Inglês Bernoulli - Volume 1 à 6

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Volume 01
LÍNGUA
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2 Coleção Estudo
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01 3 Basic Review and Reading TechniqueAutor: Bruno Porcaro
02 13 Nouns and Genitive CaseAutor: Bruno Porcaro
03 23 ArticlesAutor: Bruno Porcaro
04 31 PronounsAutor: Bruno Porcaro
3Editora Bernoulli
MóduLo
VeRB To Be
O verbo to be equivale aos verbos ‘ser’ e ‘estar’ em português.
Usa-se o verbo to be:
•	 Para	identificar	e	descrever	pessoas	e	objetos.
 Exemplos:
– I am from Brazil. – They are John and Liz. – He is a teacher.
• Nas expressões de tempo, idade e lugar.
 Exemplos:
– It is hot today. – Mike is seven years old. – We are in Los Angeles.
• Para informar as horas.
 Exemplos:
– It’s eleven-oh-five. – It’s half past nine. – It’s seven o’clock.
VERB TO BE
Simple Present Simple Past
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Affirmative Negative Interrogative Affirmative Negative Interrogative
I am. I am not. Am I? I was. I was not. Was I?
He is. He is not. Is he? He was. He was not. Was he?
She is. She is not. Is she? She was. She was not. Was she?
It is. It is not. Is it? It was. It was not. Was it?
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We are. We are not. Are we? We were. We were not. Were we?
You are.* You are not. Are you? You were. You were not. Were you?
They are. They are not. Are they? They were. They were not. Were they?
*O pronome you	é,	ao	mesmo	tempo,	uma	forma	singular	e	uma	forma	plural,	podendo	significar	“você”	ou	“vocês”.	Como	
nos	dois	casos	a	forma	do	verbo	to be	que	o	acompanha	é	are,	colocamos	you	como	fazendo	parte	do	plural	do	verbo	to be 
na	explicação	gramatical.
língua Inglesa FReNTe
Basic Review and Reading 
Technique
01 A
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Basic Review
Autor: Bruno Porcaro
4 Coleção Estudo
Frente A Módulo 01
A famosa frase Ser ou não ser: eis a questão (no original, To be or not to 
be: that is the question) vem da peça Hamlet, de William Shakespeare. 
Encontra-se no Ato III, Cena I e é frequentemente usada com um fundo 
filosófico profundo. Sem dúvida alguma, é uma das mais famosas frases da 
literatura mundial. Na imaginação popular, a fala é pronunciada por Hamlet 
segurando uma caveira, embora as duas ações estejam longe uma da outra no 
texto da peça.
Disponível em: <http://pt.wikipedia.org/wiki/ser_ou_n%c3%a30_ser>.
Acesso em: 29 set. 2010.
CHECK IT OUT
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Contractions
O verbo to be	 é,	 com	 frequência,	 utilizado	 em	 sua	
forma	 abreviada,	 a	 contração,	 tanto	 no	 presente	 quanto	
no	 passado.	 Para	 formar	 a	 contração,	 basta	 juntar	 duas	
palavras, substituindo a primeira vogal da segunda palavra 
por	um	apóstrofo	(’).	Observe	como	se	dá	essa	formação	
comparando	o	quadro	da	página	anterior	com	o	seguinte:
Simple Present
Affi rmative Negative
S
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I’m I’m not/*
He’s He’s not / He isn’t
She’s She’s not / She isn’t
It’s It’s not / It isn’t
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We’re We’re not / We aren’t
You’re You’re not / You aren’t
They’re They’re not / They aren’t
Simple Past
Affi rmative Negative
S
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I wasn’t
He wasn’t
She wasn’t
It wasn’t
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We weren’t
You weren’t
They weren’t
*	Não	há	forma	contraída	para	am+not.
Exemplos:
– My father works in a hospital. He’s a doctor. 
– They aren’t teachers. They’re lawyers. 
– The movie I watched wasn’t very good. 
other forms of the verb to be
Como	ocorre	com	qualquer	outro	verbo,	podemos	utilizar	
o verbo to be em outros tempos verbais. Algumas das 
formas	são:
will	 be	 (Simple	 Future),	would	 be	 (Conditional),	
have/has	 been	 (Present	 Perfect),	 can	 be	 (Modal	
Verbs),	should	be	(Modal	Verbs),	etc.
VeRB THeRe To Be
Para	expressar	a	existência	de	algo,	em	inglês,	utilizamos	
o verbo there to be, que	 signifi	ca	 ‘haver’	 ou	 ‘existir’	 em	
português.	Podemos	utilizá-lo	em	todos	os	tempos	verbais.	
Algumas formas:
Affirmative
Simple 
Present
Simple 
Past
Simple 
Future
Singular There is There was
There will be
Plural There are There were
Negative
Simple 
Present
Simple 
Past
Simple 
Future
Singular
There is not
(There isn’t) 
There was not
(There wasn’t) There will not 
be
(There won’t 
be)Plural
There are not
(There 
aren’t)
There were 
not
(There 
weren’t)
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Exemplos:
– There is a teacher in the class.
– There was a student here yesterday.
– There were people studying in the class yesterday.
– There will be a man waiting for me at the airport 
tomorrow.
– There are many soccer players at the stadium 
now.
CHECK IT OUT
Em português, é comum utilizarmos o verbo 
TER com sentido de existência no discurso 
oral. Porém, em inglês, não é correto utilizar 
have (ter) com esse sentido. Para isso, temos 
there to be.
Exemplo: Have a car here. (incorreto)
 There is a car here. (correto)
PRoNouN IT
O pronome it	ocupa	a	posição	de	sujeito	na	frase	que,	em	
português,	não	teria	sujeito.
Exemplos:
– It is ten o’clock.
– It is hot in here.
– It is a long way to your house.
– It is difficult to learn Chinese.
CoNSoLIdATIoN I
01. COmPlETE	the	sentences	with	the	verb	to	be.
A)	 She	______________	a	teacher.
B) I ______________ a student.
C)	 They	_______________	Robert	and	Paul.
D) We _____________ friends.
E) They _______________ animals.
02. ChangE	 the	 following	 sentences	 from	 affirmative	 to	
negative.
A)	They	are	in	the	classroom	now.
____________________________________________
B) We were at the concert last week.
____________________________________________
C)	She	was	very	clever. 
____________________________________________
D) Both brothers are short.
____________________________________________
E)	Lucy	is	angry	at	you.
____________________________________________
F) He and she were good friends.
____________________________________________
03. makE	questions	to	the	corresponding	answers.
A) __________________________________________
 No, I’m not single.
B) __________________________________________
				Yes,	they	are	Brazilian.	
C)	__________________________________________
 Yes, we’re students.
D) _________________________________________
 No, I wasn’t at home last night.
E) __________________________________________
				No,	they	weren’t	at	college	in	the	morning.	
F) __________________________________________
 Yes, she was very angry with her boyfriend. 
04. COmPlETE	the	sentences	with	it or there. 
A)	 _________	is	cloudy	now.
B) _________ are many people at the hall of the hotel.
C)	 _________	is	almost	nine	o’clock.
D) _________ are several beautiful girls in our English 
class.
E) _________ is hard to learn English in a short time.
F) _________ is warm in this room now.
G) _________ were two guys waiting for you at the 
counter.
H) _________ are good moments in life.
05.	 As	 frases	 a	 seguir	 foram	 extraídas	 de	 uma	 conversa	
telefônica.	 Ordene-as	 de	modo	 que	 seja	 formado	 um	
diálogo	coerente.
Em	seguida,	assinale	a	alternativa	que	contém	a	ordem	
CORRETa das falas.
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1) I am pregnant.
2) Yes, what is it?
3)	 Hello,	I	would	like	to	talk	to	Mike.
4) Is he at home?
5) I don’t believe it!
6) It is true, honey.
7)	 Hi.	It	is	Mike	speaking.
8) Who is that?
9) Fine, thanks.
10)	Well	Mike,	how	have	you	been?
11)	It’s	Candice.
12)	Yes,	of	course,	I	do	remember	you.
13)	I	must	tell	you	something,	Mike.
14) You are my ex-wife.
15) Don’t you remember me?
A) 15, 14, 13, 12, 11, 10, 9, 8, 7, 5, 6, 4, 1, 2, 3.
B) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14, 15, 13.
C)	 7,	3,	2,	1,	5,	6,	8,	9,	10,	11,	12,	14,	13,	15,	4.
D) 2, 8, 6, 5, 7, 9, 11, 13, 15, 10, 12, 4, 1, 3, 14.
E) 3, 4, 7, 8, 11, 15, 12, 14, 10, 9, 13, 2, 1, 5, 6.
ReAdING TeCHNIQue
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Assumption: É a estratégia que pode ser usada para 
predizer	o	conteúdo	do	texto	antes	mesmo	de	lê-lo.	Para	isso,	
é	preciso	estar	atento	ao	título,	às	ilustrações	(se	houver)	e	
à	diagramação	do	texto.
Skimming:to skim = ler rapidamente, observando os 
pontos	mais	importantes,	como:
a) Palavras repetidas 
B)	 Palavras	cognatas
C)	 Palavras	cristalinas
D) Palavras nebulosas
Scanning: to scan = examinar.
Ao	 usarmos	 essa	 técnica,	 devemos,	 de	maneira	 geral,	
localizar	 informações	 específi	cas	 no	 texto,	 como	 nomes	
próprios,	datas,	números,	etc.	Essa	técnica	pode	nos	ajudar	
a	compreender	melhor	textos	em	inglês.
Palavras cognatas
São	palavras	cuja	raiz	é	a	mesma	em	português,	inglês	
ou	qualquer	outra	língua.
Exemplos:
 function = inglês 
 Funktion	=	alemão	 	
 função = português 
 technical = inglês
 Technische	=	alemão
 técnico = português
Essas	 palavras	 são	 de	 extrema	 uti l idade	 para	
compreendermos	 textos	 em	 língua	 inglesa,	 visto	 que	
inúmeros	vocábulos	desse	idioma	têm	origem	latina,	o	que	
faz	com	que	eles	se	pareçam	com	o	português;	entretanto,	
é	 necessário	 fi	car	 atento	 para	 não	 fazer	 analogias	 entre	
palavras	que,	embora	se	assemelhem	na	grafi	a,	possuem	
signifi	cados	 diferentes	 em	 seus	 respectivos	 idiomas	–	 os	
chamados	“falsos	cognatos”.
Exemplos: 
– to pretend	=	fi	ngir	
– lunch =	almoço	 	
– parents = pais 
– fabric =	tecido
Palavras cristalinas
São	palavras	cujo	signifi	cado	já	conhecemos;	muitas	vezes	
são	de	uso	comum,	o	que	incorpora	seu	signifi	cado	ao	nosso	
repertório ou mesmo ao nosso idioma.
Exemplos: love; show; expert; know-how; shampoo; 
feedback.
Palavras nebulosas
São	palavras	cujo	signifi	cado	o	aluno	não	sabe,	mas	pode	
vir	a	deduzi-lo	através	do	contexto	do	parágrafo.
Reading strategy
• uso do conhecimento anterior →	a	reconstrução	
de	textos	é	sempre	infl	uenciada	pelo	conhecimento	
anterior,	tanto	da	língua	materna	como	da	língua	
estrangeira.	 A	 experiência	 de	 vida	 do	 aluno	
também	exerce	grande	infl	uência	na	compreensão	
de textos.
• Uso da informação não verbal →	consiste	em	
fazer	uso	de	toda	informação	não	verbal,	como	
ilustrações,	gráfi	cos,	tabelas	e	dicas	tipográfi	cas	
(negrito,	itálico,	aspas,	sublinhado)	para	ajudar	
na	reconstrução	de	textos.
• Uso da informação verbal →	 consiste	 em	
reconstruir	 o	 texto	 fazendo	 uso	 de	 todos	 os	
elementos	verbais	oferecidos	pelo	autor.
• O uso de palavras cognatas →	um	dos	recursos	
que	temos	para	desenvolver	vocabulário	e	facilitar	
a	reconstrução	de	textos.	Os	falsos	cognatos	são	
em	número	muito	menor	do	que	os		verdadeiros.
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estrutura das frases em inglês
Subject	+	Verb	+	Objects	and	/	or	Other	Complements
A	estrutura	das	frases	em	inglês	é	muito	mais	clara	do	
que	 em	 português.	 Inversões	 e	 omissões	 de	 sujeito	 são	
permitidas	no	português,	inclusive	enriquecem	a	linguagem.	
Em	inglês,	a	ordem	das	palavras	é	praticamente	fi	xa.	Poucas	
inversões	 são	 permitidas	 e	 o	 sujeito	 deve	 estar	 sempre	
presente	na	frase.	Quando	ele	não	existir,	o It ou o There 
to be ocupam	o	espaço	do	mesmo.
Ao ler em inglês, deve-se ter em mente que:
• Todas as frases têm um verbo.
•	 O	 sujeito	 em	 inglês	 é	 explícito	 e	 formado	 por	
substantivos, pronomes ou estruturas nominais 
(um	conjunto	formado	de	substantivo	+	palavras	
que	possam	modifi	cá-lo).
•	 Normalmente,	 as	 frases	 têm	 objetos	 (diretos	
ou	indiretos)	e	/	ou	outros	complementos	como	
adjuntos	adverbiais	de	tempo,	lugar,	modo,	etc.
•	 Da	mesma	forma	que	o	sujeito,	tanto	os	adjuntos	
adverbiais	quanto	os	objetos	podem	ser	formados	
por substantivos, pronomes ou estruturas 
nominais.
CoNSoLIdATIoN II
When you are reading an essay, you don’t need to understand 
every	 single	word.	 But	 you	 can	 guess	 it	 in	 the	 context.
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Uma perestroita	muito	bacana
Ano	passado,	fi	z	a	perestroita	dos	meus	sonhos.	Fazia	
muito	calor	e	a	hala	estava	cheia.	Minha	nabada estava 
linda e o cosque	brilhava.	Curtimos	a	manhã	inteira	lá	e,	
depois,	como	estávamos	com	fome,	fomos	cogar no melhor 
palataio	da	cidade.
À	 tarde	 encontramos	 um	 bilosco e saímos	 a	 curtir	
as	 principais	 traperas e perestroitamos pelo litoral 
maravilhoso. Ao voltarmos para o noctel entramos na 
babusca	e	nos	deleitamos	até	à	noite.	Minha	nabada estava 
linda e a babusca	nos	relaxava	devido	à	temperatura	da	água.
Foi a perestroita dos meus sonhos. Sempre vamos nos 
ramar pois tiramos muitas fotos. A craticula da muy 
nabada	disse	que	estava	feliz	pea	sua	fi	lha	e	gostaria	de	
fazer	uma	perestroita	como	essa	um	dia.	muy cornelos da 
escola	não	acreditaram	e	quando	mostrei	as	fotos,	morreram	
de casceras. Eu e minha nabada nos divertimos a valer e 
nunca	vou	esquecer	os	ronelos e traperas em que estivemos.
01. FinD the meaning of the words in bold in the text.
Perestroita: _________________________________
Cosque:													_________________________________
Cogar:														_________________________________
Bilosco:													_________________________________
Noctel:													_________________________________
Ramar:													_________________________________
Muy:																	_________________________________
Casceras:										_________________________________
Traperas: _________________________________
Nabada: _________________________________
Hala: _________________________________
Palataio: _________________________________
Perestroitamos: _________________________________
Babusca:											_________________________________
Craticula:										_________________________________
Cornelos:										_________________________________
Ronelos:											_________________________________
Pea: _________________________________
02.	 (UFMG–2010	/	2ª	etapa)	The	fragments	below	were	taken	
from	the	text	“English	on	the	World	Wide	Web”:
1.	 for	 researchers	 and	 professionals	 to	 publish	 in	
English
2.	 these	percentages	and	the	increasing	use	of	English	as	
a	lingua	franca	in	other	spheres,	English	web	content	
may	continue	to	dominate
3.	 if	fi	rst-language	speakers	are	compared
4.	 for	the	amount	of	web	content	in	English
5.	 refl	ect	which	language	they	regularly	employ	when	
using the web
6.	 regardless	of	country	of	origin
PuT	 the	 fragments	 back	where	 each	 one	 belongs	 by	
fi	lling	the	blanks	with	the	numbers	above.	The	fi	rst	one	
has	been	fi	lled	in	as	an	example.
English on the World Wide Web
English is the predominant language on the World Wide 
Web,	both	with	 respect	 to	 content	and	 to	 the	number	
of	 English-language	 web	 users.	 This	 article	 details	
statistics	of	Internet	linguistic	patterns	and	their	impact.	
In	considering	which	languages	dominate,	two	statistics	
are	considered:	the	fi	rst	language	of	the	users	and	the	
language	of	actual	material	posted	on	the	web.
8 Coleção Estudo
Frente A Módulo 01
TexT I
uFMG
Einstein’s mental chalkboard
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 Albert Einstein’s image is everywhere, adorning 
posters	in	college	dorms,	advertisements	on	the	Web,	
T-shirts	and	coffee	mugs.	Time	magazine	pointed	him	
Person	of	the	Century,	and	just	about	anyone	can	cite	
his	most	famous	equation.	For	all	this	brand	recognition,	
though,	it’s	safe	to	say	that	comparatively	few	people	
know	 what	 Einstein’s	 theories	 of	 relativity	 actually	
describe.	 In	Einstein’s Cosmos: How Albert Einstein’s 
Vision Transformed Our Understanding of Space and 
Time (Norton,	$23),	City	University	of	New	York	physicist	
and	 accomplished	 science	 writer	 Michio	 Kaku	 skims	
through	 the	biographical	 and	anecdotal	details	of	 the	
great	 scientist’s	 life	 –	 topics	 exhaustively	 covered	 in	
Einstein’s	numerous	biographies	–	and	focuses	instead	
on how he thought.
	 More	specifically,	Kaku	explores	the	visual	metaphors	
Einstein	 used	while	 devising	 the	 special	 and	 general	
theories	 of	 relativity.	 In	 doing	 so,	 Kaku	 enables	 the	
reader to see and think as Einstein did[1], leading us to 
a	simpler,	more	complete	understanding	of	several	of	
themost	important	scientific	ideas	of	our	time.	
GREGORY	MONE.
Popular Science,	May,	2004.
01. The author of this text is
A)	 Michio	Kaku.	 	 	 	
B) Albert Einstein. 
C)	 Gregory	Mone.
D)	 Popular	Science.
02. The	 book	 reviewed	 concentrates	 mostly	 on	 the	
scientist’s
A)	 thinking	processes.		 	
B)	 life	and	achievement.
C)	 metaphorical	theories.
D) visual relativity.
English speakers
Web	user	percentages	usually	focus	on	raw	comparisons	
of	the	first	language	of	those	who	access	the	web.	The	first	
language	of	a	user	does	not	necessarily	 5 .
Native speakers
English-language users appear to be a plurality of web 
users,	consistently	cited	as	around	one-third	of	the	overall	
(near one billion). This lead may be eroding due mainly to 
a	rapid	increase	of	Chinese	users,	which	broadly	parallels	
China’s	 advance	 on	 other	 economic	 fronts.	 In	 fact,	
_________,	Chinese	ought,	in	time,	to	outstrip	English	
by	a	wide	margin	(837+	million	for	Mandarin	Chinese,	
370+	million	for	English).
World Wide Web content
One	widely	 quoted	 figure	 __________	 is	 80%.	Other	
sources	show	figures	five	to	fifteen	points	lower,	though	
still	well	over	50%.	There	are	two	notable	 facts	about	
these	percentages:
The	English	web	content	is	greater	than	the	number	of	
first-language	English	users	by	as	much	as	2	to	1.	Given	
__________.	 In	 fact,	 this	 continued	 dominance	may	
happen	 even	 as	 English	 first-language	 Internet	 users	
decline.	 This	 is	 a	 classic	 positive	 feedback	 loop:	 new	
Internet	users	find	it	helpful	to	learn	English	and	employ	
it	on-line,	thus	reinforcing	the	 language’s	prestige	and	
forcing	subsequent	new	users	to	learn	English	as	well.
Certain	 other	 factors	 (some	 predating	 the	medium’s	
appearance)	 have	 propelled	 English	 into	 a	majority	
web-content	position.	Most	notable	in	this	regard	is	the	
tendency	__________	to	ensure	maximum	exposure.	The	
largest	database	of	medical	bibliographical	information,	
for	example,	shows	English	was	the	majority	language	
choice	 for	 the	 past	 forty	 years	 and	 its	 share	 has	
continually	 increased	 over	 the	 same	 period.	 The	 fact	
that non-Anglophones regularly publish in English only 
reinforces	 the	 language’s	 dominance.	 English	 has	 the	
richest	 technical	 vocabulary	 of	 any	 language	 (largely	
because	 native	 and	 non-native	 speakers	 alike	 use	 it	
to	communicate	 technical	 ideas),	and	so	many	IT	and	
technical	professionals	use	English	__________.
Available at: <http://en.wikipedia.org/wiki/English_on_the_
Internet> (Adapted).
Access	on:	June	15th, 2009.
PRoPoSed exeRCISeS
01.	 (UNITAU-SP)	 Assinale	 a	 alternativa	 que	 corresponde	
ao verbo que tem duas formas distintas para pessoas 
diferentes no passado simples.
A)	 To	have.	 	 	 C)	 To	go.	 	 	 E)	 To	be.
B)	 To	do.	 	 	 	 D)	 To	become.	
02.	 (Mackenzie-SP)	The	question	to	the	answer	“He’s	tall	and	
thin.”	would	be:	
A) What’s he like? D) What does he seem?
B)	 What	is	he	look	like?	 E)	 What	is	his	description?
C)	 How’s	he?
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03. The word did[1] refers to
A) see and think. 
B) do and enable. 
C)	 explore	and	devise.
D) use and lead.
TexT II
uFTM-MG–2009
	 The	 first	 case	 of	 human-to-human	 transmission	 in	
Britain	of	the	swine	flu	virus	could	be	confirmed	today,	
as	dozens	more	people	are	tested	across	the	world.
	 Graeme	Pacitti,	24,	who	came	into	contact	with	the	
Scottish	couple	who	were	the	first	confirmed	cases	earlier	
this	week	of	the	H1N1	virus	in	Britain,	is	also	a	“probable”	
case	and	is	having	further	tests,	the	Scottish	government	
said.
	 Doctors	also	diagnosed	three	new	infections	in	England,	
bringing	the	British	total	to	eight	confirmed	cases,	the	
Department	of	Health	said.	Two	of	the	cases	are	in	London	
and	one	in	Newcastle.	All	are	said	to	be	responding	well	
to treatment.
	 Earlier,	the	Chief	Medical	Officer	said	that	Britain	would	
see	“many	more	cases”	of	swine	flu,	although	he	predicted	
that	most	people	would	recover.	In	total,	230	possible	
cases	are	being	investigated	in	Britain.
	 Mr.	Pacitti,	an	NHS	worker,	was	put	in	quarantine	when	
he	fell	ill	after	a	night	out	with	his	football	team,	which	
included	Iain	Askham,	27,	who	was	discharged	from	the	
hospital	with	his	wife,	Dawn,	yesterday	after	recovering	
from	the	virus.	The	Askhams	were	the	first	British	people	
to	be	confirmed	with	swine	flu	after	they	picked	up	the	
virus	on	their	honeymoon	in	Mexico.
	 They	said	 last	night	 they	thought	 they	had	become	
infected	on	their	flight	back	to	Britain	because	five	men	
sitting	 close	 to	 them	 on	 their	 flight	 from	 Cancún	 to	
Birmingham	had	been	coughing	and	sneezing	throughout	
the	journey.
Available	at:	<http://www.timesonline.co.uk/tol/life_and_style/ 
health/article6202053.ece>
01.	 In	 the	 first	 paragraph,	 the	word	 as in the passage – 
[…] as dozens more people are tested across the world. 
–	can	be	CORRECTly	replaced	by
A) however. 
B) though. 
C)	 whereas. 
D) while.
E) because.
02.	 O	 trecho	 do	 quarto	 parágrafo	 –	 […] 230 possible 
cases are being investigated […]	 –	 pode	 ser	 reescrito	
CORRETamEnTE	como
A) they have investigated 230 possible cases.
B) 230 possible cases are investigated.
C)	 they investigate 230 possible cases.
D) 230 possible cases are investigating.
E) they are investigating 230 possible cases.
03.	 De	 acordo	 com	 o	 texto,	 os	 primeiros	 casos	 da	 
Grã-Bretanha	 confirmados	 de	 terem	 contraído	 a	 gripe	
suína	foram
A)	 três	jogadores.	 	 D)	 doze	pessoas.	
B)	 três	ingleses.	 	 	 E)	 cinco	passageiros.
C)	 dois	escoceses.	
04. Segundo o texto,
A)	 cinco	homens	próximos	a	Iain	e	Dawn	ficaram	tossindo	
e espirrando durante o voo.
B)	 confirmou-se	apenas	um	caso	de	gripe	suína	entre	
os	passageiros	do	voo	de	Cancun.
C)	 Pacitti	e	Iain	estiveram	no	mesmo	voo	de	Cancun	a	
Birmingham.
D)	 Iain	 e	 Dawn	 conversaram	 com	 vários	 passageiros	
durante a viagem.
E)	 Pacitti	 está	 em	 quarentena	 e	 adoeceu	 após	 uma	
viagem	ao	México.
TexT III
unimontes–MG–2008
Good for the Heart?
That’s the conclusion of a recent study that claims that 
caffeine can have positive effects on one’s coronary health.
Women who drank more than three cups of coffee a day were
seven to nine percent less likely to have high blood pressure
than those abstaining from caffeine.
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SPEAK UP,	São	Paulo:	Editora	Peixes,	ano	XIX,	n.	228,	 
May,	2006,	p.	45	-	with	adaptations.
01.	 De	acordo	com	o	texto,	a	pesquisa	defende	que
A)	 o	café	faz	bem	somente	às	mulheres.
B)	 o	café	faz	bem	ao	coração.
C)	 o	café	deve	ser	evitado	por	quem	tem	pressão	alta.
D)	 o	café	deve	ser	tomado	em,	no	máximo,	três	xícaras	
diárias.
02.	 Segundo	o	texto,	pode-se	afirmar	que
A)	 a	pesquisa	constatou	que	as	mulheres	que	não	faziam	
uso	de	café	apresentaram	pressão	normal.
B)	 a	pesquisa	foi	realizada	com	mulheres	que	faziam	uso	
de	café	e	com	aquelas	que	não	o	usavam.
C)	 a	pesquisa	apontou	motivos	relevantes	para	que	as	
pessoas	se	abstenham	de	cafeína.
D)	 a	pesquisa	lançou	dúvidas	sobre	o	fato	de	o	café	fazer	
bem	à	saúde.
10 Coleção Estudo
Frente A Módulo 01
TexT IV
uFMG 
Pursued daughter
 Question:
 My 16-year-old daughter is being aggressively pursued 
by a boy who phones several times a day, leaves notes and 
little gifts at our door, and follows her around at school. 
I only vaguely know his parents. She says she can handle 
it, but I’m becoming concerned for her safety. Should I 
stay out of this matter? 
 answer:
 From what you’ve told me, this young man seems to be 
doing	the	sort	of	things	a	boy	could	be	expected	to	do	to	
win	a	young	lady.	Though	he	certainly	seems	persistent,	
he hasn’t threatened her[1] or done anything really out of 
the	ordinary,	so	I	don’t	think	you	need	to	be	concerned	
for your daughter’s safety. Whether your daughter likes 
the attention – or the boy – is another question. Talk to 
herto	make	sure	she	has	let	this	boy	know	exactly	how	
she	 feels;	 she	owes	him	 that	 courtesy	 (as	 long	as	he	
thinks	he	might	have	a	chance,	he’s	likely	to	continue[2] 
his	pursuit	of	her).	Otherwise,	respect	your	daughter’s	
request that you stay out of the situation.
01.	 A	mother	writes	to	Joyce	Brothers	because
A) a boy wants to hurt her daughter’s feelings. 
B) her daughter has problems with young boys. 
C)	 she	is	worried	about	her	daughter’s	security.	
D) strange notes were left at her front door. 
E) the boy’s parents want to know her daughter.
02. The mother does not know whether she should
A) go out with her daughter’s boyfriend.
B) interfere in her daughter’s problems.
C)	 make	the	boy	stop	phoning	every	day.
D) open the little gifts left at the door. 
E) tell the boy’s parents about his notes.
03. The girl’s mother
A) feels angry with her daughter’s attitude. 
B) is worried about the boy’s attitude.
C)	 knows	the	boy’s	parents	very	well.
D) seems irritated by the boy’s aggression. 
E) wants to talk to the boy’s parents.
04. ln	Joyce	Brother’s	opinion,	the	boy	was	just
A) asking his girlfriend to stay away.
B)	 avoiding	being	considered	impolite.
C)	 doing	what	his	parents	asked	him	to.
D) looking for a pretty girl to play with.
E)	 trying	to	attract	the	girl’s	attention.
05. “Though	 he	 certainly	 seems	 persistent,	 he	 hasn’t	
threatened her [...][1]”means
A)	 he	hasn’t	threatened	her	because	he	seems	persistent.
B) he hasn’t threatened her, so he seems persistent.
C)	 he	seems	persistent	but	he	hasn’t	threatened	her.
D) he seems persistent or he wouldn’t have threatened her.
E) he wouldn’t be persistent if he didn’t threaten her.
06.	 The	 mother	 doesn’t	 need	 to	 be	 concerned	 for	 her	
daughter’s	safety	because	the	boy
A) appears very persistent.
B) has done nothing abnormal.
C)	 is	out	of	the	ordinary.
D) seems to be very ordinary. 
E) threatened her daughter.
07.	 “[...]	He’s	likely	to	continue	[...][2]”	means
A)	 he	certainly	won’t	continue.
B)	 he	likes	to	continue.
C)	 he	might	continue	to	like	her.
D)	 he	will	probably	continue.
E)	 he	ought	to	continue.
08.	 Joyce	thinks	the	daughter	should	talk	to	the	boy	to	tell	him
A) about her own feelings.
B)	 that	he	has	a	chance.
C)	 her	mother	is	concerned.
D) she likes his attention.
E) to stop pursuing her.
eNeM exeRCISeS
Texto para as questões 01 e 02
Another view on Plagiarism:
The main disadvantage of doing it
Despite being forbidden by law, plagiarism 
arises everywhere.
It	has	turned	into	a	problem,	which	plagues	our	society	
especially	in	the	academic	area.	Texts	(MARTIN,	1994)	
have treated the problem broadly, talking about ways to 
prevent	it	and	how	to	teach	our	students	to	avoid	doing	
it.	But	another	view	must	be	approached:	who	students	
think	they	are	cheating?	We,	as	teachers,	must	sign	the	
disadvantages of plagiarism to our students.
Nowadays	life’s	fast	pace	along	with	our	necessities	are	
turning	time	into	the	most	precious	thing	in	our	lives,	but	
we	can’t	use	the	lack	of	it	as	an	excuse.	When	college	
students	use	“sentences	and	structures	from	an	author	
exactly	as	they	were	presented	without	quotations	marks”,	
they are not only doing something wrong, but they are 
also	missing	the	chance	of	learning,	and	skipping	steps	
as	reading	and	producing	an	academic	text;	processes	
that	are	extremely	necessary	to	form	a	professional	in	
his/her plenitude.
So	if	students	are	cheating	themselves,	they	are	missing	
a	unique	opportunity	to	broaden	their	cognitive	horizons,	
moreover	they	are	deceiving	society.	We	can	conclude	
that	the	main	disadvantage	of	plagiarism	strikes	society	
in	 all	 areas,	 because	we,	 ordinary	 citizens,	 are	 being	
obliged	to	deal	with	professionals	getting	out	of	college	
without	the	necessary	formation.
Sergio	d’Assumpção	
MARTIN,	Brian.	Plagiarism:	a	misplaced	emphasis.	 
Journal of Information Ethics, vol. 3, n. 2, Fall 1994, p. 36-47, 
with	minor	editorial	changes.
Basic Review and Reading Technique
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01.	 According	to	the	text,	we	can	state	that	the	disadvantages	
of	plagiarism	affect
A)	 only	ordinary	citizens	that	are	being	deceived.
B)	 both	society	in	general	and	the	students.
C)	 neither	college	students	nor	ordinary	citizens.
D)	 either	society	in	general	or	the	students.
E)	 teachers	and	professors	in	the	academic	area.
02.	 The	word	“moreover”	in	boldface	in	the	text	conveys	the	
idea of
A) addition. 
B)	 contrast.	 	
C)	 consequence.
D) purpose. 
E)	 cause.
Texto para as questões 03 e 04
 
C
la
u
de
	M
on
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,	
Pr
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at
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co
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	1
9
1
6
-1
9
I	see	less	and	less	[...]	I	need	to	avoid	lateral	light,	which	
darkens	my	colors.	Nevertheless,	I	always	paint	at	the	
times of day most propitious for me, as long as my paint 
tubes and brushes are not mixed up [...] I will paint almost 
blind,	as	Beethoven	composed	completely	deaf.
Monet	to	the	journalist	Marcel	Pays.	January	1921.
TUCKER, Paul Hayes. Monet in the 20th Century.
03.	 No	trecho	anterior,	Monet	faz	uma	referência	a	Beethoven	
a	fim	de	ilustrar
A)	 a	 comparação	 entre	 sua	 pintura	 cega	 e	 a	música	
incompreensível	do	compositor.
B)	 a	 analogia	 entre	 a	 sua	 cegueira	 e	 a	 surdez	 do	
compositor.
C)	 a	dicotomia	entre	as	cores	escurecidas	na	pintura	e	
a	surdez	do	compositor.
D)	 o	contraste	entre	a	prepotência	do	pintor	e	a	audácia	
do	compositor.
E)	 a	contradição	entre	a	sua	desorganização	e	a	diligência	
do	compositor.
04.	 A	expressão	as long as,	na	 fala	de	Monet,	 refere-se	a	
um(a)
A)	 contraste.	 	 	 	
B)	 concessão.		
C)	 condição.
D) ressalva.
E) hipótese.
HAVING FuN
Get to know the numbers
Cardinal numbers Ordinal numbers
1 – one 1st	–	first
2 – two 2nd	–	second
3 – three 3rd – third
4 – four 4th – fourth
5	–	five 5th	–	fifth
6 – six 6th – sixth
7 – seven 7th – seventh
8 – eight 8th – eighth
9 – nine 9th – ninth
10 – ten 10th – tenth
11 – eleven 11th – eleventh
12 – twelve 12th – twelfth
13 – thirteen 13th – thirteenth
14 – fourteen 14th – fourteenth
15	–	fifteen 15th	–	fifteenth
16 – sixteen 16th – sixteenth
17 – seventeen 17th – seventeenth
18 – eighteen 18th – eighteenth
19 – nineteen 19th – nineteenth
20 – twenty 20th – twentieth
21 – twenty-one 21st	–	twenty-first
30 – thirty 30th – thirtieth
32 – thirty-two 32nd	–	thirty-second
40 – forty 40th – fortieth
43 – forty-three 43rd – forty-third
50	–	fifty 50th	–	fiftieth
54	–	fifty-four 54th	–	fifty-fourth
60 – sixty 60th – sixtieth
65	–	sixty-five 65th	–	sixty-fifth
70 – seventy 70th – seventieth
76 – seventy-six 76th – seventy-sixth
80 – eighty 80th – eightieth
87 – eighty-seven 87th – eighty-seventh
90 – ninety 90th – ninetieth
98 – ninety-eight 98th – ninety-eighth
100 – one hundred 100th – one hundredth
 
E
d
it
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a 
d
e 
ar
te
Mathematical symbols
+		plus X times
– minus ÷ divided by
= equals
12 Coleção Estudo
Frente A Módulo 01
01. SOlVE:
A) Thirty-three minus seventeen = __________________
B) Fifty-seven plus twenty-four = ___________________
C)	 Nine	times	nine	=	______________________________
D) Sixty-four divided by four = _____________________
E) Ninety-two minus eleven = ______________________
F) One hundred divided by twenty = _________________
G) Seventy plus twenty-eight = _____________________
H) Eight times seven = ____________________________
GLoSSARY
•	 Clever	=	inteligente,	esperto
•	 Concert	=	apresentação	musical
•	 It’s	half	past	nine	=	São	nove	e	meia
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• Lawyer = advogado
Consolidation II
01. Perestroita = viagem, passeio
	 Cosque	=	sol
	 Cogar	=	comer,	almoçar,	jantar
	 Bilosco	=	amigo
	 Noctel	=	hotel
	 Ramar	=	lembrar
	 Muy	=	minha,	meus
	 Casceras	=	inveja,	vontade
 Traperas = estradas
 Nabada = esposa, namorada
 Hala = praia
 Palataio = restaurante
	 Perestroitamos	=	viajamos,	passeamos
	 Babusca	=	piscina
	 Craticula	=	mãe
	 Cornelos	=	colegas
	 Ronelos	=	lugaresPea = por
02.	 3.	 if	first-language	speakers	are	compared	
	 4.	 for	the	amount	of	web	content	in	English
	 2.	 these	 percentages	 and	 the	 increasing	 use	 of	
English	 as	 a	 lingua	 franca	 in	 other	 spheres,	
English	web	content	may	continue	to	dominate
	 1.	 for	researchers	and	professionals	to	publish	in	
English
	 6.	 regardless	of	country	of	origin
Proposed exercises
01. E 02. A 
Text I
01.	 C	 02.	 A	 03.	 A
Text II
01.	 D	 02.	 E	 03.	 C	 04.	 A
Text III
01. B 02. B
Text IV 
01.	 C	 03.	 B	 05.	 C	 07.	 D
02. B 04. E 06. B 08. A
enem exercises
01.	 B	 02.	 A	 03.	 B	 04.	 C
Having Fun
01. A) Sixteen E) Eighty-one
 B) Eighty-one F) Five
	 C)	 Eighty-one	 	 G)	 Ninety-eight
 D) Sixteen H) Fifty-six
ANSweR keY
Consolidation I
01. A) is / isn’t / was / wasn’t
 B) am / am not / was / wasn’t
	 C)	 are	/	aren’t
 D) are / aren’t / were / weren’t
 E) are / aren’t
02. A) They aren’t / They are not
 B) We weren’t / We were not
	 C)	 She	wasn’t	/	She	was	not
 D) Both brothers aren’t / are not
	 E)	 Lucy	isn’t	/	is	not	
 F) He and she weren’t / were not
03. A) Are you single?
	 B)	 Are	they	Brazilian?
	 C)	 Are	you	students?
 D) Were you at home last night?
	 E)	 Were	they	at	college	in	the	morning?
 F) Was she angry with her boyfriend?
04. A) It D) There G) There
 B) There E) It H) There
	 C)	 It	 	 	 F)	 It
05. E
13Editora Bernoulli
MóduLo
Dancer	–	(dançarino	/	dançarina)	
Doctor – (doutor / doutora)
Child	–	(criança)
Enemy – (inimigo / inimiga)
Engineer – (engenheiro / engenheira) 
Friend – (amigo / amiga)
Guest	–	(convidado	/	convidada)	
Lawyer – (advogado / advogada) 
NouNS – GeNeRAL oVeRVIew
Substantivos	 são	 palavras	 que	 se	 referem	 a	 pessoas,	
coisas	ou	ideias	abstratas.
Em	inglês,	há	vários	tipos	de	substantivos,	tais	como:	
• common nouns	 (comuns):	 ball, horse, cheese, 
water;
• proper nouns (próprios): Brazil, Robert, Tommy 
Hilfiger, Paris;	
• countable nouns (contáveis):	 ball, horse, pen, 
computer;
• uncountable nouns (incontáveis):	 cheese, water, 
love, money;	
• collective nouns (coletivos):	audience, school, bunch, 
crew;
• compound nouns (compostos):	 toothbrush, 
blackboard, underground, full moon;
• gerunds	(gerúndios): walking, collecting, traveling, 
shopping.
Gender
• Os substantivos em inglês podem possuir a mesma 
forma,	 tanto	 para	 o	 masculino	 quanto	 para	 o	
feminino.
Exemplos:
Neighbor	–	(vizinho	/	vizinha)	
Reader – (leitor / leitora)
Singer	–	(cantor	/	cantora)
Student – (aluno / aluna)
Teacher – (professor / professora) 
Writer	–	(escritor	/	escritora)
• Porém, existem substantivos que possuem forma 
diferenciada	 para	 o	 feminino,	 acrescentando-se	 o	
sufixo	-ess:
Dancers
 
Waiter
 
Waitress
masculino Feminino
actor	(ator)* actress	(atriz)
author (autor)* authoress (autora)
baron	(barão)	 baroness (baronesa)
count	(conde) countess	(condessa)	
god (deus) goddess (deusa) 
heir (herdeiro) heiress (herdeira)
host	(anfitrião) hostess	(anfitriã)	
murderer (assassino) murderess (assassina)
priest	(sacerdote)	 priestess	(sacerdotisa)
prince	(príncipe) princess	(princesa)
poet (poeta) poetess (poetisa)
steward	(comissário) stewardess	(comissária)
tiger (tigre) tigress (tigresa) 
waiter	(garçom) waitress	(garçonete)
* Actor e Author	também	servem,	respectivamente,	para	
atriz	e	autora.
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língua Inglesa FReNTe
Nouns and Genitive Case 02 A
01
Nouns and genitive case
Autor: Bruno Porcaro
14 Coleção Estudo
Frente A Módulo 02
 • Usando-se palavras diferentes:
masculino Feminino
bachelor	(solteiro) spinster (solteira) 
boy (garoto) girl (garota) 
bridegroom (noivo) bride (noiva) 
brother	(irmão) sister	(irmã)
bull (touro) cow	(vaca)
cock	(galo)	 hen (galinha) 
dog	(cachorro) bitch	(cadela)	
father (pai) mother	(mãe)
fox	(raposa	macho) vixen (raposa fêmea)
friar (frade) nun (freira) 
hero (herói) heroine	(heroína)	
horse	(cavalo)	 mare (égua) 
king (rei) queen (rainha)
man (homem) woman (mulher) 
nephew (sobrinho) niece	(sobrinha)	
sir (senhor) lady (senhora) 
son	(filho)	 daughter	(filha)	
uncle	(tio)	 aunt (tia) 
wizard	(bruxo) witch	(bruxa)
•	 Nos	substantivos	compostos,	substitui-se	o	elemento	
masculino	que	contém	a	ideia	de	gênero:
masculino Feminino
boyfriend (namorado) girlfriend (namorada)
grandfather (avô) grandmother (avó)
grandson (neto) granddaughter (neta)
father-in-law (sogro) mother-in-law (sogra) 
brother-in-law	(cunhado) sister-in-law	(cunhada)	
son-in-law (genro) daughter-in-law (nora)
Singular and Plural Forms
Regra geral: Forma-se plural, na maioria dos substantivos 
em inglês, acrescentando	“s”	ao	singular.
Exemplos:
Actor – actors 
Chair – chairs 
Coat – coats
Eye – eyes
Meeting – meetings
Notebook – notebooks
Piano - Pianos
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 Chairs
• Substantivos terminados em -ch, -o, -sh, -ss, 
-x e -z, acrescenta-se -es.
Exemplos:
Watch – watches
Tomato – tomatoes
Brush – brushes
Kiss – kisses
Box – boxes
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 Watches
• Substantivos terminados em -y precedidos de 
vogal, acrescenta-se -s.
Exemplos:
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 Toys
Toy – toys
Ashtray – ashtrays
• Substantivos terminados em -y precedidos de 
consoante: elimina-se -y, coloca-se -i em seu 
lugar e, em seguida, acrescenta-se o sufixo 
-es.
Exemplos:
country – countries
dictionary – dictionaries SX
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15Editora Bernoulli
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• Alguns substantivos terminados em -f ou -fe 
fazem o plural com -ves.
Exemplos:
Knife – knives
Life – lives
Shelf – shelves
Thief – thieves
Wife – wives
Wolf – wolves
Calf – calves
Elf – elves
Half – halves
Leaf – leaves
Loaf – loaves
Self – selves
Halves
• Outros substantivos terminados em -f e -fe fazem 
o plural com “s”, seguindo a regra geral.
Exemplos:
Chief – chiefs
Handkerchief – handkerchiefs
Roof – roofs
Exceções:
• Substantivos hoof (casco), scarf (cachecol) e 
wharf (cais) fazem plural com -s ou -ves.
• Letras, siglas, numerais e abreviaturas fazem 
o plural com ‘s (às vezes apenas com “s”). 
Exemplos:
In the 70’s (Nos anos 70) 
Three CD’s
• Plural irregular:
Exemplos:
Child – children
Die – dice
Foot – feet
Goose – geese
Louse – lice
Man – men
Mouse – mice
Ox – oxen
Tooth – teeth
Woman – women
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 Dice
B)	 Os	substantivos	com	final	 -is	 (grego)	 fazem	o	
plural	substituindo-se	essa	terminação	por	-es.	
 Exemplos:
 Analysis – analyses
 Basis – bases
 Crisis – crises
 Hypothesis – hypotheses
 Exceção:
 Metropolis – metropolises
C)	 Os	substantivos	com	o	final	-um	(latino)	fazem	
o	plural	substituindo-se	essa	terminação	por	-a.	
 Exemplos:
 Bacterium – bacteria
 Curriculum – curricula
 Erratum – errata
 Medium – media
 Exceções:
 Album – albums
 Forum – forums
 Museum – museums
D) Os	substantivos	com	o	final	-us	(latino)	fazem	
o	plural	substituindo-se	essa	terminação	por	–i.	
 Exemplos:
 Bacillus – bacilli
 Fungus – fungi
 Exceções:
 Bus – buses
 Bonus – bonuses
 Chorus – choruses
 Circus – circuses
 Virus – viruses
• Alguns substantivos possuem a mesma forma 
para o singular e para o plural. 
Exemplos:
Sheep (ovelha, ovelhas)
Deer (veado, veados)
Fish (peixe, peixes)
Fruit (fruta, frutas)
Means (meio, meios)
Series (série, séries)
Species (espécie, espécies)
 SX
C
 Fruit
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• Plural de origem grega e latina:
a)	 Os	substantivos	com	final	-on	(grego)	fazem	o	
plural	substituindo-se	essa	terminação	por	-a.	
 Exemplos:
 Criterion – criteria
 Phenomenon – phenomena
 Exceções:
 Demon – demons
 Electron – electrons
 Neutron – neutrons
 Proton – protons
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● Os substantivos que indicam objetos, 
instrumentos e vestimentas que consistem em 
duas partes, ou seja, formam-se aos pares, são 
sempre usados no plural.
 SX
C
 Binoculars
Exemplos:
Binoculars
Glasses
Pajamas
Pants
Pliers
Scales
Scissors
Trousers
 SX
C
 Coffee
Fear
Furniture
Hair / hairs
Information
Luck
MilkMoney
Music
News
Rain
Salt
Sugar
Time
Water
Work
 S
X
C
 Money
● Uncountable nouns:
Advice
Baggage
Bread
Butter
Cheese
Coffee
Equipment
Experience
OBSERVAÇÃO
● O substantivo news	 (notícia)	 e	 outros	 terminados	
em	-ics	(politics, physics,	etc.),	apesar	de	parecerem	
estar	no	plural,	fazem	a	concordância	no	singular.
●	 Os	 substantivos	 coletivos	 cattle (gado) e police 
(polícia)	são	usados	com	o	verbo	no	plural.
● O substantivo people,	 que	pode	 ser	 traduzido	 por	
“povo”	ou	“pessoas”,	é	usado	geralmente	com	o	verbo	
no plural.
● Os substantivos fish e fruit também possuem, 
respectivamente,	o	plural	fishes e fruits;	porém,	essas	
formas	são	menos	usadas.
 SX
C
 Bread
CHECK IT OUT
Em certas ocasiões, palavras que geralmente 
têm função de substantivo podem funcionar 
como adjetivos. Isso acontece quando um 
substantivo é usado para definir outro 
substantivo.
Exemplos:
– I love eating cheese pizza!
– Dog food has become more
 and more expensive lately. 
S
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ADJ. SUBS.
ADJ. SUBS.
 
GeNITIVe CASe
É	uma	forma	da	língua	inglesa	usada	para	indicar	posse.	
O genitive case é apresentado pelo apóstrofo + s (’s) 
ou apenas pelo apóstrofo (’).	 Em	 alguns	 casos,	 ele	 é	
apresentado	pela	preposição	of.
Regra geral
• Possuidor	com	’s	+	coisa	possuída 
 Exemplo:
– Mark’s car
Singular
• Substantivos	 comuns,	mesmo	 terminados	 em	 -s,	
recebem	’s.
 Exemplos:
– The teacher’s notebook
– The boss’s office
• Substantivos	 próprios	 não	 terminados	 em	 -s	
recebem	’s.
 Exemplos:
– Peter’s book
– John’s flat 
Nouns and Genitive Case
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•	 Substantivos próprios terminados em -s podem 
receber ’s ou somente apóstrofo (’).
 Exemplos:
– James’s secret ou James’ secret
– Louis’s sister ou Louis’ sister
• Substantivos	 próprios	 terminados	 em	 -s	 recebem	 
somente	o	apóstrofo	(’)	 se	 forem	nome	histórico	ou	
clássico.
 Exemplos:
– Jesus’ love
– Hercules’ power
Plural
•	 Substantivos	que	possuem	plural	 regular,	ou	seja,	
terminado	em	-s,	recebem	apenas	apóstrofo	(’).
 Exemplos:
– The boys’ cars
– The parents’ approval
•	 Substantivos	que	 tenham	plural	 irregular,	ou	seja,	
não	terminado	em	-s,	recebem	’s.
 Exemplos:
– The women’s cars
– The children’s toys
outros casos
• Coloca-se	’s	no	último	possuidor	se	há	dois	ou	mais	
possuidores	para	o	mesmo	item	possuído.
 Exemplo:
– John and Mark’s house
• Coloca-se	’s	em	todos	os	possuidores	se	cada	um	
possuir	sua	própria	coisa.
 Exemplo:
– Lucy’s and John’s houses
• Coloca-se	 ’s	 para	 indicar	 local	 de	 moradia	 ou	
trabalho.
 Exemplos:
– He was at Bruno’s. 
– She went to the doctor’s. 
• Coloca-se	’s em expressões de tempo.
 Exemplos:
– Today’s program
– Tomorrow’s class
• Para	indicar	posse	de	objetos	inanimados,	normalmente	
não	se	usa	o	genitive case,	usa-se	a	preposição	of.
 Exemplo:
– The edge of the bed
CoNSoLIdATIoN 
01. WRiTE	sentences	using	the	Genitive	Case.
A) The books of the students.
 _________________________________________
B)	 The	house	of	Mary.
 _________________________________________
C)	 The	dogs	of	Paul	and	Kevin.
 _________________________________________
D)	 The	car	of	Steven	and	Sophia.
 _________________________________________
E)	 The	toys	of	the	children.
 _________________________________________
F)	 The	lecture	of	Moses.
 _________________________________________
G) The bedroom of my mother.
 _________________________________________
H) The apartments of my father.
 _________________________________________
I)	 The	food	of	the	cats.
 _________________________________________
J)	 The	rug	of	the	bedroom.
 _________________________________________
PRoPoSed exeRCISeS
01.	 (ITA-SP)	Quanto	às	frases:
I. Peter’s house is different from Wilson.
II.	 The	children’s	uncles	were	present.
III. The girl’s dolls are expensive.
A)	 a	I	está	errada.
B)	 a	I	e	a	III	estão	corretas.
C)	 a	I	está	correta.
D)	 todas	estão	corretas.
E)	 todas	estão	erradas.
02. (PUC	Minas)	Qual	destas	frases	está	CORRETa?
A)	 My	father’s	mother	is	my	niece.
B)	 My	father’s	mother	is	my	aunt.
C)	 My	father’s	mother	is	my	grandmother.
D)	 My	father’s	mother	is	my	great-grandmother.
E)	 My	father’s	mother	is	my	sister.
03. (UEMA)	Is	this	your	car?	No,	it’s	not.	It’s	_________.
A)	 John’s.		 	 	 	 D)	 of	the	John.	
B)	 of	John’s	 	 	 	 E)	 John.
C)	 the	John’s
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04.	 (URCA-CE)	Assinale	a	alternativa	em	que	todas	as	formas	
estão	CORRETaS.
A)	 Boxes,	echoes,	surveys,	wives.
B)	 Wolfs,	handkerchiefs,	pianos,	selfs.
C)	 Men,	salesmen,	halfs,	dice.
D)	 Calfs,	pence,	wharfs,	dynamos.
E)	 Libraries,	houses,	stomaches,	flys.
05.	 (Mackenzie-SP)	 Escolha	 a	 alternativa	 que	 contém	
exclusivamente palavras no singular.
A)	 News,	phenomenon,	ox.	 	 D)	 Foot,	lice,	knife.
B)	 Foxes,	church,	business.	 	 E)	 Wives,	wolves,	child.
C)	 Mice,	tooth,	mouth.
TexT I 
PuC Minas
		 X-rays	 were	 discovered	 by	 Wilhem	 Röntgen	 in	
1895.	They	were	called	X-rays	because	at	first	their	nature	
was	not	understood.	Although	 it	was	soon	discovered	
that	they	were	electromagnetic	waves,	like	radio	waves,	
05 the term	X-ray	has	been	used	ever	since.
		 Soon	 after	 their	 discovery,	 X-rays	 were	 being	
used	by	doctors	to	assist	them	in	their	diagnosis,	especially	
of	broken	bones	and	dental	cavities.	Prior	to	this,	doctors	
had been hampered by their inability to see inside the
10 body without operating.
 X-rays easi ly pass through skin and f lesh 
but	are	reflected	by	denser	material	such	as	bone.	The	
reflected	rays	can	be	depicted	on	a	photographic	plate	
and	bone	fractures	and	other	problems	can	be	seen.
15	 	 In	 the	 early	 1970s,	 an	 advanced	 X-ray	 system	
known	as	a	CAT	was	introduced.	When	a	CAT	machine	
is	used	the	patient	is	completely	surrounded	by	the	
machine,	which	 transmits	 a	 signal	 to	 a	 computer.	 
A	three-dimensional	image,	colour-coded	according
20	 to	 the	 density	 of	 the	 tissue,	 is	 then	 projected	 onto	
a	 screen	 where	 it	 can	 be	 interpreted	 by	 doctors.	 
The	 image	 reveals	 the	 size	 and	 shape	of	 a	 diseased	
area.	A	PET	machine	produces	images	on	a	computer	
screen	by	recording	the	gamma	rays	from	a	radioactive
25	 chemical	 which	 has	 been	 injected	 into	 the	 patient‘s	
body,	and	is	not	absorbed	by	any	part	which	is	diseased.	
If	 it	 is	 thought	 undesirable	 to	 subject	 the	 patient	 to	
radiation,	an	NMR	machine	can	be	used.	This	machine	
uses magnets to beam energy through the body.
30	 	 The	 electrical	 signals	 produced	 are	 analysed	 by	
computer	and	a	picture	is	produced	on	a	screen.	There	
is	yet	another	form	of	scanner,	known	as	ultrasound,	
commonly	used	to	check	the	development	of	babies	
before	 they	 are	 born.	 It	 uses	 sound	waves	which	
35	 are	reflected	in	such	a	way	as	to	build	up	a	picture	
on	a	screen.	These	pictures	can	be	printed	out	as	
photographs, making it possible to have a photo of 
one’s baby before it is born.
MORRIS,	S.,	STANTON,	A.	The Nelson First Certificate Workbook. 
London:	Nelson	English	Language	Teaching,	1993,	p.	26	-	Adapted.
01. Ever since (lines 05) means
A)	 after	a	while.	 	 	 C)	 in	many	periods.
B) from then on. D) during some time.
02. Prior to (line 08) means
A)	 before.		 	 	 C)	 despite.
B)	 besides.	 	 	 D)	 concerning.
03. Diseased (line 26) means
A)	 determined.	 	 C)	 operated.
B)	 depicted.	 	 	 D)	 injured.
04. The word it (line 21) refers to
A)	 a	colour-coded	screen.
B) the density of the tissue.
C)	 a	three-dimensional	image.
D)	 an	advanced	X-ray	system
05. X-rays	received	this	name	because
A)	 nobody	knew	exactly	what	they	were.
B)	 this	was	the	name	chosen	by	Röntgen.
C)	 it	was	common	to	use	letters	for	that.
D)	 they	were	electromagnetic	waves.
06.	 Before	the	discovery	of	the	X-ray,	doctors
A)	 couldn‘t	treat	dental	cavities	properly.
B) were unable to make any diagnosis.
C)	 had	to	operateto	see	inside	the	body.
D) used radio waves in broken bones.
07. What	makes	X-rays	effective	is	the
A)	 absence	of	risk	of	the	operation.
B)	 resistance	of	the	skin	and	flesh.
C)	 purity	of	the	photographic	plate.
D) density of the bone material.
08. Before	using	a	PET	machine,	the	patient	has	to
A)	 take	an	injection	to	protect	his	body.
B) have energy beamed through his body.
C)	 receive	a	radioactive	chemical	in	his	body.
D) test the use of gamma rays in his body.
09. An	NMR	machine	is	used	when
A)	 the	chemical	is	not	absorbed.
B) radiation is not tolerated.
C)	 gamma	rays	are	not	recorded.
D) energy is not beamed.
10.	 The	central	idea	of	the	text	concerns	the
A)	 evolution	of	the	X-ray	since	its	discovery.
B)	 process	of	ultrasound	without	an	X-ray.
C)	 reasons	for	choosing	the	name	“X-ray”.
D) methods developed apart from an X-ray.
Nouns and Genitive Case
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TexT II
uFu-MG
are we spending enough on aids?
Aids Aids
Figures in billions of dollars
	“We’re	 dying	 not	 only	 because	 of	 Aids	 but	 because	 of	
government		neglect,”	activists	charged	on	“Donahue”	last	
February.		In	fact,	the	government’s	response	to	the	Aids	
outbreak	is	unprecedented.	Since	1981,	when	the	disease	
was	first	identified,	federal	funding	for	Aids	research	and	
prevention has totaled more than $ 4.7 billion. That’s more 
than	 for	any	single	disease,	 including	cancer,	and	more	
than for heart disease, stroke, hypertension and diabetes 
combined	–	though	those	afflictions	claim	about	35	times	as	
many U.S. lives as Aids. Some still say we’re spending too 
little	on	Aids;	others	say	too	much.	Examine	the	figures	for	
Public	Health	Service	funding	above	and	decide	for	yourself	
if the government is ignoring this dread disease. 
01.	 De	acordo	com	o	texto,
A)	 o	 governo	 americano	 subestima	 a	 extensão	 do	
problema da Aids.
B)	 os	ativistas	negligenciam	o	cuidado	com	a	Aids.
C)	 o	 governo	 americano	 já	 gastou	mais	 de	 US$	 4,7	
bilhões	na	luta	contra	a	Aids.
D)	 os	 ativistas	 reclamam	 que	 o	 governo	 americano	
investe	mais	em	pesquisas	contra	o	câncer.
E)	 há	consenso	entre	as	pessoas	no	que	se	refere	aos	
gastos	com	a	Aids.
02.	 Com	relação	ao	texto,	pode-se	dizer	que
A)	 as	 afirmações	 contidas	 no	 gráfico	 contradizem	 o	
texto.
B)	 a	 Aids	 é	 responsável	 por	mais	mortes	 do	 que	 o	
câncer.
C)	 o	investimento	em	pesquisas	na	luta	contra	a	Aids	foi	
reduzido.
D)	 os	gastos	no	combate	às	doenças	são	proporcionais.
E)	 as	outras	doenças	mencionadas	causam	mais	mortes	
que a Aids.
TexT III
uFF-RJ–2009 
The flowering of human consciousness
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	 	 Earth,	 114	 million	 years	 ago,	 one	 morning	 just	
after	 sunrise:	 the	 first	 flower	 ever	 to	 appear	 on	 the	
planet	opens	up	 to	 receive	 the	 rays	of	 the	 sun.	Prior	
to this momentous event that heralds an evolutionary 
05 transformation in the life of plants, the planet had already 
been	covered	in	vegetation	for	millions	of	years.	The	first	
flower	 probably	 did	 not	 survive	 for	 long,	 and	 flowers	
must have remained rare and isolated phenomena, 
since	conditions	were	most	likely	not	yet	favorable	for	
10	 a	widespread	flowering	to	occur.	One	day,	however,	a	
critical	threshold	was	reached,	and	suddenly	there	would	
have	been	an	explosion	of	color	and	scent	all	over	the	
planet.	Later,	this	first	recognition	of	beauty	was	one	of	
the	most	significant	events	 in	the	evolution	of	human	
15	 consciousness.
	 	 The	 achievements	 of	 humanity	 are	 impressive	 and	
undeniable.	We	have	created	sublime	works	of	music,	
literature,	 painting,	 architecture,	 and	 sculpture.	More	
recently,	 science	 and	 technology	 have	 brought	 about	
20	 radical	changes	in	the	way	we	live	and	have	enabled	us	
to	do	and	create	things	that	would	have	been	considered	
miraculous	even	two	hundred	years	ago.	No	doubt	the	
human	mind	is	highly	intelligent.	Yet	its	very	intelligence	
is	 tainted	 by	madness.	 Science	 and	 technology	 have	
25	 magnified	the	destructive	impact	that	the	dysfunction	of	
the human mind has upon the planet, other life forms, 
and upon humans themselves. That is why the history 
of	 the	 twentieth	 century	 is	 where	 that	 dysfunction,	
that	collective	insanity,	can	be	most	clearly	recognized.	
30	 A	 further	 factor	 is	 that	 this	 dysfunction	 is	 actually	
intensifying	and	accelerating.
	 	 We	only	need	to	watch	the	daily	news	on	television	
to	 realize	 that	 the	madness	 has	 not	 abated,	 that	 is	
continuing	into	the	twenty-first	century.	Another	aspect	
35	 of	the	collective	dysfunction	of	the	human	mind	is	the	
unprecedented	violence	 that	 humans	are	 inflicting	 on	
other	life	forms	and	the	planet	itself	–	the	destruction	of	
oxygen-producing	forests	and	other	plant	and	animal	life;	
ill-treatment	of	animals	in	factory	farms;	and	poisoning	
40	 of	rivers,	oceans,	and	air.	Driven	by	greed,	ignorant	of	
their	 connectedness	 to	 the	whole,	 humans	 persist	 in	
behavior	that,	if	continued	unchecked,	can	only	result	
in	their	own	destruction.
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	 	 When	faced	with	a	radical	crisis,	when	the	old	way	of	
45	 being	in	the	world,	of	 interacting	with	each	other	and	
with the realm of nature doesn’t work anymore, when 
survival is threatened by seemingly insurmountable 
problems,	an	 individual	 life	 form	–	or	a	species	–	will	
either	die	or	become	extinct	or	rise	above	the	limitations	
50	 of	its	condition	through	an	evolutionary	leap.
	 	 Responding	 to	 this	 radical	 crisis	 that	 threatens	 our	
very	survival	is	humanity’s	challenge	now.	A	significant	
portion	of	the	earth’s	population	will	soon	recognize,	if	
they	haven’t	already	done	so,	that	humanity	is	now	faced	
55	 with	a	stark	choice:	evolve	or	die.
Adapted	from	Eckhart	Tolle,	A New Earth: Awakening to your 
life’s purpose.
glossary:
momentous:	significativo	 	
heralds:	anuncia	 	 	 	
widespread: vasto 
threshold: limiar 
tainted:	corrompido
abated:	enfraquecido
insurmountable:	insuperável
stark:	difícil
01.	 The	text	blames	man’s	lack	of	commitment	toward	the	
environment	for	the	eventual	destruction	of	human	life	
on	Earth.	Mark	the	option	that	BEST	conveys	this	idea.
A)	 “Earth,	114	million	years	ago,	one	morning	just	after	
sunrise:	the	first	flower	ever	to	appear	on	the	planet	
opens	up	[…]”	(lines	1-3).
B)	 “[…]	this	first	recognition	of	beauty	was	one	of	the	
most	 significant	 events	 in	 the	 evolution	 of	 human	
consciousness.”	(lines	13-15).
C)	 “[…]	humans	persist	 in	behavior	 that,	 if	 continued	
unchecked,	can	only	result	in	their	own	destruction.”	
(lines 41-43).
D)	 “The	achievements	of	humanity	are	impressive	and	
undeniable.”	(lines	16-17).
E)	 “[…]	humanity	is	now	faced	with	a	stark	choice	[…]”	
(lines 54-55).
02.	 The	first	paragraph	considers	one	aspect	of	“The	flowering	
of	human	consciousness”.	Mark	the	option	which	reflects	
such	an	aspect.
A) Transformation in the life of plants.
B)		Science	and	technology.
C)		Collective	insanity.
D)	 Recognition	of	beauty.
E)	 Widespread	flowering.
03.	 The	 text	 discusses	 the	 collective	 dysfunction	 of	 the	
human	mind.	 It	 gives	 as	 examples	 the	 destruction	 of	
oxygen-producing	forests	and	other	plant	and	animal	life;	
ill-treatment	of	animals	in	factory	farms;	and	poisoning	
of	rivers,	oceans	and	air.	The	reason	for	this	behavior	is
A)		lack	of	choice	and	insurmountable	problems.
B)		explosion	of	color	and	scent.
C)		planet’s	survival	and	evolution	of	species.
D) isolated phenomena.
E)		human’s	greed	and	ignorance.
04.	 In	 the	 text,	 the	 role	 of	 science	 and	 technology	 in	 the	
achievements	of	humanity	is	viewed	as	one	of	contrast.	
Mark	the	option	that	BEST	characterizes	such	a	role.
A)	 Miraculous	and	destructive.
B)	 Radical	and	extinct.
C)	 Impressive	and	sublime.
D) Evolutionary and intensifying.
E) Undeniable and isolated.
05.	 In	thefourth	paragraph,	the	repetition	of	the	connective	
when	indicates
A)	 denial.		 	 	 C)	 doubt.	 	 	 E)	 reason.
B)	 emphasis.	 	 	 D)	 comparison.	
06.	 In	the	extracts	below,	the	words	with	‘ing’	are	all	verbs,	
ExCEPT
A)	 “humans	are	inflicting	on	other	life	forms”	(lines	36-37).
B)	 “this	dysfunction	is	actually	intensifying”	(lines	30-31).
C)	 “sublime	 works	 of	 music,	 literature,	 painting,	
architecture	and	sculpture”	(lines	17-18).
D)	 “the	old	way	of	being	in	the	world”	(lines	44-45).
E)	 “responding	to	this	radical	crisis”	(line	51).
07.	 Observe	this	extract	from	the	text:	“The	achievements	of	
humanity	are	impressive	and	undeniable”.	(lines	16-17)	More	
recently,	however,	there	has	been	a	radical	change	in	the	
way humanity behaves toward the evolution of the planet. 
Mark	the	option	which	BEST	characterizes	this	attitude.
A)		Science	and	technology.	
B)		Human	consciousness.	
C)		Individual	life	form.
D) Evolutionary leap.
E)	 Collective	insanity.
08.	 Choose	the	item	which	signals,	in	the	second	paragraph,	
a	change	of	opinion	concerning	human	intelligence.
A)	 even	 	 	 	 	 C)	 no	doubt	 	 E)	 other
B)	 more	recently	 	 	 D)	 yet
09.	 In	the	last	paragraph,	the	text	discusses	the	challenge	
humanity	has	to	face	to	overcome	its	radical	crisis.	Such	
challenge	can	be	understood	as	a
A)	 prophecy.	 	 	 D)	 denial.
B) query. E) promise.
C)	 justification.
Nouns and Genitive Case
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TexT IV
PuCPR–2010
Polio sufferer wins 
$22.5 million lawsuit
 A man from Staten Island, New York, has won a lawsuit 
after	he	contracted	polio	30	years	ago	from	his	daughter’s	
oral	vaccination.	Dominick	Tenuto,	61,	won	$22.5	million	
from	Lederle	Laboratories	who	manufactured	“Orimune”,	
a	polio	vaccine	that	was	given	to	Tenuto’s	5-month-old	
daughter,	Diana,	in	May	1979.
 The following month, Tenuto, who was a supervisor 
for	a	Wall	Street	securities	firm,	contracted	polio	and	lost	
the	use	of	his	legs.	He	claimed	that	the	vaccine,	which	
contained	 a	 live	 virus,	 passed	 through	 his	 daughter’s	
body	and	 she	excreted	 it.	 As	 a	 result,	 he	 is	 now	 in	 a	
wheelchair.
	After	 the	 ruling,	Tenuto	 said:	 “I’ve	got	 some	measure	
of	relief	that	the	truth	finally	was	told	in	an	open	court	of	
law.”	He	said	of	the	money	that,	“it	doesn’t	change	the	
way	I	live	my	life.	It’s	still	going	to	be	hard.”
 Tenuto had also tried to sue the state of the late 
paediatrician	Dr.	Leroy	Schwartz,	but	only	Lederle	was	
held liable. Lederle is planning to appeal.
Available	at:	<http://www.qi.com/news>,	September,	2009.
01.	 The	reason	for	Dominick	Tenuto	to	sue	Lederle	Laboratories	
was
A)	 he	got	polio	from	a	vaccine	the	lab	manufactured.
B)	 his	daughter	got	polio	after	vaccination.
C)	 he	already	had	polio	and	after	the	vaccine	his	daughter	
contracted	it.
D)	 his	daughter	already	had	polio	and	after	the	vaccine	
he	contracted	it.
E)	 the	vaccine	was	not	efficient	for	his	daughter.
02.	 In	the	text,	the	paragraph:	“After	the	ruling,	Tenuto	said:	
‘I’ve	got	some	measure	of	relief	that	the	truth	finally	was	
told	in	an	open	court	of	law.’	He	said	of	the	money	that,	
‘it	doesn’t	change	the	way	I	live	my	life.	It’s	still	going	to	
be	hard.’”	means:
A)	 Tenuto’s	 life	 will	 improve	 after	 he	 receives	 the	
money.
B)	 The	fact	that	the	truth	came	out	in	an	open	court	does	
not pay for the hard life he has been living due to his 
physical	conditions.
C)	 The	result	of	the	ruling	has	made	Tenuto	feel	better,	
but	his	life	is	still	going	to	be	difficult.
D)	 The	ruling	results	will	not	change	his	life	at	all.
E)	 Tenuto	believes	the	results	will	change	the	 lives	of	
other people with the same problems.
03.	 In	the	sentence	“Tenuto	had	also	tried	to	sue	the	state	of	
the	late	paediatrician	Dr.	Leroy	Schwartz	[...]”	the	word	
late stands for 
A)	 not	on	time.	 	 	 C)	 former.		 	 E)	 last.
B)	 old	fashioned.	 	 	 D)	 deceased.
eNeM exeRCISeS
Texto para as questões 01 a 03
Child laptop scheme held back by 
training shortage in Peru
Zoraida Portillo
July	20th 2010
		 A	 lack	 of	 teachers	 trained	 to	 implement	 the	
One	Laptop	per	Child	(OLPC)	scheme	is	holding	back	its	
progress	in	Peru,	according	to	a	survey.	So	far,	more	than	
one	million	laptops	—	each	worth	US$100	—	have	been	
distributed	 under	 the	OLPC	 programme	 to	 encourage	
children’s	 learning	 in	 the	 developing	 world,	 with	 the	
Peruvian	government	buying	its	first	computers	in	2007.
 Last month, 30,000 laptops were given to 
children	in	Lima,	Peru’s	capital,	and	230,000	more	will	be	
distributed	in	the	second	half	of	2010	across	the	country,	
taking the total up to 500,000, authorities said. But 
many	teachers	have	not	been	trained	to	design	learning	
environments	 using	 the	 computers,	 said	 Carlos	David	
Laura	of	Peru’s	Economic	and	Social	Research	Consortium	
(CIES),	an	association	of	universities	and	research	centres.	
Peru’s	Ministry	of	Education	has	provided	only	five	hours	
of	training	to	some	teachers,	and	many	of	the	schools	in	
the programme are in remote, rural villages, making it 
impossible	for	untrained	teachers	to	ask	for	help.
		 One	 positive	 side	 in	 Peru,	 according	 to	 Laura’s	
study, is that students showed a greater willingness to 
explore	 and	 learn,	 and	were	 absent	 from	 school	 less	
often.	But	achievement	has	provided	only	five	hours	of	
training	to	some	teachers	—	students’	grades	were	the	
same as before the programme started, and the level of 
knowledge was still below the national average.
 Laura told SciDev.Net that authorit ies and 
researchers	 need	 to	 evaluate	 OLPC	 and	 plan	 for	 its	
sustainability	before	moving	into	the	next	phase.	Oscar	
Becerra,	director-general	of	educational	technologies	at	
Peru’s	Ministry	 of	 Education,	 told	SciDev.Net that the 
lack	of	teacher	training	is	indeed	one	of	the	main	factors	
limiting	OLPC’s	rollout	“because	it	can’t	be	resolved	in	the	
short	term”.	Becerra	said	that	the	ministry’s	OLPC	training	
programme	should	be	a	priority	for	teachers	because	the	
children	have	the	laptops	with	them	at	all	times.
		 He	 added	 that	 the	 first	 official	 assessment	 of	
OLPC	in	Peru	is	scheduled	for	the	end	of	this	year.
Available	at:	<http://www.scidev.net/en/news/child-
laptopscheme-held-back-by-training-shortage-in-peru.html>.
(adapted).	Accessed:	August	12th, 2010.
01.	 According	 to	 the	 previous	 text,	 the	 One	 Laptop	 per	
Child	(OLPC)	programme	in	Peru	is	not	being	effective	
because
A)	 not	all	the	children	have	Internet	at	home.
B)	 there	aren’t	enough	trained	teachers	to	work	with	the	
new reality.
C)	 not	 all	 teachers	 have	 a	 laptop	 and	 Internet	 at	
home.
D)	 there	aren’t	enough	wireless	Internet	connections	for	
laptops	in	the	country.
E)	 the	schools	haven’t	had	enough	time	to	distribute	the	
laptops	for	the	teachers.
22 Coleção Estudo
Frente A Módulo 02
02.	 As	indicated	by	Carlos	David	Laura,	the	positive	aspect	
of	the	OLPC	programme	is	that
A)	 students	were	absent	from	school	less	often.
B)	 children	can	easily	communicate	with	the	school	at	
anytime.
C)	 students’	 grades	 are	 rising	 due	 to	 the	 Internet	
connectivity.
D)	 teachers	from	the	rural	areas	now	have	access	to	the	
Internet.
E)	 students	don’t	need	to	go	so	often	to	school.
03.	 After	reading	the	text,	we	can	state	about	the	programme’s	
official	assessment	that
A)	 it	will	 be	 scheduled	when	 all	 children	 receive	 their	
laptops.
B)	 it	 is	 not	 going	 to	 run	 until	 the	 teachers’	 training	
starts.
C)	it	has	been	running	since	2007.
D)	it	started	on	the	first	semester	of	2010.
E)	it	is	scheduled	for	the	end	of	2010.
GLoSSARY
•	 Audience	=	público,	expectadores	
•	 Ashtray	=	cinzeiro
•	 Bacteria	=	bactérias
•	 Bacterium	=	bactéria
• Baggage = bagagem
•	 Bunch	=	cacho;	penca
•	 Calf	=	bezerro
•	 Chair	=	cadeira
•	 Chief	=	chefe
•	 Crew	=	grupo	de	trabalhadores;	tripulação
• Die = dado
• Elf = elfo
• Erratum = errata
• Eye = olho• Fear = medo
•	 Furniture	=	mobília
•	 Glasses	=	óculos
• Goose = ganso
 SX
C
•	 Hair	=	fio	de	cabelo;	pelo
• Half = metade
•	 Handkerchief	=	lenço	
•	 Knife	=	faca
• Leaf = folha (de planta)
•	 Loaf	=	bisnaga	de	pão
• Louse = piolho
•	 Notebook	=	caderno
• Ox = boi
•	 Pajamas	=	pijama
•	 Pants	=	calça
•	 Pliers	=	alicate
•	 Scales	=	balança
•	 School	=	cardume	(coletivo	de	peixes)
•	 Scissors	=	tesoura
 
			
	S
X
C
• Self = si mesmo
• Shelf = prateleira
•	 Thief	=	ladrão
• Tooth = dente
•	 Trousers	=	calça
ANSweR keY
Consolidation
01. A) The students’ books. 
	 B)	 Mary’s	house.
	 C)	 Paul	and	Kevin’s	dogs.
	 D)	 Steven	and	Sophia’s	car.	
	 E)	 The	children’s	toys.
	 F)	 Moses’	lecture.
	 G)	 My	mother’s	bedroom.	
	 H)	 My	father’s	apartments.
	 I)	 The	cats’	food.	
	 J)	 The	rug	of	the	bedroom.
Proposed exercises
01.	 A	 02.	 C	 03.	 A	 04.	 A	 05.	 A	
Text I
01. B 03. D 05. A 07. D 09. B
02.	 A	 04.	 C	 06.	 C	 08.	 C	 10.	 A
Text II
01.	 C	 02.	 E
Text III
01.	 C	 03.	 E	 05.	 B	 07.	 E	 09.	 A
02.	 D	 04.	 A	 06.	 C	 08.	 D
Text IV
01.	 A	 02.	 C	 03.	 D
enem exercises
01. B 02. A 03. E
23Editora Bernoulli
MóduLo
ARTICLeS
Artigos	são	palavras	que	precedem	aos	substantivos	para	
determiná-los	 ou	 indeterminá-los.	 Como	 em	 português,	
há	dois	 tipos	de	artigos	em	 inglês:	definite	 (definidos)	 e	
indefinite	(indefinidos).	O	artigo	definido the (o, a, os, as), 
de	modo	geral,	indica	seres	determinados,	conhecidos	da	
pessoa	que	fala	ou	escreve.	Os	artigos	 indefinidos a/an 
(um,	uma)	indicam	os	seres	de	modo	vago,	impreciso.
definite article – the
O	artigo	definido	 the pode ser usado tanto no singular 
quanto	 no	 plural.	 Ele	 corresponde	 a	o, a, os e as em 
português.
 Exemplos:
– The cell phone my father gave me is awesome!
– Did you shut the doors before leaving? 
usos de “the”
• Antes de superlativos
 Exemplos:
– Some people say Monday is the worst day of 
the week. 
– The Dark Knight was the most successful movie 
last year. 
•	 Para	se	referir	a	pontos	geográficos	do	globo.
 Exemplos:
– The Equator 
– The North Pole
•	 Quando	o	objeto	ao	qual	o	artigo	se	refere	já	tiver	
sido	mencionado.
 Exemplos:
– Tracy has got two children: a girl and a boy. 
The girl’s nine and the boy’s five. 
– A thief broke into our property yesterday. 
We still don’t know who the thief is.
• O artigo definido é também usado antes de 
substantivos	quando	se	sabe	que	só	existe	um	único	
tipo desse substantivo. 
 Exemplos:
– The rain
– The sun
– The world
– The Earth
•	 Entretanto,	se	você	quiser	descrever	uma	instância	
particular	de	um	desses	substantivos,	deve-se	usar	
a ou an.
 Exemplos:
– I could hear the rain. It was a cold rain.
– What are your expectations for the future? 
I guess I have a promising future ahead of me. 
• Antes de nomes de mares, rios, grupos de ilhas, 
classes	de	pessoas,	cadeias	de	montanhas,	nomes	
de	países	no	plural,	desertos,	regiões	e	instrumentos	
musicais.
 Exemplos:
– The Atlantic – The guitar
– The Alps – The United States
– The Azores – The French Riviera
– The Sahara – The City of Miami
– The Amazon – The poor
– The Netherlands 
Indefinite articles – a/an
A e an	referem-se	a	algo	não	conhecido,	especificamente	
para	a	pessoa	com	a	qual	 se	está	 falando.	Esses	artigos	
são	usados	antes	de	substantivos	que	introduzem	alguma	
coisa	ou	pessoa	que	não	haviam	sido	mencionadas	antes.	
Os	artigos	indefinidos	da	língua	inglesa	correspondem	a	um 
e uma em português. Sendo assim, é importante ressaltar 
que não há artigos indefinidos com forma de plural. 
O	que	ocorre	é	simplesmente	a	ausência de artigo quando 
na	frase	houver	referência	a	mais	de	um	objeto.
língua Inglesa FReNTe
Articles 03 A
03
Definite and indefinite articles
Autor: Bruno Porcaro
24 Coleção Estudo
Frente A Módulo 03
 Exemplos:
 SX
C
– I’m starving! I just ate an apple in the 
morning.
– I watched a very good movie last weekend. 
– I needed Ø mangoes to prepare the dessert.
Ø = no article
CHECK IT OUTC
Sons consonantais e sons 
vocálicos 
O	que	define	o	uso	de	a ou an	é	o	som	inicial	
da	palavra	a	que	o	artigo	 indefinido	precede.	
Se	 a	 palavra	 seguinte	 começar	 por	 um	 som	
consonantal,	usa-se	a;	se	começar	por	um	som	
vocálico,	usa-se	an.	Certas	palavras,	apesar	de	
iniciadas	por	vogais,	possuem	um	som	inicial	
que	é	realizado	como	um	som	consonantal.	Do	
mesmo	modo,	há	também	certas	palavras	que,	
apesar	de	 iniciadas	por	 consoantes,	 seu	som	
inicial	é	de	vogal.
Compare:
Sons consonantais Sons vocálicos
a hat (fala-se	“rét”) an honest man (fala-se “onest”)	
a hospital (fala-se 
“róspital”)
an hour (fala-se 
“auar”)
a university (fala-se 
“yuniversity”)
an umbrella (fala-se 
“ambrella”)
a uniform (fala-se 
“yuniform”)
an underground pas-
sage (fala-se 
“anderground”)
a European country 
(fala-se	“yuropean”)
an elephant (fala-se 
“elephant”)
a B (fala-se	“bi”) an F (fala-se	“ef”)
Outros exemplos: 
• Grupo	do	“yu”:
unanimous, unique, universal, 
unicorn, ewe e outras palavras.
• A palavra one	 antecedida	 por	 artigo	
indefinido:
– He has got a one-hundred dollar bill.
Não se usa artigo
• Antes de substantivos quando se fala em termos 
gerais.
 Exemplos:
– lnflation is rising.
– People are worried.
• Ao se falar sobre esportes.
 Exemplos:
– My brother plays soccer.
– Tennis is very good.
•	 Antes	 de	 substantivos	 incontáveis	 quando	 se	 fala	
sobre os mesmos.
 Exemplos:
– Coffee is delicious.
– lnformation is important to any organization.
•	 Usa-se	antes	de	nomes	de	países	quando	eles	contêm	
palavras	 como:	State, Kingdom, Republic, Union, 
United.
 Exemplos:
– The Republic of Brazil 
– The United Nation
• mas não se usa em:
– ltaly 
– Brazil 
– Germany
OBSERVAÇÃO
– The Netherlands
• Não	se	usa	artigos	antes	de	adjetivos	possessivos	ou	
adjetivos	demonstrativos.
 Exemplos:
– These papers are hers.
– My teacher is there.
• Não	se	usa	artigos	antes	de	estações	do	ano,	feriados	
e dias da semana.
 Exemplo:
– I take English classes on Tuesdays.
Articles
25Editora Bernoulli
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03.	 (ITA-SP)	Dadas	as	sentenças:
I. The Browns were here yesterday.
II. He is an university student.
III. I want an information from you.
Constatamos	que	está(ão)	CORRETa(S):
A) Apenas a I. D) Apenas a I e a II.
B)	 Apenas	a	II.	 	 	 	 E)	 Todas	as	sentenças.
C)	 Apenas	a	III.
04.	 (Milton	Campos-MG)	Supply	the	article,	if	necessary.
________reality is different from_______theory.
Don’t	 worry	 about	 ____________coming	 years,	 says	
___________our	Minister	 of	 Industry	 and	 Commerce.	
Would that be__________unique point of view?
A) * / the / * / * / a. 
B) The / the / the / the / an. 
C)	 *	/	*	/	the	/	*	/	a.
D) A / * / * / the / an.
E) The / a / the / the / a.
05. (ITA-SP) i more it rains, ii worse iii roads will be.
 i ii iii
A) A the the
B) The the the
C)	 *	 	 	 	 *	 	 	 	 		*
D) * the the
E) A * *
06. (ITA-SP) I next went to buy i 	 packet	 of	 cigarettes.	 
I don’t smoke myself, but my wife does and she likes ii 
most	expensive	one	avaliable;		iii older she gets iV 
more	demanding	she	becomes.
 i ii iii iV
A) * * an a
B) * the an a
C)	 a	 	 				the	 	 			*		 	 				*
D) the a an a
E) a the the the
07. (ITA-SP) A alternativa que CORRETamEnTE	preenche	
os	espaços	de	i, ii e iii, na frase a seguir, é: 
We know that i	 	 mankind	 is	 facing	 a	 lot	 of	 social	
problems.
I think that ii my sister wants to go to iii university 
in Europe.
 i ii iii
A) * * a
B) * an *
C)	 The		 	 *	 	 	 a
D) The the an
E) The the the
CoNSoLIdATIoN
01.	 (UFMG	/	2ª	etapa)	Fill in the blanks with the appropriate 
article:	an, a, the,	or	Ø	(zero	article).
(The	first	sentence	has	been	done	for	you	asan	example.)
Silent movies
	 Throughout	time,	Ø	films	have	gained	a	charm	but	they	
have also lost something. Talk to 1._____ people who saw 
2._____	silent	film	for	3._____	first	time,	and	they	will	
tell	you	4._____	experience	was	magic.	5._____	silent	
film,	with	6._____	music,	had	extraordinary	powers	to	
draw	7._____	audience	into	8._____	story,	and	9._____	
equally	potent	capacity	to	make	their	imagination	work.	
They	had	to	supply	the	voices	and	the	sound	effects,	and	
because	 their	minds	were	 engaged,	 they	 appreciated	
10._____	experience	all	the	more.
BROWNLOW,	Kevin.	Hollywood, The pioneers. 
London:	Collins,	1979. (Adapted).
PRoPoSed exeRCISeS
01.	 (UFES)	Be	careful	with	___________	dog.	It	is	______	
very	fierce	one.
A) a / a 
B) the / the 
C)	 the	/	x	
D) a / x
E) the / a
02.	 (UFPI)	_________	University	course	is	________	usual	
requirement.
A) a / the 
B) the / an 
C)	 a	/	an	 	
D) an / an
E) an / the
26 Coleção Estudo
Frente A Módulo 03
08. (ITA-SP) The pianist I told you about lives in i one-story 
building	on	Main	Street.	Although	she	isn’t	 ii professional 
musician,	she	plays		iii piano extremely well.
 i ii iii
A) an a the
B) * a *
C)	 a	 	 	 a	 	 	 the
D) an * *
E) the * *
09. (ITA-SP) Not many people read ________ poetry, but 
quite _______ few read _______ novels.
A) * – a – *
B) the – * – *
C)	 a	–	a	–	*
D) * – * – *
E) a – the – the
10. (ITA-SP) When he was i		librarian	in	Africa	he	had		ii 
higher salary than he has now as iii	 	 teacher	 in	this	
country.
 i ii iii
A) * * *
B) a * the
C)	 the		 	 *	 	 	 the
D) a a a
E) the the the
TexT I 
uFMG
instruction: The	story	below	tells	us	about	a	carpenter	and	
his assistant. Some of the words have been omitted. Fill in the 
blanks	with	the	correct	missing	words.	(The	first	two	are	done	
for you.)
The man who cut all the trees in the 
Sahara Desert
S
X
C
	 Once	upon	(1	-	a) time there was (2 - a)	carpenter	who	
had	so	much	work	to	do	(3)	he	decided	he	needed	(4)	
assistant. He put (5) advertisement in the newspaper and 
(6)	someone	came	to	apply	for	(7)	job.	The	carpenter	was	
surprised and disappointed (8) a strange, weak-looking 
man named Nasrudin appeared at the door.
	 At	first,	the	carpenter	didn’t	want	to	hire	Nasrudin	(9)	
he didn’t look strong. However, (10) no one had answered 
the	ad,	the	carpenter	(11)	said:	“Ok,	I’ll	give	you	(12)	
chance.	Do	you	see	the	forest	over	there?	Take	my	ax	and	
chop	as	much	as	you	can.”	At	dusk,	Nasrudin	returned	
and	the	carpenter	asked:
	 “How	many	trees	have	you	chopped	down?”
	 “All	trees	in	(13)	forest”,	Nasrudin	replied.
	 Shocked,	the	carpenter	ran	to	(14)	window	and	looked	
out. There were no trees left standing in the hillside. 
Nasrudin	 had	 chopped	 down	 (15)	 entire	 forest.	 The	
astonished	carpenter	asked	Nasrudin:
	 “Where	did	you	learn	to	chop	lumber?”
	 “In	the	Sahara	desert”,	Nasrudin	answered.
	 “That’s	ridiculous”,	laughed	the	carpenter.	“There	aren’t	
any	trees	in	the	Sahara	Desert”.
	 Very	calmly,	Nasrudin	replied:
	 “There	aren’t	any	(16);	there	were	many	(17)	I	was	
there!”
1. ______a________
2. ______a________
3. _______________
4. _______________
5. _______________
6. _______________
7. _______________
8. _______________
9. _______________
10. _______________
11. _______________
12. _______________
13. _______________
14. _______________
15. _______________
16. _______________
17. _______________
Articles
27Editora Bernoulli
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05. In	Dr.	Joyce’s	view,	the	woman
A)	 could	hide	the	problem	from	the	children.
B)	 may	keep	her	three	children	out	of	it	all.
C)	 might	avoid	involving	her	three	children.
D)	 must	ask	for	her	children’s	permission.
E)	 should	think	about	her	children’s	opinion.
06.	 According	to	Dr.	Joyce,	the	woman	should	worry	about	
all the following points, ExCEPT
A)	 her	children’s	reaction	to	the	relationship.
B)	 how	long	the	positive	aspects	would	last.
C)	 the	things	she	could	offer	to	her	partner.
D)	 the	subjects	they	are	both	interested	in.
E)	 what	the	younger	man	expects	from	her.
07.	 Dr.	Joyce’s	answer	could	be	summarized	as
A) avoid young boyfriends.
B)	 find	an	older	husband.
C)	 listen	to	your	heart.
D) mix up your feelings.
E) think about your past.
TexT III
uFMG
Love among the laundry
When	Sally	found	a	man’s	striped	sock	curled	among	her	
clothes	at	the	launderette	she	returned	it	to	the	tall	dark	
young man with a shy smile. They met there every week 
for several months, then were seen no more. One of their 
wedding	presents	had	been	a	washing	machine.	
Molly	Burnett
01. “Love	among	the	laundry”	is	the	story	of	
A)	 a	couple	who	met	for	the	first	time	at	a	launderette.		
B)	 a	man	and	a	woman	who	had	lost	their	dirty	socks.	
C)	 a	 woman	 and	 her	 husband	 trying	 to	 wash	 their	
clothes.	
D) people who go to launderettes only to make a date. 
E) two people who wanted to buy a new washing 
machine.
02. Sally met the tall dark young man when she was
A) buying a present. 
B) doing her ironing. 
C)	 drying	her	socks.	
D) getting married. 
E)	 washing	her	clothes.
TexT II 
uFMG
attracted to a younger man
Joyce	Brothers,	Ph.D.
 I am a 42-year-old mother of three, and I’ve been 
divorced for five years. The few men I’ve dated have 
been older than I, as my ex-husband is. Lately, though, 
I find myself very attracted to younger men – including 
one who is just 27. Is this normal?
	 I	 don’t	 think	 this	 new	 attraction	 is	 unusual,	 and	 it	
certainly	isn’t	abnormal.	But	I	would	advise	you	to	think	
carefully	 before	 you	 act	 on	 it.	 Consider	 how	 others	 -	
particularly	your	children	–	might	view	your	involvement	
with	a	younger	man.	Also	think	about	what	you	can	bring	
to	such	a	relationship,	and	what	you	want	out	of	it.	Are	
the	rewards	realistic	and	long-term?	Do	you	think	you	
can	communicate	with	a	much	younger	man	and	share	
common	interests?	If	the	answers	to	these	questions	are	
no, you probably should put this out of your mind. On 
the other hand, if the mix is right, a relationship with a 
much	younger	person	can	reignite	spiritual,	intellectual,	
and	physical	fires.	By	following	your	feelings,	you	may	
find	an	exciting	and	rewarding	experience.
Good Housekeeping / Aug. 1992
01.	 The	woman	is	worried	because	she
A)	 has	been	divorced	for	5	years.
B)	 has	found	an	attractive	fiancé.
C)	 has	never	dated	an	older	man.
D) is older than the men she likes.
E) is younger than her ex-husband.
02. When the letter was written the woman’s ex-husband was
A)	 27.		 	 	 	 C)	 In	his	30s.	
B) 42. D) Over 42.
03. All the statements below are true, ExCEPT
A)	 The	woman	has	got	three	children	altogether.
B) The woman got married to a 27-year-old man.
C)	 The	woman	has	dated	some	other	older	men.
D) The woman’s ex-husband is still alive.
E) The woman is younger than her ex-husband.
04.	 The	advice	given	to	the	woman	is	to	think	carefully	about	
the situation
A)	 although	the	doctor	does	not	consider	it	abnormal.
B)	 because	normal	people	would	not	do	such	a	thing.
C)	 if	the	woman	wants	to	get	married	in	the	future.
D)	 in	spite	of	the	support	of	the	woman’s	children.
E)	 so	that	the	woman	could	avoid	getting	married.
28 Coleção Estudo
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03. The	word	“it”	in	“[...]she	returned	it	to	the	tall	dark	young	
man[...]”	(line	2-3)	refers	to
A) a smile. D) the laundry.
B)	 a	sock.		 	 	 	 	 E)	 the	machine.
C)	 the	launderette.	
04. If they had not got married they probably would have
A)	 changed	their	dirty	clothes.	
B)	 lost	their	socks	forever.	
C)	 rented	a	washing	machine.	
D) returned to the launderette.
E)	 sold	their	striped	socks.	
TexT IV
Fatec-SP–2009
Updata: bad blood 
 It	“doesn’t	look	like	something	you’d	want	dripping	into	
your	veins,”	wrote	Wil	McCarthy	in	the	August	2002	issue	
of Wired.	At	the	time,	he	had	no	way	of	knowing	just	howright	he	was	about	Hemopure,	the	artificial	blood	that
05	 seemed	 so	 promising.	 It	 was	 universally	 compatible	
and had a three-year shelf life (unrefrigerated). But 
a	recent	meta-analysis	of	trials	on	several	substitutes	
–	 including	Hemopure	 –	 contains	 some	 gory	 results.	
Turns	 out,	 the	 fake	 bloods	 scavenge	 nitric	 oxide,
10	 causing	vasoconstriction;	patients	who	get	them	are	2.7	
times	more	likely	to	have	a	heart	attack	and	30	percent	
more	 likely	 to	die.	A	 Journal	of	 the	American	Medical	
Association	editorial	has	called	for	a	halt	to	trials.	
KATHARINE	GAMMON
Wired, Aug/08
01.	 “Hemopure”	é	um	tipo	de	sangue	artificial	que
A)	 tem	 vida	 útil	 de	 três	 anos,	 quando	 devidamente	
refrigerado.
B)	 pode	ser	utilizado	em	qualquer	pessoa,	sem	restrições	
de idade.
C)	 tem	 vida	 útil	 indefinida,	 quando	 devidamente	
refrigerado.
D)	 está	 sendo	 utilizado	 por	 hospitais,	 com	 algumas	
reservas.
E)	 tem	vida	útil	de	três	anos	e	atende	a	todos	os	tipos	
sanguíneos.
02.	 Os	 pacientes	 que	 uti l izam	 “Hemopure”	 podem	
apresentar
A)	 ausência	de	problemas	cardíacos.
B)	 uma	recuperação	demorada.
C)	 sintomas	de	vasoconstrição.
D)	 baixos	índices	da	substância	“óxido	nítrico”.
E)	 uma	recuperação	mais	rápida.
03.	 Na	linha	08	do	texto,	a	palavra	“gory”	pode	ser	substituída	
por
A) scary.	 	 	 C)	 terrific. E) interesting.
B) efficient. D) promising.
TexT V
PuCPR–2010
Chocolate increases survival 
rates after heart attack
	 Scientists	followed	1,169	nondiabetic	men	and	women	
who	had	been	hospitalized	for	a	first	heart	attack.	The	
patients had a health examination three months after their 
discharge	 from	 the	 hospital,	 and	 researchers	 followed	
them	for	the	next	eight	years.	After	controlling	for	age,	
sex,	obesity,	physical	inactivity,	smoking,	education	and	
other	factors,	they	found	that	the	more	chocolate	people	
consumed,	the	more	likely	they	were	to	survive.
	 While	 the	 chocolate	 eaters	 in	 the	 study	 had	 a	
statistically	insignificant	reduction	in	the	risk	of	death	from	
any	cause	over	the	eight-year	span,	the	reduced	risk	for	
dying	of	heart	disease	was	highly	significant.	And	it	was	
dose-dependent	—	that	is,	the	more	chocolate	consumed,	
the lower the risk for death. 
	 Compared	with	people	who	ate	none,	those	who	had	
chocolate	 less	 than	 once	 a	month	 had	 a	 27	 percent	
reduction	in	their	risk	for	cardiac	death,	those	who	ate	it	
up	to	once	a	week	had	a	44	percent	reduction	and	those	
who	 indulged	 twice	or	more	a	week	had	a	66	percent	
reduced	risk	of	dying	from	a	subsequent	heart	event.	The	
beneficial	effect	remained	after	controlling	for	intake	of	
other kinds of sweets. 
	 The	co-author	of	the	paper,	Dr.	Mukamal,	said	that	data	
from	other	studies	suggests	that	chocolate	lowers	blood	
pressure	and	this	might	be	a	cause	of	the	lower	cardiac	
mortality found in the study.
Adapted	from	http://www.nytimes.com,	September,	2009.
01.	 According	to	the	text,	it	is	TRuE to say that:
A) The study was in progress for three months after 
patients’	first	heart	attack.
B)	 People	who	ate	less	chocolate	had	better	results.
C)	 The	consumption	of	chocolate	also	reduced	the	risk	
of	death	from	other	causes.
D)	 The	consumption	of	chocolate	is	beneficial	for	diabetic	
patients.
E)	 The	 consumption	of	 chocolate	 after	 a	heart	 attack	
enhances	the	chance	of	survival.
02.	 According	to	the	results	of	the	study,	which	alternatives	
are TRuE:
I.	 The	more	chocolate	you	eat,	 the	 less	chances	you	
have of having a heart problem.
II.	 It	 is	also	 important	to	control	other	health	factors,	
such	as	weight	and	smoking.
III.	Chocolate	 is	 beneficial	 for	 people’s	 blood	 pressure	
reduction.
IV.	 The	study	showed	changes	in	other	causes	of	death	
other	than	heart	attacks.
A) I, II and III.
B) I and IV.
C)	 II	and	III.
D) All of the alternatives are true.
E) None of the alternatives are true.
Articles
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03. In paragraph three of the text Chocolate Increases 
Survival Rates After Heart Attack,	 the	 sentence	 “The	
beneficial	effect	remained	after	controlling	for	intake	of	
other	kinds	of	sweets”	means:
A)	 People	continue	having	beneficial	effects	independent	
of eating other sweets.
B) People who added other kinds of sweets to their diets 
felt terrible.
C)	 People	who	eat	chocolate	feel	like	eating	other	kinds	
of sweets more often.
D)	 People	must	control	the	amount	of	other	sweets	they	
eat	to	continue	having	beneficial	effects.
E) People who added other kinds of sweets to their diets 
felt	even	more	benefits.
eNeM exeRCISeS
Textos para as questões 01 a 02
Text i
Winged Victory of Samothrace
 Mu
se
u
	d
o
	L
o
u
vr
e,
	C
ir
ca
	1
9
0
	a
.C
.
 Nike of Samothrace,	discovered	in	1863,	is	estimated	
to	have	been	created	around	190	BC.	It	was	created	to	
not only honor the goddess, Nike, but to honor a sea 
battle.	It	conveys	a	sense	of	action	and	triumph	as well 
as	portraying	artful	flowing	drapery	through	its	features	
which	the	Greeks	considered	ideal	beauty.	The	work	is	
notable	 for	 its	 convincing	 rendering	 of	 a	 pose	where	
violent	motion	and	sudden	stillness	meet,	for	its	graceful	
balance	 and	 for	 the	 rendering	 of	 the	 figure’s	 draped	
garments,	depicted	as	if	rippling	in	a	strong	sea	breeze,	
which	is	considered	especially	compelling.
Available	at:	<http://en.wikipedia.org/wiki/Winged_Victory_	
of_Samothrace>.	(adapted).	Accessed:	August	26th, 2010.
Text ii
	 The	world’s	 splendor	 has	 been	 enriched	 by	 a	 new	
beauty,	 the	 beauty	 of	 speed	 […]	 a	 roaring	motor	 car,	
hurtling	like	a	machine	gun,	is	more	beautiful	than	the	
Winged Victory of Samothrace.
MARINETTI,	Filippo	Tommaso.	Manifesto of Futurism, 1909.
01.	 After	reading	texts	I	and	II,	we	can	note	that	Marinetti,	
author of the Manifesto of Futurism,	makes	reference	to	
the Winged Victory’s beauty. In this way, it is possible 
to	 state	 that,	 through	 the	 comparison,	 the	Manifesto 
intended to
A)	 analyse	 the	 capacity	 of	 recomposition	 of	 a	 Greek	
statue.
B) support the modern parameter of praising Gods.
C)	 diminish	 Greek	 sculputures	 considering	 their	
compelling.
D)	 criticise	 Greek	 sculptures	which	 praised	 gods	 and	
victory	in	battles.
E) implement a new parameter of beauty, the beauty of 
speed.
02.	 A	expressão	as well as, no texto I, refere-se a uma
A)	 condição.
B)	 consequência.
C)	 adição.
D)	 conclusão.
E) adversidade.
HAVING FuN 
“The hair of the dog (that bit you)”
This comes from the ancient belief that if you 
were bitten by a dog, the best way to prevent 
infection was to place a hair of the dog that bit 
you on the wound.
E
d
it
o
ri
a 
d
e 
ar
te
30 Coleção Estudo
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GLoSSARY
•	 Awesome	=	impressionante,	espetacular
• Break into (phrasal verb) = invadir (break into – broke 
into – broken into)
• Dessert = sobremesa
• Ewe = ovelha
 SX
C
• Promising = promissor
• Property = propriedade
•	 Shut	(verb)	=	fechar	(shut	–	shut	–	shut)
•	 Starving	=	faminto;	morrendo	de	fome
• The Dark Knight = Batman – O Cavaleiro das Trevas
• The worst = o pior
•	 Unique	=	único
Text I
01. a
02. a
03. that
04. an
05. an
06. then
07. the
08. when
09.	 because
10.	 as	(because)
11.	 just	(finally)
12. a
13. the
14. the
15. the
16. now
17. when
Text II
01. D 
02. D 
03. B
04. A 
05. E 
06. E 
07.	 C 
Text III
01. A 03. B
02. E 04. D
Text IV
01. E 
02.	 C	
03. A
Text V
01. E 
02. A 
03. D
enem exercises
01. E
02.	 C
ANSweR keY
Consolidation
01. 1. Ø 
 2. a 
 3. the 
 4. the 
 5. the 
 6. Ø 
 7. the 
 8. the 
 9. an 
 10. the
Proposed exercises
01. E 06. E
02. A 07. A
03.	 A	 	 08.	 C
04.	 C	 	 09.	 A
05. B 10. D
31Editora Bernoulli
MóduLo
Pronomes	são	palavras	que	utilizamos	para	substituir	substantivos	em	frases	a	fim	de	evitar	repetições	desnecessárias	do	
mesmo	termo.	Podem	ocupar	diferentes	posições	nas	frases,	pois	substituemnomes	de	diferentes	categorias.	Basicamente,	
os pronomes podem ser: 
• personal (pessoais) – subject	(quando	exercem	a	função	de	sujeito)	ou	object	(quando	exercem	a	função	de	objeto);	
• possessive (possessivos) – possessive adjectives ou possessive pronouns;
• reflexive	(reflexivos)	e
• demonstrative (demonstrativos).
Subject 
pronouns Object pronouns
Possessive adjectives (PA)
Possessive pronouns (PP) Reflexive pronouns
Reto Tradução Oblíquo Tradução Pa PP Tradução Reflexivo Tradução
I Eu Me Me;	mim;	comigo My Mine
Meu(s);
minha(s) Myself
Eu	mesmo;
a	mim	mesmo;	me
You Você You Te;	ti;	contigo;	a	você Your Yours Seu;	sua Yourself
Você	mesmo(a);
a	você	mesmo(a);	se
He Ele Him Ele;	lhe;	o His His Seus;	suas;	dele Himself Ele	mesmo;a	si	mesmo;	se
She Ela Her Ela;	lhe;	a Her Hers Seu;	seus;	sua;	suas;	dele;	dela Herself
Ela	mesma;
a	si	mesma;	se
It Ele, ela It Ele;	ela;lhe;	o;	a Its Its
Seu;	seus;	sua;	
suas;	dele;	dela Itself
Si	mesmo;	
si	mesma;	se
We Nós Us Nos;	conosco;	a nós Our Ours
Nosso;
nossos Ourselves
Nós	mesmos(as);
a	nós	mesmos(as);	nos
You Vocês You Vos;	convosco; 	a	vocês Your Yours Seus;	suas Yourselves
Vocês	mesmos(as);	 
se
They Eles Them Eles;	elas;	lhes;	os;	as Their Theirs Seus;	suas Themselves
Eles(as)	mesmos(as);	 
se
PeRSoNAL PRoNouNS
Os pronomes pessoais substituem substantivos próprios 
e	comuns	em	frases.	Eles	podem	substituir	tanto	o	sujeito	
(subject pronouns)	quanto	o	objeto	(object pronouns) de 
uma frase.
Exemplos:
– My mother is very funny. She loves to tell jokes. 
(subject)
– Paul and I are going to get married soon. We love 
each other very much.	(subject)
– If you see George, please give this book to him. 
(object)
– I can’t see Patrick and Alice. I’ll look for them. 
(object)	
 They must be up to no good.	(subject)
Como o pronome you serve tanto para o 
singular, quanto para o plural, falantes da 
língua inglesa comumente utilizam you guys 
para se referir a mais de uma pessoa. Dessa 
forma, há uma diferenciação bastante clara 
entre o uso de you singular e o de you plural.
Exemplos:
– Where have you been? (singular)
– Where have you guys been? (plural)
CHECK IT OUT
língua Inglesa FReNTe
Pronouns 04 A
01
Nouns and genitive case
Autor: Bruno Porcaro
32 Coleção Estudo
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CoNSoLIdATIoN I
01. REWRiTE	the	following	sentences	using	subject	pronouns	
and	object	pronouns.
1. John likes mary	very	much.
 _________________________________________
2. you and i are good friends.
 _________________________________________
3. The children went home yesterday.
 _________________________________________
4. Suzy and you	danced	with	the girls.
 _________________________________________
5. lisa told John and me to go with her family.
 _________________________________________
PoSSeSSIVe AdJeCTIVeS ANd 
PoSSeSSIVe PRoNouNS
Os	 adjetivos	 possessivos	 têm	 função	 de	 adjetivo,	 pois	
modifi	cam	o	substantivo	colocado	depois	deles.	Para	isso,	
é	sempre	necessária	a	presença	do	substantivo.
Não	há	variação	em	número;	usamos	os	mesmos	pronomes	
para	o	singular	e	para	o	plural.	Veja	os	exemplos	a	seguir.
Exemplos:
– Your friends are great!
– Your car isn’t parked here.
– His clothes are ironed.
– His brother is 12.
– Her books were lent to John.
– Her job is hard.
Pronomes	 possessivos	 não	 exigem	 a	 presença	 do	
substantivo. Na verdade, eles o substituem. Além disso, 
a	utilização	de	um	pronome	possessivo	com	um	substantivo	
constituiria	um	erro	gramatical.
Exemplos:
– This book is mine book. = errado
 This book is mine. = correto
– This is my book. Where’s yours?	=	correto
– That house is his house. = errado
 That house is his. = correto
– That is my house. Yours is over there.=	correto
Os	 pronomes	 possessivos	 podem	 ser	 usados	 com	 a	
preposição	of.
Exemplos:
– He is a friend of mine. 
– Let’s see this book of yours. 
CoNSoLIdATIoN II
01. COmPlETE	 the	 following	 sentences	with	a	possessive	
adjective	or	a	possessive	pronoun.	The	fi	rst	one	is	given	
as an example.
1.	 John	lost	his pen. Will you please lend him yours?
2.	 I	was	on	time	for	_____________	class,	but	Helen	
was late for ______________.
3. They have ___________ methods of travel, and we 
have ____________.
4. We naturally prefer ___________ methods, and they 
naturally prefer ____________.
5.	 I	found	____________	notebook,	but	John	couldn’t	
fi	nd	____________.
6. They think that ____________ home is the prettiest 
on	the	block,	and	I	think	____________	is.
7. I left ___________ pen at home, may I borrow 
____________ for a moment?
8.	 He	drives	to	work	in	___________	car,	and	she	drives	
to work in __________.
9. Tell William not to forget to bring ____________ tennis 
racket,	and	don’t	forget	to	bring	____________.
10. They swim in ______________ pool, and we swim in 
____________.
deMoNSTRATIVe AdJeCTIVeS 
ANd deMoNSTRATIVe 
PRoNouNS
This - That (singular)
These - Those (plural)
This - este, esta
These - estes, estas
That - aquele, aquela
Those - aqueles, aquelas
Exemplos:
– This is a car and that is a truck.
– These are my friends and those are Sara’s.
CoNSoLIdATIoN III
01. COmPlETE with this, that, these or those:
1.	 ___________	here	is	a	contract.
2. ___________ men over there are working.
3. ___________ are mine. ___________ are yours, 
on that table.
Pronouns
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03.	 (PUC	Minas)	The	poet	___________	was	seen	trying	out	
combination	of	lights.
A) myself D) oneself
B) itself E) yourself
C)	 himself
04.	 (UFES)	 The	 women	 decided	 to	 do	 all	 the	 work	 by	
___________.
A) herself D) themselves
B) ourselves E) himself
C)	 myself
05.	 (UFSC)	Ethics means the study of right and wrong. 
Now,	choose	the	CORRECT	 form	which	 is	a	substitute	
for	the	boldface	word.
A) Their D) They
B) She E) It
C)	 Its
06.	 ( FCMSC-SP) 	 Comp le te 	 as 	 f rases 	 segu in tes	
CORRETamEnTE.
Whose are these shoes?
They are ___________ shoes. They belong to ___________.
They are ___________.
A) his - he - him 
B) yours - you - your 
C)	 their	-	theirs	-	them
D) our - us - ours
E) hers - she - her
07. (UFES)	“Will	you	visit	the	Taylors’?”
“Yes,	we	will	visit	___________	tomorrow.”
A) they D) theirs 
B) these E) them
C)	 their
08.	 (PUC-SP)	 That	 is	 a	 funny	 little	 car.	 I	 wonder	 who	
___________ owner is.
A) yours D) your 
B) its E) it
C)	 his
09.	 (PUC	Minas)	 The	 vicar	 considered	 ___________	 an	
exemplary person.
A) him D) hers
B) she E) his
C)	 he
10.	 (UFES)	I	need	tickets.	“I’ll	buy	___________	now.”
A) it D) they
B) their E) them
C)	 its
ReFLexIVe PRoNouNS
Utilizamos	os	pronomes	 reflexivos	quando	o	 sujeito	da	
ação	verbal	e	o	objeto	da	oração	são	os	mesmos.
Reflexive pronouns
myself itself
yourself ourselves
himself yourselves
herself themselves
Exemplos:
– The man shot himself.
– She burned herself.
Podemos também usar os reflexive pronouns para dar 
ênfase	à	pessoa	ou	à	coisa	mencionada	na	frase.
Exemplos:
– I will do the work myself.
– The car itself was undamaged.
CoNSoLIdATIoN IV
01. SuPPly	the	necessary	reflexive	pronoun:
1. The girl hurt ____________ when she fell.
2.	 We	 protect	 ____________	 from	 the	 rain	with	 an	
umbrella.
3. The girl taught ____________ to sew.
4. Both boys taught ____________ to swim.
5.	 We	all	enjoyed	___________	at	the	concert	last	night.
6.	 The	children	amuse	____________	with	the	kitten.
7.	 The	policeman	cut	____________	by	accident.
8.	 You	will	cut	____________	with	that	knife	if	you	are	
not	careful.
9.	 Did	 you	 enjoy	 ____________	 at	 the	 party	 last	
night?
10.	I	once	cut	____________	badly	with	the	same	knife.
PRoPoSed exeRCISeS
01. (UFBA) She determined to make something of 
___________.
A)	 myself	 	 	 C)	 herself		 	 	 E)	 oneself	
B) himself D) itself
02.	 (UFV-MG)	Mary	got	a	new	bike	for	___________	birthday,	
and ___________ brother got one too.
A)hers - his D) you - his
B) her - her E) hers - you
C)	 yours	-	her	
34 Coleção Estudo
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11.	 (PUC	Minas)	These	books	give	accounts	of	travels	which	
the authors ___________ have made.
A) themselves D) youself 
B) yourselves E) ourselves
C)	 myself
12.	 (FCMMG)	My	dear	friends,	you	must	not	go	on	blaming	
___________ for things you have not done.
A) yourself D) ourselves
B) himself E) themselves
C)	 yourselves
13. (Milton	Campos-MG)	Life	for	them is like wading through 
a fog most of the time. 
The	boldface	word	above	can	be	replaced	by	all	pronouns	
below, ExCEPT:
A) he D) you
B) me E) us
C)	 her
TexT I
PuC Minas–2006
The atkins phenomenon
	 The	 inventor	 of	 the	 Atkins	 Diet,	 or	 “Nutritional	
Approach”,	Robert	C.	Atkins,	M.D,	had	the	distinction	of	
being named by PEOPLE	magazine	as	one	of	the	world’s	“25	
most	intriguing	people”	at	the	end	of	the	20th	century	and	
of	being	chosen	by	TIME	magazine	as	one	of	the	“People	
Who	Mattered”	in	2002.	Sadly,	he	was	to	die	the	following	
year,	at	 the	age	of	72,	 from	a	head	 injury	after	 falling	
over	on	an	icy	New	York	street.	His	death	is	surrounded	in	
controversy	as	it	has	been	claimed	by	several	newspapers	
that the dietary guru was himself obese at the time. 
 The WALL STREET JOURNAL	even	cited	a	report	by	the	
city	medical	examiner	in	which	it	was	stated	that	Dr.	Atkins	
had	 previously	 suffered	 from	heart	 attack,	 congestive	
heart failure and hypertension. His widow denied these 
allegations and even demanded an apology from New York 
City’s	mayor,	Michael	Bloomberg,	when	he	described	her	
late	husband	as	“fat”.	
 One year before his death, Dr. Atkins had, however, 
admitted	that	he	had	had	a	cardiac	attack.	In	a	statement	
he	maintained	that	this	was	on	account	of	a	viral	heart	
infection	that	was	“in	no	way	related	to	diet”.
 Obese or not, Dr. Atkins’ heart problems were not the 
best	advertisement	for	his	nutritional	approach,	nor	was	
the	fact	that	a	famous	Atkins	convert,	former	president	
Clinton,	recently	underwent	heart	surgery.	In	spite	of	this	
adverse	publicity,	the	Atkins	Approach	remains	immensely	
popular	in	the	United	States.	Atkins,	a	cardiologist	who	
graduated	from	Cornell	University	Medical	School	in	1955,	
developed	his	controlled	carbohydrate	approach	to	weight	
management	 in	 the	early	1970s.	 In	 it,	 controversially,	
natural	fats	are	encouraged.
Speak Up,	Jan.,	2005	–	Adapted.
01.	 Dr.	Atkins	became	famous	in	the	70’s	due	to	his
A) efforts	to	cure	hypertensive	people.
B) graduation	at	the	famous	Cornell	University.
C)	 researches	in	health	nutrition.
D) studies	in	the	field	of	heart	diseases.
02.	 In	his	late	years	Dr.	Atkins	received	prizes	from
A) some	well-known	magazines.
B) many famous universities.
C)	 New	York	City’s	mayor.
D) the	Wall	Street	Journal.
03. The word as	in	“[…]	as	it	has	been	claimed	[…]”	(paragraph	1) 
indicates
A) contrast.	 	 	 	 C)	 addition. 
B) conclusion.		 	 	 D) reason.
04. Dr. Atkins died
A) in 2003. 
B) at an early age. 
C)	 in the 1970’s. 
D) at the end of the 20th	century.
05. The words these allegations	in	“His	widow	denied	these	
allegations	[…]”	(paragraph	2)	refers	to	the	facts	described	by
A) Dr. Atkins’ book. 
B) a famous newspaper. 
C)	 a medical	report.	
D) New	York	City’s	mayor.
06. Dr. Atkins’ family states that he died from
A) being obese. C)	 a	cardiac	attack.	
B) a	head	injury.	 	 	 	 D) heart failure.
07. The word however	in	“Dr.	Atkins	had,	however,	admitted	[…]”	 
(paragraph	3)	conveys	an	idea	of
A) concession.	 	 	 	 C)	 cause.
B) conclusion.		 	 	 	 D) contrast.
08. Before his death, Dr. Atkins had denied his heart problem 
was related to
A) his famous diet. C)	 a weak heart.
B) poor health. D) hypertension.
09.	 The	fact	that	former	president	Clinton	suffered	a	heart	
surgery was
A) unknown	by	the	average	public.
B) considered	an	unimportant	matter.
C)	 not	taken	into	consideration.
D) not	good	publicity	for	the	diet.
10.	 Dr.	Atkins’	diet	is	considered	controversial	because	it
A) controls	carbohydrate.
B) encourages	natural	fats.
C)	 manages weight.
D) remains immensely popular.
Pronouns
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TexT II
PuC Minas
 Nutrition is the study of food eaten, and the use of this food 
in	the	body.	It	is	a	relatively	new	science	which	developed	
from	physiology	and	biochemistry.	 Indeed,	 it	 is	 so	new	
and	so	 little	accepted	 that	even	 today	many	doctors	do
05	 not	recognize	its	importance	in	preventing	and	combating	
disease.	The	 latter	 is	especially	 true:	while	many	doctors	
understand	 the	 importance	 of	 an	 appropriate	 diet	 in	
preventing illness, relatively few of them believe that 
large	quantities	of	certain	nutrients	can	be	major	 factors
10	 in	curing	certain	problems.
	 	 There	are	six	main	classes	of	nutrients:	water,	fats,	minerals,	
vitamins,	proteins	and	carbohydrates.	All	are	essential	to	the	
body in different ways. Water is the most important and 
all	cells	contain	it.	A	person	will	die	much	sooner	without
15	 water	than	without	food.	Fats	should	provide	about	20%	of	
the	body’s	energy,	but	should	not	be	consumed	in	excess.	
Minerals	are	present	in	the	body	in	very	small	amounts,	
but	 they	 perform	vital	 functions,	such	as	building	 teeth	
and	bones	and	regulating	the	balance	of	water	in	the	body.
20 Vitamins do not provide energy, but they are used to help 
other	processes.
	 	 Proteins	can	compensate	for	shortages	of	carbohydrates	
or	 fats	 in	 the	 body	 when	 necessary.	 They	 perform	
a	 variety	 of	 functions:	 they	 provide	 a	 source	 of
25	 energy,	 although	 not	 such	 an	 immediate	 one	 as	
carbohydrates,	and	are	particularly	important	when	the	
body	is	growing,	recovering	from	damage,	or	suffering	
stress.
	 	 Carbohydrates	are	the	primary	source	of	energy,	especially
30	 in	poorer	countries,	where	they	compose	most	of	the	diet,	as	
they	are	relatively	cheap	and	readily	available,	while	proteins	
are	much	more	 expensive	 and	 difficult	 to	 produce.	 In	
fact,	certain	plants,	such	as	peas	and	beans,	are	rich	sources	 
of protein.
35	 	 Today,	not	only	vegetarians,	but	many	economists	and	
politicians	suggest	that	we	should	take	our	proteins	from	
plants rather than animals.
Taylor,	James	et	al.	Reading, Structure & Strategy,	Teacher’s	
Guide	1	&	2.	México:	MacMillan,	1996-Adapted.
01. Balance (line 19) means
A)	 constant	presence.	 	
B) lowest level. 
C)	 excessive	amount.	
D) right proportion.
02. Readily available (line 31) means
A)	 poorly	composed.	 	 	
B)	 commonly	used.	 	 	
C)	 easily	obtained.	
D)	 richly	balanced.
03. The word its (line 5) refers to
A) nutrition. 
B)	 biochemistry.	 	 	 	
C)	 physiology.
D)	 science.
04. The word latter (line 6) refers to
A) studying illness. 
B)	 combating	illness.		 	
C)	 discovering	illness.
D) preventing illness.
05. The word one (line 25) refers to
A)	 a	variety	of	functions.		
B) fats in the body. 
C)	 a	source	of	energy.
D)	 shortages	of	carbohydrates.
06.	 Many	doctors	do	not	recognize	how	important	nutrition	
is	because	it
A)	 is	a	science	that	developed	recently.
B)	 has	cured	only	a	few	simple	problems.
C)	 evolved	from	physiology	and	biochemistry.
D)	 prescribes	excessive	quantities	of	nutrients.
07.	 Tooth	and	bone	formation	depends	directly	on	the
A)	 regulation	of	the	balance	of	water.
B)	 limit	of	the	daily	fat	consumption.
C)	 perfomance	of	all	vital	functions.
D)	 presence	of	minerals	in	the	body.
08. Proteins	 are	 particularly	 important	 during	 childhood	
because
A)	 shortage	of	fats	is	caused	by	them.
B)	 physical	damage	is	associated	with	them.
C)	 bodily	growth	is	connected	to	them.
D)	 stress	cannot	be	treated	without	them.
09. What	determines	the	presence	of	carbohydrates	in	the	
diet	of	poorer	countries	is	mainly	the
A)	 influence	of	vegetarian	habits.
B)	 cost	of	production	and	availability.
C)	 absence	of	animal	protein.
D) shortageof peas and beans.
10. The	central	idea	of	the	text	concerns
A)	 functions	and	amounts	of	nutrients.
B) our body and the food we eat.
C)	 carbohydrates	and	certain	proteins.
D) disease and a vegetarian diet.
36 Coleção Estudo
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TexT III
ueRJ–2010
Spider-Man 4 (2011) - Preview
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	 	 If	you’re	a	serious	Spider-Man	 fan,	you’ve	probably	
been	wondering	when	 the	producers	are	finally	going	
to	 let	Dylan	Baker	become	 the	 super-villain	we’ve	all	
been	waiting	for.	Yes,	the	one-armed	college	professor
05	 who	appears	in	all	three	Spider-Man	films	(for	about	90	
seconds	at	a	time)	is	the	guy	who	eventually	gets	turned	
into	man-sized	Lizard	with	a	true	hatred	for	Spider-Man. 
	 According	 to	 one	 source,	 not	 only	will	 Baker	finally	
become	 The	 Lizard	 in	Spider-Man 4, but we’ll also 
10	 have	to	contend	with	a	certain	villain	known	as	Carnage.	
Director	Sam	Raimi	who	directed	all	the	previous	movies	
in	the	franchise	will	be	back	in	the	director’s	chair.
	 	 There	 has	 been	much	 speculation	 about	 who	 the	
next	villains	might	be.	In	previous	interviews,	director	
15	 Raimi	was	secretive	about	the	actors	who	would	play	the	
role	of	The	Sinister	Six	and	Electro.	Expect	this	to	be	a	
closely	guarded	secret	for	a	while	to	come.
 	 Apparently	there’s	also	talk	of	getting	Black	Cat	into	the	
Spider-Man 4	mix	because,	if	a	recordbreaking	opening
20 weekend	tells	you	one	thing,	it’s	that	you	can	never	have	
too many villains in your Spidey sequels. Venom will 
probably	not	be	returning.	Word	has	it	that	this	character	
will	have	its	own	live-action	movie	title	–	screenwriters	
are already at work on this.
25 Spider-Man 4 would have to go a little bit “darker”	
than	its	predecessors	to	accurately	capture	the	Carnage	
story,	 which	 focuses	 on	 a	 serial	 killer	 called	 Cletus	
Kasady.	Despite	rumors	about	the	next	movie,	it	seems	
that	both	Maguire	 and	Kirstin	Dunst,	 as	his	 girlfriend
30	 Mary	Jane,	will	return.
Spider-Man	4	Director:	Sam	Raimi	U.S.	Opening	 
Date:	May	2011.
01.	 The	text	is	a	preview,	that	is,	an	anticipated	review	of	
an	upcoming	movie.	The	central	issue	discussed	in	this	
preview of Spider-Man 4 is related to
A)	 directing	staff.		 	 	 C)	 villains	selection.
B)	 award	indication.	 	 	 D)	 actors’	performance.
02. Spider-Man 4	would	have	to	go	a	little	bit	“darker”	than	its	
predecessors	to	accurately	capture	the	Carnage	story,		[...].	 
(lines 25-27)
The	preview	writer’s	opinion	is	that	the	upcoming	movie	
should evoke the following sensation:
A) great anger
B) deep regret
C)	 violent	disgust
D) intense sadness
TexT IV
PuCPR–2010
Finding a scapegoat 
when epidemics strike
	 The	swine	flu	outbreak	of	2009	has	been	nowhere	near	
as	virulent	as	the	pandemics	throughout	history.	However,	
as history has shown, someone gets the blame for the 
spread	of	epidemics	—	at	first	Mexico,	with	attacks	on	
Mexicans	in	other	countries.
	 In	May,	a	Mexican	soccer	player	who	said	he	was	called	
a	“leper”	by	a	Chilean	opponent	spat	on	his	tormentor.	In	
June,	Argentines	stoned	Chilean	buses,	saying	they	were	
importing	 disease.	When	Argentina’s	 caseload	 soared,	
European	countries	warned	their	citizens	against	visiting	it.
	 “When	 disease	 strikes	 and	 humans	 suffer,”	 said	Dr.	
Liise-anne	Pirofski,	an	expert	on	the	history	of	epidemics,	
“the	 need	 to	 understand	why	 is	 very	 powerful.	 And,	
unfortunately,	identification	of	a	scapegoat	is	sometimes	
inevitable.”
	 The	most	visible	aspect	of	blame,	of	course,	is	what	
name	a	disease	gets.	The	World	Health	Organization	has	
struggled to avoid the names given the Spanish, Hong 
Kong	and	Asian	flus,	instructing	its	representatives	to	shift	
from	“swine	flu”	to	“H1N1”	to	“A	(H1N1)	S.O.I.V.”	(the	
last	four	initials	stand	for	“swine-origin	influenza	virus”)	
to,	recently,	“Pandemic	(H1N1)	2009.”
 Headline writers have rebelled, and ignored them. The 
truth	is	that	diseases	are	so	complex	that	pointing	blame	
is	useless,	simply	deflecting	blame	may	be	more	efficient.
Adapted	from	http://www.nytimes.com/2009/09/01,	 
September, 2009.
01.	 Which	alternative	BEST	describes	the	general	idea	of	the	
text?
A)	 The	swine	flu	is	not	as	strong	as	other	pandemics	in	
history.
B)	 When	epidemics	strike	people	must	find	its	cause	and	
origin in order to understand it.
C)	 The	 European	 countries	 were	 prejudiced	 against	
Argentina.
D)	 How	the	name	of	H1N1	has	changed	so	far.
E)	 The	headline	writers	insist	on	finding	the	scapegoats	
for	the	epidemics.
Pronouns
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02. According	 to	 the	 text,	 in	 paragraph	 two	 the	 sentence	
“When	Argentina’s	caseload	soared”	means:
A)	 The	number	of	cases	of	H1N1	patients	in	Argentina	
went up.
B)	 The	virus	was	discovered	in	Argentina.
C)	 The	virus	was	brought	by	Chileans	to	Argentina.
D)	 The	number	of	cases	of	H1N1	patients	in	Argentina	
got stable.
E)	 The	number	of	cases	of	H1N1	patients	in	Argentina	
went down.
eNeM exeRCISeS
Text for questions 01 to 06
World Diabetes Foundation Website
www.worlddiabetesfoundation.org
The foundation’s aim is to raise awareness of diabetes 
worldwide,	 with	 a	 special	 emphasis	 on	 developing	
countries.	A	key	activity	is	funding	projects	(142	so	far)	 
that	 raise	 awareness,	 improve	 education	 and	 build	
capacity	at	local,	regional	and	global	levels.	The	website	
contains	details	of	all	ongoing	projects,	including	details	
of	 the	project	budgets	and	 individuals	responsible	 for	
running	them,	the	expected	impacts	and	results	so	far.	 
Importantly,	 the	 foundation	 prioritizes	 monitoring	
and	evaluation	of	 its	projects	to	 learn	key	lessons	for	
the	 future	 and	minimise	 the	 risk	 of	 project	 failure.	 
As	with	any	disease,	and	particularly	those	in	developing	
countries,	 the	 health	 economics	 are	 important.	 
The	website	has	a	useful	tool	for	calculating	the	economic	
cost	of	diabetes	in	a	particular	country	that	allows	the	
user	to	change	variables	such	as	population,	prevalence	
and so on.
Available	at:	<http://www.scidev.net/en/latin-america-and-
caribbean/links/nongovernmental-organisations/>	(adapted).	
Accessed:	August	11th, 2010.
01.	 After	reading	the	text,	we	can	state	that	it	intends	to
A) entertain people as it raises awareness of diabetes 
worldwide.
B)	 persuade	 people	 to	 control	 the	 budgets	 of	 health	
systems worldwide.
C)	 give	information	about	the	World	Diabetes	Foundation	
Website.
D)	 convince	 people	 to	 fund	 projects	 of	 diabetes	
treatments worldwide.
E)	 stimulate	people’s	concerns	about	health	systems	and	
policies	worldwide.
02.	 The	text	reports	a	foundation	which	
A) manages international diabetes websites in developing 
countries.
B)	 focuses	on	people’s	consciousness	towards	diabetes,	
especially	in	developing	countries.		
C)	 promotes	diabetes	treatments	for	the	population	in	
developing	countries.
D)	 rules	 the	 budgets	 of	 ongoing	 diabetes	 projects	 in	
developing	countries	through	the	website.
E)	 analyses	 the	population	of	 developing	 countries	 to	
create	health	policies	on	the	website.
03.	 It	 is	 possible	 to	 conclude	 that	 the	 funding	 of	 projects	
aims to
A)	 improve	 the	 quality	 and	 the	 aspects	 of	 diabetes	
treatments.
B) help people to extinguish diabetes in developing 
countries.
C)	 build	economical	capacity	at	local,	regional	and	global	
levels.
D)	 increase	people’s	awareness	about	health	issues.
E)	 secure	health	treatment	in	non-developing	countries.
04.	 A	expressão	so far, na frase a seguir, pode ser entendida 
como
“A	key	activity	is	funding	projects	(142	so	far)	that	raise	
awareness,	improve	education	and	build	capacity	at	local,	
regional	and	global	levels.”
A)	 “até	o	momento”.	 	 D)	 “em	um	futuro	próximo”.
B)	 “no	máximo”.	 	 	 E)	 “no	mínimo”.
C)	 “e	assim	por	diante”.
05. It is stated in the text that the World Diabetes 
Foundation 
A)	 calculates	the	capacity	of	diabetes	recovery.B) assesses the results of diabetes and its risk.
C)	 communicates	 about	 the	 funding	 of	 diabetes	
projects.
D)	 analyses	 the	 general	 aspects	 of	 health	 systems	
worldwide.
E)	 informs	about	the	lack	of	government	commitment	
towards diabetes.
06. The foundation’s website has a tool to
A)	 develop	important	dicussions	for	the	struggle	against	
the disease.
B)	 calculate	the	economic	cost	of	diabetes	in	a	particular	
country.
C)	 calculate	health	economics	and	policies	in	developing	
countries.
D)	 develop	social	security	on	project	risks	in	developing	
countries.
E)	 calculate	 the	 risk	 of	 a	 health	 project	 failure	 in	
particular	countries.
38 Coleção Estudo
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HAVING FuN 
names of the coins
	 Há	 algo	muito	 curioso	 na	 nomeclatura	 das	moedas	
americanas.	Em	vez	de	serem	chamadas	do	valor	que	
representam	–	exemplo:	um	centavo,	cinquenta	centavos	
–	elas	recebem	nomes	próprios!
Exemplos: 
valor: 1 cent – nome: penny
valor: 5 cents – nome: nickel
valor: 10 cents – nome: dime
valor: 25 cents – nome: quarter 
valor: 50 cents – nome: half dollar 
Uma	outra	curiosidade	é	que	o	tamanho	das	moedas	não	
aumenta	de	acordo	com	o	seu	valor.	As	moedas	de	um	
centavo	e	de	cinco	centavos,	por	exemplo,	são	maiores	
do	que	a	moeda	de	10	centavos.	Veja:
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GLoSSARY
•	 Be	 up	 to	 no	 good	 (phrasal	 verb)	=	 fazer	 algo	 errado;	
fazer	travessura	(be	up	to	–	was/were	up	to	–	been	up	to)
•	 Each	other	=	um	ao	outro;	mutuamente
• Iron (verb) = passar a ferro (iron – ironed – ironed)
•	 Joke	=	piada
• Lend (verb) = emprestar (lend – lent – lent)
•	 Look	for	(verb)	=	procurar	(look	for	–	looked	for	–	looked	for)
•	 Over	there	=	lá
•	 Park	(verb)	=	estacionar	(park	–	parked	–	parked)
 SX
C
• Shoot (verb) = atirar (shoot – shot – shot)
•	 Undamaged	=	não	danificado;	ileso
ANSweR keY
Consolidation I
01. he – her 04. you – them
02. we 05. she – us – them
03. they
Consolidation II
02. my – hers 07. my – yours
03. their – ours 08. his – hers
04. our – theirs 09. his – yours
05. my – his 10. their – ours
06. their – mine
Consolidation III
01. This 02. Those 03. These – those
Consolidation IV
01. 1. herself 6. themselves
 2. ourselves 7. himself
 3. herself 8. yourself / yourselves
 4. themselves 9. yourself / yourselves
 5. ourselves 10. myself
Proposed exercises
01.	 C	 04.	 D	 07.	 E	 10.	 E	 13.	 A
02. B 05. E 08. B 11. A 
03.	 C	 06.	 D	 09.	 A	 12.	 C
Text I
01.	 C	 03.	 D	 05.	 C	 07.	 D	 09.	 D
02. A 04. A 06. B 08. A 10. B
Text II
01.	 D	 03.	 A	 05.	 C	 07.	 D	 09.	 B
02.	 C	 04.	 B	 06.	 A	 08.	 C	 10.	 B
Text III
01.	 C	 02.	 D
Text IV
01. B 02. A
enem exercises
01.	 C	 03.	 D	 05.	 C
02. B 04. A 06. B
INFINITIVE PAST TENSE PAST	PARTICIPLE TRANSLATION
a
to	accuse accused accused acusar
to allow allowed allowed permitir
to annoy annoyed annoyed incomodar
to appear appeared appeared aparecer
to arrange arranged arranged arranjar
to avoid avoided avoided evitar
B
to beg begged begged suplicar
to behave behaved behaved comportar-se
to believe believed believed acreditar
to belong belonged belonged pertencer
to betray betrayed betrayed trair
to borrow borrowed borrowed pedir emprestado
to breathe breathed breathed respirar
to bury buried buried enterrar
C
to	care cared cared importar-se
to	claim claimed claimed reivindicar
to	complain complained complained reclamar
D
to defeat defeated defeated derrotar
to delay delayed delayed atrasar
to deny denied denied negar
to deserve deserved deserved merecer
to desire desired desired desejar
to distinguish distinguished distinguished distinguir
to drop dropped dropped derrubar
E
to	encourage encouraged encouraged encorajar
to envy envied envied invejar
to	excuse excused excused desculpar
F
to fear feared feared temer
to	fetch fetched fetched ir	buscar
to	fill filled filled encher
to	fire fired fired despedir, disparar
to frighten frightened frightened assustar
h
to happen happened happened acontecer
to hate hated hated odiar
to help helped helped ajudar
to hurry hurried hurried apressar-se
i
to inhabit inhabited inhabited habitar
to insult insulted insulted insultar
J
to	joke joked joked brincar
to	jugde jugded jugded julgar
to	jump jumped jumped pular
k
to	knock knocked knocked bater
l
to land landed landed aterrisar
to laugh laughed laughed rir
m
to marry married married casar-se
to murder murdered murdered matar
O
to obey obeyed obeyed obedecer
to omit omitted omitted omitir
to order ordered ordered ordenar, pedir
to owe owed owed dever
to own owned owned ter, possuir
LIST oF ReGuLAR VeRBS
INFINITIVE PAST TENSE PAST	PARTICIPLE TRANSLATION
P
to permit permitted permitted permitir
to persuade persuaded persuaded persuadir
to	place placed placed colocar
to prefer preferred preferred preferir
to prevent prevented prevented evitar, impedir
to	pronounce pronounced pronounced pronunciar
Q
to quarrel quarreled quarreled discutir,	brigar
R
to raise raised raised levantar
to refuse refused refused recusar
to reply replied replied responder
S
to seem seemed seemed parecer
to shout shouted shouted gritar
to struggle struggled struggled esforçar-se
to	succeed succeeded succeeded ter	sucesso
T
to taste tasted tasted provar (alimentos, bebidas)
W
to warn warned warned advertir
to waste wasted wasted desperdiçar
to wonder wondered wondered querer saber, imaginar
to	wreck wrecked wrecked colidir,	chocar
LIST oF IRReGuLAR VeRBS
INFINITIVE PAST TENSE PAST	PARTICIPLE TRANSLATION
a
to arise arose arisen surgir, erguer-se
to awake awoke awoken despertar,	acordar
B
to be was, were been ser, estar
to bear bore born, borne suportar,	dar	à	luz
to beat beat beaten bater,	espancar
to	become became become tornar-se
to befall befell befallen acontecer
to beget begot begotten, begot procriar,	gerar
to begin began begun começar,	iniciar
to behold beheld beheld contemplar
to bend bent bent curvar,	dobrar
to bet bet bet apostar
to bid bid bid oferecer,	concorrer
to bind bound bound unir,	encadernar
to bite bit bitten morder,	engolir	a	isca
to bleed bled bled sangrar, ter hemorragia
to blow blew blown (as)soprar, estourar
to break broke broken quebrar, romper
to breed bred bred procriar,	reproduzir
to bring brought brought trazer
to	broadcast broadcast broadcast irradiar, transmitir
to build built built construir,	edificar
to burst burst burst arrebentar, estourar
to buy bought bought comprar
C
to	cast cast cast arremessar,	lançar
to	catch caught caught pegar,	capturar
to	choose chose chosen escolher
to	cling clung clung aderir, segurar-se
to	come came come vir
to	cost cost cost custar
to	creep crept crept rastejar,	engatinhar
to	cut cut cut cortar,	reduzir
INFINITIVE PAST TENSE PAST	PARTICIPLE TRANSLATION
D
to deal dealt dealt negociar,	tratar
to dig dug dug cavar,	cavoucar
to do did done fazer
to draw drew drawn sacar,	desenhar
to drink drank drunk beber
to drive drove driven dirigir,	ir	de	carro
to dwell dwelt dwelt morar
E
to eat ate eaten comer
F
to fall fell fallen cair
to feed fed fed alimentar, nutrir
to feel felt felt sentir, sentir-se
to	fight fought fought lutar, batalhar
to	find found found achar,	encontrar
to	flee fled fled fugir,	escapar
to	fling flung flung arremessar
to	fly flew flown voar, pilotar
to forbid forbade forbidden proibir
to forget forgot forgotten esquecer
to forgive forgave forgiven perdoar
to	freeze froze frozen congelar,	paralisar
g
to get got gotten, got obter,	conseguir
to give gave given dar,	conceder
to go went gone ir
to grind ground ground moer
to grow grew grown crescer,	cultivar
h
to have had had ter,	beber,	comer
to hear heard heard ouvir,	escutar
to hide hid hidden, hid esconder
to hit hit hit bater, ferir
to hold held held segurar
to hurt hurt hurt machucar,	ferir
k
to keep kept kept guardar, manter
to know knew known saber,	conhecer
to knell knelt kneltajoelhar-se
l
to lay laid laid pôr (ovos)
to lead led led liderar, guiar
to leave left left deixar, partir
to lend lent lent dar emprestado
to let let let deixar, alugar
to lie lay lain deitar(-se)
to lose lost lost perder, extraviar
m
to make made made fazer,	fabricar
to mean meant meant significar
to meet met met encontrar,	conhecer
O
to	overcome overcame overcome superar
to overtake overtook overtaken alcançar,	surpreender
P
to pay paid paid pagar
to put put put colocar,	pôr
Q
to quit quit quit abandonar, largar de
R
to read read read ler
to ride rode ridden andar,	cavalgar
INFINITIVE PAST TENSE PAST	PARTICIPLE TRANSLATION
to ring rang rung tocar	(campainha)
to rise rose risen subir, erguer-se
to run ran run correr,	concorrer
S
to saw sawed sawn serrar
to say said said dizer
to see saw seen ver, entender
to seek sought sought procurar
to sell sold sold vender
to send sent sent mandar, enviar
to set set set pôr,	colocar,	ajustar
to shake shook shaken sacudir,	tremer
to shed shed shed derramar,	deixar	cair
to shine shone shone brilhar,	reluzir
to shoot shot shot atirar,	alvejar
to show showed shown mostrar, exibir
to shrink shrank shrunk encolher,	contrair
to shut shut shut fechar,	cerrar
to sing sang sung cantar
to sink sank sunk afundar, submergir
to sit sat sat sentar
to slay slew slain matar, assassinar
to sleep slept slept dormir
to slide slid slid deslizar,	escorregar
to sling slung slung atirar, arremessar
to speak spoke spoken falar
to spend spent spent gastar, passar (tempo)
to spin spun spun girar, rodopiar
to spit spit, spat spit, spat cuspir
to spread spread spread espalhar, difundir
to spring sprang sprung saltar, pular
to stand stood stood ficar	de	pé,	aguentar
to steal stole stolen roubar, furtar
to	stick stuck stuck cravar,	fincar,	enfiar
to sting stung stung picar	c/	ferrão	(inseto)
to stink stank stunk cheirar	mal,	feder
to strike struck struck golpear, bater
to string strung strung encordoar,	amarrar
to strive strove striven esforçar-se,	lutar
to swear swore sworn jurar,	prometer
to sweep swept swept varrer
to swim swam swum nadar
to swing swang, swung swung balançar,	alternar
T
to take took taken tomar,	pegar,	aceitar
to	teach taught taught ensinar, dar aula
to tear tore torn rasgar,	despedaçar
to tell told told contar	(uma	história)
to think thought thought pensar
to throw threw thrown atirar, arremessar
to tread trod trodden pisar, trilhar, seguir
u
to undergo underwent undergone submeter-se a, suportar
to understand understood understood entender,	compreender
to uphold upheld upheld sustentar, apoiar
to upset upset upset perturbar,	preocupar
W
to wear wore worn vestir, usar, desgastar
to win won won vencer,	ganhar
to wind wound wound enrolar,	dar	corda
to write wrote written escrever,	redigir
to weep wept wept chorar
Volume 02
LÍNGUA
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2 Coleção Estudo
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05 3 Interrogative AdverbsAutor: Bruno Porcaro
06 11 Simple Present TenseAutor: Bruno Porcaro
07 17 Simple Past TenseAutor: Bruno Porcaro
08 25 Present Continuous and Past Continuous TensesAutor: Bruno Porcaro
FRENTE
3Editora Bernoulli
MÓDULOLÍNGUA INGLESA
INTERROGATIVE ADVERBS
Os advérbios interrogativos são utilizados para construir 
orações interrogativas. Eles, geralmente, ocupam a posição 
inicial dessas orações e requerem respostas mais completas 
e específicas, não podendo ser respostas como “sim” e “não”.
Exemplos:
– What’s your name?
– Where are you going?
– Why do you want to take this class?
– How much do you earn a month?
Quando what, which, who e whose forem sujeito numa 
oração interrogativa, o verbo auxiliar não será usado.
Exemplos:
– Who made this pie?
– Who wants to get a piece of pie?
– Which one interests you?
– What is good in the club?
S
X
C
CHECK IT OUT
Interrogative Adverbs são também conhecidos 
como Interrogative Words, Interrogative Pronouns, 
Wh-Questions ou Wh-Words – porque, em inglês, a 
maioria dos pronomes interrogativos tem as letras 
“w” e “h”. Em inglês, os advérbios interrogativos 
podem ser usados de maneiras diferentes. Veja: 
– Where is he going?
– I wonder where he is going.
– The country where he was born.
– I go where he goes.
Interrogative 
Adverbs
Translation Examples
What o que, qual What do you want?
Who quem Who are you?
Where onde
Where did you go 
yesterday?
When quando When is your birthday?
Whose de quem Whose car is this?
Which qual
Which color do you 
prefer, blue or red?
How como How are you?
How far qual a distância
How far is your house 
from here?
How high que altura How high is this building?
How old qual a idade How old are you?
How long quanto tempo
How long will you stay 
in Rio?
What time quantas horas What time is it?
Why por que Why are you sad?
How much
quanto(a) 
(coisas incontáveis)
How much money do you 
have?
How many
quantos(as) 
(coisas contáveis)
How many students are 
there in this class?
How often qual a frequência
How often do you go to 
the cinema?
What else o que mais
What else do you want to 
drink?
What kind of que tipo de
What kind of music do you 
prefer?
What colour que cor What colour is your car?
How wide qual a largura How wide is this river?
How deep qual a profundidade How deep is your love?
Interrogative Adverbs 05 A
4 Coleção Estudo
CONSOLIDATION
01. (UFMG–2009 / 2ª etapa) Suppose you work as an 
interviewer for a volunteering program in Brazil. You are 
going to conduct a phone interview with some candidates 
in English. Your boss gave you the following questions in 
Portuguese to help you. TRANSLATE them into English.
A) Qual é o seu nome?
_____________________________________________
B) Quantos anos você tem?
_____________________________________________
C) De que país você é?
_____________________________________________
D) Em que cidade você nasceu?
_____________________________________________
E) Você já trabalhou como voluntário alguma vez?
_____________________________________________
F) Quantas línguas você fala?
_____________________________________________
G) Você tem algum problema de saúde?
_____________________________________________
H) Por que você escolheu o Brasil para trabalhar como 
voluntário?
_____________________________________________
I) Seus pais concordam com sua decisão?
_____________________________________________
J) Quem vai financiar sua viagem?
_____________________________________________
PROPOSED EXERCISES
01. (Milton Campos-MG) ______ did Laura do ______ she 
saw the whale roll out of the water? _______ was it like?
_________ did she shout “Bravo”?
A) How - where - What - How
B) Which - as - How - When
C) What - when - What - Why
D) What - because - How - What
E) What - while - What - Which
02. (UFPR) _______ do you prefer: soccer or bowling?
A) When C) What E) Which 
B) Who D) Whose 
03. (PUC-Campinas-SP) A: ____________ is your brother?
B: He’s 20.
A) How often D) How much
B) How many years E) How old
C) How long
04. (PUC-Campinas-SP) ” ______ were they talking to ____ 
I came in?”
A) When – who 
B) Who – when 
C) What – when
D) Where – what
E) Who – where
05. (PUC-Campinas-SP) John: “____________”
 Mary: “For my headache.”
A) Where did you put the aspirins?
B) Why do you want an aspirin?
C) Where did you go?
D) What do you want?
E) How many aspirins do you want?
06. (Milton Campos-MG) 
A: ____________ do you estimate life could exist in one 
of Jupiter’s moons?
B: Well, it seems to have water and water is the major 
requirement for life as we’ve already approached.
A) Why D) Which 
B) Whose E) Who
C) Where
07. (PUC-Campinas-SP) ___________ weeks will he stay 
here?
A) How much D) When
B) How long E) How
C) How many
08. (UFS) ” _________ do you work hard?” ”Because I’m 
not rich.”
A) Why C) What E) How
B) Where D) When 
09. (UFU-MG) “ _________ were their names?” “Their nameswere Armstrong and Aldrin.”
A) What C) Which E) Whom
B) Whose D) Who 
10. (UFRGS) _________ is yours, the peach or the orange?
A) What C) Which E) Whose
B) Who D) That
11. (Cesgranrio) Mark the question to which the following 
sentence could be the answer:
“He decided to get out of the car.”
A) Whose decision was that?
B) Where did he decide to get out of the car?
C) When did he decide to get out of the car?
D) What did he decide to do?
E) How did he decide to get out of the car?
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TEXT I
UFMG–2007
Political corruption
World map of the Corruption Perceptions Index
 In broad terms, political corruption is the misuse of public (governmental) power for illegitimate, usually secret, private 
advantage.
 All forms of government are susceptible to political corruption. Forms of corruption vary, but the most common are patronage, 
bribery, extortion, influence peddling, fraud, embezzlement, and nepotism. While corruption often facilitates criminal enterprise 
such as drug trafficking, money laundering, and criminal prostitution, it[2] is not restricted to these organized crime activities, 
and it[2] does not always support or shield other crimes. 
 What constitutes corruption differs depending on the country or jurisdiction. Certain political funding practices that are legal in 
one place may be illegal in another. In some countries, police and prosecutors have broad discretion over who to arrest and charge, 
and the line between discretion and corruption can be difficult to draw, as in racial profiling[1]. In countries with strong interest 
group politics, practices that could easily constitute corruption elsewhere are sometimes sanctified as official group preferences.
Available at: <http://en.wikipedia.org/wiki/Political_corruption#Bribery:_Bribe-takers_and_bribe-givers.> 
Accessed: Apr. 2006. (Adapted).
01. According to the text, whenever public power is used for 
illegal purposes,
A) crime activities are restricted.
B) personal benefits are reached.
C) political corruption is banned.
D) public advantage is achieved.
02. A map was included in the text in order to show that 
corruption is a
A) long banned enterprise.
B) government top secret.
C) few nations’ problem.
D) worldwide phenomenon.
03. According to the text, the notion of corruption
A) changes from place to place.
B) constitutes legal activities.
C) reflects the official elections.
D) results in racial profiling.
04. Racial profiling[1] is mentioned in the text as a kind of 
practice
A) difficult to categorize. C) resultant from arrest.
B) impossible to fight. D) seen as corruption.
05. Both occurrences of the word it[2] refer to
A) criminal enterprise. C) political corruption.
B) organized crime. D) racial illegitimacy.
Interrogative Adverbs
6 Coleção Estudo
TEXT II
FCMMG–2007
Childhood Leukaemia Risk Doubles Within 100 
Metres of High-Voltage Power Lines
Category: Cancer / Oncology News
Article Date: 15 Sep 2004 - 9:00 p.m. (PDT)
 The biggest ever publicly funded UK study into power 
lines and child cancer has found that children under 
the age of 15 living within 100 metres of high-voltage 
power lines have close to twice the risk of developing
05 leukaemia. Children aged 0-5 are the most vulnerable, 
so their risk is likely to be even higher.
 This result from the Oxford Childhood Cancer 
Resea r ch G roup s tudy, headed by Ge ra l d 
Draper, analysed and compared 33 years of data 
10 (from 1962 to 1995) on 35,000 children diagnosed 
with cancer, with their distance to the nearest 
electricity transmission line. We have learned that 
“preliminary results” of the latest Draper study, 
funded to run from 1997-2001, were known as long
15 as 3 years ago and were formally shown confidentially 
to the U.K. Department of Health in May 2003, but to 
date has not as yet been entrusted to the public.
 We of the Trentham Environmental Action Campaign, 
an independent research and activist group, believe it
20 to be absolutely scandalous that 3 years after telling the 
Department of Health of these latest UK findings, it is 
only as a consequence of our intervention that we are 
now able to make these findings public.
 There appears to have been a determination to
25 withhold the Draper Report for as long as possible.
 Our campaign group has been in constant contact 
with the Government, Mr George Hooker at the 
Department of Health and the National Radiological 
Protection Board [NRPB]. We have also been deeply
30 disappointed in the organisations’ continuing denial 
of the problem despite their knowing about these 
new study results. The NRPB already acknowledges 
that there is international consensus on the fact that 
the incidence of childhood leukaemia is doubled at a
35 magnetic field of 0.4 microtesla, which is exceeded under 
most power lines.
 They said “In the light of these findings (the 
association between exposure to magnetic fields 
and childhood leukaemia) and the requirement for
40 additional research, the need for further precautionary 
measures should be considered by government”.
 Electromagnetic fields from power lines are also 
linked to adult cancers, depression and suicide. Our 
Trentham group carried out a local survey which produced
45 extremely worrying results. Depression, miscarriages, 
headaches, insomnia were much more common in the 
people who lived near the power line, compared with 
those who lived further away. Some of these health 
problems were also found in the important California
50 Health Department report of 2002.
 Only 50 years ago developing childhood leukaemia 
was an almost certain death sentence. Due to 
dramatic improvements in treatment, about 80% of 
children who suffer from the most common form of
55 childhood leukaemia now live for more than 5 years 
after treatment, but childhood leukaemia remains the 
largest child killer disease. The number of children 
developing leukaemia has been steadily growing over 
the last 50 years. In 2001, Dr Sam Milham reported
60 a link between the growth in electricity supply and the 
growth in leukaemia incidence in the USA.
Available at: <http://www.medicalnewstoday.com/medicalnews>. 
Accessed: Aug. 05, 2006. (Adapted).
01. The text shows the result of a research
A) about the advisability of living near power lines.
B) on high electricity voltage death reports.
C) on leukaemia treatment on children.
D) conducted with UK public funds.
02. The article discusses the rates of
A) children developing skin cancer.
B) cancer in children under 15 years.
C) different kinds of child leukaemia.
D) the treatment for child leukaemia.
03. According to the article, in the circumstances discussed, 
children between 0 and 5
A) run a greater risk of developing leukaemia.
B) are more apt to get cured when they are ill.
C) suffer more when they develop leukaemia.
D) are vulnerable to all kinds of diseases.
04. The research whose result is shown in the article
A) published the report 33 years ago.
B) started collecting data 33 years ago.
C) analysed data collected during 33 years.
D) was conducted by a 33 year-old scientist.
05. The study examined the relation between children with 
leukaemia and
A) the distance of their homes to electricity transmission 
lines.
B) adults who suffered the illness in the same period of 
time.
C) the kind of action the government is taking to help 
them.
D) those who answered successfully to the treatment.
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06. The Campaign which signs the article shows anger at the 
Department of Health
A) for the result was not what they had been expecting.
B) as the Government claimed the research as their own.
C) while that department gets all the honor for the 
research.
D) because the result of the research was not made 
public.
07. From the text we understandthat Mr George Hooker is 
responsible for the
A) Oxford Childhood Cancer Research Group.
B) Trentham Environmental Action Campaign.
C) Department of Health and the NRPB.
D) California Health Department.
08. The text affirms that electromagnetic fields from power 
lines also are an outstanding factor in all the following, 
EXCEPT
A) suicides.
B) dysentery.
C) depression.
D) adult cancers.
09. The text states that, comparing the present situation with 
50 years ago,
A) leukaemia kills as many patients today as it did before.
B) children with leukaemia do not die of the disease 
any more.
C) there has been an improvement in the survival of 
leukaemia patients.
D) leukaemia has become a very rare disease for children 
nowadays.
10. The link between the growth in electricity supply and the 
growth in leukaemia which the text deals with
A) was established by scientists who worked in Oxford.
B) has been researched both in the UK and the USA.
C) is a typical phenomenon of the United Kingdom.
D) was an isolated case study made in California.
TEXT III
UFV-MG–2006
Who Lives Longer?
 How to live longer is a topic that has fascinated 
mankind for centuries. Today scientists are beginning 
to separate the facts from the fallacies surrounding the 
aging process. Why is it that some people reach a ripe
05 old age and others do not? Several factors influencing 
longevity are set at birth, but surprisingly, many others 
are elements that can be changed. Here is what you 
should know.
 Some researchers divide the elements determining
10 who will live longer into two categories: fixed factors 
and changeable factors. Gender, race and heredity 
are fixed factors – they can’t be reversed, although 
certain long-term social changes can influence them. 
For example, women live longer than men – at birth, their
15 life expectancy is seven to eight years more. However, 
cigarette smoking, drinking and reckless driving could 
shorten this advantage.
 There is increasing evidence that length of life is also 
influenced by a number of elements that are within our
20 ability to control. The most obvious are physical lifestyle 
factors.
 Cutting calories may be the single most significant 
lifestyle change you can make. Experiments have shown 
that in laboratory animals, a 40 percent calorie reduction
25 leads to a 50 percent extension in longevity. According to 
experts, eating less has a more profound and diversified 
effect on the aging process than does any other lifestyle 
change. It is the only factor we know of in laboratory 
animals that is an anti-aging factor.
30 A long life, however, is not just the result of being 
good to your body and avoiding disease. All the various 
factors that constitute and influence daily life can be 
critical too. In searching for the ingredients to a long, 
healthy existence, scientists are studying links between
35 longevity and the psychological and social aspects of 
human existence. Several aspects can play significant 
roles in determining your longevity.
 Researchers have found that people who are socially 
integrated – members of a family network, married, or
40 participants of structured group activities – live longer.
 Early studies indicated that the more friends and 
relatives you had, the longer you lived. Newer studies 
focus on the types of relationships that are most 
beneficial. According to these studies, larger networks
45 don’t always seem to be advantageous to women, since 
certain kinds of ties add more demands rather than 
generate more help.
 A feeling of autonomy or control can come from having 
a say in important decisions (where you live, how you
50 spend your money) or from being surrounded by people 
who inspire confidence in your ability to master certain 
tasks. Studies show these feelings bring a sense of 
well-being and satisfaction with life.
 Where you live can make a difference in how long
55 you live. A study by the California Department of Health 
Services in Berkeley found a percent higher mortality 
rate among people living in a poverty area compared 
to those in a nonpoverty area. According to the study, 
the difference was not due to age, sex, health care or
60 lifestyle. The resulting hypothesis was that a locale can 
have socioeconomic characteristics, such as high crime 
rate and level of stress, that make it unhealthy.
Interrogative Adverbs
8 Coleção Estudo
 People with higher incomes, more education and 
high-status occupations tend to live longer. Researchers used
65 to think this was due to better living and job conditions, 
nutrition and access to health care, but these theories 
have not held up.
 The message from experts is clear. There are many 
ways to add years to your life. Instituting sound health
70 practices and expanding your circle of acquaintances and 
activities will have a beneficial effect. The good news 
about aging is many of the factors related to longevity 
are also related to life satisfaction.
SKALKA, P. Who lives longer? In: SMITH, L. C.; MARE, N. 
(Org.). Topics for today: an advanced reading skills text. 
2nd ed. Boston, MA: Heinle & Heinle, 1997, p. 70-73. (Adapted).
01. According to the text, it is CORRECT to say that
A) evidence suggests that we cannot control the 
elements that make us live longer.
B) long-term social changes do not influence gender, 
race and heredity.
C) although women live longer, some bad habits may 
increase this advantage.
D) longevity can be influenced by fixed and changeable 
factors.
E) longevity is not influenced by elements we’re born with.
02. It is CORRECT to say that this sentence – “[…] the more 
friends and relatives you had, the longer you lived.” – 
is closest in meaning to:
A) People who had fewer friends and relatives added 
more years to life.
B) People who did not have any friends lived longer.
C) People who had many relatives but fewer friends lived 
longer.
D) People who had many friends and relatives added 
more years to life.
E) People who had many friends didn’t add years to life.
03. According to the text, it is CORRECT to say that
A) cigarette smoking, drinking and reckless driving could 
never shorten men’s expectancy of living.
B) women live longer than men, in spite of cigarette 
smoking, drinking and reckless driving.
C) cigarette smoking, drinking and reckless driving could 
shorten women’s expectancy of living.
D) women live longer than men, no matter the lifestyle 
they have.
E) women and men have the same length of life 
expectancy, regardless of the lifestyle they have.
04. According to the text, it is CORRECT to say that
A) cutting calories contributes to longevity.
B) cutting calories contributes to the aging process.
C) cutting calories is the only efficient anti-aging factor.
D) cutting calories does not contribute to longevity.
E) cutting calories is the least significant anti-aging factor.
05. According to the text, the following factors are not 
beneficial and can be harmful to living longer, EXCEPT
A) living in a poverty area. D) high level of stress.
B) polluted air or water. E) healthy environment.
C) high crime rate.
06. The word which functions as a verb in the text is
A) aging (line 4). 
B) increasing (line 18). 
C) driving (line 16).
D) avoiding (line 31).
E) feeling (line 48).
07. All of the following words function as nouns in the text, 
EXCEPT
A) leads (line 25). 
B) practices (line 70). 
C) ties (line 46).
D) studies (line 41).
E) changes (line 13).
08. The sentence which is NOT an example of the present 
perfect simple is
A) “[…] a topic that has fascinated mankind for 
centuries.”
B) “[…] eating less has a more profound and diversified 
effect […].”
C) “Experiments have shown that in laboratory animals 
[…].”
D) “Researchers have found that people who are socially 
[…].”
E) “[…] these theories have not held up.”
09. The word “shorten” (line 17) is closest in meaning to
A)increase. 
B) expand. 
C) enlarge.
D) lengthen. 
E) diminish.
10. Match the words in column 1 to their referents in column 2:
1. others (line 6) ( ) women
2. who (line 38) ( ) locale
3. their (line 14) ( ) factors
4. it (line 62) ( ) types of relationships
5. that (line 43) ( ) people
The CORRECT sequence is
A) 3, 1, 4, 2, 5. 
B) 4, 3, 1, 2, 5. 
C) 4, 1, 5, 2, 3.
D) 3, 4, 5, 1, 2.
E) 3, 4, 1, 5, 2.
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TEXT IV
UNESP–2010
Introducing E-Jets
Introducing E-jets, a family of four new-generation 
aircraft designed specifically to serve market 
opportunities in the emerging 70 to 120-seat capacity 
segment.
Entirely redesigned, our E-jets are not simply 
stretched versions of smaller aircraft platforms. Nor are 
they scaled down derivatives of larger models. Embraer 
E-jets are engineered from the ground up to maximize 
passenger comfort and operating efficiency. It’s a new 
concept in commercial air trainsport that blurs the line 
between regional jets and mainline aircrafts.
E-jets are designed around integral aviation principles: 
Engineering, Efficiency, Ergonomics and Economics.
So, if you’re ______________ for a jet that ___________ 
redefine the future of aviation, look ____________ Embraer. 
 The answer is E.
www.embraercommercialjets.com
01. Com base no texto, analise as seguintes afirmações:
I. Os aviões da Embraer são mais adequados para voos 
regionais.
II. Os aviões da Embraer foram projetados a partir de 
projetos de aviões de pequeno porte.
III. Os aviões da Embraer foram projetados a partir de 
projetos de aviões de grande porte.
IV. Os aviões da Embraer são adequados para voos 
regionais e para voos mais longos.
V. Os aviões da Embraer de nova geração transportam 
entre 70 e 120 passageiros.
Está CORRETO apenas o contido em
A) III. C) I e IV. E) II, III e IV.
B) IV e V. D) I, II e V. 
02. A expressão stretched versions, utilizada no segundo 
parágrafo,
A) se opõe à expressão scaled down derivatives.
B) indica que o tamanho dos aviões foi reduzido.
C) indica que a capacidade dos aviões foi expandida.
D) indica que a produção dos aviões foi expandida.
E) enfatiza a expressão smaller aircraft platforms.
03. A expressão blurs the line, utilizada no final do segundo 
parágrafo, indica que
A) há uma diferença clara entre regional jets e mainline 
aircrafts.
B) se propõe um novo conceito para a aviação regional.
C) se propõe uma linha de produção de aviões maiores.
D) tornou-se difícil distinguir com clareza a diferença 
entre regional jets e mainline aircrafts.
E) o conceito de aviação comercial deve ser renovado.
04. Os termos que designam os quatro princípios no terceiro 
parágrafo do texto provavelmente foram utilizados como 
uma estratégia de gênero de propaganda, porque
A) se referem especificamente à produção de aviões.
B) todos iniciam com a letra e.
C) se referem a condições específicas para os passageiros.
D) são palavras parecidas com os termos equivalentes 
em português.
E) resumem as informações contidas no parágrafo 
anterior do texto.
05. Assinale a alternativa cujas palavras podem ser utilizadas 
para completar os espaços no último parágrafo do texto:
A) looked ... will ... for
B) flying ... can ... for
C) flown ... will ... at
D) flying ... can ... at
E) looking ... will ... to
TEXT V
IME-RJ–2011
Is ‘Facebook’, the social networking website, making 
us narcissist? A new book argues we’re much more 
self-absorbed nowadays, stating that technology is to 
blame. I tweet, therefore I am. Or is it, I tweet, therefore 
I am insufferable? As if adult celebrities that pop out 
on the red carpets weren’t clue enough, we now have 
statistical evidence that we are a lot more in love with 
ourselves than we used to be. This social phenomenon has 
raised fields of research to academic studies nowadays. 
In the book The Narcissism Epidemic: Living in the Age of 
Entitlement, Jean M. Twenge, a professor of psychology 
at San Diego State University, and W. Keith Campbell, a 
social psychologist at the University of Georgia, look to 
the Narcissistic Personality Inventory, which measures 
self-regard, materialism, and lack of empathy. They found 
that the number of college students scoring high on the 
test has risen by 30 percent since the early 1980’s.
Interrogative Adverbs
10 Coleção Estudo
01. What kind of human behavior is central to the study 
mentioned in the text?
A) The alienation of the celebrities from the others 
around them.
B) Addiction to technology.
C) The high scoring of college students in academic tests.
D) The hard work of social psychologists.
E) Excessive positive feelings and admiration of oneself.
02. What has NOT been encouraging people to act the way 
described in the text?
A) technology D) psychology
B) narcissism E) entitlement
C) materialism
ENEM EXERCISES
Texto para as questões 01 e 02
PALEY, Nina. 1999. Available at: <http://commons.wikimedia.
org/wiki/File:Why_I_Quit_My_Yoga_Class_color.png>. 
Accessed: Aug. 12th, 2010.
01. O humor da tirinha reside 
A) na ironia identificável no último quadrinho, quando 
Nina se desculpa por não estar pensando.
B) no paradoxo, vivenciado por Nina, entre pensar 
demais e realizar os exercícios.
C) na arrogância da professora de Yoga ao abordar Nina.
D) na ambiguidade gerada pela expressão “think too 
much”.
E) no esforço físico de Nina expresso ao longo da tirinha.
02. In the previous cartoon, the verb to quit means to
A) avoid. D) get to. 
B) give up. E) prohibit.
C) ban.
ANSWER KEY
Consolidation
01. A) What is your name?
 B) How old are you?
 C) What country are you from?
 D) In which city were you born?
 E) Have you ever worked as a volunteer?
 F) How many languages do you speak?
 G) Do you have any health problem?
 H) Why did you choose Brazil to work as a 
volunteer?
 I) Do your parents agree with your decision?
 J) Who will sponsor your trip?
Proposed Exercises
01. C 04. B 07. C 10. C
02. E 05. B 08. A 11. D
03. E 06. A 09. A
Text I
01. B 02. D 03. A 04. A 05. C
Text II
01. D 03. A 05. A 07. C 09. C
02. B 04. C 06. D 08. B 10. B
Text III
01. D 03. C 05. E 07. A 09. E
02. D 04. A 06. D 08. B 10. E
Text IV
01. B 02. A 03. D 04. B 05. E
Text V
01. E 02. D
Enem Exercises
01. A 02. B
GLOSSARY
● earn (verb) = ganhar (dinheiro)
 (earn – earned – earned)
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MÓDULOLÍNGUA INGLESA
SIMPLE PRESENT
O Simple Present é o tempo verbal que utilizamos quando 
fazemos referência a ações habituais ou cotidianas. Por 
esse motivo, é muito comum encontrarmos advérbios de 
frequência associados ao uso desse tempo verbal.
Exemplos: 
– Peter always visits his mother. 
 adv. verb
– I usually have breakfast with my family.
 adv. verb
Frequency adverbs Translation
often / frequently frequentemente
generally geralmente
usually usualmente
seldom / rarely raramente
never nunca
always sempre
Verbs Translation
to come vir
to cry chorar
to dance dançar
to drink beber
to fix consertar
to go ir
to kiss beijar
to like gostar
to live morar, viver
to play jogar, tocar, brincar
to read ler
to say dizer
to sing cantar
to speak falar
to stay ficar, permanecer
to study estudar
to try tentar
to walk caminhar
to want querer
to wash lavar
to watch assistir
to write escrever
O Simple Present é formado pelo verbo na base form 
(infinitivo sem to). As únicas mudanças ocorrem na 
3ª pessoa do singular.
Exemplos: 
– They like beer.
– We swim three times a week.
– You live in Brazil.
– I speak English every day. 
A 3ª pessoa do singular
Regra geral: Acrescenta-se -s à forma base do verbo.
Exemplos:
– Peter plays soccer everyday. (to play)
– My dog barks every night. (to bark)
– Sue takes dance classes twice a week. (to take)
• Aos verbos terminados em -s, -sh, -ch, -o e -x 
acrescenta-se -es.Exemplos:
to kiss – She kisses to go – He goes
to wash – She washes to mix – She mixes
to teach – He teaches to access – He accesses
• Quando o verbo termina em -y precedido de 
consoante, retira-se o y e acrescenta-se -ies.
Exemplos:
to study – He studies
to try – She tries
to cry – He cries
Forma interrogativa 
Quando não for a 3ª pessoa do singular, coloca-se o 
auxiliar DO antes do sujeito. Para a 3ª pessoa do singular, 
coloca-se o auxiliar DOES antes do sujeito, e o verbo principal 
sempre volta à forma base.
Exemplos: 
Affirm.: They live in London.
 She speaks French.
Int.: Do they live in London?
 Does she speak French?
Simple Present Tense 06 A
12 Coleção Estudo
Forma negativa 
Quando não for 3ª pessoa do singular, coloca-se do not / don’t imediatamente após o sujeito. Para a 3ª pessoa do singular, 
coloca-se does not / doesn’t imediatamente após o sujeito, e o verbo principal sempre volta para a forma base.
Exemplos: 
Affirm.: We drink water. 
Neg.: We do not drink water. = We don’t drink water.
Affirm.: Carol dances very well.
Neg.: Carol does not dance very well. = Carol doesn’t dance very well.
Observe o quadro a seguir:
to walk to stay to fly to watch
Affirmative
I, you, we, they walk stay fly watch
he, she, it walks stays flies watches
Interrogative
I, you, we, they Do ___ walk? Do ___ stay? Do ___ fly? Do ___ watch?
he, she, it Does ___ walk? Does ___ stay? Does ___ fly? Does ___ watch?
Negative
I, you, we, they do not walk do not stay do not fly do not watch
he, she, it does not walk does not stay does not fly does not watch
 
CHECK IT OUT
É muito comum utilizar contrações para as 
formas negativas, não só do Simple Present, 
mas também em todos os tempos verbais e em 
muitos verbos modais. Geralmente, opta-se por 
usar contrações no discurso oral ou em escritos 
informais; em cartas formais e documentos,
é aconselhável que se use formas abertas.
Contrações do Simple Present:
do not = don’t
does not = doesn’t
CONSOLIDATION
01. SUPPLY the correct Present Tense form of these verbs:
A) She (go) _________________ to school every day.
B) The baby (cry) ___________ when he’s hungry.
C) He (study) __________ English twice a week.
D) They always (travel) _________________together.
E) Lucy (play) _______________ volleyball very well.
02. REWRITE the sentences from exercise 01 in the negative 
and interrogative forms.
A) Neg.: _____________________________________
 _____________________________________
 Int.: _____________________________________
 _____________________________________
B) Neg.: _____________________________________
 _____________________________________
 Int.: _____________________________________
 _____________________________________
C) Neg.: _____________________________________
 _____________________________________
 Int.: _____________________________________
 _____________________________________
D) Neg.: _____________________________________
 _____________________________________
 Int.: _____________________________________
 _____________________________________
E) Neg.: _____________________________________
 _____________________________________
 Int.: _____________________________________
 _____________________________________
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P R O P O S E D E X E R C I S E S
01. (UFU-MG) Men say that women never invent things, but 
scientists ____________agree.
A) does not C) not E) did not
B) are not D) do not
02. (Milton Campos-MG) Researchers ___________ that 
eliminating allergens may help prevent asthma.
A) has suspected C) suspects
B) suspecting D) suspect
03. (UFG) Birds often ___________ the stars.
A) is following D) follow
B) are following E) following
C) follows
04. (ITA-SP) John is a good student, so he ___________ to 
school every day.
A) go D) going
B) goes E) come
C) to go
TEXT I 
UFMG
Europe 
Sweet or Sour
 European leaders, take heart: it is possible to resolve 
cross-border differences to the satisfaction of all. Eurostar, 
the new rail line that connects London, Paris and Brussels, 
has come up with a simple – yet decidedly tasteful – 
solution to an age-old debate over how to cap off a meal.
 Britons traditionally prefer to finish with a cheese course. 
The rest of Europe is more comfortable, serving the cheese 
before dessert makes an appearance. The issue sparked 
spirited debates among the trains’ multinational crews, 
catering managers and passengers in the dining cars. 
Finally, a Solomonic decision: cheese and dessert are 
served simultaneously and passengers decide which 
comes first.
Glossary:
To take heart: encorajar-se.
To cap off: terminar.
Catering: abastecimento.
01. The text talks about
A) British restaurants.
B) European leaders.
C) intercultural problems.
D) political troubles.
02. “Eurostar” is the name of
A) the Brussels restaurant that serves very tasteful food.
B) the company that serves food on the London-Paris trains.
C) the line that marks the border between Paris and Brussels.
D) the railway company that links three cities in Europe.
03. Passengers on the train from London to Paris
A) can eat either cheese or dessert first.
B) have to eat cheese and dessert together.
C) may only eat the cheese when in Britain.
D) need to eat both the cheese and dessert.
04. British people prefer to
A) avoid eating any cheese.
B) have cheese for dessert.
C) leave cheese for the end.
D) taste all types of cheese.
05. The people concerned with the issue DID NOT include
A) catering managers.
B) European leaders.
C) staff on trains.
D) train passengers.
TEXT II
PUC MINAS–2010
Getting Real About the High Price 
of Cheap Food
 Horror stories about the food industry have been with 
us since 1906, when Upton Sinclair’s novel The Jungle 
told ugly truths about how America produces its meat. 
Nowadays, things have got much better, and in some 
ways much worse. The U.S. agricultural industry can 
now produce unlimited quantities of meat and grains at 
remarkably cheap prices. But it does so at a high cost to 
the environment, animals and humans. Some of those 
hidden prices are the erosion of fertile farmland and the 
rise of antibiotic-resistant bacteria among farm animals. 
 Some Americans are noticing such warnings and 
working to transform the way the country eats – farmers 
who are raising sustainable food in ways that don’t ruin 
the Earth. Documentaries and the work of journalists are 
reprising Sinclair’s work, awakening a sleeping public to 
the realities of how we eat. Change is also coming from 
Simple Present Tense
14 Coleção Estudo
the very top. First Lady Michelle Obama’s White House 
garden has so far raised a lot of organic produce – and tons 
of powerful symbolism. Nevertheless, despite increasing 
public awareness, sustainable agriculture remains a 
tiny enterprise: according to recent data from the U.S. 
Department of Agriculture, less than 1% of American 
cropland is farmed organically. Sustainable food is also 
pricier than conventional food and harder to find. 
 Unless Americans radically rethink the way they grow 
and consume food, they face a future of eroded farmland 
and high health costs. Sustainable food has an elitist 
reputation, but each of us depends on the soil, animals 
and plants. And as every farmer knows, if you don’t take 
care of your land, it can’t take care of you.
 WALSH, Bryan. Getting real about the high price of 
cheap food. Time, Aug. 21st, 2009.
Available at: <http://www.time.com/time/health/
article/0,8599,1917458,00.html>. (Adapted).
01. Upton Sinclair’s novel The Jungle was the first to
A) call people’s attention to the quality of food produced 
in America.
B) instruct Americans on how to produce and sell better 
meat.
C) deal with the problems concerning America’s food 
industry profits.
D) tell horror stories that led to the changeof agricultural 
industry.
02. Today, the production of meat and grains in the U.S. is
A) insufficient. C) decreasing.
B) limited. D) enormous.
03. First Lady Michelle Obama’s White House garden has been 
an effort to
A) transform America’s economy.
B) promote America’s food industry.
C) change the way Americans eat.
D) encourage Americans to cook at home.
04. The word nevertheless in “Nevertheless, despite 
increasing public awareness [...]” (paragraph 2) indicates
A) addition. C) conclusion.
B) contrast. D) reason.
05. The problem with organic food is that it is________________
than conventional food.
A) more expensive and more difficult to find
B) unhealthier and extremely more caloric
C) more fattening and harder to digest
D) more harmful and more dangerous
06. The word “they“ in “[...] they face a future [...]’’ (paragraph 3) 
refers to
A) animals. C) Americans.
B) soils. D) plants.
07. Unless Americans radically rethink the way they grow and 
consume food,
A) they will radically improve their way of living.
B) they will have problems with their land and health.
C) their life will continue the same for a long time.
D) their habits will make them famous worldwide.
TEXT III
UFG–2007
01. Leia o seguinte cartum.
McCOY, G. The New York Cartoons. Available at: 
<http://www.uclick.com/feature/06/08/25/gm060825.gif>. 
Accessed: Aug. 29th, 2006.
A fala do personagem tem como pressuposto o fato de que 
A) o número de planetas foi revisto.
B) o conteúdo de ciências é descontextualizado.
C) a avaliação da professora foi subjetiva.
D) a professora cometeu um erro de conteúdo.
E) a educação pode ser prejudicial aos alunos.
TEXT IV
IME-RJ–2011
Scientists say juggling e-mail, phone calls and other 
incoming information can change how people think and 
behave. They say our ability to focus is being undermined 
by bursts of information. These play to a primitive impulse 
to respond to immediate opportunities and threats. 
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The stimulation provokes excitement – a dopamine squirt – 
that researchers say can be addictive. In its absence, 
people feel bored. The resulting distractions can have 
deadly consequences, as when cell phone-wielding drivers 
and train engineers cause wrecks. And for millions of people 
these urges can inflict nicks and cuts on creativity and deep 
thought, interrupting work and family life.
01. What does the passage imply?
A) Bursts of information improve people’s ability to focus.
B) Scientists play with the primitive human impulses of 
responding to immediate opportunities and threats.
C) People feel bored when they talk on their cell phones 
or read their emails, nevertheless they are addicted 
to it.
D) Feeling excited at work and among family members 
demands creativity.
E) Being constantly fed with different stimuli from 
multiple sources may make people unable to get rid 
of such excitement.
02. The text states that human beings instinctively
A) provoke opportunities and threats to other human 
beings.
B) move towards that which threatens them.
C) react to sudden changes they experience.
D) interrupt work and family life.
E) undermine bursts of information.
ENEM EXERCISES
Texto para as questões 01 a 03
The Longest Bridge-Tunnel Combination: 
Oresund Bridge
C
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 This longest combined road and rail bridge in Europe 
connects Denmark and Sweden across the Oresund 
strait. The artificial island itself is 4 km long. Shortly 
after being built, there were fears that not enough
05 people were going to use it, but as it turned out, 
Danes were buying less expensive houses in Sweden and 
commuting to work in Denmark, and the construction 
costs of close to 30.1 billion are expected to be paid off 
in 2035.
Available at: <http://www.hyd-masti.com/2008/03/worlds-
most-interesting-bridges.html>. Accessed: Aug. 24th, 2010.
01. When the Oresund Bridge was built, there was the fear 
that not enough people were going to use it. However, 
the situation
A) has not changed because Danes have no interest and 
no job in Sweden.
B) continues the same due to the fact that the cost of 
living is higher in Sweden.
C) has changed as Danes started to buy houses in 
Sweden and work in Denmark.
D) is the same because the constructions costs are very 
high for Denmark.
E) has changed because Danes wanted to be in peace 
with Sweden.
02. The Oresund Bridge is innovative because it provides 
different means of crossing it. According to the text, these 
means are 
A) airplane and car. D) boat and train.
B) car and train. E) bicycle and train.
C) bicycle and car.
03. In the text, “turned out” (line 05) and “paid off” (line 08) 
could be, respectively, replaced by
A) “arrived” and “started”.
B) “produced” and “deficted”.
C) “got out” and “bought”.
D) “exited” and “accumulated”.
E) “ended” and “compensated”.
HAVING FUN
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01. FILL IN the blanks using the words in parentheses, in 
the correct form.
1. A) The company is the world’s largest _________.
 B) He ___________ swimming pools. (build / builder)
2. A) He ___________ a convertible car.
 B) He is the _________ of the bus. (drive / driver)
3. A) I will ___________ you by the end of the week.
 B) There is a ___________ for you on line two. (call / caller)
4. A) He is the best ___________.
 B) He ___________ books about children. (write / writer) 
5. A) He ___________ fashion clothes.
 B) He is a ___________ of clothes. (design / designer)
Simple Present Tense
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ANSWER KEY
Consolidation
01. A) goes
 B) cries
 C) studies
 D) travel
 E) plays
02. A) She doesn’t go to school every day.
 Does she go to school every day?
 B) The baby doesn’t cry when he’s hungry.
 Does the baby cry when he’s hungry?
 C) He doesn’t study English twice a week.
 Does he study English twice a week?
 D) They never travel together.
 Do they always travel together?
 E) Lucy doesn’t play volleyball very well.
 Does Lucy play volleyball very well?
Proposed Exercises
01. D 02. D 03. D 04. B
Text I
01. C 
02. D 
03. A 
04. C 
05. B
Text II
01. A 
02. D 
03. C
04. B 
05. A
06. C
07. B
Text III
01. A
Text IV
01. E
02. C
Enem Exercises
01. C 
02. B 
03. E
Having Fun
01. 1. A) builder
 B) builds
 2. A) drives
 B) driver
 3. A) call
 B) caller
 4. A) writer
 B) writes
 5. A) designs
 B) designer
GLOSSARY
● bark (verb) = latir (bark - barked - barked)
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MÓDULOLÍNGUA INGLESA
SIMPLE PAST
O Simple Past é o tempo verbal que utilizamos quando 
nos referimos a eventos que ocorreram em um tempo 
determinado no passado.
Structure
Subject + past form of the verb + complement
• No Simple Past, nas formas interrogativa e negativa, 
o verbo tem forma de infinitivo sem to.
Exemplos:
– Affirm.: Carol passed her exam last year.
– Inter.: Did Carol pass her exam last year?
– Neg.: Carol didn’t pass her exam last year.
– Affirm.: He went to the movies last week.
– Inter.: Did he go to the movies last week?
– Neg.: He didn’t go to the movies last week.
CHECK IT OUT
Com relação ao Simple Past Tense, temos 
verbos regulares e irregulares.
Os verbos regulares terminam em -ed. 
Para se formar os verbos regulares no 
passado, acrescentamos -d, -ed ou -ied, 
dependendo das formas originais dos verbos. 
Os irregulares não têm uma terminação 
específica. Cada um deles tem sua forma 
particular, que deve ser memorizada.
Exemplos:
VERBOS REGULARES
VERBOS IRREGULARES
love (base form) – loved (Simple Past)
work (base form) – worked (Simple Past)
study (base form) – studied (Simple Past)
choose (base form) – chose (Simple Past)
swim (base form)– swam (Simple Past) 
put (base form) – put (Simple Past)
Usos
• Como já dito anteriormente, o Simple Past indica que 
a ação ocorreu em um tempo definido no passado. 
É comum encontrar advérbios de tempo que 
delimitamo tempo de ocorrência da ação verbal.
Time Expressions
yesterday – the day before (yesterday) – 
the year before (last year) – last Monday – 
last week – last month – ago – 
last Christmas – last… – in 2007 – in 1994
Exemplos:
– He studied Chinese last year.
– Did you talk to your friend yesterday?
– He worked for the company in 1977.
• Indica uma ação que ocupou um espaço de tempo 
no passado.
Exemplos:
– Pauline studied in our school for 5 years when she 
lived in our city.
– Marisa worked in that company from 1990 to 2000.
• Ações consecutivas no passado.
Exemplo:
– When I entered the bus, I saw her.
• Ações que foram hábitos no passado.
Exemplo:
– When Greg was younger, he used to fly kites. 
Now he’s a grown-up and doesn’t do that anymore. 
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Simple Past Tense 07 A
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CONSOLIDATION I
01. FILL IN the blanks with the Simple Past tense form of 
the verbs given in parentheses.
A) Kelly _________ many friends when she _________ 
in America. (neg. have – be)
B) She _________ in this school last year. (work)
C) Where _________ you _________ last weekend? (go)
D) John __________ his job when he ___________ to 
another country. (leave – move)
E) My grandma ___________ a delicious cake yesterday. 
(make)
02. (UFMG–2006 / 2ª etapa) FILL IN the blanks with 
appropriate verbal forms. Use the verbs in parentheses. 
(The first one is done for you as an example.)
Money Can’t Buy Job Happiness
By Jeff D. Opdyke
In my first job in 1989, I earned (earn) $16,380 annually, 
as a reporter for a newspaper in north Louisiana. 
If I could only get to $25,000, I 1._________________ 
(remember) thinking, life 2.___________________ (be) 
a breeze. With a job change a few months later, 
I 3.________________ (jump) past $27,000, and soon 
I 4.____________ (see) $40,000 as my new bar. So even 
if you can 5.________________ (survive) quite nicely on 
what you earn, it 6.__________________ (never seem) 
enough, and we immediately start 7.________________ 
(daydream) of a bigger figure. I 8.______________ (talk) 
last week to a friend in New York who 9._______________ 
(approach) in recent months by two companies 
looking to steal her away from her current job. 
Both 10._____________________ (pay) her a lot more 
money than she 11.__________________ (make) now. 
She 12._____________ (reach) that level in her current 
job where she no longer must 13.__________________ 
(prove) her abilities. The thing is, she says, when 
you 14.___________________ (walk) through the new 
doors, you have to prove yourself all over again, and 
that 15.______________ (take) energy. I’m very driven, 
but to do that when you 16._______________ (establish) 
should really take something special, and something more 
than money. She 17._______________ (not decide) yet. 
But she says: “I 18.________________ (be) very angry 
with myself if I traded comfort in my current job just for 
money in a job that 19._________________ (not provide) 
everything else I might 20._________________ (need).”
OPDYKE, Jeff D. Money can’t buy job happiness. Career Journal, 
Apr. 19, 2005. Available at: <http://www.careerjournal.com/
myc/workfamily/20050419-opdyke.html>. (Adapted).
USED TO
Structure
Used to + Verb
A estrutura used to é usada para:
• descrever um hábito ou atividade regular no passado 
que não ocorre mais. 
Exemplos:
– I used to study hard during college.
– I didn’t use to play tennis, but now I do it very often.
• descrever situações que ocorreram no passado e não 
existem mais.
Exemplos:
– I used to have an electric guitar.
– I used to live in Los Angeles. 
OBSERVAÇÃO
A estrutura também é usada para expressar uma ação 
à qual se está acostumado ou que é frequente. Veja: 
Structure
To be + used to + verb (-ing)
Exemplo:
– I am used to working every Saturday.
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CHECK IT OUT
Atenção ao se fazer menção a hábitos passados 
em Língua Inglesa. A forma utilizada para se 
referir a tais hábitos é used to, também sendo 
possível que, em alguns casos, utilize-se o 
verbo modal would.
Exemplos: 
– When I was single, I used to play soccer 
with my friends every weekend. Now, that I’m 
married, I stopped doing that because my wife 
is too demanding.
– When I was a child, my mother would wake 
me up with a kiss every morning. 
A
e
CONSOLIDATION II
01. COMPLETE the sentences using used to in the sentences 
that follow.
A) John __________________ (live) in the suburbs, but 
now he lives downtown.
B) Mary ____________________ (play) soccer, but not 
anymore.
C) I ____________________ (study) a lot for vestibular 
but now I don’t need it.
D) He ________________ (take) a bus, but now he has 
got a car. 
02. (FUVEST-SP) TRANSCREVA as orações, substituindo as 
formas verbais was e did e introduzindo Used to:
A) John was a good student.
B) She never did her lesson poorly.
PROPOSED EXERCISES
01. (UEPB–2006 / Adapted) The following question refers to 
this poem excerpt:
A Better World
I woke up one day
and I saw that things were not the same.
I heard the cars making a noise
I saw the streets no place for toys.
[…]
I made a plea, do something with me,
because it’s not a simple thing:
our lives are in danger
and we want a better world to live in.
Annita Theodorou
The base forms of the verbs underlined in the poem are, 
respectively,
A) wake, see, hear and make.
B) awake, see, hears and make.
C) wake, see, hears and maker.
D) awake, sea, hear and make.
E) wake, see, hear and maker.
02. (UESC-BA–2006 / Adapted) The only regular verb is in 
alternative:
A) “have” C) “find” E) “throw”
B) “pick up” D) “get” 
03. (UECE) Uma das seguintes alternativas contém apenas 
verbos irregulares; indique-a.
A) suppose, commit, cut, destroy
B) cut, get, see, devastate
C) devastate, take, eat, see
D) remake, cut, eat, get 
04. (UFAC) Assinale o verbo que possui a mesma forma no 
presente, passado e particípio passado.
A) bind D) cost 
B) lay E) dive
C) can
05. (UPE–PE) When Barbara __________ home last night 
she __________ so tired that she ________ straight to 
her bedroom and __________ asleep.
A) arrived; was; went; fell.
B) arrived; is; went; fell. 
C) arrived; was; went; felt. 
D) arrived; was; go; fell.
E) arrives; was; goes; fell.
06. (UFMA) The interrogative form of the sentence 
“The French captain learned the language of the indians” is: 
A) Did the French captain learn the language of the 
indians? 
B) Does the French captain learn the language of the 
indians? 
C) Is the French captain learning the language of the 
indians? 
D) Is the French captain going to learn the language of 
the indians? 
E) Didn’t the French captain learn the language of the 
indians? 
Simple Past Tense
20 Coleção Estudo
TEXT I
FCMMG–2009
Health for Life
Your Lifestyle, Your Genes, And Cancer
 
Now research explores the complex interactions that cause our 
most dreaded disease. A look into some of the steps you can 
take to reduce your risk. 
 We’ve known for a long time that a high-fat diet, 
obesity and lack of exercise can increase the risk of 
developing heart disease and type 2 diabetes, two 
conditions that affect millions of Americans. What we 
05 are finding out now is that those same lifestyle factors 
also play an important role in cancer. That’s the bad 
news. The good news is that you can do something about 
your lifestyle. If we grew thinner, exercised regularly, 
avoided diets rich in red meat (substituting poultry, fish
10 or vegetable sources of protein) and ate diets 
rich in fruits and vegetables, and stopped using 
tobacco, we would prevent 70 percent of all cancers.
 The strongest evidence of the importance of lifestyle 
in cancer is that most common cancers arise at 
15 dramatically different rates in different parts of the 
globe. Several cancersthat are extremely common 
in the United States – colon, prostate and breast 
cancer – are relatively rare in other parts of the 
world, occurring only 1/10th or 1/20th as often. Equally
20 striking, when people migrate from other parts of the 
world to the United States, within a generation their cancer 
rates approach those of us whose families have lived in 
this country for a long time. Even if people in other parts 
of the world stay put, but adopt U.S. lifestyle, their risk of 
25 cancer rises; as Japanese have embraced Western habits, 
their rates of colon, breast and prostate cancer have 
skyrocketed.
 What is it about our lifestyle that raises the risk of 
many types of cancer? The main culprits seem to be the
30 Western diet, obesity and physical inactivity. While we’ve 
known about the importance of tobacco and cancer for 
more than 50 years, we are just beginning to understand 
how diet, a healthy body weight and regular exercise can 
protect us against cancer.
35 A striking example of the profound influence of diet 
was reported last summer in The Journal of the American 
Medical Association. Doctors determined the eating habits 
of patients with colon cancer in the years following surgical 
removal of the cancer. Over the next five years, those
40 who ate a traditional Western diet had a threefold greater 
likelihood of developing a recurrence of the disease than did 
those who ate a “prudent” diet rich in fruits and vegetables 
and including only small amounts of red meat. How had 
diet affected these patients? The surgery clearly had not
45 removed all their colon-cancer cells: prior to the surgery, 
some cells had already spread from the primary tumor. 
The Western diet had somehow stimulated the growth of 
these small deposits of residual cancer cells.
 Obesity is the second most important factor in causing 
50 cancer in Western populations after tobacco, and there is 
evidence that maintaining a healthy weight is protective 
against the disease. A study by the American Cancer 
Society in 2003 found that the heaviest people, in 
comparison with the leanest, had a significantly increased
55 risk of death from 10 different kinds of cancer in men, 
and from 12 different kinds in women. The most extreme 
examples were liver cancer in men (nearly fivefold 
increased risk) and uterine cancer in women (more than 
sixfold increased risk).
BERG, Robert A.; KOMAROFF, Anthony L. Health for life: your 
lifestyle, your genes and cancer. Newsweek, Jun. 30, 2008, 
p. 39-40. (Adapted).
01. The text deals with the relation between cancer and
A) other diseases like diabetes.
B) the influence of diet in one’s lifestyle.
C) the lifestyle of people in the USA.
D) an evidence of its increase in old people.
02. Up to recently, it has been well known that obesity, 
high-fat diet and lack of exercise
A) are important factors in increasing the risk of heart 
disease and diabetes.
B) are good strategies for avoiding the risk of heart 
disease and diabetes.
C) are conditions for the developing of various kinds of 
heart disease.
D) have become a very common thing in the world’s lifestyle.
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03. According to the text, millions of Americans 
A) are obese and follow a high-fat diet.
B) have diabetes due to lack of exercise.
C) run the risk of developing heart disease.
D) suffer from heart disease and type 2 diabetes.
04. The alert the article is raising at this point is that 
A) people who have contracted heart disease or diabetes 
are apt to contract cancer.
B) high-fat diet, obesity and lack of exercise increase 
the risk of developing cancer.
C) obese people who have cancer and do not exercise 
are likely to die of heart disease.
D) the risk of developing cancer is much higher than the 
risk of contracting heart disease.
05. One of the advices the article is sending people is
A) to stop eating too much poultry.
B) not to mix vegetable with fish.
C) to avoid diets rich in red meat.
D) not to eat too much fish.
06. The text states that 70 percent of all cancers could be 
prevented if people
A) had a better diet and smoked less.
B) ate more red meat and protein.
C) exercised while eating fruit.
D) used tobacco more often.
07. According to the text, one of the following is NOT among 
the most common cancers in the United States:
A) prostate C) colon
B) breast D) lung
08. Also according to the text, some cancers that are common 
in the United States, in other parts of the world
A) have become relatively rare.
B) do not exist altogether.
C) are spreading quickly.
D) are equally common.
09. A curious circumstance is that people from other parts of 
the world migrate to the United States, their cancer rates
A) reach 1/10th of the rates of their original countries.
B) come close to the Japanese who stayed in their own 
country.
C) keep the same rate as they enjoyed in their countries.
D) approach the rate of American families in just one 
generation.
10. The most important factor in causing cancer in the US 
population is, in the CORRECT order,
A) tobacco and obesity.
B) exercise and obesity.
C) low-fat diet and tobacco.
D) obesity and heart disease.
TEXT II
FUVEST-SP
 I used to think I could quit checking my e-mail any 
time I wanted to, but I stopped kidding myself years 
ago. My e-mail program is up and running 24 hours a 
day, and once I submit to its siren call, whole hours 
can go missing. I have a friend who recently found 
herself stuck on a cruise ship near Panama that didn’t 
offer e-mail, so she chartered a helicopter to take 
her to the nearest Internet café. There was nothing 
in her queue but junk mail and other spam, but she 
thought the trip was worth it.
 I know how she felt. You never know when you’re 
going to get that note from Uncle Eric about your 
inheritance. Or that White House dinner invitation 
with a time-sensitive R.S.V.P.
TIME, Jun. 10, 2002.
01. The passage tells us that the writer
A) believes it’s about time he stopped thinking he can 
break the e-mail habit any time.
B) is fully aware that he’s a compulsive e-mail checker.
C) used to think only kids wasted whole hours checking 
their e-mail.
D) didn’t think it would take him years to break the e-mail 
habit.
E) thinks that once he’s able to stay away from his e-mail 
for 24 hours, he’ll get rid of his addiction.
02. Choose the CORRECT translation for “[...] whole hours 
can go missing.” 
A) Não sinto falta das horas perdidas.
B) Vale a pena desperdiçar várias horas.
C) Sou capaz de perder horas inteiras.
D) Posso perder totalmente a noção das horas.
E) Não me importo em ficar até altas horas.
03. What did the writer’s friend find when she was able to 
check her e-mail, according to the passage?
A) Unimportant messages. D) No message at all.
B) The writer’s message. E) Her uncle’s message.
C) An invitation to dinner.
04. According to the passage, the writer’s friend
A) was flown to Panama because the cruise ship had made 
her feel sick.
B) regretted having chartered a helicopter, after she 
checked her e-mail in the café.
C) left the cruise ship on a helicopter sent by her uncle 
to check her e-mail in the nearest Internet café.
D) was offered a helicopter to take her to Panama when 
her cruise ship was stuck.
E) was glad she had left the cruise ship on a helicopter 
to check her e-mail in the café.
Simple Past Tense
22 Coleção Estudo
TEXT III
UFMG
Why is the South Pole colder than the North Pole? 
Robert Bindschadler, a senior fellow and glaciologist 
at NASA’s Goddard Space Flight Center, explains.
N
A
S
A
THE U.S. STATION at the South Pole has been occupied 
since 1957. The coldest temperature on record for the South 
Pole is - 80.6 degrees Celsius.
 Both polar regions of the Earth are cold, primarily 
because they receive far less solar radiation than 
the tropics and mid-latitudes do. At either pole the 
Sun neverrises more than 23.5 degrees above
05 the horizon and both locations experience six months 
of continuous darkness. Moreover, most of the sunlight 
that does shine on the polar regions is reflected by the 
bright white surface. What makes the South Pole so 
much colder than the North Pole is that it sits on
10 top of a very thick ice sheet, which itself sits on 
a continent. The surface of the ice sheet at the 
South Pole is more than 9,000 feet in elevation 
– more than a mile and a half above sea level. 
Antarctica is by far the highest continent on the Earth. 
15 In comparison, the North Pole rests in the middle of 
the Arctic Ocean, where the surface of floating ice rides 
only a foot or so above the surrounding sea. The Arctic 
Ocean also acts as an effective heat reservoir, warming 
the cold atmosphere in the winter and drawing heat from 
20 the atmosphere in the summer.
Available at: <http://www.sciam.com>.
01. The South Pole is colder than the North Pole because the 
first
A) gets less heat from the Sun.
B) experiences no summer and winter.
C) is located on a high continent.
D) has less contact with floating ice.
02. The text states that
A) radiation is higher in one of the two poles.
B) brightness creates a white surface in both regions.
C) temperatures reach 23.5 degrees in the two regions.
D) sunlight is absent for half a year in both poles.
03. One can infer from the text that Robert Bindschadler is
A) a scientist. C) an astronaut.
B) a flight attendant. D) a student.
04. The word itself (line 10) refers to
A) ‘‘a thick ice sheet’’. C) ‘‘the South Pole’’.
B) ‘‘a continent’’. D) ‘‘the North Pole’’.
05. All the following verbs are used with similar meanings in 
the text, EXCEPT
A) [...] rests[...] (line 15). C) [...] sits[...] (line 9).
B) [...] acts[...] (line 18). D) [...] rides[...] (line 16).
TEXT IV
FJP-MG–2010
Hopes rise for UK financial sector 
 The number of new financial companies seeking UK 
regulatory authorisation rose 10 per cent in the second 
quarter, marking the first increase since early 2008. The 
single largest group among the 282 new registrants with 
the Financial Services Authority were independent financial 
advisers who sell life assurance and other retail products. 
The data are likely to boost hopes that parts of the financial 
community in London may now be reshaping and adapting 
after the financial crisis. The number of firms cancelling 
their authorisation with the FSA also slowed by 18 per cent 
in the three months to June, a study by IMAS Corporate 
Advisors shows. But the researchers warned that it was too 
early to say the recession was ending. The 631 cancellations 
still far outnumbered the 282 new entrants UK-wide. But 
London might be bottoming out: the capital′s 114 new 
groups equalled the number of cancellations in the quarter.
MASTERS, Brooke. Hopes rise for UK financial sector. Financial 
Times, Aug. 09, 2009. Available at: <http://www.ft.com/home/us>.
01. The text states that new financial companies
A) are in the increase in UK.
B) are rising funds to start operations.
C) decreased in the present year.
D) have registered losses lately.
02. The financial companies the text talks about are in the 
process of
A) asking for regulatory authorisation.
B) closing their activities started in 2008.
C) increasing their regulatory capital.
D) marking the demand of customers.
03. The demand for authorisation by financial companies has risen
A) for the first time since early 2008.
B) in the same rate as last year.
C) increasingly from the first months of 2008.
D) regularly since the beginning of 2008.
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04. The majority of the companies presented in the text
A) belonged to a holding of 282 companies.
B) dealt with life insurance and retail products.
C) seemed interested in employing only single people.
D) were government boards giving authorisation.
05. The good news seems to indicate that in London the
A) community is coming down with the financial crisis.
B) companies fear the financial crisis will not end.
C) financial community is finding a solution for the crisis.
D) financial crisis is at its peak since the beginning of 2008.
06. According to the text, which of the following statements 
is TRUE?
A) Authorisations increase, cancellations decrease.
B) The number of authorisations and cancellations are even.
C) The percentage of authorisations slowed by 18% this year.
D) The percentage of cancellations is bigger by the day.
TEXT V
UNESP–2011
Status of same-sex marriage South America
 Argentina
 The Autonomous City of Buenos Aires (a federal district 
and capital city of the republic) allows same-sex civil 
unions. The province of Rio Negro allows same-sex civil 
unions, too. Legislation to enact same-sex marriage 
across all of Argentina was approved on July 15, 2010.
 Brazil
 A law that would allow same-sex civil unions throughout 
the nation has been debated. Until the end of the first 
semester of 2010 the Supremo Tribunal Federal had not 
decided about it.
 Colombia
 The Colombian Constitutional Court ruled in February 
2007 that same-sex couples are entitled to the same 
inheritance rights as heterosexuals in common-law 
marriages. This ruling made Colombia the first South 
American nation to legally recognize gay couples. 
Furthermore, in January 2009, the Court ruled that 
same-sex couples must be extended all of the rights 
offered to cohabitating heterosexual couples.
 Ecuador
 The Ecuadorian new constitution has made Ecuador stand 
out in the region. Ecuador has become the first country 
in South America where same-sex civil union couples are 
legally recognized as a family and share the same rights 
of married heterosexual couples.
 Uruguay
 Uruguay became the first country in South America to 
allow civil unions (for both opposite-sex and same-sex 
couples) in a national platform on January 1, 2008. 
Children can be adopted by same-sex couples since 2009.
Avaliable at:<http://en.wikipedia.org/>. (Adapted).
01. Assinale a alternativa CORRETA.
A) Segundo o texto, os países nos quais os direitos de 
casais heterossexuais e de casais homossexuais são 
os mesmos são o Equador e a Colômbia.
B) De acordo com as informações do texto, entende-se 
que uniões civis entre pessoas do mesmo sexo são 
legais em todos os países da América do Sul.
C) De acordo com o texto, entende-se que, dentre os 
países da América do Sul, somente no Brasil ainda não 
se permitem uniões civis entre pessoas do mesmo sexo.
D) O país da América do Sul onde as uniões civis entre 
pessoas do mesmo sexo demoraram mais para ser 
legalizadas é o Uruguai.
E) As uniões civis entre pessoas do mesmo sexo, válidas 
em todo o território brasileiro, foram aprovadas em 
2010 pelo Supremo Tribunal Federal.
02. Assinale a alternativa CORRETA.
A) A Colômbia foi a última nação sul-americana a aprovar 
a união civil de casais hétero ou homossexuais.
B) A Argentina foi a segunda nação sul-americana a 
reconhecer os direitos dos casais do mesmo sexo.
C) O Equador foi o país sul-americano que menos 
se empenhou para reconhecer os direitos dos 
homossexuais.
D) O Uruguai foi o primeiro país sul-americano a aprovar 
uniões civis de casais hétero e homossexuais.
E) O Brasil não tem demonstrado nenhum interesse no 
reconhecimento dos direitos dos casais homossexuais.
03. Assinale a alternativa na qual todas as palavras são 
formas verbais relativas ao passado.
A) Adopted, become, decided, recognized, ruled.
B) Adopted, allow, become, recognized, ruled.
C) Approved, became, been, decided, ruled.
D) Allow, approved, became, decided, may.
E) Can, debated, entitled, made, offered.
04. Com base nas informações do texto, o que podemos 
inferir a respeito da situação atual dos casais do mesmo 
sexo na Argentina?
A) As uniões civis entre pessoas do mesmo sexo são 
válidas somente em Buenos Aires e na província de 
Rio Negro.B) Os casais do mesmo sexo provavelmente ainda não 
têm todos os direitos dos casais heterossexuais.
C) A província de Rio Negro foi a região onde uniões civis 
entre pessoas do mesmo sexo foram aprovadas mais 
recentemente.
D) Em Buenos Aires, as leis para uniões civis entre 
pessoas do mesmo sexo são diferentes do restante 
do país.
E) Os casais homossexuais poderão ter exatamente os 
mesmos deveres dos casais heterossexuais.
Simple Past Tense
24 Coleção Estudo
ENEM EXERCISES
01. 
PALEY, Nina; HERSH, Stephen. 2003. Available at: <http://
upload.wikimedia.org/wikipedia/commons/5/5a/Hots_
CrosswordColor300.png>. Accessed: Aug. 12th, 2010.
After reading the previous comic strip, it is possible to 
state that its humor is due to the fact that
A) the husband gets angry when he has to do crossword 
puzzles for his wife.
B) the only time the husband wants privacy is when he 
is doing crossword puzzles. 
C) the wife gets upset with her husband because he is 
reading the newspaper.
D) the wife doesn’t know how to help her husband to 
get out of the toilet.
E) the wife is upset with her husband because everytime 
she wants to go to the toilet he is there.
GLOSSARY
● exam = exame; avaliação
● grown-up = adulto 
 SX
C
● kite = pipa
ANSWER KEY
Consolidation I
01. A) didn’t have – was
 B) worked
 C) did – go
 D) left – moved
 E) made
02. 1. remember 11. is making
12. has reached
13. prove
14. walk
15. takes
16. are established
17. has not decided
18. would be
19. does not provide
20. need
 2. would be
 3. jumped
 4. saw
 5. survive
 6. never seems
 7. daydreaming
 8. talked
 9. had been approached
 10. would pay
Consolidation II
01. A) used to live C) used to study
 B) used to play D) used to take
02. A) John used to be a good student.
 B) She never used to do her lesson poorly.
Proposed Exercises
01. A 03. D 05. A
02. B 04. D 06. A
Text I
01. C 03. D 05. C 07. D 09. D
02. A 04. B 06. A 08. A 10. A
Text II
01. B 02. C 03. A 04. E
Text III
01. C 02. D 03. A 04. A 05. B
Text IV
01. A 03. A 05. C
02. A 04. B 06. A
Text V
01. A 02. D 03. C 04. B
Enem Exercises
01. B
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MÓDULOLÍNGUA INGLESA
PRESENT CONTINUOUS
O Present Continuous é utilizado para descrever uma ação 
que se passa no momento em que é descrita ou, ainda, uma 
ação que possui um aspecto temporário.
Structure
She is playing the guitar.
verb to be + main verb (-ing) complement
They are studying English.
verb to be + main verb (-ing) complement
Exemplos:
– It is raining a lot right now. (descrição simultânea 
ao fato)
– I usually go to college in the morning, but, as I’m on 
vacation, I’m staying at home. (ação com aspecto 
temporário)
Outros exemplos:
– Alice is reading a book.
– They are buying a new house.
– I am leaving school. 
• Para se fazer uma pergunta no Present Continuous 
Tense, basta colocar o verbo to be (na sua forma 
presente) antes do sujeito.
Exemplos: 
– Affirm.: She is dreaming.
– Inter.: Is she dreaming?
• Para fazer uma negação, basta colocar not após o 
verbo to be.
Exemplos: 
– Affirm.: They are opening the door.
– Neg.: They are not opening the door.
 They aren’t opening the door.
GERUND
A forma verbal acrescida de -ing é chamada gerúndio 
(gerund). Essa é uma forma nominal do verbo que indica 
processo. Para se formar o gerúndio de alguns verbos, além 
de lançar mão da regra geral (verb + -ing), é necessário, 
também, fazer algumas adaptações. Veja a seguir:
• Para verbos terminados em -e, elimina-se o -e e 
acrescenta-se -ing.
Exemplos:
– to love: loving
– to live: living
– to care: caring
– to dance: dancing
– to come: coming
• Para verbos terminados em “CVC” (consoante-vogal-
consoante), em que essa sequência seja a sílaba 
tônica do verbo, dobra-se a última consoante e, 
então, acrescenta-se -ing.
Exemplos:
– to cut: cutting
– to rob: robbing
– to permit: permitting
– to prefer: preferring
– to shop: shopping
OBSERVAÇÃO
Há exceções. Veja:
– to die: dying
– to lie: lying
sx
c
to lie
Present Continuous and 
Past Continuous Tenses
08 A
26 Coleção Estudo
to walk to come to fly to stop
Affirmative
I am walking am coming am flying am stopping
he, she, it is walking is coming is flying is stopping
you, we, they are walking are coming are flying are stopping
Interrogative
I Am ___ walking? Am ___ coming? Am ___ flying? Am ___ stopping?
he, she, it Is ___ walking? Is ___ coming? Is ___ flying? Is ___ stopping?
you, we, they Are___ walking? Are ___ coming? Are ___ flying? Are ___ stopping?
Negative
I am not walking am not coming am not flying am not stopping
he, she, it is not walking is not coming is not flying is not stopping
you, we, they are not walking are not coming are not flying are not stopping
 sxc sxc
 to stop to fly
Usos
• Após verbos de percepção.
Exemplos:
– He saw me doing that.
– He heard me playing the piano.
• O verbo pode estar no gerúndio, caso tenha função 
de sujeito da frase, seja precedido de preposição ou 
esteja após certos verbos que exigem o gerúndio.
Exemplos:
– Smoking is a lousy habit. (sujeito)
– He is tired of studying. (of = preposição)
– She enjoys working with us. (enjoy = verbo que 
exige gerúndio)
• O verbo com -ing pode ter função adjetiva. 
Exemplos:
– This is a very interesting book.
– That is an exciting story.
CONSOLIDATION I
01. FILL IN the blanks with the Present Continuous of the 
verbs in parentheses.
A) We ________________ our homework now. (to do)
B) What ________________ Mary ________________ 
to do? (to try)
C) He ________________ to us about the story. 
(to lie - neg.)
D) I can’t talk to you now, I ________________ my hair. 
(to wash)
E) He ________________ a book. (to write)
F) They ________________ a magazine now. (to read 
-neg.)
G) We ________________ our bike . (to fix)
H) What ________________ you ________________ 
to say to me? (to try)
I) ________________ he ________________ at this 
 moment? (to work)
J) The children ________________ with the toys. 
(to play)
K) Look! That woman ________________ a strange dress. 
(to wear)
02. (UFMG–2007 / 2ª etapa) Using the verbs in parentheses, 
COMPLETE the sentences with the appropriate verbal 
forms.
A) A study from King’s College London _________________ 
(suggest) that ___________________ (chew) gum after 
meals ____________________ (fight) acid reflux.
B) An apple a day _______________(keep) the doctor 
away_______________(not be) really that far from 
truth, especially when it comes to keeping your 
digestive system_________________(run) smoothly.
C) Consuming oily fish may_____________(reduce) 
the risk of ___________ (develop) asthma. In a 
University of Cambridge study of 770 volunteers, 
researchers___________________ (find) that those 
with symptomatic asthma ______________ (be) less 
likely____________ (report) ____________ (eat) 
fish at least twice a week throughout the year than 
those with asthma.
D) One large egg __________________ (contain) just 
75 calories, 5 grams of fat and 6.25 grams of protein.
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E) The latest guidelines urge men _____________ (eat) 
nine fruits and vegetables a day, in part because they 
_____________ (be) at greater risk of many cancers 
than women.
F) If you ___________(eat) carbs and proteins together, 
your body _________________ (not absorb) them 
properly, and you ____________ (be) low on key 
vitamins.
G) Lol l ipop is a favorite chi ldren’s snack and 
________________ (be) so since it ______________ 
(introduce) in England in the 1780s. The name comes 
from an English dialect word, “lolly,” “tongue,” and the 
“pop” is probably associated with the sound made 
when the candy __________________ (withdraw) 
from the mouth.
PAST CONTINUOUS
O Past Continuous é utilizado para descrever ações que 
estavam em progresso no passado.Formamos o Past 
Continuous usando a forma
Structure
was
or
were
+ verb (-ing)
• O Past Continuous descreve uma ação que estava 
acontecendo quando outra, no Simple Past, ocorreu.
Exemplos: 
– When I was coming to school, I saw an accident.
 PC SP
– I was sleeping when the telephone rang.
 PC SP
• O Past Continuous descreve duas ou mais ações 
simultâneas no passado.
Exemplos: 
– The boys were playing soccer while it was raining.
– Peter and I were watching TV as Mom was 
cooking.
CONSOLIDATION II
01. FILL IN the blanks with the Past Continuous form of the 
verb in parentheses. The first one is given as an example.
A) They were eating in the restaurant. (eat)
B) It ________________ when I left home. (rain)
C) When you telephoned, I ________________ dinner. 
(have)
D) The baby ________________ soundly when I went 
to wake him up. (sleep)
E) He ________________ breakfast when I went to his 
hotel room. (order)
F) I got sick while we ________________ to Mexico. 
(drive)
G) He ________________ in California when his father 
died. (work)
H) I ________________ a nap when you called. (take)
I) She ________________ with Mr. Smith when I saw 
her at the hall. (talk)
J) The accident happened while they ________________ 
in Mexico. (travel)
K) She fell as she ________________ into a taxi. (get)
L) The car ________________ at high speed when it 
struck the child. (travel)
M) When I got up this morning, the sun ________________ 
brightly. (shine)
N) They ________________ in Japan when the war 
started. (live)
O) I ________________ the paper when you called. (read)
PROPOSED EXERCISES
01. (UNESP) Assinale a alternativa que preenche 
CORRETAMENTE cada lacuna da frase apresentada.
I __________ to the radio every day, but I __________ 
listening to it now.
A) listen ... am not
B) listened ... had
C) listening ... was not
D) was listening ... not
E) not listen ... was
02. (Cesgranrio) Indicate the alternative that BEST 
completes the following sentence. “He ___________ the 
___________ now.”
A) could remind - girls’ name
B) has reminded - girl’s name
C) is remembering - girl’s name
D) reminds - name of the girl
E) remembers - girl’s name
03. (Mackenzie-SP) Indicate the alternative that BEST 
completes the following sentence. 
“She __________ his proposal, but she __________ a 
decision for a while.”
A) considers - doesn’t need to make
B) is considering - doesn’t want to make
C) has considered - had to take
D) has been considering - is taking
E) considered - needs to take
Present Continuous and Past Continuous Tenses
28 Coleção Estudo
TEXT I
UFOP-MG
Fact or Fiction
Do You Really Need Seven Hours of Sleep?
By Temma Ehrenfeld | Newsweek Web Exclusive
Feb. 19, 2008. | Updated: 12:25 p.m. ET Feb. 19, 2008.
 Yep, you do. Although people do vary in how much 
sleep they need, the differences are slight, and the vast 
majority of us (including seniors) need seven to eight 
hours. Most people who regularly get less than seven 
hours of rest are simply unaware of the damage that 
fatigue and sleepiness is doing to their bodies. Chronic 
“short-sleepers,” as scientists call them, have forgotten 
what it feels like to be well rested, says Robert Rosenberg, 
medical director of the Sleep Disorders Center of Prescott 
Valley, in Arizona.
 The evidence indicates that a person who regularly 
sleeps less than seven hours a night functions as badly as 
someone who hasn’t slept for one to three days, according 
to a research review published in the Journal of Clinical 
Sleep Medicine last year. Furthermore, the largest current 
longitudinal studies (one involving 21,268 people and 
another 10,308) showed that sleep-deprivation increased 
mortality: the chance of dying younger than people of the 
same age, gender and health-risk factors. In the larger 
study researchers at the Finnish Institute of Occupational 
Health assessed the sleep habits of the group in 1975 
and 1981 and then checked to see who was still alive on 
Dec. 31, 2003. After comparing subjects’ survival rates to 
the average for people of the same age (and adjusting for 
other known death risks, like smoking), the researchers 
concluded that lack of sleep increased mortality in the 
study participants by 26 percent for men and 21 percent 
for women. The cause of death might be accidents, 
or diseases exacerbated by sleep-deprivation. Other 
current research indicates that lack of sleep affects the 
body’s hormones, immune system and metabolism; 
hence, it can be a risk factor for obesity, diabetes and 
heart disease.
 To evaluate the quality of your own sleep – and whether 
you’re getting enough – try these tools offered by the 
American Academy of Sleep Medicine.
EHRENFELD, Temma. Fact or Fiction. NewsWeek, Feb.19, 2008. 
Available at: <http://www.newsweek.com/id/113270>. 
Accessed: Feb. 20th, 2008.
01. Researchers concluded that sleep-deprivation
A) must be recommended for old people.
B) may cause no impact in death rates.
C) improves the quality of life of everyone.
D) can be riskier for men than for women.
02. The information that we can infer from the text is
A) the research reviews discussed are incomplete.
B) the larger research involved just a group of women.
C) the studies involved over thirty thousand people.
D) the stated results have no scientific basis.
03. Seven to eight hours of sleep a night is
A) too much for students.
B) the least for most people.
C) very little for children.
D) a lot for old people.
04. “Short-sleepers” are people who sleep
A) less than 7 hours a night. C) just at night.
B) during the work. D) all the time.
TEXT II
FJP-MG–2010
Fraud Spotlight on Hollywood
By Matthew Garrahan in Los Angeles and Brooke 
Masters in New York 
Published: August 9 2009 18:59
 Hollywood studios and film producers are set to face 
increasing scrutiny from anti-fraud officials, as a result 
of a trial involving incidents in Bangkok that could 
have repercussions across the entertainment sector. 
Gerald Green, an American film producer, and his wife, 
Patricia, are alleged to have violated the US Foreign 
Corrupt Practices Act (FCPA) by paying bribes to a Thai 
tourism official. It is claimed that the alleged bribes 
were offered to obtain contracts to run an international 
film festival in Bangkok. Mr Green and his wife have 
pleaded not guilty to bribery charges. The Green‘s 
trial in Los Angeles, which is entering its second week, 
is the first FCPA case to involve the entertainment 
industry. The case suggests that Hollywood has joined 
the pharmaceuticals and energy industries as a target 
of anti-fraud enforcers at the US department of justice. 
The new interest of FCPA in Hollywood could become a 
severe headache for studios and producers that shoot 
films in international locations. The Green‘s trial is likely 
to be followed by more FCPA investigations in Hollywood, 
Jonathan Drimmer, a former DoJ lawyer, said. “The 
justice department identifies a practice [in a particular 
industry] and then suddenly they go across that industry 
in a lateral manner. They did it with the medical device 
industry and they did it with oil and gas companies.” 
Available at:<http://www.ft.com/home/us>. 
Accessed: Aug. 9th, 2009.
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01. Some incidents in Bangkok have brought all of the 
following consequences, EXCEPT
A) A trial was led to verify the recent incidents which 
occurred.
B) Authorities have decided to put anti-fraud officials on 
trial.
C) The incident may bring repercussions to the 
entertainment world.
D) There is bound to be a closer look into Hollywood and 
film producers.
02. The incident the article is talking about involves a/an
A) alleged assault by a Thai tourism official.
B) claim that the Thai tourism official is dishonest.
C) possible bribe of a Thai tourism official.
D) violation of thelaw by a Thai tourism official.
03. According to the article, pharmaceuticals and energy 
industries are
A) other entities scrutinized by the US department of 
justice.
B) involved in the making of a film festival in Bangkok.
C) helping Hollywood to increase the entertainment 
industry.
D) enforcers of the cases scrutinized by the department 
of justice.
04. The article shows that the incident, followed by the trial 
and the interest of the FCPA, may
A) bring a lot of problems for studios and producers.
B) help Hollywood produce more films abroad.
C) launch the entertainment industry upwards.
D) stop producers from filming in international locations.
TEXT III
FCMMG
Childhood Obesity
 Obese kids suffer both physically and emotionally 
throughout childhood, and those who remain heavy as 
adolescents tend to stay that way into adulthood. The 
resulting illnesses – diabetes, heart disease, high blood 
pressure, several cancers – have cost the American 
government $100 billion in medical expenses. It’s been 
estimated that some 6 million American children are now 
fat enough to endanger their health and the problem is 
growing more extreme and widespread.
 Teens, even more than younger children, are at risk of 
replacing companionship with cookies. If they’re lonely, 
the food is their friend. Parents should always look 
beyond the weight itself: Is it a warning sign? Is the child 
depressed? If the answer is yes, then address the cause, 
not the symptom.
 Being overweight in modern culture is devastating 
enough for small children. The point is that a child 
who feels loved, not judged, is more likely to accept a 
parent’s message about the need to lose weight.
NEWSWEEK, Jul. 3, 2000. (Adapted).
01. Obese kids are
A) the ones who only face up emotional troubles.
B) overweight.
C) those suffering from high blood pressure.
D) the ones that need government’s support.
02. The question of childhood obesity
A) endangers everyone’s health.
B) always leads to depression.
C) seems impossible to be tackled.
D) can be extended to adulthood.
03. Teens are at risk of replacing companionship with cookies. 
The boldface words stand for
A) away from. 
B) forced. 
C) approving.
D) in danger.
04. Food is teens’ friend particularly when they
A) see no relationship between cause and symptom.
B) get a warning sign regarding overeating.
C) are on their own.
D) overcome their depression.
05. A child who feels loved
A) will feel devastated, for gaining weight is unavoidable.
B) ought to be judged as well as looked after.
C) gets easier to be approached when the topic is the 
need to lose weight.
D) seldom wonders what their parents’ message is about.
Present Continuous and Past Continuous Tenses
30 Coleção Estudo
TEXT IV
Izabela Hendrix-MG
LYNN, Loreta. Quotable quotes. Reader’s Digest, Aug. 1998, p. 61.
01. The sentence above makes it clear that people are always 
involved in
A) common activities. 
B) quantitative work. 
C) identical matters.
D) ordered happenings.
E) competitive situations.
02. It is Loreta Lynn’s belief that when a person is not number 
one or exceptionally good compared to others, he / she 
must be
A) similar to other people. D) an unusual person.
B) perfect men or women. E) as common as others.
C) as ordinary as others.
03. We can infer from the text that when someone is not 
number one,
A) he / she cannot be successful in any other way.
B) nobody will let him / her experience success.
C) he / she must find other ways to be successful.
D) there is no other way for him / her to be successful.
E) people will help this person to be unsuccessful in life.
TEXT V
FATEC-SP–2011
Haiti’s indentured children
 The days after Haiti’s earthquake brought joyous 
reunions for some families. Others faced the grim reality 
that they’d been suddenly robbed of parents or offspring. 
But for Haiti’s 225,000 restaveks, or indentured children, 
the quake brought only an uncertain future. 
 Slavery – which ended with independence in 1804 – 
is illegal in Haiti. And technically, restaveks are not slaves. 
The institution has its roots in the Caribbean tradition 
of child lending between families (usually relatives) 
to pitch in with extra work, care for the elderly or sick, 
or to provide opportunity to a child from a poor family. 
Generally, rural parents send their children to live with 
wealthier families in the cities. In exchange for domestic 
labor, the children are supposed to receive lodging, food, 
clothing, medicine, and – most importantly – education. 
In as many as half of the cases, they do (though 
classifying treatment in private homes is notoriously 
difficult). The unlucky ones, called restaveks – from the 
French rester avec, or “to stay with” – are loaned through 
normal channels but denied schooling and subject to 
abuse and degradation. This phenomenon has spiked in 
modern Haiti, as more and more children end up with 
equally impoverished families in the slums.
 Before the quake, up to 22 percent of Haitian homes 
contained restaveks, according to a study funded by 
USAID. Keeping restaveks is illegal, but child loans are not 
and, given the extent of Haiti’s governmental dysfunction, 
it’s hard to tell which cases are which. Now that the quake 
has thrown family networks into disarray, the flimsy 
social ties supporting restaveks are likely to break down. 
“For families struggling in the wake of a catastrophe, 
restavek kids are the first to go”, says Glenn Smucker, 
an anthropologist who specializes in development work 
in Haiti. “Their parents are not there to watch out for 
them, so they’re far more vulnerable” to desertion and 
trafficking. 
 But even as the numbers of abandoned restaveks swell, 
the demand for their services is likely to decrease. A mass 
exodus of residents from Port-au-Prince is reversing 
decades of migratory trends. If the shift sticks, it means 
there will be less need for restaveks in the city. But it’s 
also possible that families suffering from the quake’s 
economic aftershocks will feel extra pressure to lend out 
their children, even as it becomes more likely they’ll end 
up as restaveks. Which, combined with a spike in new 
orphans, means Haiti will likely see a rise in the number 
of its street children in the years to come.
PAUL, Katie. Newsweek.
01. De acordo com o texto, o Haiti tenta resolver o problema 
das crianças cujos pais morreram no terremoto
A) oferecendo ajuda financeira para os responsáveis 
pelas crianças.
B) facilitando a adoção dessas crianças por famílias 
haitianas.
C) permitindo o trabalho dessas crianças em casas de 
famílias.
D) encaminhando a maioria das crianças menores de 
oito anos para orfanatos do governo.
E) incentivando a adoção dessas crianças por famílias 
estrangeiras.
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02. O antropólogo Glenn Smucker
A) é um especialista em estudos sobre crianças que se 
encontram em situação de risco.
B) criticou o tratamento dado às crianças abandonadas 
nas ruas.
C) criou um departamento para facilitar e agilizar a 
adoção internacional de crianças haitianas.
D) propôs a criação de leis de proteção aos menores 
haitianos.
E) alertou para o fato de que as crianças haitianas podem 
ser vítimas de abandono ou de tráfico.
03. A palavra flimsy, no 3º parágrafo do texto, pode ser 
substituída por
A) easy. C) strong. E) important.
B) difficult. D) fragile.
04. O texto afirma que a cidade de Porto Príncipe está
A) sendo reconstruída rapidamente pelas autoridades 
do Haiti.
B) destruída, apesar de não ter sido abandonada pelos 
moradores.
C) alterando sua tradição migratória.
D) retomando práticas do tempo da escravidão.
E) cercada pelas autoridades do Haiti.
ENEM EXERCISES
Texto para as questões 01 a 05
Brazil faces threat of dengue type 4
Isabela Vieira 
Rio de Janeiro – The Minister of Health, José Gomes 
Temporão,says there is a possibility that dengue type 4 
will spread and become a problem next summer. Three 
cases have been confirmed in Roraima. “We have to 
be prepared,” said the minister. “It is not certain that 
dengue type 4 will spread. The behavior of the virus is 
unknown. However, there are direct flights from Roraima 
to São Paulo and other locations. So, we have to be 
ready next summer to aggressively reduce the disease 
vector. Dengue is presently at a level we expected. 
It can become an epidemic only when there are many 
mosquitoes, so we must reduce them.” Temporão explains 
that the dengue type 4 is dangerous because it has not 
appeared in Brazil for 28 years. As a result, there is a 
large part of the population that is not immune to it. 
The cases in Roraima are believed to have come from 
Venezuela. “As we cannot stop people from crossing the 
border and we don’t have a vaccine, we have to attack the 
mosquito that transmits the disease,” says the minister. 
The symptoms of dengue type 4 are the same as other 
forms of dengue: headache, severe pain in the body and 
especially the joints (in English it is called breakbone 
fever), diarrhea, vomiting and fever.
Allen Bennett – translator/editor The News in English
Available at: <http://agenciabrasil.ebc.com.br> 
Accessed: Aug. 16th, 2010.
01. The Minister of Health, José Gomes Temporão, says that 
Brazil may be fronting a problem next summer. This 
problem is due to the fact that 
A) there are many mosquitoes in Brazil.
B) Brazilians are prepared to the struggle against dengue 
type 4.
C) it is possible that dengue type 4 will spread in the 
country.
D) the government wants to stop people from crossing 
the country’s border.
E) the government wants to prohibit flights from Roraima 
to São Paulo.
02. Temporão also explains that dengue type 4 is dangerous 
because
A) it has not appeared in the country for 28 years, so 
there is a large part of the Brazilian population that 
is not immune to it.
B) there is not enough vaccine for the population under 
28 in Brazil.
C) it causes diarrhea and there is a large part of the 
population that won’t resist it.
D) the mosquitoes came in flights from Venezuela, a 
country where the population is not immune to the 
disease.
E) there is a large part of mosquitoes immune to the 
virus since it has not appeared in Brazil for 28 years.
03. In the sentence “As a result, there is a large part of the 
population that is not immune to it”, the expression as 
a result represents an idea of
A) contrast. 
B) cause. 
C) condition.
D) reason.
E) consequence.
04. According to the text, one of the symptoms which follow 
the dengue disease is 
A) easily broken bones.
B) sore throat.
C) breakbone fever.
D) toothache.
E) stomach ache.
05. In the extract “We have to be prepared”, the underlined 
words can be replaced by the modal
A) can. 
B) may. 
C) shall.
D) must.
E) will.
Present Continuous and Past Continuous Tenses
32 Coleção Estudo
HAVING FUN
Holiday: Independence Day – 4th of July
Nos Estados Unidos, o Independence Day – também conhecido 
como Fourth of July – é um feriado nacional que celebra a adoção 
da Declaração da Independência Americana, a qual ocorreu 
no dia 4 de julho de 1776. Na data, é comum haver fogos de 
artifício, feiras, piqueniques, shows, jogos de baseball, discursos 
políticos, cerimônias e outros eventos públicos e privados que 
comemorem a história, o governo e as tradições americanas.
Available at: <http://en.wikipedia.org/wiki/Independence_Day_
(United_States)>.
GLOSSARY
• lousy = terrível, nojento, sujo.
• vacation = férias
S
X
C
 D) One large egg contains (contain) just 
75 calories, 5 grams of fat and 6.25 grams of 
protein.
 E) The latest guidelines urge men to eat (eat) 
nine fruits and vegetables a day, in part 
because they are (be) at greater risk of 
many cancers than women.
 F) If you eat (eat) carbs and proteins together, 
your body will not absorb (not absorb) 
them properly, and you will be (be) low on 
key vitamins.
 G) Lollipop is a favorite children’s snack and 
has been (be) so since it was introduced 
(introduce) in England in the 1780s. 
The name comes from an English dialect 
word, “lolly,” “tongue,” and the “pop” is 
probably associated with the sound made 
when the candy is withdrawn (withdraw) 
from the mouth.
Consolidation II
01. B) was raining I) was talking
J) were travelling
K) was getting
L) was travelling
M) was shining
N) were living
O) was reading
 C) was having 
 D) was sleeping 
 E) was ordering 
 F) were driving 
 G) was working 
 H) was taking 
Proposed Exercises
01. A 02. C 03. B
Text I
01. D 02. C 03. B 04. A
Text II
01. B 02. C 03. A 04. A
Text III
01. B 02. D 03. D 04. C 05. C
Text IV
01. E 02. D 03. C
Text V
01. C 02. E 03. D 04. C
Enem Exercises
01. C 02. A 03. E 04. C 05. D
ANSWER KEY
Consolidation I
01. A) are doing 
 B) is – trying 
 C) is not lying 
 D) am washing 
 E) is writing 
 F) are not or aren’t reading
 G) are or ’re fixing
 H) are – trying
 I) Is – working
 J) are playing
 K) is wearing
02. A) A study from King’s College London suggests 
(suggest) that chewing (chew) gum after 
meals fights (fight) acid reflux.
 B) An apple a day keeps (keep) the doctor 
away isn’t (not be) really that far from truth, 
especially when it comes to keeping your 
digestive system running (run) smoothly.
 C) Consuming oily fish may reduce (reduce) 
the risk of developing (develop) asthma. 
In a University of Cambridge study of 
770 volunteers, researchers found (find) that 
those with symptomatic asthma were (be) 
less likely to report (report) eating (eat) 
fish at least twice a week throughout the year 
than those with asthma.
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INFINITIVE PAST TENSE PAST PARTICIPLE TRANSLATION
A
to accuse accused accused acusar
to allow allowed allowed permitir
to annoy annoyed annoyed incomodar
to appear appeared appeared aparecer
to arrange arranged arranged arranjar
to avoid avoided avoided evitar
B
to beg begged begged suplicar
to behave behaved behaved comportar-se
to believe believed believed acreditar
to belong belonged belonged pertencer
to betray betrayed betrayed trair
to borrow borrowed borrowed pedir emprestado
to breathe breathed breathed respirar
to bury buried buried enterrar
C
to care cared cared importar-se
to claim claimed claimed reivindicar
to complain complained complained reclamar
D
to defeat defeated defeated derrotar
to delay delayed delayed atrasar
to deny denied denied negar
to deserve deserved deserved merecer
to desire desired desired desejar
to distinguish distinguished distinguished distinguir
to drop dropped dropped derrubar
E
to encourage encouraged encouraged encorajar
to envy envied envied invejar
to excuse excused excused desculpar
F
to fear feared feared temer
to fetch fetched fetched ir buscar
to fill filled filled encher
to fire fired fired despedir, disparar
to frighten frightened frightened assustar
H
to happen happened happened acontecer
to hate hated hated odiar
to help helped helped ajudar
to hurry hurried hurried apressar-se
I
to inhabit inhabited inhabited habitar
to insult insulted insulted insultar
J
to joke joked joked brincar
to jugde jugded jugded julgar
to jump jumped jumped pular
K
to knock knocked knocked bater
L
to land landed landed aterrisar
to laugh laughed laughed rir
M
to marry married married casar-se
to murder murdered murdered matar
O
to obey obeyed obeyed obedecer
to omit omitted omitted omitir
to order ordered ordered ordenar, pedir
to owe owed owed dever
to own owned owned ter, possuir
LIST OF REGULAR VERBS
INFINITIVE PAST TENSE PAST PARTICIPLE TRANSLATION
P
to permit permitted permitted permitir
to persuade persuaded persuaded persuadir
to place placed placed colocar
to prefer preferred preferred preferir
to prevent prevented prevented evitar, impedir
to pronounce pronounced pronounced pronunciar
Q
to quarrel quarreledquarreled discutir, brigar
R
to raise raised raised levantar
to refuse refused refused recusar
to reply replied replied responder
S
to seem seemed seemed parecer
to shout shouted shouted gritar
to struggle struggled struggled esforçar-se
to succeed succeeded succeeded ter sucesso
T
to taste tasted tasted provar (alimentos, bebidas)
W
to warn warned warned advertir
to waste wasted wasted desperdiçar
to wonder wondered wondered querer saber, imaginar
to wreck wrecked wrecked colidir, chocar
LIST OF IRREGULAR VERBS
INFINITIVE PAST TENSE PAST PARTICIPLE TRANSLATION
A
to arise arose arisen surgir, erguer-se
to awake awoke awoken despertar, acordar
B
to be was, were been ser, estar
to bear bore born, borne suportar, dar à luz
to beat beat beaten bater, espancar
to become became become tornar-se
to befall befell befallen acontecer
to beget begot begotten, begot procriar, gerar
to begin began begun começar, iniciar
to behold beheld beheld contemplar
to bend bent bent curvar, dobrar
to bet bet bet apostar
to bid bid bid oferecer, concorrer
to bind bound bound unir, encadernar
to bite bit bitten morder, engolir a isca
to bleed bled bled sangrar, ter hemorragia
to blow blew blown (as)soprar, estourar
to break broke broken quebrar, romper
to breed bred bred procriar, reproduzir
to bring brought brought trazer
to broadcast broadcast broadcast irradiar, transmitir
to build built built construir, edificar
to burst burst burst arrebentar, estourar
to buy bought bought comprar
C
to cast cast cast arremessar, lançar
to catch caught caught pegar, capturar
to choose chose chosen escolher
to cling clung clung aderir, segurar-se
to come came come vir
to cost cost cost custar
to creep crept crept rastejar, engatinhar
to cut cut cut cortar, reduzir
INFINITIVE PAST TENSE PAST PARTICIPLE TRANSLATION
D
to deal dealt dealt negociar, tratar
to dig dug dug cavar, cavoucar
to do did done fazer
to draw drew drawn sacar, desenhar
to drink drank drunk beber
to drive drove driven dirigir, ir de carro
to dwell dwelt dwelt morar
E
to eat ate eaten comer
F
to fall fell fallen cair
to feed fed fed alimentar, nutrir
to feel felt felt sentir, sentir-se
to fight fought fought lutar, batalhar
to find found found achar, encontrar
to flee fled fled fugir, escapar
to fling flung flung arremessar
to fly flew flown voar, pilotar
to forbid forbade forbidden proibir
to forget forgot forgotten esquecer
to forgive forgave forgiven perdoar
to freeze froze frozen congelar, paralisar
G
to get got gotten, got obter, conseguir
to give gave given dar, conceder
to go went gone ir
to grind ground ground moer
to grow grew grown crescer, cultivar
H
to have had had ter, beber, comer
to hear heard heard ouvir, escutar
to hide hid hidden, hid esconder
to hit hit hit bater, ferir
to hold held held segurar
to hurt hurt hurt machucar, ferir
K
to keep kept kept guardar, manter
to know knew known saber, conhecer
to knell knelt knelt ajoelhar-se
L
to lay laid laid pôr (ovos)
to lead led led liderar, guiar
to leave left left deixar, partir
to lend lent lent dar emprestado
to let let let deixar, alugar
to lie lay lain deitar(-se)
to lose lost lost perder, extraviar
M
to make made made fazer, fabricar
to mean meant meant significar
to meet met met encontrar, conhecer
O
to overcome overcame overcome superar
to overtake overtook overtaken alcançar, surpreender
P
to pay paid paid pagar
to put put put colocar, pôr
Q
to quit quit quit abandonar, largar de
R
to read read read ler
to ride rode ridden andar, cavalgar
INFINITIVE PAST TENSE PAST PARTICIPLE TRANSLATION
to ring rang rung tocar (campainha)
to rise rose risen subir, erguer-se
to run ran run correr, concorrer
S
to saw sawed sawn serrar
to say said said dizer
to see saw seen ver, entender
to seek sought sought procurar
to sell sold sold vender
to send sent sent mandar, enviar
to set set set pôr, colocar, ajustar
to shake shook shaken sacudir, tremer
to shed shed shed derramar, deixar cair
to shine shone shone brilhar, reluzir
to shoot shot shot atirar, alvejar
to show showed shown mostrar, exibir
to shrink shrank shrunk encolher, contrair
to shut shut shut fechar, cerrar
to sing sang sung cantar
to sink sank sunk afundar, submergir
to sit sat sat sentar
to slay slew slain matar, assassinar
to sleep slept slept dormir
to slide slid slid deslizar, escorregar
to sling slung slung atirar, arremessar
to speak spoke spoken falar
to spend spent spent gastar, passar (tempo)
to spin spun spun girar, rodopiar
to spit spit, spat spit, spat cuspir
to spread spread spread espalhar, difundir
to spring sprang sprung saltar, pular
to stand stood stood ficar de pé, aguentar
to steal stole stolen roubar, furtar
to stick stuck stuck cravar, fincar, enfiar
to sting stung stung picar c/ ferrão (inseto)
to stink stank stunk cheirar mal, feder
to strike struck struck golpear, bater
to string strung strung encordoar, amarrar
to strive strove striven esforçar-se, lutar
to swear swore sworn jurar, prometer
to sweep swept swept varrer
to swim swam swum nadar
to swing swang, swung swung balançar, alternar
T
to take took taken tomar, pegar, aceitar
to teach taught taught ensinar, dar aula
to tear tore torn rasgar, despedaçar
to tell told told contar (uma história)
to think thought thought pensar
to throw threw thrown atirar, arremessar
to tread trod trodden pisar, trilhar, seguir
U
to undergo underwent undergone submeter-se a, suportar
to understand understood understood entender, compreender
to uphold upheld upheld sustentar, apoiar
to upset upset upset perturbar, preocupar
W
to wear wore worn vestir, usar, desgastar
to win won won vencer, ganhar
to wind wound wound enrolar, dar corda
to write wrote written escrever, redigir
to weep wept wept chorar
Volume 03
LÍNGUA
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2 Coleção Estudo
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Frente A
09 3 Future TensesAutor: Bruno Porcaro
10 13 Present Perfect and Past Perfect TensesAutor: Bruno Porcaro
11 21 Modal VerbsAutor: Bruno Porcaro
12 31 Relative PronounsAutor: Bruno Porcaro
FRENTE
3Editora Bernoulli
MÓDULOLÍNGUA INGLESA
SIMPLE FUTURE
Structure
will / shall* + verb (infinitive)
to work Contractions
Affirmative
I will work _____ ’ll work
he, she, it will work _____ ’ll work
you, we, they will work _____ ’ll work
Negative
I will not work _____ won’t work
he, she, it will not work _____ won’t work
you, we, they will not work _____ won’t work
Interrogative
I Will _____ work?
Não existemhe, she, it Will _____ work?
you, we, they Will _____ work?
*Shall é usado para “I” e “we”, somente.
Para se formar o Simple Future, coloca-se will antes do 
verbo principal, o qual estará no infinitivo. O auxiliar will 
permanecerá o mesmo para todos os pronomes pessoais.
Exemplos:
– She will drink beer tomorrow.
– Brazil will win the 2014 World Cup.
– They will write a letter next week.
– We shall arrive tomorrow.
Usos
• O auxiliar will é usado para expressar uma ação 
voluntária; geralmente, o utilizamos quando 
respondemos a uma reclamação ou a um pedido de 
ajuda de alguém, e tomamos uma decisão naquele 
exato momento.
Exemplos:
A: I’m really thirsty.
B: I will get some water for you.
A:	 This	exercise	is	very	difficult.
B: I will help you.
A: The phone is ringing.
B: Don’t worry! I’ll answer it.
• Will é também usado para expressar uma promessa.
Exemplos:
– I will not tell her about the surprise.
– I shall call you as soon as I get home.
– This year I will spend less money than I did last year.
– I will marry you as soon as I get a job.
CONSOLIDATION I
01. PUT these sentences in the negative and interrogative 
forms.
A) She will call him later.
 (–) ________________________________________
 (?) ________________________________________
B) You are going to move to Miami.
 (–) ________________________________________
 (?) ________________________________________
C) Peterand Mary will get married.
 (–) ________________________________________
 (?) ________________________________________
D) That boy is going to fall from that tree.
 (–) ________________________________________
 (?) ________________________________________
Future Tenses 09 A
4 Coleção Estudo
NEAR FUTURE
Structure
verb to be + going to + verb (base form)
to come Contractions
Affirmative
I am going to come _____ ’m going to come
he, she, it is going to come _____ ’s going to come
you, we, they are going to come _____ ’re going to come
Negative
I am not going to come
______ ’m not going to 
come
he, she, it is not going to come
_____ ’s not going to 
come
you, we, they are not going to come
_____ ’re not going to 
come
Interrogative
I
Am ____ going to 
come?
Não existemhe, she, it
Is ____ going to 
come?
you, we, they
Are ____ going to 
come?
OBSERVAÇÃO
A negativa se dá sempre no verbo to be (am not / isn’t / 
aren’t).
Usos
• Going to é usado para falar sobre uma intenção futura 
ou plano futuro quando a decisão já foi tomada no 
passado.
– We are going to see that movie tonight at 8:00 pm. 
– We aren’t going to see that movie tonight at 8:00 pm.
– John is going to buy a Porsche next year.
– John isn’t going to buy a Porsche next year.
• Will ou be + going to são usados para fazer previsões.
– It’s 9:30! We will miss the bus.
– It’s 9:30! We are going to miss the bus.
– The party will be very nice.
– The party is going to be very nice.
CHECK IT OUTC
Quando a Língua Inglesa é usada em contextos 
informais, observa-se o uso da forma gonna, em 
vez da forma going to, para se expressar Near 
Future. É interessante observar o motivo pelo 
qual essa mudança veio a ocorrer: pelo fato de 
a forma going to ser pronunciada de maneira 
rápida, ela se reduziu à forma gonna. Observa-se 
o uso frequente de gonna em músicas e na língua 
oral, como nos exemplos abaixo. 
– “I’m gonna miss you like a child misses 
their blanket”.
– “It’s gonna be me”.
– Is he gonna be there?
– Don’t worry, everything’s gonna be all right. 
CONSOLIDATION II
01. Thank God, it’s Sunday! I am going to go to the beach 
with some friends. We are going to play volleyball and 
then we are going to swim. My girlfriend Jenna is going 
to stay on the sand under the sunshade. At midday we 
are going to have lunch in a sea food restaurant near 
the beach. We are going to have shrimps and oysters. 
At five o’clock in the evening we are going to come back 
home. It’s going to be a wonderful day!
ANSWER the questions according to the previous text.
A) Is the narrator happy? Why?
____________________________________________
B) Where is he going?
____________________________________________
C) Is he going alone?
____________________________________________
D) Are they going to a shopping center to eat?
____________________________________________
E) Where are they going, then?
____________________________________________
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FUTURE CONTINUOUS
Structure
will / shall* / be going to + verb to be (base form) + main verb (-ing)
to help Contractions
Affirmative
I
will be helping
am going to be helping
___ ’ll be helping
___ ’m going to be helping
he, 
she, 
it
will be helping
is going to be helping
___ ’ll be helping
___ ’s going to be helping
you, 
we, 
they
will be helping
are going to be helping
___ ’ll be helping
___ ’re going to be helping
Negative
I
will not be helping
am not going to be helping
___ won’t be helping
___ ’m not going to be 
helping
he, 
she, 
it
will not be helping
is not going to be helping
___ won’t be helping
___ isn’t going to be 
helping
you, 
we, 
they
will not be helping
are not going to be helping
___ won’t be helping
___ aren’t going to be 
helping
Interrogative
I
Will ___ be helping?
Am ___ going to be helping?
Não existem
he, 
she, 
it
Will ___ be helping?
Is ___ going to be helping?
you, 
we, 
they
Will ___ be helping?
Are ___ going to be helping?
*Shall é usado para “I” e “we”, somente.
Usos
• Descrever uma ação que estará acontecendo em uma 
determinada época do futuro.
Exemplos:
– I can’t go out with you because I’ll be working all 
morning.
– The kids stayed up until very late yesterday, so I’m sure 
they are going to be sleeping when you arrive home.
– We will / shall be sleeping tomorrow night.
– I am going to be reading tomorrow morning.
S
X
C
• O Future Continuous pode ser usado para um evento 
futuro que acontecerá naturalmente, sem ter relação com 
intenções, tempo de decisão, tipo de planos, etc.
Exemplos:
– I will be helping you in a few minutes.
– He will be presenting the new technologies tonight.
FUTURE PERFECT
Structure
will / be going to + have + verb (past participle)
to see Contractions
Affirmative
I
will have seen
am going to have seen
___ ’ll have seen
___ ’m going to have seen
he, 
she, 
it
will have seen
is going to have seen
___ ’ll have seen
___ ’s going to have seen
you, 
we, 
they
will have seen
are going to have seen
___ ’ll have seen
___ ’re going to have seen
Negative
I
will not have seen
am not going to have seen
___ won’t have seen
___ ’m not going to have 
seen
he, 
she, 
it
will not have seen
is not going to have seen
___ won’t have seen
___ isn’t going to have 
seen
you, 
we, 
they
will not have seen
are not going to have seen
___ won’t have seen
___ aren’t going to have 
seen
Interrogative
I
Will ___ have seen?
Am ___ going to have seen?
Não existem
he, 
she, 
it
Will ___ have seen?
Is ___ going to have seen?
you, 
we, 
they
Will ___have seen?
Are ___ going to have seen?
O Future Perfect é usado para expressar uma ação que 
será completada antes de uma outra ação, num tempo 
específico no futuro.
Exemplos:
– I am going to have finished dinner by 8 o’clock.
– They will have painted the apartment before we 
move in.
– The students aren’t going to have taken their 
summer break before mid-December.
– The plane will leave the airport at 10:00 p.m. You will 
arrive at the airport at 10:30 p.m. When you arrive, 
the plane will have left.
Future Tenses
6 Coleção Estudo
FUTURE PERFECT CONTINUOUS
Structure
will / be going to + have + been + verb (-ing)
to move Contractions
Affirmative
I will / am going to have been moving ___’ll have been moving ___’m going to have been moving
he, she, it will / is going to have been moving ___’ll have been moving ___’s going to have been moving
you, we, they will / are going to have been moving ___’ll have been moving ___’re going to have been moving
Negative
I will not / am not going to have been moving ___ won’t have been moving ___ ’m not going to have been moving
he, she, it will not / is not going to have been moving ___ won’t have been moving ___ isn’t going to have been moving
you, we, they will not / are not going to have been moving ___ won’t have been moving ___ aren’t going to have been moving
Interrogative
I Will ___ have been moving?
Am ___ going to have been moving?
Não existem
he, she, it Will ___ have been moving?
Is ___ going to have been moving?
you, we, they Will ___have been moving?
Are ___ going to have been moving?
O Future Perfect Continuous é usado para expressar uma 
ação que estará acontecendo em determinado momento no 
tempo futuro e qual será a duração dessa ação.
Exemplos:
– By ten o’clock I will have been dancing for 4 hours. 
– By ten o’clock I won’t have been dancing for 4 hours. 
– Next July I am going to have been traveling in 
Europe for one month.
– Next July I’m not going to have been traveling in 
Europe for one month.
K
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PROPOSED EXERCISES
01. (UNESP-SP) Assinale a alternativa que preenche a lacuna 
da frase a seguir CORRETAMENTE.
He will ________ almost everything you ask him.
A) do 
B) to do 
C) doing 
D) does
E) did
02. (Mackenzie-SP) Choose the CORRECT alternativeto 
complete the sentence.
“Since I haven’t got _________, I will _________.”
A) enough time; have the cake made.
B) time enough; get someone to make the cake.
C) enough time; bake the cake myself.
D) any time; make the cake.
E) time enough; ask somebody to bake the cake.
03. (UNIRIO-RJ / Adaptado) The word shall in “This too shall 
pass“ conveys the meaning of
A) certainty.
B) likelihood.
C) possibility.
D) suggestion.
E) expectation.
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04. (Mackenzie-SP) Indicate the alternative that BEST 
completes the following sentence.
“A prize ________ to whoever solves this equation.”
A) has given D) will be given
B) should give E) must have given
C) is giving
05. (Mackenzie-SP) Indicate the alternative that BEST 
completes the following sentences.
“_______ to the movies alone?
“Yes, but I wish you _______ with me.”
A) Will you go – had come
B) Are you going – could come
C) Have you gone – were
D) Would you go – come
E) Should you go – had come
06. (CEFET-MG / Adaptado) The following paragraph gives 
us the idea of
“Ultrasound techniques developed by NASA to examine 
International Space Station crew members may soon find 
another use helping treat medical emergencies on Earth.”
A) a future fact.
B) a present fact.
C) a future possibility.
D) a present possibility.
E) a present probability.
TEXT I
UFG
Mammogram Magic
No question, the test saves lives. 
So why don’t more women go? 
 Few intervals in a woman’s life are more unnerving 
than the ten minutes she spends with her breasts 
squeezed between heavy plates of plastic, trying not 
to move or breathe. Imagining what the high-tech 
05 equipment might reveal, or fail to, can be even worse.
 Dignity and discomfort aside, mammograms do save 
lives. But too many women continue to question the 
test’s reliability and safety.
 Bottom line: breast cancer is highly curable, if caught early. 
10 But in order to be treated, it must be detected. And 
while mammography doesn’t have a 100-percent 
accuracy rate, it still is a woman’s best defense.
 [...]
SCHMID, Judith Mandelbaum. 
Reader’s Digest, Aug. 2001.
Glossary
unnerving = amedrontadores
squeezed = espremidos
reliability = confiabilidade
01. Considerando-se a pergunta expressa no subtítulo do 
artigo – “Por que mais mulheres não fazem o exame 
de mamografia?” – julgue as afirmações, assinalando 
C (CERTO) ou E (ERRADO):
A) ( ) porque é um exame caro.
B) ( ) porque causa efeitos colaterais.
C) ( ) porque é demorado.
D) ( ) porque não tem 100% de precisão. 
02. A respeito da mamografia, assinale C (CERTO) ou 
E (ERRADO):
A) ( ) it can cause health problems.
B) ( ) it is done with modern equipment.
C) ( ) it can detect two types of cancer.
D) ( ) it makes women feel frightened.
03. Tendo em vista os seguintes elementos linguísticos, julgue 
as afirmativas, assinalando C (CERTO) ou E (ERRADO):
A) ( ) No question (subheading) is a colloquial form for 
There is no question about it.
B) ( ) do (line 06) gives emphasis to the idea of saving 
lives.
C) ( ) must (line 10) can be substituted by will.
D) ( ) while (line 11) introduces the idea that two actions 
are happening at the same time.
Future Tenses
8 Coleção Estudo
TEXT II
FUVEST-SP–2010
Briefing Unemployment The Economist March 14th 2009
 Last month America’s unemployment rate climbed to 
8.1%, the highest in a quarter of a century. For those 
newly out of a job, the chances of finding another soon 
are the worst since records began 50 years ago. In China 
05 20m migrant workers (maybe 3% of the labour 
force) have been laid off. Cambodia’s textile industry, 
its main source of exports, has cut one worker 
in ten. In Spain the building bust has pushed the 
jobless rate up by two-thirds in a year, to 14.8% in
10 January. And in Japan, where official unemployment used 
to be all but unknown, tens of thousands of people on 
temporary contracts are losing not just their jobs but 
also the housing provided by their employers.
 The next phase of the world’s economic downturn is 
15 taking shape: a global jobs crisis. Its contours are 
only just becoming clear, but the severity, breadth and 
likely length of the recession, together with changes 
in the structure of labour markets in both rich and
 emerging economies, suggest the world is about 
20 to undergo its biggest increase in unemployment for 
decades.
THE ECONOMIST, Mar. 14th 2009.
01. De acordo com o texto, publicado em março de 2009,
A) o aumento de postos de trabalho é vital para as 
economias emergentes.
B) a crise mundial poderia afetar sobretudo os países 
mais pobres.
C) a estrutura do mercado de trabalho vigente em países 
ricos é a principal responsável pela crise.
D) o mundo poderia enfrentar a maior crise de 
desemprego das últimas décadas.
E) a crise que a economia mundial vivencia vem sendo 
anunciada há décadas.
02. Segundo o texto, no Japão,
A) o número oficial de desempregados é desconhecido.
B) milhares de pessoas estão perdendo seus empregos 
e sua moradia.
C) grande parte dos trabalhadores possui contratos 
temporários de trabalho.
D) os empregadores omitem o número de postos de 
trabalho porque muitos não são oficiais.
E) os desempregados estão lutando para manter suas 
casas.
03. O pronome “another” (line 3) na sentença “[...] the 
chances of finding another [...]” refere-se a
A) país.
B) trabalhador.
C) emprego.
D) oportunidade.
E) recorde.
TEXT III
Unimontes-MG–2008
Internet Safety
 How could we exist without the Internet? That’s how 
most of us keep in touch with friends, find homework 
support, research a cool place to visit, or find out the 
latest news. But besides the millions of sites to visit and 
things to do, the Internet offers lots of ways to waste time – 
and even get into trouble. And just as in the non-cyber world, 
some people you encounter online might try to take 
advantage of you – financially or physically.
 You’ve probably heard stories about people who get into 
trouble in chat rooms. Because users can easily remain 
anonymous, chat rooms often attract people who are 
interested in more than just chatting. They’ll sometimes 
ask visitors for information about themselves, their 
families, or where they live – information that shouldn’t 
be given away[1].
 In some cases predators may use this information 
to begin illegal or indecent relationships or to harm a 
person’s or family’s well-being.
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 Of course, the Internet is home to millions of places 
you can and should visit. Like an infinite library, the Web 
can take you to the ends of the Earth with the information 
it contains.
 You can use it to do research for school, find out what 
movie is playing near you (and whether people like it), 
check out a college you’re thinking about, or find a job 
or volunteer opportunity. Almost anything you can think 
of has a website (or a thousand of them) about it. And 
it’s not just websites – blogs, videos, and downloadable 
games await to connect you with other users and players.
 The key is to protect yourself while online.[2]
 First rule of smart surfing? Remain as anonymous 
as possible. That means keeping all private information 
private. Here are some examples of private information 
 that you should never give out on the Internet:
• full name
• home address
• phone number
• Social Security number
• passwords
• names of family members
• credit card numbers
 Most credible people and companies will never ask 
for this type of information online. So if someone does, 
it’s a red flag that may be up to no good[3].
 Experts recommend that people keep online friendships 
in the virtual world. Meeting online friends face-to-face 
carries more risks than other types of friendship because 
it’s so easy for people to pretend to be somethingthey’re 
not when you can’t see them or talk in person.
 With all the problems you can face online, is it worth 
it? For most people, the answer is definitely yes. You just 
need to know where the pitfalls are, use some common 
sense and caution, and you’ll be in control.
Available at: <http://www.kidshealth.org> 
Accessed: Sept. 15th, 2007. (Adapted).
01. O texto traz à tona, sobre a Internet, o fato de
A) ser necessário conhecermos formas seguras de 
navegar, não revelando nossos dados ou outras 
informações pessoais online.
B) ser mais seguro, hoje, ter amigos via net, os quais 
estão distantes e, assim, não podem tirar vantagem 
de nós.
C) ser improvável que as amizades, hoje, sem a web, 
consolidem-se, devido à dificuldade que as pessoas 
têm para se encontrar.
D) ser incompreensível as pessoas perderem tanto tempo 
online, se é face a face que as relações são de fato 
seguras.
02. Pode-se afirmar, em conformidade com o texto, que
A) o internauta acaba se relaxando nas chat rooms 
porque este ainda é um lugar seguro na Internet.
B) há internautas que podem agir de má-fé e usar dados 
de outros internautas para fins ilícitos.
C) a amizade virtual é a abertura de uma porta para a 
concretização de uma amizade real.
D) há situações na Internet em que nem mesmo o 
anonimato priva o usuário de passar por dissabores.
03. O texto só NÃO nos permite fazer a seguinte afirmação:
A) A Internet possibilita-nos reavaliar as amizades que 
fazemos no mundo não cibernético.
B) Devemos ver uma amizade virtual com uma certa 
desconfiança.
C) A Internet tem sido usada como um meio frequente 
de comunicação para muitos de nós.
D) É preciso agir com cautela ao utilizar a Internet, pois 
ela pode também nos prejudicar.
04. Só NÃO se pode afirmar, tomando como base o texto, 
que, ao usarem a Internet,
A) as pessoas encontram auxílio para os trabalhos 
escolares.
B) as pessoas se atualizam com as notícias mais 
recentes.
C) as pessoas conseguem não perder o contato com os 
amigos.
D) as pessoas acabam ganhando tempo e evitando 
problemas offline.
05. Diante do que expõe o texto, só NÃO é correto afirmar:
A) As pessoas estão chegando à conclusão de que é 
impossível usarem a Internet com segurança.
B) É mais fácil para as pessoas enganarem as outras 
quando não estão frente a frente.
C) Um site idôneo não solicita informações que 
comprometam a segurança do internauta.
D) Não devemos trazer para o mundo real os amigos que 
encontramos no mundo virtual.
Future Tenses
10 Coleção Estudo
06. Segundo o texto, a Internet pode, EXCETO
A) tornar-nos pessoas sem escrúpulos.
B) invadir a nossa privacidade.
C) trazer para nós decepções.
D) minar a nossa segurança.
07. Segundo o texto, o internauta deve manter-se
A) anônimo.
B) controlador.
C) omisso.
D) paciente.
08. “[...] information that shouldn’t be given away.” [1]
Por meio do trecho acima, atentando-se para o contexto 
em que ele está inserido, é CORRETO dizer que
A) os usuários de Internet acabam visitando sites dos 
quais obtêm informações equivocadas.
B) os usuários de Internet não estão seguros de que 
recebem informações verídicas.
C) os usuários de Internet podem acabar fornecendo 
informações pessoais inadvertidamente.
D) os usuários de Internet estão à mercê de informações 
falsas nos sites consultados.
09. “The key is to protect yourself while online.” [2]
De acordo com a passagem anterior, considerado o 
contexto, pode-se dizer:
A) Quem protege a si na Internet acaba protegendo a 
todos.
B) Quem se protege ao usar a Internet evita problemas 
ao navegar.
C) Quem se protege online pode até liberar seus dados 
pessoais.
D) Quem usa senha na Internet está bem protegido.
10. “[...] it’s a red flag that may be up to no good.” [3]
A expressão acima, de acordo com o contexto, denota
A) uma justificativa.
B) um alerta. 
C) um apelo.
D) um consentimento.
TEXT IV
UFAC–2011
Available at: <http://www.cartoonistgroup.com/properties/
wpwg.php?id=104&today=2010-09-10>.
01. On the first square, the expression “getting on my nerves” 
means:
A) Making me very happy.
B) Falling in Love.
C) Making me very angry.
D) Making me very sad.
E) Insisting very much.
02. “Wanna” in the second square is used in informal 
language, during conversation. It is the short form of:
A) Want for.
B) Want up.
C) Want of.
D) Want to.
E) Want off.
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ENEM EXERCISES
Brazilian NGOs establish a network to 
influence climate change policies 
Publication date: October 2002 
Source: Center for International Climate and 
Environmental Research 
 Through much of the past climate change negotiations, 
there has been little interaction between the Brazilian 
government and non-governmental organizations. 
In 2002, however, Brazilian NGOs formed a network 
because they were not satisfied with how the government 
dealt with important climate concerns, especially the link 
between deforestation and global warming.
 The network, called the Climate Observatory, aims to 
become a vehicle for influencing government views and 
policies on climate change. A first priority was to direct more 
attention to deforestation, an important yet controversial 
issue, both in Brazil and the international arena. In 2002, 
the network had 26 members from all over Brazil, and the 
effects of the network have included a broader participation 
of NGOs in the climate change debate in Brazil.
Available at: < http://www.scidev.net/en/key-documents/
brazilian-ngos-establish-a-network-to-influence-cl.html> . 
Accessed: Aug. 12th, 2010.
01. The idea of organizing a network called Climate 
Observatory
A) was established in a social network discussion about 
Brazilian policies.
B) emerged from a dissatisfaction with government’s 
policies on climate issues. 
C) was structured by government and non-governmental 
members.
D) emerged from 26 members from all over Brazil.
E) came from an initiative from the Brazilian government.
02. After reading the text, we can conclude that the main aim 
of the network is
A) to build a tool to fight against the global warming.
B) to draw national attention to deforestation in 
Amazonia.
C) to create a problematic issue both in Brazil and around 
the world.
D) to negotiate deforestation among national and 
international NGOs.
E) to have an effect on the government’s climate policies.
03. The word yet in the sentence “A first priority was to 
direct more attention to deforestation, an important yet 
controversial issue […]” represents
A) contrast. C) reason. E) addition.
B) condition. D) cause.
HAVING FUN
Double-decker bus
S
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A double-decker bus is a bus that has two storeys or 
‘decks’. While double-decker long-distance coaches are 
in widespread use around the world, double-decker 
city buses are less common. Double-decker buses 
are popular in some cities of Europe and in parts of 
Asia, usually in former British colonies (Hong Kong, 
Singapore, etc.). In the UK, double-decker buses are 
a common reference item for describing very large 
objects; for example, a blue whale is about as long as 
‘three double-decker buses’.
From Wikipedia, the free encyclopedia 
Available at: <http://en.wikipedia.org/wiki/Double-decker_bus> 
Accessed: Nov. 23rd, 2010.
GLOSSARY
● Break = feriado, intervalo
● Stay up (phrasal verb) = ficar acordado(a) (stay up – 
stayed up – stayed up)
● Thirsty = com sede
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Future Tenses
12 Coleção Estudo
ANSWER KEY
Consolidation I
01. A) She will not / won’t call him later.
 Will she call him later?
 B) You are not / aren’t going to move to Miami.
 Are you going to move to Miami?
 C) Peter and Mary will not / won’t get married.
 Will Peter and Mary get married?
 D) That boy is not / isn’t going to fall from that 
tree.
 Is that boy going to fall from that tree?
Consolidation II
01. A) Yes, he is. Because it is Sunday.
 B)He is going to the beach.
 C) No, he isn’t.
 D) No, they aren’t.
 E) They are going to have lunch in a sea food 
restaurant near the beach.
Proposed Exercises
01. A
02. A
03. A
04. D
05. B
06. C
Text I
01. A) E
 B) E
 C) E
 D) E
02. A) E
 B) C
 C) E
 D) C
03. A) C
 B) C
 C) E
 D) C
Text II
01. D
02. B
03. C
Text III
01. A
02. B
03. A
04. D
05. A
06. A
07. A
08. C
09. B
10. B
Text IV
01. C
02. D
Enem Exercises
01. B
02. E
03. A
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MÓDULOLÍNGUA INGLESA
PRESENT PERFECT
Structure
have / has + verb (past participle)
to go Contractions
Affirmative
I have gone ____’ve gone
he, she, it has gone ____’s gone
you, we, they have gone ____’ve gone
Negative
I have not gone ____ haven’t gone
he, she, it has not gone ____ hasn’t gone
you, we, they have not gone ____ haven’t gone
Interrogative
I Have ____ gone?
Não existemhe, she, it Has ____ gone?
you, we, they Have ____ gone?
O Present Perfect é um tempo verbal que não possui 
equivalente na língua portuguesa. Pode expressar diversas 
ideias.
Usos
O Present Perfect é usado para indicar:
A) Ações que aconteceram em um tempo indefinido no 
passado.
Exemplos:
– I’ve been to Italy.
– He has bought a car.
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Past Simple X Present Perfect
PAST SIMPLE
• Usamos o Past Simple para nos referirmos 
a ações que foram realizadas no tempo 
passado. 
• É necessário indicar quando a ação ocorreu. 
Exemplos:
– He went to Italy last July. 
– Did you go to school yesterday?
PRESENT PERFECT
• Usamos o Present Perfect para nos 
referirmos a ações que foram realizadas no 
tempo passado, mas que de alguma maneira 
trazem uma consequência para o tempo 
presente. O Present Perfect geralmente 
expressa a ideia de “experiência”. 
• Não é necessário mencionar quando a ação 
ocorreu.
Exemplos:
– He has been to Italy. (e por isso tem um 
conhecimento grande da cultura italiana)
– We have worked there. (e por isso temos 
uma vasta experiência profissional)
B) Ações que começaram no passado e continuam até 
o presente. Nesse caso, usa-se since (desde) ou for 
(por; durante). 
Exemplos:
– They have lived here since 1984.
– Sally has worked with us for seven years.
C) Ações que já foram realizadas. Nesse caso, 
são acompanhadas por already (já). 
Exemplo:
– Paul has already studied this book.
D) Ações que acabaram de ocorrer, sendo acompanhadas 
por just (neste momento).
Exemplo:
– John has just written a letter.
E) Ações que ainda não foram realizadas. Usa-se, nesse 
caso, yet (ainda).
Exemplo:
– I haven’t received my salary yet.
Present Perfect and 
Past Perfect Tenses
10 A
14 Coleção Estudo
F) Ações que não se realizaram até o presente, mas 
que podem vir a acontecer. Nesse caso, usa-se never 
(nunca) na forma afirmativa e ever (alguma vez) na 
forma interrogativa.
Exemplos:
– I have never driven a car.
– Have you ever read Hamlet?
G) Ações que tenham acontecido várias vezes no 
passado.
Exemplos:
– These students have failed many times.
– Our team has won many games.
CONSOLIDATION I
01. FILL IN the blanks with the Present Perfect of the verbs 
in parentheses.
A) That teacher _______ many countries. (to visit)
B) What _______ you _______ recently? (to do)
C) She _______ just _______ my letter. (to receive)
D) John _______ already _______ the exercises. (to do)
E) They _______ their friends yet. (to see – not)
F) Where _______ you _______, Alice? (to be)
G) July _______ there for two years. (to live)
H) You _______ Linguistics since 1990. (to study)
PRESENT PERFECT CONTINUOUS
Structure
have / has + been + verb (-ing)
to fight Contractions
Affirmative
I have been fighting
____ ’ve been 
fighting
he, she, it has been fighting ____ ’s been fighting
you, we, they have been fighting
____ ’ve been 
fighting
Negative
I have not been fighting
____ haven’t been 
fighting
he, she, it has not been fighting
____ hasn’t been 
fighting
you, we, they have not been fighting
____ haven’t been 
fighting
Interrogative
I Have ____ been fighting?
Não existemhe, she, it Has ____ been fighting?
you, we, they Have ____ been fighting?
O Present Perfect Continuous é usado para expressar uma 
ação que começou no passado e continua no presente (um 
dos usos do Present Perfect). Sua estrutura concede à oração 
a ideia de que a ação não está encerrada.
Exemplos:
– The children have been studying since seven 
o’clock.
– Pauline has been working for that company since 
1998.
– I have been taking math classes with a private 
teacher for 3 years.
– Mary and John haven’t been attending their soccer 
practice.
CONSOLIDATION II
01. FILL IN the blanks with the Present Perfect Continuous 
of the verbs in parentheses.
A) They ___________ for more than an hour. (to talk)
B) He ___________ English for many years. (to study)
C) It ___________ all day long. (to rain)
D) Iraq ___________ for 20 years. (to fight)
E) Our team ___________ many others for many years. 
(to beat)
PAST PERFECT
Structure
had + verb (past participle)
to make Contractions
Affirmative
I had made ____’d made
he, she, it had made ____’d made
you, we, they had made ____’d made
Negative
I had not made ____ hadn’t made
he, she, it had not made ____ hadn’t made
you, we, they had not made ____ hadn’t made
Interrogative
I Had ____ made?
Não existemhe, she, it Had ____ made?
you, we, they Had ____ made?
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É usado para expressar uma ação que começou antes 
de uma outra que aconteceu no passado. Ele é geralmente 
usado no Indirect Speech ou para enfatizar a ordem dos 
eventos.
Exemplos:
– He had worked very hard before he retired.
– They had danced	a	lot	when	the	party	finished.
– She had talked to the teacher before the class 
started.
OBSERVAÇÃO
Usamos o Past Perfect quando temos mais de uma ação 
no passado. A primeira ação será sempre no Past Perfect e 
a ação seguinte, no Simple Past Tense.
 Past Present
------------------------ X ------------------------ X ------------------------ I ------------------------
 1ª ação 2ª ação
 Past Perfect Simple Past
Palavras e expressões que geralmente aparecem 
conectando as duas ações do passado:
• WHEN
• BEFORE
• AFTER
• BY THE TIME
Exemplos:
– When I arrived home, my brother had already left.
 1ª ação: My brother had already left. [PAST 
PERFECT]
 2ª ação: I arrived home. [SIMPLE PAST]
– John had done his homework before he played soccer.
 1ª ação: John had done his homework. [PAST 
PERFECT]
 2ª ação: He played soccer. [SIMPLE PAST]
– They went to the party after they had taken a 
shower.
 1ª ação: They had taken a shower. [PAST PERFECT]
 2ª ação: They went to the party. [SIMPLE PAST]
Usos
O Past Perfect é usado para indicar:
A) Ações que ocorreram antes de outras, no passado.
Exemplos:
– The baby had slept when I got home.
– I knew that Lucy hadn’t studied for the test yet.
B) Indirect speech.
Exemplos:
–	 I	have	finished	my	work.
– He said that he had finished his work.
C) É usado em sentenças compostas no passado, com 
conjunções de tempo, como after, before, when, until, 
as soon as.
Exemplos:
– He returned home after he had left the office.
– I had studied a lot before I entered University.
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PAST PERFECT CONTINUOUS
Structure
had + been + verb (-ing)
to do Contractions
Affirmative
I had been doing ____’d been doing
he, she, it had been doing ____’d been doing
you, we, they had been doing ____’d been doing
Negative
I had not been doing ____ hadn’t been doing
he, she, it had not been doing ____ hadn’t been doing
you, we, they had not been doing ____ hadn’t been doing
Interrogative
I Had ____ been doing?
Não existemhe, she, it Had ____ been doing?
you, we, they Had ____ beendoing?
O Past Perfect Continuous é usado para expressar uma 
ação que estava acontecendo em determinado momento no 
tempo passado. Geralmente, essa ação estava em progresso 
quando outra aconteceu.
Exemplos:
– I had been dancing for 4 hours when he arrived at 
the party. 
– I hadn’t been dancing for 4 hours when he arrived 
at the party. 
– She had been traveling in Europe for one month 
before she broke her arm.
– She hadn’t been traveling in Europe for one month 
before she broke her arm.
Present Perfect and Past Perfect Tenses
16 Coleção Estudo
CONSOLIDATION III
01. PUT these sentences in the negative and interrogative 
forms.
A) I had been working there for 10 years before I quit. 
 (–) _______________________________________
 _______________________________________
(?) _______________________________________
 _______________________________________
B) Mary had studied a lot.
(–) _____________________________________
 _______________________________________
(?) _____________________________________
 _______________________________________
C) He had been traveling too much.
(–) _____________________________________
 _______________________________________
(?) _____________________________________
 _______________________________________
D) They had learned about the Milky Way.
(–) _____________________________________
 _______________________________________
(?) _____________________________________
 _______________________________________
E) We had been cleaning up the house for three hours 
before mom got home.
(–) _____________________________________
 _______________________________________
(?) _____________________________________
 _______________________________________
F) Louis had bought many presents for his grandson.
(–) _____________________________________
 _______________________________________
(?) _____________________________________
 _______________________________________
02. COMPLETE with the Past Perfect of the verbs in 
parentheses.
A) By the time we arrived, they _________. (to leave)
B) He said that he __________ that movie. (to see)
C) He wanted to know what ________ to his car. 
(to happen)
D) They asked me why I __________ the party so early. 
(to leave)
E) What did she say she ____ with the money? (to do)
03. Put the verbs into the correct tense: Simple Past or Past 
Perfect.
A) When he _________ (leave), he _________ (realize) 
he _________ (forget) his wallet.
B) She _________ (burst) into tears the moment he 
_________ (shut) the door.
C) His finger _________ (begin) to bleed as soon as he 
_________ (cut) himself.
D) He _________ (lose) his new knife shortly after he 
_________ (buy) it.
E) He ____________ (begin) to read as soon as he 
_________ (find) his book.
PROPOSED EXERCISES
01. (UFMS) I haven’t seen John ___________ he arrived from 
Europe.
A) when C) until E) since
B) for D) before 
02. (VUNESP) I __________ here since 1970.
A) live D) will live
B) have lived E) would live
C) am living
03. (UNESP) We’re still waiting for Bill. He __________ yet.
A) hasn’t come D) doesn’t come
B) haven’t come E) won’t come
C) didn’t come
04. (Milton Campos-MG) The Eurostar Train __________ since 
November 14, 1994, between London and Paris.
A) was running D) has been running
B) ran E) have run
C) is running
05. (PUC-Campinas-SP) Although they _________ in the 
country since they got married, they are now moving to 
town.
A) live D) be living
B) have been living E) None of the above applies.
C) are living
06. (ITA-SP) Mr. Smith, accompanied by his wife and three 
children, _________ just arrived.
A) have C) was E) are
B) has D) were 
07. (Milton Campos-MG) Brazilian coffee ___________ 
competition on the international market since its price 
started going up.
A) is losing D) has been losing
B) lost E) have lost
C) loses
08. (UFG) Why _______ those people singing? Because they 
_______ gotten some good news.
A) are, have D) was, has
B) is, have E) was, had
C) have, had
09. (UFES) They _______ in this city since they were little 
boys.
A) had lived C) lived E) have lived
B) are living D) live 
10. (ITA-SP) Sara _______ classes lately, has she?
A) didn’t attend D) hadn’t attended
B) hasn’t attended E) haven’t attended
C) doesn’t attend
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TEXT I
FGV-SP–2010
Petrobras approves first offshore 
heavy oil development
Petrobras has approved the development project for its 
Siri field in the Campos basin, according to a news report 
from Brazil. The field will be the first in the world (01) 
extra heavy oil from an offshore site. Siri field, off the 
coast of Southeast Brazil, (02) in production tests since 
March and the company plans to contract production 
equipment in 2011.
Available at: <www.ogfj.com>. (Adapted).
Assinale a alternativa que completa, CORRETA e 
respectivamente, cada lacuna no texto.
01. A) the product D) is produced
B) in production E) to produce
C) will produce
02. A) would have seen D) has been
B) had been E) was going
C) were done
TEXT II
FUVEST-SP
Making a connection: 
Phones are a way of getting together
 
 Christoph Oswald has no problem approaching women. 
As he makes his way through the crowd at his favorite 
Frankfurt club, his cell phone scans a 10-meter radius 
for “his type”: tall, slim, sporty, in her 30’s and, most 
important, looking for him, a handsome 36-year-old 
software consultant who loves ski holidays. Before 
he reaches the bar, his phone starts vibrating and an 
attractive blonde appears on its screen. “Hi, I’m Susan,” 
she says. “Come find me!” Christoph picks her out[1] 
of the crowd, and soon they’re laughing over a drink.
 Both Christoph and Susan have phones equipped with 
Symbian Dater, a program that promises to turn the cell 
phone into a matchmaker. By downloading Symbian, they 
installed a 20-character encrypted code that includes details 
of who they are and what they’re looking for in a mate. 
Whenever they go out, their matchmaking phones sniff out 
other Symbian Daters over the unlicensed, and therefore 
free, Bluetooth radio frequency. If profiles match up, the 
phones beep wildly and send out short video messages.
NEWSWEEK, Jun. 7-14th, 2004.
01. The passage tells us that at his favorite Frankfurt club, 
Christoph Oswald
A) phones his girlfriend and asks her to join him for a 
drink.
B) meets a woman who had left him a phone message 
the day before.
C) has some difficulty spotting attractive women in the 
crowd.
D) receives a video message from a woman he has never 
met before.
E) gets several calls from women on his cell phone.
02. According to the passage, Symbian Dater is a program 
that
A) connects cell phones to radio stations.
B) makes it possible to restrict the acceptance of calls 
on a cell phone.
C) is installed in a cell phone to make it look for its 
owner’s perfect mate.
D) installs a code in cell phones in order to prevent them 
from being used by strangers.
E) is still unlicensed because it has to be perfected.
03. In the passage, the CORRECT translation for “picks her 
out” [1] is
A) sorri para ela. 
B) espera por ela. 
C) reconhece-a.
D) segue-a.
E) acena para ela.
04. We can conclude from the passage that Christoph Oswald
A) wants to meet new people.
B) is not pleased with his cell phone.
C) does not like outdoor activities.
D) is a rather shy person.
E) needs company for a ski holiday.
Present Perfect and Past Perfect Tenses
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TEXT III
UNIRIO-RJ–2006
The Future of Humankind
“Radical Evolution: the promise and peril of enhancing
our minds, our bodies — and what it means to be
human,” by Joel Garreau Doubleday, 2005 [$26]
 What’s in store for humanity? It is becoming clear 
that we will use our growing technological powers to 
transform not only the world around us but ourselves, 
too. Many formsof human enhancement are already 
routine – sports medicine, psychotropic mood drugs, 
wakefulness and alertness enhancers, cosmetic surgery, 
drugs for sexual performance. Much more will become 
possible in coming decades.
 Joel Garreau’s Radical Evolution joins several recent 
titles that attempt to make sense of the radical future 
possibilities for our species. The potential prospects 
include superintelligent machines, nonaging bodies, 
direct connections between human brains or between 
brain and computer, fully realistic virtual reality, and 
the reanimation of patients in cryonic suspension. 
As enablers of such miracle, Garreau mentions especially 
“GRIN technologies” – genetics, robotics, information 
technology and nanotechnology.
 The focus of Garreau’s book, however, is not on the 
nuts and bolts of the technology itself but rather on 
what it[1] will all mean for humans. His reporting skills 
well honed by his work as a journalist and editor at the 
Washington Post, Garreau is constantly on the lookout 
for the human story behind the ideas. Biographical 
sketches of the people he has interviewed for the book 
get approximately equal airtime with their opinions 
about human extinction and transcendence. The bulk of 
one interviewee’s beard, the size of another’s collection 
of musical instruments, the length of a third’s pants: 
as Garreau knows all too well, these are indispensable 
rivets to hold the attention of the current version of 
Homo sapiens while we try to ponder whether we will 
have indefinite life spans or whether the world will end 
before our children have a chance to grow up.
SCIENTIFIC AMERICAN, 2005.
01. “The future of humankind” is a
A) critique. C) essay. E) commentary.
B) review. D) editorial. 
02. One idea NOT mentioned by the author in his future 
possible world is
A) superintelligent machines.
B) realistic virtual reality.
C) I.T. and nanotechnology.
D) forms of human enhancement.
E) an egalitarian society.
03. One inference that can be made from reading the text is that
A) there are many exciting prospective future possibilities 
for our species.
B) drugs to enhance sexual performance will become 
available in the future.
C) wakefulness and alertness enhancers will be available 
very shortly.
D) GRIN technologies will be the focus of Garreau’s next 
book.
E) the reanimation of patients in cryonic suspension will 
never come to pass.
04. The pronoun it [1] in the sentence “[...] rather on what it 
will all mean for humans [...]” refers to
A) technology. C) bolts. E) Garreau’s book.
B) nuts. D) the focus. 
TEXT IV
AFA-SP–2011
Available at: <www.google.com>. (Adapted).
01. According to the cartoon, FIFA
A) pretends to improve the world.
B) has more ambitious purposes than the others.
C) wants to have control over the Roman, Genghis 
Khan’s, and British Empires.
D) mustn’t be considered an empire.
ENEM EXERCISES
Social networks can warn of disease after disasters
Social networks quickly gather data on possible disease 
outbreaks after natural disasters, writes biosurveillance 
expert James Wilson.
 When a natural disaster strikes and there is an 
imminent threat of a disease outbreak, existing public 
health surveillance systems often cannot hope to meet 
the emergency operational needs of healthcare teams 
working in challenging conditions. 
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 This year’s massive earthquake in Haiti, for example, 
killed up to 250,000 people and displaced another two 
million in the small, under-resourced Caribbean nation. 
Many of these displaced people continue to live in grossly 
unsanitary tents where diseases such as malaria, dengue 
fever, diarrheal illnesses, HIV/AIDS and TB can spread.
But the earthquake also killed a significant number of 
the medical and public health community, and clinics, 
offices and hardcopy records were destroyed.
 In such situations, there is a clear need for an 
early warning system that provides this hard-pressed 
medical community with infectious disease surveillance. 
Our organisation, Praecipio International, has been at 
the forefront of operational biosurveillance across the 
globe – from reporting anthrax outbreaks in Asia to 
spikes in viral fever cases in India.
 We received an alert about the Haiti earthquake 26 
minutes after the event, through the Global Disaster 
Alert and Coordination System. We quickly did a sweep 
of the Internet and began monitoring Twitter feeds in six 
languages for the island of Hispaniola, which includes Haiti.
 We knew straightaway from media, blogs and text 
message traffic what was being reported about infectious 
disease. By consulting peer-reviewed literature, 
we constructed a baseline for several diseases and issued 
the first infectious disease forecast report for Haiti on 
17 January. 
 By integrating forecasting and real-time warning 
systems with rapid, clinical response, countries in the grip 
of disaster can control outbreaks of infectious disease 
and potentially save thousands of lives. This is a vital, 
if often overlooked, component of not only response 
and recovery but also preparedness and ultimately, 
community resilience. 
 Certainly for Haiti, anything that can be done to stop 
further loss of life and build a foundation for community 
resilience should be pursued. Through operational 
biosurveillance, Haiti can become the first country in 
the world to anticipate and intervene to halt disease 
outbreaks and epidemics, and serve as a model for the 
rest of the world.
James Wilson is executive director of Praecipio 
International and the Haiti Epidemic Advisory System.
Available at: <http://www.scidev.net/en/opinions/social-
networks-can-warn-of-disease-after-disasters.html>. 
(Adapted). Accessed: Aug. 11th, 2010.
01. The main idea defended by the text is that
A) there is nothing to do to avoid disease outbreaks when 
a natural disaster happens.
B) if a tornado strikes against a town citzens can be 
warned before it happens.
C) the aftermath of a natural disaster is often unavoidable 
and unpredictable.
D) social networks can help to warn about disease 
outbreaks after a natural disaster. 
E) nothing could be done to help the medical and public 
health teams in Haiti.
02. Concerning the previous text, after the earthquake, the 
Haitian people 
A) suffered the consequences of unsanitary conditions. 
B) were deployed from their country due to the 
challenging sanitary conditions.
C) believed the public health conditions would be 
neglected in the country.
D) were not helped by operational biosurveillance of 
social networks.
E) died because their government neglected medical 
assistance.
03. The word “halt” in the sentence “[...] Haiti can become the 
first country in the world to anticipate and intervene to halt 
disease outbreaks and epidemics […]” can be understood as
A) “increase”. D) “develop”. 
B) “stop”. E) “quit”.
C) “release”.
04. According to the text, it is possible to state about Praecipio 
International that
A) Haiti is the first and only country in which the 
organization has effectively acted.
B) it was created to develop an epidemic control network 
in Haiti after the earthquake.
C) it has reported anthrax outbreaks in Asia and spikes 
in viral fever cases in India.
D) it was created to give courses on public health to the 
Haitian medical community.
E) its offices and hardcopy records were destroyed by 
the earthquake in Haiti.
GLOSSARY
● Homework = dever de casa
S
X
C
● Office = escritório
● Retire (verb) = aposentar-se (retire – retired – retired)
● Shower = banho, ducha
Present Perfect and Past Perfect Tenses
20 Coleção Estudo
ANSWER KEY
Consolidation I
01. A) has visited
 B) have – done
 C) has – received
 D) has – done
 E) haven’t seen
 F) have – been
 G) has lived
 H) have studied
Consolidation II
01. A) have beentalking
 B) has been studying
 C) has been raining
 D) has been fighting
 E) has been beating
Consolidation III
01. A) I hadn’t been working there for 10 years 
before I quit.
 Had you been working there for 10 years 
before you quit?
 B) Mary hadn’t studied a lot.
 Had Mary studied a lot?
 C) He hadn’t been traveling too much.
 Had he been traveling too much?
 D) They hadn’t learned about the Milky Way.
 Had they learned about the Milky Way?
 E) We hadn’t been cleaning up the house for 
three hours before mom got home.
 Had we been cleaning up the house for three 
hours before mom got home?
 F) Louis hadn’t bought many presents for his 
grandson.
 Had Louis bought many presents for his 
grandson?
02. A) had left
 B) had seen
 C) had happened
 D) had left
 E) had done
03. A) left - realized - had forgotten
 B) burst - had shut
 C) began - had cut
 D) lost - had bought
 E) began - had found
Proposed Exercises
01. E
02. B
03. A
04. D
05. B
06. B
07. D
08. A
09. E
10. B
Text I
01. E
02. D
Text II
01. D
02. C
03. C
04. A
Text III
01. B
02. E
03. A
04. A
Text IV
01. B
Enem Exercises
01. D
02. A
03. B
04. C
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MÓDULOLÍNGUA INGLESA
MODAL VERBS
Os Modal Verbs são verbos que indicam uma função ou uso do ordinary verb, como expressar permissão, possibilidade, 
obrigação, dedução, etc.
Present Translation Past Future Usage Examples
Can Poder
Could 
Was (were) able to
Will be able to
Habilidade
Possibilidade
Permissão
- He CAN play tennis.
- He CAN be at a home now.
- CAN I go now?
Could
Podia
Poderia
Could have + PP* do 
verbo principal ______
Habilidade 
(no passado)
Probabilidade
Permissão (polida)
- He COULD play soccer 
 when he was young.
- He COULD be happy now.
- COULD I go now?
May Poder
Was (were) allowed to
Was (were) permitted
Might have + PP* do 
verbo principal
Will be allowed to 
Will be permitted
Permissão (formal)
Possibilidade
- You MAY go now.
- He MAY be home.
Might Poderia
Might have + PP* do 
verbo principal
______ Possibilidade
- It MIGHT cause cancer.
- She MIGHT like it.
Must Dever 
Had to
Must have + PP* do 
verbo principal
______
Obrigação
Necessidade
Dedução lógica 
Quase certeza
- He MUST study to be 
 successful.
- He is sick. He MUST go to 
 the doctor.
Must not Não poder Mustn’t have + PP* do verbo principal ______ Proibição
- You MUSTN’T smoke 
 here.
Should / 
Ought to
Ter de
Deveria
Should have + PP* do 
verbo principal
Ought to have + PP* 
do verbo principal
______ ConselhoDedução lógica
- You SHOULD study this 
 book.
- You OUGHT TO read that 
 book.
Shall
Vou / Vamos (como 
auxiliar de futuro)
______ ______ FuturoSugestão / convite
- I SHALL see her tomorrow.
- SHALL we study?
Will
Ir (como auxiliar de 
futuro)
______ ______ Futuro - WILL he go home tomorrow?
Would
Verbo + -ria 
(Futuro do pretérito, 
em português)
Would + have + PP*
do verbo principal ______ Condicional
- He WOULD study if he 
 had time.
Used to
Costumava 
(passado)
______ ______ Hábito - I USED TO sing.
*PP = Past Participle 
Modal Verbs 11 A
22 Coleção Estudo
OBSERVAÇÃO
– Shall é usado, geralmente, com I e we.
Os Modal Verbs apresentam as seguintes características:
• Não são usados em todos os tempos.
• São sempre seguidos de verbo no infinitivo, sem a 
partícula to (exceto ought to e used to).
• Possuem a mesma forma para todas as pessoas.
• Na forma interrogativa, são colocados antes do 
sujeito.
• Na forma negativa, são seguidos por not.
• Nem todos podem ser usados na forma interrogativa.
• Não têm conjugação regular.
• Não necessitam de outros verbos auxiliares para 
formar interrogativas e negativas.
Can (poder, conseguir)
Indica capacidade, possibilidade e permissão (informal). 
Exemplos:
– She	can	speak	five	languages.
– It can snow in Gramado this year.
– Can I come in, Lucy?
Could (podia, poderia)
Indica capacidade, possibilidade e permissão, no passado.
Indicando capacidade, could pode ser substituído por 
be able to com suas formas flexionadas (was / were). 
Exemplo:
– When Mark was young he could (was able to) play 
tennis very well.
May (poder)
Indica permissão (formal) e possibilidade. 
Exemplos:
– May I help you?
– It may rain today.
Might (poderia)
Para indicar possibilidade no passado, usa-se might + 
have + Past Participle (verb).
Exemplo:
– He said that I might have failed in the exam.
Must (dever)
Indica obrigação (neste caso, é sinônimo de have to) e 
dedução lógica.
Exemplos:
– I must study for my test.
– Clarice is very pale. She must be sick.
OBSERVAÇÃO
• Para indicar obrigação no passado, usa-se had to. 
Exemplo:
– I had to study a lot for the test.
Quando must é usado na forma negativa, indica proibição.
Exemplo:
– You mustn’t smoke in class.
Should/ought to (dever, ser 
aconselhável)
Indicam conselho ou dedução lógica.
Exemplos:
– You should (ought to) obey your parents.
– We should (ought to) respect our parents.
Will (modal - leva verbo para o futuro)
É usado para formar os future tenses (exceto o near 
future).
Exemplos:
– I will talk to you tomorrow.
– Will he travel next week?
OBSERVAÇÃO
• A forma contraída de will é ’ll; de will not é won’t.
• Na 1ª pessoa do singular e do plural (I e we), 
will pode ser substituído por shall (uso formal).
Exemplo:
– I shall see her tomorrow.
Would (verbo + -ria)
É usado para formar os conditional tenses. 
Exemplos:
– I would like to drink something now.
– He wouldń t like to hurt you.
– I hoped that you would	have	finished	your	homework	
before dinner.
OBSERVAÇÃO
• A forma contraída de would é ’d. A de would not 
é wouldn't.
Exemplo:
– I’d tell you this if I knew it.
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Semi-modal verbs
Verbos como need (precisar), dare (ousar), used to 
(costumava), would rather (preferiria), had better (seria 
melhor) são frequentemente chamados de semimodais, pois, 
além de modais, também são usados como verbos principais.
Need (precisar)
– He needs to work.
– He doesn’t need to work.
– He needn’t work.
Dare (ousar)
– She does not dare succeed.
– Dare you tell her the secret?
– She daren’t tell them the truth.
Used to (costumava)
– He used to smoke.
– He didn’t use to smoke.
Would rather (preferiria) – expressa preferência e é seguido 
de infinitivo do verbo principal sem to.
– He would rather (hé d rather) take a plane than a 
bus to go to the beach.
– Would he rather take a plane?
– He would rather not take a plane.
Had better (seria melhor) – expressa recomendação e 
conselho e é seguido de infinitivo do verbo sem to.
– He looks sick. He had better take	a	pill	for	his	flu.
– Had you better take this pill?
– Yoú d better not take this pill.
CONSOLIDATION
01. WRITE sentences using the meaning required in brackets.
A) You can take your blouse or not. It’s up to you. 
(ausência de necessidade)
______________________________________________________
B) Your students are allowed to leave the classroom 
early. (dar permissão)
______________________________________________________
C) You can’t start your car. Maybe it is broken. (dedução)
______________________________________________________
D) You are forbidden to talk in the classroom. (proibição)
______________________________________________________
E) You want to ask your friend if he can help you. 
(possibilidade)
______________________________________________________
02. (UFV-MG–2010) COMPLETE the blanks below with one 
of the following modal verb forms. Make sure you do not 
repeat any of the forms.
might / must / can / needn’t / would / couldn’t / mustn’t
A) “Excuse me, Sir. Please, observe the Hospital rules: 
You __________ smoke here. It is prohibited!”
B) You are sitting beside a lady at a public park and feel 
like smoking. What do you say to her?
“________________ you mind if I smoked here?”
C) You are at a drugstore and want toknow if it is possible 
to pay the bill with a credit card. “______________ 
I pay it with a credit card?”
D) You are at the doctor’s and he considers it 
dangerous for you to go on smoking. He says: “You 
_______________ stop smoking.”
PROPOSED EXERCISES
01. (Milton Campos-MG) Identify one of the following ideas 
in the sentence: It should be very strict.
A) Capacity D) Permission
B) Advice E) Conclusion
C) Prohibition
02. (Cesgranrio) In one of the following sentences we cannot 
use the verb can because of the meaning. Mark it.
A) Those boys __________________ swim well.
B) Yes, I _______________ see them from here.
C) He has just bought a big new car, he ____________ 
certainly be earning a lot of money.
D) They say this herb ___________________ cure 
several diseases.
E) Now, after your clear explanation, I ____________ 
understand your point.
03. (Cesgranrio) Which is the idea expressed by may in 
“Caffeine may be regarded as a mildly addictive drug”?
A) Ability D) Necessity
B) Advice E) Possibility
C) Obligation
Modal Verbs
24 Coleção Estudo
04. (PUC-Campinas-SP) You ought ___________ a holiday.
A) take D) to take
B) took E) taken
C) taking
05. (PUC-Campinas-SP) Mother to child: “You _______ tell lies.”
A) mustn’t D) haven’t
B) may not E) don’t need
C) had better
06. (ESPM-SP) Alfredo’s score on the test is the highest in 
the class; he _______________________.
A) should study last night.
B) should have studied last night.
C) must have studied last night.
D) needn’t have studied last night.
E) used to study at nights.
07. (PUCPR) My vacation is over. I ________ get back to work 
immediately, otherwise I’ll lose my job.
A) may D) might
B) should E) must
C) can’t 
08. (Milton Campos-MG) Guerrilla groups in Colombia mustn’t 
stimulate ecological destruction. In this sentence, 
the underlined word entails an idea of
A) advice. D) permission.
B) ability. E) absence of necessity.
C) prohibition.
09. (PUC Minas) He ______ speak Italian when he was ten 
years old.
A) may D) could
B) might E) should
C) can
10. (CESCEA-SP) I’d rather stay at home, because it 
_________ rain today.
A) needs not D) mustn’t
B) have to E) must to
C) may
11. (FMU-SP) She ______________ study hard now, because 
she has no chance to pass.
A) mustn’t D) needn’t
B) can’t E) won’t to
C) shouldn’t
12. (ITA-SP) You _________ to study harder if you don’t want 
to fail.
A) have to D) may
B) ought E) can
C) must
13. (UEM-PR) That paint is wet. You __________ touch it.
A) mustn’t D) not
B) oughtn’t E) doesn’t 
C) don’t
14. (CESCEA-SP) You _______________ to know it better.
A) could D) may
B) should E) must
C) ought
15. (Milton Campos–MG) You’re a physician. Tell your patient 
it’s absolutely necessary to take all the medicine.
Therefore, he _________________ start taking it right 
away.
A) needn’t D) mustn’t
B) might E) can
C) must
16. (Milton Campos-MG) 
– Could you do me a favor, Ted?
– When he was five, he could ride a bike.
– Larry could be home, but I’m not certain.
The sentences above present, respectively, the idea of
A) ability – capacity – possibility
B) possibility – ability – capacity
C) polite request – possibility – capacity
D) polite request – capacity – possibility
E) capacity – polite request – ability
17. (UNIFENAS-MG) He may bring it back today.
A palavra destacada significa
A) possibilidade. D) obrigação.
B) capacidade. E) dedução.
C) necessidade.
18. (UEMA) “You must speak to him.” The modal must can 
be replaced by
A) may. D) would. 
B) can. E) have to.
C) will.
19. (UEMA) He ______________ listen carefully. She speaks 
very quickly.
A) must D) needn’t
B) ought E) can
C) has
20. (CEUMA-MA) Harold _____________ swim well when he 
was young.
A) could to D) could
B) didn’t can E) can to
C) can
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21. (UFMA) The modal verb is used CORRECTLY.
A) You must begin again. 
B) You ought begin again.
C) You may to begin again.
D) You should to begin again.
22. (UFMA) I _________________to shoot the arrow.
A) can D) should
B) will E) would
C) am going
23. (Unip-SP) Tom’s car uses less gas. 
He _____________________adjusted the carburetor.
A) ought to C) needed
B) must have D) had to
TEXT I
FCMMG
 Intruction: Read the text carefully and then choose 
the alternative that best completes the questions and 
statements.
Beat the clock
 “Aging is a continuum, not a sudden event”, says Robert 
Russell, M. D., professor of medicine and nutrition at Tufts 
University in Boston. “You don’t wake up one morning 
to discover you’re old.” The nutrition missteps that lead 
to ailments from heart disease to osteoporosis when 
you’re a senior have their beginnings in the middle years.
 In short, it’s not years alone that cause deterioration 
but how we choose to live them. We could avoid most 
age-related diseases and even stretch our average life 
span to 120 years from the current 76, simply by making 
changes in what we eat in addition to exercising and 
reducing stress.
 Over time, requirements for some nutrients, such 
as calcium, vitamin D and vitamin B12, rise in part 
because our bodies become less efficient at absorbing 
or manufacturing them or, as with calcium, because 
needs escalate. Other nutrients, such as the antioxidants 
vitamins C and E and beta-carotene, are needed in 
greater amounts than most women are currently getting 
to prevent heart disease, cancer, cataracts and delay 
aging itself. “It is hard to separate the issue of aging from 
the issues of disease”, cautions Jeffrey Blumberg, Ph.D., 
professor of nutrition at the USDA Human Nutrition 
Research Center at Tufts University in Boston, “but some 
aspects of aging and disease prevention are directly linked 
to nutrition, especially the antioxidants.
 While many nutrient needs are high, calorie needs 
decline somewhat (so exercise must increase) if a woman 
wants to avoid gaining the otherwise inevitable 10 pounds 
per decade. In fact, we should cut back on unnecessary 
calories from fat and sugar, while making sure every bite 
is chock-full of vitamins and minerals. The sooner you 
make these dietary changes, the better. On the other 
hand, it’s never too late to reap the benefits.”
LIVING FIT, Apr. 1997.
GUESS the meaning of these words according to the 
context.
Aging = ________________________
Misstep = ________________________
Ailment = ________________________
Disease = ________________________
To avoid = ________________________
To stretch = ________________________
Span = ________________________
Requirement = ________________________
To rise = ________________________
To escalate = ________________________
Such as = ________________________
Amount = ________________________
To delay = ________________________
To caution = ________________________
Otherwise = ________________________
To cut back = ________________________
On the other hand = ________________________
To reap = ________________________
01. What does this statement mean: “Aging is a continuum, 
not a sudden event.”
A) Aging is a sequence of unexpected events.
B) Getting old is something that continues in a sudden event.
C) It’s not a sudden event but aging itself that 
goes on unexpectedly.
D) Getting old is a graded sequence of things not related 
to an unexpected event.
02. What happens in the middle years?
A) The nutrition missteps turn into diseases.
B) The arising of heart disease and osteoporosis.
C) It’s the beginning of the nutrition missteps that 
lead to ailments when you’re a senior.
D) The beginning of ailments caused by the nutrition 
missteps when you’re a senior.
03. All of the following words are related to disease prevention 
BUTA) sickness. C) exercising.
B) nutrition. D) reducing stress.
Modal Verbs
26 Coleção Estudo
04. Why is exercising needed?
A) Because a woman can avoid 10 pounds per decade.
B) Because calory needs decline to some degree.
C) To reduce fat and sugar.
D) All of them.
05. What does the word delay mean?
A) Foresee.
B) Postpone.
C) Anticipate.
D) Look forward to.
06. What does the word stretch mean?
A) Extend.
B) Develop.
C) Improve.
D) Decrease.
07. Why are some nutrients more required over time?
A) Because our bodies come to be more limited in 
quantity at assimilating or fabricating them.
B) Because some of them can prevent some illnesses 
besides putting off getting old.
C) Because the needs of some nutrients become more intense.
D) All of them.
08. In the sentence “It is hard to separate the issue of aging 
from the issues of disease”, the author intended to say that
A) the issues of aging and disease are not linked.
B) despite the hardness of the matter aging and 
disease are separated.
C) it’s not easy to disconnect the issues of aging from 
the issues of disease.
D) though the issues of aging and disease aren’t linked, 
they’re hard to separate.
09. In the sentence “It’s never too late to reap	the	benefits”, 
the boldface word means
A) avoid.
B) receive.
C) cut off.
D) give up.
10. Which of the following could BETTER summarize the main 
topic of the text?
A) You’ll beat the clock if you avoid nutrients.
B) Body deterioration is not related to nutrition. 
C) Aging and diseases cannot be avoided at all.
D) Nutrition has an important role in delaying aging 
and preventing ailments.
TEXT II
UFLA-MG–2009
Instruction: Read passage 1 carefully and answer questions 
01 through 04.
Passage 1
 In Biology[1], a species is tipically defined as a group 
of animais that breed only with one another[2]. Thus, 
any two animals that can breed belong to the same 
species, whereas animals that are unable to breed with 
one another are of a different species. The two Central 
Valley[3] salamanders do not interbreed, which would seem 
to make it pretty clear that these salamanders should be 
classified as different species[4].
 But there is one interesting problem[5] with these 
salamanders. A number of other salamanders inhabit the ring 
surrounding Central Valley. Moving north along the eastern 
side of the valley, the salamanders have fewer and fewer 
blotches. At the northern end of the valley, the salamanders 
appear to be a mixture of the two species; these salamanders 
are mostly brown, but they still have visible blotches.
01. The following sentence: “This	definition	is	widely	accepted	
by biologists and zoologists, but its application is not 
always simple” could be added
A) after the word “another” [2].
B) before “The two Central Valley” [3].
C) before “In biology” [1].
D) after the word “species” [4].
02. Which of the statements below is supported by 
paragraph 1?
A) A member of one species often lives away from a 
member of another species.
B) Species classification is based on coloration and 
marking, such as black and yellow spots.
C) There is no clear definition of what a species is.
D) A member of one species is unable to breed with a 
member of a different species.
03. In paragraph 2 the author states that
A) the range of salamanders found along the valley 
presents a difficulty to the concept of species.
B) the further they live from each other, the fewer the 
spots the salamanders have.
C) many different species of salamanders live along the 
Central Valley.
D) the salamanders found at the southern end of the 
valley can not breed with salamanders found at the 
northern end.
04. All the following are very close in meaning to the word 
“problem” [5], EXCEPT
A) point. C) reason.
B) issue. D) question.
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Instruction: For questions 05 and 06, choose the one answer 
that is closest in meaning to the original sentence.
05. According to the U.S. Department of Agriculture, it will be 
ten years before the African honey bee will have reached 
the borders of the United States.
A) Not until ten years will the U.S. borders have been 
reached by the African honey bee.
B) In ten years the honey bee will have reached the 
African borders from the United States.
C) The U.S. borders have been reached by the African 
honey bees for ten years.
D) The African honey bee reached the U.S. borders ten 
years ago.
06. No less an authority than Senator Edward Kennedy spoke 
at the graduation exercises for the law school of the 
University of Virginia.
A) Senator Edward Kennedy was well known in the 
University of Virginia.
B) An authority invited Senator Edward Kennedy to speak 
to the graduation students.
C) Senator Edward Kennedy, a recognized authority, 
spoke at the graduation exercises.
D) One of the authorities who spoke at the University of 
Virginia was Senator Edward Kennedy.
Instruction: Read passage 2 carefully and answer questions 
07 through 08.
Passage 2
For Sale
1977 Ford Sedan
White w/light gray interior
Low mileage. Like new
Air, automatic, power steering, brakes
AM/FM, cassette stereo
$5,000 or best offer
By original owner
241-3281 weekdays. 287-4479 weekends
Ask for Jim Black
07. Which of the following BEST describes the passage?
A) A news item.
B) An editorial.
C) A recipe.
D) A classified ad.
08. lt may be concluded that Jim will
A) sell his car to a buyer who offers him $4,800 if no one 
else offers him more.
B) not sell his car for less than $5,000.
C) sell his car to the original owner.
D) sell his car for any price.
TEXT III
PUC Rio–2010
Texting may be taking a toll
 They do it late at night when their parents are 
asleep. They do it in restaurants and while crossing 
busy streets. They do it in the classroom with their 
hands behind their back. They do it so much their
05 thumbs hurt. Spurred by the unlimited texting plans 
offered by different carriers, American teenagers sent 
and received an average of 2,272 text messages per 
month in the fourth quarter of 2008, according to the 
Nielsen Company – almost 80 messages a day, more
10 than double the average of a year earlier.
 The phenomenon is beginning to worry physicians 
and psychologists, who say it is leading to anxiety, 
distraction in school, falling grades, repetitive 
stress injury and sleep deprivation. Dr. Martin Joffe,
15 a pediatrician in Greenbrae, Calif., recently surveyed 
students at two local high schools and said he found 
that many were routinely sending hundreds of texts 
every day. “That’s one every few minutes,” he said. 
“Then you hear that these kids are responding to texts
20 late at night. That’s going to cause sleep issues in 
an age group that’s already plagued with sleep 
issues.”
 The rise in texting is too recent to have produced any 
conclusive data on health effects. But Sherry Turkle, 
25 a psychologist who […] has studied texting among 
teenagers in the Boston area for three years, said 
it might be causing a shift in the way adolescents 
develop. “Among the jobs of adolescence are to 
separate from your parents, and to find the peace and
30 quiet to become the person you decide you want to be”, she 
said. “Texting hits directly at both those jobs.”
 Psychologists expect to see teenagers break free 
from their parents as they grow into autonomous adults, 
Professor Turkle went on, “but if technology makes 
35 something like staying in touch very, very easy, that’s 
harder to do; now you have adolescents who are 
texting their mothers 15 times a day, asking things 
like, ‘Should I get the red shoes or the blue shoes?’” 
As for peace and quiet, she said, “if something next
 40 to you is vibrating every couple of minutes, it makes 
it very difficult to be in that state of mind. If you’re 
being deluged by constant communication, the 
pressure to answer immediately is quite high,” she 
added. “So if you’re in the middle ofa thought, forget 
45 it.” […]
 Texting may also be taking a toll on teenagers’ thumbs. 
Annie Wagner, 15, a ninth-grade honor student in 
Bethesda, Md., used to text on her tiny phone as fast as 
she typed on a regular keyboard.
50 A few months ago, she noticed a painful cramping in 
her thumbs.
 Peter W. Johnson, an associate professor of 
environmental and occupational health sciences at 
the University of Washington, said it was too early
Modal Verbs
28 Coleção Estudo
55 to tell whether this kind of stress is damaging. 
But he added, “Based on our experiences with computer 
users, we know intensive repetitive use of the upper 
extremities can lead to musculoskeletal disorders, so 
we have some reason to be concerned that too much
60 texting could lead to temporary or permanent damage 
to the thumbs.”
HAFNER, Katie. Texting may be taking a toll. 
The New York Times, May 25th, 2009.
01. The MAIN purpose of the text is to
A) list all the causes of thumb disorders among America’s 
youth.
B) suggest different ways to get away from constant 
communication.
C) explain in detail how technology prevents teenagers 
from finding peace.
D) argue that American teens are increasingly dependent 
on their mothers.
E) alert for possible adverse effects of constant texting 
on youngsters.
02. According to lines (lines 6-10), American teens
A) increased by 50% the number of messages sent in 
2008 as compared to 2007.
B) exchanged an average of 2,272 text messages per 
month during the whole past year.
C) wrote more than two thousand text messages per 
month in the last four months of 2008.
D) were writing a daily average of slightly less than eighty 
messages in the last three months of 2008.
E) from October to December 2008 sent and received 
twice as many messages than in all previous years.
03. Mark the option that completes the following sentence 
according to the information found in (lines 11-14): 
“Physicians and psychologists say that because of 
constant texting teenagers may ______.”
A) get sick very easily
B) be able to control anxiety
C) start falling asleep in school
D) overcome sleeping problems
E) stop paying attention to classes
04. Mark the sentence in which the word “as” is used in 
the SAME sense as in “Psychologists expect to see 
teenagers break free from their parents as they grow 
into autonomous adults,” (lines 32-33).
A) She cried bitterly as she told her story.
B) Some flowers, as the rose, require special care.
C) As you are leaving last, please turn out the lights.
D) I don’t think it’s as hot and humid today as it was 
yesterday.
E) It is fairly certain that you will be able to find a job 
as a teacher.
05. “Might” in “[...] might be causing a shift [...]” (line 27) 
and “should” in “ ‘Should I get the red shoes or the blue 
shoes?’ ” (line 38) express the ideas of, respectively:
A) ability – condition.
B) probability – duty.
C) possibility – advice.
D) permission – obligation.
E) theoretical ability – assumption.
06. In the statement “Texting may also be taking a toll on 
teenagers’ thumbs.” (lines 46-47), “taking a toll on” 
means that texting
A) is causing damage to the thumbs.
B) is preventing musculoskeletal disorders.
C) may improve the use of students’ hands.
D) depends on the thumbs to be performed.
E) has destroyed the thumbs of Americans.
07. Check the CORRECT statement concerning the pronoun 
“it” in the text.
A) In “They do it in restaurants and while crossing busy 
streets.” (line 2), “it” refers to “crossing busy streets”.
B) In “[...] who say it is leading to anxiety,” (line 12), 
“it” refers to “the phenomenon”.
C) In “[...] said it might be causing a shift in the way 
adolescents develop.” (lines 26-28), “it” refers to “the 
Boston area”.
D) In “[...] makes it very difficult to be in that state of 
mind.” (lines 40-41), “it” refers to “something next 
to you”.
E) In “ ‘So if you’re in the middle of a thought, forget it.’ ” 
(lines 44-45), “it” refers to “the pressure to answer 
immediately”.
08. In “[...] we know intensive repetitive use of the upper 
extremities can lead to musculoskeletal disorders,” (lines 
57-58), “lead” could be replaced by any of the words 
below, EXCEPT
A) cause.
B) worsen.
C) prompt.
D) result in.
E) generate.
09. Check the words that have the SAME relationship as 
“temporary” and “permanent” (line 60).
A) to purchase – to lend.
B) to survey – to oversee.
C) understanding – displeasure.
D) serenity – excitement.
E) soon – early.
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10. Peter W. Johnson’s comments on the intensive use 
of thumbs for constant texting (lines 56-61) can be 
understood as
A) subtle irony. D) a formal complaint.
B) undue alarm. E) an important warning.
C) heavy criticism.
ENEM EXERCISES 
V
in
ce
n
t 
V
an
 G
og
h
Self-portrait without beard - Vincent Van Gogh, 1889. Private 
Collection.
“[…] I have often neglected my appearance. I admit it, 
and I also admit that it is “shocking.” But look here, lack 
of money and poverty have something to do with it too, 
as well as a profound disillusionment, and besides, it is 
sometimes a good way of ensuring the solitude you need, 
of concentrating more or less on whatever study you are 
immersed in.”
Letter from Vincent Van Gogh to Theo Van Gogh. 
Written in July 1880 in Cuesmes. Translated by 
Mrs. Johanna Van Gogh-Bonger, edited by Robert Harrison, 
number 133. Available at: <http://www.webexhibits.org/
vangogh/letter/8/133.htm>. Accessed: Aug. 23
rd
, 2010.
01. Considerando o quadro e a carta, podemos concluir que 
Van Gogh pintou seu autorretrato baseando-se 
A) no olhar do outro sobre si.
B) na análise sobre a sua sexualidade.
C) nas observações feitas por Theo.
D) na felicidade de viver um grande amor.
E) em sua autocrítica sobre a própria beleza.
02. Van Gogh considered himself
A) a winner who fought for his life.
B) a loser who denies his appearance.
C) a painter who acknowledges his appearance. 
D) a liar who can’t express his image.
E) a painter who overstates his heterosexuality.
HAVING FUN 
Easter Holidays in the English-speaking world
S
X
C
Colored Easter eggs in the United States
 Throughout the English-speaking world, many Easter 
traditions are similar with only minor differences. For 
example, Saturday is traditionally spent decorating Easter 
eggs and hunting for them with children on Sunday 
morning, by which time they have been mysteriously 
hidden all over the house and garden.
 Other traditions involve parents telling their children 
that eggs and other treats such as chocolate eggs or 
rabbits and marshmallow chicks (Peeps) have been 
delivered by the Easter Bunny in an Easter basket which 
children find waiting for them when they wake up. 
Many families observe the religious aspects of Easter by 
attending Sunday Mass or services in the morning and 
then participating in a feast or party in the afternoon. 
Some families have a traditional Sunday roast, often of 
either roast lamb or ham. Easter breads such as Simnel 
cake, a fruit cake with eleven marzipan balls representing 
the eleven faithful apostles, or nut breads such as potica 
are traditionally served. Hot cross buns, spiced buns with 
a cross on top, are traditionally associated with Good 
Friday, but today are often eaten well before and after.
 In Scotland, the north of England, and Northern 
Ireland, the traditions of rolling decorated eggs down 
steep hills and pace egging are still adhered to. 
In Louisiana, USA, egg tapping is known as egg knocking. 
Marksville, Louisiana claims to host the oldest egg 
knocking competition in the US, dating back to the 1950s. 
Competitors pair up on the steps of the courthouse on 
Easter Sunday and knock the tips of two eggs together. 
If the shell of your egg cracks you have to forfeit it, 
a process that continues until just one egg remains.
 In the British Overseas Territory of Bermuda, the most 
notable feature of the Eastercelebration is the flying of 
kites to symbolize Christ’s ascent. Traditional Bermuda 
kites are constructed by Bermudians of all ages as Easter 
approaches, and are normally only flown at Easter. 
In addition to hot cross buns and Easter eggs, fish cakes 
are traditionally eaten in Bermuda at this time.
Available at: <www.wikipedia.org>.
Accessed: Mar. 21st, 2010.
Modal Verbs
30 Coleção Estudo
GLOSSARY
● Obey (verb) = obedecer (obey – obeyed – obeyed)
● Pale = pálido(a)
S
X
C
● Sick = doente
Text I
aging = envelhecer, envelhecimento
misstep = erro
ailment = doença
disease = doença
to avoid = evitar
to stretch = aumentar, esticar
span = período, duração, expectativa
requirement = necessidade
to rise = aumentar
to escalate = intensificar
such as = como
amount = quantidade
to delay = atrasar
to caution = advertir
otherwise = senão
to cut back = reduzir
on the other hand = por outro lado
to reap = colher
01. D 06. A
02. C 07. D
03. A 08. C
04. D 09. B 
05. B 10. D 
Text II
01. B 05. A
02. D 06. C
03. A 07. D
04. C 08. A
Text III
01. E 06. A
02. D 07. B
03. E 08. B
04. A 09. D
05. C 10. E
Enem Exercises
01. E 02. C
ANSWER KEY
Consolidation 
01. A) You don’t have to take your blouse.
 You needn’t take your blouse.
 B) Your students may leave the classroom.
 C) Your car must be broken.
 D) You mustn’t talk in the classroom.
 E) Can you help me?
02. A) mustn’t
 B) Would
 C) Can
 D) must
Proposed Exercises
01. B 06. C 11. D 16. D 21. A
02. C 07. E 12. B 17. A 22. C
03. E 08. C 13. A 18. E 23. B
04. D 09. D 14. C 19. A
05. A 10. C 15. C 20. D
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MÓDULOLÍNGUA INGLESA
RELATIVE PRONOUNS
Who – quem, que
Which – que, qual, quais, o qual, os quais, a qual, as quais
Whom – do qual, dos quais, da qual, das quais
Whose – cujo(s), cuja(s)
That – substitui who, whom e which.
• Who se refere a uma pessoa; which se refere a uma 
coisa ou animal.
Exemplos:
– The girl who remained there was sick.
– That’s the minister who resigned his post.
• Which pode ser usado, sem mudança de forma, como 
sujeito ou objeto de um verbo. Refere-se a coisas.
– The book which is on the table is old.
– The book which you ordered has just arrived.
– She had a surprise which was very good for her.
• A forma do objeto de who é whom. Whom é usado 
como objeto direto ou indireto do verbo.
Exemplos:
– The girl whom you saw is my sister.
– The man to whom you spoke is here now.
• Whose é usado para indicar posse, tanto para 
pessoas como para coisas.
Exemplos:
– The dog whose owner is here died.
– The student whose advisor is sick is doing his work 
alone.
Usos
Quando o antecedente for pessoa
A) Who ou that podem ser aplicados quando o 
antecedente for pessoa e a função do pronome for 
de sujeito (seguido de verbo).
– This is the student who / that studies at Bernoulli.
– The scientists who / that discovered the vaccine 
are here.
B) Who, whom, that podem ser usados ou omitidos 
(Ø) se a função for de objeto (não seguido do verbo).
– Those are the people who / whom / that / Ø Alice 
invited to her show.
C) Usa-se whom se houver preposição antes do 
pronome.
– John was the guy with whom she went out for lunch.
D) Whose é usado para indicar posse e é seguido de 
substantivo.
– The girl whose mother is here works for me.
Quando o antecedente for coisa ou 
animal
A) Usam-se which ou that se a função do pronome for 
de sujeito.
– The car which / that belongs to Lucy is comfortable.
B) Which e that podem ser usados ou omitidos (Ø) se a 
função for de objeto.
– Everything which / that / Ø I had to study was ok.
C) Usa-se which se houver preposição antes do 
pronome.
– The town in which he lives is very far from here.
D) Usa-se whose se este for seguido de substantivo, 
para indicar posse.
Exemplo:
– That is the book whose subject is interesting.
OBSERVAÇÃO
Não se pode usar that nem se omite o pronome quando 
a frase estiver entre vírgulas (oração explicativa).
Exemplos:
– The book, which I bought yesterday, is really good.
– Mr. Roney, who is a teacher, works at Bernoulli.
Relative Pronouns 12 A
32 Coleção Estudo
S
X
C
To whom it may concern é uma saudação utilizada 
em cartas, declarações e outros documentos formais 
quando não se conhece o destinatário dos mesmos. 
Equivale, em português, à forma “a quem possa 
interessar”.
CHECK IT OUTC
CONSOLIDATION I
01. SUPPLY all possible relative pronouns.
A) John met the scientist _______ formulated the book.
B) Technology, ______ brings us help, is a scientific study.
C) Dr. Julie, _________ I saw in the lab, received a prize.
D) Dr. Lovis,_____ is 70 years old, is studying the atoms.
E) Einstein, _______ theory is famous, was not Brazilian.
CONSOLIDATION II
UFMG–2009
01. A reporter wrote a text about the Manuelzão Project to be 
published in a newspaper, but there are 11 grammar 
mistakes. Read his text and help him CORRECT them 
by completing the chart that follows it. The first one is 
done for you as an example.
Manuelzão Project
 This old man from the sertão (Brazilian semi-arid 
inlands) was always willing to welcome visitors with his 
sense of humor and the most peculiar and interesting 
tales… These are some of the character traits that
05 make Manuel Nardi a remarkable figure and inspired the 
Brazilian writer João Guimarães Rosa to give life to one of 
its most famous characters: Manuelzão. His countryside 
wisdom and his concern for the environment were 
translated into the cause championed by the project
10 named after this unique old man.
 Manuel Nardi dead in 1998, a year after the Manuelzão 
Project was created. It was the cowboy itself who, 
in 1997, introduced the Project at the presentation meeting 
held with the Minas Gerais Water Management Institute
15 and the State of Minas Gerais Sanitation Program.
 Developing by the Universidade Federal de Minas Gerais 
– UFMG, the Manuelzão Project is intended to restore 
the Rio das Velhas basin. Activities begun in 1997 at the 
UFMG Medical Sciences School in an initiative took by
20 a group of professors who realized that health are not 
simply a medical issue: it is directly related to the social 
conditions and to the environment people leave in. 
The Manuelzão Project was born from the activities of the 
“Rural Internship Project”, which is a compulsory subject
25 in the UFMG Medical Sciences School curriculum and has 
a Public Health oriented syllabus. Students spend three 
months in remote municipalities undertaking social and 
preventive medical activities.
 Throughout its existence, the Project has witnessed a
30 considerable growth in civil society participation, most 
notably in the activities conducted by the Manuelzão 
Centers scattered along the basin. There is today nearly 
50 Local Centers whose work focuses on local issues 
and who are supported and advised by the Manuelzão
35 Project.
 This historical path has led the Manuelzão Project to 
expand its activities beyond the academic boundaries of 
that group of UFMG scholars.
Available at: <http://www.manuelzao.ufmg.br/english>. 
Accessed: Aug. 2008. (Adapted).
Wrong form Correct form Line on the text
make made 5
7
11
12
16
18
19
20
22
32
34
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PROPOSED EXERCISES
01. (Unificado-RJ) In the sentence “[...] it's time to meet 
people who work from their homes”, the pronoun who can 
be replaced by that. Mark the option that can ONLY be 
completed with the relative pronoun who.
A) That is the consultant ______________ I met in São 
Paulo last week.
B) My brother, ______________ works as a consultant, 
makes much money.
C) Would you like to work with bosses ______________
are understanding?
D) Employees ________________ work from home part 
of the time are happier.
E) The telecommuter to __________________ I was 
introduced yesterday is Asian.
02. (Milton Campos-MG) There ISN’Ta relative pronoun in:
A) One of the survivors is the captain of the ship that sank.
B) Nine people are in a lifeboat that was built to hold five.
C) Parents say that public schools make their children 
criminals.
D) People in every part of the world complain about the 
problem of education which they receive.
E) The only people who seem satisfied are the ones who 
don’t go to school.
03. (PUCPR) Fill in the blanks with a relative pronoun.
The flower exhibit __________ was held in the Botanical 
Garden in Curitiba last September showed beautiful 
orchids from all over the world.
A) whose D) where
B) whom E) who
C) that
04. (Mackenzie-SP) The writer, ___________ writes are about 
scientific fiction, deserves his popularity. Choose the BEST 
alternative for the blank space above.
A) who D) whose 
B) which E) whom
C) that
05. (ITA-SP) Assinale a opção CORRETA.
A) Some of the boys whom I invited in them didn’t come.
B) Some of the boys whose I invited them didn’t come.
C) Some of the boys I invited them didn’t come.
D) Some of the boys I invited didn’t come.
E) None of these.
06. (UFSCar-SP) Tell me ___________ you that.
A) whom told C) who E) whom
B) who told D) whose 
07. (UFV-MG) The student __________ lost his book is waiting 
in the office.
A) which D) whose 
B) what E) whom
C) who
08. (UFLA-MG) That is the writer _________ book we bought 
yesterday.
A) whom D) which 
B) who E) that 
C) whose
09. (PUC-Campinas-SP) I can’t find the student _________.
A) what books were lost.
B) which lost his book.
C) lost his books.
D) whose books it was lost.
E) who lost his books.
10. (FCMSC-SP) Milton Nascimento’s latest record ________ 
I bought yersterday is extraordinary.
A) who D) which 
B) whom E) whose
C) what 
11. (ITA-SP) The man __________ came here, and ________
you talked with is my relative.
A) whom, who 
B) which, whom 
C) that, which
D) who, whom
E) None of these.
12. (PUCPR) Insert the APPROPRIATE relative pronoun.
Gossip, to _______ you should pay no attention, is a 
bad thing.
Dr. Smith, _________ car is outside, has come to see 
a patient.
My friend Jack, ________ is in hospital, is very ill.
This is my uncle John, _________ you have heard so 
much about.
A) which, whose, who, whom
B) that, whose, whom, which
C) which, whom, that, who
D) whom, whose, that, whom
E) that, whom, who, which
13. (UFRRJ) Em “Manufacturers have created a whole new 
generation of home computers that have greater power 
and lower prices.”, a palavra that pode ser substituída por
A) what. D) who. 
B) which. E) whichever. 
C) whose.
Relative Pronouns
34 Coleção Estudo
14. (Milton Campos-MG) There’s a lady over there _______
age you can never guess.
Both Martin and Grace earn a small salary, __________
makes them feel miserable.
The worst __________ can happen has already passed.
The car, for _________ I paid a lot, is out of date now.
A) whose, which, that, which
B) what, that, that, what
C) who, that, that, what
D) whose, what, who, which
E) which, which, where, what
15. (OSEC–SP) My uncle, ____________ I’m sure you’ve 
met, is now in Australia.
A) whose C) whom E) what
B) that D) which 
16. (FAAP-SP) Que alternativa completa MELHOR a sentença 
a seguir, sendo o X a omissão do pronome relativo?
There are two basic groups of people – the wishful 
thinkers ____________ throw coins in fountains and 
the realists_________ fish them out.
A) whose – X D) who – which
B) who – who E) whom – X
C) whom – whom
17. (PUC Rio) Check the only pair of relative pronouns that 
can CORRECTLY complete the following sentences.
The boys, _______________had been so cute before, 
had their skins cut up and ripped off.
The atomic bombings, _______________were one of the 
greatest crimes against humanity in the 20th century, 
caused a lot of suffering.
A) whom – that D) that – who
B) who – whose E) who – which
C) whose – which
18. (Cesgranrio) Mark the item in which the relative pronoun 
could be omitted.
A) The book which he bought last week was a dictionary.
B) The water that falls from the sky is always clean.
C) The boy who brought the parcel asked for a glass of water.
D) The man who came to dinner lives on a farm.
E) The water which disappeared back into the air was 
necessary.
19. (Cesgranrio) The relative pronoun can be omitted in ONLY 
ONE of the following sentences. Which one?
A) The plate which the air hostess put in front of the 
businessman was full of vegetables.
B) The police car, which had been following the truck, 
stopped at the red light.
C) Mr. Jones was the owner of a small circus which used 
to go from one town to another.
D) It was a very difficult examination paper, which 
followed the teacher’s lessons very closely.
E) The green house which was built across the street 
is now a museum.
TEXT I
Mackenzie-SP–2009
Weathering the storm
 The specter of rising food and fuel prices now threatens 
to destroy an era of unprecedented global prosperity, 
with two notable exceptions: Brazil and Canada. Both 
countries produce and export enough food and fuel not 
just to offset the worst of global inflationary pressures 
but even to turn the price spike from a menace to a 
boon. They are the only two major economies ___(I)___ 
prices have not burst the upper limit of the central bank’s 
inflation target. And of the two, Brazil is by far the more 
surprising success story. The country ___(II)___ suffered 
the longest and perhaps the most debilitating bout of 
hyperinflation in recent history is now a rare island 
of relative stability and prosperity. Brazil’s inflation is 
running at 6.5 percent, a rate ___(III)___ worries the 
country’s money minders but thanks to their zeal is still 
the lowest level in all the major emerging markets.
MARGOLIS, Mac. Available at: <www.newsweek.com>.
01. The relative pronouns that PROPERLY fill in blanks I, II 
and III, in the text, are 
A) whose, that and which. 
B) when, whose and that. 
C) what, which and which. 
D) which, which and that. 
E) where, that and that.
TEXT II
PUC Minas
 While global warming is being ignored by the political 
arm of the Bush administration, the citizens of Europe and 
the Pentagon are taking a new look at the greatest danger 
such climate change could produce for the Northern 
Hemisphere – a sudden change into a new ice age. 
 What they’re finding is not at all comforting: if enough 
cold, fresh water coming from the melting polar ice caps 
and glaciers of Greenland and flowing into the northern 
Atlantic will shut down the Gulf Stream, which[1] keeps 
Europe and northeastern North America warm. The worst 
case scenario would be a return of the last ice age in 
2 to 3 years and the mid case scenario would be a period 
like the “little ice age” of a few centuries ago that disrupted 
worldwide weather patterns, leading to extremely 
cold winters, desertification, crop failures and wars.
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 The warmth is the result of ocean currents that bring 
warm surface water up from the equator into northern 
regions that would otherwise be so cold that even 
in summer they’d be covered with ice. The current 
of greatest concern is called “The Great Conveyor 
Belt,” which includes the Gulf Stream. It[2] is driven 
by the greater force created by differences in water 
temperatures and salinity, as[3] the North Atlantic Ocean 
is saltier and colder than the Pacific. If it stopped flowing 
today, the result would be sudden and dramatic. Winter 
would start in the eastern half of North America and 
all of Europe and Siberia, and never go away. Within 
three years, those regions would become uninhabitable 
and nearly two billion humans would starve, freeze to 
death, or have to relocate.
 And when might that happen? Nobody knows – the 
action of the Great Conveyor Belt in definingice ages was 
discovered only in the last decade. Preliminary computer 
models and scientists suggest the change could happen 
as early as next year, or it may be generations from now. 
It may be starting right now, producing the extremes of 
weather we’ve seen in the past few years. What’s almost 
certain is that if nothing is done about global warming, 
it will[4] happen sooner rather than[5] later.
SPEAK UP – Edição 206 – Jul. 2004. (Adapted).
01. The political arm of the Bush administration has been
A) studying climate changes.
B) neglecting global warming.
C) fighting a new ice age.
D) ignoring Europe and the Pentagon.
02. The world is in danger of facing
A) the worst economic crisis.
B) a new world war in Europe.
C) the return of an ice age.
D) a change of salinity in the water.
03. The word which [1] refers to
A) the Gulf Stream. C) fresh water.
B) Greenland. D) the North Atlantic.
04. The word as [3] means
A) while. C) though.
B) like. D) because.
05. The word it [2] refers to the
A) North Atlantic Ocean.
B) Pacific Ocean.
C) deeper warm water.
D) Great Conveyor Belt.
06. The WORST risk we are running is of having
A) an eternal winter in the Northern Hemisphere.
B) the North Atlantic Ocean becoming colder than the 
Pacific.
C) a shortage of drinking water in the whole world.
D) a dramatic change in the salinity of the water.
07. Scientists predict the change will happen
A) only within centuries.
B) at any time now.
C) sooner than next year.
D) later than computers have announced.
08. The word will [4] conveys the idea of
A) possibility. C) certainty.
B) obligation. D) condition.
09. The words rather than [5] mean
A) instead of. C) because of.
B) in spite of. D) out of.
10. The cause of a new ice age is
A) ice caps. C) water salinity.
B) weather patterns. D) global warming.
TEXT III
UFU-MG–2008 
Do you suffer from “ringxiety”?
Our increasing reliance on personal technology has led to 
techno-neuroses like ringxiety and “crackberry” addiction.
 Your cell phone rings. You go to answer it, but 
there’s no one there. Curiously, there’s no missed call, 
either. You realize after a moment that you mistook 
a bird chirping for your cell phone’s ring. What’s 
05 weird is that this isn’t the first time this has happened 
to you. You’re probably not insane – instead, you are 
suffering from what’s come to be called ringxiety. 
Relative Pronouns
36 Coleção Estudo
 It’s not surprising that in the increasingly wireless 
and connected world, humanity would begin 
10 to suffer techno-neuroses. Electronic gadgets have 
become a part of the everyday lives of people 
worldwide. Ringxiety is among the first of these new 
neuroses to emerge, along with Internet addiction 
and the “crackberry” phenomenon – a person’s 
15 compulsive urge to use and check his BlackBerry wireless 
device. While crackberry addiction is a compulsive behavior, 
ringxiety may be a result of that and similar compulsions.
 Some researchers think that ringxiety stems from a 
20 constant state of readiness that could develop in cell 
phone users. Before the advent of wireless phones, 
no one expected a call while driving in the car, 
shopping at the grocery store or dancing at a nightclub. 
With cell phones, though, there’s a potential for a call to 
25 come through at any moment. Because of this, it’s 
possible that our brains are conditioned to expect 
a call constantly, and when a person hears a tone 
that reminds him of his cell phone ringing, he will 
believe that’s the case. Others believe that ringxiety – 
30 or in this case, phantom ringing – simply stems from 
confusion due to the frequency of most stock cell phone 
ringtones and the location of our ears.
 Those who opt to set the phone to “vibrate” rather 
than “ring” aren’t off the hook either. Even stranger
35 than phantom ringing is the phantom vibration 
phenomenon. This is also a part of the ringxiety 
that David Laramie studied, although fewer ideas 
about its origins have been suggested. It’s similar to 
phantom ringing, but phantom vibration is a physical 
40 rather than an auditory hallucination. It’s also similar 
to another, well-documented phenomenon called 
phantom limb syndrome. In this medically recognized 
condition, amputees – people who’ve had limbs 
removed – report feeling pain in limbs that are no 
45 longer attached to their bodies. Is it possible that people 
have become as attached to their cell phones as they 
are to their own arms and legs? 
CLARK, Josh. Do you suffer from “ringxiety”?.Mar. 2008. 
Available at: <http://communication.howstuffworks.com/
ringxiety.htm>. (Adapted).
01. Com base no texto, pode-se concluir que a palavra 
ringxiety é um neologismo resultante da combinação de
A) ringer e antianxiety. C) ring e contrariety.
B) ringing tone e society. D) anxiety e ring.
02. Segundo o texto, há indícios de que uma pessoa esteja 
sofrendo de ringxiety quando
A) ela deseja ter um celular mais moderno e não tem 
recursos para adquiri-lo.
B) ela costuma confundir o som de um pássaro com o 
toque de seu celular.
C) ela demonstra ansiedade sempre que tem de atender 
ao telefone celular.
D) o telefone celular toca e não é possível identificar a 
origem da chamada.
03. De acordo com o texto, indique a alternativa que completa 
CORRETAMENTE o enunciado.
Crackberry	phenomenon	can	best	be	defined	as
A) a compulsive behavior some people feel to use and 
check their BlackBerry.
B) the ability some people have to invade computers, 
such as crackers and hackers.
C) a symptom of a techno-neurosis that indicates a 
person suffers from ringxiety.
D) a positive and desirable behavior in the increasingly 
wireless and connected world.
04. Marque a alternativa que contém SOMENTE substantivo(s) 
e verbo(s) utilizados no texto em contextos que 
expressam as noções de “origem, fonte, ou surgimento”.
A) Stem – origins – emerge
B) Origins – gadgets – advent
C) Emerge – origins – weird
D) Chirping – stem – origins
05. No último parágrafo do texto, o autor apresenta uma 
analogia entre phantom vibration e phantom limb 
syndrome para insinuar que
A) são fenômenos médicos relacionados a alucinações 
muito distintas entre si.
B) ambos os fenômenos comparados são condições 
médicas recentes.
C) esses dois fenômenos são síndromes que somente 
ocorrem em pessoas amputadas.
D) o celular parece ter se tornado uma extensão virtual 
do nosso próprio corpo.
06. De acordo com o texto, quais das alternativas abaixo 
completam corretamente o enunciado a seguir?
According to the text, it is appropriate to say that techno-
neuroses	are	most	probably	identified	in	people
I - who show ringxiety behavior.
II - who are addicted to the Internet.
III - while they are driving, shopping or dancing.
IV - only when they are using their cell phones.
Marque a alternativa que contém somente afirmativas 
CORRETAS.
A) I e IV C) II, III e IV
B) II e III D) I e II
Frente A Módulo 12
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07. Segundo o texto, quais das alternativas a seguir 
completam CORRETAMENTE o enunciado abaixo?
Some researchers, concerning the possible origins of 
ringxiety, believe that
I. it is caused by insane behavior or some kind 
of mental disorder common in people with 
techno-neuroses.
II. it may result from confusion in the sound frequency 
of ringtones and the location of our ears.
III. it	is	an	anxiety	syndrome	which	reflects	the	high	level	
of competition existing in our capitalist society.
IV. our brains have become conditioned to expect 
cell phone calls constantly in this wireless society.
Marque a alternativa que contém somente afirmativas 
CORRETAS.
A) II e IV C) III e IV
B) I e III D) I e II
TEXT IV
FUVEST-SP–2010
 As everybody knows, if you do not work out, your 
muscles get flaccid. What most people don’t realize, 
however, is that your brain also stays in bettershape 
when you exercise.
 Surprised? Although the idea of exercising cognitive 
machinery by performing mentally demanding activities – 
popularly termed the “use it or lose it” hypothesis – 
is better known, a review of dozens of studies shows 
that maintaining a mental edge requires more than that. 
Other things you do – including participating in activities 
that make you think, getting regular exercise, staying 
socially engaged and even having a positive attitude 
– have a meaningful influence on how effective your 
cognitive functioning will be in old age.
Available at: <www.scientificamerican.com/article>. 
Accessed: July 06th, 2009. (Adapted).
01. O texto informa que
A) exercícios físicos são benéficos para o corpo e para a 
saúde mental.
B) as pessoas não se dão conta da importância de 
músculos fortes.
C) o cérebro é muito pouco exercitado por pessoas que 
não trabalham.
D) todo mundo deveria exercitar-se diariamente.
E) grande parte das pessoas preocupa-se apenas com 
a aparência física.
02. Segundo o texto, o bom funcionamento de nosso cérebro 
na velhice depende, entre outros fatores,
A) das perdas e ganhos que vivenciamos ao longo da 
vida.
B) da herança genética que trazemos conosco.
C) das modalidades de exercícios físicos que realizamos.
D) da complexidade de exercícios intelectuais a que 
somos expostos.
E) de nosso engajamento em atividades intelectuais e 
sociais.
ENEM EXERCISES
Texto para a questão 01
The death of the PC
 The days of paying for costly software upgrades 
are numbered. The PC will soon be obsolete. And 
BusinessWeek reports 70% of Americans are already 
using the technology that will replace it. Merrill Lynch 
calls it “a $160 billion tsunami”. Computing giants 
including IBM, Yahoo!, and Amazon are racing to be 
the first to cash in on this PC-killing revolution. Yet, two 
little-known companies have a huge head start. Get their 
names in a free report from The Motley Fool called, “The 
Two Words Bill Gates Doesn’t Want You to Hear…”
 Click here for instant access to this FREE report!
 BROUGHT TO YOU BY THE MOTLEY FOOL
Available at: <http://www.fool.com>. 
Accessed: July 21st, 2010.
01. (Enem–2010) Ao optar por ler a reportagem completa 
sobre o assunto anunciado, tem-se acesso a duas palavras 
que Bill Gates não quer que o leitor conheça e que se 
referem
A) aos responsáveis pela divulgação desta informação 
na Internet.
B) às marcas mais importantes de microcomputadores 
do mercado.
C) aos nomes dos americanos que inventaram a suposta 
tecnologia.
D) aos sites da Internet pelos quais o produto já pode 
ser conhecido.
E) às empresas que levam vantagem para serem suas 
concorrentes.
Texto para a questão 02
Viva la Vida
I used to rule the world
Seas would rise when I gave the word
Now in the morning and I sleep alone
Sweep the streets I used to own
I used to roll the dice
Feel the fear in my enemy’s eyes
Listen as the crowd would sing
“Now the old king is dead! Long live the king!”
One minute I held the key
Next the walls were closed on me
And I discovered that my castles stand
Upon pillars of salt and pillars of sand
[…]
MARTIN, C. Viva la vida, Coldplay. In: Viva la vida or Death and 
all his friends. Parlophone, 2008.
Relative Pronouns
38 Coleção Estudo
02. (Enem–2010) Letras de músicas abordam temas que, 
de certa forma, podem ser reforçados pela repetição de 
trechos ou palavras. O fragmento da canção “Viva la vida”, 
por exemplo, permite conhecer o relato de alguém que
A) costumava ter o mundo aos seus pés e, de repente, 
se viu sem nada.
B) almeja o título de rei e, por ele, tem enfrentado 
inúmeros inimigos.
C) causa pouco temor a seus inimigos, embora tenha 
muito poder.
D) limpava as ruas e, com seu esforço, tornou-se rei de 
seu povo.
E) tinha a chave para todos os castelos nos quais 
desejava morar.
GLOSSARY
● Advisor = orientador(a)
● Belong (verb) = pertencer (belong – belonged – 
belonged)
● Owner = dono(a)
S
X
C
● Remain (verb) = permanecer (remain – remained – 
remained) 
● Resign (verb) = renunciar, aposentar (resign – resigned 
– resigned)
Consolidation II
01. Wrong 
form
Correct 
form
Line on 
the text
make made 5
its his 7
dead died 11
itself himself 12
Developing Developed 16
begun began 18
took taken 19
are is 20
leave live 22
There is There are 32
who which 34
Proposed Exercises
01. B 11. D
02. C 12. A
03. C 13. B
04. D 14. A
05. D 15. C
06. B 16. B
07. C 17. E
08. C 18. A
09. E 19. A
10. D 
Text I
01. E
Text II
01. B 03. A 05. D 07. B 09. A
02. C 04. D 06. A 08. C 10. D
Text III
01. D 03. A 05. D 07. A
02. B 04. A 06. D 
Text IV
01. A 02. E
Enem Exercises
01. E 02. A
ANSWER KEY
Consolidation I
01. A) who / that
 B) which
 C) whom
 D) who
 E) whose
Frente A Módulo 12
INFINITIVE PAST TENSE PAST PARTICIPLE TRANSLATION
A
to accuse accused accused acusar
to allow allowed allowed permitir
to annoy annoyed annoyed incomodar
to appear appeared appeared aparecer
to arrange arranged arranged arranjar
to avoid avoided avoided evitar
B
to beg begged begged suplicar
to behave behaved behaved comportar-se
to believe believed believed acreditar
to belong belonged belonged pertencer
to betray betrayed betrayed trair
to borrow borrowed borrowed pedir emprestado
to breathe breathed breathed respirar
to bury buried buried enterrar
C
to care cared cared importar-se
to claim claimed claimed reivindicar
to complain complained complained reclamar
D
to defeat defeated defeated derrotar
to delay delayed delayed atrasar
to deny denied denied negar
to deserve deserved deserved merecer
to desire desired desired desejar
to distinguish distinguished distinguished distinguir
to drop dropped dropped derrubar
E
to encourage encouraged encouraged encorajar
to envy envied envied invejar
to excuse excused excused desculpar
F
to fear feared feared temer
to fetch fetched fetched ir buscar
to fill filled filled encher
to fire fired fired despedir, disparar
to frighten frightened frightened assustar
H
to happen happened happened acontecer
to hate hated hated odiar
to help helped helped ajudar
to hurry hurried hurried apressar-se
I
to inhabit inhabited inhabited habitar
to insult insulted insulted insultar
J
to joke joked joked brincar
to jugde jugded jugded julgar
to jump jumped jumped pular
K
to knock knocked knocked bater
L
to land landed landed aterrisar
to laugh laughed laughed rir
M
to marry married married casar-se
to murder murdered murdered matar
O
to obey obeyed obeyed obedecer
to omit omitted omitted omitir
to order ordered ordered ordenar, pedir
to owe owed owed dever
to own owned owned ter, possuir
LIST OF REGULAR VERBS
INFINITIVE PAST TENSE PAST PARTICIPLE TRANSLATION
P
to permit permitted permitted permitir
to persuade persuaded persuaded persuadir
to place placed placed colocar
to prefer preferred preferred preferir
to prevent prevented prevented evitar, impedir
to pronounce pronounced pronounced pronunciar
Q
to quarrel quarreled quarreled discutir, brigar
R
to raise raised raised levantar
to refuse refused refused recusar
to reply replied replied responder
S
to seem seemed seemed parecer
to shout shouted shouted gritar
to struggle struggled struggled esforçar-se
to succeed succeeded succeeded ter sucesso
T
to taste tasted tasted provar (alimentos, bebidas)
W
to warn warned warned advertir
to waste wasted wasted desperdiçar
to wonder wondered wondered querer saber, imaginar
to wreck wrecked wrecked colidir, chocar
LIST OF IRREGULAR VERBS
INFINITIVE PAST TENSE PAST PARTICIPLE TRANSLATION
A
to arise arose arisen surgir, erguer-se
to awake awoke awoken despertar, acordar
B
to be was, were been ser, estar
to bear bore born, borne suportar, dar à luz
to beat beat beaten bater, espancar
to become became become tornar-se
to befall befell befallen acontecer
to beget begot begotten, begot procriar, gerar
to begin beganbegun começar, iniciar
to behold beheld beheld contemplar
to bend bent bent curvar, dobrar
to bet bet bet apostar
to bid bid bid oferecer, concorrer
to bind bound bound unir, encadernar
to bite bit bitten morder, engolir a isca
to bleed bled bled sangrar, ter hemorragia
to blow blew blown (as)soprar, estourar
to break broke broken quebrar, romper
to breed bred bred procriar, reproduzir
to bring brought brought trazer
to broadcast broadcast broadcast irradiar, transmitir
to build built built construir, edificar
to burst burst burst arrebentar, estourar
to buy bought bought comprar
C
to cast cast cast arremessar, lançar
to catch caught caught pegar, capturar
to choose chose chosen escolher
to cling clung clung aderir, segurar-se
to come came come vir
to cost cost cost custar
to creep crept crept rastejar, engatinhar
to cut cut cut cortar, reduzir
INFINITIVE PAST TENSE PAST PARTICIPLE TRANSLATION
D
to deal dealt dealt negociar, tratar
to dig dug dug cavar, cavoucar
to do did done fazer
to draw drew drawn sacar, desenhar
to drink drank drunk beber
to drive drove driven dirigir, ir de carro
to dwell dwelt dwelt morar
E
to eat ate eaten comer
F
to fall fell fallen cair
to feed fed fed alimentar, nutrir
to feel felt felt sentir, sentir-se
to fight fought fought lutar, batalhar
to find found found achar, encontrar
to flee fled fled fugir, escapar
to fling flung flung arremessar
to fly flew flown voar, pilotar
to forbid forbade forbidden proibir
to forget forgot forgotten esquecer
to forgive forgave forgiven perdoar
to freeze froze frozen congelar, paralisar
G
to get got gotten, got obter, conseguir
to give gave given dar, conceder
to go went gone ir
to grind ground ground moer
to grow grew grown crescer, cultivar
H
to have had had ter, beber, comer
to hear heard heard ouvir, escutar
to hide hid hidden, hid esconder
to hit hit hit bater, ferir
to hold held held segurar
to hurt hurt hurt machucar, ferir
K
to keep kept kept guardar, manter
to know knew known saber, conhecer
to knell knelt knelt ajoelhar-se
L
to lay laid laid pôr (ovos)
to lead led led liderar, guiar
to leave left left deixar, partir
to lend lent lent dar emprestado
to let let let deixar, alugar
to lie lay lain deitar(-se)
to lose lost lost perder, extraviar
M
to make made made fazer, fabricar
to mean meant meant significar
to meet met met encontrar, conhecer
O
to overcome overcame overcome superar
to overtake overtook overtaken alcançar, surpreender
P
to pay paid paid pagar
to put put put colocar, pôr
Q
to quit quit quit abandonar, largar de
R
to read read read ler
to ride rode ridden andar, cavalgar
INFINITIVE PAST TENSE PAST PARTICIPLE TRANSLATION
to ring rang rung tocar (campainha)
to rise rose risen subir, erguer-se
to run ran run correr, concorrer
S
to saw sawed sawn serrar
to say said said dizer
to see saw seen ver, entender
to seek sought sought procurar
to sell sold sold vender
to send sent sent mandar, enviar
to set set set pôr, colocar, ajustar
to shake shook shaken sacudir, tremer
to shed shed shed derramar, deixar cair
to shine shone shone brilhar, reluzir
to shoot shot shot atirar, alvejar
to show showed shown mostrar, exibir
to shrink shrank shrunk encolher, contrair
to shut shut shut fechar, cerrar
to sing sang sung cantar
to sink sank sunk afundar, submergir
to sit sat sat sentar
to slay slew slain matar, assassinar
to sleep slept slept dormir
to slide slid slid deslizar, escorregar
to sling slung slung atirar, arremessar
to speak spoke spoken falar
to spend spent spent gastar, passar (tempo)
to spin spun spun girar, rodopiar
to spit spit, spat spit, spat cuspir
to spread spread spread espalhar, difundir
to spring sprang sprung saltar, pular
to stand stood stood ficar de pé, aguentar
to steal stole stolen roubar, furtar
to stick stuck stuck cravar, fincar, enfiar
to sting stung stung picar c/ ferrão (inseto)
to stink stank stunk cheirar mal, feder
to strike struck struck golpear, bater
to string strung strung encordoar, amarrar
to strive strove striven esforçar-se, lutar
to swear swore sworn jurar, prometer
to sweep swept swept varrer
to swim swam swum nadar
to swing swang, swung swung balançar, alternar
T
to take took taken tomar, pegar, aceitar
to teach taught taught ensinar, dar aula
to tear tore torn rasgar, despedaçar
to tell told told contar (uma história)
to think thought thought pensar
to throw threw thrown atirar, arremessar
to tread trod trodden pisar, trilhar, seguir
U
to undergo underwent undergone submeter-se a, suportar
to understand understood understood entender, compreender
to uphold upheld upheld sustentar, apoiar
to upset upset upset perturbar, preocupar
W
to wear wore worn vestir, usar, desgastar
to win won won vencer, ganhar
to wind wound wound enrolar, dar corda
to write wrote written escrever, redigir
to weep wept wept chorar
Volume 04
LÍNGUA
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2 Coleção Estudo
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Frente A
13 3 Quantitative Adjectives and Indefinite PronounsAutor: Bruno Porcaro
14 11 Degrees of ComparisonAutor: Bruno Porcaro
15 19 Tag Questions and AdverbsAutor: Bruno Porcaro
16 29 Conjunctions and ConnectorsAutor: Bruno Porcaro
FRENTE
3Editora Bernoulli
MÓDULOLÍNGUA INGLESA
QUANTITATIVE ADJECTIVES 
AND INDEFINITE PRONOUNS
Use some in positive sentences:
I’m going to buy some eggs. 
There is some ice in the ice box. 
They made some mistakes. 
She said something. 
I saw somebody (or someone).
Use any in negative sentences:
I’m not going to buy any eggs.
There isn’t any ice in the ice box.
They didn’t make any mistakes.
She didn’t say anything.
I didn’t see anybody (or anyone).
Some (algum, alguns, alguma, algumas) e derivados 
são usados:
some / something
somebody / someone /
somewhere
A)	 Em	orações	afirmativas.
– He has something to give you.
– I need to go somewhere tonight.
B) Em orações interrogativas quando se espera uma 
resposta	afirmativa	ou	em	orações	que	indiquem	uma	
sugestão, oferecimento ou pedido. 
– Would you like some help?
– Would you like somebody to help you?
Any (qualquer, algum, nenhum) e derivados são usados: 
any / anything anybody / anyone /
anywhere
A)	 Em	orações	afirmativas	(no	sentido	de	“qualquer”).	
– Eat any fruit you want.
– You can do anything you need here.
– Anybody is able to do this exercise.
B)	 Em	orações	interrogativas		(no	sentido	de	“algum”).
– Have you got any questions? 
– Did you say anything?
– Did anyone call me today?
C)	 Em	orações	negativas		(no	sentido	de	“nenhum”).	
– I don’t want any help from you.
– Lucy didn’t dance with anybody yesterday. 
– They haven’t gone anywhere recently.
No (nenhum) e derivados são usados:
no / nothing
nobody / no one /
nowhere
A) Em orações com sentido negativo, mas com o 
verbo	na	afirmativa,	pois	a	negação	está	no	próprio	
quantitative adjective ou indefinite pronoun. 
– She has no money with her at the moment.
– Nobody knows where Joan is now.
– My colleagues have nowhere to go this weekend.
Every (cada, todo) e derivados são usados tanto em 
orações	afirmativas	como	em	negativas	e	em	interrogativas.	
every / everything everybody / everyone /
everywhere
– I looked for you everywhere last week.
– Unfortunately, I didn’t buy everything I needed last 
month.
– Did everybody have fun on his vacation?
Quantitative Adjectives and 
Indefinite Pronouns
13 A
4 Coleção Estudo
OBSERVAÇÃO
Quando os indefinite pronouns são o sujeito em orações 
afirmativas,	são	seguidos	de	verbo	na	3ª	pessoa	do	singular.	
Exemplos:
– Everybody is happy today.
– Nobody knows where you are.
None	 significa	 “nenhum”	 Não	 confundir	 com	no one 
(ninguém).	None	equivale	a	no + substantivo. Compare 
estas duas respostas: 
– “Do you have any money?”
– “No, I have no money.”
– “No, I have none.”
CHECK IT OUTC
“Everybody”,	 que	 significa	 “todo	 mundo”,	
em português, foi o primeiro single da carreira 
deMadonna.	 Escrita	 pela	 própria	 cantora,	 a	
música foi um sucesso na parada dance e chegou 
ao	 terceiro	 lugar,	 vendendo	 250	 mil	 cópias.	 
Na	parada	geral	da	Billboard, o single chegou ao 
107° lugar.
wikipedia.org
CONSOLIDATION
01. PREENCHA as lacunas das frases a seguir:
I. There can be success without training.
II. The success has been characterized by strategies.
III. There isn’t possibility that we may 
eliminate practice.
02. PREENCHA corretamente todas as lacunas das frases 
a seguir.
I. There is ____________ at the kitchen. Can you ask 
the maid to see who it is?
II. I lost my car keys ________________ in this room. 
Can	you	help	me	find	it?
III. I’m sorry but we can’t help you. There is ____________ 
we can do to help you.
03. ESCOLHA	outra	maneira	de	dizer	“There	isn’t	anything	
like	friendship”.
_________________________________________
04. (FUVEST-SP) REESCREVA completando com some, any, 
someone ou anyone
Call ________________ day you like. There’s always 
___________ in to receive visitors.
PROPOSED EXERCISES
01. (UNESP) _________________ said she is right.
A) Somebody
B) Anybody
C) Anyone
D) Something
E) Anything
02. (FCMSC-SP)	“Nurse,	is	there	any	message	for	me?”
“No,	doctor,	_________________.”
A) something
B) anything
C) anyone 
D) no one 
E) none
03. (FUVEST-SP)	Choose	another	way	of	saying	“There	isn’t	
anything	really	like	that”.
A) There is nothing really like that.
B) There aren’t many things really like that.
C) There aren’t no things really like that. 
D) There is anything hardly really like that.
E) There are a few things really like that.
04. (UFBA) He doesn’t prefer to add ______ to his life.
A) something
B) anything
C) nothing
D) somebody
E) everybody
05. (Milton Campos-MG) Prejudice is _________ nasty. 
I see __________ point keeping _________. _________ 
should avoid it.
A) something - no - no one - Somebody 
B) everything - any - some - Everybody 
C) nothing - some - none - Someone
D) anything - any - any - Body
E) something - no - any - Everybody
06. (FCC-BA) The room is empty. There is __________ in it.
A) anybody
B) somebody
C) nobody
D) anything
E) something
Frente A Módulo 13
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07. (PUC-SP) You must lose __________ time in adjusting 
yourself to your new powers.
A) not
B) nor
C) no
D) none
E) any
08. (UFSCar-SP) I cannot teach _____________ more classes 
this week.
A) some
B) any
C) no
D) none
E) one
09. (ESBI-MG)	“Who	are	you	going	to	vote	for	 in	the	next	
election? __________, I don’t believe in __________ of 
the	candidates.”
A) Some - any
B)	 Nothing	-	some
C) Somebody - any
D)	 Nobody	-	any
E)	 Neither	-	some
10. (OSEC-SP)	 “Did	 you	 see	 anybody	 in	 the	 garden	
yesterday?”
“No,	I	saw	___________	there.”
A) anyone
B) anybody
C) somebody
D) nobody
E) someone
11. (Mackenzie-SP) Assinale a alternativa CORRETA.
A)	 There	are	no	matches	left.	We	must	buy	some	more.
B)	 There	aren’t	any	matches	left.	We	must	to	buy	any	
more.
C)	 There	aren’t	no	matches	left.	We	must	buy	any	more.
D)	 There	is	not	any	matches	left.	We	must	to	buy	some	
more.
E)		There	aren’t	not	any	matches	left.	We	must	buy	some	
more.
12. (UFSCar-SP) They ___________ dictionaries.
A) haven’t much
B) have no any
C) haven’t some
D) have no some
E) haven’t any
TEXT I
UFTM-MG–2006
Treatments: Acupuncture Fares 
Well in Headache Experiment
 A new study, using what the researchers said was an 
unusually large number of volunteers, has found evidence 
that acupuncture may alleviate tension headaches. 
The	findings	appear	in	the	online	version	of	the	journal	
British Medical Journal.	 “Acupuncture	 is	 widely	 used	
for the treatment of tension-type headaches, but its 
effectiveness	 is	 controversial,”	 wrote	 the	 researchers	
from several German universities.
 To test how well it actually works, the researchers 
sought out volunteers who reported having had tension 
headaches for at least eight days a month in the previous 
three months. They were divided into three groups. 
One received a traditional form of acupuncture. 
A second was given light needling away from the classic 
acupuncture points, the intention being to simulate 
acupuncture. Members of the third group were told that 
they were on a waiting list and given no treatment.
 Doctors trained in acupuncture gave the treatments, 
consisting	of	twelve	30-minute	sessions	over	8	weeks	
at	 28	 clinics	 in	 Germany.	 Afterward,	 a	 review	 of	 the	
results for 270 patients found that those who received 
traditional acupuncture reported about seven fewer days 
with headaches in the month after treatment than in the 
month before.
	 	 The	improvement,	the	researchers	said,	was	“clearly	
clinically	relevant.”	But	the	finding	was	complicated	by	
the fact that those patients given what had been intended 
to be simulated acupuncture improved almost as much.
	 	 The	needling	may	still	have	provided	benefit	by	altering	
circulation,	for	example,	or	generating	neurophysiological	
and neurochemical responses. Or, the researchers said, 
acupuncture and minimal acupuncture may be associated 
with	“particularly	potent	placebo	effects.”
NAGOURNEY, Eric. The New York Times, Aug. 16, 2005. 
Available at: <www.nytimes.com>.
Quantitative Adjectives and Indefinite Pronouns
6 Coleção Estudo
01. The volunteers who participated in the research
A)	 went	to	30	acupuncture	sessions	to	relieve	tension	
headache.
B) were separated into three groups and only one group 
was treated traditionally.
C) reported an improvement in headache and associated 
it to placebo effects.
D) were included in a waiting list and then treated in 
three groups.
E)	 were	 treated	at	28	 clinics	 and	 those	who	 received	
traditional treatment went to Germany.
02. The review of the results demonstrated that
A) those who had undergone traditional treatment 
showed a relevant improvement.
B) the doctors were well trained in acupuncture 
procedures.
C) the 270 patients who had received a light needling 
away from classic points improved as well.
D)	 there	was	no	significant	difference	among	the	three	
groups treated.
E) the sessions were not long enough for the simulated 
acupuncture sessions.
03.	 The	last	paragraph	of	the	text	–	The needling may still 
have provided benefit by altering circulation, for example, 
or generating neurophysiological and neurochemical 
responses. Or, the researchers said, acupuncture and 
minimal acupuncture may be associated with “particularly 
potent placebo effects.”	–	means	that
A) acupuncture is responsible for the cure of tension 
headache.
B) there is no evidence for alternative treatments.
C) acupuncture is useless as treatment even if it is widely 
used.
D) although acupuncture may help to alleviate tension 
headache, its effectiveness is controversial.
E) doctors trained in traditional acupuncture procedures 
were crucial to achieve positive results.
04. In the sentence of the third paragraph – Afterward, a 
review of the results for 270 patients found that those who 
received traditional acupuncture reported about seven 
fewer days with headaches in the month after treatment 
than in the month before. – the word afterward indicates
A) time sequence.
B) alternative.
C) controversy.
D) agreement.
E) result.
TEXT II
UNESP–2010
Hey Jet Fans; Don’t Count 
Your Chickens Just Yet!
 This has been quite the off-season for us Jets fans. 
After	a	heart	breaking	end	to	the	2008	season,	we	have	
seen our team make for some seemingly huge strides.
 Eric Mangini has moved on to Cleveland... gas can and 
matches	in	hand.	Rex	‘Son	of	Buddy’	Ryan	has	stepped	
into the head coaching role, bringing defensive stars Bart 
Scott and Jim Leonhard with him.
 These additions immediately put the Jets defense 
back on the radar. More importantly, he brought a bit of 
swagger and a bit of a chip on hisshoulder. Something 
this team has been sorely lacking for way too long.
 Sports are as much about ego and attitude as they 
are about physical skills and attributes. The monotone 
stylings of Eric Mangini did nothing to impress or inspire 
players, media or fans.
 Things certainly seem to be looking up for this team 
and its fans. Or are they?
 Despite all outward appearances, this is a team that 
is still only one bad break away from disaster. Several 
key	positions	are	still	floating	in	limbo.
 The Jets are way too thin at way too many positions to 
truly be successful. Both the defensive and offensive lines, 
parts of the secondary and, of course, the tight ends are 
so thin that one injury could sink the entire boat.
	 	 Despite	 all	 appearances,	 I’m	 actually	 extremely	
optimistic about the coming season. There are a lot of 
good things happening with this team too. Unfortunately, 
there are also a lot of questions.
Available at: <http://www.ganggreennation.
com/2009/5/16/877030>.	(Adapted).
01.	 O	título	do	texto	contém	parte	de	um	provérbio	em	inglês,	
provérbio este conhecido também no Brasil. Pelo conteúdo 
do	texto,	pode-se	inferir	que	o	provérbio	foi	utilizado	no	
título porque
A)	 no	futebol,	não	se	pode	utilizar	cálculos	matemáticos	
para prever o resultado de uma partida.
B)	 o	novo	goleiro	do	time	certamente	não	vai	“engolir	
frangos”.
C)	 a	configuração	de	um	time	de	 futebol	não	garante	
que o time vai ser vencedor.
D) um time de futebol não pode contar com jogadores 
que sejam fracos.
E)	 o	número	de	gols	que	o	time	fará	depende	da	atitude	
positiva de seus jogadores.
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02. A função de Eric Mangini no time Jets era de
A)	 jogador	atacante.	 	 	 	 D)	 fisioterapeuta.
B) jogador da defesa. E) técnico.
C) jogador da reserva.
03.	 No	contexto	do	artigo,	a	expressão	sink the entire boat, 
no	 penúltimo	 parágrafo,	 é	 utilizada	 para	 enfatizar	 as	
informações	apresentadas	no	parágrafo	sobre	a
A) impossibilidade de o time vencer.
B) pequena possibilidade de o time vencer.
C) fragilidade do time.
D) possibilidade de o time vencer.
E) aparência física dos jogadores.
04. Assinale a alternativa CORRETA.
A) O time de futebol americano Jets saiu-se bem na 
temporada	de	2008.
B) Bart Scott e Jim Leonhard não são considerados bons 
jogadores.
C)	 O	autor	do	texto	considera	que	o	time	certamente	
será	vencedor.
D) Ainda não se sabe quais jogadores assumirão posições 
importantes no time.
E) O time de futebol americano Jets reúne todas as 
chances	de	vencer	na	próxima	temporada.
05. Utilizou-se a oração there are also a lot of questions no 
final	do	texto	porque
A)	 há	 problemas	 no	 time	 Jets que precisam ser 
solucionados.
B)	 não	se	sabe	se	o	time	jogará	na	próxima	temporada.
C) os jogadores do time Jets não estão em boas 
condições físicas.
D) os torcedores não veem o time com bons olhos.
E)	 os	 torcedores	 questionam	 a	 configuração	 atual	 do	
time.
TEXT III
FGV-SP–2011
Uncertain Science
1 Blame economic worries, another freezing winter, or the 
cascade of scandals emerging from the world’s leading 
climate-research body, the Intergovernmental Panel on 
Climate Change (IPCC). But concern over global warming 
has cooled down dramatically. In über-green Germany, 
only 42 percent of citizens worry about global warming 
now, down from 62 percent in 2006. In Britain, just 26 
percent believe climate change is man-made, down from 
41	percent	as	recently	as	November	2009.	And	Americans	
rank global warming dead last in a list of 21 problems that 
concern them, according to a January Pew poll. 
2 The shift has left many once celebrated climate 
researchers feeling like the used-car salesmen of the 
science world. In Britain, one leading scientist told an 
interviewer	he	is	taking	anti-anxiety	pills	and	considered	
suicide following the leak of thousands of IPCC-related 
e-mails and documents suggesting that researchers 
cherry-picked data and suppressed rival studies to play 
up global warming. In the U.S., another researcher is 
under	 investigation	 for	 allegedly	 using	 exaggerated	
climate data to obtain public funds. In an open letter 
published in the May issue of Science magazine, 
255	 American	 climate	 researchers	 decry	 “political	
assaults”	 on	 their	work	 by	 “deniers”	 and	 followers	 of	
“dogma”	and	“special	interests.”
3	 	 This	 is	 no	 dispute	 between	 objective	 scientists	
and crazed flat-earthers. The lines cut through 
the profession itself. Very few scientists dispute a 
link between man-made CO2 and global warming. 
Where	 it	 gets	 fuzzy	 is	 the	 extent	 and	 time	 frame	 of	
the effect. One crucial point of contention is climate 
“sensitivity”	–	the	mathematical	formula	that	translates	
changes in CO2 production to changes in temperature. 
In	 addition,	 scientists	 are	 not	 sure	 how	 to	 explain	 a	
slowdown in the rise of global temperatures that began 
about a decade ago.
4 The backlash against climate science is also 
about the way in which leading scientists allied 
themselves with politicians and activists to promote 
their cause. Some of the IPCC’s most-quoted data 
and recommendations were taken straight out of 
unchecked activist brochures, newspaper articles, 
and corporate reports – including claims of plummeting 
crop yields in Africa and the rising costs of warming-
related natural disasters, both of which have been refuted 
by academic studies.
THEIL, Stefan. Uncertain Science. Newsweek, June 7, 2010.
01.	 The	first	sentence	of	 the	article	MOST likely mentions 
“economic	worries,”	“another	freezing	winter,”	and	“the	
cascade	of	scandals”	in	order	to
A)	 explain	 some	 of	 the	 factors	 that	 have	 made	 
global-warming research so imprecise.
B) list some possible reasons for the public’s decreasing 
preoccupation with global warming.
C)	 expose	 some	 potential	 flaws	 in	 the	 arguments	 of	
those who do not consider global warming a serious 
problem.
D) offer an alternative theory about why global warming 
has become such a serious problem in the last thirty 
years.
E) justify the defensive attitude that many global-warming 
specialists have adopted in reaction to the growing 
resistance	to	their	research	findings.
Quantitative Adjectives and Indefinite Pronouns
8 Coleção Estudo
02. The Pew poll mentioned in paragraph 1 MOST likely 
supports which of the following statements?
A) The percentage of people in Germany and Britain who 
are worried about global warming is higher than that 
in the United States.
B) The Intergovernmental Panel on Climate Change 
(IPCC) is now distrusted by a majority of the people 
in Germany, Britain, and the United States.
C) Among the citizens of industrialized countries, 
Germans are still the most concerned about global 
warming.
D) Americans believe that at least 20 things are a greater 
cause for worry than global warming is.
E) In comparison with the inhabitants of countries around 
the world, Americans are probably the least concerned 
about global warming.
03.	 The	“shift”	mentioned	in	the	first	sentence	of	paragraph	2	 
MOST likely refers to the 
A) change in public opinion from a strong preoccupation 
with global warming to a significantly lesser 
preoccupation.
B) public’s refusal to believe that the global-warming 
process	has	slowed	down	during	approximately	the	
last 10 years.
C) discovery that several important climate researchers 
may have manipulated data to make global warming 
look more serious than it really is.
D)	 humiliation	 that	many	members	 of	 the	 scientific	
community have recently suffered because of their 
global-warming research.
E) public contempt now being directed at many of the 
world’s most important climate researchers.
04.	 Which	 of	 the	 following	 probably	BEST	 expresses	 the	
controversy related to the IPCC?
A) IPCC researchers refusedto consult other organizations 
and institutions before publishing their conclusions 
about the seriousness of global warming.
B) IPCC researchers allegedly used unethical methods to 
make global warming appear more problematic than 
it may really be.
C) A handful of IPCC researchers misappropriated public 
funds for their own personal use.
D) IPCC researchers suppressed global-warming 
information in order to avoid damaging the reputations 
of certain large corporations.
E) The IPCC convinced the public that global warming 
was a man-made phenomenon rather than a 
natural one.
05.	 In	paragraph	3,	the	sentence	“The	lines	cut	through	the	
profession	itself”	MOST	likely	means	approximately	the	
same as which of the following?
A) The global-warming controversy essentially puts the 
scientific	community	on	one	side	and	the	public	on	
the other.
B) The connection between man-made CO2 and global 
warming is the only thing on which scientists are in 
agreement.
C)	 Even	members	of	the	scientific	community	are	unable	
to agree on certain important issues related to global 
warming.
D) Many scientists now refuse to believe that climate 
“sensitivity”	is	related	to	CO2 emissions.
E) The global-warming controversy has evenly divided 
the	scientific	community,	with	each	side	accusing	the	
other	of	dishonesty	and	conflict	of	interest.
06. According to the information in the article, which of the 
following questions MOST likely is no longer relevant?
A) Just how much of a problem is global warming?
B)	 When	 can	we	 expect	 the	 consequences	 of	 global	
warming to start becoming disastrous?
C) How do we calculate accurately the effect that greater 
or lesser amounts of man-made CO2 will have on 
temperature?
D)	 Why	 has	 the	 world	 warmed	 at	 a	 slower	 rate	 for	
approximately	the	last	10	years?
E)	 Why	is	African	agriculture	suddenly	producing	much	
less food?
07. According to the information in the article, the IPCC
A) released thousands of e-mails and documents in an 
attempt to destroy the arguments of rival scientists.
B) made fraudulent claims about the seriousness of 
global warming in order to receive research money 
from the governments of several countries.
C) sent a letter signed by 255 of its scientists to protest 
what it considered unfair and unsupported criticisms 
of its research.
D) presented to the public information that had come 
from non-IPCC sources and that had never been 
verified.
E) worked secretly with certain academic institutions 
in order to refute some serious criticisms of global 
warming.
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ENEM EXERCISES
Texto	para	as	questões	01 e 02
Ecuador opens its doors to senior scientists
Ecuador to become “the retirement destination
of brilliant minds”
	 	 [MONTEVIDEO]	 Ecuador’s	 president	 Rafael	 Correa	
has announced a US$1.7 million plan to attract senior 
Ecuadorian scientists living abroad and senior scientists 
from the developed world – whether active or retired – 
to come and work in Ecuador.
	 	 Under	the	“Prometheus	Old	Wiseman”	plan,	announced	
last	week	 (7	 August),	 48	 scientists	will	 be	 invited	 to	
come to Ecuador for up to a year to teach universities, 
or collaborate in research centres or state-owned 
companies.
	 	 Initially	the	aim	is	for	30	Ecuadorian	scientists	living	
abroad to return home to teach, at an estimated cost of 
US$735,000	to	the	government,	who	will	pay	the	airfares	
for the scientists and their families, and living costs.
 Under the second part of the programme, backed by a 
further	US$981,000	sum	of	government	funding,	around	
18	foreign	scientists	will	be	invited	to	Ecuador.
	 	 “According	to	a	2009	survey,	only	29	per	cent	of	the	
universities	 in	 Ecuador	 have	 a	 research	 programme,”	
Manuel	 Baldeón,	 head	 of	 the	National	 Secretariat	 for	
Science and Technology (Senacyt) told SciDev.Net. 
	 	 Baldeón	 said	 that	 Prometheus	 aimed	 to	 turn	
Ecuador into a haven for top scientists from around 
the world and that the government is ready to provide 
“all	that	is	necessary”	to	lead	the	country	into	becoming	
“the	retirement	destination	of	brilliant	minds”.
HIRSCHFELD, Daniela. Available at: <http://www.scidev.net/ 
en/news/ecuador-opens-its-doors-to-senior-scientists.html>. 
Accessed: Aug. 16th, 2010. (Adapted).
01.	 According	to	the	text,	 the	Ecuadorian	government	has	
decided to make investments to develop the country’s 
universities, which still need to broaden their research 
programs.	 The	 “Prometheus	 Old	Wiseman”	 plan	 was	
ellaborated in order to make these changes possible 
through
A) forging the scientists to teach only at Ecuador’s 
universities.
B) introducing the plan to the scientists.
C) being invited by the scientists to work in Ecuador.
D) calling in older scientists to live and work in Ecuador. 
E) promising to deepen into an Ecuador’s research. 
02. The Ecuadorian plan will be implanted gradually. 
In	its	first	phase,	it
A)	 will	consider	48	scientists	to	come	to	Ecuador	for	up	
to a year to teach universities.
B)	 will	 invite	 30	 scientists	 living	 abroad	 to	 return	 to	
Ecuador.
C)	 will	be	spending	an	estimated	cost	of	US$735,000	to	
the government.
D)	 will	 be	 backed	 by	 a	 further	 US$981,000	 sum	 of	
government funding.
E) will attract foreign senior scientists from the developed 
world.
HAVING FUN
Human Body
01. COMPLETE the arrows with the words on the table.
Eye Brain Nose
Mouth Neck Chest
Ear Head Shoulder
Kidney Small Intestine Diaphragm
Pancreas Esophagus Heart
Lung Large Intestine Anus
Stomach Arm Liver
d
Quantitative Adjectives and Indefinite Pronouns
10 Coleção Estudo
ANSWER KEY
Consolidation
01. I. no
 II. some 
 III. any
02. I. someone / somebody
 II. somewhere
 III. nothing
03.	 There	is	nothing	like	friendship.
04. any – someone
Proposed Exercises
01. A 07. C
02.	 E	 08.	 B
03.	 A	 09.	 D
04. B 10. D
05. E 11. A
06. C 12. E
Text I
01. B 
02. A 
03.	 D	
04. A
Text II
01. C
02. E
03.	 C
04. D
05. A
Text III
01. B
02. D
03.	 A
04. B
05. C
06. E
07. D
Enem Exercises
01. D 
02. B
Having Fun
01. 
d
Brain
Head
Ear
Neck
Esophagus
Heart
Lung
Diaphragm
Stomach
Pancreas
Small intestineLarge intestine
Kidney
Liver
Arm
Chest
Shoulder
Mouth
Nose
Eye
Anus
GLOSSARY
● Colleague = colega de sala, colega de trabalho
● Recently = recentemente
● Unfortunately = infelizmente
● Vacation = férias
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MÓDULOLÍNGUA INGLESA
COMPARATIVE AND SUPERLATIVE DEGREES
Main structure
Adjective Comparative v Superlative
bom good better (than) (the) best
mau bad worse (than) (the) worst
muito much more (than) (the) most
muitos many more (than) (the) most
pouco little less (than) (the) least
longe far farther / further (than) (the) farthest / furthest
velho old older / elder (than) (the) oldest / eldest
perto near nearer (than) (the) nearest
tarde late later (than) (the) latest
último last laster (than) (the) last
feliz happy happier (than) (the) happiest
tímido shy shyer (than) (the) shyest
grande big bigger (than) (the) biggest
animado exciting (more)	exciting	(than) (the	most)	exciting
inteligente intelligent (more) intelligent (than) (the most) intelligent
fantástico fantastic (more) fantastic (than) (the most) fantastic
incrível incredible (more) incredible (than) (the most) incredible
notável outstanding (more) outstanding (than) (the most) outstanding
Os graus comparativo e superlativo de adjetivos e 
advérbios em inglês seguem certas regras comuns, isto é, 
as regras se aplicam tanto para os adjetivos quanto para 
os advérbios.
Grau comparativo de superioridade
A) Adjetivos e advérbios de 1 ou 2 sílabas:
Adj + -er + than
Exemplos:
– Tokyo is larger than Mexico City. (large)
– A plane is faster than a helicopter. (fast)
– She is a better student than her brother. (good)
– Dougis very sick today. He’s worse than yesterday. 
(bad)
– Susan plays the piano better than Lucy. (well)
Good é adjetivo / well é advérbio.
• Quando o adjetivo terminar em -y, substitui-se o y 
por i e acrescenta-se -er. 
Exemplos:
– sexy - sexier 
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– lively - livelier
– rainy - rainier
– easy - easier
– happy - happier
Degrees of Comparison 14 A
12 Coleção Estudo
B) Adjetivos	e	advérbios	de	3	ou	mais	sílabas:
More + adj + than
Exemplos:
– He is more intelligent than her. (intelligent)
– This woman is more interesting than that one. 
(interesting)
– These exercises are more difficult than the previous 
ones. (difficult)
– English is more important than French. (important)
S
X
C
 X SXC
Grau superlativo de superioridade
A) Adjetivos e advérbios de 1 ou 2 sílabas:
The + adj + -est 
Exemplos:
– São Paulo is the biggest city in South America. (big)
– The Empire State Building is the tallest building 
in NY. (tall)
 Ma
ri
a 
Ly
 /
 C
re
at
iv
e 
C
om
m
on
s
• Mantemos a troca de y por i também para o 
superlativo.
Exemplo:
– She is the sexiest girl here. (sexy)
O	superlativo	para	GOOD	e	WELL	é	BEST.
O superlativo para BAD é WORST.
Exemplos:
– They are the worst players we have. (bad)
– You are the best students I have. (good)
ATENÇÃO!
Tanto para o comparativo quanto para o superlativo, quando 
o adjetivo terminar com consoante precedida de vogal, ela 
é dobrada ao se passar o adjetivo para o comparativo ou 
superlativo. É o caso de big - bigger - biggest.
Essa regra é também conhecida por consoante-vogal-
consoante.
Exemplos:
Adjective Comparative Superlative
quente hot hotter (than) (the) hottest
magro, fino thin thinner (than) (the) thinnest
B) Adjetivos	e	advérbios	de	3	ou	mais	sílabas:
The + most + adj
Exemplos:
– You have the most wonderful view of the city from 
here. (wonderful)
– It is the most peaceful place I know. (peaceful)
– Matrix is the most exciting film I’ve ever seen. 
(exciting)
Exceções
• Adjetivos com duas sílabas terminados em -le, -ow, 
-er e y admitem as duas formas:
Adjective Comparative Superlative
simples simple simpler (than) / 
(more) simple (than)
(the) simplest / 
(the most) simple
estreito narrow narrower (than) / 
(more) narrow (than)
(the) narrowest / 
(the most) narrow
inteli-
gente
clever cleverer (than) / 
(more) clever (than)
(the) cleverest / 
(the most) clever
• Quando o adjetivo terminar em -e, acrescenta-se 
apenas -r, para o grau comparativo, ou -st, para o 
superlativo.
Adjective Comparative Superlative
grande large larger (than) (the) largest
largo wide wider (than) (the) widest
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•	 Quando	 o	 adjetivo	monossilábico	 terminar	 em	 -y 
precedido de consoante, troca-se o y por i e 
acrescenta-se -er ou -est, como acontece com 
dissilábicos:
Adjective Comparative Superlative
seco dry drier (than) (the) driest
sujo dirty dirtier (than) (the) dirtiest
Mas shy (tímido) é diferente:
Adjective Comparative Superlative
tímido shy shyer (than) (the) shyest
• Adjetivos de duas sílabas, com outras terminações, 
recebem more than ou the most. 
É o caso de famous, jealous, honest, modest, modern, 
nervous, rural.
Exemplo:
– He is more famous than Alice at school.
Comparative
Comparative of Equality / Comparative of Inequality 
Para	expressar	equivalência	quanto	a	uma	certa	qualidade,	
usa-se:
• as + adjetivo + as (positivo):
– She is as beautiful as Luiza Brunet.
• not so + adjetivo + as (negativo):
– ... but she is not so clever as Bruna.
Comparative of Inferiority and Superlative of 
Inferiority
A) Para o comparativo de inferioridade:
Less + adj + than
Exemplos:
– Mark is less tall than John.
– Peter is less intelligent than Mary.
B) Para o superlativo de inferioridade:
The least + adj 
Exemplo:
– George is the least intelligent student.
Parallel Increase 
A) (the + adjective + -er + the + adjective + -er)
Exemplo:
– The hotter, the better.
B) (the + adjective + -er + the more + adjective)
Exemplo:
– The older he is, the more intelligent he becomes.
C) (the more + clause + the more + clause) 
Exemplo:
– The more I meet people, the more l like my dog.
D) (the more + adjective + the + adjective + -er)
Exemplo:
– The more efficient he is, the richer he becomes.
CHECK IT OUTC
“The more, the merrier” é um famoso 
ditado	que,	em	português,	quer	dizer	“quanto	
mais,	melhor”.	O	adjetivo	merry, assim como 
em Merry Christmas,	 quer	 dizer	 “feliz”	 ou	
“alegre”.
CONSOLIDATION
01. REESCREVA colocando as palavras indicadas no grau 
adequado.
A) He’s far (smart) than you think. 
 _________________________________________
B) Jane was (beautiful) girl at the party. 
 _________________________________________
02. COMPLETE the following sentences by supplying the 
comparative (of superiority) form of the adverbs and 
adjectives in parentheses. 
A) Kate is ____________ her sister. (fat)
B) Time seems to pass _____________ when we are 
young. (slow)
C) That tree is ________________ this one. (big)
D)	 This	pencil	is	_____________	that	pen.	(expensive)
E) He stayed _____________ he wanted. (long)
F)	 This	exercise	is	____________________		that	one.	
(difficult)
G) Peter is ________________ Paul. (clever)
H) Helen is ___________________ my sister. (pretty)
I) She speaks English _______________ he. (good)
J) This car is __________________ that one. (bad)
Degrees of Comparison
14 Coleção Estudo
03.	 (UFMG	/	2ª	etapa)	COMPLETE the sentences with the 
appropriate	words.	(The	first	one	is	done	for	you	as	an	
example.)
A) Oranges are ___richer___ in vitamin C than apples.
B) The Sahara is the ____________ desert in the world.
C) Pelé is the ____________ soccer player in the world.
D) A feather is ____________ than a bar of iron.
E) Fortaleza is ______________ to the Equator than 
Salvador.
F) An atom is the ________________ unit of an element.
G) The weather in Canada is generally ____________
than	in	Mexico.
H) The giraffe has the ________________ neck of all 
mammals.
I) Mount Everest is the world’s ____________ mountain.
J) Gold is ____________ than silver.
PROPOSED EXERCISES
01. (Milton Campos-MG) It’s said ________ one studies 
________ he earns. Is it true?
A) better / less D) the more / the less
B) more / little E) the more / the least
C) the most / the least
02. (Milton Campos-MG) It’s the most embarrassing thing 
that’s ever happened to me. The underlined phrase in 
the previous sentence can be replaced by the following 
alternatives, EXCEPT
A) the unusual.
B) the funniest.
C) the most shocking.
D) the best.
E) the most shameful.
03. (UFV-MG) Select the CORRECT word or words to complete 
this	sentence:	“A	cat	can	jump	_________	a	rabbit.”
A) high as D) more high than
B) higher than E) as high than
C) highest
04. (UFMS) England is geographically _________ Scotland.
A) large than C) large as E) largest
B) the largest D) larger than 
05. (UFScar-SP) His wife is ________ than his sister.
A) prettier C) prettiest E) the prettiest
B) very pretty D) pretty 
06. (CESCEM-SP)	No	one	was	________	than	John	when	he	
heard a lie.
A) angrier D) most angry
B) so angry E) angry
C) angriest
07. (VUNESP) He is ________ boy in town.
A) so rich D) richest
B) richer E) richest than
C) the richest 
08.	 (PUC-Campinas-SP)	 The	 first	 lesson	 in	 the	 book	was	
certainly ________ than the others; but it was not 
________ in the book.
A) easier - the best D) easy - good
B) easy - the better E) easiest - the better
C) easiest - the best
09. (Milton Campos-MG) The scores aren’t very good but l 
guess it could be even _________.
A) best D) worst
B) worse E) badly
C) worsen 
10.	 (Milton	Campos-MG)	Revolutionary	marxism	has	imploded	
in	Russia	_________	the	world	could	expect.
A) the quickest of 
B) so quickly as
C) more quickly than
D) much quickly than
E) less quickly as
11. (FCC-BA) Landersfeels much _________ today.
A) good D) worse
B) best E) worst
C) bad 
12. (PUC Minas) This summer is ________ last summer.
A) hotter than D) hottest
B) hottest than E) the hotter
C) the hottest
13. (FGV-SP) Choose the RIGHT statement.
A) She is the prettiest than her sister.
B) She is much more prettiest.
C) She is prettier than Vera.
D) Jornal do Brasil is best than O Globo.
E) Passat is the most fast car.
14.	 (PUC	Minas)	What	remains	to	do	is	________	than	what	
has been done.
A) the most important
B) the more important
C) most important
D) not so important
E) more important
15. (UFES) They killed _______ of all animals in the forest.
A) the more stronger D) stronger
B) the stronger E) the strongest
C) strongest
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16. (UFMG) __________ you study _________ you will be.
A) The more / the best D) The most / the better
B) The most / the best E) More / best
C) The more / the better
17. (PUC Minas) Peter works ________ the butcher.
A) as hard D) the harder 
B) harder than E) the hardest
C) the hard
18. (UFU-MG) Check the RIGHT alternative.
A) John is better than Mary but worse than l.
B) John is more better than Mary but worse than l.
C) John is better than Mary but more worse than l.
D) John is best than Mary but worst than l.
E) John is the best than Mary but worst than l.
19.	 (UEMG–2010)	In	the	sentence	“Record	sales	consistently	
orbited, culminating in the biggest-selling album of all 
time, Thriller	in	1982,”	the biggest is
A) a comparative. C) an adverb.
B) a superlative. D) none of the above.
20. (IME-RJ–2011) A different and somewhat _____ approach 
than changing all the rules may work when a product fails 
to	comply	but	still	satisfies	the	purpose	of	the	regulations.	
In these cases, minor adjustments may save a lot of the 
work done before.
A) fast C) as fast as E) not fast
B) faster D) fasting 
TEXT I
UFOP-MG–2009
Denmark “world’s happiest nation”
Denmark is the happiest country in the world, according 
to the latest World Values Survey published by the United 
States National Science Foundation.
 The annual study surveyed people in 97 countries to 
discover who is happiest.
 The survey asked people two simple questions about 
their happiness and their level of satisfaction with life.
 Puerto Rico and Colombia completed the top three 
happiest nations. Zimbabwe was found to be the least 
happy, with Russia and Iraq also in the bottom 10.
 The study was directed by University of Michigan 
professor Ronald Inglehart. He says that unlike other 
studies, which have focused on economic factors, his 
research	has	found	that	financial	prosperity	is	not	the	
only reason for happiness.
	 	 “Our	 research	 indicates	 prosperity	 is	 linked	 with	
happiness.	It	does	contribute,”	he	says,	“but	it	is	not	the	
most	important	factor.”
	 	 “Personal	 freedom	 is	even	more	 important,	and	 it’s	
freedom in all kinds of ways. Political freedom, like with 
democracy	and	freedom	of	choice.”
 A happier world
 The world is becoming a happier place overall, according 
to	the	survey,	which	has	been	conducted	since	1981.
 Dr. Inglehart says that gender equality is also an 
indicator of happiness, as is rising social tolerance. He 
says that both of these things have risen dramatically 
in recent years.
 The world’s wealthiest nation, the United States, was 
found to be the world’s 16th happiest country, behind 
Switzerland, Canada and Sweden.
 The study also found that the countries at the bottom 
of the list all struggle with widespread poverty or 
authoritarian governments.
	 	 Zimbabwe,	 which	 is	 gripped	 by	 hyperinflation	 and	
has recently seen a controversial presidential election 
marred by violence, was found to be the least happy 
nation amongst the countries covered by the survey.
Available at: <http://news.bbc.co.uk/go/pr/fr/-/2/hi/in_
depth/7487143.stm>.	Accessed:	Sept.	04,	2008.
01. Choose the alternative that completes the following 
statement.
One of the reasons that make the __________ people 
the happiest in the world is their __________.
A) American – authoritarian government
B) Danish – economic prosperity
C) Canadian – social importance
D) Puerto Rican – cultural level
02. The ranking of the U.S.A. in the results of the survey 
indicates that
A) the U.S.A. are a happier country than Sweden is.
B) Canada is not as happy as the United States are.
C) economic wealth alone does not determine happiness.
D) freedom of speech is the only guarantee of happiness.
03. The CORRECT statement is:
A) Over a hundred different countries participated in this 
research.
B) Canada is among the top ten happiest countries in 
the world.
C) This research on happiness was developed in 
Denmark.
D) Zimbabwe is among the unhappiest countries of the 
study.
04. Complete the statement with one of the alternatives.
Different kinds of freedom are _________ economic 
prosperity for people to be happy.
A)	 as	influential	as
B)	 less	influential	than
C)	 more	influential	than
D) not to be compared with
Degrees of Comparison
16 Coleção Estudo
05.	 Which	factor	is	a	reason	for	happiness?
A) equality 
B) love 
C) poverty
D) violence
06.	 The	“World	Values	Survey”	has	been	conducted	for
A) almost 20 years. 
B) about 27 years. 
C) less than 20 years.
D) more than 40 years.
07. Brazil ranks among
A) the countries not mentioned.
B) the bottom three countries.
C) the top three countries.
D) the countries in between.
TEXT II
Milton Campos-MG–2010
Presenting the future from a magazine article.
Future is arriving any minute now. 
Are you ready for it?
EDUCATION
 Some futurists predict that doctors will be able to 
place tiny computer chips into people’s brains to increase 
learning ability.
 Everyone will learn very quickly, and education will 
continue throughout life. Virtual reality technology will 
become common. On a typical school day, the geography 
class will be visiting Antarctica, while the history class 
boards Sputnik, the ancient Russian space capsule.
FUCHS,	Marjorie;	BONNER,	Margaret.	Focus on Grammar, 
A high-intermediate course for reference and practice.
01.	 In	the	sentence	“Some	futurists	predict that doctors will 
be able	to	place	tiny	[...]”	the	underlined	words	DON’T 
mean the same as
A) anticipate / capable
B) foretell / clever
C)	 forecast	/	efficient
D) procrastinate / unskilled
02. Read the statements below:
I. Learning capability may be increased from brain 
computer chips insertion.
II. Education will be presumably fostered from time to 
time.
III. The so-called devoted students won’t tend to learn 
more quickly, since they’re already devoted ones.
According to the statements, check
A) if only I is incorrect.
B) if only II and III are incorrect.
C) if only III is correct.
D) if I and II are correct.
03. In futurists’ view, virtual-reality technology won’t 
certainly be
A) shared.
B) avoided.
C) approaching history and geography on a single day.
D) giving room to numberless of pupils at the same time.
TEXT III
UFMG–2007
Available	at:	<http://cartoonistgroup.com/store/add.php?iid=1880>.
Accessed: Apr. 2006.
01. The cartoonist wants the reader to believe that Senator 
Krupt
A) has been paid by the press.
B) has done something wrong.
C) has gained people’s trust.
D) has got a rather unfair trial.
02. The word they in this cartoon refers to the
A) lies. C) press.
B) means. D) senators.
TEXT IV
Fatec-SP–2010/2
Football’s red card
 The world’s most valuable sports team is drowning in debt. 
English football powerhouse Manchester United (Forbes 
estimates	its	worth	at	$1.8	billion)	had	to	raise	some	$800	
million	in	a	bond	issue	last	month,	which	is	still	$340	million	
shy of its total debts. Man U needed the bond to pay off 
the millions that American businessman Malcolm Glazer 
borrowed	to	purchase	the	team	in	2005.	But	in	the	first	threeweeks since the bond was issued it lost nearly 10 percent of 
its value, a sign that, even though Man U’s revenues reached 
a record $444 million last year, the market is growing wary 
of debt, particularly the European variety. 
 Man U isn’t alone. Debt levels have also skyrocketed 
among rivals like Liverpool, calling into question the 
business model of English Premier League football. 
Each year the three worst teams are banished to a 
lower league, where vital broadcasting revenues are 
dramatically reduced. This puts huge pressure on clubs 
to compete for the best players, who now regularly fetch 
more than $50 million a year. Unlike in the U.S., there’s 
no system of collective bargaining to restrain wages. 
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As a result, the total salary bill for the Premier League has 
risen	more	than	20	percent	since	2008.	This	has	created	a	
vicious cycle of rising debt among clubs that must spend 
extravagantly	on	players	to	ensure	increased	revenue.	
Any team attempting to be frugal becomes more likely 
to end up with lower revenue. It’s become a game of 
who can spend the most, and it probably won’t end well.
01.	 De	acordo	com	o	texto,	o	Manchester	United
A)	 possui	uma	dívida	atual	de	mais	de	300	milhões.
B) doou parte de sua dívida, 444 milhões, para outros 
clubes europeus.
C)	 foi	vendido	para	um	empresário	americano	neste	ano.
D)	 pagou	cerca	de	340	milhões	de	sua	dívida.
E)	 recebeu	800	milhões	em	títulos	como	pagamento	de	
uma dívida.
02.	 Assinale	a	alternativa	em	que	há	um	exemplo	de	grau	de	
comparação.
A) “But in the first three weeks since the bond was issued 
it lost nearly ten percent of its value […]”
B) “Each year the three worst teams are banished to a 
lower league	[…]”
C) “English football powerhouse Manchester United had 
to raise some […]”
D) “Man U isn’t alone.”
E) “This has created a vicious cycle of rising debt among 
clubs […]”
TEXT V
Mackenzie-SP–2007
N
E
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01. The cartoon implies that
A) traveling naked can be funnier and faster if you go 
by plane.
B) due to security problems, everyone is supposed to 
travel naked from now on.
C) nowadays people would rather travel naked than 
well-dressed.
D) the fact that you don’t wear any clothes will simplify 
security procedures.
E) waiting in line is no longer a problem for naked people.
G
ra
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	E
xp
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02. According to Dara, in the cartoon,
A) eating too much in bed was recommended by her 
doctor for it can help her fall asleep.
B) having a heavy meal in bed instead of before bed is 
the right thing to do.
C) she’s been sleeping too much and dreaming with heavy 
food.
D) heavy meals have been recommended by her doctor.
E) if you have heavy meals in bed, you can gain weight.
ENEM EXERCISES
Texto	para	a	questão	01
The six-year molars
	 	 The	 six-year	molars	 are	 the	 first	 permanent	 teeth.	
They	 are	 the	 “keystone”	 of	 the	 dental	 arch.	 They	 are	
also	 extremely	 susceptible	 to	 decay.	 Parents	 have	 to	
understand that these teeth are very important. Over 
25% of 6 to 7-year-old children have beginning cavities 
in one of the molars. The early loss of one of these molars 
causes serious problems in childhood and adult life. It is 
never easy for parents to make kids take care of their 
teeth. Even so, parents have to insist and never give up.
Módulo	do	Ensino	Integrado
01.	 (Enem–2010)	O	texto	aborda	uma	temática	inerente	ao	
processo de desenvolvimento do ser humano, a dentição. 
Há	informação	quantificada	na	mensagem	quando	se	diz	
que	as	cáries	dos	dentes	mencionados	
A) acontecem em mais de 25% das crianças entre seis 
e sete anos.
B) ocorrem em menos de 25% das crianças entre seis 
e sete anos.
C) surgem em uma pequena minoria das crianças.
D) começam em crianças acima dos 7 anos.
E) podem levar dezenas de anos para ocorrer.
Degrees of Comparison
18 Coleção Estudo
Texto	para	a	questão	02
D
av
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W
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Available at: <http://www.weblogcartoons.com>. 
Accessed:	July	13th. 2010.
02. (Enem-2010) Os aparelhos eletrônicos contam com um 
número cada vez maior de recursos. O autor do desenho 
detalha	os	diferentes	acessórios	e	características	de	um	
celular e, a julgar pela maneira como os descreve, ele
A) prefere os aparelhos celulares com flip, mecanismo 
que se dobra, estando as teclas protegidas contra 
eventuais danos.
B)	 apresenta	uma	opinião	 sarcástica	 com	 relação	aos	
aparelhos celulares repletos de recursos adicionais.
C) escolhe seus aparelhos celulares conforme o tamanho 
das teclas, facilitando o manuseio.
D)	 acredita	que	o	uso	de	aparelhos	telefônicos	portáteis	
seja essencial para que a comunicação se dê a 
qualquer instante.
E)	 julga	 essencial	 a	 presença	 de	 editores	 de	 textos	
nos celulares, pois ele pode concluir seus trabalhos 
pendentes	fora	do	escritório.
GLOSSARY
● Jealous = ciumento(a)
● Lively = vivo, vigoroso
S
X
C
●	 Merry	Christmas	=	Feliz	Natal
●	 NY	=	abreviatura	de	New York;	Nova	York,	Nova	Iorque
● Previous = anterior
ANSWER KEY
Consolidation
01. A) He’s far smarter than you think. 
 B) Jane was the most beautiful girl at the party. 
02. A) fatter than 
 B) slower than
 C) bigger than
	 D)	 more	expensive	than
 E) longer than
	 F)	 more	difficult	than
 G) more clever than / cleverer than
 H) prettier than
 I) better than
 J) worse than
03.	 B)	 hottest
 C) best
 D) lighter
 E) closer
 F) smallest
 G) cooller / colder
 H) longest
 I) highest
	 J)	 more	expensive
Proposed Exercises
01.	 D	 05.	 A	 09.	 B	 13.	 C	 17.	 B
02.	 A	 06.	 A	 10.	 C	 14.	 E	 18.	 A
03.	 B	 07.	 C	 11.	 D	 15.	 E	 19.	 B
04.	 D	 08.	 A	 12.	 A	 16.	 C	 20.	 B
Text I
01.	 B	 03.	 D	 05.	 A	 07.	 A
02. C 04. C 06. B
Text II
01.		D	 02.		B	 03.		B
Text III
01. B 02. C
Text IV
01. A 02. B
Text V
01. D 02. B
Enem Exercises
01. A 02. B
Frente A Módulo 14
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MÓDULOLÍNGUA INGLESA
TAG QUESTIONS
São	estruturas	 interrogativas	acrescentadas	ao	final	de	
orações	para	se	obter	confirmações.
Na	oração	afirmativa	→ tag question negativa.
Na	oração	negativa	 → tag question	afirmativa.
• O auxiliar da oração	se	repetirá	na	tag question.
• Os subject personal pronouns são usados na tag 
question.
• O modal verb	da	frase	se	repetirá	na tag question.
Exemplos:
– John is busy, isn’t he?
– Bob will study at Bernoulli, won’t he?
– There are malls in your town, aren’t there?
– Lucy isn’t studying, is she?
Se houver apenas um ordinary verb,	usam-se	os	auxiliares	
do, does ou did.
Exemplos:
– David lived in Belo Horizonte, didn’t he?
– You don’t work on Saturdays, do you?
Casos especiais
A) I am → aren’t I?
Exemplos:
– I am not a student, am I?
– I am a doctor, aren’t I?
Isso ocorre porque o verbo to be na primeira pessoa do 
singular, “am”, não possui a forma contraída “amn’t” na 
negativa. Usa-se, portanto, “aren’t”.
B) Pedido no imperativo → will you, won’t you, 
can’t you, can you.
Exemplos:
– Stop this noise, will you?
– Look after her, won’t you?
– Open the door, can’t you / can you?
C) Imperativo negativo → will you.
Exemplo:
– Don’t smoke here, will you?
D) Orações com let’s → shall we.
Exemplo:
– Let’s study now, shall we?
E) Se o sujeito for um quantitative pronoun composto 
de thing → usa-se it.
Exemplo:
– Everything is great, isn’t it?
F) Se o sujeito for um quantitative pronoun composto 
de body ou one → usa-se they.
Exemplos:
– Everybody needs somebody to love, don’t they?
– No one wants to play now, do they?
– Everyone cares about you, don’t they?
G) Quantitative pronoun formado por no → tag question 
estará	na	afirmativa.
Exemplos:
– Nothing is what it seems, is it?
– Nobody liked her, did they?
CHECK IT OUTC
Na	língua	oral,	existem	tag questions que não 
variam em forma. Elas são utilizadas para checar 
o entendimento daquele com quem se fala. São 
elas: (all) right, okay, yeah, eh, don’t you think?. 
– Don’t forget to bring me that book, okay?