ingles aula 10

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CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
 -1- 
 
AULA 10 
 
LOOKING BACK ON ESSENTIALS 
 
Text 1: The International Monetary Fund 
 
 Most of the world’s leading nations sent representatives to a conference at 
Bretton Woods, on Dec 27, 1945. The International Monetary Fund (IMF) was 
established then, and a system of “pegged” or fixed exchange rates was devised. 
 The IMF was established mainly to promote international cooperation on 
monetary issues and to facilitate governments with financial resources to correct 5 
payments’ imbalances. 
 The IMF is a specialized agency of the UN, with a board of governors drawn 
from every member country, 22 executive directors and a managing director. It had 
170 members (1993). Its headquarters is in Washington D.C. 
 The IMF extends short-term credit to nations unable to meet their balance-of-10 
payments debts by conventional means, usually increased exports and long-term 
loans. The IMF expects to be paid back and can enter into consultations with chronic 
debtor-nations in order to advise them on how best to repay their debts. The IMF will 
often ask these nations to take steps to decrease their imports or perhaps depreciate 
their currencies. 15 
 The conference at Bretton Woods also provided for fixed exchange rates 
between nations, but this part of the agreement has since been abandoned. In 1971, 
with the American trade deficit continuing to grow, the US proposed that Germany 
and Japan, both with favorable balances of payment, appreciate their currencies. 
These nations were reluctant to act, and when they did, it was too little too late. The 20 
fixed value of the dollar was abandoned and allowed to “float;” that is, to fluctuate in 
comparison to other currencies - with supply and demand determining the value. In 
the US, prices and wages were frozen for a time, and a 10% surcharge was imposed 
on imports. The purpose was to persuade Europe and Japan to reduce trade barriers 
against American products. 25 
 A world conference was called at the Smithsonian Institution in Washington, 
D.C., to try and revive the old system. The dollar was officially devalued, and the 
Japanese yen and German mark were raised in value. When the U.S. trade position 
still did not improve enough in 1972, the fall of the dollar was made official, and the 
world reverted to flexible exchange rates. 30 
 Some economists argue that more potent methods must be used to correct 
long-term and deep-seated trade imbalances. Two of the more popular ideas are the 
use of flexible exchange rates and special drawing rights. Flexible exchange rates 
would mark a compromise between the days of rigid (usually outdated) exchange 
rates and today’s free-floating situation where supply and demand can cause 35 
extreme fluctuations in a currency’s value. Flexible exchange rates would allow a 
currency to fluctuate up to a certain prescribed level, perhaps 1% or 2% a year. 
 Special drawing rights are what is known as “paper gold.” Limited supplies of 
gold relative to the world money supply, along with the fall in value of the dollar, have 
led to the need to find an alternative. The IMF has responded by agreeing to create 40 
paper gold and distribute it to member nations in proportion to the amount of their 
subscription. (From “An Outline of American Economy’, ps.132/133, USIA) 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -2- 
 
 
Pre-testing Vocabulary 
 
Faça o skimming do texto e correlacione os fragmentos do texto em A com 
sua tradução em B, impregnados de “economês” já que estamos falando do 
International Monetary Fund (IMF), that is, FMI. Como sempre as 
transparent words, os true cognates, vão ajudá-lo nessa tarefa: 
 
A B 
1. “pegged” exchange rates a. ( ) saldar suas dívidas 
2. correct payments’ imbalances b. ( ) taxas de câmbio fixas 
3. repay their debts c. ( ) corrigir desequilíbrios nos pags. 
4. decrease their imports d. ( ) desvalorizar suas moedas 
5. depreciate their currencies e. ( ) diminuir suas importações 
6. prices and wages were frozen f. ( ) direitos especiais de saque 
7. deep-seated trade imbalances g. ( ) preços e salários foram congelados 
8. special drawing rights h. ( ) desequilíbrios comerciais sérios 
 
 
ANALYSIS OF TEXT 1 
 
1. Em virtude de se tratar de um relato histórico o verb tense predominante é 
o past simple. Escreva pelo menos cinco exemplos dele nas linhas abaixo: 
________________________________________________________________ 
________________________________________________________________ 
________________________________________________________________ 
________________________________________________________________ 
 
2. Escreva um exemplo retirado do text 1 nos verb tenses below: 
 
Present simple _________________________________________________ 
Present perfect _________________________________________________ 
Future Simple __________________________________________________ 
 
3. Escreva cinco exemplos de construções na passive voice encontradas no 
text 1: 
________________________________________________________________ 
________________________________________________________________ 
________________________________________________________________ 
________________________________________________________________ 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -3- 
 
4. Atenção para o significado das palavras terminadas em ...ing. Indique como 
estão sendo usadas as formas em negrito e traduza os fragmentos do texto. 
 
a) the world’s leading nations (L-1) 
__________________________________________________________________________ 
 
b) and a managing director (L-9) 
__________________________________________________________________________ 
 
c) the American trade deficit continuing to grow (L-19) 
__________________________________________________________________________ 
 
d) supply and demand determining the value (L-23) 
__________________________________________________________________________ 
 
e) and special drawing rights (L-34) 
__________________________________________________________________________ 
 
f) today’s free-floating situation (L-36) 
__________________________________________________________________________ 
 
g) The IMF has responded by agreeing (L-42) 
__________________________________________________________________________ 
 
5. Atenção para o significado das palavras terminadas em ...ed. Indique como 
estão sendo usadas as formas em negrito e traduza os fragmentos do texto 
 
a) a system of fixed exchange rates (L-3) 
__________________________________________________________________________ 
 
b) The IMF is a specialized agency (L-8) 
__________________________________________________________________________ 
 
c) usually increased exports (L-12) 
__________________________________________________________________________ 
 
d) at Bretton Woods also provided for (L-17) 
__________________________________________________________________________ 
 
e) this part of the agreement has since been abandoned (L-18) 
__________________________________________________________________________ 
 
f) Japanese yen and German mark were raised in value (L-29) 
__________________________________________________________________________ 
 
g) fluctuate up to a certain prescribed level (L-38) 
__________________________________________________________________________ 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -4- 
 
 
6. Escreva nas linhasabaixo o que os seguintes modal verbs estão indicando 
nos fragmentos do text 1 
 
can (L-13) ______________________________________________________ 
 
must (L-32) _____________________________________________________ 
 
would (L-35) ____________________________________________________ 
 
can (L-36) ______________________________________________________ 
 
7. Escreva nas linhas abaixo A que se referem os pronomes no text 1 
 
it (L- 9) _________________________________________________________ 
 
its (L- 10) _______________________________________________________ 
 
their (L- 20) _____________________________________________________ 
 
their (L- 42) _____________________________________________________ 
 
 
WORD FORMS 
 
 Basta olhar com atenção e lá estão os exemplos de palavras formadas com 
prefixes e suffixes que vimos estudando. Escolho alguns exemplos com o 
sufixo –OR para revisão: 
 
Governor (= aquele/a que governa, governador / a) 
Todos os estados americanos têm governors, com exceção é claro da 
Califórnia que, no momento, tem um ‘governator’. No seguinte fragmento do 
texto em board of governors é melhor entendermos como junta diretora, 
grupo de diretores, diretoria. 
“with a board of governors drawn from every member country (L-7) (= com 
um quadro de diretores retirado de cada país membro) 
 
Director(s) (=aquele que dirige, diretor) 
“22 executive directors and a managing director…” (L-8) (= 22 diretores e 
um diretor gerente) 
 
Debtor (= aquele/a que deve, devedor/a) 
“enter into consultations with chronic debtor-nations..” (L-12/13) (= entabular 
consultas com países devedores inveterados) 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -5- 
 
 
Poderíamos, com certeza, pinçar vários outros exemplos do texto de formação 
prefixal e sufixal igualmente elucidativos, mas, por enquanto, vamos ficar com 
o quadro seguinte. Veja se consegue fazer este exercício sem o auxílio de um 
dictionary; se de todo não for possível, recorra a um. 
 
Escreva nas quadriculas as palavras que estão faltando pertencentes às 
respectivas word families: 
 
Verb Noun Adjective adverb 
advise ____________ advisable advisably 
finance finance financial ________________
correct ______________ corrected correctly 
_____________ officialization officialized officially 
increase increase increasing ________________
impose _____________ imposed imposingly 
compare comparison t ______________ comparably 
persuade persuasion ______________ persuasively 
know _____________ unknown knowingly 
_____________ specialization special specially 
 
 
COLLOCATIONS / COMBINATIONS 
 
Sugeri que você estudasse blocos de palavras e não só palavras soltas. É o 
estudo das collocations e combinations não valendo a pena, aqui, ficar 
preso à distinção entre elas. Escolhi exemplos do texto do tipo: verb + noun / 
adj. + noun. 
 
Coloque os verbos diante das expressões correspondentes, depois 
confira no texto como o autor as combinou. 
 
extends - promote - take - depreciate - determine - reduce - freeze - correct 
 
1. ____________ international cooperation 
2. ____________ steps 
3. ____________ short-term credit 
4. ____________ their currencies 
5. ____________ trade barriers 
6. ____________ trade imbalances 
7. ____________ determining the value 
8. ____________ freeze wages and prices 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -6- 
 
 
From text 1: 
“Some economists argue that more potent methods must be used to correct 
long-term and deep-seated trade imbalances. Two of the more popular ideas 
are the use of flexible exchange rates and special drawing rights. (L-35) 
 
COMPARATIVES 
 
 Anteriormente revisamos superlatives. Desta vez vamos relembrar as 
comparative forms. As formas do comparativo e do superlativo dos 
adjetivos são importantes pois os examinadores podem perfeitamente jogar com 
as idéias de mais isso, menos aquilo, o mais alguma coisa, o menos alguma 
coisa - de maneira explicita ou não tão explícita nas diversas opções 
apresentadas numa questão de múltipla-escolha. Veja se tem o domínio das 
principais formações: 
 
a. O sufixo ‘er’ é usado para formar o comparativo de superioridade de 
adjetivos ‘curtos’. 
 
 easy easier (than) mais fácil (que) 
 clean cleaner (than) mais limpo/a (que) 
 hot hotter (than) mais quente (que) 
 old older (than) mais velho/a (que) 
 
b. Com adjetivos longos’ usa-se more+adj.+than para formar o comparativo de 
supeiroridade e less+adj.+than para formar o compartaivo de inferioridade. 
 
 more (less) difficult than mais (menos) difícil (que) 
 more (less) complicated than mais (menos) complicado/a que) 
 more (less) economical than mais (menos) econômico/a (que) 
 
c. Algumas formas irregulares: 
 
 good better (than) melhor (que) 
 bad worse (than) pior (que) 
 little less( than ) menos (que) 
 much(many) more (than) mais (que) 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -7- 
 
 
A FINAL LOOK AT FALSE FRIENDS 
 
From text 1: 
“would mark a compromise” (L-35) 
 
No exemplo extraído do text 1, ‘compromise’ não significa compormisso, e 
sim, acordo. O que faz dele um falso amigo para Brazilian students. 
 
Complete the sentences with one of the FALSE COGNATES from 
the box then translate the sentences. 
 
extenuating luxury balance record repealed union 
affluent fabric attend parties costume cargo 
 
1. I’m sure that law has been _________ already. It’s no longer valid. 
__________________________________________________________________________ 
2. There are some ______________ circumstances in his case that must be 
taken into account by the judge. 
__________________________________________________________________________ 
3. In many places, an automobile is not a __________, it’s a necessity. 
__________________________________________________________________________ 
4. Since you did not pay the invoice in full, how do you intend to pay the 
___________ outstanding. 
__________________________________________________________________________ 
5. He began to keep a more accurate _________ of his expenses. 
__________________________________________________________________________ 
6. Nobody had told me it was _________ party. So I wore a suit. 
__________________________________________________________________________ 
7. The area was nicknamed Silicon Valley for the ________ of computer chips. 
__________________________________________________________________________ 
8. _________ leaders, together with dissatisfied workers, went on strike. 
__________________________________________________________________________ 
9. Mr. Penn introduced us to his __________ associate from Norway. 
__________________________________________________________________________ 
10. If the ________ were not illegal, there would not be so many men carrying 
shotguns on board that ship. 
__________________________________________________________________________ 
11. Now that the two ____________ involved are in agreement the contract 
may be finalized. 
__________________________________________________________________________ 
12. Unfortunately not many people enrolled to _________ Prof. Haskin’s talk 
on Economic Development. 
__________________________________________________________________________ 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -8- 
 
 
Como ainda estamos treinando pro mock test final, vale um exercício de: 
 
VOCABULARY PRE TESTA B 
1. attract customers a. ( ) tem seguro contra perda 
2. carry money safely b. ( ) realizar muitos negócios 
3. foreign currencies c. ( ) esgotar o estoque de. cheques 
4. accept foreign checks d. ( ) portar dinheiro c/ segurança 
5. dealing with foreigners e. ( ) receber cheques do exterior 
6. insured against loss f. ( ) moedas estrangeiras 
7. do much business g. ( ) atrair clientes 
8. run out of checks h. ( ) negociar com estrangeiros 
9. service charge will vary i. ( ) pagar pela hospedagem 
10. pay for lodging j. ( ) tarifas de serviços variarão 
 
Text 2: Handling your money 
 
 Most banks in the U.S. open at 9 and close between 3 and 5 but stay open 
late on Fridays. Some banks have longer hours in order to attract customers. 
 What’s the best way to carry money safely while you’re traveling? There 
are three possibilities - personal checks from your country, travelers’ checks and 
credit cards. Some American banks accept foreign checks such as Eurocheques. 5 
The problem is that only those banks that are used to dealing with foreigners 
will know what Eurocheques are. 
 It may be more convenient to carry travelers’ checks, which are insured 
against loss. They should be in dollars, because only a few banks do much 
business in foreign currencies. If your checks aren’t in dollars, it may take you a 10 
long time to find a bank that will exchange them. You can use travelers checks 
almost anywhere - in restaurants, stores or ticket offices - without having to go 
to a bank. If you run out of them, you can buy more at most banks. Their service 
charge will vary, though, so ask what it is before you buy your checks. 
 Americans would say the best way to carry money is to have a major 15 
credit card like Visa, Master Card or American Express. Credit Cards can be 
canceled if they are lost or stolen. And because they are widely accepted in the 
U.S., it is easy to use them to pay for lodging, transportation, meals and things 
you want to buy from larger stores. 
 Of course you can’t get along without cash, but you don’t need to carry 20 
much with you (From "How to Survive in the USA" by Nancy Church and Anne 
Moss, Unit 6, p 52) 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -9- 
 
 
READING COMPREHENSION PRATICE FOR THE MOCK TEXT 
 
1. Banks most likely to know about Eurocheques are the banks ... 
a) whose service charges are lower. 
b) having longer hours to attract customers. 
c) which do much business in all foreign currencies. 
d) that ordinarily deal with foreigners. 
e) that can exchange them if you run out of them. 
 
2. The phrase ‘such as’ (L-5) as a discourse marker is indicating … 
a) addition 
b) opposition. 
c) emphasis. 
d) concession. 
e) exemplification. 
 
3. The authors defend the convenience of carrying travelers’ checks because 
a) they are insured against loss. 
b) they should always be in dollars. 
c) very few banks accept them. 
d) you can eventually cancel them. 
e) banks invariably charge low service charges. 
 
4. In ‘you can’t get along without cash’ the underlined expression in 
bold means that 
a) you cannot live without notes and coins. 
b) people will never be able to substitute for cash. 
c) you have to carry a little pocket money with you. 
d) people should not carry cash with them. 
e) you cannot use magnetic cards everywhere. 
 
5. In the fragment “so ask what it is before you buy your checks” (L- 14) the 
pronoun ‘it’ refers to 
a) a bank. 
b) the service charge. 
c) a traveler check 
d) the matter 
e) a place 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -10- 
 
 
VOCABULARY BUILD UP: PHRASAL VERBS 
 
From text 2: 
“Of course you can’t get along without cash” (L-20) 
 
 O verbo ‘get’ é o verbo dos 1001 significados. Se um aluno me perguntasse - 
Qual é o significado de ‘get’? Mais uma vez a minha resposta teria que ser - 
Em que contexto? Veja algumas possibilidades: 
 
What time did you get home last night? 
A que horas você chegou em casa ontem à noite? 
 
Harriet did not get what I meant with that phrase. 
A Harriet não entendeu o que eu quis dizer com aquela frase. 
 
The phone rings and somebody says: I’ll get it! 
O telefone toca e alguém diz: Eu atendo! 
 
Isso sem mencionar as inúmeras possibilidades da locução get + adjective: 
 
It’s getting cold, it’s getting late. Time to get dressed. 
Está ficando frio, está ficando tarde. Hora de se vestir. 
 
Além disso, como muitos outros verbos ingleses o verbo ‘get’ se une a 
partículas como no exemplo texto para formar phrasal verbs. O próprio get 
along acima pode ser get along without ou get along with. Por exemplo: 
 
Ross and Ben cannot work together. They don’t get along with each other. 
O Ross e o Ben não podem trabalhar juntos. Eles não se dão bem. 
 
My mother-in-law just can’t get along without TV. 
Minha sogra não consegue passar sem a TV. 
 
Depois que eu vi a seguinte questão no concurso de Fiscal da Receita, conforme 
menciono no meu livro Inglês para Concursos, a partir daí passei a aconselhar 
meus alunos a estudarem os phrasal verbs com mais carinho. Observe: 
 
ESAF AFRF 2002.2 
The expression to ‘stem the loss’ means to … 
a) stop it. 
b) bring it about. 
c) sum it up. 
d) take it over. 
e) make it out. 
Answer: ‘a’, the other options are examples of phrasal verbs. 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -11- 
 
 
PHRASAL VERBS PRACTICE 
 
Use the phrasal verbs from the box to complete the text below 
(using each verb once only. Equivalents are given in brackets. You 
may need to use other verb tenses. 
Use estes phrasal verbs para completar o texto abaixo. Use cada um deles 
somente uma vez. Equivalentes são fornecidos entre parênteses. Você pode 
precisar alterar os tempos verbais. 
 
 
act on adhere to branch out 
build up cash in on draw up 
fall through fight off get away with 
look after look forward to make up 
rely/count on take over take up 
 
 When we tried to (1) __________ [acquire] Mackenzie PLC we were all 
(2) ___________ [await with pleasure] an easy victory. We thought that most 
of their shareholders would (3) __________ [profit from] the chance of a quick 
profit. But the directors were determined to (4) ___________ [defeat] our bid. 
They (5) ___________ [invent] a lot of untrue stories about our company and 
criticized our last Annual Report, claiming that we hadn’t (6) __________ 
[respect] Generally Accepted Accounting Principles, and that our accountants 
had (7) ____________ [succeeded in doing sth. wrong] a lot of window 
dressing. They were able to convince their shareholders that they could (8) 
___________ [trust] them (the current management) to (9) _____________ 
[protect] their interests better than we could. Over the years, they had obviously 
(10) ____________ [accumulated] a lot of respect from their shareholders. 
who (11) ___________ [follow] the board of directors’ advice, and didn't (12) 
_____________ [accept] our offer. Thus the whole deal (13) ____________ 
[collapse] But we are now (14) ____________ [prepare] alternative plans to 
(15) ______________ [diversify] in a new direction. (Adapted from Financial 
English by Ian Mackenzie, page 82, LTP) 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -12- 
 
 
VOCABULARY BUILD UP 
 
Match the words in (A) with the words in (B) then the words in (C) with 
ones in (D to check how much of transitional words (discourse markers you 
have learned: 
Associeas palavras da coluna A com as palavras na coluna B depois as em C com 
aquelas em D para verificar o quanto você aprendeu sobre transitions ( 
marcadores do discurso) 
 
 
A B 
1. In spite of a. ( ) Furthermore 
2. However b. ( ) Finally 
3. As a result c. ( ). Nevertheless 
4. Moreover d. ( ) Despite 
5. Eventually e. ( ) Therefore 
 
 
C D 
 6. Besides f. ( ) As, since 
 7. Hence g. ( ) But 
 8. Notwithstanding h. ( ). So, thus 
 9. Because i. ( ) In fact, really 
10. Actually j. ( ) In addition, also 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -13- 
 
 
LIGHTEN UP 
 
Take 1 
 
 
 
Take 2 
 
 
 
1. O que você observa de diferente nos dois takes? 
________________________________________________________________________ 
 
2. Qual é o efeito desejado pelo criador do anúncio publicitário? 
________________________________________________________________________ 
 
3. Você consegue traduzir esse provérbio acima? 
________________________________________________________________________ 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -14- 
 
 
SAME OR DIFFERENT? 
 
Write (S) in parentheses if you think ‘a’ and ‘b’ mean the same; 
write (D) if you think they’re different. 
 
1. ( ) 
a) Although Jennifer studied hard for the test, she did not pass. 
b) Jennifer failed to pass the test; she studied hard for it, though. 
 
2. ( ) 
a) Harold studied until midnight last night. 
b) Harold kept studying until midnight last night. 
 
3. ( ) 
a) The quiz Prof. Lindsay gave us was very hard; very few students 
succeeded. 
b) Even though Prof. Lindsay’s test was very hard; quite a few students 
succeeded. 
 
4. ( ) 
a) No doubt Louis has many qualities; nevertheless, I think she’s too 
inexperienced. 
b) There’s no doubt Louis has many qualities; still, I think she needs much 
more experience. 
 
5. ( ) 
a) My father let us choose shoes of our own liking. 
b) My father let us choose shoes by ourselves. 
 
6. ( ) 
a) I give up! I’ll never learn calculus. It’s just over my head. 
b) I give up! I’ll never keep those calculations in mind. 
 
7. ( ) 
a) Brenda was one of the worst dancers of the group. Actually, she may 
have been the worst. 
b) Brenda was a very poor dancer. Nowadays, she is the worst of the group. 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -15- 
 
 
PARAPHRASING 
 
WARNING! Pensei muito antes de incluir este exercício na nossa última aula. 
Primeiro por que ele exige o domínio de umas skills abrangentes. Considerei o 
momento que os candidatos ao concurso da Receita estão vivendo - com tantas 
matérias incluídas no edital – e tudo o mais. However, não quero ninguém 
arrancando os cabelos (quem os tem é claro!) 
 
 Complete each sentence so as to keep its meaning as close as 
possible to the original segment taken or adapted from text 1 - 
about the IMF). Follow this example: 
 Complete cada uma das frases de modo a manter o significado tão próximo 
quanto possível dos fragmentos originais retirados ou adaptados do texto 1 – sobre 
o FMI. Siga o seguinte exemplo: 
 
Most of the world's leading nations sent representatives to a conference at 
Bretton Woods in 1945. 
Representatives of the world's leading nations ................................. 
A: Representatives of the world's leading nations were sent to Bretton Woods 
in 1945. 
 
1. The IMF was established mainly to promote international cooperation on 
monetary issues. 
The promotion of ________________________________________________ 
________________________________________________________________ 
 
2. The IMF expects to be paid back by chronic debtor-nations. 
Chronic debtor nations ___________________________________________ 
 
3. The IMF will often ask these nations to take steps to decrease their imports. 
These nations ___________________________________________________ 
________________________________________________________________ 
 
4. In the United States, prices and wages were frozen for a time 
IMF directors ordered that .................................................................... 
 
5. A 10% surcharge was imposed on imports to persuade Europe and Japan to 
reduce trade barriers against American products. 
Aiming at _______________________________________________________ 
________________________________________________________________ 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -16- 
 
 
6. The dollar was officially devalued ... 
There was ______________________________________________________ 
 
7. The Japanese yen and the German mark were raised in value. 
The value of ____________________________________________________ 
 
 
8. When the U.S. trade position still did not improve enough in 1972, the fall of 
the dollar was made official. 
As no noticeable improvement of ___________________________________ 
________________________________________________________________ 
 
 
9. Some economists argue that more potent methods must be used to correct 
long-term and deep-seated trade imbalances. 
Some economists stated that _______________________________________ 
________________________________________________________________ 
 
10. Limited supplies of gold relative to the world money supply have led to the 
need to find an alternative. 
It was necessary _________________________________________________ 
________________________________________________________________ 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -17- 
 
 
REVIEW OF VERB TENSES 
 
Choose the alternative to complete the dialog exchanges: 
 
1. “Do you find it easy to get along with Ms. Appleton?” 
 “She _________________ (to lead) a hard life so far, but she remains 
optimistic in spite of it all.” 
a) has led b) was leading 
 
2. “How come you know the meaning of ‘ad hoc”? 
 “When we were in school we ..................... (to study) Latin for 4 years.” 
a) have studied b) studied 
 
3. “Tell me some things about your hometown.” 
 “Belém ......................... (to change) so much since the last time we 
................... (to visit) it I can hardly tell you anything.” 
a) has changed / visited b) was changing / were visiting 
 
4. “Yesterday I was already in the parking lot when I realized I had to go 
back to the office because I ..................... (to leave) the car keys in my 
desk drawer.” 
 “Man, how absent-minded can you get!” 
a) have left b) had left 
 
5. “That Norwegian rock group you love is in Brazil.” 
 “This is the third time they ................. (to come ) to Brazil.” 
a) will come b) have come 
 
6. “Did Ray join you for a cup of tea at 6 p.m.?” 
 “He did. He ......................................... (to work) on the computer the 
whole afternoon.” 
a) was working b) had been working 
 
7. “Does your wife drink her tea with lemon.” 
 “No. My wife is not used ........................ (to drink) her tea with lemon.” 
a) drink b) drinking 
 
8. “Let me see if I remember. You take your coffee black.” 
 “Not any more. I used ............................. (to drink) my coffee black.” 
a) drink b) drinking 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -18- 
 
 
9. “I heard that Mr. Ramos is retiring.” 
 “We’ll miss havinghim around. Mr. Ramos ....................... (always/ to 
be) so helpful. 
a) has always been b) was being always 
 
10. “What was Sonia so worried about this morning?” 
 “Her husband ......................... (to phone- neg.) her yet.” 
a) wasn’t phoning b) hadn’t phoned 
 
11. “How was it at the mall this morning?” 
 “After we had been waiting for over an hour, my wife decided to buy the 
first dress she ....................... (to try on). 
a) had tried on b) has tried on 
 
12. “......................... (ever/ to visit) the museums in France?” 
 “Not yet, but I plan to.” 
a) Have you ever visited b) Were you ever visiting 
 
13. “Hi, Peter. How long ........................... (to wait) for me?” 
 “Not very long. I arrived about five minutes ago.” 
a) were you waiting b) have you been waiting 
 
14. “Would you consider trading in your old station wagon?” 
 “I wouldn’t. I .................. (to have) it for 5 years and it looks brand new.” 
a) am having b) have had 
 
15. “When did your aunt Alice move to Bahia?” 
 “She moved a year ago and she ....................... (to live) there ever since.” 
a) lives b) has been living 
 
16. “Did you do anything special last night?” 
 “I .......................... (to watch) an interesting documentary on channel 51 
when the lights went out.” 
a) watched b) was watching 
 
17. “I guess we’ll not be able to go anywhere this year on our vacations?” 
 “And to think that this time last year we ..................... (to have) the time 
of our lives in Palma de Majorca.” 
a) were having b) have had 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -19- 
 
 
18. “When was it exactly that Derek decided to step on the gas?” 
 “The moment he looked out of the window and saw that another car 
....................... (to follow) us.” 
a) was following b) has followed 
 
19. “Hey, Albert. Did you miss your bus?” 
 “When I got to the terminal, my bus .................... (to leave) already.” 
a) was left b) had left 
 
20. “Do you know when Denise started studying English?” 
 “She started studying it when she was a child and she ............................ 
(to practice) it ever since. 
a) has been practicing b) had practiced 
 
21. “How can you be so optimistic about the future?” 
 “I guarantee that things will be different a year from now. To begin with, 
I ..................... (to finish) paying the mortgage on my apartment by then.” 
a) will have finished b) will finish 
 
22. “Did you manage to talk to Sally today?” 
 “No. Sally .................... (to be) pretty busy lately.” 
a) was b) has been 
 
23. “What is one thing that you remember about Jean?” 
 “She ......................... (to play) chess very well when she was in college.” 
a) played b) was playing 
 
24. “Agatha asked me for another twenty bucks.” 
 “She is a helpless case. She ................................. (always/to borrow) 
money from her friends.” 
a) is always borrowing b) had always borrowed 
 
25. “Do you know where Dennis ............................. (always/ to get off)?” 
 “As far as I can remember, at this very station.” 
a) will always get off b) always gets off 
 
26. “Was it clear to you what Debbie commented on at the meeting?” 
 “I don’t know what Debbie ............................. (to mean) by that” 
a) meant b) was meaning 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -20- 
 
 
27. “Why did Oswald decide to quit?” 
 “He says he is not used to .................... (to be treated) so rudely.” 
a) be treated b) being treated 
 
28. “I’m going over to see Carl.” 
 “By going there at such a late hour you .................... (to ask) for trouble.” 
a) are asking b) were asking 
 
29. “Why are you asking me not to call you up tomorrow morning?” 
 “I ........................... (to sleep) the whole morning.” 
a) was sleeping b) will be sleeping 
 
30. “How long have you been teaching English?” 
 “By next July I ....................... (to teach) for more than 37 years.” 
a) will teach b) will have being teaching 
 
31. “What did your father use to do?” 
 “My Dad ........................... (to work) for Banco do Brasil for 35 years. 
before he ............................. (to retire) in 1976.” 
a) worked / retired b) has been working has retired 
 
32. “Does anybody else in your family work for Banco do Brasil?” 
 “My youngest brother ............ (to work) for Banco do Brasil since 1983.” 
a) has been working b) is working 
 
33. “I wanted to see Mr. Dobson. Could you please see if he is in?” 
 “He ............................. (just/to leave).” 
a) has just left b) is just left 
 
34. “I’m telling you that I have an appointment with Mr. Dobson.” 
 “I’m afraid he ......................... (to leave) a minute ago.” 
a) left b) has left 
 
35. “Are you sure you ........................... (to be) here before?” 
 “Quite sure, why?” 
a) were b) have been 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -21- 
 
ERRATA: AULA 1 
 
 Houve um erro neste quadro de conjugação do past simple dos verbos. 
Naquela correria do cutting and pasting (cola e copia), Não fiz a revisão do 
resumo abaixo e os verbos que deveriam ter retornado á forma básica nos 
exemplos walk e sleep saíram errado. Agradeço ao aluno /a aluna que me 
chamou a atenção para este furo no FORUM. Abaixo reproduzo o quadro como 
deveria ter aparecido antes. Sorry, Guys! 
 
VERB TENSES – A SUMMARY 
RESUMO DOS TEMPOS VERBAIS 
 
3.1 PAST SIMPLE 
 
 Utilizemos as expressões walk fast (=caminhar rápido), onde o verbo walk é 
regular e ‘sleep late (=dormir tarde) com o verbo irregular sleep. 
 
AFFIRMATIVE 
 
I / You / He / She / It / We / They walked fast // slept late 
 
NB: Como você observa, há somente uma forma do verbo regular, walked, e 
uma forma do verbo irregular: slept. Lembre-se : infelizmente as formas do 
passado e do particípio passado dos verbos irregulares devem ser memorizadas. 
Veja material suplementar a esta aula. 
 
QUESTIONS 
 
Did I / You / He / She / It / We / They walk fast // sleep late? 
 
NB: Atenção pois o auxiliar ‘did’ vai indicar que a pergunta formulada está no 
passado. O verbo principal retorna à forma básica (walk, sleeep) 
 
NEGATIVE 
 
I / You / He / She / It / We / They did not walk fast // sleep late 
 
NB: Atenção, pois ao auxiliar ‘did’ segue-se a partícula negativa ‘not’ que 
indicará a forma negativa. O verbo principal retorna à forma básica (walk, 
sleep) Did not =didn’t 
 
A seguir você tem o teste simulado, mock test, para o qual venho 
chamando tanto sua atenção. Só o faça depois de ter revisado todas as lições. 
Estabeleça um tempo razoável, realista, para fazê-lo. Continuaremos a nos 
comunicar na área livre do ‘Ponto’, OK!. Good Luck, everybody! 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -22- 
 
 
MOCK TEST 
TESTE SIMULADO 
 
Read the text below then choose the best option to answer questions 1 to 3. 
 
Betting on Ben 
 On February 1st, barring any unforeseen hiccups in his Senate 
confirmation, Ben Bernanke will become the most powerful central banker in 
the world, replacing Alan Greenspan as chairman of the Federal Reserve Board. 
 Nominating Mr Bernanke on Monday October 24th, George Bush said he 
was the “right man” to replace a “legend”. Wall Street seems to agree. Financial 
pundits have heaped praise on Mr Bush’s choice. Stock prices rose on the news, 
the dollar heldsteady and although bond prices fell - yields on ten-year 
Treasuries hit a six-month high of 4.5% on Tuesday and rose thereafter. When 
Mr Greenspan was named as Paul Volcker’s successor in 1987, stocks fell and 
bonds had their worst day in five years. 
 What explains the Bernanke bullishness? Relief, for one thing. Many on 
Wall Street fretted that Mr Bush might opt for a financial version of Harriet 
Miers, his recent Supreme Court nomination, to succeed Mr Greenspan, 
favouring ideological fealty more than independence and ability. (Tellingly, Ms 
Miers withdrew on Thursday.) Instead, he chose a man with dazzling academic 
credentials, a short but successful stint as a Washington policymaker and little 
partisan baggage. 
 Mr Bernanke is one of America’s foremost monetary economists. He was 
a Fed governor between 2002 and 2005, moving from that job to become 
chairman of Mr Bush’s Council of Economic Advisers. Whereas Mr Greenspan 
was regarded as a partisan figure before he became chairman of the Fed, few of 
Mr Bernanke’s academic peers even knew he was a Republican until he moved 
to the White House. (From Economist.com) access: 26/10/05 
Visit: www.economist.com/agenda/displaystory 
 
1. Mr. Bernanke’s nomination by president Bush 
a) was welcomed by financial experts. 
d) confirmed the worries by many on Wall Street. 
b) might be the financial version of Ms. Harriet Miers. 
c) was frowned upon by the Senate. 
d) confirmed the worries by many on Wall Street. 
e) caused considerable controversy. 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -23- 
 
 
2. All of these can be said about Mr. Greenspan, except that he 
a) has been Chairman of the Fed for 18 years now. 
b) is considered a legend by President Bush. 
c) must have been indirectly responsible for Mr. Bernanke’s nomination. 
d) had been an active republican before being the Fed’s Chairman. 
e) succeeded Paul Volker as Chairman of the Fed. 
 
3. Many on Wall Street 
a) were relieved that President Bush favoured ideological fealty. 
b) feared President Bush might choose a long time policymaker. 
c) were skeptical of President Bush’s capacity to replace a legend. 
d) knew that President Bush’s choice would cause stock prices to fall. 
e) were worried about President Bush’s choice for the Fed. 
 
Read the text below then choose the best option to answer questions 4 to 7. 
 
You’re hired 
 
 Meet your airline’s latest employee: you. You may not have noticed, but 
you are also now working for your phone company and your bank. Why? 
Because of the growth of the self-service economy, in which companies are 
offloading work on to their own customers. It is, you could say, the ultimate in 
outsourcing. Self-service can have benefits both for companies and customers 5 
alike. It is already changing business practices in many industries, and seems 
likely to become even more widespread in future. (…) 
 Self-service appeals to companies for an obvious reason: it saves money. 
The hallmark of all of these self-service transactions is that they take place with 
little or no human contact. The customer does the work once done by an 10 
employee, and does not expect to be paid. So to work well, self-service requires 
the marriage of customers with machines and software. That union, says 
Esteban Kolsky of Gartner, a consultancy, is now doing for the service sector 
what mass production once did for manufacturing: automating processes and 
significantly cutting costs. 15 
 “From the corporate side you hear, we want to make sure the customer 
gets what he wants,” or whatever, but, bottom line, it does reduce costs:' says 
Mr. Kolsky. Francie Mendelsohn of Summit Research, a consultancy based in 
Rockville, Maryland, agrees. “People don’t like to admit it, but self-service is 
used to reduce head count and therefore improve the bottom line,” she says. It's 20 
not politically correct, but it's the truth.” (From The Economist Technology quarterly, 
Sept. 18th, p. 16-Reports) 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -24- 
 
 
4. According to the author 
a) self-service brings more harm than benefits to the consumer. 
b) the most common business practice in the future tends to be self-service. 
c) self-service has become a more and more disseminated business practice. 
d) companies offloading work on their customers are growing. 
e) the ultimate way to reduce unemployment is self-service. 
 
 
5. From the corporate point of view self-service 
a) saves money in the process. 
b) is politically incorrect. 
c) grants consumers satisfaction. 
d) reduces unemployment. 
e) improves the company’s products. 
 
 
6. When the author says “The hallmark of all of these self-service transactions 
…” (L-9) he is referring to 
a) what they represent to the companies. 
b) how time-saving they are. 
c) how fashionable they are. 
d) what they have in common. 
e) the existing disparities. 
 
 
7. What mass production once did for manufacturing, nowadays self service is 
doing for the 
a) modern consumers’ comfort. 
b) manufacturing sector. 
c) new job offers. 
d) big corporations. 
e) service sector. 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -25- 
 
Read the text below then choose the best option to answer questions 8 to 10. 
 
Amazon: Good, Just Not Good Enough 
Solid third-quarter results didn't match the second quarter - and for investors 
anticipating another pleasant surprise, that was the problem 
 Harry Potter’s magic may have dazzled book buyers over the summer, 
but it failed to sway Amazon investors Oct. 25. Despite selling 1.6 million 
copies of Harry Potter and the Half-Blood Prince in the third quarter, the online 
retailer reported that a $40 million legal settlement whacked net income, which 
fell 44%, to $30 million. And a holiday season forecast that merely matched 
analysts' expectations sent investors fleeing, knocking down shares by almost 
8% in extended trading. 
 Pottermania did keep Amazon’s sales growth humming, at 27%, to $1.86 
billion. And as earnings disappointments go, this one was relatively minor. 
Absent the legal settlement, Amazon would have reported a 12-cent-a-share 
profit, 2 cents above analysts’ estimates. (by Robert Hof) 
http://www.businesswek.com/print/technology/content/ 
 
8. You can affirm that 
a) Harry Potter’s magic may have enchanted Amazon investors. 
b) heavy legal expenses hit Amazon’s net income. 
c) Amazon may report a 12-cent-a-share profit. 
d) growth derived from Harry Potter’s book sales caused minor damage. 
e) the second quarter results were no match for the ones in the 3rd quarter. 
 
9. The author’s use of despite (L-4), 1st pr indicates 
a) opposition and it may be replaced by however. 
b) concession and it may be replaced by though 
c) result and it may be replaced by thus. 
d) addition and it may be replaced by also 
e) emphasis and it may be replaced by indeed. 
 
10. When the author says, “…sent investors fleeing” (L-8) the underlined word 
means that investors 
a) were suspicious of quarter results. 
b) were confused about prospects. 
c) were attracted by profits. 
d) failed to invest as expected. 
e) could be helpless. 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -26- 
 
 
ANSWERS 
 
VOCABULARY PRE-TEST 
a. 3 // b. 1 // c. 2 // d. 5 // e. 4 // f. 8 // g. 6 // h. 7 
 
PAST SIMPLE 
the world’s leading nations sent representatives (L-1) // It had 170 members 
(L-9/10) // The conference at Bretton Woods also provided for ( L- ) // the 
US proposedthat Germany and Japan (L-18/19) // These nations were 
reluctant to act, and when they did (L- 21) // The purpose was to persuade 
Europe and Japan (L-25) // the U.S. trade position still did not improve enough 
… (L- 29/30) // the world reverted to flexible exchange rates. (L-29/30) 
 
PRESENT SIMPLE 
The IMF extends short-term credit to nations (L-11) // The IMF expects to be 
paid back (L-13) // Some economists argue that (L-32) 
 
PRESENT PERFECT 
the agreement has since been abandoned (L-18) // Limited supplies of gold … 
have led to the need (L-39 / 40) // The IMF has responded by agreeing (L- 41) 
 
FUTURE SIMPLE 
The IMF will often ask these nations (L-14) 
 
PASSIVE VOICE 
The IMF was established then (L- 3) // fixed exchange rates was devised. (L-4) 
// The fixed value of the dollar was abandoned (L-22) // prices and wages were 
frozen for a time (L-24) // and a 10% surcharge was imposed on imports (L – 
24/25) // A world conference was called (L-27) // The dollar was officially 
devalued (L-28) // the fall of the dollar was made official (L-30) // more potent 
methods must be used (L-32) 
 
...ING FORMS 
a) leading (adjetivo) em ‘the world’s leading nations (= as nações mais 
importantes do mundo ) // b) managing (adjetivo) em ‘a managing director ‘ (= 
um diretor gerente) // c) continuing (gerúncio) em’the American trade deficit 
continuing to grow (= o déficit de comércio norte-americando continuando a 
crescer) // d) determining (gerúndio) em ‘supply and demand determining the 
value (=oferta e procura determinando o valor // e) drawing (adjetivo) em 
special drawing rights (= direitos especiais de saque // f) floating ( adjetivo em 
today’s free-floating situation ( a situação do câmbio flutuante de hoje // g) 
agreeing (forma ...ing forçada pelo uso da preposição by) em ‘The IMF has 
responded by agreeing (= O FMI reagiu ao concordar...) 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -27- 
 
...ED FORMS 
a) forced (adjetivo) em ‘a system of fixed exchange rates’ (=um sistema de taxas 
de câmbio fixas) // b) specialized (adjetivo) em ‘The IMF is a specialized 
agency’ (=O FMI é uma agência especializada.// c) increased (adjetivo) em 
‘usually increased exports’ (= as exportações geralmente incrementadas ) // d) 
provided (past tense) em ‘at Bretton Woods also provided for’ ( Bretton Woods 
também forneceu // e) abandoned (past participle) em ‘this part of the 
agreement has since been abandoned (= esta parte do acordo foi desde então 
abandonada) // f) raised (particípio passado) em ‘Japanese yen and German 
mark were raised in value (=o iene japonês e o marco alemão foram valorizados) 
// g) prescribed (adjetivo) em ‘fluctuate up to a certain prescribed level’ 
(=flutuar até um certo nivel pre-erstabelecido) 
 
MODAL VERBS 
can (L-13) – em can enter into consultations (pode iniciar consultas com) tem 
essa prerrogativa, essa capacidade - portanto: capacity 
must (L-32) em more potent must be used (=tem que ser usado, há essa 
necessidade - portanto necessity. 
would (L-35) em would mark a compromise (= marcaria, indicaria um acordo) 
espresso a hiótese futura do nosso futuro do pretérito - portanto hipótese futura. 
can (L-36) em can cause pode causar, tem essa possibilidade portanto 
possibility. 
 
REFERENCE 
it (L- 9) the IMF ( o FMI) // its (L- 10) the IMF ( o FMI) // their (L- 20) Germany’s and 
Japan’s currencies // their (L- 42) member nations 
 
WORDS IN FAMILIES 
 
Verb Noun Adjective adverb 
advise ADVICE advisable advisably 
finance finance financial FINANCIALLY 
correct CORRECTION corrected correctly 
OFFICIALIZE officialization officialized officially 
increase increase increasing INCREASINGLY
impose IMPOSITION imposed imposingly 
compare comparison COMPARABLE comparably 
persuade persuasion PERSUASIVE persuasively 
know KNOWLEDGE unknown knowingly 
SPECIALIZE specialization special specially 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -28- 
 
HANDLING YOUR MONEY 
Pre test: a. 6 // b. 7 // c. 8 // d. 2 // e. 4 // f. 3 // g. 1 // h. 5 // i. 10 // j. 9 
MC questions: 1. D // 2. E // 3. A // 4. C // 5. B 
 
PHRASAL VERBS 
1. take over [acquire] // 2. looking forward to [await with pleasure] 3. cash in 
on [profit from] // 4. fight off [defeat] // 5. made up [invented] // 6. adhere to 
[respected] // 7. gotten away with [succeeded in doing sth. wrong] // 8. 
Rely/count on [trust] // 9. look after [protect] // 10. built up [accumulated] // 
11. acted on advice [follow] // 12. take up [accept] // 13. Fell through 
[collapse] // 14. drawing up [preparing] // 15. branch out [diversify] 
 
MATCH : A & B 
a. (4) // b. (5)// c. (2) // d. (1) // e. (3) 
 
MATCH : C & D 
f. (9) // g. (8) // h. (7) // i. (10) // j. (6) 
 
FALSE FRIENDS 
 
1. [REPEALED] Tenho certeza de que a lei foi revogada. Não é mais válida. 
2. [EXTENUATING] Há algumas circunstâncias atenuantes no caso dele que 
devem ser levadas em consideração pelo juiz. 
3. [LUXURY] Em muitos lugares o automóvel não é um luxo e sim uma 
necessidade. 
4. [BALANCE] Já que você não pagou o total da fatura terá que pagar o saldo 
remanescente com juros. 
5. [RECORD] Ele passou a manter um registro mais preciso de suas despesa. 
6. [COSTUME] Ninguém me havia dito que se tratava de uma festa à fantasia. 
Portanto, eu vestia um terno. 
7. [FABRIC] A área foi apelidado de ‘Vale do Silício’ por causa do material 
básico usado nos componentes dos computadores. 
8. [UNION] Líderes sindicais em conjunto com trabalhadores insatisfeitos, 
entraram em greve. 
9. [AFFLUENT] Mr. Penn apresentou-nos aos seu sócio rico da Noruega. 
10. [CARGO] Se a carga não fosse ilegal não haveria tantos homens 
carregando rifles a bordo do navio. 
11. {PARTIES] Agora que as duas partes envolvidas estão de acordo o contrato 
poderá ser assinado. 
12. {ATTEND] Infelizmente não muitas pessoas se inscreveram para assistir à 
palestra do Prof. Haskin sobre Desenvolvimento Econômico. 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -29- 
 
 
LIGHTEN UP 
Os personagens são o ex-presidente dos EUA Ronald Reagan e o ex-premier 
soviético Gorbachev no momento da assinatura de um tratado de não 
proliferação de armas. No primeiro take só aparece o provérbio, e no segundo 
vê-se que é um anúncio da caneta Parker. Veja se conseguiu entender o 
provérbio assim: ‘A pena é mais poderosa que a espada.’ O criador do anúncio 
publicitário faz um jogo inteligente com as palavras onde a sugestão de que os 
dois mandatários estariam usando a caneta Parker é muito forte. 
 
SAME OR DIFFERENT? 
1. (S) // 2. (S) // 3. (D) very few students (= muito poucos alunos)/ quite a 
few students (= bastantes alunos) // 4. (S) // 5. (S) // 6. (D) Uma coisa é não 
conseguir aprender cálculo porque é difícil demais para você; a outra, é não 
conseguir memorizar cálculos // 7. (D) em a, está dito que Brenda era uma das 
piores dançarinas do grupo, na verdade, a pior // no segundo, diz que Brenda era 
uma dançarina muito ruim, Hoje em dia ela é a pior do grupo. 
 
PARAPHRASING 
Model: Representatives of the world's leading nations were sent to Bretton 
Woods in 1945. 
[Comment: foi necessário usar uma estrutura de passive voice com a nova 
ordenação dos termos da frase] 
 
1. The promotion of international cooperation on monetary issues was one of 
the IMF’s main goals (or: aims, objectives) 
2. Chronic debtor nations must pay the IMF back. 
3. These nations will often be asked to take steps to decrease their imports. 
4. IMF directors ordered that prices and wages be frozen fro a time. 
5. Aiming at persuading Europe andJapan to reduce trade barriers against 
American products a 10% surcharge was imposed. 
6. There was an official devaluation of the dollar. 
7. The value of the Japanese yen and the German mark was raised. 
8. As no noticeable improvement of the U.S. trade position still did not occur 
in 1972, the fall of the dollar was made official. 
9. Some economists stated that more potent methods had to be used to correct 
long-term and deep-seated trade imbalances. 
10. It was necessary to find an alternative to limited supplies of gold relative to 
the world money supply. 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
CURSOS ON LINE Prof. Carlos Augusto -30- 
 
 
VERB TENSES REVIEW 
 
1.- has led 2.- studied 
3.- has changed/visited 4.- had left 
5.- have come 6.- had been working 
7.- drinking 8.- drink 
9.- has always been 10.- had not phoned 
11.- had tried on 12.-Have you ever visited 
13.- have you been waiting 14.- have had 
15.- has been living 16.- was watching 
17.- were having 18.- was following 
19.- had left 20.- has been practicing 
21.- will have finished 22.- has been 
23.- played 24.- is always borrowing 
25.- always gets off 26.- meant 
27.- being treated 28.- are asking 
29.- will be sleeping 30.- will have been teaching 
31.- worked/ retired 32.- has been working 
33.- has just left 34.- left 35.- have been 
 
 
MOCK TEST 
 
 Answers / Respostas 
 1. A 2. C 3. E 4. C 5. A 
 6. D 7. E 8. B 9. B 10. D 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br 
 CURSOS ON LINE Prof. Carlos Augusto -31- 
 
 
AULA 10 
 
 Avalie se os seguintes objetivos desta aula foram alcançados. 
 
TÓPICOS & OBJETIVOS 
 
 Raise your awareness of: 
 Despertar sua conscientização para: 
 
I – Reading Text: The IMF 
 Texto para leitura 1: O FMI 
 
II – Analysis of text 1 - Review of: verb tenses, passive voice, 
…ing forms, -ed forms, modal verbs, reference, word families 
 Análise do texto1 – revisão de tempoos verbais, voz passiva, ...ing formas, -
ed formas, verbos modais, referência, famílias de palavras... 
 
III – Comparative Forms of adjectives 
 Grau comparativo dos adjetivos 
 
IV - A final look at false friends 
 Uma última olhada nos falsos amigos 
 
V - Study of text 2: Vocabulary pre--test, reading questions 
 Estudo do texto 2: pré-teste de vocabulário, questões de compreensão 
 
VI - Vocabulary Build Up – Phrasal verbs, discourse markers 
 Construção de vocabulário – phrasal verbs, marcadores do discurso 
 
VII– Lighten up! An ad 
 Relaxe! Um anúncio 
 
VIII – Same or different? // Paraphrasing 
 Igual ou diferente? // Paráfrases 
 
IX– Review of verb tenses - practice 
 Revisão dos tempos verbais - exercício 
 
X– Last but not least: MOCK TEST 
 Por fim, mas não menos importante: TESTE SIMULADO 
 
CURSOS ON-LINE – INGLÊS – PROFESSOR CARLOS AUGUSTO 
www.pontodosconcursos.com.br