BB 2015 Ingles

Prévia do material em texto

Inglês
Prof. Eduardo Canto
www.acasadoconcurseiro.com.br
Inglês
Professor: Eduardo Canto
www.acasadoconcurseiro.com.br
EDITAL
LÍNGUA INGLESA: Conhecimento de um vocabulário fundamental e dos aspectos gramaticais 
básicos para a interpretação de textos técnicos.
BANCA: CESGRANRIO
CARGO: Escriturário
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SUMÁRIO
MÓDULO 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Connectors (Addition / Contrast) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Two-Meaning Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Verb Concord . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
If Clauses (Conditional Sentences) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
MÓDULO 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Contractions / Short Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Tag Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Passive Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Connectors ( Conclusion / Time ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Modal Auxiliary Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
-Ing Ending . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Infinitive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
False Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
MÓDULO 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 
Genitive (Possessive) Case . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
MÓDULO 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Personal Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Possessive Adjectives And Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Reflexive And Emphasizing Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Quantitative Adjectives And Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Indefinive Adjectives And Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Relative Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Prepositions In, On, At . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
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Módulo 1
VERBS
VERB FUNDAMENTALS
ORDINARY (FULL) VERBS
Os verbos “completos” são aqueles que possuem as formas verbais do infinitivo, passado, 
particípio passado e particípio presente (-ing) . Também podem ocorrer em qualquer tempo 
verbal (present tenses, past tenses e future tenses) . São divididos em duas categorias: regulares 
e irregulares .
REGULAR VERBS
Caracterizados pela terminação “–ed” no passado e no particípio passado (work, talk, love, 
rain, play, etc .) . São a maioria dos verbos da Língua Inglesa .
IRREGULAR VERBS
São os verbos que não formam o passado e o particípio com a terminação – ed (eat, drink, 
speak, run, make, etc .) . São minoria na classe dos verbos . Porém são os mais freqüentes e 
assíduos nos exames vestibulares .
AUXILIARY VERBS
Como sugere a denominação, são os verbos que funcionam como “assistentes”, “ajudantes” 
dos verbos completos e ajudam a formar os tempos verbais . São eles: TO BE (is, are, was, were, 
will be, has been, had been, etc .), TO DO (do, does, did), TO HAVE (have, has, had, will have) e 
os MODAIS (will, would, can, could, may, might, must, should, etc .)
 
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Verb “THERE TO BE” (Haver)
There is - Há, (um, uma)
There are - Há, (mais de um)
There was - Havia (um, uma)
There were - Havia (mais de um)
There will be - Haverá
There would be - Haveria
There can be - Pode haver
There could be - poderia haver
There must be - deve haver
There should be - deveria haver
There has been - tem havido
There had been - tinha havido
VERB TENSES
Na maioria das línguas, a classe de palavras mais importante é o Verbo . O inglês, uma língua 
que é falada por culturas extremamente obcecadas por tempo, não poderia ser diferente . O 
verbo é apalavra de maior força numa sentença . Sem ele não existe uma sentença completa .
Assim como o português, o inglês é dividido em três categorias distintas: presente, passado 
e futuro . Entender os verbos permite entender como as sentenças comunicam as idéias . 
Este tópico é de fundamental importância para o processo de interpretação de textos e para 
compreender outros assuntos da gramática .
PRESENT TENSES
SIMPLE Present (I play / She plays)
Infinitivo sem “to” (acrescentando S ou ES para 3a pessoa do sing . – he, she, it)
Quando usá-lo: 
 • Quando se quer comunicar que ações ou acontecimentos ocorrem regularmente, 
repetidamente:
 Peter goes out every night .
 They work every day .
 We never watch TV .
Banco do Brasil – Inglês – Prof. Eduardo Canto
www.acasadoconcurseiro.com.br 11
Expressões e palavras que pedem o emprego do Simple Present:
 Every morning – todas as manhãs
 Every day – todos os dias
 Every night – todas as noites
 Every week – todas as semanas
 Etc .
 + Always – sempre
 Often = frequently – frequentemente
 Sometimes – às vezes / usually - geralmente
 Seldom = rarely – raramente
 - Never – nunca
Present CONTINUOUS / PROGRESSIVE (I am playing)
Presente verbo “to be” (AM, IS, ARE) + VERBO terminado em ING
Quando usá-lo: 
 • Quando se quer comunicar que uma ação está ocorrendo no momento em que se fala . É o 
presente real .
Mary is working now .
The boys are playing at this moment .
Palavras e expressões que pedem o uso do Present Continuous:
 Now – agora
 Right now – agora (mais enfático)
 At present – no presente
 At this moment – neste momento
Present PERFECT (I have played / He has sung)
Presente do verbo to have (HAVE/HAS) + Verbo no P .P . (ED ou Verbos Irregulares)
Quando usá-lo:
 • Para expressar ações ou acontecimentos iniciados no passado e que continuam ocorrendo 
no presente; 
 • Para expressar uma ação num passado indefinido .
	
  
 
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That decision has changed his life .
(Aquela decisão mudou / tem mudado a vida dele .)
* A decisão mudou e vai continuar a mudar a vida dele .
He has traveled to Seattle .
(Ele viaja / tem viajado para Seattle .)
*Ele viajou e continua a viajar para Seattle ou ainda esta lá .
Palavras e expressões que pedem o uso do Present Perfect:
 Since – desde Once / Twice – Uma vez / Duas vezes
 Just – recém, apenas Several times – diversas vezes
 For – por, há Many times – muitas vezes 
 Yet – ainda, já Today – hoje
 Recently – recentemente Already – já
 Lately – ultimamente 
 Ever – já; alguma vez (geralmente usado em perguntas)
 This week/month/year – esta semana/este mês/este ano
Present PERFECT CONTINUOUS (I have been playing)
Presente verbo to have (HAVE, HAS) + BEEN + VERBO terminado em ING
Quando usá-lo: 
 • Quando se quer comunicar que ações ou acontecimentos iniciados no passado continuam 
ocorrendo no presente . Os usos do Present Perfect Continuous confundem-se com os do 
Present Perfect . O uso do Continuous enfatiza a continuidade da ação .
She has been working with my sisters since 1999 .
Ela está trabalhando/ tem estado trabalhando com minhas irmãs desde 1999 .
Have they been walking for a long time?
Eles estão / têm estado caminhando há muito tempo?
Palavras que pedem o uso do Present Perfect Continuous:
 Since – desde
 For – por, há 
 You have been cooking since 1990 .
 The lady hasn’t been walking for 15 years .
Banco do Brasil – Inglês – Prof. Eduardo Canto
www.acasadoconcurseiro.com.br 13
PRESENT TENSES FORMULAS
AFFIRMATIVE FRAME
SIMPLE PRESENT – SUJ + I COLUNA (+S P/ 3a SING . – HE,SHE,IT)
PRESENT CONTINUOUS – SUJ + (AM,IS,ARE) + (ING)
PRESENT PERFECT – SUJ + HAVE / HAS (3a SING .) + III COLUNA
PRESENT PERFECT CONTINUOUS – SUJ + HAVE / HAS (3a SING .) + BEEN + (ING)
PRESENT EMPHATIC - SUJ + DO / DOES (3a SING .) + I COLUNA
NEGATIVE FRAME
SIMPLE PRESENT - SUJ + DO / DOES (3a sing) + NOT (DON’T/DOESN’T) + I 
PRESENT CONTINUOUS - SUJ + (AM,IS,ARE)+NOT(ISN’T,AREN’T) + (ING)
PRESENT PERFECT - SUJ + HAVE/HAS(3a SING .)+NOT (HAVEN’T/HASN’T) + III 
PRESENT PERF . CONT . - SUJ +HAVE/HAS+NOT(HAVEN’T/HASN’T)+BEEN+ (ING)
INTERROGATIVE FRAME
SIMPLE PRESENT - DO/DOES (3a SING) + SUJ + I COL ?
PRESENT CONTINUOUS - (AM,IS,ARE) + SUJ + VERBO(ING) ?
PRESENT PERFECT - HAVE/HAS (3a SING) + SUJ + III COL ?
PRESENT PERFECT CONTINUOUS - HAVE/HAS (3a SING) + SUJ + BEEN + VERBO(ING) ?
Present EMPHATIC (I do play; He does play)
Presente verbo to do (DO, DOES) + I (infinitivo sem “to” )
Quando usá-lo: 
 • Quando se quer enfatizar as ações .
Mary does work hard = Mary really works hard .
(Mary realmente trabalha bastante)
You do play well = You really play well .
(Você realmente joga bem)
 
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VOCABULARY CONNECTION
CONNECTORS
(palavras que introduzem uma determinada relação entre orações ou outras palavras)
MOSTRANDO UMA RELAÇÃO DE ADIÇÃO (“AND”)
BESIDES - WHAT’S MORE - FURTHERMORE - MOREOVER - IN ADDITION – WHAT’S MORE(além 
disso; além do mais)
Sears won’t raise its prices . MOREOVER you can pay in five installments without interest .
Sears não aumentará seus preços . ALÉM DISSO você pode pagar em cinco prestações sem juros .
(Test) Na frase “Moreover, PCs and telecommunications are bringing the perennial kids-and-
career battle to na end”, a palavra moreover pode ser substituída por
a) however c) in addition to that e) notwithstanding
b) such as d) provided that
PAST TENSES
SIMPLE Past (I played / I sang)
Verbo no passado (VERBO terminado em ED ou VERBOS IRREGULARES)
Quando usá-lo: 
 • Quando se quer indicar que ações ou acontecimentos ocorreram no passado, num 
momento definido (deve responder a pergunta quando?) . Ou comunicar ações que 
ocorriam regularmente .
The trees dropped the leaves last fall .
You went home early last night .
Bruce was a businessman . 
Palavras e expressões que pedem o uso do Past Tense:
 Yesterday – ontem
 Ago – atrás
 Last night/week/month – noite passada/semana passada/ mês passado
 As if/as though – como se
Banco do Brasil – Inglês – Prof. Eduardo Canto
www.acasadoconcurseiro.com.br 15
 Jane saw me two weeks ago .
 Ed works as if/as though he knew the duties .
Past CONTINUOUS / PROGRESSIVE (I was playing / They were singing)
Passado do verbo to be (WAS / WERE) + verbo principal terminado em ING
Quando usá-lo: 
 • Quando se quer comunicar que ações ou acontecimentos estavam ocorrendo no passado, 
num momento definido ou não;
 • Quando se quer descrever ações longas interrompidas por ações curtas também no 
passado;
 • Em frases conectadas nas quais os verbos estejam no Past Continuous descrevendo duas 
ações simultâneas .
 Mary was walking alone yesterday morning .
 They were playing soccer when the car crashed .
 The employees were working while the boss was taking the plane .
Palavras que pedem o uso do Past Continuous:
 When – quando
 While – enquanto
Past PERFECT (I had played / I had sung)
Passado de have (HAD) + Verbo no P .P . (terminados em ED ou verbos irregulares)
Quando usá-lo: 
 • Quando se quer descrever que uma ação ou acontecimento no passado aconteceu antes 
de uma outra ação também no passado . A ação mais recente deve ser conjugada no Simple 
Past .
The Brazilian government had finished their budget when the Northeast states claimed for 
financial aid .
O governo brasileiro tinha finalizado o orçamento quando os estados do nordeste solicitaram 
socorro financeiro .
Palavras ou expressões que pedem o uso do Past Perfect
 When – quando
 Before – antes
 After – depois 
 
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Past PERFECT CONTINUOUS (She had been playing / We had been singing)
Passado de have (HAD) + P .P . de Be (BEEN) + verbo principal terminado em ING
Quando usá-lo: 
 • Para dizer a quanto tempo alguma coisa estava acontecendo antes de um outro 
acontecimento. 
 • Quando se quer descrever que uma ação ou acontecimento no passado aconteceu antes 
de uma outra ação também no passado . Neste caso, os usos do Past Perfect Continuous 
confundem-se com os do Past Perfect . O uso do Continuous dá mais ênfase à oração .
 Mary had been living abroad for 10 years when she got married .
 Mary tinha morado 10 anos no exterior quando casou-se .
 Peter was exhausted last night . He had been running the marathon . 
 Peter estava exausto na noite passada . Ele tinha corrido a maratona .
Palavras e expressões que pedem o uso do Past Perfect Continuous
 When – quando
 While – enquanto
 For – por, há
 Before – antes
 After – depois
Past EMPHATIC (I did play)
Passado do verbo to do (DID) + I coluna (VERBO no infinitivo)
Quando usá-lo: 
 • Quando se quer enfatizar ações no passado .
She did work hard last year = She really worked hard last year .
(Ela realmente trabalhou bastante ano passado .)
You did play well = You really played well .
(Você realmente jogou bem)
Banco do Brasil – Inglês – Prof. Eduardo Canto
www.acasadoconcurseiro.com.br 17
PAST TENSES FORMULAS
AFFIRMATIVE FRAME
SIMPLE PAST - SUJ + II COLUNA
PAST CONTINUOUS - SUJ + (WAS / WERE) + (ING)
PAST PERFECT - SUJ + HAD + III COLUNA
PAST PERFECT CONTINUOUS - SUJ + HAD + BEEN + (ING)
PAST EMPHATIC - SUJ + DID + I COLUNA
NEGATIVE FRAME
SIMPLE PAST - SUJ + DID + NOT (DIDN’T) + I COL
PAST CONTINUOUS - SUJ + WAS/WERE + NOT (WASN’T/WEREN’T) + (ING)
PAST PERFECT - SUJ + HAD + NOT (HADN’T) + III COL
PAST PERFECT CONTINUOUS - SUJ + HAD + NOT (HADN’T) + BEEN + (ING)
INTERROGATIVE FRAME
SIMPLE PAST - DID + SUJ + I COL ?
PAST CONTINUOUS - (WAS/WERE) + SUJ + (ING) ?
PAST PERFECT - HAD + SUJ + III COL ?
PAST PERFECT CONTINUOUS - HAD + SUJ + BEEN + (ING) ?
VOCABULARY CONNECTION
CONNECTORS
(palavras que introduzem uma determinada relação entre orações ou outras palavras)
 
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MOSTRANDO UMA RELAÇÃO DE CONTRASTE (“BUT”)
DESPITE - IN SPITE OF - NOTWITHSTANDING (apesar)
The teams played on IN SPITE OF the rain .
Os times jogaram APESAR da chuva .
ALTHOUGH - EVEN THOUGH – THOUGH (embora)
The teams played on ALTHOUGH it rained .
Os times jogaram EMBORA chovesse .
BUT - HOWEVER – NEVERTHELESS – NONETHELESS - YET – EVEN SO (contudo, 
entretanto; ainda assim)
The book is expensive . YET it’s worth buying it .
O livro é caro . ENTRETANTO vale a pena comprá-lo .
(UFRGS) Complete a frase abaixo com a palavra ou expressão mais adequada:
__________ all the conquests already achieved by women, a lot still remains to be 
done .
a) In spite of b) Because of c) Although d) In order to e) Supposing
(PUC RS) The word “but” as in “small but noisy” is used INCORRECTLY in
a) short but strong c) beautiful but charming e) slow but 
efficient
b) long but easy d) difficult but interesting
(UNISINOS) YET in “Yet less than 1% of the Earth’s water is . . . “ is used to
a) introduce a statement which makes a contrast with what has just been said .
b) indicate that the previous statement is not significant in relation to what you’re 
about to say .
c) introduce the idea that the situation has existed up until the present time .
d) indicate that a particular fact does not make the rest of your sentence untrue .
e) indicate that the figure you have just mentioned may not be accurate .
(UFRGS) A palavra “but” em “But not even he has discussed . . .” pode ser substituída 
sem alteração de sentido por
a) although c) therefore e) despite
b) nevertheless d) whatever 
Banco do Brasil – Inglês – Prof. Eduardo Canto
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FUTURE AND CONDITIONAL TENSES
SIMPLE Future (I will play / You will sing)
Auxiliar WILL (ou SHALL) + verbo no INFINITIVO
Quando usá-lo: 
 • Para descrever ações ou acontecimentos futuros
 Joe will travel to Iceland next summer .
Palavras que pedem o uso do Simple Future:
 Tonight – hoje à noite
 Tomorrow – amanhã
 Next (week, month) – próxima semana, próximo mês
 Soon – logo, breve
OBS.: O futuro também pode ser expresso pela forma BE GOING TO + INFINITIVO . 
 They are going to work tonight .
WILL X GOING TO
Usamos “will” e “going to” para falarmos de ações ou eventos futuros . Porém, há uma clara 
diferença entre essas duas formas auxiliares do futuro .
WILL
1) Geralmente o autor de uma sentença com “will” não está completamente decidido ou 
certo do que fazer .
I think I’ll go home now . “Acho que vou para casa agora .” 
Note, o autor pode mudar de idéia . 
2) “Will” também pode ser usado quando o autor toma decisões durante uma conversa, 
quando não há nada planejado previamente .
Daughter: “Daddy, my bicycle is broken .” 
(Filha: “Papai, minha bicicleta está quebrada .”)
Father: “Really! OK, I’ll fix it tomorrow .” 
(Pai: “Verdade! OK, Eu a consertarei amanhã .”)
 
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(AM, IS, ARE) GOING TO
O autor de uma sentença com “going to” já tem decidido e planejado o que fazer .
Daughter: “Daddy, my bicycle is broken .” 
(Filha: “Papai, minha bicicleta está quebrada .”)
Father: “Your mom told me . I’m going to fix it tomorrow .”
(Pai: “Sua mãe falou-me . Vou consertá-la amanhã .”)
Future CONTINUOUS (PROGRESSIVE) (I will be playing / She will be singing)
WILL + BE + verbo principal terminado em ING
Quando usá-lo: 
 • Empregado quando se quer comunicar que ações ou acontecimentos estarão ocorrendo 
em determinado momento no futuro .
Kent and Alice will be celebrating their wedding anniversary next Sunday .
Palavras que pedem o uso do Future Continuous:
 Tonight – hoje à noite
 Tomorrow – amanhã
 Next – próximo(a)
 Soon – breve, logo
Future PERFECT (We will have played / You will have sung)
WILL + HAVE + P .P . (verbos terminado em ED ou verbos irregulares)
Quando usá-lo: 
 • Empregado quando se quer comunicar que ações ou acontecimentos terão ocorrido em 
determinado momento no futuro .
 This time next year the president will have dismissed Chile’s ambassador .
 Nesta época do ano que vem o presidente terá demitido o embaixador do Chile .
 He will have seen his daughter by tomorrow morning .
 Ele terá visto sua filha amanhã de manhã .
Palavras que pedem o uso do Future Perfect:
 By – por, pelo, perto de 
 Tonight – hoje à noite
Banco do Brasil – Inglês – Prof. Eduardo Canto
www.acasadoconcurseiro.com.br 21
 Tomorrow – amanhã
 Next – próximo(a)
CONDITIONAL SIMPLE(I would play / She would sing)
WOULD + verbo no INFINITIVO
Quando usá-lo: 
 • Geralmente é empregado em correlação com outros tempos verbais expressando 
condição . Desta forma, as conjunções If (se) e Unless (a menos que) aparecerão .
 • Também pode expressar ações que ocorriam regularmente no passado, com o mesmo uso 
de “used to” (costumava) .
 If Peter worked hard, he would buy a car .
 Se Peter trabalhasse duro, ele compraria um carro .
 Sue would study every evening when she was in Portland .
 Sue costumava estudar todas as noites quando esteve em Portland .
FUTURE AND CONDITIONAL TENSES FORMULAS
AFFIRMATIVE FRAME
SIMPLE FUTURE - SUJ + WILL + I COL
FUTURE CONTINUOUS - SUJ + WILL BE + (ING)
FUTURE PERFECT - SUJ + WILL HAVE + III COL
SIMPLE CONDITIONAL - SUJ + WOULD + I COL
NEGATIVE FRAME
SIMPLE FUTURE - SUJ + WILL + NOT (WON’T) + I COL
FUTURE CONTINUOUS - SUJ + WILL + NOT (WON’T) + BE + (ING)
FUTURE PERFECT - SUJ + WILL + NOT (WON’T) + HAVE + III COL
SIMPLE CONDITIONAL - SUJ + WOULD + NOT (WOULDN’T) + I COL
INTERROGATIVE FRAME
SIMPLE FUTURE - WILL + SUJ + I ?
FUTURE CONTINUOUS - WILL + SUJ + BE + (ING) ?
FUTURE PERFECT - WILL + SUJ + HAVE + III COL ?
SIMPLE CONDITIONAL - WOULD + SUJ + I ?
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Questões
1) A forma interrogativa de “Mary works in 
Canoas” é:
a) Do Mary work in Canoas? 
b) Does Mary work in Canoas? 
c) Does Mary works in Canoas?
d) Is Maryworking in Canoas?
e) Do Mary works in Canoas?
2) A forma negativa de “Joe and Susie are the 
best competitors” é:
a) Joe and Susie don’t compete the best .
b) Joe and Susie won’t compete the 
best . 
c) Joe and Susie aren’t the best 
competitors .
d) Joe and Susie not compete the best .
e) Joe and Susie don’t are the best 
competitors .
3) A frase “Vic sings every day” tem como 
forma negativa:
a) Vic aren’t singing every day . 
b) Doesn’t Vic sing every day . 
c) Vic isn’t singing every day .
d) Vic doesn’t sing every day .
e) Vic don’t sing every day .
4) They went to the stadium but Joe 
__________ the game .
a) didn’t liked 
b) don’t liked 
c) wasn’t like
d) did like not
e) didn’t like
5) I, Eddie and Ann ___________ last night .
a) were dancing 
b) was dancing 
c) dance
d) didn’t danced
e) will dance
6) ____________ time to take care of the kids?
a) Did she has 
b) Had she did 
c) Did she have
d) Had did she
e) Do she have
7) David didn’t swim because he 
_____________ a flu .
a) did got 
b) has get 
c) gets
d) had getting
e) had got
8) A melhor versão inglesa para a pergunta 
“Sua avó ficou grisalha aos 35 anos de 
idade?” é:
a) Has her grandmother got gray at the 
age of 35?
b) Has your grandmother got gray at the 
age of 35?
c) Did her grandmother get gray at the age 
of 35?
d) Did your grandmother get gray at the 
age of 35?
e) Has her grandmother got gray at the 
age of 35?
9) Alice ____________ desserts . 
______________ a fruit?
a) doesn’t likes / Did she tries 
b) doesn’t like / Would she try 
c) don’t like / Will she tries
d) don’t like / Would she try
e) aren’t like / Will she tries
 
www .acasadoconcurseiro .com .br24
10) Students _______ always _____________ 
for information .
a) are / search 
b) have / search 
c) are / searching
d) have / searching
e) are / searched
11) Geese ____________ loud sounds .
a) to make 
b) make 
c) makes
d) are made
e) is making
12) _______Susan frequently _______________ 
for mistakes she __________ ?
a) Does / apologize / makes 
b) Does / apologizes / makes 
c) Does / apologize / make
d) Do / apologizes / make
e) Do / apologizes / makes
13) Why __________________ ?
a) is your sister-in-law laugh 
b) are your sister-in-law laughing 
c) is your sisters-in-law laughing
d) are your sister-in-law laugh
e) are your sisters-in-law laughing
14) Last decade Caxias ___________ the state’s 
championship .
a) win 
b) winned 
c) won
d) was won
e) has won
15) Jennie __________ keys .
a) have lose its 
b) has lost their 
c) have lost its 
d) has lost her
e) has lose her
16) He is very strong . He ____________ weights 
for 15 years .
a) has been lifting 
b) lifted
c) has lift
d) left 
e) has left
17) Freedom of press is something that some 
countries ______________ .
a) haven’t been respected 
b) hasn’t being respected 
c) haven’t been respecting
d) hasn’t being respecting
e) haven’t being respecting
18) Russia ___________ its currency when 
President Yeltsin got sick .
a) just had devaluate 
b) has just devaluating 
c) had just devaluate 
d) has devaluate just
e) had just devaluated
19) The Governor noticed that he 
______________ mistaken policies .
a) had ruled 
b) had rule 
c) had been rule
d) have been ruling
e) have ruling
20) Where have you been? I 
__________________ for you for ages!
a) ‘ve been waiting 
b) ‘ve waiting 
c) ‘s been waiting
d) ‘ve being waited
e) ‘ve being waiting
 
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Banco do Brasil – Inglês – Prof. Eduardo Canto
21) When Peter returns, we ____________ 
dinner .
a) will be ate 
b) will be eating 
c) is going to eat
d) will be eaten
e) shall to eat
22) The film ____________ to an end before I 
______________ the theater room .
a) has come / am entering 
b) came / ‘m entering 
c) had come / entered
d) had came / enter
e) had came / entered
23) (UFRGS 97) Choose the best alternative to 
complete the sentence below correcly:
Mexico ________ many difficult crises in 
history, but now it __________ its own 
future .
a) has faced / is shaping 
b) faced / was shaped 
c) faced / was shaped
d) have been facing / shaped
e) faces / has been shaped
24) (UFRGS) I _________ you for a long time . 
What happened to you?
a) don’t see 
b) am not seeing 
c) didn’t see
d) haven’t seen
e) wasn’t seeing
25) (UFRGS) The child __________ crying a few 
minutes ago .
a) stop 
b) stops 
c) will stop 
d) stopped 
e) has stopped
26) (PUC) The engineers ___________ yet .
a) didn’t arrive 
b) didn’t arrived 
c) doesn’t arrive
d) haven’t arrived
e) hasn’t arrived
27) (UFRGS) Complete a frase com a forma 
verbal mais adequada para cada lacuna: The 
kids ______ in love with the Tamagotchi, 
when they first __________ it, but they 
_________ with it lately .
a) fell / saw / have not played
b) fall / see / did not play
c) fell / see / did not play
d) have fallen / seen / do not play
e) fall / saw / have not played
28) I guess ___________ home later .
a) she is going 
b she will have gone 
c) she’ll go 
d) she will have
e) she’ll goes
29) The President knows Northeast States 
_____________ to claim for financial aid .
a) will 
 
b) are going 
c) will be
d) has
e) is going 
Gabarito: 1 . B 2 . C 3 . D 4 . E 5 . A 6 . C 7 . E 8 . D 9 . B 10 . C 11 . B 12 . A 13 . E 14 . C 15 . D 16 . A  
17 . C 18 . E 19 . A 20 . A 21 . B 22 . C 23 . A 24 . D 25 .D  26 . D  27 . A 28 . C 29 . B
Banco do Brasil – Inglês – Prof. Eduardo Canto
www.acasadoconcurseiro.com.br 27
DOUBLE SENSE WORDS
Estas palavras, assim como os falsos cognatos, são palavras perigosas por possuírem mais de 
um significado . Muitas delas têm um significado consagrado e conhecido por todos . Porém é 
comum um confronto com textos em que seu outro sentido esteja sendo empregado . Confira a 
lista abaixo e familiarize-se com os sentidos dessas palavras .
PALAVRA 1o SENTIDO 2o SENTIDO
01.Apology Apologia
Desculpas
She offered her apologies and I 
forgave her .
02.Apply Aplicar
Candidatar-se
I’m going to apply for the job 
they advertised .
03.Argument Argumento
Discussão
We had a serious argument on 
that subject .
04.Bachelor Bacharel
Solteirão
He’s never married . He’s an 
80-year-old bachelor .
05.Balance Balança
Equilíbrio
It’s not easy to keep the 
balance on that rope .
06.Ball Bola BaileWe’re going to the ball tonight .
07.Bar Bar, barra
tribunal
The lawyers discussed about 
the bar’s verdict .
08.Capital Capital
Maiúscula
Write this word in capital 
letters .
09.Case Caso
Estojo
I bought her a lovely leather 
case .
10.Character Caráter
Personagem
Which of these is the movie’s 
main character?
11.China China
Porcelana
These teapots are made of the 
finest European china .
 
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12 .Classified Classificado
Confidencial
This is a classified matter; no 
one should know about it .
13.Club Clube taco, bastãoHe hit them with a heavy club.
14.Collect Coletar; Colecionar
Cobrar
Those brokers are here to 
collect the fees .
15.Commit Cometer
Comprometer-se
I never commit myself on such 
issues . 
16.Confection Confecção
Doces
Every child likes confections 
and chocolate. 
17.Content Contente
Conteúdo
Tell me briefly what the 
contents of the books are. 
18.Date Data
Encontro
She has a date with her 
boyfriend tonight . 
19.Facility Facilidade
Instalação, sede
Hospitals and other health care 
facilities .
20.Figure Figura
Números
Figures show that many of 
these people are illiterate
21.Fine Belo, fino, excelente Multa, taxaWhat an expensive fine!
22.Fix Fixar
Consertar
The TV set must be fixed today . 
I don’t want to miss the game . 
23.Fortune Fortuna, riqueza
Destino, sorte
He decided to go home for 
the holidays, and his fortune 
turned for the worse . 
24.Good(s) Bom(ns), Boa(s)
produtos
Frozen goods . Manufactured 
goods
25.Interest Interesse, interessar
Juros
My friend returned the money 
with high interest after6 
months . 
26.Last Último Durar, resistirRocks last forever .
Banco do Brasil – Inglês – Prof. Eduardo Canto
www.acasadoconcurseiro.com.br 29
27.Legend Legenda
Lenda
Have you ever read about the 
legend of that goddess?
28.Mark Marca
Nota
If she studies harder, her mark 
will surely be better .
29.Mass Massa
Missa
A mass was celebrated by 
father John .
30.Medicine Medicina
Remédio
Any substance used in treating 
disease is a medicine.
31.Move Mover, mexer Mudar-seThey are moving to Seattle.
32.Observe Observar
Celebrar
The family observed Easter last 
year .
33.Official Oficial
funcionário público
I never wanted to be a 
government official .
34.Operator Operador
Telefonista
Hello, put me through the 
operator, please! 
35.Park Parque
Estacionar
It’s forbidden to park on that 
street .
36.Periods Períodos
Menstruação
She drastically changes 
whenever her periods 
approach .
37.Plant Planta
Fábrica
The plant’s building is 
beginning to take shape now .
38.Point Ponta
Assunto
Now let’s come to the point 
that really matters .
39.Principal Principal
Diretor de escola
Go to the principal’s office and 
tell him the truth!
40.Race Raça
Corrida
Did you see the car race 
yesterday on TV?
 
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41.Record Recorde
Gravar
He recorded a new song last 
month .
42.Rest Resto DescansarMay the dead rest in peace!
43.Rule Regra; governar, controlar Traçar linhasShe ruled in red under the title . 
44.Save Salvar
poupar, economizar
Save your money for your 
vacations .
45.Sound Som; Soar
Saudável
Mr Smith’s daughter is a sound 
kid .
46.Story História andar, pavimentoIt’s a 12-story building .
47.Subject Sujeito
Assunto
What is the subject of the 
book?
48.Term Termo
Semestre
The second term at school will 
begin in August .
49.Turkey Turquia
Peru
Why shouldn’t we have turkey 
for dinner?
50.Vice Vice VícioSmoking is a terrible vice .
51.Well Bem
fonte
Don’t go too deep into the 
well, would you?
52.Will (Auxiliar do Futuro)
vontade, testamento
A candidate with the will to 
win .
Grandpa’s will caused some 
surprise . We didn’t expect to 
see cousin Richard taking the 
rural Estate .
Banco do Brasil – Inglês – Prof. Eduardo Canto
www.acasadoconcurseiro.com.br 31
VERB CONCORD
As palavras ou expressões abaixo pedirão concordância verbal na 3a pessoa do singular:
EACH (cada) EVERY (cada, todo)
Each of the rooms has private entrance . Every toy and game was tested yesterday .
AS WELL AS (assim como) EITHER (um ou outro, cada um)
Mary, as well as her parents, is traveling . The parties disagree . Either has its points .
COMPOSTOS DE BODY NEITHER (nenhum; nem um nem outro)
(anybody, somebody, everybody, etc .) Neither of the players runs .
Everybody buys food .
COMPOSTOS DE ONE
(anyone, someone, everyone, etc .)
Anyone that sells drugs will go to jail .
 
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Questões
IF CLAUSES (CONDITIONAL 
SENTENCES)
01. Oração IF com verbo no PRESENT terá na 
oração independente um verbo no . . . . . . . . . . . . .
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
02. Oração IF com verbo no PRESENT também 
poderá ter na oração independente um 
verbo no . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
 . . . . . . . . . . . .
03. Oração IF com verbo no PAST TENSE terá na 
oração independente um verbo no . . . . . . . . . . . . . . .
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
04. Oração IF com verbo no PAST PERFECT terá 
na oração independente um verbo no . . . . . . . . . .
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
05. IF pede em todas as pessoas “WAS”ou 
“WERE”? . . . . . . . . . . . . . . . . . . . . . . . . . .
TESTS
01. (UFSM) – If Paul arrives late, he . . . . . . . the 
main film .
a) will miss 
b) would have missed 
c) could have missed
d) miss
e) would miss
02. (UPF) – If I . . . . . . . . you were sick I would have 
come to see you .
a) know 
b) was knowing 
c) had known
d) have known
e) knew
03. (UFRGS) – If you . . . . . . . . you would have had a 
good time .
a) go 
b) had gone 
c) has gone
d) were gone
e) went
04. (UFSM) – Assinale a única alternativa 
correta .
a) If I were you I would not see her again .
b) If I was you I would not see her again .
c) If I were you I will not see her again .
d) If I be you I might not see her again .
e) If I was you I will not see her again .
Gabarito: 1 . Simple Future (Will + Infinitivo) 2 . Imperative (Infinitivo / Don´t + Infinitivo)  3 . Conditional (Would/Could/
Should/Might+ I) 4 . Conditional Perfect (Would/Could/Should/Might Have + Part. Pass.) 5 . Were
 
www .acasadoconcurseiro .com .br34
05. (PUCRGS) – If I . . . . . . . .you I would start it all 
over again .
a) was 
b) am 
c) were
d) would be
e) will be
06. (UFRGS 98) Considere a frase: If you don’t 
feed your tamagotchi, it will die . Escolha a 
melhor opção para reescrevê-la começando 
com: She told me that
a) if I won’t feed my tamagotchi, it would 
die .
b) if you didn’t feed your tamagotchi, it 
had died .
c) if I didn’t feed my tamagotchi, it would 
have died .
d) if I didn’t feed my tamagotchi, it would 
die .
e) if you haven’t fed your tamagotchi, it 
will have died .
07. (UFRGS) Select the correct alternative to 
complete the hypothesis below .
If you were looking for new monkeys, Brazil 
___________ the place to do it .
a) will be 
b) is 
c) had been 
d) has been 
e) would be
Gabarito: 1 . A 2 . C  3 . B 4 . A 5 . C 6 . D 7 .E
www.acasadoconcurseiro.com.br
APPENDIX 1
IRREGULAR VERBS
I II III
INFINITIVE SIMPLE PAST PAST PARTICIPLE TRADUÇÃO
Beset Beset Beset Atacar, acuar
Bet Bet Bet Apostar
Burst Burst Burst Estourar
Cast Cast Cast Arremessar
Cost Cost Cost Custar
Cut Cut Cut Cortar
Hit Hit Hit Bater, Golpear
Hurt Hurt Hurt Ferir, Machucar
Let Let Let Deixar, permitir
Put Put Put Por, colocar
Quit Quit Quit Desistir, parar
Read Read Read Ler
Set Set Set Ajustar, estabelecer
Shed Shed Shed Derramar
Shut Shut Shut Fechar
Split Split Split Rachar, partir
Spread Spread Spread Espalhar, difundir
Wet Wet Wet Molhar, umedecer
Bend Bent Bent Dobrar, curvar
Beseech Besought Besought Suplicar, implorar
 
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Bind Bound Bound Atar, amarrar
Bleed Bled Bled Sangrar
Bring Brought Brought Trazer
Build Built Built Construir
Buy Bought Bought Comprar
Catch Caught Caught Pegar
Cling Clung Clung Aderir a
Creep Crept Crept Rastejar
Deal Dealt Dealt Lidar, negociar
Dig Dug Dug Cavar
Feed Fed Fed Alimentar
Feel Felt Felt Sentir
Fight Fought Fought Lutar, brigar
Find Found Found Encontrar
Flee Fled Fled Fugir
Fling Flung Flung Arremessar
Get Got Got / Gotten Pegar, etc .
Hang Hung Hung Pendurar
Have Had Had Ter
Hear Heard Heard Ouvir
Hold Held Held Segurar, prender
Keep Kept Kept Guardar, manter
Lay Laid Laid Por, colocar
Lead Led Led Liderar
Leave Left Left Deixar, Partir
Lend Lent Lent Emprestar
Lose Lost Lost Perder
Make Made Made Fazer
Mean Meant Meant Significar
Meet Met Met Encontrar, 
 reunir-se
Banco do Brasil – Inglês – Prof. Eduardo Canto
www.acasadoconcurseiro.com.br 37
Pay Paid Paid Pagar
Say Said Said Dizer
Seek Sought Sought Procurar
SendSent Sent Enviar, mandar
Sell Sold Sold Vender
Shine Shone Shone Brilhar
Shoot Shot Shot Atirar
Sit Sat Sat Sentar-se
Sleep Slept Slept Dormir
Spend Spent Spent Gastar, passar
Stand Stood Stood Ficar, suportar
Strike Struck Struck Bater, golpear
Sweep Swept Swept Varrer
Teach Taught Taught Ensinar
Tell Told Told Dizer, contar
Think Thought Thought Pensar, achar
Understand Understood Understood Entender
Weep Wept Wept Chorar, lamentar
Win Won Won Ganhar
Wring Wrung Wrung Torcer, apertar
Begin Began Begun Comecar
Bid Bade Bidden Ofertar, fazer um 
 lance
Drink Drank Drunk Beber
Forbear Forbore Forborne Tolerar,estar 
 paciente
Ring Rang Rung Tocar, soar
Sing Sang Sung Cantar
Sink Sank Sunk Afundar
Spring Sprang Sprung Saltar
Swim Swam Swum Nadar
 
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Beat Beat Beaten Bater, vencer
Blow Blew Blown Soprar
Do Did Done Fazer
Draw Drew Drawn Desenhar, sacar
Drive Drove Driven Dirigir, conduzir
Eat Ate Eaten Comer
Fall Fell Fallen Cair
Forbid Forbade Forbidden Proibir
Forgive Forgave Forgiven Perdoar
Give Gave Given Dar
Go Went Gone Ir
Grow Grew Grown Crescer
Hide Hid Hidden Esconder
Know Knew Known Conhecer, saber
Ride Rode Ridden Cavalgar, passear
Rise Rose Risen Levantar-se
See Saw Seen Ver
Shake Shook Shaken Balançar, Bater
Take Took Taken Tomar, pegar
Throw Threw Thrown Arremessar, 
 jogar
Withdraw Withdrew Withdrawn Retirar, remover
Write Wrote Written Escrever
Bear Bore Born Dar a luz, gerar
Bite Bit Bitten Morder
Break Broke Broken Quebrar
Choose Chose Chosen Escolher
Fly Flew Flown Voar
Forget Forgot Forgotten Esquecer
Freeze Froze Frozen Congelar
Lie Lay Lain Deitar
Banco do Brasil – Inglês – Prof. Eduardo Canto
www.acasadoconcurseiro.com.br 39
Speak Spoke Spoken Falar
Steal Stole Stolen Roubar, furtar
Swear Swore Sworn Jurar
Tear Tore Torn Rasgar
Wear Wore Worn Vestir
Become Became Become Tornar-se
Come Came Come Vir
Run Ran Run Correr
Saw Sawed Sawed / Sawn Serrar
Sew Sewed Sewed / Sewn Costurar
Sow Sowed Sowed / Sown Semear
Show Showed Shown Mostrar
Awake Awaked / Awoke Awaked / Awoke Despertar, 
 acordar
Burn Burned / Burnt Burned / Burnt Queimar
Dream Dreamed / Dreamt Dreamed / Dreamt Sonhar
Dwell Dwelled / Dwelt Dwelled / Dwelt Morar
Lean Leaned / Leant Leaned / Leant Apoiar-se
Learn Learned / Learnt Learned / Learnt Aprender
Rid Ridded / Rid Ridded / Rid Livrar-se, 
 desfazer-se
Smell Smelled / Smelt Smelled / Smelt Cheirar
Spill Spilled / Spilt Spilled / Spilt Derramar
Spin Spun / Span Spun Torcer, rolar
Spoil Spoiled / Spoilt Spoiled / Spoilt Estragar
Sweat Sweated / Sweat Sweated / Sweat Suar
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www .acasadoconcurseiro .com .br 41
Questões
TEXT 1 
FOCUSED GLOSSARY
FAIR – justo;limpo; feira 
LABO(U)R – trabalho; mão-de-obra
STANDARD - padrão 
WAGE - salary
TO DRAFT – recrutar; planejar 
BELIEF – creed (crença)
EMPLOYER – empregador 
TO INCREASE – raise; rise; grow 
(aumentar;crescer) 
EMPLOYMENT – emprego 
PERENNIAL – ethernal
STRUGGLE – fight; effort (luta;esforço)
For American women in the workplace, 1938 
was an important year . That was the year the 
U .S . Fair Labour Standards Act was passed, 
creating working-conditions protection and 
the minimum wage. Though the law applied 
to both men and women, it was women 
who stood to benefit the most . The act, in 
combination with World War II (WWII) – 
during which women were “drafted” to work 
in factories and offices – forever changed 
American women’s work roles .
In the postwar decades, two phenomena 
further advanced the role of women in the 
workplace . 
The first was the women’s movement 
beginning in the late 1960’s; leaders like 
Betty Friedan and Gloria Steinem immensely 
changed the corporate consciousness 
of America . Discrimination and double 
standards can still be found, but these 
pioneers began a revolution that has 
culminated in a firmly established belief 
among most American employers that 
women can do the job – any job – as well as 
men . Many thought that day would never 
come .
The second phenomenon is the advent of 
the personal computer . It has been a great 
equalizer in offices, among other things, 
getting executives to type! Moreover, PCs 
and telecommunications
technologies have enabled more women and 
men to work at home, increasing employment 
options and bringing the perennial kids-and-
career battle to an end . Certainly, challenges 
remain, and the struggle goes on . But as the 
millenium approaches, the pace of women’s 
progress is undeniably accelerating .
01) O título mais apropriado para esse texto é
a) Female Power .
b) A History of Women’s Lib .
c) The Role of Women in society .
d) Women in the Workplace .
e) Women in WWII .
02) De acordo com o texto,
a) Betty Friedan e Gloria Steinem 
conseguiram eliminar a discriminação 
contra a mulher .
b) O movimento feminista e a 
informatização impulsionaram a 
profissionalização da mulher .
c) Há, hoje em dia, mais mulheres do que 
homens montando escritórios em casa .
d) Executivos do sexo masculino usam mais 
o computador do que suas secretárias .
e) Mulheres também eram convocadas 
para combater na segunda guerra 
mundial .
 
www .acasadoconcurseiro .com .br42
03) A afirmação incorreta, segundo o texto, é:
a) Hoje, graças aos avanços tecnológicos, 
“Quem fica com as crianças?” não é 
mais um problema .
b) Nas últimas décadas, o papel da mulher 
no mercado de trabalho tem aumentado 
sensivelmente .
c) A lei americana promulgada em 1938 
beneficiou principalmente os homens 
que foram para a guerra .
d) A revolução feminina sensibilizou a 
maioria dos empregadores americanos .
e) No próximo milênio, o avanço da 
mulher como força de trabalho poderá 
ser ainda maior .
04) A expressão in the late 1960’s (l . 07) significa, 
em português,
a) no final da década de sessenta .
b) Anteriormente aos anos sessenta .
c) Nos atrasados anos sessenta .
d) Depois da década de sessenta .
e) Durante os anos sessenta .
05) Na frase Many thought that day would 
never come (l . 11), a palavra mais adequada 
para completar o sentido de many é
a) beliefs .
b) most .
c) women .
d) standards .
e) discrimination .
06) O vocábulo leaders (l . 07) pode ser explicado 
como persons (or things) that lead . 
Outra palavra do texto que pode receber 
explicação do tipo a person (or thing) that é
a) other (l . 13)
b) forever (l . 05)
c) further (l . 06)
d) career (l .15)
e) equalizer (l . 12)
TEXT 2 
ADAPTED FROM NEWSWEEK MAGAZINE
FOCUSED GLOSSARY
TO ACQUIT – to absolve 
FANCY – fine; superior; to imagine 
AIDE - assistant 
PEN – to write with a pen
PARTY – partido político 
PLIGHT - problem
TO HUDDLE – to join; to gather (juntar-se) 
TO RECKON – to consider; to evaluate 
POLLS - elections 
GUILTY - culpable 
On the day Bill Clinton was acquitted, the 
White House was like a college dorm after 
finals . Everyone was rushing out the door . 
The lawyers treated themselves to a fancy 
lunch . A top political aide took his sons to 
the rodeo . The press secretary drove home 
early . The vice-president Al Gore was off on 
a trip to Albany . By sundown there almost 
no one of importance left in the mansion – 
except, of course, the man who lived there, 
his wife and his mother-in-law .
Next morning, when the Reverend Jesse 
Jackson arrived, the president was alone at 
his desk in the Oval Office, making calls andpenning thank-you notes to the senators in 
his party who saved him from conviction . 
Jackson, a Baptist minister, discussed 
Gabarito: 1 . D 2 . B 3 . C 4 . A 5 . C 6 . E
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Banco do Brasil – Inglês – Prof. Eduardo Canto
political redemption . He urged the 
president to focus on the plight of the rural 
poor by traveling down the Appalachia, the 
Mississippi Delta and the Rio Grande Valley . 
He then asked Clinton to move out from 
behind his desk, and the two huddled on a 
couch to pray . God had heard and answered 
his prayers .
But there is too much damage to assess, too 
many new tests to pass . Clinton left the Rose 
Garden podium last week a survivor . However, 
his real reckoning is still to come – with the 
Republican-led Congress, with voters who will 
assess his legacy at the polls in 2000, with the 
judgement of history to be written .
1) According to paragraph 1, it is correct to 
state that:
a) Bill Clinton was considered guilty;
b) Everyone in the White House appeared 
concerned;
c) All Clinton’s aides remained in the White 
House till late evening;
d) Clinton’s lawyers have flown overseas;
e) The White House seemed to have a 
pleasant atmosphere .
2) According to paragraph 2, it isn’t correct to 
state that:
a) Clinton and Baptist Minister Jackson 
were by themselves;
b) Clinton used ink when writing his thank-
you letters;
c) Clinton committed himself to check the 
poor areas described by Jackson;
d) Clinton and Jackson prayed on a sofa;
e) Clinton and Jackson are aware of the 
needy areas .
3) A suitable title for the text would be:
a) The survivor;
b) The worried;
c) The ruler;
d) The prey;
e) The veneration . 
TEXT 3 
FOCUSED GLOSSARY
TO GET RID OF – livrar-se 
TORY RULE – The Conservatives in Britain
TO WAVE – abanar 
INSTEAD – ao invés
BOTH…AND… - Tanto…como…
The Labour election victory in Britain has 
done something extraordinary: it has 
transformed the Nation . “Everything has 
changed”, announced the front page of 
The Independent . On the day After May 
Day, lots of people were smiling, reported 
The Observer . They had, they said, got rid 
of the Conservatives . The smiling voters 
had made sure, for several years at least, 
and possibly forever that “they” had been 
banished . After 18 years of Tory rule, the 
British voters have had a change of heart . 
Tony Blair’s new Government now has the 
largest majority the House of Commons has 
seen in decades . He has become the most 
powerful peacetime British Prime Minister 
this century . And he has started to exercise 
this power immediately . As the new Prime 
Minister, he should have reached the door 
of 10 Downing Street in a Chauffer-driven 
car, waved to the crowd and walked inside . 
Instead he began a presidential style walk-
about, shaking hands and smiling broadly . 
As it follows, during their first few days of 
power, the new government announced 
changes both in style and in policy that will 
impact on British political life for decades .
Gabarito: 1 . E 2 . C 3 . A
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
 
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01. The main purpose of the text is to inform 
that
a) There have been elections in Britain 
after a long period of time .
b) The Prime Minister lives at 10 Downing 
Street in London .
c) The Conservative Party won an election 
after 18 years in power .
d) The new Prime Minister is as powerful 
as a president .
e) The British are rejoicing with the new 
and powerful government .
02. The three occurrences of the pronoun 
“they” (twice on line 07 and once on line 10) 
refer respectively to:
a) voters - the conservatives - the 
conservatives
b) the conservatives - people - The 
observer
c) people - The Observer - voters
d) people - people - the conservatives
e) people - voters - the conservatives
03. The word “rule” (line 11) can be used 
correctly as a verb in all alternatives but:
a) He ruled two red lines under the title .
b) She rules her household with an iron 
hand .
c) The doctor ruled him some strong 
medication .
d) The judge ruled for the defendant .
e) Terrorism ruled out any chance of peace 
talks .
04) The best translation for the word “policy” 
(line 26) is
a) política
b) polícia
c) apólice
d) policial
e) polidez
TEXT 4
ADAPTED FROM NEWSWEEK MAGAZINE
FOCUSED GLOSSARY
TURMOIL - confusion 
EARNEST - sincere 
STOCK EXCHANGE – mercado de ações 
FUSS – worry; concern 
PACKING CRATES – embalagens 
NEWCOMERS – beginner (novato) 
BACKGROUNDS – formação; meio 
BUTCHERS - açougueiro
WARES – mercadorias 
UPMARKET – extravagant; expensive
Ask Claudio Souza about world financial 
turmoil, and you get an earnest but blank 
stare . He doesn’t follow the São Paulo Stock 
Exchange, hasn’t heard of the International 
Monetary Fund and couldn’t say what all 
the fuss over pension reform is about . But if 
you want to know about trouble, then Souza 
is a scholar . It takes only a quick visit to his 
home (a box made from packing crates, 
which he shares with his stepdaughter and 
his pregnant wife) to see that . Like many 
residents of favelas, Souza is out of work .
But there’s something else in Brazil, 
too . It has to do with Souza, and his 
prospects, but it isn’t limited to him . For 
while Brazil’s population of 160 million 
includes many Souzas, it also includes 
the likes of Vera Loyola, a bottle blonde 
who uses Persian rugs on the floor of her 
Porsche and Mercedes . Loyola is the self-
appointed ambassador for a dynamic tribe 
of newcomers who have arisen from deep 
working class backgrounds . They are a 
common aristocracy for the ‘90s: butchers, 
brickmakers, supermarketers, who made 
their fortunes dealing wares to a market 
the upmarket companies neglected and 
they know well – the working-class suburbs . 
Gabarito: 1 . E 2 . D 3 . C 4 . A
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Banco do Brasil – Inglês – Prof. Eduardo Canto
Loyola’s money comes from a popular chain 
of bakeries and love motels .
1. Choose the correct relationship according to 
the text:
a) Souza – Wealthy
b) Souza – financial expert
c) Working class backgrounds – rich
d) Loyola – employee
e) Loyola – aristocrat
2. The most adequate title for the text would 
be:
a) A tale of two countries;
b) How to become wealthy;
c) Home-boxes;
d) The duties of a business woman;
e) The sins of a society .
3. The text aims to:
a) claim for social aid for the impoverished 
people;
b) expose two different brazilian faces;
c) describe Brazil’s new standard;
d) relate the legacy of two human beings;
e) propose a new background for 
brazilians .
TEXT 5
FOCUSED GLOSSARY
TO BREED - gerar 
FOOTHOLD – a secure position
SHEER - pure 
TO MENTOR – to advise (aconselhar; 
orientar)
STRENGHT - força 
CROP – safra; colheita
GENDER GAP - desigualdade 
LAG BEHIND – estar atrás
EARN - ganhar $ 
TO BEAR – to tolerate
BURDEN – tarefa; atividade 
INROAD – participation
NEWSWEEK MAGAZINE, MAY 18, 1998 .
MOVING UP IN THE WORLD
Women have more influence than ever in 
G-8 countries. But for all their gains, they’re 
still seeking parity with men.
Money breeds money and power breeds 
power . Those who have some of either can 
usually generate more of both . It’s taken 
women a long time to gain a foothold in 
business and government, but they may 
finally have reached a critical mass . Of 
course, in terms of sheer numbers, men are 
still comfortably in the lead . But globally 
prominent women in the private and 
public sectors can no longer be counted 
on two hands . In fact, there are hundreds 
of them, in groups like the International 
Women’s Forum, who are mentoring the 
next generation . If the notion of strength 
in numbers holds true, this new crop of 
educated, working women will undoubtedly 
help close the gender gap that still exists in 
wages, government participation and child 
care .
WOMEN IN THE WORK FORCE
Though more women workoutside the 
home than ever before, they continue to lag 
behind men in wages . On average, they earn 
just one half to three quarters of a man’s 
pay .
LIFESTYLE CHOICES
From New York to Tokyo, women still bear 
most of the burden of housework and child 
care, though some studies show that men 
are beginning to lend a helping hand .
Gabarito: 1 . E 2 . A 3 . B
 
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PARTICIPATION IN GOVERNMENT
Women are making inroads in politics, but 
they still don’t have an equal influence on 
policy . Men continue to hold the majority 
of parliamentary seats and key government 
positions .
01. Assinale a alternativa que apresenta a idéia 
central do texto .
a) A importância da figura feminina na 
família .
b) As conquistas femininas na sociedade 
atual .
c) A dificuldade de a mulher participar 
ativamente na política .
d) A influência da mulher na educação dos 
filhos .
e) O interesse das mulheres em conhecer 
os oito países mais desenvolvidos do 
mundo .
02. De acordo com o texto, indique se as 
afirmações a seguir são verdadeiras (V) ou 
falsas (F) .
( ) Though women are making progress in 
politics, fewer of them are having children .
( ) Despite the fact that men are helping 
more, women still do most of the 
housework .
( ) More women work outside the home 
but many of them still get lower wages .
A sequência correta é
a) V - V - F
b) V - F - F
c) V - F - V
d) F - V - V
e) F - V - F
03. Assinale a alternativa que expressa o sentido 
da palavra “breeds” na frase “money breeds 
money and power breeds power” (l . 01)
a) destrói
b) afasta
c) exige
d) corrompe
e) gera
04. O segmento “seeking parity with men” 
(subtítulo) tem sentido semelhante a
a) being in the lead .
b) ignoring men .
c) getting respect .
d) trying to close the gender gap .
e) getting well with men .
05. A palavra “both” (l . 02) se refere a
a) Homens e mulheres .
b) Dinheiro e poder .
c) Setor público e privado .
d) Empresários e políticos .
e) Organizações nacionais e organizações 
internacionais .
06. A alternativa que melhor expressa a idéia da 
frase “ . . . can no longer be counted on two 
hands” (linhas 04 e 05) é
a) já não é mais possível contar nos dedos 
das mãos .
b) não são tão longos como os dedos das 
mãos .
c) ainda se pode contar com as duas mãos .
d) já não se desejam mais trabalhos 
manuais .
e) a contagem não é feita manualmente .
Gabarito: 1 . B 2 . D 3 . E 4 . D 5 . B 6 . A
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Banco do Brasil – Inglês – Prof. Eduardo Canto
TEXT 6 
ADAPTED FROM NEWSWEEK MAGAZINE
FOCUSED GLOSSARY
BETTING – (gambling), apostar 
QUAINT – curioso; exótico; estranho; 
incomum
UNSPOILED – saudável; não danificado 
MERGE – juntar-se, fundir-se, incorporar-se
DEAL – negócio; negociar, tratar, lidar 
SHAREHOLDERS – acionistas
PROUD – orgulhoso(a) 
UNWILLING – sem vontade, relutante; 
hesitante
ICON – imagem; símbolo 
DESPITE – apesar
SHRINKING – encolhida; reduzida 
YUPPIE – jovem bem sucedido e bem pago
WORLDWIDE – ao redor do mundo; 
mundial PUNY – franzino, fraco, 
insignificante
ENGINES – motores 
BOOMING – crescente; próspero
BETTING ON VOLVO (High)
It seems almost quaint in retrospect , an 
age of innocent and unspoiled nationalism . 
The year was 1993, and Swedish carmaker 
Volvo planned to merge with French-
owned Renault . After the deal was signed, 
shareholders refused to go on : proud 
Swedes were unwilling to combine Volvo, 
their national icon, with a state-controlled 
French company . The scene was quite 
different last January when Ford agreed to 
pay US$ 6 .5 billion for Volvo’s car business . 
Despite Volvo’s reputation for building the 
world’s safest cars, it’s long been clear that 
the company wouldn’t find a seat at the 
shrinking table . Drive through America’s 
yuppie territories and you’d think Volvo was 
a dominant carmaker, but its buyers took 
home just 400,000 vehicles worldwide last 
year .
Their puny sales wouldn’t generate enough 
cash to redesign today’s cars, expand into 
sport utility vehicles or develop the fuel-
cell engines that may power vehicles in 
the coming decades . Better to sell and 
concentrate on Volvo’s booming truck 
business as its rival Swedish truckmaker 
Scania . 
1. O texto anuncia:
a) A junção da Volvo com a Renault .
b) A venda da Volvo e da Renault para a 
Ford
c) Que fatores nacionalistas suecos 
impediram uma grande transação 
comercial com os americanos
d) A venda da Volvo automóveis para a 
Ford
e) O sucesso de vendas dos automóveis 
Volvo
2. De acordo com o texto, a relação correta é:
a) Renault - Swedish
b) Ford - French-American
c) Volvo Cars - French
d) Volvo Trucks - Swedish
e) Scania - American
3. Entre os dados apresentados pelo texto, não 
consta:
a) qual foi o valor da venda da Volvo 
automóveis
b) qual foi o prejuízo da Volvo caminhões
c) quantos carros a Volvo vendeu no 
mundo no último ano
e) qual empresa constrói os carros mais 
seguros do mundo
e) se a Volvo sueca continuará existindo
Gabarito: 1 . D 2 . D 3 . B
 
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TEXT 7
 ADAPTED FROM TIME MAGAZINE (high)
FOCUSED GLOSSARY
PORTFOLIO – carteira (pasta) de ações; 
títulos; pasta PROFITS – lucros
STOCKS – bolsas; mercados de valores 
TO STICK – manter-se
HAVE RISEN – cresceram, aumentaram 
CRUMB – migalha
MEANWHILE –enquanto isso; no decorrer 
do tempo HIRING – contratar
BONDS – bônus, obrigações do tesouro 
TREASURY – tesouro
HAVEN - (port, harbor), refúgio; santuário; 
porto 
CURRENCY – papel moeda; dinheiro
INTEREST RATES – taxas de juros 
SHARES - ações
BOTTOM LINE – principal; essencial, mais 
importante 
CURRENT – atual, corrente
THRIVE – (prosper, grow) – prosperar, 
crescer 
PLUNGE – cair; mergulhar
WHOLESOME – (healthy, sound) – saudável
Now is the time to take a good look at 
your portfolio, especially stocks that have 
risen strongly . You may just want to take 
your profits before they begin to decline . 
Meanwhile, pick up some bonds, which 
represent value when inflation is down (as 
it is now), and can provide a safe haven from 
a volatile market . With inflation low, and 
interest rates on treasury bonds at about 
6 percent, the returns look promising . The 
bottom line is that long term is the best 
strategy, if you can stick with it in the bad 
times . But if you are going to need the 
money in your current portfolio in 3-5 years, 
now is the time to sell some of it: it’s the 
people who stay in for the last crumb who 
get killed .
1. According to the text:
a) hiring is recommended if you need 
currency in 3 to 5 years;
b) exchanging dollars into healthier foreign 
currency is a good thing to do;
c) the inflation rate is about 6 percent;
d) bad times are expected;
e) whoever invests on crumbs will thrive .
2. This text intends to:
a) describe the stock market;
b) offer advice on monetary transaction;
c) explain how crumbs get broken;
d) report that in the meantime inflation 
will be high;
e) figure a way out to plunge .
3. A suitable title for the text would be:
a) preparing for the crash;
b) inflation times;
c) the boom of the stock market;
d) how to sell;
e) the power of a volatile market .
Gabarito: 1 . D 2 . B 3 . A
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Banco do Brasil – Inglês – Prof. Eduardo Canto
TEXT 8 
UNIVERSIDADE FEDERAL DE SANTA MARIA 
(UFSM)
FOCUSED GLOSSARY
STRIKER – artilheiro, goleador 
TOE – dedos dos pés
HIGH-STAKE – alta quantia 
BIDDING – lance; oferta
TO RUN OF – ficar sem mercadoria 
JERSEY – camiseta de clubes esportivos
FEE – taxa; multa 
ENDORSEMENT – contrato de imagem
GRIN – sorriso 
EARLOBE – orelha
STUD – brinco 
TO BERATE – xingar
SHOT – chute; arremesso 
SPREAD-EAGLED – amplo como uma águia
ENGINE – motor 
TO WRECK – colidir; destruir
DEMEANOR – comportamento 
UNFAZED – calmo; confiante
THE STRIKER WITH THE GOLDEN TOE
Newsweek, June 1997
A high-stakes bidding war for the kid who 
maybe the next Pelé
By John Parry
Street vendors outside the Camp Nou 
Stadium in Barcelona routinely run of No . 9 
jerseys . That’s the number worn by striker 
Ronaldo Luiz Nazário de Lima . “It’s the most 
popular shirt, the one all the fans want”, 
says a salesman . Fans aren’t the only ones 
fighting over Ronaldo, a Brazilian who, at 
the age of 20, is already being likened to his 
famous country man Pelé . His agents are 
negotiating to make him one of the world’s 
most expensive football players . Barcelona 
Football Club wants him to stay, but an 
Italian team, Inter Milan, is offering to pay 
Barcelona a $32 million transfer fee and to 
nearly double Ronaldo’s current salary to 
$3 million a year . That may pale next to the 
Nike contract he won’t discuss . In the age 
of big endorsements and stars who go by 
one name, Ronaldo is the perfect icon . His 
grin is boyish, his head is shaved and his left 
earlobe is punched with two gold studs . Two 
Spanish journalists have already written a 
biography, titled “Ronaldo: King of the year 
2000 .” “He’s very popular, a real pop star”, 
says his coach, Bobby Robson . He’s like 
Michael Jackson, Elton John and the Beatles 
all rolled into one .” Cameras sometimes 
catch him berating himself under his breath 
after a missed shot . But Spanish fans are 
more accustomed to seeing him after a score 
in full sprint, arms spread-eagled – a ritual 
known as the airplane . How long will his 
engines keep churning? Contract disputes, 
media attention and drugs have wrecked 
the careers of other young stars . For now, 
Ronaldo’s life seems stable . “I try to keep 
what I want in life as simple as possible”, 
says the superstar, who lives in the seaside 
town of Castelldefels, 15 minutes outside 
Barcelona, and gets frequent visits from his 
girlfriend, Susana Werner, also a Brazilian 
footballer . With an unassuming demeanor, 
Ronaldo says he’s unfazed by the big time . 
“I’ve just always been that way, on and off 
the field . I don’t feel the pressure . I just 
concentrate on playing: I think a lot about 
my work .” Right; when they pay $3 million a 
year, jobs are really worth thinking about .
1. A alternativa que melhor expressa o título 
do texto é a seguinte:
a) O goleador de cabeça raspada .
b) O jogador de brinco de ouro .
c) O adversário temido .
d) O atacante valioso .
e) O astro da torcida .
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
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2. A frase que melhor resume o texto é a 
seguinte:
a) A comparação entre Ronaldinho e Pelé .
b) O estilo de vida de Ronaldinho .
c) A preparação de Ronaldinho para a 
Copa do Mundo de 1998 .
d) A proposta publicitária milionária 
oferecida a Ronaldinho .
e) O valor do atleta Ronaldinho .
3. Leia as frases a seguir .
I . O Barcelona propôs a Ronaldinho um 
salário de trinta e dois milhões de dólares 
para permanecer no clube .
II . A proposta de um time italiano é pagar 
trinta e dois milhões de dólares pela 
transferência de Ronaldinho .
III . A proposta de um cluble italiano é 
triplicar o salário de Ronaldinho .
Está(ão) correta(s)
a) apenas I .
b) apenas II .
c) apenas III .
d) apenas I e II .
e) apenas II e III .
4. A alternativa que melhor expressa a idéia 
da frase “How long will his engines keep 
churning?” (linhas 32 e 33) é a seguinte:
a) Até quando seus fãs continuarão 
assediando-o?
b) Até quando ele manterá esse ritmo?
c) Qual é a extensão dos recursos 
oferecidos a Ronaldinho?
d) Como funcionam as empresas de 
Ronaldinho?
e) Como Ronaldinho mantém o seu 
charme?
5. Leia as afirmações a seguir e determine se 
são falsas (F) ou verdadeiras (V) .
( ) Ronaldinho tem dois brincos de ouro na 
orelha direita .
( ) Quando Ronaldinho erra um lance, 
geralmente grita palavrões .
( ) Apesar de sua fama e riqueza, Ronaldinho 
tenta manter um estilo de vida simples .
A sequência correta é
a) V – V – F .
b) V – F – V .
c) F – V – V .
d) F – F – V .
e) F – V – F .
6. O fragmento sublinhado em “That may pale 
next to the Nike contract he won’t discuss” 
- linhas 16 e 17 - remete à idéia de que 
Ronaldinho
a) não comentou o valor do contrato da 
Nike com o time italiano .
b) não tinha idéia do interesse da Nike .
c) recusa-se a falar sobre a cifra oferecida 
pela Nike .
d) pretende discutir o assunto com os 
jornalistas .
e) não discutirá os valores do contrato com 
os dirigentes da Nike .
7) A palavra sublinhada em “His agents are 
negotiating to make him one of the world’s 
most expensive football players” (linhas 09, 
10 e 11) refere-se a
a) Pelé .
b) empresários .
c) Barcelona Football club .
d) Nike .
e) Ronaldinho . 
Gabarito: 1 . D 2 . E 3 . B 4 . B 5 . D 6 . C 7 . E
www.acasadoconcurseiro.com.br
Aula XX
51
CONTRACTIONS / SHORT FORMS (Contrações)
A correta interpretação das contrações (apóstrofo + uma ou duas letras) pode ser determinante 
para que você compreenda com eficiência a idéia de determinadas passagens de textos e 
também responda aos testes específicos de gramática . 
NEGATIVE CONTRACTIONS
Are not aren’t
Is no isn’t
Was not wasn’t
Were not weren’t
Have not haven’t
Has not hasn’t
Had not hadn’t
Would not wouldn’t
Must not mustn’t
May not mayn’t
Might not mightn’t
Should not shouldn’t
Could not couldn’t
Do not don’t
Does not doesn’t
Did not didn’t
Módulo 2
 
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Can not can’t A T T E N T I O N ! 
Shall not shan’t CONTRAÇÕES NEGATIVAS
Will not won’t → IRREGULARES
AFFIRMATIVE CONTRACTIONS
1) ‘s = is quando for seguido da forma verbal ING, adjetivo ou substantivo 
 precedido de artigo.
Bruce’s working for the government . “Bruce está trabalhando para o governo .”
It’s beautiful . “É bonito .” Note que “beautiful” é um adjetivo
Mary’s the manager . “Mary é a gerente .”
2) ‘s = has quando seguido de particípio passado (III coluna)
Bruce’s worked for the government since 1995 . “Bruce trabalha para o governo desde 1995 .”
It’s been a hard work . “Tem sido um trabalho difícil .”
3) ‘s = us quando ocorre com o verbo “let”, significando vamos .
Let’s go out tonight . “Vamos sair hoje à noite .”
4) ‘ll = will pode ser a forma contrata de “will” ou “shall” (aux . do futuro)
They’ll play next week . “Eles jogarão próxima semana .”
	
  
	
  
	
  
	
  
	
  
	
  
Banco do Brasil – Inglês – Prof. Eduardo Canto
www.acasadoconcurseiro.com.br 53
OBS.: O uso moderno de “shall” está restrito para as 1as pessoas (I, WE) Ex .: We shall go .
5) ‘d = would quando seguido de infinitivo ou da palavra “rather” . 
OBS .: would rather - preferir
He’d work for the government . “ Ele trabalharia para o governo .”
It’d be a hard work . “ Seria um trabalho difícil .”
They’d rather stay home . “Eles preferem ficar em casa .”
6) ‘d = had quando seguido de particípio passado ou da palavra “better”.
OBS.: had better – é melhor
He’d worked for the government . “Ele trabalhara para o governo .”
It’d been a hard work . “Fora um trabalho difícil .”
We’d better run . “É melhor que corramos .”
ATENÇÃO: Advérbios podem ser empregados entre o verbo auxiliar e o verbo principal . Fique 
atento ao formato do verbo que ocorre logo após o advérbio .
He’d never work for the government . “Ele nunca trabalharia para o governo .”
↓ ↓ ↓
‘d advérbio infinitivo → ‘d = would
He’d never worked for the government . “Ele nunca tinha trabalhado para o governo .”
↓ ↓ ↓
‘d advérbio particípio → ‘d = had
(UFRGS) In the phrase he’d never been before, “he’d” is the contracted form of
a) he could . b) he would . c) he should . d) he did . e) he had .
	
  
	
  
	
  
	
  
	
  
	
  
Gabarito:  E
 
www.acasadoconcurseiro.com.br54QUESTION TAG
TAG = VERBO AUXILIAR + PRON. PESSOAL RETO (I, YOU, HE, SHE , IT, WE, YOU, 
THEY)
FRASE AFIRMATIVA ↔ TAG NEGATIVO
Ex: Mary is a mother, isn’t she?
FRASE NEGATIVA ↔ TAG AFIRMATIVO
Ex: Mary is not a mother, is she?
FRASE PRESENT SIMPLE ↔ TAG PRESENT SIMPLE 
(DO / DOES) (DO / DOES)
Ex: Rick plays tennis, doesn’t he?
FRASE PAST SIMPLE (DID) ↔ TAG PAST SIMPLE (DID)
Ex: Rick played tennis, didn’t he?
CONSIDERAÇÕES E OBSERVAÇÕES:
1) Quando a frase trouxer um verbo auxiliar, este será usado no Tag com o sinal invertido .
Ex: Mary will travel, won’t she?
 Mary may travel, mayn’t she?
 Mary must travel, mustn’t she?
 Mary has traveled, hasn’t she?
 Mary was traveling, wasn’t she?
Banco do Brasil – Inglês – Prof. Eduardo Canto
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 Mary couldn’t travel, could she?
2) Não use “do”, “does” ou “did” com o verbo “to be”. Use o próprio “be” com o sinal invertido.
Ex: Rick is a good player, isn’t he?
 Rick was a good player, wasn’t he?
3) Use “do”, “does” ou “did” quando a frase não trouxer verbos auxiliares .
Ex: The companies supply the market, don’t they?
 he company supplies the market, doesn’t it?
 The company supplied the market, didn’t it?
4) O “Tag” de Let’s e Let’s not é SHALL WE
Ex: Let’s go, shall we?
 Let’s not go, shall we?
5) O TAG DE “I AM” É “AREN’T I” 
Ex .: I am a good student, Aren’t I?
O TAG DE “I AM NOT” É “AM I”
Ex: I am not a good student, am I?
6) O Tag de um imperativo é WILL YOU?
Ex: Open the door, WILL YOU?
 Don’t open the door, WILL YOU?
CUIDADO!
Sue’s gone não significa Sue is gone (errado) e sim Sue has gone (certo)
 
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Questões
1. (UFRGS) He’d already bought the new car, 
 . . . . . . . . . . . . . . ?
a) would he? 
b) hasn’t he?
c) wouldn’t he? 
d) hadn’t he?
e) is he?
2) (UFRGS) Peter knows you, your wife, and 
your parents, ………… .?
a) don’t they 
b) don’t you
c) doesn’t he 
d) doesn’t she
e) isn’t it
3. (UFRGS) John had his car repaired, …………?
a) didn’t he? 
b) didn’t it
c) hadn’t he 
d) hasn’t he
e) doesn’t he
4. (PUC) Paul’s studied since yesterday, 
………… . . ?
a) isn’t he 
b) hasn’t he 
c) doesn’t he
d) hasn’t Paul
e) wasn’t he
5. (UFRGS) Let’s be sentimental, ………… ?
a) shan’t we 
b) shall we not 
c) shall we 
d) do we
e) don’t we
6) (UFRGS) Let’s not be sentimental, ……… .?
a) shan’t we 
b) shall we not 
c) shall we
d) do we
e) don’t we
7) (UFRGS) None of us knows how old Mary is, 
………… ?
a) do we 
b) do us 
c) does she
d) does Mary
e) don’t we
8) (UFRGS) Some people can never do what 
they wish, ………… . . ?
a) do they 
b) can he
c) don’t they
d) don’t he
e) can they
Gabarito: 1 . D 2 . C 3 . A 4 . B 5 . C 6 . C 7 . A 8 . E 
Banco do Brasil – Inglês – Prof. Eduardo Canto
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VOCABULARY CONNECTION
CONNECTORS
(palavras que introduzem uma determinada relação entre orações ou outras palavras)
APRESENTANDO UM RESULTADO / CONCLUSÃO (“SO”)
THUS – THEREFORE – HENCE – CONSEQUENTLY (Assim; portanto; desta forma; 
consequentemente)
Few of the nation's largest cities are state capitals; thus neither New York nor Chicago 
is the center of its state's government .
Poucas das maiores cidades da nação são capitais estaduais; Assim nem Nova York 
nem Chicago é o centro de seu governo estadual .
PASSIVE VOICE
A voz passiva é utilizada quando queremos enfatizar a AÇÃO e não quem a fez (agente) . Também 
é utilizada quando o agente não for relevante .
Uma sentença na passiva deverá sempre conter os seguintes elementos: BE + PARTICÍPIO 
PASSADO (III)
Existem cinco passos que precisam ser seguidos para transformarmos uma sentença da ATIVA 
para a PASSIVA:
1 – Objeto da ativa transforma-se em sujeito da passiva .
2 – Verbo “to be” no mesmo tempo do verbo dado na ativa .
3 – Particípio passado do verbo dado na ativa .
4 – Preposição “by” (por, pelo, pela)
5 – Sujeito da ativa transforma-se em objeto da passiva .
Observação 
Sujeitos indeterminados (compostos de "-body /-one", "they", "people") devem ser 
omitidos na voz passiva .
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Questões
1. A passiva de “Bill chopped all those trees” é:
a) All those trees will be chopped by Bill .
b) All those trees were chopped by Bill .
c) All those trees had been chopped by 
Bill .
d) All those trees would chopped by Bill .
e) All those trees had chopped by Bill .
2. “Somebody wrote a letter to Jane .” Isso 
significa que:
a) Jane was written a letter .
b) A letter was writing to Jane .
c) A letter was written by Jane .
d) Jane had written a letter .
e) Jane is writing a letter .
3. “Lois had to send eight postcards . 
Unfortunately, she was too busy and could 
only send five of them .” Podemos dizer que:
a) Lois was sent only 3 postcards .
b) Only 3 postcards weren’t sent by Lois .
c) Only 3 postcards were sent to Lois .
d) Somebody sent only 5 cards by Lois .
e) Lois has received half of the postcards .
4. “Dangerous driving causes many tragic 
accidents .” A voz passiva dessa frase é:
a) Many tragic accidents were caused by 
dangerous driving .
b) Many tragic accidents had been caused 
by dangerous driving .
c) Many tragic accidents are caused by 
dangerous driving .
d) Many tragic accidents has been caused 
by dangerous driving .
e) Many tragic accidents will be caused by 
dangerous driving .
5. “The maid may have taken the jewels .”
a) The maid may have been taking the 
jewels .
b) The jewels may have taken by the maid .
c) The jewels may have been taken by the 
maid .
d) The maid may taken the jewels .
e) The maid is said to take the jewels .
6. “He’s lost his keys .”
a) His keys have been lost .
b) His keys have being lost .
c) His keys have been losing .
d) His keys have been lost by he .
e) He has been lost his keys .
7. They couldn’t understand her behavior .
a) Her behavior can’t be understand .
b) Her behavior can’t be understood .
c) Her behavior wasn’t been understood .
d) Her behavior couldn’t be understood .
e) Her behavior couldn’t been understood .
8. (PUC/RS) The correct active voice of “ . . .has 
been adopted by the Beatles . . .” is
a) The Beatles adopted . . .
b) The Beatles had adopted . . .
c) The Beatles have adopted . . .
d) The Beatles have been adopting . . .
e) The Beatles had been adopting . . .
9. (UFRGS) The correct active version of the 
expression “so that you can’t be seen” is
a) so that anything can’t see you
b) so that nothing can’t see you
c) so that anybody can see you
d) so that no one can see you
e) so that none can’t see you
 
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10. A passiva de “Somebody put the book in the 
drawer” é
a) The book was put in the drawer.
b) The book was put in the drawer by 
somebody.
c) The book is put in the drawer.
d) The book is put in the drawer by 
somebody.
e) The book is to be put in the drawer.
Gabarito: 1 . B 2 . A 3 . B 4 . C 5 . C 6 . A 7 . D 8 . C 9 . D 10 . A 
Banco do Brasil – Inglês – Prof . Eduardo Canto
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VOCABULARY CONNECTION
CONNECTORS
(palavras que introduzem uma determinada relação entre orações ou outras 
palavras)
APRESENTANDO UMA RELAÇÃO DE TEMPO / SEQUÊNCIA 
AFTERWARDS – LATER ON (mais tarde; posteriormente)
The weather, which had been sunny and warm, afterwards turned cold .
O tempo, que tinha estado ensolarado e quente, mais tarde tornou-se frio .
HITHERTO – SO FAR – UNTIL (TILL) NOW – UP TO NOW (até agora; até este 
ponto)
The weather, which had hitherto been sunny and warm, suddenly turned cold .
O tempo, que tinha até agora estado ensolarado e quente, de repente tornou-se 
frio .
IN THE MEANTIME – MEANWHILE (enquanto isso; nesse meio tempo)
The weather has been sunny and warm in northern Brazil . In the meantime 
southern states have been coping with heavy rain and cold .
O tempo está ensolarado e quente no norte