Apostila Inglês - Eleva - IME,ITA

Prévia do material em texto

2020_ime_ita_livro_aluno_ingles_vol_1_cap_1
2020_ime_ita_livro_aluno_ingles_vol_1_cap_2
2020_ime_ita_livro_aluno_ingles_vol_1_cap_3
2020_ime_ita_livro_aluno_ingles_vol_1_cap_4
2020_ime_ita_livro_aluno_ingles_vol_1_cap_5
2020_ime_ita_livro_aluno_ingles_vol_1_cap_6
2020_ime_ita_livro_aluno_ingles_vol_2_cap_7
2020_ime_ita_livro_aluno_ingles_vol_2_cap_8
2020_ime_ita_livro_aluno_ingles_vol_2_cap_9
2020_ime_ita_livro_aluno_ingles_vol_2_cap_10
2020_ime_ita_livro_aluno_ingles_vol_2_cap_11
2020_ime_ita_livro_aluno_ingles_vol_2_cap_12
2020_ime_ita_livro_aluno_ingles_vol_3_cap_13
2020_ime_ita_livro_aluno_ingles_vol_3_cap_14
2020_ime_ita_livro_aluno_ingles_vol_3_cap_15
2020_ime_ita_livro_aluno_ingles_vol_3_cap_16
2020_ime_ita_livro_aluno_ingles_vol_3_cap_17
2020_ime_ita_livro_aluno_ingles_vol_3_cap_18
2020_ime_ita_livro_aluno_ingles_vol_4_cap_19
2020_ime_ita_livro_aluno_ingles_vol_4_cap_20
2020_ime_ita_livro_aluno_ingles_vol_4_cap_21
2020_ime_ita_livro_aluno_ingles_vol_4_cap_22
2020_ime_ita_livro_aluno_ingles_vol_4_cap_23
2020_ime_ita_livro_aluno_ingles_vol_4_cap_24
2020_ime_ita_livro_aluno_ingles_vol_5_cap_25
2020_ime_ita_livro_aluno_ingles_vol_5_cap_26
2020_ime_ita_livro_aluno_ingles_vol_5_cap_27
2020_ime_ita_livro_aluno_ingles_vol_5_cap_28
A expansão da língua inglesa e sua confirmação como língua 
internacional mudou a concepção a seu respeito e sobre seu estudo. 
O mercado mundial dos dias de hoje é dominado por falantes de inglês 
como segunda língua e língua estrangeira, ultrapassando o número total 
de nativos.
Apesar disso, ainda há a necessidade de entender como se deu 
todo esse processo, para que o aprendizado seja mais contextualizado, 
relacionando a língua e a sua evolução até, por ser tão estudada, ser 
conhecida como “língua franca” – ou língua de contato.
1. Construção da língua inglesa
Embora os primeiros habitantes das Ilhas Britânicas tenham ajudado 
a iniciar um caminho para os novos colonizadores, eles não tiveram tanta 
participação na história específica da língua inglesa. A primeira marca 
deixada na língua foi trazida pelos Celtas.
1.1 The Celts
Por volta de 700 a.C., os Celtas começaram a migrar para a ilha, 
provavelmente vindos da Europa central ou da região mais a leste, parte 
sul da Rússia. O povo celta continuou sua migração pelos setecentos 
anos seguintes.
Apesar de o conhecimento sobre o povo celta não ser extenso, sua 
importância é tamanha, principalmente para povos nas Highlands da 
Escócia, País de Gales e Irlanda, que ainda mantêm a língua celta como 
viva (Gaelic, Welsh e Irish, respectivamente).
Além dessa herança, a língua inglesa recebeu certos presentes dos 
celtas, como alguns verbos regulares e palavras como loch, whisky, 
trousers e penguin.
1.2 The Romans
Júlio César chegou à Britannia – nome então do atual Reino Unido – em 
55 a.C., mas o exército romano ocupou a ilha somente um século depois, 
aproximadamente em 43 a.C. Eles estavam determinados a controlar o 
território e encontraram pouca resistência vinda dos celtas, cujas tribos 
brigavam entre si e se enfraqueciam, além de não serem fortes como o 
bem treinado exército romano.
Estiveram na Grã-Bretanha por quase 500 anos, retirando seus últimos 
soldados em 409 d.C. Entretanto, as mudanças e o desenvolvimento nas 
terras permaneceram, representando o berço de muitas cidades de hoje 
em dia. Dentre as muitas influências romanas, o latim foi sua marca mais 
importante. Graças a ele, temos muitas palavras similares (cognatos) 
entre português e inglês – drama, animal, doctor, triangle –, assim como 
verbos regulares.
1.3 The Saxon Invasion
A riqueza da Grã-Bretanha, resultado de seu clima ameno e séculos 
de paz, eram uma tentação para a ganância. Em um primeiro momento, 
as tribos germânicas somente pilharam (saquearam) a ilha, mas, após 
430 d.C., elas começaram a se estabelecer. As invasões foram feitas pelas 
três maiores tribos germânicas: Jutos, Saxões e Anglos.
areas of Britain the
settlers occupied
Angles
Jutes
Saxons
Northumbria
Mercia
East
Anglia
Wessex
A presença da cultura anglo-saxã ainda é evidente hoje em dia. 
Algumas palavras somente existem na língua inglesa em decorrência de 
sua influência, como os verbos irregulares, palavras como always, beach, 
drink, teach, milk, kindergarten, horse, assim como os dias da semana – 
homenagem aos deuses germânicos Tig (Tuesday), Wodin (Wednesday), 
Thor (Thursday) e Frei (Friday).
1.4 The Vikings
No século VIII, os vikings chegaram ao território britânico, inicialmente 
em busca de riquezas, somente interessados em pilhagem, mas, depois, 
iniciaram a ocupação. Introduziram o vocabulário nórdico, responsável 
por mais uma leva de verbos irregulares e palavras como cake, ugly, 
husband, awkward e egg.
1.5 The Normans
Por volta do século XI, o território britânico tinha como rei Cnut, 
dinamarquês e viking. Com sua morte, Edward, saxão, subiu ao poder. 
Durante seu breve reinado, voltado para a Igreja, muitos normandos foram 
trazidos da França para fazer parte de sua corte. Essa aliança acabou 
levando William, Duque da Normandia, ao trono, após seu exército derrotar 
Harold, saxão escolhido para assumir o reinado. Com isso, um novo 
período foi instaurado e, com ele, uma nova influência na língua – trazendo 
outros verbos regulares, considerados mais formais, como fragrance, 
attraction, certain, definition.
2. Importância da língua inglesa
Não se pode negar a importância e o poder da língua inglesa na 
atualidade, e vale a pena entender o porquê de seu papel como idioma 
internacional.
Introduction to the English language
INGLÊS UNIT
1
141IME-ITA – Vol. 1
2.1 The United Kingdom
A primeira onda de propagação da língua inglesa aconteceu na 
expansão colonial britânica, com a migração para várias partes do mundo. 
Esse processo histórico acabou criando uma base para a língua, talvez o 
elemento principal para o estabelecimento do inglês como língua franca.
2.2 The United States
No século XX, iniciou-se a segunda onda de expansão do inglês. Nesse 
momento, a relevância do Reino Unido foi superada pelos Estados Unidos, 
o que garantiu e aumentou a influência da língua inglesa, caminhando lado 
a lado com o desenvolvimento econômico e cultural mundial.
2.3 The World
A consolidação da língua inglesa como meio preferido de comunicação 
trouxe diversas consequências – positivas e negativas. Ao mesmo tempo 
em que fornecia uma possibilidade de acesso universal a todos, excluía 
aqueles que possuíam menos recursos. Enquanto sua expansão global 
prometia uma melhora na comunicação pelo mundo, ficou limitada àqueles 
com acesso ao aprendizado do idioma.
Entretanto, como a comunicação ainda se fazia necessária, uma 
mudança na língua aconteceu para que ela se torna a mundial: surgiram 
os Englishes.
3. World Englishes
Hoje em dia, a língua inglesa é falada em mais de cem países. Em cada 
um, foi modificada gradualmente, moldada à cultura e às características 
locais. A cada uma dessas novas “línguas” dá-se o nome de World 
Englishes. Essa é mais uma fase da história da língua inglesa: o momento 
em que uma língua deixa de ser somente o idioma materno de uma nação 
e passa a ser a língua franca para muitos países.
As mudanças que permitiram que essas múltiplas línguas se 
espalhassem são resultado não de imperfeições ou dificuldades no ensino 
e na aprendizagem do inglês, mas na natureza do processo de aquisição 
e mudança de um idioma.
Apesar dessa troca entre o inglês e as línguas maternas dos outros 
países, a base da língua permanece a mesma. Isso se dá para que a 
comunicação continue existindo, mantendo a característica de língua 
franca assumida pelo inglês há alguns anos.
4. English to the core
Como em português, o inglês segue a estrutura SUJEITO – VERBO – 
COMPLEMENTO (ou objeto). Para entender melhor uma frase, é necessário 
saber identificar o seu tópico (do que se fala) e o comentário (o que se fala 
sobre o tópico). Existem cinco padrões simples de orações.
SUJEITO + VERBOMy head aches.
She is driving.
SUJEITO + VERBO + COMPLEMENTO
Frank is clever.
Julie is an architect.
SUJEITO + VERBO + OBJETO DIRETO
My sister enjoyed the play.
Dennis has studied French.
SUJEITO + VERBO + OBJETO INDIRETO + OBJETO DIRETO
The firm gave Sam a watch.
Marcel will send Cami some flowers.
SUJEITO + VERBO + OBJETO + COMPLEMENTO
They made Katie president.
Loud music drives me crazy.
Apesar de existirem esses padrões, ainda há a necessidade de 
entendermos outros aspectos da língua. Porém, ao reconhecermos os 
elementos principais das orações, poderemos focar no que realmente 
importa: a ideia por trás deles.
WORKING ON YOUR WRITING
1. O que é um parágrafo?
 
 
 
 
 
Leia os dois parágrafos a seguir e faça o que 
se pede:
There are three reasons why I love movies. First of all, movies 
take us all over the world. We can see beautiful sights and learn about 
interesting cultures without ever leaving home. Second, movies show 
us how other people live and solve their problems. This helps us 
make decisions about our own problems. Finally, and maybe most 
important, movies are just plain fun. After a hard day at work, it feels 
good to sit down and be entertained by a good movie.
My family has three television sets. Some channels are in 
languages other than English, so I can’t watch them. I like TV because 
there are so many different shows, but I don’t like to watch television 
with my brother because he changes the channels all the time. Some 
people like comedies because they help us forget a hard day at work. 
As for me, I like news and music shows the best. Some shows are 
very funny, and some teach us about foreign countries and cultures.
INGLÊS
Unit 1
142 IME-ITA – Vol. 1
1. Qual é o tema de cada um dos parágrafos?
2. O parágrafo precisa ter uma frase principal, chamada em inglês de 
topic sentence. Sublinhe a topic sentence em cada um dos parágrafos, 
caso haja.
3. Além da topic sentence, precisamos usar palavras de transição e 
conectivos para ligar as ideias dos parágrafos. Circule essas palavras nos 
parágrafos caso estejam presentes.
4. Levando tudo isso em consideração e não somente a sua percepção 
ao ler, qual dos dois parágrafos é de mais fácil entendimento? Por quê?
SOLVED PROBLEM
O texto não está escrito em inglês, mas, ainda assim, é possível retirar 
dele as informações importantes que respondem às perguntas a seguir.
1. De que produto trata o anúncio? 
2. Quanto custa esse produto?
3. Onde é possível comprar esse produto?
Solução:
01. Uma bolsa: sabemos isso ao analisarmos a imagem. Além disso, 
temos a palavra BAGAGE, que é cognato do português.
02. 1.295 Euros: como trata-se de um preço, busca-se um número 
ou algo relacionado a isso.
03. Yves Saint Laurent: essa é a questão mais difícil pois há a 
necessidade de conhecimento prévio com relação a marcas famosas.
Text 1
Read the sentence and answer the following questions.
The quirty charns knagged the forik fobes chirpily. Therefore, the fobes 
tored the charns. They also renked the birry boke.
01. Who knagged chirpily?
02. What did the quirty charns do?
03. How did they do it?
04. How did the forik fobes react?
05. Did the forik fobes do anything else? What?
06. Who renked the birry boke?
07. Why did the fobes tore the charns?
08. Você conseguiu entender o significado das palavras fobes, knagged 
e charns? Isso foi fundamental para a compreensão geral do texto?
09. Como você conseguiu entender e responder às perguntas? 
10. Teria sido possível responder às perguntas sem conhecimento 
prévio das estruturas gramaticais e seus significados básicos?
Text 2
(EPCAr) LEARN ENGLISH ONLINE: HOW THE 
INTERNET IS CHANGING LANGUAGE
Online, English is now a common language for users from around 
the world. In the process, the language itself is changing. Noah Webster 
thought that a common language would bring people together and help 
create a new identity.
Webster’s dictionary, now is in its 11th edition, adopted the 
Americanized orthography familiar today “–er” in place of “–re” in theatre, 
not using the “u” from colour, losing one “l” in traveller, and listed new 
words for example, skunk and squash.
The internet is creating a similar language evolution, but at a much faster 
velocity. Some linguists anticipate that in 10 years English will dominate 
the internet, but in very different forms. That’s because people who speak 
English as a second language are more in number than native speakers. 
And they use it to communicate with other non-native speakers, particularly 
on the internet where people don’t pay so much attention to grammar and 
orthography and users don’t have to preoccupy about their way of speaking.
Users of Facebook, for example, ____________ in a number of 
different “Englishes” including Indian English, or Hinglish, Spanglish 
(Spanish English) and Konglish (Korean English). For a long time, these 
variations existed in individual cultures, but now they are expanding and 
becoming popular online. “On the Internet all that is important is that people 
can communicate – nobody has a right to tell them what the language has 
to be,” says Baron.
The intensification of the use of the internet in everyday life means 
that language online is not a zero-result game. On the contrary, it permits 
multiple languages to show up and they are mixing into English that is 
becoming the world’s lingua franca.
Adapted from:<http://www.bbc.cokh/news/magazine-20332763>. Access on March 3rd, 2013.
 11 Choose the option that completes the blank in the text.
(A) is using
(B) uses
(C) are socializing
(D) socializes
 12 According to the text:
(A) more and more people are communicating on the net in English.
(B) the internet language is really difficult to understand.
(C) linguists say that many languages will dominate the net.
(D) people speak languages in a very fast way.
INGLÊS
Unit 1
Introduction to the English language
143IME-ITA – Vol. 1
 13 The text says that:
(A) grammar and spelling are important when talking on the net.
(B) words like skunk, squash are very old in English language.
(C) the Webster’s changed as much as the English language did.
(D) the English language is creating more native speakers.
 14 In the Webster’s dictionary, the words theatre, colour and traveller:
(A) are now written the same way.
(B) changed their orthography to one more common in Britain.
(C) don’t exist anymore.
(D) were adapted to American orthography.
 15 Read the word in bold in the text. The expression “Englishes” is related 
to:
(A) the second language that users of Facebook speak.
(B) the kinds of English speakers around the world use.
(C) the different languages people speak in many cultures.
(D) the English speakers study to chat on the internet.
Text 3
(EPCAr) WHAT IS OFFSHORE ENGLISH?
Offshore English is a term used by many people for international 
English. It is the English spoken and written by non-native speakers in 
international communication. Many in business are starting to worry 
that native speakers are actually at a disadvantage in international 
communication. A good example of this situation was when a company tried 
to sell flight simulators to South Korea, where a French company won the 
contract because the buyers found it easier to understand the English that 
the French people spoke than the English spoken by the British company.
Many native English speakers feel little necessity of learning foreignlanguages, so they often don’t understand the difficulties and problems 
learners have. They also don’t see the need to modify their language for a 
foreign audience, so they use idioms, synonyms, colloquialisms, phrasal 
verbs etc, and don’t think of the impact this has on a foreign business 
person.
The English studied by non-native speakers tends to use a more simple 
vocabulary, and considering the similarities in courses in many parts of 
the world, emphasized by a small number of course books (Headway 
Series) and the domination of a few examinations, for example TOEFL 
etc. This means that non-native speakers from different countries and 
cultures sometimes understand each other more easily than they do the 
native speaker. Few native speakers outside the world of ESL (English as 
a Second language) teaching have much idea of what non-native learners 
assimilate, and think that as their English is native speaker level, they speak 
it better than their non-native counterparts.
Because of this, companies are offering courses in Offshore English 
to native speakers to train them to speak the type of English that will make 
it easier for non-native speakers to understand. So they will gain more 
contracts.
Adapted from: <http://www.usingenglish.com/articles/what-offshore-english.html>. 
Access on March 14th, 2013.
 16 According to the text:
(A) French people don’t know English language very well.
(B) South Koreans understood perfectly the company’s language.
(C) the British company did not speak an easy understanding English.
(D) flight simulators are designed in many different languages.
 17 We can say that Headway is a:
(A) course book.
(B) successful course.
(C) dominant examination.
(D) program.
 18 After reading the text, we conclude that:
(A) learners think that it is more difficult to learn English than French.
(B) non-native speakers use less idioms, synonyms etc to talk to native 
ones.
(C) English companies are not as famous as British ones.
(D) it’s easier to understand the type of English the non-native speakers 
communicate.
 19 The pronoun that best substitutes the underlined words in the sentence 
“the buyers found it easier” is:
(A) you.
(B) they.
(C) he.
(D) we.
 20 “Native speakers are at a disadvantage in international communication”. 
The negative form of this sentence is “Native speakers ______ at a 
disadvantage in international communication”.
(A) not are
(B) do not are
(C) isn’t
(D) aren’t
 01 Com os grupos de palavras a seguir, forme frases coerentes em inglês 
(uma frase para cada grupo):
a. the professor / at the university / works
 
b. on Sundays / Marcela / her family / visits
 
c. frequently / to the library / goes / my friend
 
d. the train / at the station / arrives / at 5.10 p.m.
 
e. cereal bars / she / at lunch time / eats
 
INGLÊS
Unit 1
144 IME-ITA – Vol. 1
 02 Traduza os grupos nominais a seguir para o português:
a. American woman.
 
b. Spanish king.
 
c. Colourful TV.
 
d. Prime minister.
 
e. Culture clash.
 
f. Three different book titles.
 
Nas questões 3 a 10, assinale a alternativa que corresponde às versões 
corretas das frases do português para o inglês.
 03 Escrevi-lhe uma carta no mês passado.
(A) I was going to write him a letter last month.
(B) Last month I wrote her a letter.
(C) I would write a letter to her last month.
(D) Last month I wanted to write a letter to him.
(E) I had to write her a letter last month.
 04 Ele é a única pessoa que acha isso.
(A) He is the only person whose think so.
(B) He is the only person whom thinks so.
(C) He is the only think so.
(D) He is the only person that thinks so.
(E) He is the only person who thinks this.
 05 Não se preocupe, não estou com pressa.
(A) Don’t bother, I’m not hungry.
(B) Don’t worry, I’m not angry.
(C) Don’t get upset, I’m not rushing.
(D) Never mind, I’m not running.
(E) Don’t worry, I’m not in a hurry.
 06 Nós sentimos a sua falta.
(A) We missed you.
(B) We felt that you missed.
(C) We feel your lack.
(D) We thought it was your fault.
(E) The fault was yours.
 07 Ela voltou para casa bem tarde.
(A) She is always home in the well afternoon.
(B) She never got home late.
(C) She got home very late.
(D) She was never late in the afternoon.
(E) She hasn’t got home yet.
 08 Um amigo meu emprestou-me um livro.
(A) A friend of mine borrowed me a book.
(B) A my friend lent a book to me.
(C) A friend’s mine lent me a book.
(D) A friend of mine lent me a book.
(E) One of my friend borrowed a book to me.
 09 Não deixe ninguém me perturbar.
(A) Don’t let nobody disturb me.
(B) Don’t let anybody disturb me.
(C) Don’t let somebody disturb me.
(D) Don’t let somebody disturb to me.
(E) Don’t let no one disturb me.
 10 Era uma tarde calma de sábado.
(A) It was a quiet Sunday afternoon.
(B) It was a quiet Saturday afternoon.
(C) It was a quiet afternoon of Sunday.
(D) It was a quiet Saturday evening.
(E) It was a Saturday afternoon very quiet.
Nas questões 11 a 20, assinale as alternativas que correspondem às 
traduções corretas das frases.
 11 Sam is a good-looking man in his early forties.
(A) Sam enxerga bem para os seus quarenta anos.
(B) Sam é um quarentão de boa visão.
(C) Sam é bonitão apesar de ter passado dos quarenta.
(D) Sam é um homem de boa aparência, com quarenta e poucos anos.
(E) Sam está ansioso para chegar logo aos quarenta anos.
 12 He has the habit of forgetting things he doesn’t want to do.
(A) Ele tem o hábito de esquecer-se de coisas que não quer fazer.
(B) Ele se habituou a esquecer-se de coisas que não fazia.
(C) Ele tem o hábito de ir se esquecendo de coisas que quer fazer.
(D) O hábito dele é o esquecimento de coisas que não faz.
(E) Ele tem o hábito de esquecer-se das coisas e não as fazer.
 13 Are you worried about Betty?
(A) Você brigou com a Betty?
(B) Você está zangado com a Betty?
(C) Você está preocupado com a Betty?
(D) Você se enganou em relação à Betty?
(E) Você está informado sobre a Betty?
 14 In some areas, poverty is increasing every day.
(A) Em todas as áreas, a pobreza está aumentando todo dia.
(B) Em várias áreas, a pobreza está diminuindo todo dia.
(C) Em algumas áreas, a pobreza está aumentando todo dia.
(D) Em muitas áreas, a pobreza está aumentando todo dia.
(E) Em alguma áreas, a pobreza está diminuindo todo dia.
INGLÊS
Unit 1
Introduction to the English language
145IME-ITA – Vol. 1
 15 Actually, nobody knows what to do with them.
(A) Na verdade, ninguém sabe o que fazer com eles.
(B) Atualmente, ninguém sabe o que fazer deles.
(C) Na atualidade, alguns nem sabem o que fazer deles.
(D) De momento, ninguém saberia o que fazer com eles.
(E) É verdade que ninguém soube o que fazer com eles.
 16 Can you tell me how to get there?
(A) Você pode me dizer como se consegue isso lá?
(B) Quempode me anotar como é que se faz isso?
(C) Você pode me ensinar o caminho?
(D) Como se pode ir de lá para cá?
(E) Você consegue atravessar para o outro lado?
 17 The wind was blowing.
(A) Estava trovejando.
(B) Estava nevando.
(C) Estava chovendo.
(D) Estava ventando.
(E) Estava um sol brilhante.
 18 He’s a well-known writer.
(A) Ele conhece autores famosos.
(B) Ele tem escrito sobre bons autores.
(C) Ele sabe escrever muito bem.
(D) Ele é um escritor famoso.
(E) Ele foi reconhecido pelo escritor.
 19 What did you have for lunch today?
(A) O que você fez para lanchar hoje?
(B) O que você fez durante o almoço de hoje?
(C) O que fez você almoçar hoje?
(D) O que você fez para o almoço hoje?
(E) O que você almoçou hoje?
 20 How do you like your new job?
(A) Ao que se assemelha seu novo trabalho?
(B) De quem você gosta no seu novo serviço?
(C) Você acha que vai gostar de sua nova tarefa?
(D) Como você gosta de ir para seu novo emprego?
(E) O que você está achando de seu novo emprego?
(EFOMM - 2008) Australian Maritime College
(Abstract)
The ethnic and linguistic make-up of international seafarers has 
undergone some profound changes over the past half century or so.
It is a fact that the learning of English as a second language comes 
easier to some than to others.
There is clearly the factor of personal language learning aptitude, but 
other aspects play a role also. If the linguistic background of a person 
lies in the Teutonic language branch then he or she will generally have 
little difficulty in grasping English relatively fast. More challenging is the 
learning of the tongue for someone from one of the other five branches of 
the Indo-European languages such as Indian, Persic, Celtic, Graeco-Latin 
or Slavonic. Harder still is the acquisition of English for persons whose 
mother tongue belongs to the families of Altaic, Sino-Tibetan or Afro-Asiatic 
languages. 
Where the usage of a codified language – as in the “Standard Maritime 
Communication Phrases (SMCP)” – is concerned such fundamental 
differences may seem of little consequence as phrases are short and simple 
in terms of language structure. However, even here pronunciation remains 
a serious problem with some speakers from a NESB, non-English-speaking 
background. More importantly, miscommunication can occur due to the 
fact that language is not just a code. Communication is embedded within 
culture and therefore culturally orientated.
This paper is trying to shed some light on the difficulties and problems 
some learners of English are confronted with and to what degree seafarers 
of different ranks should be competent in the four linguistic skills.
(Text taken from the Internet)
 01 The word therefore in “Communication is embedded within culture 
and therefore culturally orientated” can be replaced by:
(A) unless.
(B) hence.
(C) even though.
(D) however.
(E) even if.
 02 According to the text, we apprehend that the author:
(A) has not considered time an important element in learning English.
(B) believes that some aspects interfere the seafarers’ language learning 
process.
(C) has defined language as just a code.
(D) mentions that personal language learning aptitude is the only factor 
taken into account in learning English as a second language.
(E) refers to SMCP as being a very complex system.
 03 The word embedded in “Communication is embedded within culture 
and therefore culturally orientated” means:
(A) dislodged.
(B) remained.
(C) refused.
(D) disturbed.
(E) rooted.
(EFOMM) Pidgins and creoles
Pidgin Languages
A pidgin is a system of communication which has grown up among 
people who do not share a common language, but who want to talk to 
each other, for trading or other reasons. Pidgins have been variously 
called ‘makeshift’, ‘marginal’, or ‘mixed’ languages. They have a limited 
vocabulary, a reduced grammatical structure, and a much narrower range 
of functions, compared to the languages which gave rise to them. They 
are the native language of no one, but they are nonetheless a main means 
of communication for millions of people, and a major focus of interest to 
those who study the way languages change. 
It is essential to avoid the stereotype of a pidgin language, as 
perpetrated over the years in generations of children’s comics and films. The 
‘Me Tarzan, you Jane’ image is far from the reality. A pidgin is not a language 
INGLÊS
Unit 1
146 IME-ITA – Vol. 1
which has broken down; nor is it the result of baby talk, laziness, corruption, 
primitive thought processes, or mental deficiency. On the contrary: 
pidgins are demonstrably creative adaptations of natural languages, with 
a structure and rules of their own. Along with creoles, they are evidence 
of a fundamental process of linguistic change, as languages come into 
contact with each other, producing new varieties whose structures and uses 
contract and expand. They provide the clearest evidence of language being 
created and shaped by society for its own ends, as people adapt to new 
social circumstances. This emphasis on processes of change is reflected 
in the terms pidginization and creolization. 
Most pidgins are based on European languages – English, French, 
Spanish, Dutch, and Portuguese – reflecting the history of colonialism. 
However, this observation may be the result only of our ignorance of the 
languages used in parts of Africa, South America, or Southeast Asia, where 
situations of language contact are frequent. One of the best-known non-
European pidgins is Chinook Jargon, once used for trading by American 
Indians in northwestern USA. Another is Sango, a pidginized variety of 
Ngbandi, spoken widely in West-Central Africa.
Because of their limited function, pidgin languages usually do not last 
for very long – sometimes for only a few years, and rarely for more than a 
century. They die when the original reason for communication diminishes 
or disappears, as communities move apart, or one community learns the 
language of the other. (Alternatively, the pidgin may develop into a creole). 
The pidgin French which was used in Vietnam all but disappeared when 
the French left; similarly, the pidgin English which appeared during the 
American Vietnam campaign virtually disappeared as soon as the war was 
over. But there are exceptions. The pidgin known as Mediterranean Lingua 
Franca, or Sabir, began in the Middle Ages and lasted until the 20th century.
Some pidgins have become so useful as a means of communication 
between languages that they have developed a more formal role, as regular 
auxiliary languages. They may even be given official status by a community 
as linguas francas. These cases are known as ‘expanded pidgins’, because 
of the way in which they have added extra forms to cope with the needs of 
their users, and have come to be used in a much wider range of situations 
than previously. In time, these languages may come to be used on the radio, 
in the press, and may even develop a literature of their own. Some of the 
most widely used expanded pidgins are Krio (in Sierra Leone), Nigerian 
Pidgin English, and Bislama (in Vanuatu). In Papua New Guinea, the local 
pidgin (Tok Pisin) is the most widely used language in the country.
CRYSTAL, David. The Cambridge Encyclopedia of Language, 3rd ed., 2010, p.344.
 04 In “(...) they have added extra forms to cope with the needs of their 
users (...)” the phrasal verb in bold (cope with) is closest in meaning to:
(A) foresee.
(B) support.
(C) respect.
(D) realize.
(E) handle.
 05 Which option can not be inferred from the text? A pidgin language is:
(A) a simplified means of linguistic communication.
(B) the native language of a speech community.
(C) employed in situations such as commerce.
(D) a contact language.
(E) constructed impromptu, or by convention, between individuals or 
groups of people.
 06 According to the text, “Lingua Franca” is: 
(A) a language that people use to communicate when they have different 
first languages.
(B) adistinctive lect, or variety of English spoken by African Americans.
(C) an informal language consisting of words and expressions that are not 
considered appropriate for formal occasions.
(D) a body of words and phrases that apply to a specific activity or 
profession, such as a particular art form or a medical or scientific 
subject.
(E) the language that a person has spoken from earliest childhood.
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
INGLÊS
Unit 1
Introduction to the English language
147IME-ITA – Vol. 1
1. Definição
Nouns (substantives) são palavras que nos dizem os nomes das 
pessoas, coisas e lugares para que possamos identifica-los. Eles podem 
aparecer sozinhos, com determinantes (como artigos) e combinados com 
outros nomes, formando o que chamamos de noun phrases (sintagmas 
nominais). Os nomes são palavras que respondem às perguntas who? 
(quem?) ou what? (o quê?).
2. Funções
Os substantivos podem assumir muitas funções no discurso.
2.1 Sujeito da oração
Our agent in Cairo sent a message this morning.
2.2 Objeto direto da oração
Fred sent an urgent message from Cairo this morning.
2.3 Objeto indireto da oração
Fred sent his boss a message.
2.4 Objeto de uma preposição
I read about it in the paper.
2.5 Complemento do verbo be
Tony is a ballet dancer.
2.6 Usado como aposto
Tony Twister, a Bolshoi ballet dancer, is performing here next week.
2.7 Usado como vocativo
Hey, boy, come here!
3. Identifying nouns
3.1 One-word nouns
São substantivos que têm somente uma palavra em sua representação. 
Muitas vezes, encontramos substantivos que possuem a mesma forma 
que um verbo (work) ou um adjetivo (cold). Esse caso não é identificado 
somente pela terminação da palavra em si, mas pela análise de sua posição 
e função na oração. 
Em outros casos, mesmo que os substantivos tenham relação com 
verbos ou adjetivos, podemos reconhecê-los por suas terminações. Por 
exemplo, temos o sufixo -er que, quando adicionado a um verbo como 
play, forma o substantivo player. Já -ity, adicionado a um adjetivo como 
active, forma a substantivo activity.
3.2 Compound nouns
Muitos substantivos em inglês são formados por duas par tes 
(classroom), ou, menos comuns, três ou quatro partes (sister-in-law; 
stick-in-the-mud).
Os nomes compostos são formados de várias maneiras:
3.2.1 Adjetivo + Substantivo
a greenhouse; a heavyweight; a redhead
3.2.2 Gerúndio + substantivo (a ideia de algo que é 
usado para uma finalidade)
drinking water; a frying pan; a walking stick
3.2.3 Substantivo + gerúndio (a ideia da ação de 
algo)
horse-riding; sight-seeing; sunbathing
3.2.4 Verbo + advérbio
a breakdown; income; make-up
3.2.5 Substantivo + substantivo
a car key; a wine glass; a kitchen sink; a bookcase; a plastic raincoat; 
an English teacher; a salesperson; a two-hour walk.
4. Types of Nouns
4.1 Proper nouns
Os nomes próprios são usados para pessoas, coisas, lugares ou 
ideias específicas ou que sejam únicas. São normalmente escritos com 
letras maiúsculas e sem artigos na frente. Os nomes próprios incluem, 
por exemplo:
Nouns: number and gender
INGLÊS UNIT
2
148 IME-ITA – Vol. 1
4.1.1 Nomes pessoais (com ou sem título)
Andrew, Andrew Smith, Mr. Smith, ...
4.1.2 Forma de se dirigir a pessoas
Mom, Dad ,Uncle Fred, Granny, ...
4.1.3 Nome geográficos
Asia, Wisconsin, Rio de Janeiro, ...
4.1.4 Nomes de lugares
Madison Avenue, Regent Street, ...
4.1.5 Meses, dias da semana, feriados
April, Monday, Carnival, ...
4.2 Common Names
Qualquer nome que não seja de uma pessoa, lugar, coisa e ideia em 
específico será nome comum. Podemos usar artigos com nomes comuns. 
Todos caem em duas categorias: contáveis ou incontáveis.
Nouns
Common
Proper
Feminine
Always
contableMasculine
Unisex
contable
uncontable
Neuter
5. Countable and Uncountable
É fundamental saber a distinção entre substantivos contáveis 
e incontáveis em inglês, pois somente conhecendo essa diferença 
entenderemos quando usar singular e plural, assim como os artigos e 
quantificadores apropriados.
Infelizmente, não podemos confiar no senso comum para sabermos 
quando um substantivo é contável ou incontável. Por exemplo, a palavra 
information é incontável em inglês, mas contável em muitas outras línguas, 
como no português. Ainda há o caso de substantivos que são incontáveis, 
mas que, em certos contextos, podem ser usados como contáveis:
They want someone with experience for this job.
I had a strange experience the other day.
Por causa disso, é melhor pensar em termos de uso contável ou 
incontável dos substantivos, e sempre buscar informações mais detalhadas 
em um bom dicionário.
Tendo tudo o que já foi falado anteriormente, podemos começar 
a definir alguns aspectos importantes que acabam por classificar um 
substantivo comum neutro como incontável.
5.1 Uncountable Nouns
Materiais, líquidos, gases cotton, milk, air
Grãos e Farinhas barley, rice, dust, flour
Atividades camping, drinking, eating
Línguas Arabic, Italian, Japanese
Massas bread, cake, pizza
Sentimentos, emoções love, feeling, peace
Esse é um dos aspectos que devemos levar em consideração 
quando analisamos se um substantivo é contável ou incontável. Também 
precisamos responder duas perguntas básicas:
• Podemos identificar e delimitar a unidade do nome? 
E.g.: Qual é a unidade da água? O que significa dizer “uma água”? 
Normalmente precisamos de uma medida ou um recipiente, como 
“um litro de água”, “um copo de água”.
• Mesmo podendo delimitar a unidade, é comum a contabilizarmos?
Temos a unidade do feijão (João ganhou três feijões mágicos), mas 
normalmente não o contamos.
INGLÊS
Unit 2
Nouns: number and gender
149IME-ITA – Vol. 1
Mesmo com todos esses passos, ainda é possível confundir os 
aspectos de contável e incontável de algumas palavras, visto que muitas 
são incontáveis em inglês e contáveis em outras línguas, como no 
português. Abaixo segue uma lista das palavras mais comuns de serem 
confundidas pelos falantes da língua portuguesa.
advice business damage economics
education energy equipment evidence
furniture help homework information
knowledge litter/garbage luggage/baggage money
music news paper patience
pollution progress software time
traffic usage wisdom work
5.2 Countable Nouns
Muitos substantivos contáveis são concretos, ou seja, têm uma 
existência física individual (uma unidade):
Pessoas, animais, plantas a girl, a horse, a geranium
Objetos a bottle, a desk, a computer
Grupos an army, a crowd, a herd
Unidades de Medida a franc, a kilo, a litter, a meter
Partes de uma massa, um todo a bit, a packet, a piece, a slice
5.3 Countable vs Uncountable Nouns
Alguns substantivos, como vimos, podem ser contáveis e incontáveis, 
dependendo do contexto. 
5.3.1 Substantivos que podem ser itens únicos ou 
substâncias
E.g.: a chicken / chicken; an egg / egg; a ribbon / ribbon.
Quando usamos esses substantivos com a ideia de itens únicos, eles 
são contáveis:
He ate a whole chicken.
I had a boiled egg for breakfast.
I tied it up with a ribbon.
Ao usá-los como substâncias, são incontáveis.
Would you like some chicken?
There’s egg on your face.
I bought some ribbon.
5.3.2 Substantivos que são referências a objetos ou 
materiais
E.g.: a glass / glass; an ice / ice; an iron / iron; a paper / paper.
Quando usamos tais palavrascomo contáveis, fazemos referência a 
algo que é feito do material em si ou que acreditamos como sendo feito 
desse material.
I broke a glass in the morning.
Would you like an ice?
I’ve got a new iron.
What do the papers say?
Quando nos referimos ao próprio material, os substantivos são 
incontáveis. 
Glass is made from sand.
Ice floats.
Steel is an alloy of iron.
Paper is made from wood.
5.3.3 Substantivos incontáveis que frequentemente 
são usados como contáveis
Muitos substantivos são normalmente incontáveis, mas podem ter a 
ideia de contáveis quando nos referimos a diferentes variedades. Quando 
isso ocorre, o substantivo é precedido de um artigo indefinido ou está na 
sua forma plural: 
This region produces an excellent wine.
The North Sea produces a light oil which is highly prized in the oil industry.
This region produces some awful wines as well as good ones.
I go out in all weathers.
Palavras categorizadas como bebidas, são incontáveis como 
substância, mas contáveis quando padronizadas em uma quantidade (a 
glass of; a cup of):
Coffee is expensive these days.
Two teas and four coffees, please.
5.3.4 Substantivos podem fazer referência a algo 
específico ou geral
E.g.: an education / education; a light / light; a noise / noise 
Como contáveis, esses substantivos fazem referência a algo 
específico: 
He has had a good education. 
I need a light in my bed. 
Como incontáveis, eles dão a ideia de algo mais geral: 
Standards of education are falling. 
Light travels faster than sound.
6. Gender of Nouns
Diferente de nossa língua materna, que possui somente dois gêneros 
(e as palavras que são unissex), a língua inglesa possui, além desses, 
o gênero neutro, que diz respeito a todas as coisas – como chair, bus, 
pencil, table. Nesse grupo, ainda se encaixam os substantivos referentes 
a animais, como cow, bull, ox. 
INGLÊS
Unit 2
150 IME-ITA – Vol. 1
O gênero gramatical na língua inglesa não existe para uma classificação 
dos substantivos. Ele acaba sendo relacionado aos pronomes, com a 
necessidade de ser feita essa distinção.
6.1 Masculine and Feminine Nouns – são 
aqueles substituídos por pronomes 
masculinos (e.g.: he) e femininos (e.g.: she).
MASCULINE MASCULINO FEMININE FEMININO
bachelor solteirão spister solteirona
boy girl
brother sister
father mother
gentleman lady
grandfather grandmother
grandson granddaughter
husband wife
nephew niece
son daughter
uncle aunt
sir madam
monk nun
prince princess
waiter waitress
groom bride
widower widow
6.2 Unisex Nouns – aqueles que não se sabe 
o gênero do substantivo até que seja feita 
uma contextualização, ou seja, usada uma 
referência pronominal.
accountant contador(a) doctor médico(a)
dentist teacher
student friend
singer writer
salesperson police officer
6.3 Animal Nouns – apesar de haver 
substantivos femininos e masculinos, eles são 
normalmente substituídos pelos pronomes 
neutros (e.g.: it).
MASCULINE MASCULINO FEMININE FEMININO
bull / ox touro / boi cow vaca
cockerel / rooster hen
gander goose
pig sow
ram ewe
stallion mare
lion lioness
tiger tigress
fox vixen
7. Numbers
7.1 Cardinal Numbers
1 one 9 nine 17 seventeen 40 forty
2 two 10 ten 18 eighteen 50 fifty
3 three 11 eleven 19 nineteen 60 sixty
4 four 12 twelve 20 twenty 70 seventy
5 five 13 thirteen 21 twenty-one 80 eighty
6 six 14 fourteen 22 twenty-two 90 ninety
7 seven 15 fifteen 23 twenty-three 100 a hundred
8 eight 16 sixteen 30 thirty one hundred
101 a hundred and one
999 nine hundred and ninety-nine
1,001 a thousand and one
2,251 two thousand, two hundred and fifty-one
• Não usamos o ‘s’ do plural em hundred, thousand e million.
There were twenty thousand people at the game.
• Usamos o ‘s’ do plural com os mesmos mencionados acima 
juntamente com ‘of + noun’ quando queremos dar um número aproximado.
There were thousands of people at the game.
INGLÊS
Unit 2
Nouns: number and gender
151IME-ITA – Vol. 1
7.2 Ordinal Numbers
1st first 13th thirteenth 30th thirtieth
2nd second 14th fourteenth 40th fortieth
3rd third 15th fifteenth 50th fiftieth
4th fourth 16th sixteenth 60th sixtieth
5th fifth 17th seventeenth 70th seventieth
6th sixth 18th eighteenth 80th eightieth
7th seventh 19th nineteenth 90th ninetieth
8th eighth 20th twentieth 100th a hundredth
9th ninth 21st twenty-first
10th tenth 22nd twenty-second
11th eleventh 23rd twenty-third
12th twelfth 24th twenty-fourth
7.3 Fractions and Decimals
½ a half 1 ½ one and a half 1.5 one point five
¼ a quarter 2 ¼ 
two and a 
quarter
2.25 two point two five
¾ 
three 
quarters
9 ¾ 
nine and three 
quarters
5.75 five point seven five
Mind the gap
Decide which answer (A, B, C or D) best fits each gap.
Choosing a job
One of the most difficult decisions is choosing what to do for a 
(1) __________. For example, do you want to follow a definite (2) 
____________, and (3) _____________ a low (4) ___________ at the 
beginning, but have good (5) ____________ in a company that trains 
its (6) _____________? Or are you more interested in taking any kind 
of work, because you need a / an (7) ____________? You may have to 
(8) ___________ the fact that a good (9) __________ can be difficult 
to find. In that case, why not take a (10) _____________ one? You will 
gain some useful (11) ____________. Remember that even if you have 
the right (12) ___________, you may have to (13) ____________ lots of 
application forms before you are asked to (14) ____________ an interview. 
But don’t worry if you don’t know what you want to (15) ____________ 
exactly. You’ll enjoy finding out!
1. (A) salary (B) living (C) employee (D) work
2. (A) company (B) training (C) business (D) career
3. (A) earn (B) gain (C) win (D) take
4. (A) money (B) profit (C) cheque (D) salary
5. (A) hopes (B) prospects (C) futures (D) promotions
6. (A) employers (B) crew (C) staff (D) persons
7. (A) money (B) cash (C) account (D) income
8. (A) face up to (B) go over (C)
come up 
with
(D) call off
9. (A) work (B) labour (C) job (D) seat
10. (A) temporary (B) overtime (C) profitable (D) short
11. (A) experiences (B) experienced (C) experience (D) experiencing
12. (A) qualifications (B) exams (C) letters (D) degrees
13. (A) fall through (B) get on (C) turn down (D) fill in
14. (A) be (B) attend (C) make (D) advertise
15. (A) work (B) job (C) do (D) employ
SOLVED PROBLEMS
 01 Choose the correct alternative for the sentence: “Mr. Meyer, the 
Englishman, and his son are visiting the duke.”
(A) Mrs. Meyer, the Englishwoman, and her daughter are visiting the dukess.
(B) Mrs. Meyer, the Englishwoman, and her daughter are visiting the duchess.
(C) Mr. Meyer, the Englishwoman, and her daughter are visiting the dukess.
(D) Mrs. Meyer, the Englishwoman, and her son are visiting the dukess.
Resposta: Letra B.
A ideia é substituir todos os substantivos masculinos por substantivos 
femininos, por isso, letra B.
 02 Choose the correct alternative for the sentence: “The waiter is serving 
the widower now.”
(A) The waitess is serving the widow now.
(B) The waitess is serving the widowess now.
(C) The waiteress is serving the windoweress now.
(D) The waitress is serving the widow now.
Resposta: Letra D.
Novamente devemos substituir os substantivos masculinos pelos 
femininos, e a alternativa que faz de forma correta é a D.
 03 In 1975, ____________ a great flood in Recife.
(A) there were
(B) there was
(C) there are
(D) there is
(E) there will be
INGLÊS
Unit 2
152 IME-ITA – Vol. 1
Resposta: Letra B.
Primeiramente, devemos perceber que flood é um substantivo incontável, 
e por isso usamos o verbo no singular. Por se tratar do passado (1975), 
devemos usar was.
 04 How many days ____________ in a week?
(A) are there
(B) there are
(C) is there
(D) there is
(E) was there
Resposta: Letra A.
Por se tratar de uma pergunta, precisamos usar a inversão na ordem do 
verbo e do there, e, levando em consideração que a pergunta é sobre algo 
contável, usamos o plural.
 05 Solvethe problems below:
I. Two into ten goes __________ times.
II. A quarter plus three-quarters makes __________.
III. Twenty-eight from fifty leaves __________.
(A) five – one – twenty-one.
(B) four – four – twenty-one.
(C) five – four – twenty-two.
(D) five – one – twenty-two.
(E) four – four – twenty-two.
Resposta: Letra D.
Two goes into tens – quantos 2 há em 10 = 5.
A quarter plus three-quarters – 
1
4
 + 
3
4
 = 1.
Twenty-eight from fifty – 28 de 50 = 22.
 01 Complete each sentence. Use the words from the box.
brother – children – daughter – husband – sister – son – twins – wife
a. Ted and Alice were happy when Emily, their _____________ was born.
b. Harry asked Ann to be his ___________, and they got married six 
months later.
c. Jim and Mary’s ____________, David, was their second child.
d. Richard and Stephen are ___________, but they don’t look exactly 
the same.
e. Mark and his ____________ Sue went shopping with their mother.
f. When the school bell rang, a crowd of ___________ ran out of the school.
g. Jane met her ____________ Philip at a friend’s wedding.
h. Liz and her _____________ Mike like listening to their grandmother’s 
stories.
 02 Match the words on the left to translations on the right.
(a) household waste ( ) controlar a inflação
(b) renewable energy ( ) uma sequência de eventos
(c) jump at a chance ( ) agarrar uma oportunidade
(d) summon up the 
energy
( ) lixo doméstico
(e) a chain of events ( ) destinar recursos
(f) get glowing reviews ( ) energia renovável
(g) provide relief ( ) reinvidicar benefícios
(h) claim benefits ( ) juntar as forças
(i) curb inflation ( ) dar assistência
(j) allocate resources ( ) ser aclamado pela crítica
 03 The verb __________ means to go around a place where you have 
never been to find out what is there.
(A) search
(B) explore
(C) exploit
(D) visit
(E) conquer
 04 A __________ is a strange object in the sky that could be from another 
part of the universe.
(A) UFO
(B) comet
(C) star
(D) planet
(E) rocket
 05 The verb __________ means both to shine light on something and to 
explain something clearly.
(A) scrutinize
(B) illuminate
(C) enlighten
(D) clarify
(E) brighten
 06 The adjective __________ means both a strong, light color or someone 
who is intelligent or happy.
(A) lively
(B) preposterous
(C) bright
(D) cheerful
(E) sturdy
 07 The verb __________ means to step awkwardly while walking or 
running and fall or begin to fall.
(A) stumble
(B) hinder
(C) wander
(D) stroll
(E) meander
INGLÊS
Unit 2
Nouns: number and gender
153IME-ITA – Vol. 1
 08 The word __________ describes a situation where there is no order 
at all and everyone is confused.
(A) orderliness
(B) outburst
(C) neatness
(D) chaos
(E) tidiness
 09 If you take a __________, you stop the activity you are doing to have 
a short rest.
(A) burst
(B) nap
(C) gap
(D) hole
(E) breath
 10 To __________ means to keep criticizing or giving advice to someone 
in an annoying way.
(A) assuage
(B) soothe
(C) relieve
(D) appease
(E) nag
 11 The word __________ describes someone who is determined to do 
what they want and refuses to do anything else.
(A) stubborn
(B) broad-minded
(C) compliant
(D) indulgent
(E) yielding
 12 Somebody __________ has special interest in or experience of something 
and so knowing what is happening in that subject at the present time.
(A) poignant
(B) keen
(C) aware
(D) thirsty
(E) weary
 13 The word __________ describes something with a sharp, sometimes 
unpleasant, taste or smell, like a lemon, and not sweet.
(A) salty
(B) spicy
(C) tasty
(D) bitter
(E) sour
 14 If a surface such as paper or skin is __________, it does not feel 
smooth when you touch it.
(A) delicate
(B) rough
(C) sensitive
(D) flat
(E) uneven
 15 __________ is the use of remarks which clearly mean the opposite 
of what they say, and which are made in order to hurt someone’s feelings 
or to criticize something in a humorous way.
(A) Jibber jabber
(B) Nonsense
(C) Tomfoolery
(D) Foolishness
(E) Sarcasm
 16 A(n) __________ is something confusing or a problem which is 
difficult to solve.
(A) issue
(B) matter
(C) riddle
(D) quiz
(E) query
 17 __________ is the speed at which something happens or changes, 
or the amount or number of times it happens or changes in a particular 
period.
(A) Rate
(B) Grade
(C) Rank
(D) Scale
(E) Amount
 18 The verb __________ means to improve the quality, amount or strength 
of something.
(A) highlight
(B) heighten
(C) raise
(D) enhance
(E) thrive
 19 The verb __________ means to have a heaviness of a stated amount, 
or to measure the heaviness of an object.
(A) weigh
(B) match
(C) set
(D) settle
(E) thicken
 01 What do you call…
a. a shelf for books:
______________________________________________________
b. a train which carries goods:
______________________________________________________
c. a test to detect drugs:
______________________________________________________
INGLÊS
Unit 2
154 IME-ITA – Vol. 1
d. a case for putting pencils in:
______________________________________________________
e. the pages of a book that lists the contents:
______________________________________________________
f. an expert in robotics:
______________________________________________________
g. a shop which sells toys:
______________________________________________________
h. an issue of human rights:
______________________________________________________
 02 How would you say these numbers in English?
a. 234
______________________________________________________
b. 91st
______________________________________________________
c. 13,000
______________________________________________________
d. 5
4
______________________________________________________
e. 10
1
3
______________________________________________________
f. 543rd
______________________________________________________
g. 2,865
______________________________________________________
h. 99th
______________________________________________________
 03 Substitua as definições a seguir por substantivos compostos feitos 
pela combinação dos substantivos abaixo.
bargain friend ground hunters language mother package
pedestrian pen precinct sign staff tongue tour
a. The people who work in the airport building.
______________________________________________________
b. Area where there are shops, but no cars or buses are allowed to go. 
______________________________________________________
c. People looking to buy things at low prices.
______________________________________________________
d. Someone you often exchange letters with, but never met. 
______________________________________________________
e. A holiday arranged by a travel agency.
______________________________________________________
f. The first language you learned when a child.
______________________________________________________
g. Hand and body movements to show what you mean.
______________________________________________________
 04 Indique o ordinal referente a four:
(A) Forty.
(B) Fourteen.
(C) Fourteenth.
(D) Fourth.
(E) Fortieth.
 05 What’s the right answer for the numerical expressions below?
1
5
; 2 3
5
; 16
15
(A) One fives / two thirty-five / sixteen fifteen.
(B) One five / two and third fifth / sixteen fifteens.
(C) One fifth / two and three fifths / sixteen fifteenths.
(D) First fifths / second thirty-five / sixteenth fifteenths.
 06 Reescreva a frase colocando por extenso os numerais na sua forma 
ordinal:
Her __________ (21) birthday will be on the __________ (11).
(A) Her twenty-first birthday will be on the eleventieth.
(B) Her twenty-one birthday will be on the eleven.
(C) Her twenty-first birthday will be on the eleven.
(D) Her twenty-one birthday will be on the eleventh.
(E) Her twenty-first birthday will be on the eleventh.
 07 Assinale a alternativa que corretamente preenche as lacunas I, II e III:
I. Five from six leaves _______.
II. Two into eight goes _______times.
III. The third power oftwo is _______.
(A) 30 – 8 – 10.
(B) 11 – 10 – 10.
(C) 30 – 12 – 8.
(D) 1 – 4 – 8.
(E) 1 – 8 – 1.
 08 In “I’m enjoying a peasant life now. I’ve moved out of London”, the 
underlined word means:
(A) easy.
(B) rich.
(C) fancy.
(D) country.
(E) weird.
INGLÊS
Unit 2
Nouns: number and gender
155IME-ITA – Vol. 1
 09 Regarding the impact someone’s appearance causes, the word 
breathless means:
(A) simple.
(B) light.
(C) unimportant.
(D) remarkable.
(E) awful.
 10 In the sentences “The police, firefighters and other emergency 
personnel joined about 150 volunteers” and “Most of the injured passengers 
were able to walk out of the station, but about 20 were carried out on red 
stretchers”. the word about can not be replaced by:
(A) some.
(B) within.
(C) approximately.
(D) almost.
(E) roughly.
 11 “Psychologists say kids are being robbed of time they need for 
connecting with their parents and siblings.” The word siblings means:
(A) colleagues.
(B) partners.
(C) relatives.
(D) friends.
(E) brother or sister.
 12 “Communication is embedded within culture and therefore culturally 
orientated.” The word embedded means:
(A) dislodged.
(B) refused.
(C) rooted.
(D) remained.
(E) disturbed.
 13 Choose the appropriate synonymous sentence to: “She seldom goes 
to conferences now”.
(A) She almost goes to conferences now.
(B) She often goes to conferences now.
(C) She hardly ever goes to conferences now.
(D) She regularly goes to conferences now.
(E) She frequently goes to conferences now.
 14 “Correspondents consider Mr. Mousavi the main reformist challenger 
to President Mahmoud Ahmadinejad, who is seeking another term.”
In the fragment above, the word term means:
(A) post.
(B) job.
(C) turn.
(D) position.
(E) task.
 15 Read the following sentences:
I. NATO warships and helicopters pursued Somali pirates for seven hours 
and the high-speed chase only ended when warning shots were fired 
at the pirates’ skiff.
II. Seven pirates attempted to attack the Norwegian-flagged MV Front 
Ardenne late Saturday but fled after crew took evasive maneuvers 
and alerted warships in the area
III. How the attack was thwarted is unclear, it appears to have been the 
actions of the tanker.
IV. The pirates’ release underscores the difficulties navies have in fighting 
rampant piracy off the coast of lawless Somalia.
Which option contains words that respectively replace with accuracy the 
one in bold in the text?
(A) Vessel – elusive – avoided – increasing.
(B) Small boat – dangerous – facilitated – violent.
(C) Yacht – ambiguous – planned – violent.
(D) Small boat – elusive – prevented – uncontrolled.
(E) Vessel – dangerous – spoilt – increasing.
 16 “The revolutionary war hero and outstanding silversmith made the 
Sons of Liberty silver bowl in the case.” The word outstanding can not 
be defined as:
(A) impressive.
(B) remarkable.
(C) stunning.
(D) feeble.
(E) striking.
 17 “Modern buildings incorporate exciting forms with glittering façades 
and compelling interior spaces. Surveying for these projects requires 
sophisticated computation, aggressive quality control and close interaction 
with construction teams.”
Choose the alternative that corresponds to glittering, without changing 
the meaning of the sentence.
(A) Glossing.
(B) Gliding.
(C) Gladding.
(D) Gluing.
(E) Gloating
 18 Give the correct sequence of synonyms for the words in bold in the 
excerpt below:
Egypt’s tough 82-year-old president, in charge for the past three decades, 
now says he will go – but only at the end of his term in September, with 
dignity and with a subtle threat that if he does not get his way, things 
could turn uglier still.
(A) Sturdy – turn – slight – become.
(B) Strong – shift – tenuous – change into.
(C) Healthy – cycle – faint – shift.
(D) Stiff – spell – fine – grow into.
(E) Frail – span – quiet – develop.
INGLÊS
Unit 2
156 IME-ITA – Vol. 1
 19 “The conditions for the agreement were very austere.” 
Which of the following options can not be used to replace the underlined 
word?
(A) Severe.
(B) Harsh.
(C) Strict.
(D) Feeble.
(E) Relentless.
 20 Assinale a opção que contém os significados mais adequados para 
as palavras sublinhadas nos trechos a seguir:
I. The Illinois Smoke-free Restaurant Recognition Program recognizes 
those restaurants that have gone entirely smoke-free…
II. Second-hand smoke is a combination of the smoke from a burning 
cigarette…
III. More importantly, it represents a dangerous health hazard.
IV. EPA estimates that approximately 3.000 American nonsmokers die…
(A) I. constantly; II. provided by; III. complication; IV. likely.
(B) I. completely; II. derived from; III. risk; IV. nearly.
(C) I. generally; II. made by; III. infection; IV. almost.
(D) I. slightly; II. exhaled by; III. loss; IV. around.
(E) I. totally; II. produced by; III. problem; IV. exactly.
Money Doesn’t Grow on Trees, 
But Gasoline Might
Researchers make breakthrough in creating gasoline from 
plant matter, with almost no carbon footprint
Researchers have made a breakthrough in the development of green 
gasoline, a liquid identical to the standard gasoline yet created from 
sustainable biomass sources like switchgrass and poplar trees. Reporting 
the cover article of the April 7, 2008 issue of Chemistry & Sustainability, 
Energy & Materials, chemical engineer and National Science Foundation 
(NSF) researcher George Huber of the University of Massachusetts-Amherst 
and his graduate students announced the first direct conversion of plant 
cellulose into gasoline components.
Even though it may be 5 to 10 years before green gasoline arrives at 
the pump or finds its way into a jet airplane, these breakthroughs have 
bypassed significant difficulties to bringing green gasoline biofuels to 
market. “It is likely that the future consumer will not even know that they 
are putting biofuels into their car,” said Huber.
“Biofuels in the future will most likely be similar in chemical composition 
to gasoline and diesel used today. The challenge for chemical engineers is 
to efficiently produce liquid fuels from biomass while fitting into the existing 
infrastructure today.”
For their new approach, the UMass researchers rapidly heated cellulose 
in the presence of solid catalysts, materials that speed up reactions without 
sacrificing themselves in the process. They then rapidly cooled the products 
to create a liquid that contains many of the compounds found in gasoline. 
Entire process was completed in less than two minutes using reflexively 
moderate amounts of heat.
“Green gasoline is an attractive alternative to bioethanol since it can be 
used in existing engines and does not incur the 30 percentage gas mileage 
penalty of ethanol-based flex fuel”, said John Regalbuto, who directs the 
Catalysis and Biocatalysis Program at NSF and supported this research.
“In theory it requires much less energy to make than ethanol, giving it 
a smaller carbon footprint and making it cheaper to produce”, Regalbuto 
said. “Making it from cellulose sources such as switchgrass or poplar trees 
grown as energy crops, or forest or agricultural residues such as wood 
chips or corn stover, solves the lifecycle greenhouse gas problem that has 
recently surfaced with corn ethanol and soy biodiesel.”
Beyond academic laboratories, both small businesses and petroleum 
refineries are pursuing green gasoline. Companies are designing ways to 
hybridize their existing refineries to enable petroleum products including 
fuels, textiles, and plastics to be made from either crude oil or biomass 
and the military community has shown strong interest in making jet fuel 
and diesel from the same sources.
“Huber’s new process for the direct conversion of cellulose to gasoline 
aromatics is at the leading edge of the new ‘Green Gasoline’ alternate 
energy paradigm that NSF, along with other federal agencies, is helping to 
promote”, states Regalbuto.
(Adapted from National Science Foundation. Available at <www.nsf.gov>.)
 01 The mainpurpose of the text is to:
(A) report on a new kind of fuel that might harm the environment.
(B) advertise the recent findings of chemical engineers concerning gasoline 
components.
(C) criticize the latest research on biofuels that could not find a relevant 
alternative oil.
(D) justify why corn ethanol and soy biodiesel are the best alternatives to 
standard gasoline.
(E) announce a significant advance in the development of an ecofriendly 
fuel that may affect the market.
 02 According to the text, it is not correct to affirm that green gasoline:
(A) is cheaper to produce than ethanol.
(B) derives from vegetables and plants.
(C) can already be used in jet airplanes.
(D) requires much less energy to make than ethanol.
(E) results in smaller amounts of carbon emissions than ethanol.
 03 In the sentence ‘It is likely that the future consumer will not even know 
that they are putting biofuels into their car”, the underlined expression could 
be substituted by:
(A) surely.
(B) certainly.
(C) probably.
(D) obviously.
(E) undoubtedly.
 04 The pronoun themselves in “…without sacrificing themselves in the 
process” refers to:
(A) researchers.
(B) materials.
(C) reactions.
(D) compounds.
(E) amounts.
INGLÊS
Unit 2
Nouns: number and gender
157IME-ITA – Vol. 1
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
 05 Which alternative contains a correct correspondence of meaning?
(A) “speed up” means accelerate.
(B) “rapidly” is the opposite of quickly.
(C) “entire” could not be replaced by whole.
(D) “residues” and leftovers are antonyms.
(E) “surfaced” and emerged are not synonyms.
 06 Mark the sentence in which the idea introduced by the word in bold 
type is correctly described:
(A) “Even though it may be 5 to 10 years before green gasoline arrives at 
the pump or finds its way into a jet airplane” – comparison.
(B) “…while fitting into the existing infrastructure today” – consequence.
(C) “…then rapidly cooled the products to create a liquid that contains 
many of the compounds found in gasoline” – contrast.
(D) “Green gasoline is an attractive alternative to bioethanol since it can 
be used in existing engines…” – reason.
(E) “Making it from cellulose sources such as switchgrass or poplar trees 
grown as energy crops” – addition.
 07 The fourth paragraph informs that UMass researchers produce green 
gasoline by:
(A) creating a hot liquid from standard gasoline adding catalysts.
(B) using cellulose with liquids that catalyze gasoline in less than two 
minutes.
(C) applying moderate heat to compounds found in gasoline to produce 
a solid catalyst.
(D) slowly cooling the product of solid catalytic reactions which will 
produce cellulose.
(E) heating cellulose with specific catalysts and then cooling the product 
so it is transformed into a liquid.
 08 According to the text, it might be said that corn ethanol and soy biodiesel 
have:
(A) contributed to the greenhouse gas problem.
(B) increased consumption in cars by 30 percent.
(C) produced residues such as wood chips or corn stover.
(D) caused the extinction of sustainable biomass sources.
(E) generated a smaller carbon footprint than green gasoline.
 09 The text says that research on green gasoline has:
(A) had no printed space in scientific journals.
(B) not received support from scientific foundations.
(C) found no interest among the military and the businessmen.
(D) been neglected by academic laboratories and graduate research 
programs.
(E) had to overcome problems to discover an efficient means of producing 
and marketing this fuel.
 10 The title of the text, “Money doesn’t grow on trees, but gasoline might”, 
refers to the:
(A) planting trees near oil wells that produce gasoline.
(B) exciting possibility of developing an effective green fuel.
(C) amazing solution of diluting gasoline with forest and agricultural 
residues.
(D) incredible discovery of trees that produce more when irrigated with a 
mixture of gasoline.
(E) sensational invention of new green fuel that will cost three million 
dollars in reforestation.
INGLÊS
Unit 2
158 IME-ITA – Vol. 1
Antes de definirmos o que são os artigos e números, devemos lembrar 
que eles fazem parte de um grupo de palavras denominado determinantes. 
Podem nos ajudar a classificar, identificar (artigos, pronomes e adjetivos) 
e quantificar (números e quantificadores) os substantivos.
1. Articles
Na maioria das línguas europeias, há regras sobre o uso (ou não) 
dos artigos definidos e indefinidos. Essas regras dependem geralmente 
do gênero do substantivo ou se está no singular ou plural. Já em inglês, 
o gênero não afeta o uso do artigo, mas o número sim. 
Além disso, ainda temos o artigo zero na língua inglesa. Ele é chamado 
dessa maneira por ser extremamente importante.
1.1 The Indefinite Articles: A/AN
Os ar tigos indefinidos são somente usados com substantivos 
contáveis no singular e quando o mesmo substantivo passa uma ideia de 
indefinido, ou seja, não seja conhecido pelo interlocutor.
A diferença entre o a e o an é fonética: usamos a antes de substantivos 
que sejam iniciados com um som não vocálico, ou seja, consoantes e 
semivogais – a horse, a diary, a uniform, a ewe, a one-store building. Já 
o an é usado antes de substantivos que comecem com sons vocálicos, 
ou seja, vogais e H não pronunciado – an egg, an umbrela, an hour, an 
honest man.
1.1.1 Artigo indefinido para uma ideia geral
Quando dizemos A rose is a flower, significa que a rose é um exemplo 
de classe de itens chamados flowers. Isso também se dá quando rotulamos 
algo:
An architect is a person who designs buildings.
Mike is an architect.
1.1.2 Artigo indefinido para a ideia de ”somente um”
I’d like an apple.
She has two sons and a daughter.
1.1.3 Artigo indefinido referindo a algo sendo 
mencionado pela primeira vez
I was walking outside and I saw a dog. The dog was really dirty.
1.1.4 Artigo indefinido usado em números
He paid her a thousand dollars.
It’s a quarter to eight.
Go to the market and by a dozen eggs.
1.1.5 Artigo indefinido com ideia de medida
He drives too slowly, almost 20 km an/per hour.
They go to the movies twice a/per month.
1.2 The Definite Article: THE
O ar tigo definido normalmente tem a ideia de algo definido, ou 
seja, conhecido pelo interlocutor. Além disso, ele pode ser usado com 
substantivos contáveis no plural e no singular e também com substantivos 
incontáveis.
1.2.1 Artigo definido para a ideia de algo específico
Já mencionado anteriormente
I found a pencil. The pencil is black and white.
Sendo especificado por uma oração
The pencil I found is black and white.
Já conhecido pelo interlocutor
The children have gone to the market.
Há somente um
There’s someone at the door; The sun shines so brightly. 
1.2.2 Artigo definido para expressões de tempo
In the past, people had fewer expectations.
We spent the day at home. In the evening, we went out.
I’m afraidJenny cannot speak to you at the moment.
1.2.3 Artigo definido para expressar grupos 
(juntamente com adjetivos e nacionalidades)
The young are always reckless.
The British and the Americans have been allies for a long time.
1.2.4 Artigo definido para superlativo e comparativo 
especial
Flash is the fastest man alive.
The sooner we tell them the better.
1.2.5 Artigo definido para famílias
The Simpsons are a nice family.
The Kennedys suffered a lot.
Articles and indefinites
INGLÊS UNIT
3
159IME-ITA – Vol. 1
1.2.6 Artigo definido para uniões e associações
The United Kingdom; The United States of America; The Netherlands
1.2.7 Artigo definido para oceanos, mares, rios, 
desertos.
The Pacific (Ocean); The Mississipi; The Sahara
1.2.8 Artigo definido para grupos de ilhas e cadeias 
de montanhas
The Bahamas; The Alpes
1.3 The Zero Article
O uso de um substantivo sozinho na língua inglesa é tão fundamental 
que não podemos identificá-lo somente como a omissão do artigo. 
O artigo zero é usado antes de três tipos de substantivos: contáveis 
no plural, incontáveis e nomes próprios. 
1.3.1 Artigo zero usado como algo geral
Women are fighting for their rights.
Cats do not like cold weather.
English is a world language.
Refined foods like sugar must be avoided. 
1.3.2 Artigo zero usado com dias, meses, estações 
do ano e feriados
Mondays are always difficult.
April is my favourite month.
Christmas is the time for family reunion.
1.3.3 Artigo zero para refeições
Let’s have breakfast.
Lunch will be at noon.
1.3.4 Artigo zero para quantidades não específicas
I have presents for all the children.
Is there food for me?
1.3.5 Artigo zero para ilhas e montanhas
Everest; Christmas Island
1.3.6 Artigo zero para continentes, países, cidades
Africa; Central Asia; Canada; Salvador
1.3.7 Artigo zero para os seguintes lugares quando 
se referindo ao seu propósito primário: bed, church, 
class, college, court, hospital, market, prison, 
school, sea, town, university, work.
He is in prison. (ele está lá pelo propósito do lugar, ou seja, ele está 
preso)
He is in the prison.
She is going to hospital. (ela está indo pelo propósito do hospital)
She is going to the hospital.
2. INDEFINITES 
Os indefinites, como a própria palavra demonstra, são pronomes que 
fazem referência a pessoas, lugares ou coisas que sejam indefinidas, ou 
seja, não específicas.
Para maior compreensão do tópico, estudaremos os pronomes 
juntamente com os quantificadores.
2.1 Quantifiers
Some e any são os quantificadores mais utilizados na língua inglesa. 
São usados quando não é importante afirmar exatamente a quantidade de 
algo. Eles normalmente funcionam como o plural de a/an:
There is a letter for you.
There are some letters for you.
Também usamos some e any quando falamos sobre uma quantidade 
indefinida de um substantivo incontável:
There is some water on the floor.
I don’t have any money in my bag.
Muitas vezes, podemos omitir some e any:
There are letters for you.
I don’t have money in my bag.
Usamos também o no como um quantificador, mas ele só pode ser 
usado quando a oração estiver na afirmativa, uma vez que evitamos a 
dupla negativa na língua inglesa:
I don’t have any money in my bag.
I have no money in my bag. 
2.1.1 Usage
2.1.1.1 Some
Afirmativas
There are some eggs in the fridge.
There is some milk in the fridge.
Em perguntas cujas respostas gostaríamos (ou esperamos) que 
fossem sim.
Have you got some paper-clips in that box?
INGLÊS
Unit 3
160 IME-ITA – Vol. 1
Em ofertas, pedidos, convites e sugestões que esperamos que a 
resposta seja sim ou que há uma ideia implícita de concordância
Would you like some coffee?
May I have some coffee?
Com ideia de NOT ALL
Some people believe anything they read online.
I didn’t understand some of the information.
2.1.1.2 Any
Negativas
We haven’t got any posters.
There isn’t any milk in the fridge.
Em perguntas que não sabemos a resposta ou que esperamos que 
a resposta seja não.
Have you got any paper-clips in the box?
Em frases que contenham uma palavra de ideia negativa como hardly, 
never, seldom ou without ou que sugiram uma dúvida como if ou whether.
There is hardly any petrol in the tank.
We got to Paris without any trouble.
I don’t know if/whether there’s any news from Harry.
2.1.1.3 No
Como dito anteriormente, no só poderá ser usado em orações cujo 
verbo esteja na afirmativa. 
He has no money and no friends. He is completely lost!
2.1.2 Special Uses
2.1.2.1 Some
several I haven’t seen Sabrina for some years.
approximately There are some 400 people outside.
extraordinary That’s some radio you bought!
unknown There must be some book which could help.
an amount of
We’ve given some thought to your idea and found 
it interesting.
2.1.2.2 Any
Any pode ser usado para se referir a uma coisa ou pessoa não 
específicas quando a oração estiver na afirmativa.
usual This isn’t just any cake. 
the minimum/the 
maximum
He’ll need any help he can get.
I don’t care which/who Give me a plate. Any plate will do.
2.2 Pronouns
Os pronomes indefinidos são palavras compostas de SOME, ANY, NO 
e EVERY com as terminações ONE/BODY, THING e WHERE.
There is someone at the door.
I don’t want to go anywhere tonight. Let’s just stay home.
Os pronomes indefinidos formados por SOME, ANY e NO seguem as 
mesmas regras dos quantificadores. 
AFFIRMATIVE NEGATIVE INTERROGATIVE
SOME He is someone 
important.
Would you like 
something to drink?
ANY I’m starving. I’d 
eat anything!
There isn’t 
anybody here.
Is there anything to 
eat?
NO There is nobody 
here.
2.2.1 Important Notes
Não há uma diferença específica entre ONE e BODY. Ambas fazem 
referência a homens e mulheres.
I saw somebody stealing the bread.
I saw someone stealing the bread.
Todos esses compostos são escritos como uma palavra, excetuando-se 
no one.
There is nobody outside.
There is no one outside.
Os compostos que fazem referência a pessoas possuem a forma no 
caso genitivo.
Grammar isn’t everyone’s idea of fun.
It is nobody’s fault!
Quando fazemos referência aos pronomes indefinidos que relacionados 
a pessoas, usamos a terceira pessoa do plural.
Everyone knows what they have to do, don’t they?
2.2.2 Indefinite Pronouns + Adjectives and/or The 
Infinitive
positive adjectives This is something special.
comparative adjectives I’d like something cheaper.
the infinitive Haven’t you got anything to do?
for (“me”) + infinitive Is there anything for me to sit on?
Mind the gap
Decide which answer (A, B, C or D) best fits each space.
A Disastrous Holiday
The day Gerald arrived at the Almara Beach Hotel, he fell (1) _________ 
the stairs. The manager called a / an (2) __________, but fortunately 
INGLÊS
Unit 3
Articles and indefinites
161IME-ITA – Vol. 1
Gerald’s leg was only badly (3) _________, and not broken. The doctor 
(4) ____________ swimming as further (5) _____________ but gave 
Gerald a / an (6) ____________ for some tablets in case his leg became 
(7) ____________. The next day Gerald sunbathed by the pool, and 
then took a deep (8) ___________ and dived into the water. There was 
not very much water in the pool, and he (9) _________ one of his arms 
when he hit the bottom. This time he complained to the hotel manager, 
who sent a special meal to Gerald’s room. Later that night, Gerald was 
(10) __________ from a (11) ___________ back, the injuries in his arm 
and leg, and also had a terrible (12) ____________. He had high (13) 
__________ and felt terrible. Luckily he had the tablets the doctor had 
given him to (14) ____________ the pain. As he reached for them, he 
fell out of bed and broke his (15) ___________. He spent the rest of his 
holiday in bed. 
1. (A) down (B) to (C) with (D) for
2. (A) stretcher (B) prescription (C) ambulance (D) emergency
3. (A) sick (B) bruised (C) hurt (D) infected
4. (A) went (B) prevented (C) said (D) recommended
5. (A) medicine (B) cure (C) drugs (D) treatment
6. (A) recipe (B) paper (C)