interpreter, 
inventor, 
collaborator, 
teacher 
SUFFIX MEANING EXAMPLE 
-ism doctrine, 
belief 
Judaism, 
scepticism, 
escapism 
-ist person or 
object that 
does a 
specified 
action 
scientist 
theorist 
communist 
-ity 
-ty 
quality of extremity, 
validity, 
enormity 
-ment Condition argument 
-ness state of being heaviness 
highness 
sickness 
-ship position held friendship 
hardship 
internship 
-sion 
-tion 
state of being position 
promotion 
cohesion 
-less without hopeless 
homeless 
 
 
 
 
 
 
 
 
 
 
 P
ág
in
a1
7 
01) (EEAR 2016) Read the text and answer the question 
below. 
Dad: Frog, I like frog. It runs through a maze for some 
cheese… 
Child: Noooooooooo, that's mouse! 
Dad: Oh, mouse. I see. Mouse. I like mouse. I like how it 
swims in the ocean… 
Child: No! That's fish. 
Dad: Oh, I see. Fish. I like fish. I like how it scratches at 
fleas and bark at the mailman… 
Child: No, no, no, no. 
Dad: No? 
Child: You don't know anything about animals, daddy! 
 - Choose the alternative that presents the plural of the 
nouns “mouse” and “fish” (lines 3 and 6), in the text, 
respectively. 
A Mice - Fish 
B Mice - Fishes 
C Mouses - Fish 
D Mouses - Fishes 
 
02) (EPCAR) Mark the option that presents a mistake of 
gender. 
A My niece is called Mary. 
B Prince Diana died in car accident. 
C My uncle is a good host. 
D My father is a very wealthy man. 
 
 
03) (EEAR BCT 2012) Read the text and answer the 
question below. 
Brazil unveils new air traffic control software 
Brazil’s air force says it will install new software to 
improve air traffic control across the nation. The air 
force says the locally developed software will help 
avoid a repeat of the chaotic situation in 2007 when 
radar failures and other problems prompted mass 
cancellations and delays. 
The air force said in a statement that Sagitario system 
will give controllers many improved tools, including 
better access to weather and flight data. 
Air travel demand will increase significantly in Brazil 
when it hosts the 2014 World Cup and the 2016 
Olympics. The government is already working to 
improve the country’s outdated airport infrastructure. 
 -“failures”, (line 06), is a(n) 
A verb. 
B noun. 
C adjective 
D conjunction. 
04) (UNESP) Indique a alternativa que expressa o 
mesmo significado da expressão em destaque na 
sentença: It is important to remember that THE 
BEHAVIOR OF DEPRESSED CHILDREN may 
change. 
A -the depressed children's behavior 
B the behavior's depressed children 
C the behavior of the depressed children's 
D the children's depressed behavior 
 
 
GABARITO 
 
•1-A
•02 B
•03 B
•04 C 
 
 
 
 
P
ág
in
a1
8
 
 
 
 
Definição: Expressões usadas para acompanhar 
ou substituir substantivos ou pronomes. 
 
Ex1: My family drives me nuts, but I love them. 
MY: Possessive adjective 
THEM: Possessive pronoun 
Ex2: Here are some tips what you can do today to 
keep yourself in the air for years to come. 
YOU: Subject pronoun 
YOURSELF: Reflexive pronoun 
 
Subject Pronoun x Object Pronoun 
 Subject Pronoun Object Pronoun 
1st p.s I Me 
2nd p.s You You 
3rd p.s He Him 
3rd p.s She Her 
3rd p.s It It 
1st p.p We Us 
2nd p.p You You 
3rd p.p They Them 
 Subdivisão dos PERSONAL PRONOUNS. 
 
 Subject Pronouns: Utilizado como sujeito da 
frase. Geralmente, são utilizados no início da frase 
e sempre antes do verbo. 
Ex1: You seem lost. 
Ex2: This table is old and it needs to be repainted. 
 
 Object Pronouns: Utilizado como objeto 
direto/indireto da frase e também como 
complemento. Vem sempre após o verbo ou de 
uma preposição. 
Ex1: Can you help me, please? 
Ex2: She was waiting for us. 
# PREPOSITIONS # 
of / with / at / from / to / for / about / among 
Ex: (UNESP 2001) As a tool, the computer assists 
________ to perform a lot of activities. 
(a) we 
(b) us 
(c) mine 
(d) she 
Possessive adjective x Possessive pronoun 
 Possessive 
Pronoun 
Possessive 
Adjective 
1st p.s My Mine 
2nd p.s Your Yours 
3rd p.s His His 
3rd p.s Her Hers 
3rd p.s Its X 
1st p.p Our Ours 
2nd p.p Your Yours 
3rd p.p Their Theirs 
 
 
 
 
 
 P
ág
in
a1
9
 
 Possessive Adjetives: Apresentam-se antes 
dos substantivos, acompanhando os mesmos. 
Ex1: Samantha will fix her bike tomorrow. 
Ex2: Businessmen have their own priorities. 
 Possessive Pronouns: Utilizado para 
substituir os substantivos. Não pode ser seguido por 
um substantivo. 
Ex1: The kids are yours and mine. YOURS 
= Your kids MINE = my kids 
Ex2: The house on the corner is theirs. 
THEIRS = Their house 
OBS: We can use possessive pronouns after OF. 
We can say: 
Susan is one of my friends 
OR 
Susan is a friend of mine. 
BUT NOT 
Susan is a friend of me 
 Choose whether each sentence requires a 
possessive adjective or a possessive pronoun. 
Ex: Her brother is studying in London. (possessive 
adjective) 
Rubens didn’t drink his own coffee. He drank hers. 
(possessive pronoun) 
a) She isn’t his friend, she’s ___________ --
(my / mine). 
b) That is one of _________ (her / hers) friends. 
c) Honey, I’ve lost ________ (my / mine) keys. 
 
 
 
 
 Reflexive Pronoun: Usados para 
indicar que a ação recai sobre o próprio sujeito 
(ação mútua). Vem após o verbo e concorda 
com o sujeito. 
 Reflexive Pronoun 
1st p.s Myself 
2nd p.s Yourself 
3rd p.s Himself 
3rd p.s Herself 
3rd p.s Itself 
1st p.p Ourselves 
2nd p.p Yourselves 
3rd p.p Themselves 
 
Ex: The little girl cut herself with a knife. 
 A menina cortou e foi cortada. 
 Os reflexive pronouns precedidos pela 
preposição by tem o sentido de sozinho(a). Por 
vezes, inclui-se a expressão all para dar ênfase. 
Ex1: Did you go to the park by yourself? 
Ex2: I did the homework (all) by myself. 
 Existem outros tipos de reflexive 
pronouns que são chamados reciprocal 
pronouns. Eles são each, other or one another 
(basicamente utilizados da mesma forma no 
inglês contemporâneo). Também transmitem a 
ideia de ação mútua. 
Ex1: Mary and Ann are talking to each other / 
one another. 
OBS: Look at the difference between the two 
following sentences 
They cut themselves x They cut each other 
 
 
 
 
 
 P
ág
in
a2
0
 
 Demonstrative Pronouns: Utilizados para 
indicar algo (pessoa, coisa e lugar) e situar tal no 
espaço. 
Singular Plural Translation 
This These este(s), 
esta(s), isto 
That Those esse(s), 
essa(s), 
aquele(a), 
aqueles(as) 
 
This / These: Utilizado quando o falante está perto 
do objeto/sujeito. 
That / Those: Utilizado quando o falante está longe 
do objeto/sujeito. 
OBS1: Em inglês existem expressões como this 
one, these ones, that one, those one no sentido 
de aquele(s), aquela(s), este(s), esse(s)... e servem 
para retomar algo já dito, evitar repetição. 
Ex1: Don’t sit on the couch, this one is more 
comfortable. 
Ex2: Those backpacks are mine, those ones are 
yours. 
OBS2: The expression SUCH (tal / tais) é utilizado 
nos casos: 
 Antes de substantivo para dar ênfase; 
Ex: We visited such a wonderful museum in London. 
 Pode usar a expressão SUCH AS como 
sinônimo de ‘’for example’’; 
Ex: We can visit lots of places such as Eiffel Tower 
or The Louvre museum. 
 
 
 
 
 Indefinite Pronouns: Utilizados para 
nos referir a coisas, pessoas ou lugares sem 
especificar quem ou o que é. 
 Temos como indefinite pronouns some, 
any, no, every... e suas variações. 
Ex: I bought everything at the mall. 
 
 
 
Ex1: Keith is looking for somewhere to live. 
Ex2: They can choose anything from the menu. 
 
 Person Place Thing 
All everyone 
everybody 
everywhere everything 
Part 
(p) 
someone / 
somebody 
somewhere something 
Part 
(n) 
anyone / 
anybody 
anywhere anything 
 
Non
e 
no one / 
nobody 
nowhere nothing 
 
 
 
 
 P
ág
in
a2
1 
 Relative Pronouns: Os pronomes relativos 
servem para se referir a algo já mencionado 
(pessoas, coisas, posse). Introduzem orações 
relativas. 
 
 
Ex: (EEAR BCT 2017) Choose the alternative that 
contains the right use of the relative pronoun, in 
order to write the two sentences below as a single 
sentence: 
That is the teacher. I spoke to her about my grades. 
(a) That is the teacher to which I spoke to about my 
grades. 
(b) That is the teacher to who I spoke to about my 
grades. 
(c) That is the teacherto whom I spoke about my 
grades. 
(d) That is the teacher who I spoke about my grades. 
 
 
 Interrogative Pronouns: Utilizados para 
fazer perguntas. Também conhecidos como 
Wh-words (Wh-questions). 
 
 
OBS: How questions são frases com sentido 
próprio, formadas pelo pronome How + 
expression. 
 How old is he? 
 How many children does your mother have? 
 How much money do you have? 
 How long is the movie? 
 How tall / high / short / difficult / deep / far… 
Pronoun Informação 
que se quer 
ter 
Examples 
What O que (thing) What would you like to 
see? 
This is what I’m talking 
about! 
Where Onde (place) Where were you last 
Sunday? 
I’ve visited the house 
where you lived in 
2013. 
When Quando 
(time) 
When will you do the 
test? 
I love when you 
surprise me! 
Why Por que 
(reason) 
Why did you talk to 
Brian? 
He won’t tell me why 
there is sadness in his 
eyes. 
How Como (the 
way) 
How did you get it? 
It’s how you think 
about it. 
Relative 
Pronoun 
Refere-se a Examples 
Who 
 
 
Whom 
 
pessoas 
The man who lives in Rio 
is an engineer. 
 
The boy whom you’re 
talking about works here. 
Which coisas The bride needs to decide 
which dress to wear. 
That Pessoas 
 
coisas 
The girl that arrived is 
intelligent. 
The guitar that was on the 
table is mine. 
Whose Posse Whose car is this? 
 
 
 
 
 P
ág
in
a2
2
 
01) (EEAR BCT 2019) Read the text to answer question. 
The cabin crew battled to save the passenger 
Ben Graham 
 Shocked passengers watched as doctors and cabin crew 
tried to save the life of a critically ill passenger on a 
Qantas flight to Sidney on Friday. 
 A Qantas spokeswoman confirmed that the passenger 
________ received treatment during the medical 
emergency couldn’t survive. 
 The flight from London, via Singapore, was forced to 
land in Adelaide because of the incident. No passengers 
got off the flight while it was in Adelaide. 
 A witness on board told that everything started with a 
cabin announcement asking for any doctors on board. 
There were two passengers with medical training, but 
nothing could be done to save the passenger. The crew did 
everything they could, including performing CPR with a 
doctor on board, but unfortunately the passenger 
has passed away. 
Adapted from nypost.com 
 - Fill in the blank with the correct relative pronoun. 
A who 
B what 
C which 
D whose 
02) (ESA 2020) ‘’My brother has a new job. He doesn’t 
like ______ very much.’’ Fill in the blank with the correct 
form of the personal pronoun. 
A it 
B who 
C she 
D he 
 
03) (EEAR 2012) Read the text and answer the 
question. 
Flooding, chaotic traffic, a lack of security, and a 
deficient public health service. These and other 
problems are routine for people living in the capital of 
São Paulo State. However, ________ residents are 
happier with the city today than they were nine years 
ago. Despite these problems, São Paulo has much to 
offer, such as great job and good chances of business, 
and an excellent range of leisure and service options. 
 (Adapted from Maganews #53) 
 - Fill in the blank with the correct pronoun. 
A It 
B Its 
C your 
D their 
04) (EEAR 2017) Read the dialogue and mark the right 
expression to complete it correctly. 
A: _____________ have you been working as a 
sergeant? 
B: For about 2 years. 
A How 
B How long 
C How much 
D How many 
 
 
 
 
 
 
 
 
 
 P
ág
in
a2
3 
05) (AFA 2018) In the sentence ‘’ here is a number of 
theories that attempt to explain the link’’, it is possible to 
find an option to substitute the pronoun accordingly in: 
A Where 
B Whose 
C When 
D Which 
06) (ESPCEX 2005) Choose the correct alternative to fill 
in the blanks: 
____ all know that Mr. Jones, the English teacher, is 
trying ____ best to make_____ learn all the subjects 
______ considers important. 
A They / his / we / they 
B She / his / we / she 
C We / his / us / he 
D We / her / us/ she 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
GABARITO 
 
 
 
 
 
•01 A 
•02 A 
•03 B 
•04 B 
•05 D 
•06 C 
 
 
 
 
P
ág
in
a2
4
 
 
 
 ADVERBS 
Definição: Advérbios são palavras que modificam o 
verbo, adjetivo ou outros advérbios. 
 
Ex: They are certainly waiting for you to call back. 
 Os advérbios possuem diversas classificações, 
dentre as quais podemos citar: 
 Time: tomorrow, yesterday, last week… 
 
 Place: along, inside, among, anywhere… 
 
 Manner (-ly)*: gracefully, cleverly, wildly, 
happily… 
 
 Certainty: obviously, probably, definitely… 
 
 Frequency: Always, never, sometimes, 
rarely… 
 
 Degree: Too, very, enough… 
 
Adjectives x Adverbs 
 Adjetivos são palavras que modificam 
(descrevem) um substantivo ou pronome. 
Ex: Tina is an incredible student. 
 Advérbios são palavras que modificam 
verbos, adjetivos e outros advérbios. 
Ex: I thought the movie ended abruptly. 
 Muitos advérbios derivam de adjetivos. 
Para tal, é acrescido a terminação -ly ao 
adjetivo. Com isso, temos, geralmente, a 
transformação do adjetivo em um advérbio de 
modo (manner). 
 
Ex1: She thinks quickly. (quick + Ly) 
Ex2: She dances weirdly, but I still love her so 
much. 
OBS 1: Tome cuidado pois nem toda expressão 
finalizada com -ly é um advérbio. 
Ex: It's a disorderly (=confused) sort of 
a house with books and papers lying 
around everywhere. 
OBS 2: Alguns adjetivos e advérbios são 
escritos da mesma forma. 
Ex: Harry is a fast driver / He drives fast. 
 ADJECTIVE ADVERB 
 
Fast (veloz, rápido) 
Right (correto, corretamente) 
High (alta, alto - altura) 
Late (atrasado, tarde) 
Loud (alta, alto – som) 
Close (íntimo, intimamente) 
 Hard (esforçado, esforçadamente) 
 
 
 
 
https://dictionary.cambridge.org/pt/dicionario/ingles/sort
https://dictionary.cambridge.org/pt/dicionario/ingles/house
https://dictionary.cambridge.org/pt/dicionario/ingles/books
https://dictionary.cambridge.org/pt/dicionario/ingles/papers
https://dictionary.cambridge.org/pt/dicionario/ingles/lying
https://dictionary.cambridge.org/pt/dicionario/ingles/everywhereP
ág
in
a2
5 
Position of adverbs 
 Os advérbios podem ser colocados no início, 
meio e final das frases. 
Ex 1: Suddenly I fainted. 
Ex 2: Why do you walk so fast? 
Ex 3: They never go out on Sundays. 
 Quando houver mais de um verbo na frase, o 
advérbio posicionado no meio da frase ficará após o 
primeiro auxiliar ou verbo modal. 
Ex: The government has occasionaly been forced 
to change its mind. 
 Geralmente, quando há o verbo ‘be’ na frase, o 
advérbio virá após ele. 
Ex: They’re always late. I don’t believe it! 
 Dependendo do tipo de advérbios, há posições 
onde eles geralmente aparecem. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
TYPE  POSITION  EXAMPLE 
 
 
Manner 
 end position 
 
 
 
 mid position 
 They ate 
quickly. 
 
 They 
quickly ate 
and ran 
out. 
 
 
 
Time 
 end position 
 
 
 
 mid position 
 (emphasize) 
 I’m flying 
to London 
tomorrow. 
 
 Today, I’m 
going to 
wash the 
dishes. 
 
 
 
 
 
 
 Frequency 
 mid position 
 
 
 
front 
position 
 
 
 
 end position 
 
 
 
 We never 
go out 
 
 
 We don’t 
see him 
very often. 
 
 
 Never I 
could 
swim so 
fast. 
 
 
 
 
 
 
 
 
 
 
 P
ág
in
a2
6
 
01) (GUALIMP 2010) Look at the sentence below. The 
word “hard” refers to a specific part of speech. Which one? 
Choose the CORRECT answer. 
“He works “hard” every day. His parents should be proud 
of him. 
 - constamos que está (ão) correta 
A Adverb 
B Adjective 
C Pronouns 
D Article 
02) (EEAR 2017) Read the text and answer the question. 
The child and his mother 
A curious child asked his mother: “Mommy, why are some 
of your hairs turning grey?” The mother tried to use this 
occasion to teach her child: “It is because of you, dear. 
Every bad action of yours will turn one of my hair grey!” 
The child replied innocently: “Now I know why 
grandmother has only grey hairs on her head.” 
 - The word ‘’innocently’’ in bold type in the text, is an 
adverb of: 
A Time 
B Confirmation 
C Manner 
D Probability 
 
 
03) (EEAR 2016) In the sentence “I hardly 
ever watch TV at night.”, the expression in bold 
type is an adverb of: 
A Place 
B Manner 
C Probability 
D Frequency 
04) (Santa Casasp) The suffix -LY in words like 
UNCONTROVERSIALLY , SIMPLY , RELIABLY , 
and TIGHTLY indicates... 
A Manner 
B Emphasis 
C Comparision 
D Quality 
 
 
 
 
 
 
 
 
GABARITO 
 
 
 
 
 
 
 
•1-A
•02 C 04 A
•03 D 
 
 
 
 
 P
ág
in
a2
7 
QUANTIFIERS / DETERMINERS 
 São expressões usadas para indicar e fornecer 
informações a respeito da quantidade de algo. 
Some x Any 
Utilizados com substantivos contáveis e incontáveis; 
01) Some: 
 Affirmatives: I will have some news next week 
 Questions: 
 Offer: Would you like some help? 
 Request Can you give me some money? I’ve 
some bills 
02) Any: 
 Questions: Do you have any information about 
him? 
 Negatives: There isn’t any reason to complain 
 
 Affirmatives: 
 If / whether: You can ask me if you have any 
doubts. 
 ‘‘Qualquer’’: The students can use any book 
they want 
 Palavras negativas: I can live without any 
money 
 
 
 
 
 
 
 
 
 
No x None 
 Ambos utilizados com verbos na forma 
afirmativa para dar a frase um sentido negativo. 
 
 No + Noun: They have to leave. There 
are no choices. 
 None: Do you have free time? I have 
none. 
 
Many x Much x a lot of x lots of x Plenty of 
 Indicam grande quantidade. 
01) Many: Utilizado com substantivos 
contáveis 
Ex1: I have many things to do. 
Ex2: How many students are there in this 
school? 
02) Much: Utilizado com substantivos 
incontáveis 
Ex1: They have much money on the bank. 
Ex2: My children have much free time. 
03) A lot of – Lots of – Plenty of: Utilizados 
com susbstantivos contáveis e incontáveis e 
possuem o mesmo significado. 
Ex1: My sister has a lot of / lots of / plenty of 
talent for dancing. 
Ex2: Laywers have a lot of / lots of / plenty of 
business projects. 
 
 
 
 
 
 
 
 
 
 P
ág
in
a2
8
 
 
 (a) little x (a) few 
 Indicam pequena quantidade; 
01) Few: Usado com substantivos contáveis. 
Ex: Few people know how difficult math is. 
 A few = Some 
Ex: The letter came a few days ago 
02) Little: Usado com substantivos incontáveis. 
Ex: Air traffic controllers have little time to take a 
decision. 
 A little = some 
Ex: I have a little money in my account. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 P
ág
in
a2
9
 
01) (UFV) In the sentence "MANY thinkers have tried to give us answers," the capital word has a meaning close to: 
A a few 
B few 
C several 
D little 
02) (UNESP) Assinale a alternativa que preenche corretamente as lacunas da frase a seguir: Do politicians work ___ 
and earn ___ money? 
A little - many 
B very - much 
C much - few 
D little – much 
03) (AFA) “Only a relatively small amount of heat is lost through the windows”. The boldfaced expression in the 
sentence can only be substituted for: 
A a great deal of 
B plenty of 
C a small number of 
D a little 
 
 
 
 
GABARITO 
 
•01 C
•02 D
•03C
•
 
 
 
 
P
ág
in
a3
0
 
 
 
Também conhecido como possessive case, é 
utilizado para indicar a posse de alguma coisa. 
 
É representado pelo ’s e ele sempre virá junto 
com quem possue algo. 
 
Regras para uso 
 
1) ’s vem sempre com quem possui; 
Ex: My friend’s house / Queen’s palaces are in 
London. 
2) Quando duas pessoas possuem uma 
mesma coisa, o ’s virá após o segundo nome 
apenas; 
Ex: Larry and Lisa’sbooks are incredible. 
3) Quando duas pessoas possuirem coisas 
diferentes, colocaremos o apóstrofo após o 
primeiro e após o segundo nome; 
Ex: Larry’s and Lisa’s books are incredible. 
4) Quando o possuidor já terminar com a letra 
‘’s’’, apenas colocaremos o ’ 
Ex: Luis’ cars 
OBS: Com seres inanimados, não utilizamos o ’s. 
Utilizaremos a expressão ‘of’. 
Ex: The building’s roof 
 The roof of the building 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 P
ág
in
a3
1 
01) (UNESP) Indique a alternativa que expressa o mesmo 
significado da expressão em destaque na sentença: It is 
important to remember that THE BEHAVIOR OF 
DEPRESSED CHILDREN may change. 
A -the depressed children's behavior 
B the behavior's depressed children 
C the behavior of the depressed children's 
D the children's depressed behavior 
02) (FATEC) Assinale a alternativa que preenche 
corretamente a frase “... was the first to be corrected”. 
A Mariana exam 
B Mariana’s exam 
C Mariana’ exam 
D Mariana exam’s 
03) (UFRS) O possessivo, usado como em "Woody 
Allen's Sweet and Lowdown", está correto em todas as 
alternativas abaixo, EXCETO em: 
A There was a two hours' delay at the airport in London. 
B Anthony Burgess's A Clockwork Orange is a 
milestone in modern literature. 
C In our last holidays we had to cope with our young 
relatives' weird ideas. 
D Maggie and Millie's eyebrows are so thin you can 
hardly see them. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
GABARITO 
 
 
 
 
1 
2
3
•A
•B
•D
 
 
 
 
P
ág
in
a3
2
 
 
 
Os verbos são palavras extremamente 
importantes, presentes em textos e questões. 
Muitas provas militares cobram 
sinônimos/antônimos de verbos e, por isso, é 
importante que estudemos essa categoria. 
Em inglês, temos alguns tipos de verbos. Dentre 
os quais destacamos: 
 
01) Main Verbs: Verbos principais da frase. 
Tem seu significado relacionado a ações, eventos, 
estados. 
Ex: They played basketball yesterday. 
 
02) Linking Verbs: São verbos 
intransitivos, mas que são seguidos de sentenças 
que agregam alguma informação sobre o sujeito. 
Ex: This jacket feels wonderful. 
 
03) Auxiliary Verbs: São os verbos ‘’be’’, 
‘’do’’ e ‘’have’’. Vem localizados antes dos verbos 
principais. 
Ex1: I’m still waiting for the car. 
Ex2: Did you go out yesterday? 
 
Para estudarmos os sinônimos, a prática da leitura 
é fundamental. A anotação de sinônimos das 
expressões é muito importante para a assimilação. 
Fique atento também que, no texto, provavelmente 
os verbos que apareçam sejam sinônimos ou 
antônimos daqueles que estão nas respostas. 
 
 
 
 
 
 
Ex: (EEAR BCT 2015) 
Flight attendant 
Within every elegant and friendly flight attendant 
exists a very well trained professional. They 
graduate from courses recognized by the Civil 
Aeronautical Department (DAC). For six months, 
this professional learns the basic functions of a 
plane as well as flight procedures. Security 
issues, either in the air or on the ground, are 
dealt with in detail. A flight attendant is taught 
how to handle first – aid procedures for 
passengers and he or she also gets survival 
training in case of an accident. After graduating, 
the flight attendant must pass a test at the DAC 
to obtain a license. Only now can this 
professional be part of the crew. The courses 
require just a basic knowledge of English, but to 
develop in the career, to crew international 
flights, fluent English is a must. 
- In “A flight attendant is taught how to handle first 
– aid procedures for passengers…”, the 
underlined verb is closest in meaning to, except: 
a) to calm down 
b) to cope with 
c) to deal with 
d) to manage 
 
 
 
 
 
 
 
 
 
 
 
 
 P
ág
in
a3
3 
Subjunctive & Imperative 
O subjuntivo é o modo verbal utilizado quando 
expressamos incerteza, dúvida ou desejo. 
 
01) Em desejos, exortações, bênçãos e falas 
semelhantes usamos o infinitivo vazio (sem o “to”). 
Ex1: Peace be with you! (a paz estava convosco) 
Ex2: Come rain or come shine… (faça sol ou faça 
sol). 
 
02) Há uma forma do verbo “to be” no passado que, 
usada com “if” (se), “wish” (quisera, gostaria) e a 
expressão “would that” (oxalá), pode ser 
considerada um autêntico subjuntivo. 
Ex1: I wish you were here. 
Ex2: If I were the boss, I would fire him. 
 O imperativo é o modo verbal usado para dar 
ordens, comandos, instruções. 
 Na forma afirmativa, basta retirar a partícula 
‘’to’’. 
 Na forma negativa, basta acrescentar o auxiliar 
+ not e retirar o ‘’to’’. 
Ex1: Wake up now! 
Ex2: Don’t go out. Stay here! 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Gerund 
A função do gerúndio é transformar o verbo 
em substantivo. Para isso, agrega-se ‘’ing’’ no 
final do verbo na forma infinitiva. 
Ex: Living with only the bare essentials has 
not only provided superficial benefits such as the 
pleasure of a tidy room or the simple ease of 
cleaning. 
O Gerúndio também é utilizado após um 
verbo ou após uma preposição (After, by, on, 
without, with). 
 
Ex1: They began testing a new medicine against 
Huntington disease two years ago. 
 
Ex2: Upon finding a piece of glass on the floor, 
Jan called the teacher. 
 
Verbs followed by Gerund or Infinitive 
No inglês, alguns verbos podem ser seguidos 
de gerúndio ou particípio. Alguns podem ser 
seguidos pelos dois, alterando o sentido. 
 
 Verbs + Nouns / Gerund 
 
Admit Like Love Mind 
Suggest Avoid Keep Finish / 
start 
Discuss Postpone Save delay 
 
Ex1: I avoid going out at night. It’s so dangerous. 
Ex2: I’ve finished working. 
 
 
 
 
 
 
 
 P
ág
in
a3
4
 
 Verbs + Nouns / Infinitive 
 
Seek Afford Hope Care 
Prepare Claim Manage seem 
 
Ex1: I hope to see you next week. 
 
 Verbs + Infinite/Gerund Different meaning 
 
Need Stop Regret 
Want Try remember 
 
Ex1: The baby stopped crying as soon as she saw 
her mother. 
Ex2: They stopped to smoke before getting the bus.P
ág
in
a3
5 
01) (EEAR 2018) Read the text below and answer the 
question. 
 Increasing CPR training to save lives In August, Jeffrey 
Feig, a 50-year-old financial executive in Manhattan and 
father of three young sons, became one of the more than 
350,000 Americans who each year suffer a sudden cardiac 
arrest. His heart went into an erratic and ineffective 
rhythm and he stopped _____________. But unlike 90 
percent of people similarly afflicted, Mr. Feig not only 
lived to tell the tale but survived his near-death experience 
without any damage to his heart muscle or his brain, an 
outcome rarely seen following an out-of-hospital cardiac 
arrest. 
 - Complete the blank with the right verb. 
A is breathing 
B breathing 
C brought 
D breath 
02) (EEAR) Complete the blank with the right verbs. 
Doctors suggest not ____ much fat and sugar. Patients 
suffering from cardiopulmonary diseases also should not 
avoid___ to the doctor. 
A to eat – to go 
B eating - going 
C eating – to go 
D to eat - going 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
GABARITO 
 
 
 
 
 
 
 
 
 
1 
2
•B
•B
 
 
 
 
 P
ág
in
a3
6
 
VERB TENSES 
Neste conteúdo, iniciaremos o estudo dos 
tempos verbais da língua inglesa. 
Possuímos 12 tempos verbais divididos em 3 
modos verbais. Estudaremos aqui os 9 principais e 
cada modo verbal terá seu verbo auxiliar próprio. 
São eles: 
 
SIMPLE Do 
CONTINUOUS Be 
PERFECT Have 
 
 Os tempos verbais que estudaremos serão os 
seguintes: 
 
 Simple present 
 Present continuous / progressive 
 Simple past 
 Past continuous / progressive 
 Present perfect 
 Past perfect 
 Present perfect continuous / progressive 
 Past perfect continuous / progressive 
 Future tense 
 Future continuous / progressive 
 Future perfect 
 Future perfect continuous / progressive 
 
 
 
 
 
 
 
 
 
1) SIMPLE PRESENT 
 General Facts / always true / scientific 
facts 
Ex1: The sun rises in the east. 
Ex2: Water boils at 100 degrees Celsius. 
 Habits / Routine 
Ex1: John checks his email every morning. 
Ex2: It doesn’t usually snow in October. 
OBS: We often use time expressions / adverbs 
of frequency in this case (every day, all the time, 
sometimes, never…). 
 True facts in the present 
 
Ex1: The European Union prohibits many food 
additives and other drugs that are widely used 
in American foods. (New York Times) 
Ex2: Former UN human rights head rejects 
‘pawn’ accusation over visit to UAE princess. 
(New York Times) 
 Future Schedules / Future Arrangements 
 
Ex: We fly to Paris on Monday. 
 
 
 
 
 
 
 
 
 
 
https://www.nytimes.com/2018/12/28/well/eat/food-additives-banned-europe-united-states.html?fallback=0&recId=1EzrwXZZIn8zOLKl8FlKxW68AD7&locked=0&geoContinent=SA&geoRegion=SP&recAlloc=top_conversion&geoCountry=BR&blockId=most-popular&imp_id=804010292&action=click&module=Most%20Popular&pgtype=Homepage
https://www.nytimes.com/2018/12/28/well/eat/food-additives-banned-europe-united-states.html?fallback=0&recId=1EzrwXZZIn8zOLKl8FlKxW68AD7&locked=0&geoContinent=SA&geoRegion=SP&recAlloc=top_conversion&geoCountry=BR&blockId=most-popular&imp_id=804010292&action=click&module=Most%20Popular&pgtype=Homepage
https://www.nytimes.com/2018/12/28/well/eat/food-additives-banned-europe-united-states.html?fallback=0&recId=1EzrwXZZIn8zOLKl8FlKxW68AD7&locked=0&geoContinent=SA&geoRegion=SP&recAlloc=top_conversion&geoCountry=BR&blockId=most-popular&imp_id=804010292&action=click&module=Most%20Popular&pgtype=Homepage
 
 
 
 
 P
ág
in
a3
7 
 Simple Present – COM verbo ‘be’ 
 
 O verbo ‘to be’ faz a mesma função do 
auxiliar. 
 
Pronoun To be 
I Am 
You Are 
He / she / it Is 
We Are 
You Are 
They Are 
 
Affirmative Negative Question 
She is a 
girl. 
She is not 
a girl. 
Is she a 
girl ? 
They are 
dorctors. 
They are 
not 
doctors. 
Are they 
doctors? 
 
# CONTRACTIONS # 
 I am = I’m 
 You are = You’re 
 She is = She’s 
 Is + not = Isn’t 
 Are + not = Aren’t 
 
 
 
 
 
 
 
 Simple Present – SEM verbo ‘be’ 
 
 Utilizaremos os auxiliares do / does. 
 Os verbos auxiliares são utilizados 
geralmente para perguntas e frases negativas. 
 Também podem ser utilizadas em frases 
afirmativas, quando tiver a intenção de enfatizar 
o verbo, a ação. 
 
Pronoun Auxiliary Verb 
I Do 
You Do 
He / She / it Does 
We Do 
You Do 
They Do 
 
Simple 
Present 
Structure 
Subject + Verb + 
Complement 
Auxiliary 
Verbs 
Do / Does 
 
Question 
Do / Does + Subject + 
Verb + Complement? 
 
Negative 
Subject + Do / Does + 
NOT + Complement 
 
Keywords 
Always, never, every 
day / week / month, 
generally, nowadays, 
scarcely 
 
 
 
 
 
 
 
 
 
 
 P
ág
in
a3
8
 
 No simple present, quando o sujeito for 3 p.s 
(he, she, it), o verbo ganhará a letra ‘s’. 
Ex1: They work every Sunday. 
 Do they work every Sunday? 
 They do not work every Sunday. 
 
Ex2: Marie plays volleyball every morning. 
 Does Marie play volleyball every morning? 
 She does not play volleyball every morning. 
 
# CONTRACTIONS # 
 Do + not = Don’t 
 Does + not = Doesn’t 
 
02) PRESENT CONTINUOUS 
 
 Actions that are happening now 
 
Ex1: Now, it appears that a new disaster is slowly 
unfolding in the Gulf of Mexico. (New York Times) 
Ex2: There are many things contributing to these 
trends. 
 
 Longer actions not at this moment but in 
progress. 
 
Ex1: We are living in a new gilded age. 2018 proves 
it. (Washington Post) 
Ex2: My sister is studying in Harvard. 
 
 Annoying Habits 
 
Ex: You’re always losing your keys. 
 
 
 Changing / Developing Actions 
 
Ex1: We're finally getting close to achieving 
sustainable nuclear fusion. (science alert) 
Ex2: We’re getting really close to eradicating the 
second disease from the planet. 
Present 
Continuous 
Subject + be + 
Verb -ing + 
Complement 
Auxiliary 
Verbs 
Be 
 
Question 
Be + Subject + 
Verb -ing + 
Complement? 
 
Negative 
Subject + am/is/are 
+ NOT + 
Complement 
 
Keywords 
At the moment, 
now, any more 
 
Ex: They are working right now. 
 Are they working right now? 
 They aren’t working right now. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 P
ág
in
a3
9
 
03) SIMPLE PAST 
 
 Completed actions