Ingles Alfacon

AlfaCon Concursos Pblicos
CONTEDO PROGRAMTICO
NDICE
Pronomes E Suas Categorias ..............................................................................................................................2
Pronomes Pessoais Retos , Oblquos ,Reflexivos, Pronomes Possessivos E Adjetivos Possessivos ........................2
Lei do Direito Autoral n 9.610, de 19 de Fevereiro de 1998: Probe a reproduo total ou parcial desse material ou divulgao com
fins comerciais ou no, em qualquer meio de comunicao, inclusive na Internet, sem autorizao do AlfaCon Concursos Pblicos.
1
Pronomes E Suas Categorias

Pronomes Pessoais Retos , Oblquos ,Reflexivos, Pronomes Possessivos
E Adjetivos Possessivos
Pronomes E Suas Categorias
Os pronomes so palavras que representam os seres ou se referem a eles. Podem substituir os
substantivos ou acompanh-los, para especificar seu sentido. Eles ainda facilitam o reconhecimen-
to daquele que produz o discurso no momento da fala, ou a quem a o discurso direcionado, e
tambm aqueles que no esto presentes no momento da fala. Podem ainda atribuir noes de posse
ou relaes entre sentenas distintas.
Pronomes Pessoais (Reto E Oblquo)
Os pronomes podem tambm ser utilizados para criar uma referncia a um determinado ser ou
objeto, relacionando-o, assim, a outras pessoas ou objetos no discurso. Desta maneira, discutiremos,
a partir de agora, estas categorias, tentando entend-las de maneira mais apropriada, verificando
como elas funcionam e o que podemos usar para fazermos uma boa interpretao textual, conside-
rando o seu domnio.
Pronome Pessoal do caso reto Pronome Pessoal do caso

(Subject Pronoun) oblquo
(Object Pronoun)
I (Eu) Me (me, mim)
You ( voc, tu) You (-lhe, o, a, lo, la,

no, na, ti a voc)
V
He ( Ele) Him (-lhe, a, lo, no, a ele)
E
She (Ela) R Her (-lhe, a, la,-na, a ela)
B
It (ele, ela, isto) O It (-lhe, o, a , lo, no, la,
na a ele, a ela.)
We (Ns) Us (-nos, ns)
You (vocs) You(-lhes, os, as, los,

las, nos, nas, a vocs)
They (eles, elas) Them (-lhes, os, as , los,

nos, las, nas a eles, a elas.)
2
Possessivos (pronomes e adjetivos)
Adjetivo Possessivo S Pronome Possessivo

(Adjective Possessive, U (Possessive Pronouns, seguem
pedem substantivo) B a um substantivo)
S
My (meu(s), minha(s)) T Mine (meu(s), minha(s))
A
N
Your (seu, sua, teu, tua) YourS (seu, sua, teu, tua)
T
I
His (seu, dele) V His (seu, dele)
O
Her (sua, dela) HerS (sua, dela)
Its (seu, sua, disto, deste, itS (seu, sua, disto, deste,
desta) desta)
Our (nosso(s), nossa(s)) OurS(nosso(s), nossa(s))
Your (seus, suas) YourS (seus, suas)
Their (seus, suas, deles, TheirS (seus, suas, deles, delas)

delas)
Perceba, desta vez, que o adjetivo possessivo antecede um substantivo, de maneira que este serve
de complemento; j o pronome possessivo no exige complemento, mas ir se referir a um substan-
tivo j mencionado e, portanto, promove uma ligao entre os elementos da sentena analisada. Esta
ligao ser conhecida como relao pronominal.
Notem o trao distintivo dos pronomes possessivos, que por acaso um S, o que sob aspecto
algum um trao de pluralidade, mas sim um indicativo de que o pronome segue ao substantivo.
Desta forma, temos uma maneira de distinguir ambos os casos, o que para todos os efeitos, so os
mesmos.
Ex: My house is very big! How about YourS? (Note que no primeiro caso, My refere-se a casa,
que ainda no foi apresentada e, no segundo, yours, refere-se ao mesmo objeto, casa, mas nesse caso,
ela, a casa, j foi apresentada.
Ex: Your car is new. (Percebe-se que, agora, a referncia para a segunda pessoa do singular ou
do plural)
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Pronomes reflexivos
Myself I Me My Mine
Yourself You You Your Yours
Himself He Him His His
Herself She Her Her Hers
Itself It It Its Its
Ourselves We Us Our Ours
Yourselves You You Your Yours
Themselves They Them Their Theirs
Os pronomes reflexivos so responsveis por apresentarem sujeitos, os quais so objetos das

prprias aes, ou seja, enquanto os pronomes reto e objeto mostram dois sujeitos completamente
diferentes, os pronomes reflexivos mostram o mesmo sujeito sofrendo uma determinada ao, rea-
lizada por si mesmo.
Os sufixos que formam os pronomes reflexivos podem ser self ou selves, sendo que self
um sufixo que indica singularidade e selves um sufixo que indica pluralidade, uma das poucas
ocasies em que a segunda pessoa do singular e a segunda pessoa do plural possuem uma diferena
clara.
Ex: I hurt myself preparing the food.
Ex: They saw themselves on the mirror and didnt like it. (O pronome reflexivo em ambos os
casos mostram sujeitos os quais sofrem as prprias aes, neste caso Hurt e Saw.).
Ex: I love myself ( I amo a mim mesmo.)
He loves himself (Ele ama a si mesmo.)
They love themselves. (Eles/Elas amam a eles/elas mesmos(as)
EXERCCIOS
Brazil presidency website hacked, jammed in attack claimed by Lulz collective
Website da presidncia Brasileira hackeado, obstruo no ataque reivindicado pela Lulz
coletiva
A cyber-attack blocked traffic to the website of the Brazilian presidency and two other govern-
ment sites on Wednesday, authorities said.
The Brazilian branch of the Lulz Security hacking collective claimed responsibility for the
attacks.
Lulz members have claimed responsibility for recent attacks on the site of electronics giant Sony,
along with the CIA web page and the U.S. Senate computer system.
4
The Brazilian presidents office said in a statement that attacks on the website of the presidency,
along with the nations internal revenue service and a government portal began around 12:30 a.m.
and lasted until 3 a.m.
The government said it stopped the hackers from obtaining data from the websites, but that the
attacks made them inaccessible for about an hour.
Hours later, people who claimed to be Lulz members said on Twitter that they had taken down
the website of oil company Petrobras, whose website was down Wednesday afternoon. Petrobras
would not confirm whether the problems with its website were caused by an attack.
On a Twitter page in the name of the Brazilian branch of Lulz, posters justified the apparent
attack on the Petrobras website by complaining about the price of gasoline in Brazil.
Wake up Brazil! We no longer want to buy gas at 2.75 to 2.78 reals ($1.73 to $1.75) and export for
half of that price! stated one tweet from the group.
Adapted from: http://www.washingtonpost.com/world/americas/brazil-presidency-website
-hacked-jammed-in-attack-claimed-by-lulz-collective/2011/06/22/AGb53KgH_story.html
01. Mark the INCORRECT alternative, according to the text:
a) Trs Sites do governo brasileiro sofreram ataques cibernticos.
b) Lulz assume responsabilidade pelos ataques.
c) A Petrobras confirma que os problemas com o seu website foram causados por hackers.
d) Membros da Lulz se dizem responsveis pela invaso de sites, pginas eletrnicas e com-
putadores, dentre outros, da CIA, Sony e do Senado Americano.
e) O Governo Brasileiro foi capaz de suspender o ataque dos hackers.
02. According to the text it is possible to affirm that people who claimed to be Lulz members of the
Brazilian branch:
a) queriam protestar contra os altos preos da gasolina no Brasil;
b) queriam obter informaes confidenciais;
c) queriam demonstrar a fragilidade do sistema de segurana brasileiro;
d) queriam alterar dados;
e) queriam parar as operaes brasileiras de exportao de gasolina.
03. Which verb form is used in the sentence: Wake up Brazil!.
a) Futuro.
b) Passado simples.
c) Presente Perfeito.
d) Imperativo.
e) Presente Contnuo.
GABARITO01 C
02 A
03 D
Referncias bibliogrficas:
CIPRO NETO, Pasquale, Gramtica da Lngua Portuguesa. So Paulo: Scipione, 2008. 583 p.
<http://www.sk.com.br , acessado em 22/11/2013.>
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CONTEDO PROGRAMTICO
NDICE
Tempos Verbais Presente Simples: Afirmativo, Interrogativo E Negativo; ...............................................2
Passado Simples: Afirmativo, Interrogativo E Negativo.................................................................................2
Caracterizao ...................................................................................................................................................................2
Present Simple (Presente Simples) ...................................................................................................................................2
1
Tempos Verbais Presente Simples: Afir-

mativo, Interrogativo E Negativo;
Passado Simples: Afirmativo, Interrogativo E Negativo
Caracterizao
Os tempos verbais so caracterizados por apresentarem, necessariamente, quando cada ao
acontece. Se neste momento, em momento anterior a este, ou em um momento posterior, as formas
verbais so responsveis por indicar a ns como perceberemos o sentido da sentena. Neste captulo,
conheceremos os principais tempos verbais e como podemos entend-los e us-los.
Present Simple (Presente Simples)

Os verbos em ingls em geral tm trs formas bsicas, as quais chamaremos de VERB1 [infiniti-
vo, equivalendo em portugus s terminaes AR, ER, IR e OR].
O VERB1 a forma do verbo no dicionrio em ingls.
Para se formar o PRESENTE AFIRMATIVO da maioria dos verbos, a estrutura a seguinte:
I work1 Eu trabalho
You work1 Voc trabalha
We work1 Ns trabalhamos
You work1 Vocs trabalham
They work1 Ele trabalha
He work1S Ela trabalha
She work1S Eles trabalham
It work1S (Ele/ela) trabalha/funciona
Aos verbos terminados em o, ch, s, ss, sh, x ou z acrescenta-se "ES" para HE/
SHE/IT no presente afirmativo : GO (ir) = GOES, CATCH (pegar) = CATCHES KISS (beijar)
= KISSES, BRUSH (escovar) = BRUSHES, FIX (consertar) = FIXES, BUZZ (zumbir) = BUZZES
Nos verbos terminados em Y precedidos de consoante, troca-se o Y por IES HE/SHE/IT no

presente afirmativo : TRY (tentar) = TRIES, STUDY (estudar) = STUDIES
O verbo HAVE (ter) apresenta a forma HAS (tem) para HE/SHE/IT no presente afirma-
tivo.
Exemplos: She has many problems. (Ela tem muitos problemas.)

He tries do study. (Ele tenta estudar.)
We try to study. (Ns tentamos estudar.)
I (Eu) STUDY EVERY DAY. Eu estudo todos os dias.
You (Voc) NEED MORE PRACTICE. Voc precisa de mais prtica
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We (Ns) WANT MORE MONEY. Ns queremos mais dinheiro.
You (Vocs) WORK EVERY NIGHT. Vocs trabalham todas as

noites.
They (Eles, Elas) LIKE THEIR JOBS. Eles(as) gostam de seus

empregos/dos empregos
deles(as).
He (Ele) PREFERS BLONDES Ele prefere loiras.
She (Ela) KISSES HER BOYFRIEND. Ela beija seu namorado/o

namorado dela
It (Ele, Ela) EATS MEAT. Ele(a) come carne.
Ex: I went to school tem years ago. (Eu fui para a escola h dez anos.)
Forma interrogativa:
Do I work ? Eu trabalho?
Do You work? Voc trabalha?
Do We work? Ns trabalhamos?
Do You work? Vocs trabalham?
Do They work? Eles trabalham?
Does He work? Ele trabalha?
Does She work? Ela trabalha?
Does It work? (Ele/ela) trabalha/funciona?
Forma negativa
I don't work Eu no trabalho
You don't work Voc no trabalha
We don't work Ns no trabalhamos
You don't work Vocs no trabalham
They don't work Eles no trabalham
He doesn't work Ele no trabalha
She doesn't work Ela no trabalha
It doesn't work (Ele/ela) no trabalha/funciona
DO + NOT = DON'T
DOES + NOT = DOESN'T
Past Simple ( Passado Simples)
O VERB2 corresponde ao [passado afirmativo] e VERB3 [particpio passado, equivalendo no
caso de verbos regulares em portugus s formas terminadas em ADO(A) e IDO(A)].
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O VERB2 e VERB3 terminaro em ED para a maioria dos verbos em ingls (chamados de

verbos regulares); no caso de verbos irregulares (vide lista no apndice), as formas VERB2 e VERB3
variam bastante e preciso memoriz-las.
Para se formar o PASSADO AFIRMATIVO da maioria dos verbos quer regular, quer irregular
a estrutura a seguinte:
I worked2 Eu trabalhei I went 2 Eu fui
You worked2 Voc trabalhou You went2 Voc foi
He worked2 Ele trabalhou He went2 Ele foi
She worked2 Ela trabalhou She went2 Ela foi
It worked2 (Ele/ela) trabalhou/ It went2 (Ele/ela) foi
funcionou
We worked2 We went2 Ns fomos
Ns trabalhamos
You worked2 You went2 Vocs foram
Vocs trabalharam
They worked2 They went Eles foram
Eles trabalharam
Fique ligado:
Nos verbos monosslabos, terminados em CVC (consoante vogal consoante), acrescenta-se "ED" no passado
afirmativo: FIT (encaixar, caber) = FITTED
2) Nos verbos com mais de uma slaba, terminados em CVC (consoante vogal consoante), nos quais a ltima
slaba seja a tnica, dobra-se a ltima consoante: PREFER (preferir) = PREFERRED
Nos verbos terminados em Y, precedidos de consoante, troca-se o Y por IED no passado afirmativo :
TRY (tentar) = TRIED, STUDY (estudar) = STUDIED
Passado Interrogativo
Verbo regular Verbo irregular
Did I work1 ? Eu trabalhei? Did I go1 ? Eu fui?

Did You work1? Voc trabalhou? Did You go1? Voc foi?
Did He work1? Did He go1?
Ele trabalhou? Ele foi?
Did She work1? Did She go1?
Ela trabalhou? Ela foi?
Did It work1? Did It go1?
Ele/ela trabalhou/funcionou? Ns Ele/ela foi?
Did We work1? trabalhamos? Did We go1?
Ns fomos?
Did You work1? Vocs trabalharam? Did You go1? Vocs foram?
Eles trabalharam? Did They go1? Eles foram?
Did They work1?
(Note que, neste caso, o verbo principal encontra-se na forma 1, pois o auxiliar informa seu tempo.
Assim sendo, auxiliar e verbo se separam, um para informar tempo , o outro para informar a ao.)
Passado Negativo
Eu no trabalhei I didn't go1 Eu no fui
I didn't work1 You Voc no trabalhou You didn't o1 Voc no foi
didn't work1 He Ele no trabalhou He didn't go1 Ele no foi
didn't work1 She
didn't work1 It didn't Ela no trabalhou She didn't go1 Ela no foi
work1 We didn't Ele/ela no trabalhou/funcionou It didn't go1
work1 You didn't Ele/ela no foi
work1 They didn't Ns no trabalhamos We didn't go1 Ns no fomos Vocs
work1 Vocs no trabalharam You didn't go1 no foram
Eles no trabalharam They didn't go1 Eles no foram
DID + NOT = DIDN'T

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EXERCCIOS
Introducing E-Jets
Introducing E-Jets, a family of four 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. Its a new concept in commercial air transport that blurs the line between
regional jets and mainline aircrafts. E-jets are designed around integral aviation principles: Enge-
neering, Efficiency, Ergonomics and Economics. So if youre looking for a jet that will redefine the
future of aviation, look for Embraer. THE ANSWER IS E. www.embraercommercialjets.com
Fique ligado Vocabulary
Aircraft: Aeronave.
Stretched: Esticado.
Scaled down: Escala menor.
From the ground up: Do zero.
Blur the line: difcil distinguir.
01. Segundo o texto, correto afirmar que:
a) Os e-jets possuem capacidade entre 70 e 120 passageiros.
b) Os e-jets possuem capacidade para 70 passageiros.
c) Os e-jets foram desenhados para emergir com 70 e 120 passageiros.
d) Os e-jets servem a quatro geraes de uma famlia.
e) Os e-jets possuem capacidade para 120 passageiros.
02. Segundo o texto:
a) O conceito dos e-jets preza pelo conforto dos passageiros.
b) Os e-jets foram aprimorados a partir de modelos de aeronaves anteriores.
c) Os e-jets possuem caractersticas que os tornam menores que outras aeronaves.
d) Os e-jets so criados a partir de aeronaves grandes.
e) Os e-jets no funcionam com combustvel de avio tradicional.
03. De acordo com o texto, segundo o conceito dos e-jets:
a) A preocupao essencial do projeto oferecer transporte barato.
b) A aeronave revoluciona pelo seu baixo custo de produo.
c) O desenho dos e-jets baseado em simplicidade e leveza.
d) Podem ser usados tanto em voos regionais quanto em voos mais longos.
e) Os e-jets so um sonho para o futuro.
04. A afirmao que melhor define o e-jet :
a) Eficiente, confortvel e econmico.
b) Rpido, leve e barato.
c) Eficiente, estvel e econmico.
d) Simples, confortvel e econmico.
e) Eficiente, simples e barato.
GABARITO
01 A
02 A
03 D
04 C
Referncias bibliogrficas
OLIVEIRA, Francisco Jos de, Ingls, So Paulo: Poliedro, 2013. 304 p.
5
CONTEDO PROGRAMTICO
NDICE
Tempos verbais ....................................................................................................................................................2
Passado Perfeito: Afirmativo, Interrogativo E Negativo ..............................................................................................2
1
Tempos verbais
Passado Perfeito: Afirmativo, Interrogativo E Negativo
Passado Perfeito
Este tempo verbal, em particular, destina-se a falar sobre aes que antecederam aes no Past
Simple. De certa forma, podemos cham-lo de um passado do passado, ou seja, ele depende do
passado simples para formar sentido. Esta forma verbal usa Verb3 , acrescido do auxiliar HAD, que
para o portugus ser compreendido como TINHA.
Past Perfect (Passado Perfeito) Afirmativo
Eu TINHA IDO
I HAD worked3 I HAD GONE3
Eu TINHA trabalhado Voc TINHA IDO
You HAD worked3 You HAD GONE3
Voc TINHA trabalhado Ele TINHA IDO
He HAD worked3 He HAD GONE3
Ele TINHA trabalhado Ela TINHA IDO
She HAD worked3 She HAD GONE3
Ela TINHA trabalhado (Ele/ela) TINHA
It HAD worked3 It HAD GONE3 IDO
(Ele/ela) TINHA trabalhado/funcionado
We HAD worked3 We HAD GONE3 Ns TNHAMOS
Ns TNHAMOS trabalhado
IDO
You HAD worked3 You HAD GONE3
Vocs TINHAM trabalhado
Vocs TINHAM
They HAD They HAD IDO
Eles TINHAM trabalhado
worked3 GONE3
Eles TINHAM IDO
O tempo verbal passado perfeito relaciona duas aes no tempo. Uma anterior e outra posterior.
Por esta razo, este mesmo tempo verbal utiliza marcadores como antes, depois, anteriormente e
posteriormente.
EX: When I went into the classroom, the class had already started.
(Quando entrei na sala, a aula j tinha comeado.)
When I got home yesterday, I realized it had been stolen.
(Quando eu cheguei em casa ontem, eu percebi que havia sido roubada.)
When I was leaving work yesterday, I noticed I had forgotten my keys.
(Quando eu estava saindo do trabalho ontem, eu notei que havia esquecido minhas chaves.)
Note, portanto, que este tempo verbal gera sentido apenas em unio com o passado simples, o
qual acabamos de mencionar.
Anotaes:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2
Passado Perfeito Negativo

Eu no TINHA trabalhADO I HADNT GONE3
I HADNT workED3 Eu no tinha ido
Voc no TINHA trabalhADO You HADNT GONE3
You HADNT workED3 Voc no tinha ido
Ele no TINHA trabalhADO He HADNT GONE3
He HADNT workED3 Ele no tinha ido
Ela no TINHA trabalhADO She HADNT GONE3
She HADNT workED3 Ela no tinha ido
Ele/ela no TINHA trabalhADO/ It HADNT GONE3
It HADNT workED3 Ele/ela no tinha ido
funcionADO
We HADNT GONE3
We HADNT workED3 Ns no tnhamos ido
Ns no TNHAMOS trabalhADO
You HADNT GONE3
You HADNT workED3 Vocs no tinham ido
Vocs no TINHAM trabalhADO
They HADNT workED3 TheyHADNT
Eles no tinham ido
Eles no TINHAM trabalhADO GONE3
HAD + NOT = HADNT
Passado Perfeito Interrogativo
Eu TINHA trabalhado?
HAD I workED3 HAD I GONE?3 Eu tinha ido?
Voc TINHA trabalhado?
HAD You workED3 HAD You GONE?3 Voc tinha ido?
Ele TINHA trabalhado?
HAD He workED3 HAD He GONE?3 Ele tinha ido?
Ela TINHA trabalhado?
HAD She workED3 HAD She GONE?3 Ela tinha ido?
Ele/ela TINHA trabalhADO/funcio-
HAD It workED3 HAD It GONE?3 Ele/ela tinha ido?
nado?
HAD We workED3 HAD We GONE?3 Ns tnhamos ido?
Ns TNHAMOS trabalhado?
HAD You workED3 HAD You GONE?3 Vocs tinham ido?
Vocs TINHAM trabalhado?
HAD They workED3 HAD They GONE?3 Eles tinham ido?
Eles TINHAM trabalhado?
Veja que, em portugus, o auxiliar no se sobrepe ao sujeito, portanto, em portugus, o sentido
da sentena, se afirmativo ou negativo, depende exclusivamente da entonao.
MARCADORES HABITUAIS
Present perfect
For ( por, um certo tempo)
Since ( desde, um momento no passado)
Already (j, para sentenas afirmativas ou interrogativas)
Yet (ainda, para sentenas negativas ou j, para sentenas interrogativas)
Just (apenas, h pouco)
Ever (em um determinado momento)
Never (nunca)
Anotaes:
___________________________________________________________________
___________________________________________________________________
____________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________________________________________
3
Texto
A taste of Edinburgh
If you love food, drink and merriment, dont miss Edinburghs Taste Festival from May 29 to June
1, 2008. Set against the beautiful backdrop of the Meadows park, this culinary experience involves
twenty top restaurants that will be serving three small-size dishes to over 20,000 visitors.
There will also be a taste Kitchen and a Food and Whisky School. To learn more, visit www.
channel4.com/tastefestivals.
(Source: Speak Up magazine, issue 253, June 2008, p. 44.)
Fique Ligado: vocabulary

Vocabulrio
Taste: sabor
Merriment: alegria
Top: melhor(es)
01. Assinale a alternativa que indica uma informao que NO est presente no texto A taste of
Edinburgh.
a) O nome do festival.
b) O nome das empresas patrocinadoras do festival.
c) O local de realizao do festival.
d) A poca de realizao do festival.
e) O site que o leitor pode acessar para obter maiores informaes.
02. O Taste Festival um evento:
a) Automobilstico.
b) De moda.
c) Gastronmico.
d) Ecolgico.
e) Esportivo.
03. O evento possui uma caracterstica nica, por ter carter:
a) Histrico.
b) Cultural.
c) Econmico.
d) Particular.
e) N.d.a.
04. Quem poderia se interessar pelo anncio em questo?
a) Quem ama comida.
b) Quem ama diverso.
c) Quem ama bebida.
d) Somente A est correta.
e) A, B e C esto corretas.
4
05. Quantos visitantes so aguardados ao evento?

a) 20.
b) 200.
c) 2000.
d) 20000.
e) 200000.
06. Edinburgh trata-se, provavelmente, considerando o texto, de:
a) Um prato.
b) Uma pessoa.
c) Uma bebida.
d) Uma brincadeira.
e) Um local.
GABARITO
01 B
02 C
03 B
04 E
05 D
06 E
5
CONTEDO PROGRAMTICO
NDICE
Tempos verbais ....................................................................................................................................................2
Futuro : Afirmativo, Interrogativo E Negativo: Estrutura Will ..................................................................................2
1
Tempos verbais
Futuro : Afirmativo, Interrogativo E Negativo: Estrutura Will
O futuro, como j indica seu nome, um tempo verbal com a funo de indicar aes vindouras
que iro ganhar concluso neste momento. um tempo verbal extremamente simples, de modo que
os verbos no possuem flexo, os auxiliares que realizam a conjugao.
Aqui, segue um indicativo do futuro simples com a estrutura will, em sua forma afirmativa.
Forma Afirmativa E Negativa
I wil (not)
Eu (no) vou trabalhar
You will (not)
Voc (no) vai trabalhar
He will (not)
Ele (no) vai trabalhar
She will (not)
Ela (no) vai trabalhar Ele/ela
It will (not) (no) vai trabalhar/funcionar
We will (not) Ns (no) vamos trabalhar
You will (not) Vocs (no) vo trabalhar Eles
(no) vo trabalhar
They will (not)
WILL+ NOT = WONT
Ex: Maybe, I will go to the beach next vacation. (Talvez eu v para a praia nas prximas frias.)
Ill see you in two days. (Vejo voc em dois dias.)
I wont go out tonight. (Eu no vou sair hoje noite.)
Forma Interrogativa
Will I work? Eu vou trabalhar?
Will you work? Voc vai trabalhar?
Will he work? Ele vai trabalhar?
Will she work? Ela vai trabalhar?
Will it work? Ele/ela vai trabalhar/funcionar?
Will we work? Ns vamos trabalhar?
Will you work? Vocs vo trabalhar?
Will they work? Eles vo trabalhar?
EXERCCIOS
The green economy
The business world has discovered a new market to exploit the green economy and it now uses
green slogans to sell its products. Visit any English supermarket and youll see products labeled
organic, free range and eco-friendly. The label organic guarantees the absence of synthetic pestici-
des and preservatives. Free range eggs and meat usually come from farms where the animals live
outside in fields, not inside buildings. Products labeled eco-friendly such as detergents, recycled
paper and bags dont contain toxic chemicals and break down into harmless waste.
Today green activists teach the three Rs: reduce, reuse and recycle. We must reduce our con-
sumption of energy, reuse products like plastic bottles, and recycle the components and materials of
our waste.
(Adapted from: Speak Up magazine, issue 255, August 2008, p. 12.)
01. Assinale a alternativa INCORRETA, com relao ao texto anterior:
a) O mundo dos negcios descobriu um novo mercado a ser explorado: a economia verde.
2
b) possvel encontrar, nos supermercados ingleses, produtos rotulados como organic, free
range e eco-friendly.
c) O rtulo organic garante a ausncia de pesticidas sintticos e conservantes.
d) Produtos de origem animal, rotulados como free range, significam que provm de fazendas
onde os animais so criados em confinamento.
e) Produtos rotulados como eco-friendly no contm componentes qumicos txicos e se de-
sintegram em forma de lixo no prejudicial.
02. Sobre o texto The green economy, e correto afirmar que:
a) As palavras it e its, destacados no texto, na frase and it now uses green slogans to sell its
products, referem-se, em ambos os casos, a produtos (products).
b) As palavras outside e inside, destacadas no texto, so sinnimas.
c) O conectivo such as, destacado no texto, introduz exemplos de produtos rotulados como
eco-friendly.
d) O verbo modal must, destacado no texto, expressa o sentido de possibilidade.
e) A palavra like, na frase reuse products like plastic bottles, destacada no texto, tem o mesmo
sentido da palavra like na frase I like organ,ic food.
03. Quais produtos podem ser comprados sob o selo free range, segundo o texto?
a) Pesticidas e peixes.
b) Carnes e ovos.
c) Carnes e pesticidas.
d) Ovos e produtos orgnicos.
e) Ovos e pesticidas.
04. Qual a funo de se aprender os trs Rs?
a) Adotar atitudes ecologicamente corretas e conscientes.
b) Adotar atitudes politicamente corretas e preocupadas, acima de tudo, com o mercado.
c) Adotar atitudes ecologicamente corretas e maximizando o lucro.
d) Adotar atitudes moralmente corretas e ampliando a margem de consumo.
e) N.d.a
05. Green economy, segundo texto, pode fazer referncia a:
a) Uma economia baseada em tendncias de moda.
b) Uma economia baseada em autossustentabilidade e com finalidade puramente voltada ao
mercado.
c) Uma economia baseada em autossustentabilidade e com o objetivo de preservar os ciclos
biolgicos do planeta.
d) Uma economia baseada em lucro com o autoproclamado selo verde para facilitar a compra.
e) Uma economia baseada em lucro mximo e adoo de produtos no poluentes.
GABARITO:
01 D
02 A
03 B
04 A
05 C
OLIVEIRA, Francisco Jos de, Ingls, So Paulo: Poliedro 2013. 304 p.
3
CONTEDO PROGRAMTICO
NDICE
Tempos verbais ....................................................................................................................................................2
Futuro : Afirmativo, Interrogativo E Negativo: Estrutura Be Going To E Future Immediate ................................2
1
Tempos verbais
Futuro : Afirmativo, Interrogativo E Negativo: Estrutura Be Going To E
Future Immediate
O futuro, como j indica seu nome, um tempo verbal com a funo de indicar aes vindouras
que iro ganhar concluso neste momento. um tempo verbal extremamente simples, cujos verbos
no possuem flexo. Os auxiliares que realizam a conjugao.
Nesta ocasio, segue um indicativo do futuro simples com a estrutura be going to, em sua
forma afirmativa.
Forma Afirmativa E Negativa
I am (not) GOING TO work
Eu (no) vou trabalhar
You are (not) GOING TO work
Voc (no) vai trabalhar
He is (not) GOING TO work
Ele (no) vai trabalhar
She is (not) GOING TO work
Ela (no) vai trabalhar Ele/ela
It is (not) GOING TO work (no) vai trabalhar/funcionar
We are (not) GOING TO work Ns (no) vamos trabalhar
You are (not) GOING TO work Vocs (no) vo trabalhar Eles
(no) vo trabalhar
They are (not GOING TO work
O be going to um tempo verbal utilizado para indicar aes que iro acontecer com uma certa
carga de certeza, por esta razo, indica um futuro certo.
Forma Interrogativa
Am I GOING TO work? Eu vou trabalhar?
Are you GOING TO work? Voc vai trabalhar?
Is he GOING TO work? Ele vai trabalhar?
Is she GOING TO work? Ela vai trabalhar?
Is it GOING TO work? Ele/ela vai trabalhar/funcionar?
Are we GOING TO work? Ns vamos trabalhar?
Are you GOING TO work? Vocs vo trabalhar?
Are they GOING TO work? Eles vo trabalhar?
Future Immediate
O future immediate fala sobre aes que podem ocorrer em um futuro prximo, desde que o
prprio seja demarcado.
Veja os exemplos:
Forma Afirmativa
I Am working tonight Eu vou trabalhar esta noite
You Are workING tonight Voc vai trabalhar esta noite
He Is workING tonight Ele vai trabalhar esta noite
She Is working tonight Ela vai trabalhar esta noite
It Is workING tonight Ele/ela vai trabalhar/funcionar esta noite
We Are workING tonight Ns vamos trabalhar esta noite
You Are workING tonight Vocs vo trabalhar esta noite
They Are workING tonight Eles vo trabalhar esta noite
2
Forma Negativa
I Am NOT working tonight Eu NO vou trabalhar esta noite
You Are NOT workING tonight Voc NO vai trabalhar esta noite
He Is NOT workING tonight Ele NO vai trabalhar esta noite
She Is NOT working tonight Ela NO vai trabalhar esta noite
It Is NOT workING tonight Ele/ela NO vai trabalhar/funcionar esta noite
We Are NOT workING tonight Ns NO vamos trabalhar esta noite
You Are NOT workING tonight Vocs NO vo trabalhar esta noite
They Are NOT workING tonight Eles NO vo trabalhar esta noite
Forma Interrogativa
Am I working tonight? Eu vou trabalhar esta noite?
Are you workING tonight? Voc vai trabalhar esta noite?
Is he workING tonight? Ele vai trabalhar esta noite?
Is she working tonight? Ela vai trabalhar esta noite?
Is it workING tonight? Ele/ela vai trabalhar/funcionar esta noite?
Are we workING tonight? Ns vamos trabalhar esta noite?
Are you workING tonight? Vocs vo trabalhar esta noite?
Are they workING tonight? Eles vo trabalhar esta noite?
EXERCCIOS
TAEXTO
Despite a string of grisly incidents throughout North America, the U.S. Centers for Disease
Control and Prevention declared late last week that there is no evidence of a coming Zombie Apo-
calypse.
The CDC, based in the Atlanta area, has previously issued promotional materials on how to
survive a zombie attack, but these were all a tongue in cheek campaign to engage new audiences
with preparedness messages, according to a new post on the agencys website. Following a series of
ghastly incidents in Canada, New Jersey, Washington and Maryland, the organization was actually
forced to address (mostly online) concerns about back-from-the-dead monsters feasting on the flesh
of the living.
CDC does not know of a virus or condition that would reanimate the dead (or one that would
presente (present) zombie-like symptoms), agency spokesperson David Daigle told The Huffington
Post on Friday. Zombie talk began May 26 in Florida after 31-year-old Miami resident Rudy Eugene
stripped off all his clothes, attacked a homeless man and attempted to chew off his face. Eugene,
naked and growling, only ceased his attack after police shot him several times, according to eyewit-
nesses.
A day later, a New Jersey man stabbed himself 50 times, cut out his own intestines and threw
them at police. By the end of the week a Seattle man had killed six people, including himself, in a
shooting spree that started in a local cafe and a Baltimore student was charged with slaying and
eating the heart and brain of his housemate.
To make matters even more suspicious, a bear was caught eating the corpse of a convicted murder
last week in British Columbia, although until we hear otherwise well assume its probably not a
zombie bear.
<Fonte: http://newsfeed.time.com/2012/06/04/cdc-to-america-there-is-no-zombie-apocalypse/, acessado em 08/08/2014 s 20:33>
3
Fique ligado: Vocabulary

Vocabulrio
Despite: apesar.
String: sequncia.
Grisly: macabro.
Throughout: todo(a).
EXERCCIOS
01. The best title for the text above is:
O melhor ttulo para o texto acima :
a) The Existence Of Zombies.
b) CDC to America: There Is No Zombie Apocalypse.
c) The Evidence Of A Coming Zombie Apocalypse.
d) The Zombie Bears Attack.
e) Zombies Attacks In The USA.
Resoluo: Conforme a proposta apresentada pelo prprio texto, tudo se trata da possibilidade
de existirem zumbis nos EUA. O CDC, rgo responsvel pelo controle e preveno de
endemias, vem para se expressar no sentido de afirmar exatamente isso: no existem evidncias
de zumbis verdadeiros nos EUA, sendo que os folhetos divulgados eram apenas uma brincadeira
bem-humorada. Resposta correta: B
02. The text tells the reader that:
O texto revela ao leitor que:
a) CDC recognizes a virus that reanimates the dead.
b) The Atlanta Center for Disease Control and Prevention did not publish promotional mate-
rials on how to survive a zombie attack.
c) A homeless attacked Rudy Eugene and was, later, killed by the police.
d) A student killed his girlfriend and ate her heart and brain.
e) There were many strange attacks and crimes in the USA and, because of that, people were
worried about the possibility of zombie attacks.
03. The best translation for the word actually is:
A melhor traduo para a palavra actually :
a) Usualmente.
b) Atualmente.
c) Na verdade.
d) Atual.
e) Hoje em dia.
GABARITO
01 B
02 E
03 C.
4
CONTEDO PROGRAMTICO
NDICE
Tempos verbais ....................................................................................................................................................2
Verbo Be Forma Presente E Forma Passada................................................................................................................2
1
Tempos verbais
Verbo Be Forma Presente E Forma Passada
O verbo (to) be , talvez, um dos mais importantes da Lngua Inglesa, uma vez que no ne-
cessita de auxiliares verbais para indicar tempo. Ele prprio se flexiona para indicar tempo. Sua
traduo mais comum seria ser ou estar dependendo do contexto. Aqui, seguem esquemas de
seu funcionamento:
Forma afirmativa e contrao
I am Eu sou/ estou I'm
You are Voc / est You're
He is She is Ele / est He's She's
It is Ela / est (Ele/ela) It's
We are / est We're
You are Ns somos / estamos You're
They are Vocs so / esto They're
Eles(as) so / esto
Ex: I am sick. (Eu estou doente.)
She is happy. (Ela est feliz.)
We are tired. (Ns estamos cansados.)
Forma negativa e contrao
I am Eu sou/ estou I'm
You are Voc / est You're
He is She is Ele / est He's She's
It is Ela / est (Ele/ela) It's
We are / est We're
You are Ns somos / estamos You're
They are Vocs so / esto They're
Eles(as) so / esto
Forma Interrogativa
Am I? Eu sou / estou?
Are you? Voc / est?
Is he? Ele / est?
Is she? Ela / est?
Is it? (Ele/ela) / est?
Are we? Ns somos /
Are you? estamos?
Are they? Vocs so / esto?

Eles so / esto?
2
Perceba a inverso de ordem entre sujeito e verbo na interrogativa, o que no altera, necessaria-
mente, a ordem para a lngua portuguesa.
Verb To Be No Passado
O verbo to be no passado descreve aes que ocorreram em um passado determinado por um
marcador que defina seu tempo, mas apenas com relao ao verbo ser/estar.
Interrogativa
Afirmativa Negativa* Interrogativa
Negativa*
I was (fui/era/estava/estive)
You were (foi/era/estava/esteve) I wasn't Was I? Wasn't I?
He was (foi/era/estava/esteve) You weren't Were You? Weren't You?
She was (foi/era/estava/esteve) He wasn't Was He? Wasn't He?
It was (foi/era/estava/esteve) She wasn't Was She? Wasn't She?
We were (fomos/ramos/estvamos/ It wasn't Was It? Wasn't It?
estivemos)
We weren't Were We? Weren't We?
You were (foram/eram/estavam/
You weren't Were You? Weren't You?
estiveram)
They weren't Were They Weren't They?
They were (foram/eram/estavam/
estiveram
Ex: I was home yesterday. (Eu estava em casa ontem.)
We were sick last week. (Ns estvamos doentes semana passada.)
EXERCCIOS
Argentina builds a tower of books
This is simply an audio and visual celebration of the book any books, all books, in whichever
language you like. Works by Jane Austen, Dickens, Henry Blake, Ernest Hemingway, Cervantes,
Vargas Llosa, Tolstoy and Argentinas own favourites, Borges and Sabato, line the walls of this tower,
each wrapped in plastic for its own protection.
The United Nations has designated the city as the 2011 World Book Capital.
This book tower is 25 metres high and lined with 30,000 donations from more than 50 embas-
sies. Itll be dismantled at the end of the month and the books will form the beginning of a multi-lin-
gual library.
The Buenos Aires Book Fair, one of the biggest in the world, has just ended, recording more
visitors than ever before. The city boasts hundreds of bookshops and some cafes even supply works
by Argentinas most renowned literary icon, Jorge Luis Borges, to read over coffee. Buenos Aires is a
city that loves its books and now it has a tower to prove it.
Daniel Schweimler, BBC News, Buenos Aires.
Fonte: http://www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews/2011/05/110516_witn _buenosaires_
books_page1.shtml
01. De acordo com o texto,

a) a torre ser desmontada no comeo do ms e os livros doados a embaixadas;
b) a torre ser construda no comeo do ms e os livros sero encapados em plstico;
c) a torre ser desmontada no final do ms e os livros formaro o incio de uma biblioteca mul-
tilngue;
d) a torre ser construda no final do ms para abrigar o acervo de uma biblioteca multilngue;
e) a torre ser desmontada no final do ms e os livros sero encaminhados para uma biblioteca
multidisciplinar.
3
02. De acordo com o texto, os autores favoritos dos argentinos so:

a) Jane Austen, Dickens e Borges.
b) Dickens, Borges e Sabato.
c) Vargas Llosa, Tolstoy e Cervantes.
d) Borges e Sabato.
e) Henry Blake, Cervantes, Borges e Sabato.
03. De acordo com o texto,
a) a torre um presente das Naes Unidas para os cidados da Argentina;
b) as Naes Unidas nomearam Buenos Aires como a capital do livro para o ano de 2011;
c) os livros no foram encapados para formar a torre;
d) os autores dos livros que formam a torre foram escolhidos pelas Naes Unidas em 2011;
e) as Naes Unidas designaram a torre como capital da cultura argentina.
GABARITO
01 C
02 D
03 B
4
CONTEDO PROGRAMTICO
NDICE
Tempos verbais ....................................................................................................................................................2
Resumo Dos Tempos Verbais No Formato Contnuo...................................................................................................2
1
Tempos verbais
Resumo Dos Tempos Verbais No Formato Contnuo
Todos os tempos contnuos tm uma dimenso progressiva e indicam aes que se iniciam e
esto em progresso por um dado ngulo pelo qual so observados. O que segue um resumo para os
principais tempos verbais.
Presente contnuo
A ao se inicia no momento atual e pode ser observada em progresso no mesmo. Ela se conclui
no futuro. Observa-se o uso do verbo be somado estrutura ing o que atribui noo de continui-
dade.
Passado contnuo
A ao j se iniciou no passado e teve fim no mesmo, pois foi interrompida por outra ao tambm
no passado. Utiliza-se do verbo be no passado ligado estrutura ing.
Passado perfeito contnuo
A ao se iniciou em um passado anterior a outra ao tambm no passado, ela estava em pro-
gresso, at que levou outra.
PAST PERFECT CONTI-
FORMAS PRESENT CONTINUOUS PAST CONTINUOUS
NUOUS
SUJ+ AM
SUJ+ WAS + VERB ING+
IS + VERB ING +PRED PRED.
ARE WERE SUJ+ HAD +BEEN+ VERB
ING.+ PRED.
AFIRMATIVA I AM STUDYING NOW +WHEN/WHILE + PAST
SIMPLE I HAD BEEN STUDYING A
SHE IS STUDYIN AT THE LOT WHEN I PASSED.
MOMENT. I WAS COMING YESTER-
DAY WHEN I SUFFERED
THEY ARE STUDYING AN ACCIDENT.
NOW.
AM
WAS
IS + SUJ+ VERB
ING+PRED? WERE + SUJ + PRED
HAD+SUJ+VERB
+VERB ING+ PRED
ING.+PRED.
ARE
INTERROGATIVA +WHEN/WHILE + PAST
HAD YOU BEEN
AM I STUDYING NOW? SIMPLE
STUDYING WHEN YOU
ARE YOU STUDYING WAS I COMING YESTER- PASSED.
NOW? DAY WHEN I SUFFERED
AN ACCIDENT.
IS HE STUDYING NOW?
SUJ+ AM SUJ+ WAS + NOT+VERB
ING+PRED
IS + NOT+VERB NG+PRED
WERE SUJ+HAD+NOT+VERB
ARE
ING .+PRED
+WHEN/WHILE + PAST
NEGATIVA I AM NOT STUDYING NOW
SIMPLE I HAD NOT BEEN
SHE IS NOT READING A STUDYING A LOT WHEN
I WAS NOT COMING I PASSED.
BOOK AT THE MOMENT.
YESTERDAY WHEN
THEY ARE NOT LOOKING I SUFFERED AN
AT ACCIDENT..
EXERCCIOS
On Self-Knowledge
And a man said, Speak to us of Self-Knowledge. And the Prophet answered, saying: Your
hearts know in silence the secrets of the days and the nights. But your ears thirst for the sound of
your hearts knowledge. You would know in words that which you have always known in thought.
2
You would touch with your fingers the naked body of your dreams. And it is well you should. The
hidden well-spring of your soul must need rise and run murmuring to the sea; and the treasure
of your infinite depths would be revealed to your eyes. But let, there be no scales to weigh your
unknown treasure; and seek not the depths of your knowledge with staff or sounding line. For self is
a sea boundless and measureless. Say not, I have found the truth, but rather, I have found a truth. Say
not, I have found the path of the soul. Say rather, I have met the soul walking upon my path. For the
soul walks upon all paths. The soul walks not upon a line, neither does it grow like a reed. The soul
unfolds itself, like a lotus of countless petals.
Adapted from The PROPHET, by Kahlil Gibran
01. We can say about the text that:

a) The prophet reveals there is only one internal truth.
b) The prophet reveals that the internal truth has many different faces.
c) The prophet reveals the lotus is the key to the internal truth.
d) The truth, according to the prophet can be reached only through him.
e) The one who reaches the truth has to think it over again and again.
02. The text can be interpreted as a:
a) A scientific text.
b) A historic text.
c) A literary text.
d) A medical prescription.
e) None of the above.
03. According to the prophet mentioned in the text, the self:
a) Is not understandable through words or concepts.
b) Is completely measurable.
c) It is but a mystery.
d) It is something outside the person.
e) You can measure it using intelligence.
04. According to prophet mentioned in the text, which of the following alternatives are correct:
I. The truth of the soul is something the lies inside our hearts.
II. We will never realize what is inside our hearts without the prophet
III. The soul can reveal itself in many different ways.
a) Only I.
b) Only II.
c) Only III.
d) I and II.
e) I and III.
GABARITO
01 B
02 C
03 A
04 E
3
CONTEDO PROGRAMTICO
NDICE
Tempos Verbais ....................................................................................................................................................2
Presente Perfeito ................................................................................................................................................................2
1
Tempos Verbais
Presente Perfeito
O Present Perfect um componente verbal que no possui um paralelo exato com a lngua por-
tuguesa, podendo ser interpretado de maneiras diferentes, o que muitas vezes explorado pelos
exames de concursos, de maneira bem variada. O foco deste componente demonstrar aes que
ocorreram sem tempo determinado e que possuem consequncias no presente. Em muitos casos, ele
semelhante ao pretrito de nosso idioma, em outros no.
Ex: John has made lots of things. Traduo possvel: John tem feito muitas coisas OU John fez
muitas coisas. Por esta razo, os elementos de referncia so muito importantes.
Neste mdulo, teremos uma nova tbua de referncia para o presente perfeito. Ela segue:
FORMAS PRESENT PERFECT SIMPLE
I, YOU, WE, THEY+HAVE+ PAST PARTICIPLE VERB+PRED.

I HAVE BEEN TIRED LATELY
AFIRMATIVA (EU TENHO ESTADO CANSADO ULTIMAMENTE)
HE, SHE IT+ HAS+PAST PARTICIPLE VERB+PRED.
SHE HAS BEEN TIRED LATELY (ELA TEM ESTADO CANSADA ULTIMAMENTE)
HE HAS BEEN TIRED LATELY (ELE TEM ESTADO CANSADO ULTIMAMENTE)
HAVE+I,YOU,WE,THEY+PAST PARTICIPLE VERB+PRED.
HAVE YOU BEEN TIRED LATELY (VOC TEM ESTADO CANSADO ULTIMAMENTE?)
INTERROGATIVA
HAS+SHE,HE,IT+PAST PARTICPLE VERB+PRED.
HAS HE BEEN TIRED LATELY (ELE TEM ESTADO CANSADO ULTIMAMENTE?)
I,YOU,WE,THEY+HAVE+NOT+PAST PARTICIPLE VERB+PRED.

I HAVE NOT BEEN TIRED LATELY (EU NO TENHO ESTADO CANSADO ULTIMA-
NEGATIVA MENTE)
HE,SHE,IT+HAS+NOT+PAST PARTICIPLE VERB+PRED.
SHE HASNT BEEN TIRED NOWADAYS.
(ELA NO TEM ESTADO CANSADA ATUALMENTE)
Veja que a mesma alterao sofrida no auxiliar do presente simples Do / Does, ocorre aqui ,
porm com Have/Has que so usados neste caso, representando TER em portugus. Ele ainda possui
marcadores habituais que ajudam em sua construo, so eles:
MARCADORES HABITUAIS
Present perfect
For ( por, um certo tempo)
Since ( desde, um momento no passado)
Already (j, para sentenas afirmativas ou interrogativas)
Yet (Ainda, para sentenas negativas ou j, para sentenas interrogativas)
Just (apenas, h pouco)
Ever (em um determinado momento)
Never (nunca)
Ex: Have you already been to London. (Voc j esteve em Londres?)
Brazil biologists investigate penguin deaths
Brazilian biologists are investigating the deaths of more than 500 penguins found washed up on
the beaches of Rio Grande do Sul state.
2
Autopsies are being conducted on some of the birds to determine the cause of death.
Researchers said the penguins appeared to have been well-fed, with no apparent injuries and no
oil on their bodies. Similar incidents in the past have been blamed on shifting ocean currents and
colder temperatures.
Magellanic Penguins migrate to southern Brazil from Patagonia every year during the southern
winter. Last week dozens of young penguins were rescued from beaches in Rio de Janeiro after
straying far beyond their normal range.
The birds delighted beach-goers, but scientists said their health was suffering in the tropical
waters.
Brazils environment agency is preparing to fly those penguins back to the south.
<Fonte: http://www.bbc.com/news/world-latin-america-18838918, acessado em 11de novembro de 2014, s 14:32>
Fique ligado: Vocabulrio

Washed up: lavado.
Researchers: pesquisadores.
Magellanic: magalhes (espcie de pinguins).
Delighted: encantado.
EXERCCIOS
01. Assinale a alternativa correta de acordo com o texto:
a) Os pinguins parecem ter sido bem alimentados, sem ferimentos aparentes e sem leo no
corpo.
b) Os pinguins parecem ter sido mal alimentados, tinham ferimentos aparentes e nenhum
leo no corpo.
c) Os pinguins parecem ter sido mal alimentados, e estavam sem ferimentos aparentes e sem
leo no corpo.
d) Os pinguins parecem ter sido bem alimentados, e estavam com ferimentos aparentes e com
leo no corpo.
e) Os pinguins parecem ter sido mal alimentados, apresentavam ferimentos internos graves e
excesso de leo no corpo.
02. Have been blamed encontra-se no:
a) futuro perfeito;
b) passado simples;
c) presente simples;
d) presente perfeito;
e) futuro do presente.
GABARITO
01 A
02 D
3
CONTEDO PROGRAMTICO
NDICE
Tempos verbais ....................................................................................................................................................2
Presente Perfeito Contnuo : Afirmativo, Interrogativo E Negativo ...........................................................................2
1
Tempos verbais
Presente Perfeito Contnuo : Afirmativo, Interrogativo E Negativo
O presente perfeito contnuo uma forma progressiva do presente perfeito simples. Ele narra
aes que se iniciaram em um passado desconhecido, porm se estendem at o presente, continuan-
do at o futuro. A tabela a seguir resume o conceito:
FORMAS PRESENT PERFECT CONTINUOUS
I, YOU, WE, THEY+HAVE+ PAST PARTICIPLE VERB ING +PRED.
I HAVE BEEN STUDYING A LOT LATELY
(EU TENHO ESTADO ESTUDANDO MUITO ULTIMAMENTE)
HE, SHE IT+ HAS+PAST PARTICIPLE VERB ING +PRED.
AFIRMATIVA SHE HAS BEEN SOLVING LOTS OF PROBLEMS.
(ELA TEM ESTADO RESOLVENDO MUITOS PROBLEMAS)
HE HAS BEEN DOING LOTS OF EXERCISES RECENTLY.
(ELE TEM ESTADO FAZENDO MUITOS EXERCCIOS RECENTEMENTE)
HAVE+I,YOU,WE,THEY+PAST PARTICIPLE VERB ING +PRED.
HAVE YOU BEEN STUDYING A LOT LAST DAYS?
INTERROGATIVA (VOC TEM ESTADO ESTUDANDO MUITO NOS LTIMOS DIAS?)

HAS+SHE,HE,IT+PAST PARTICPLE VERB ING +PRED.
HAS HE BEEN COMING TO SEE YOU LAST DAYS?
(ELE TEM VINDO TE VER RECENTEMENTE?)
I,YOU,WE,THEY+HAVE+NOT+PAST PARTICIPLE VERB ING +PRED.
I HAVENT BEEN SEEING YOU IN LONG TIME
NEGATIVA (EU NO TENHO TE VISTO H MUITO TEMPO.)

HE,SHE,IT+HAS+NOT+PAST PARTICIPLE VERB NG+PRED.
SHE HASNT BEEN FOCUSING NOWADAYS.
(ELA NO TEM SE CONCENTRADO ATUALMENTE)
Passado no futuro:
possvel perceber este conceito, quando se utiliza o Presente Perfeito associado com o auxiliar
de tempo futuro Will. Esta construo nos fala sobre planos, os quais devero estar concludos em
futuro prximo, de modo que se utiliza o presente perfeito para o mesmo.
FORMAS PAST IN FUTURE
I, YOU, WE, THEY+ WILL + HAVE+ PAST PARTICIPLE VERB +PRED.

I WILL HAVE PASSED I ONE YEAR.
AFIRMATIVA (EU TEREI PASSADO UM ANO)
HE, SHE, IT + WILL + HAVE + PAST PARTICIPLE VERB +PRED.
HE WILL HAVE PASSED IN ONE YEAR.
(ELE TER PASSADO EM UM ANO.)
WILL +HAVE+I,YOU,WE,THEY+PAST PARTICIPLE VERB +PRED.
WILL I HAVE PASSED IN ONE YEAR?
INTERROGATIVA (EU TEREI PASSADO EM UM ANO?)

WILL HAVE+SHE,HE,IT+PAST PARTICPLE VERB +PRED.
WILL SHE HAVE PASSED IN ONE YEAR?
(ELA TER PASSADO EM UM ANO?)
I,YOU,WE,THEY+WILL NOT HAVE+ +PAST PARTICIPLE VERB +PRED.

I WILL NOT HAVE HAVE PASSED IN ONE YEAR.
NEGATIVA (EU NO TEREI PASSADO EM UM ANO.)
HE,SHE,IT+WILL+NOT+HAVE PAST PARTICIPLE VERB+PRED.

SHE WILL HAVE NOT PASSED IN ONE YEAR.
(ELA NO TER PASSADO EM UM ANO.)
2
*Note que, nesta situao, no h mudana de auxiliar para a terceira pessoa do singular.
EXERCCIOS
Texto
Climate change spreads crop pests
Global warming is helping pests and diseases that attack crops to spread around the world, ac-
cording to a new study published in the journal Natrue Climate Change.
Researchers from the universities of Exeter and Oxford have found that crop pests are moving
towards the North and South poles as regions warm.
The researchers looked at more than 600 crop pests from around the world. These included
fungi, such as wheat rust, which is devastating harvests in Africa and the Middle East; insects like
the mountain pine beetle thats destroying trees in the US; as well as bacteria, viruses and microsco-
pic nematode worms.
They found that over the past 50 years, these destructive species have been on the move. On
average, theyre spreading 3 km every year, shifiing north and south towards the poles.
The scientists say this correlates with warming temperaturesallowing the pests to take hold ir1
areas that were once too cold for them to live in.
Currently, between 10 % and 20% of the worlds crops are lost to pests and the team warns that
rising global temperatures could make the problem worse. The researchers say that improved sur-
veillance of the problem is needed.
Adapted from: http://www.bbc.co.uk)
01. Assinale a alternativa CORRETA de acordo com o texto.

a) Os pesquisadores analisaram menos de cinquenta pragas vindas de vrias partes do mundo.
b) De acordo com pesquisas realizadas, o aquecimento global est ajudando no aumento de
pragas e doenas, que atacam plantaes, a se espalharem ao redor do Planeta.
c) Os pesquisadores das universidades de Exeter e Oxford afirmam que cinquenta por cento
das plantaes mundiais so perdidas devido ao ataque de pragas.
d) Pesquisadores analisaram pragas, tais como fungos que esto destruindo rvores nos
Estados Unidos.
e) Bactrias e vrus no foram analisados pelos cientistas responsveis pela pesquisa.
02. Ainda de acordo com o texto, INCORRETO afirmar que:
a) O aumento das temperaturas globais pode tornar pior o problema com as pragas.
b) O aumento das temperaturas permite que as pragas passem a tomar reas que antes eram
muito frias para as mesmas habitarem.
c) As pragas esto se espalhando cerca de trs quilmetros anualmente.
d) As pragas esto se espalhando pelos polos Norte e Sul.
e) De acordo com os cientistas, no h necessidade de se aumentar a vigilncia sobre a questo
do aumento de pragas nas plantaes.
03. Em: Currently, between 10 % and 20% of the worlds crops are lost to pests, a palavra cur-
rently pode ser substituda, sem alterar seu significado por:
a) Weekly.
b) Annually.
c) Daily.
3
d) Presently.
e) Yesterday.
04. Os verbos have been e thought encontram-se, respectivamente, nos seguintes tempos
verbais:
a) Presente perfeito e presente simples.
b) Presente simples e presente perfeito.
c) Presente perfeito e futuro do presente.
d) Presente perfeito e futuro do pretrito.
e) Presente perfeito e passado simples.
GABARITO
01 B
02 E
03 D
04 E
OLIVEIRA, Francisco Jos de, Ingls, So Paulo: Poliedro 2013. 304 p.
4
CONTEDO PROGRAMTICO
NDICE
Voz passiva e there to be ..................................................................................................................................2
The Moon............................................................................................................................................................................3
1
Voz passiva e there to be

A voz passiva a mudana de foco na sentena. Imagine uma situao em que o sujeito realiza
uma ao e um objeto ou outro sujeito sofre esta mesma ao, em um determinado tempo. Neste
caso, faremos uma inverso desta ao, colocando em perspectiva o sujeito que sofreu a ao e modi-
ficando a posio do sujeito que a realizou. A seguir, veremos como se comportam estas construes.
VOZ ATIVA VOZ PASSIVA
THE WINDOWS ARE BROKEN BY
JOHN BREAKS WINDOWS JOHN
PRESENTE SIMPLES
(JOHN QUEBRA JANELAS) (AS JANELAS SO QUEBRADAS
POR JOHN)
JOHN BROKE THE WINDOWS THE WINDOWS WERE BROKEN
YESTERDAY. BY JOHN YESTERDAY.
PASSADO SIMPLES
(JOHN QUEBROU AS JANELAS (AS JANELAS FORAM QUEBRA-
ONTEM) DAS POR JOHN ONTEM)
JOHN HAS BROKEN THE THE WINDOWS HAVE BEEN
WINDOWS BROKEN BY JOHN.
PRESENTE PERFEITO
(JOHN TEM QUEBRADO AS (AS JANELAS TM SIDO QUEBRA-
JANELAS) DAS POR JOHN.)
THE WINDOWS HAD BEEN
JOHN HAD BROKEN THE
BROKEN BY JOHN BEFORE HE
WINDOWS BEFORE HE WAS
WAS CAUGHT.
PASSADO PERFEITO CAUGHT.
(AS JANELAS TINHAM SIDO
(JOHN TINHA QUEBRADO AS
QUEBRADAS POR JOHN ANTES
JANELAS ANTES DE SER PEGO.)
DE ELE SER PEGO.)
Note que esta construo utiliza o verbo be em formas temporais diferentes para criar sua
noo de mudana de foco.
Existem situaes em que o elemento by que denota o autor da ao no necessrio, isso
ocorre, principalmente, quando falamos sobre verdades genricas.
Ex:
Voz ativa Voz passiva
In Brazil people use Real as a currency. Real is used as a currency in Brazil.
(As pessoas usam o Real como moeda no Brasil.) (O Real usado como moeda no Brasil.)
Note que, neste caso, o foco da sentena na voz passiva no est sobre o povo do Brasil, por esta
razo, ele omitido. Um outro detalhe o uso do verbo be, tambm no presente, pois este comunica
um fato.
THERE TO BE
Esta estrutura utilizada para indicar a existncia ou a presena de um objeto em um determi-
nado lugar. Diferentemente do portugus, no qual utilizamos o verbo Ter, que o mesmo para
indicar posse, cria-se uma confuso quando se pensa em ingls. Entretanto o esquema a seguir ir
ajud-lo a manter-se tranquilo com a construo.
There is a supermarket There isnt a supermarket Is there a supermarket
here. here. here?
Presente simples
(Existe um supermercado (No existe um supermer- (Existe um supermercado
aqui.) cado aqui.) aqui?)
There was a supermarket There wasnt a supermar- Was there a supermarket
here. ket here. here?
Passado simples
(Havia um supermercado (No havia um supermer- (Havia um supermercado
aqui.) cado aqui.) aqui?)
There has been a super- There hasnt been super- Has there been supermar-
market here. markets here. kets here?
Presente perfeito
(Tem havido um super- (No tem havido um (Tem havido um super-
mercado aqui.) supermercado aqui.) mercado aqui?)
There had been a super- There hadnt been a su- Had there been a super-
market here. permarket here. market here.
Passado perfeito
(Tinha havido um super- (No tinha havido um (Tinha havido um super-
mercado aqui.) supermercado aqui.) mercado aqui.)
2
EXERCCIOS
The Moon
The Moon is the Earths only natural satellite. It is relatively large for a moon, with a diameter of
about 5,470 kilometers just over a quarter of the Earth. The Moon takes the same time to rotate on its
axis as it takes to orbit the Earth (27.3), and so the same side (the near side) always faces us. However,
the amount of the surface we can see the phase of the Moon depends on how much of the near
side is in sunlight. The Moon is dry and barren, with no atmosphere or water. It consists mainly of
solid rock, although its core may contain molten rock or iron. The surface is dusty, with highlands
covered in craters caused by meteorite impacts, and lowlands in which large craters have been filled
by solidified lava to form dark areas called Maria or seas. Maria occurs mainly on the near side,
which has a thinner crust than the far side. Many of the craters are rimmed by mountain ranges that
form the crater walls and can be thousands of meters high.
< http://www.ikonet.com/en/visualdictionary/static/us/the_moon_natural_satellite, acessado em 16 de agosto de 2014, s 22:35>
01. According to the text, the Moon can be considered as:

De acordo com o texto, a Lua pode ser considerada como:
a) A satellite.
b) A planet.
c) A rock.
d) A meteor.
e) A gas planet.
02. The excerpt It is relatively large for a Moon, means that:
O excerto, relativamente grande para uma Lua, significa que:
a) It is very big.
b) It is very small.
c) It is big when compared to some other Moons.
d) It is small according to the scientists parameters.
e) It is not big or small. Its size is not important.
03. According to the text, we can infer that the Moon:
De acordo com o texto, podemos inferir que a lua:
a) Might support life.
b) Might not support life.
c) Might support life if it were bigger.
d) Might not support life because of its size.
e) Might never support life because it is in the space.
04. What means Maria according to the text:
O que (so) Maria de acordo com o texto:
I. Areas filled with solidified lava.
II. Craters that are opened.
III. They are seas.
We can conclude from those affirmatives that:
Podemos concluir com estas afirmativas que:
3
a) I and III are correct.

b) Only II is correct.
c) Only III is correct.
d) III and III are correct.
e) Only I is correct.
GABARITO
01 A
02 C
03 B
04 A
4
CONTEDO PROGRAMTICO
NDICE
Quantificadores Some, Any, No, None E Formas Compostas .......................................................................2
Formas Compostas ............................................................................................................................................................2
1
Quantificadores Some, Any, No, None E Formas Compostas

Quantificadores so palavras responsveis por atribuir noo numrica em um determinado
segmento de sentena. Entretanto, eles variam entre si, uma vez alguns podem ser usados apenas em
certos tipos de sentena, por exemplo, afirmativas. Estes quantificadores passam sensao numrica,
que pode variar entre o zero ou algo acima deste mesmo nmero. Na tabela a seguir, voc encontrar
estas palavras e alguns exemplos para destacar seu uso:
A/An= Um /Uma, Uns/ Umas
A = antes de palavras iniciadas com consoantes;
An = Antes de palavras iniciadas iniciadas com vogal;
Ex: A car (Um carro)
An Orange (Uma laranja)
Afirmativa Negativa Interrogativa
Some (algum, alguma, alguns, X Some (algum, alguma, alguns,
algumas) algumas)
Any (qualquer) Any (nenhum) Any (algum, alguma, alguns,
algumas)
No (nenhum) X X
None (nenhum de) None X
Exemplos:
I have A problem. (Eu tenho um problema.)
She has A car. (Ela tem um carro.)
We have AN important thing to say. (Ns temos uma coisa importante a dizer.)
Do you want AN orange juice? (Voc quer um suco de laranja?)
A want some water. (Eu quero gua.)
Do you want some coffee? (Voc quer algum caf?)
I need any answer. (Eu preciso de qualquer resposta.)
I dont have any money.(Eu no tenho dinheiro algum.)
Do you have any sugar? (Voc tem algum acar?)
I have no time. (Eu no tenho tempo algum.)
I have no money. (Eu no tenho dinheiro algum.)
I dont have any money.
None of the students came to classes. (Nenhum dos alunos veio para as aulas.)
_Did any of students do the homework? _None of them. (Algum dos alunos fez a tarefa? Nenhum
deles.)
How many students came to class? (Quantos alunos vieram para a aula?)
None of the students came to class. (Nenhum dos alunos veio para a aula.)
Obs: Perceba que a representao numrica nem sempre to bvia, pois em portugus nem
sempre ela necessria, j em ingls impostante tal atribuio, por estarmos lidando ora com subs-
tantivos contveis, ora com substantivos incontveis.
Formas Compostas
As formas compostas completam as ideias numricas atribudas pelos quantficadores. No fun-
cionam apenas com estes, mas atribuem sentidos diferentes, dados os seus casos de uso.
As palavras mais comuns para complementar os quantificadores so:
2
Body / one (pessoa)

Thing (objeto)
Where (lugar)
Some BODY/ONE (algum,) X X
Any BODY/ONE (qualquer um) Any BODY / ONE (ningum) Any BODY/ONE (algum)
No BODY / ONE (ningum) X X
Some WHERE (algum lugar) X X
Any WHERE (qualquer lugar) Any WHERE (lugar nenhum) Any WHERE (algum lugar)
No WHERE (lugar nenhum ) X X
Some THING (alguma coisa) X Some THING (alguma coisa)
Any THING (qualquer coisa) Any THING (coisa alguma) Any THING (alguma coisa)
No THING (coisa alguma, nada ) X X
Exemplos:
I want somebody to talk. (Eu quero algum para conversar.)
I have anybody with me. (Eu tenho algum comigo.)
Theres nobody here. (No h ningum aqui.)
EXERCCIOS:
Whos really who on Facebook?
We all know what a wonderful aid the internet can be to communication and debate. Sadly, we
are becoming aware of how often spiteful anonymous comments can poison the well of web con-
versations. But now theres something of a fightback and the social networks where many of these
conversations happen will be under
growing pressure to do more to protect vulnerable users.
On Mondays Today programme, Nicola Brooke described in moving detail how she had been
bullied on Facebook and had fought back by getting a court order forcing the social network to
identify the anonymous people
who had mounted a vicious campaign of abuse.What struck me was that Facebook and other
social networks had once appeared to offer the promise of a more civilised online communication
precisely because they were places where people were who they said they were.
Unlike web forums where bilious commenters express themselves in ways they would never
dream of doing without the shield of anonymity, social networks like Facebook and Twitter should
be more polite because you have to be who you say you are.
But that no longer appears to be the case. Facebook now has 900 million active users but it seems
quite a large proportion of them are not real people. (The company says false or duplicate accounts
probably make up 5-6% of its users, although it admits that this is a very rough estimate and may not
be accurate.)
So what is Facebook doing about this? The company says it does not actively police its users to
make sure they are not breaking the rules that would be impossible given the scale of the network
but relies on others reporting abuse. When the network receives complaints, it says it is reasona-
bly evident when an account is breaking the rules on anonymity. Obvious clues include a user who
has started several accounts using the same email address, or who has had lots of friend requests
rejected. But Facebook wont reveal how many accounts it has suspended over the past year, so it is
difficult to know exactly how well the system is working. Perhaps we all need to be more active in
reporting abuse on networks like this. And maybe networks like Facebook need to be more active in
policing their own rules.
Adapted from: http://www.bbc.com, July, 2012.
01. According to the text:
3
a) Facebook has 900 million false users.

b) Facebook affirms that there is not the possibility of creating two accounts.
c) Facebook and other social networks are very active in policing their own rules.
d) In many web forums people do not like being anonymous.
e) Facebook has 5 to 6 percent of false users.
02. In the sentence: The company says it does not actively police its users to make sure they are
not breaking the rules break can be can be substituted without any change in meaning by:
a) Fixing.
b) Joining.
c) Mending.
d) Violating.
e) Separating.
GABARITO
01 E
02 D
Oliveira, Francisco Jos de. Ingls. So Paulo: Poliedro, 2013. 304 p.
4
CONTEDO PROGRAMTICO
NDICE
Sentenas Condicionais ......................................................................................................................................2
1
Sentenas Condicionais
As senteas condicionais repousam sobre o conceito da palavra se ou, em ingls, if. Para
cada situao especfica, temos uma caracterizao particular destes formatos condicionais,
sendo que cada um destes nos oferece uma sensao diferente. Os casos so caracterizados e
explorados na tabela a seguir:
QUADRO GERAL DAS SENTENAS CONDICIONAIS
IF CLAUSE PRESENT SIMPLE+PRESENT SIMPLE = ZERO CONTIDIONAL
If you study, you pass. (Se voc estuda, voc passa.)
IF CLAUSE PRESENT SIMPLE+FUTURE SIMPLE = FIRST CONDITIONAL
If you study, you will pass. (Se voc estudar, voc ir passar.)
IF CLAUSE PAST SIMPLE + FUTURE CONDITIONAL = SECOND CONDITIONAL (UNREAL CONDI-

TIONAL)
If I studied, I would pass. (Se eu estudasse, eu passaria.)
IF CLAUSE PAST PERFECT + WOULD + PRESENT PERFECT = THIRD CONDITIONAL (UNREAL

CONDITIONAL)
If I had studied, I would have passed. (Se eu tivesse estudado, eu teria passado.)
EXERCCIOS:
Ten things to do if you lose your job
Unemployment is rising towards two million and the outlook is discouraging. Here are 10 things
to remember if you have lost your job:
1. DONT PANIC.
2. KNOW YOUR RIGHTS.
3. PLAN YOUR FINANCES.
4. BE HONEST WITH PEOPLE.
5. CUT OUT LUXURIES.
6. FIND NEW SOURCES OF INCOME.
7. CLAIM WHAT YOU ARE DUE.
8. UPGRADE YOUR CV.
2
9. IMPROVE YOUR SKILLS.

10. SEE IT AS AN OPPORTUNITY.
Adapted from: http://uk.biz.yahoo.com/11022009/389/ten-things-lose-job.htm
01. As orientaes dadas anteriormente so voltadas para:

a) Quem est desencorajado com o nmero de desempregados.
b) Os dois milhes de empregados.
c) Aqueles que perderam o emprego.
d) Quem arrumou um emprego novo.
e) Aqueles que acabaram de arrumar um emprego.
02. Discouraging, destacado no texto, indica um:
a) Substantivo.
b) Verbo.
c) Adjetivo.
d) Advrbio.
e) Preposio.
03. Qual o tempo verbal usado nas orientaes dadas no texto?
a) Simple Present.
b) Simple Past.
c) Imperative.
d) Past Perfect.
e) Past Continuous.
GABARITO
01 C
02 A
03 C.
3
CONTEDO PROGRAMTICO
NDICE
Pronomes Interrogativos, Relativos E Suas Relaes ......................................................................................2
Pronomes Interrogativos, Pronomes Relativos E Relaes Pronominais ..................................................................2
1
Pronomes Interrogativos, Relativos E Suas Relaes

Pronomes Interrogativos, Pronomes Relativos E Relaes Pronominais
Vamos estudar, agora, uma classe de pronomes que, alm que exercer o papel de pronomes inter-
rogativos, desempenha variadas funes no uso da lngua. Tais pronomes se encontram na tabela a
seguir:
WHAT O qu / Qual? (De forma abrangente)
WHICH O qu / Qual? (De forma especfica)
WHERE Onde?
WHEN Quando
WHY Por qu?
WHO Quem?
WHOSE De quem?
WHOM A quem?
HOW Quanto / Como?
Algumas expresses que utilizam o How e mais umm adjetivo:
How deep? (Quo profundo?)
How far? (Quo distante?)
How long? (Quanto tempo?)
How tall? (Quo alto? Pessoas)
How high? (Quo alto? Objetos?)
Cada pronome interrogativo gera um sentido distintivo, dentro da sentena analisada, pos-
sibilitando um determinado raciocnio para a mesma. Eles so mais fortes que os auxiliares, por
exemplo, e devem, quando necessrio, iniciar a sentena.
EX: Do you like to study? (Voc gosta de estudar? Perceba que a pergunta direta e temos duas
respostas possveis: Sim ou No).
Agora, veja o exemplo seguinte:
Ex: When do you like to study? (Quando voc gosta de estudar? Veja que, neste caso, temos uma
referncia temporal inserida na sentena, o Quando muda o valor da questo e prope um raciocnio
que, agora, j no permite mais um Sim ou No como resposta, mas uma construo que guarde
relao de tempo).
Which e What so pronomes muito semelhantes em sentido, porm so usados em casos dife-
rentes.
Ex: Which is you favorite color? Blue or Yellow? (Note que Which foi utilizado para delimitar
um nmero possvel de cores.)
Ex: What is your favorite color? (Perceba que, agora, o universo de cores possveis no foi delimi-
tado, o que torna possvel o uso de WHAT.)
Entretanto, tais pronomes podem no ser usados apenas para construir perguntas, mas para
propor conexes em sentenas e/ou construir relaes com elementos j apresentados no texto.
Estas conexes chamamos de relaes pronominais e elas podem se construir sob diversas
formas:
Ex: I have recently bought a new house. It is big, comfortable and safe.
O pronome it negritado aps o ponto se refere a quem? Caso voc tenha respondido casa, a
resposta est certa. De fato, o pronome it foi usado para resgatar a palavra house, j mencionada
anteriormente. Portanto, este pronome promove coeso para a sentena. Isso j foi visto no captulo
anterior. E quanto aos outros pronomes? Bem, aqui encontramos os pronomes relativos.
2
Eles so os mesmos pronomes interrogativos e so usados de forma a conectar tambm frases de

sentidos distintos.
Ex: Shirley has a new boyfriend. He is a handsome doctor.
(Veja que, aqui, j existe uma relao pronominal, sendo que He resgata a palavra boyfriend,
mas ainda podemos construir essa sentena de outra forma, eliminando o ponto final da frase.)
Neste caso: Shirley has a boyfriend WHO is a handsome doctor. Note que, neste momento, o
ponto deixou a sentena dando lugar ao WHO, o qual conecta a duas frases, promovendo um novo
tipo de conexo. Agora o pronome WHO o elo que conecta ambas as frases e tambm serve para
referncia de um elemento mencionado. Neste caso, Shirleys boyfriend, ou seja, ainda, He.
O que podemos dizer sobre isso : normalmente, os pronomes Who e which so mais utiliza-
dos para construir tais relaes, e correspondem, geralmente, a O qual A qual ou mesmo cujo,
sendo que, nestes casos, podemos tambm utilizar o pronome THAT, que um substituto vlido
para ambos.
WHAT This is WHAT we saw in the fridge. (Isto o que eu vi na geladeira.)
WHICH This is the restaurant WHICH I mentioned (Este o restaurante o qual mencionei.)
WHERE This is WHERE I live (Aqui onde moro.)
WHEN Yesterday was WHEN I saw her at the bank. (Ontem foi quando eu a vi no banco.)
WHY This is WHY I love English. (Este o porqu de eu amar ingls.)
WHO This is the person WHO I love ou This is the person THAT I love. (Esta a pessoa que eu amo.)
WHOSE This is the man WHOSE car was stolen. (Este o homem cujo carro foi roubado.)
WHOM This is the girl to WHOM I was talking yesterday. ( Esta a garota a quem eu estava falando ontem.)
HOW If you knew HOW far I went. ( Se voc soubesse quo longe eu fui.)
Portanto, percebemos que estes pronomes amarram ou mesmo atam as oraes, possibilitan-
do referncias, criando sentidos mais amplos e, por fim, evitando redundncia.
Fique ligado: who e which so equivalentes a that e, muitas vezes, este pode substitu-los.
*Fique Ligado: este contedo bastante importante para provas de concurso e afins, pois essen-
cial interpretao textual.
EXERCCIOS:
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economy showed steady GDP growth of 2.2% in the period 2001-05. Unemployment is under 10%.
Trade has doubled since 1990, as has US direct investment following a sharp reduction in import
tariffs. Exports in 2005 were the best ever in the countrys history. Brazil is now the 11th largest
economy in the world.
Services: We have a diverse and sophisticated services sector. Take Financial Services, for
3
example, which has recently seen significant structural reform to attract foreign capital. The result
has been a huge increase in investment from the USA alone. Brazilians are as technology-hungry
as anywhere in the world. You used to wait years to have a telephone installed. Today there are 70
million mobile phones and over 25 million internet users.
Think of the future. Think Brazil
Adapted from http://www.britishcouncil.org/professionals-crossculture-brazil-1.htm
01. O autor est convidando o leitor a:
a) Investir na maior economia da Amrica do Sul.
b) Conhecer as maravilhas da Amrica do Sul.
c) Exportar para a Amrica do Sul.
d) Ajudar na reforma financeira do Brasil.
e) Reduzir as tarifas de importao do Brasil.
02. Assinale a sentena que NO representa um fato sobre o Brasil:
a) The economy showed steady GDP growth of 2.2% in the period 2001-5.
b) Today there are 70 million mobile phones and over 25 million internet users.
c) We dont have a diverse and sophisticated services sector.
d) Brazil is now the 11th largest economy in the world.
e) And we exported 6 million kWh in 2004.
03. Assinale a alternativa que apresenta os trs tpicos destacados pelo autor para falar sobre o
Brasil:
a) Recursos estabilidade servios.
b) Investimento crescimento inflao.
c) Economia estabilidade recursos.
d) Recursos estabilidade finanas.
e) Produo reforma recursos.
04. Assinale a alternativa que expressa uma comparao de igualdade:
a) We are the worlds leading producer.
b) You used to wait years to have a telephone installed.
c) These resources are no longer exploited at the cost of the environment.
d) Brazilians are as technology-hungry as anywhere in the world.
e) We are the worlds largest producer of sugar.
GABARITO
01 A
02 C
03 A
4
CONTEDO PROGRAMTICO
NDICE
Discurso Direto E Indireto .................................................................................................................................2
1
Discurso Direto E Indireto

FUNO: a mudana de foco no discurso, que passa daquele que o expressou para quem o
ouviu e agora o reproduz, usando as palavras do narrador original.
Componentes bsicos do discurso indireto
Simple present Simple past

I have a problem. She said (that) she had a problem.
Simple past Past perfect

I slept late last night. She told me (that) she had slept late that night.
Present perfect Past perfect

You have spent all your money They told me I had spent all my money.
Present continous Past continuous

I am feeling tired She said (that) she was feeling tired.
Simple future Simple conditional

He will come here tomorrow to talk. She said (that) he would come there the next day to talk.
Simple conditional Simple conditional

I would go if I had the time He said ( that) he would go if he had the time.
Principais marcadores
This That
These Those
Here There
Now Then
Ago Before
Today That day
Yesterday The pevious day
Tomorrow The next day
Principais marcadores
Say Said
Tell Told
EXERCCIOS:
Climate change: forecast for 2100 is floods and heat ... and its mans fault
By Nick Allen
9:04PM BST 16 Aug 2013
Climate scientists have concluded that temperatures could jump by up to 5C and sea levels could
rise by up to 82 cm by the end of the century, according to a leaked draft of a United Nations (UN)
report.
The UN Intergovernmental Panel on Climate Change (IPCC) also said there was a 95 per cent
likelihood that global warming is caused by human activities. That was the highest assessment so far
from the IPCC, which put the figure at 90 per cent in a previous report in 2007, 66 per cent in 2001,
and just over 50 per cent in 1995.
Reto Knutti, a professor at the Swiss Federal Institute of Technology in Zurich, said: We have
got quite a bit more certain that climate change is largely man-made. Were less certain than many
2
would hope about the local impacts. The IPCC report, the first of three in 2013 and 2014, will face
intense scrutiny particularly after errors in the 2007 study, which wrongly predicted that all Himala-
yan glaciers could melt by 2035.
Almost 200 governments have agreed to try to limit global warming to below 2C above pre-in-
dustrial times, which is seen as a threshold for dangerous changes including more droughts, extinc-
tions, floods and rising seas that could swamp coastal regions and island nations. Temperatures have
already risen by 0.8C since the Industrial Revolution.
The report will say there is a high risk global temperatures will rise by more than 2C this
century. They could rise anywhere from about 0.6C to almost 5C a wider range at both ends of the
scale than predicted in the 2007 report. It will also say evidence of rising sea levels is unequivocal.
The report projects seas will rise by between 30 cm and 82 cm by the late 21st century. In 2007 the
estimated rise was between 18 cm and 58 cm, but that did not fully account for changes in Antarctica
and Greenland.
Scientists say it is harder to predict local impacts. Drew Shindell, a Nasa scientist, said: I talk to
people in regional power planning. They ask, Whats the temperature going to be in this region in
the next 20 to 30 years, because thats where our power grid is? We cant really tell.
(adapted from <telegraph.co.uk>)
Consider the following statements concerning global warming and the leaked draft of the IPCC
report:
1. Scientists think it is 95% likely that human activity is causing global warming.
2. Temperatures could be 5C warmer by the end of the current century.
3. Sea levels are not likely to be higher than today by the end of the century.
4. Scientists are surer now than in 2007 that humans are causing global warming.
5. 50% of the scientists believed humans were the cause of climate change in 1995.
01. Which of the statements above are TRUE, according to the text?
a) Only statements 1, 3 and 5.
b) Only statements 2, 3 and 4.
c) Only statements 3 and 5.
d) Only statements 1, 2 and 4.
e) Only statements 2 and 5
02. Mark the correct alternative, according to the text. The word it, in boldface and italics (para-
graph 5), refers to:
a) Global warming.
b) The greenhouse effect.
c) Rising sea levels.
d) The 21st century.
e) The IPCC report.
GABARITO
01 D
02 E.
Oliveira, Francisco Jos de. Ingls, So Paulo: Poliedro, 2013. 304 p.
3
CONTEDO PROGRAMTICO
NDICE
Refixos ..................................................................................................................................................................2
1
Refixos
Todo idioma formado de vrias palavras, dasmais variadas origens
. Boa parte destas palavras formada por derivao de outras, com significado diferente (e muitas
vezes at inverso) da original. Na maioria das vezes, essas palavras possuem um ncleo, que a parte
principal, e algumas partes, que podem ir antes e/ou depois do ncleo, para alterar seu significado
e/ou a classe gramatical da palavra.
Para comear, um prefixo uma forma de afixo (affix).Afixos somorfemas , ou seja, partcu-
las que so adicionadas s palavras para modific-las. As duas outras formas de afixo so o sufixo
(suffix) e o infixo (infix), aplicadas ao final e ao meio das palavras, respectivamente. Naturalmente,
prefixo o morfema que transforma o significado de determinada palavra, uma vez aplicado ao
incio desta. Os afixos, quando estudados e memorizados, na sua maior parte, servem de ajuda para
se descobrir o significado da palavra.
Em ingls, existe uma variedade de prefixos e sufixos, que podem variar conforme a palavra.
Existem palavras (e, consequentemente, os prefixos e sufixos) que possuem origem grega, latina,
entre outras. Isso faz com que exista mais de um prefixo para indicar a mesma coisa.
Prefixos gregos:
Prefixos latinos:
Prefixos ingleses:
(Ausncia) A ou an sem:
atheist, apathy, anarchy Ante (anti, an) antes: antedate, Mis erro: misdeed, misunderstan-
anticipate, ancestor ding, mislead, misjudge
Amphiao redor: amphi-
theatre, amphibious Contra (counter) contra: con- To neste, este: today, tonight,
tradict, counteract, counterfeit tomorrow
Hemi metade: hemi-
sphere Extra alm, fora: extraordi- Un no: untrue, unkind, unholy
nary, extravagant
Mono um s: Under para baixo, abaixo: undersell,
monopoly, monophony, Post aps: postscript, undercharge, undergo, underground
monoplane postdate, postpone
anti-: contra. Ex:antifreeze;
de-: oposto de. Ex:defrost;
dis-: no, oposto de. Ex:dislike;
fore-: antes de. Ex:forecast;
Um exemplo de prefixo in-, im-, ir-: no. Ex:injustice,im-

muito til par exagerar a possible;
ao de um verbo o over. inter-: entre.Ex:interact,interna-
(ir alm de) tional;
oversleep (dormir mais do mid-: meio. Ex:Midway;

que o necessrio) mis-: incorretamente. Ex:misfire;
overspeed (ir a uma velocida- non-: no. Ex:nonsense;
de acima do normal)
pre-: antes. Ex:prefix;
overload (sobrecarregar)
semi-: metade. Ex:semicircle;
overflow (inundar)
sub-: abaixo de, inferior. Ex:subma-
overdose (dose excessiva) rine;
overheat (esquentar mais do super-: acima de, superior. Ex:su-
que o necessrio) perstar;
trans-: atravs de. Ex:transport.
un-: no. Ex:unfriendly;
under-: sob. Ex:undersea;
re-: novamente. Ex:return.
Ex: os prefixosim-,un ea indicam negao do ncleo. Ex:possible impossible.
Entre os prefixos mais usados esto anti (contra), co (com), mis (mau, errado), e trans
(alm).
2
Os prefixos aparecem, geralmente, unidos ao resto da palavra, sendo separados por hfen, em
casos especficos:
Quando a palavra associada comea com uma letra maiscula, como em anti-Bush (referncia a
algum contra o ex-presidente norte-americano George W. Bush); quando o prefixo termina com a
mesma vogal da palavra associada, como por exemplo em: anti-inflationary, de-escalate, micro-or-
ganism (anti-inflacionrio, regredir ou diminuir, microorganismo); h, no entanto, casos em que o
uso popular acabou por influenciar a regra (alis, como acontece em qualquer lngua); e temos casos
em que o hfen opcional, como em cooperate.
EXERCCIOS
NEUROSCIENCE
NO MORE...PLEASE!
A chocolate orgy for sciences sake.
How does your brain know when youve had too much of a good thing? Dana Small, a cognitive
neuroscientist at Northwestern Universitys School of Medicine in Chicago, decided to look into it by
feeding people chocolate. She stood in the hallway of her department and recruited nine self-proclai-
med cocoa-bean lovers, hooked them up to MRI machines, gave them chocolate, and then measured
blood flow in their brains while they ate. Between bites, they were asked two questions: Do you
want another piece? and On a scale of minus-10 to plus-10, how much did you like the last piece?
Of course, in the time the volunteers euphoria over tasting the confection turned to satiation,
and, as it did, Small saw changes in their brain activity. When the subjects ate chocolate and enjoyed
it, a region associated with mood the medial part of the orbital frontal cortex was active. But
as they began to feel satiated, blood stopped flowing to that area and increased in another region
probably responsible for the decision to stop eating the adjacent lateral orbital frontal cortex.
Such images will help scientists better understand how addiction causes the brains normal
response to a good thing to go awry. But the research also yielded a curious, unexpected result:
Women ate twice as much chocolate as men before getting their fill. And while men stopped eating
because they began to find the chocolate unpleasant, women stopped only when their bellies were
stuffed. During the course of the study, Small also discovered another interesting fact: People of
Asian descent tended to be satisfied after eating only one or two pieces of chocolate. Non-Asians, on
the other hand, practically gorged themselves.
SINHA, G. NO MORE...PLEASE! Popular Science. New York, v. 259, n. 7, Jan. 2002, p. 42.
01. Da leitura do texto, percebe-se que a pergunta inicial:

a) Expressa o interesse de um grupo de obesos.
b) respondida pelos participantes da pesquisa.
c) Cria expectativa para a apresentao do assunto.
d) Evidencia a complexidade do fenmeno.
e) Revela uma preocupao dos participantes.
Resoluo: a pergunta aquela que se encontra nas primeiras linhas aps o subttulo, sendo que
ela d o tom do desenvolvimento do texto. Resposta correta: C
02. Em relao tipologia textual, o texto :
a) Argumentativo, porque trata dos malefcios e benefcios de se comer chocolate.
b) Cientfico, porque apresenta uma tese e procura fundament-la com evidncias.
c) Apelativo, por tentar convencer as pessoas a comerem mais chocolate.
d) Didtico, porque requer o conhecimento do significado exato dos termos com que opera.
3
e) Informativo, porque relata os resultados de uma experincia na rea de neurocincia.

GABARITO
01 C
0 2 E
Oliveira, Francisco Jos de. Ingls, So Paulo: Poliedro, 2013. 304 p.
Souza, Adriane Grade Fiore./ Absy, Conceio./ Costa, Gisele Cilli da./ Melo, Leonilde Favoreto de. Leitura em Inglesa Uma
abordagem instrumental, 2 Ed. So Paulo: Disal, 2005.
4
CONTEDO PROGRAMTICO
NDICE
Sufixos...................................................................................................................................................................2
1
Sufixos
Do mesmo modo que os prefixos, os sufixos so um conjunto de letras que pode modificar o
valor de uma palavra em particular, em cada situao. No caso dos sufixos, modifica-se a categoria
gramatical de certa palavra, acrescendo-se um deles.
Certamente, existe um conjunto de sufixos e nem todas as palavras so modificadas da mesma
forma. Porm, de forma geral, estas informaes podem ajud-lo a trabalhar com uma palavra,
mesmo sem dicionrio.
A seguir, temos uma tabela de referncia para tais palavras:
SUFIXOS
PARA FORMAR VERBOS EXEMPLOS
-ify Simple simplify
Beauty beautify
-ize / ise Central centralize
Modern modernize
-em Dark darken
Short shorten
PARA FORMAR SUBSTANTIVOS EXEMPLOS
-al Approve approval
Arrive arrival
ance / ence Perform performance
Prefer preference
-ee Employ employee
Train trainee
-er / or Run runner
Act actor
Educate education
-ion / ation / ition / ision Add addition
Collide collision
ment Govern government
Disappoint disappointment
ness Happy happiness
Dark darkness
ship Partner partnership
Owner ownership
let Pig piglet
Book booklet
PARA FORMAR ADJETIVOS EXEMPLOS
able / ible Avoid avoidable
Admire admirable
AL Nation national
ful Emotion emotional
PARA FORMAR ADVRBIOS EXEMPLOS
Happy Happily
-ly Careful carefully
Day daily
Year yearly
EXERCCIOS:
Do you run away when you hear a bee buzzing?
Many people do. A bee sting hurts and some people are allergic to bee venom. But did you know
that bees are very important to humans? Honeybees do more than just make honey. They fly around
and pollinate flowers, plants and trees. Our fruits, nuts and vegetables rely on these pollinators. One
third of Americas food supply is pollinated by the honeybee. Have you seen or heard a honeybee
lately? Bees are mysteriously disappearing in many parts of the world. Most people dont know
about this problem. It is called Colony Collapse Disorder (CCD). Some North American beekeepers
lost 80% of their hives from 2006 to 2008. Bees in Italy and Australia are disappearing too. The di-
sappearance of the honeybee is a serious matter. Can you imagine never eating a blueberry again?
What about almonds and cherries? Without honeybees food prices will skyrocket. The poorest
people always suffer the worst when there is a lack of food. This problem affects other foods besides
fresh produce. Imagine losing your favorite ice cream! Hagen-Dazs is a famous ice cream company.
Many of their flavours rely on the hard working honeybee. In 2008 Hagen-Dazs began raising
money to help prevent CCD. They also created a website called helpthehoneybee.com. Donating
money to research is the most important thing humans can do to save honeybees. Scientists need
money to investigate the causes of Colony Collapse Disorder. Some scientists blame CCD on climate
change. Others think pesticides are killing the bees. Commercial bee migration may also cause
CCD. Beekeepers transport their hives from place to place in order to pollinate plants year round.
Not everyone has money to donate regularly, but there are other ways to help the honeybee. Spread
2
the word, telling your friends and family about the problem. Tell your teachers and classmates about
it too. Maybe your class can even write a letter to the government.
Adaptado de: http://www.teachingenglish.com, acesso em agosto de 2011.
01. De acordo com o primeiro pargrafo do texto, assinale a alternativa correta:
a) Mais da metade dos alimentos consumidos pelos norte-americanos dependem da poliniza-
o das abelhas.
b) As abelhas so vitais para a produo de legumes, frutas e nozes.
c) Todos os norte-americanos so alrgicos a picadas de abelhas.
d) Todas as pessoas fogem, quando ouvem o zumbido de uma abelha.
e) A nica funo das abelhas produzir mel.
02. De acordo com o segundo pargrafo, assinale a alternativa correta:
a) Ultimamente, os norte-americanos no ouvem nem veem abelhas.
b) Os problemas que afetam as abelhas so bem conhecidos pelo mundo afora.
c) J no existem mais abelhas na Austrlia e na Itlia.
d) 80% dos apicultores norte-americanos perderam suas colmeias entre 2006 e 2008.
e) CCD o nome dado ao fenmeno do desaparecimento das abelhas em muitas partes do
mundo.
03. Com relao ao sentido da sentena Without honeybees food prices will skyrocket, no
terceiro pargrafo do texto, assinale a alternativa correta:
a) Com ou sem abelhas, haver um aumento nos preos dos alimentos.
b) Por falta de abelhas, houve um aumento nos preos dos alimentos.
c) Sem abelhas, haver um aumento nos preos dos alimentos.
d) A ausncia de abelhas no afetar os preos dos alimentos.
e) Nem a falta de abelhas far subir os preos dos alimentos.
04. Com relao aos termos poorest e worst, na ltima sentena do terceiro pargrafo do texto,
assinale a alternativa correta:
a) Ambos so conjunes.
b) O primeiro um adjetivo no grau superlativo, e o segundo um pronome possessivo
adjetivo.
c) Ambos so adjetivos no grau superlativo.
d) Ambos so advrbios.
e) O primeiro um adjetivo no grau superlativo, e o segundo um advrbio.
05. Com relao ao que se pode concluir do quarto pargrafo do texto, assinale a alternativa
correta:
a) O desaparecimento das abelhas somente afetar a produo de alimentos no industrializa-
dos.
b) A falta de abelhas em nada afetaria a produo de sorvetes.
c) A Hagen-Dazs uma associao de apicultores.
d) Um grupo de apicultores criou o website helpthehoneybee.com.
e) Sem abelhas, muitos sabores de sorvetes deixariam de ser produzidos.
GABARITO
01 B
3
02 E
03 C
04 C
05 D
abordagem instrumental, 2 Ed. So Paulo: Disal, 2005.
4
CONTEDO PROGRAMTICO
NDICE
Phrasal Verbs........................................................................................................................................................2
1
Phrasal Verbs
Multi-word verbs, phrasal verbsouprepositional verbsso locues em ingls compostas de um
verbo e de uma preposio ou de um advrbio. Ocorrem predominantemente com verbos de origem
anglo-saxnica e so caractersticas da lngua. Elas traduzem um tom de linguagem informal,
emotivo, podendo frequentemente ser classificados como gria.
Os verbos preposicionados representam um srio e persistente problema ao nvel de vocabulrio.
Devem ser encarados como vocbulos independentes dos elementos que os compem e, portanto,
como uma palavra nova a ser assimilada, porque normalmente a adio de uma preposio ao verbo
altera substancialmente o seu significado original. Cada um torna-se um vocbulo novo a ser assimi-
lado. Embora o nmero de verbos preposicionados em ingls seja praticamente ilimitado, o aprendiz
de ingls que dominar cerca de 20 ou 30 dos mais comuns, dos que ocorrem com mais frequncia,
pode dar-se por satisfeito numa etapa inicial de seu aprendizado.
BACK UP The senatorbacked upthe Presidents economic plan. O senador apoiou o plano
econmico do Presidente.
BLOW OUT Heblew outthe match, after lighting the stove. Ele apagou o fsforo, depois de
acender o fogo.
BLOW UP The war plane fired a missile thatblew upthe bridge. O avio de guerra disparou
um mssil que explodiu a ponte.
BREAK IN 1.Before you feel comfortable in your new shoes, you have tobreakthemin. Voc
tem que primeiro amaciar seus sapatos novos, para se sentir confortvel com eles.2.The new trainee
arrives tomorrow. Itll take some time tobreakhimin. O novo estagirio chega amanh. Vai levar
algum tempo.
CALL OFF Im going tocall offmy medical appointment, because I feel much better now.
Vou cancelar minha consulta mdica, porque me sinto bem melhor agora.
CALM DOWN Theyre having an argument. Letscalmthemdown. Eles esto tendo uma
briga. Vamos acalm-los.
CARRY OUT The manager has an assistant tocarry outgeneral tasks, like typing and answe-
ring the telephone. O gerente tem um assistente para executar tarefas gerais, tais como datilografia
e atender o telefone.
CHECK OUT Where did you get this information? Illcheckitout. De onde voc tirou estas
informaes? Eu vou verificar.
CLEAN UP Clean upyour room, please. Limpa e arruma teu quarto, por favor.
CLIMB UP It takes more than 4 hours toclimb upthat mountain. Leva mais do que 4 horas
para escalar aquela montanha.
FIGURE OUT The technician figured out the problem. O tcnico descobriu qual era o
problema.
FILL IN We need your phone number. Pleasefillitinon this form. Precisamos do seu nmero
de telefone. Favor coloc-lo neste formulrio.
GET BACK I want togetmy moneyback. Quero receber meu dinheiro de volta.
GET DOWN Dont let this situationgetyoudown. No permita que esta situao lhe deprima.
GET OUT Get outof here! Cai fora daqui!
GIVE UP Hegave uptennis. Ele abandonou o tnis.
2
HANG UP Hang upyour coat in the closet after you take it off. Pendure seu casaco no
armrio, depois de tir-lo.
KEEP OFF Keepyour handsoffme! No me toque!
KEEP UP Keep upthe good work. Continue fazendo um bom trabalho.
KNOCK DOWN He wasknocked downthree times during the fight. Ele foi derrubado trs
vezes durante a luta.
LETDOWN Dontletmedown. No me decepcione.
LOOK UP You have tolook upthe dollar exchange rate every day. Voc deve verificar a
cotao do dlar todos os dias.
MAKE UP You can attend classes on Saturdays tomake upfor the classes you missed. Voc
pode assistir aula aos sbados para recuperar as aulas que voc faltou.
PAY BACK Illpayyoubackas soon as I can. Eu lhe devolvo o dinheiro assim que puder.
PICK UP 1.Hepicked upthe newspaper to read. Ele pegou o jornal para ler.2.He went to the
States andpicked upEnglish in 4 months. Ele foi aos Estados Unidos e aprendeu ingls em 4 meses.
POINT OUT 1.Hepointed outthe boat in the distance. Ele apontou para o barco na distn-
cia.2.Hepointed outthat I would have to learn English to get a good job. Ele disse claramente que
eu teria que aprender ingls para conseguir um bom emprego.
PULL OVER The policepulledhimoverfor speeding. A polcia o fez parar por excesso de
velocidade.
SET UP 1.He had a wealthy and influential father, whosethimupin business right after
college. Ele teve um pai rico e influente, que o colocou no ramo dos negcios assim que concluiu
seus estudos.2.Theysetmeup. Eles me armaram uma enrrascada.
TAKE OFF Hang up your coat in the closet after youtakeitoff. Pendure seu casaco no
armrio, depois de tir-lo.
TEAR DOWN The old building is going to betorn down. O prdio antigo vai ser demolido.
WORK OUT I was unable to work out the crossword puzzle. No consegui resolver as
palavras cruzadas.
WRITE DOWN Why dont youwriteitdown, so that you dont forget it. Que tal voc tomar
nota disso para no esquecer.
EXERCCIOS:
Last Of The Neanderthals
In March of 1994 some spelunkers exploring an extensive cave system in northern Spain poked
their lights into a small side gallery and noticed two human mandibles jutting out of the sandy soil.
The cave, called El Sidrn, lay in the midst of a remote upland forest of chestnut and oak trees in the
province of Asturias, just south of the Bay of Biscay. Suspecting that the jawbones might date back
as far as the Spanish Civil War, when Republican partisans used El Sidrn to hide from Francos
soldiers, the cavers immediately notified the local Guardia Civil. But when police investigators ins-
pected the gallery, they discovered the remains of a much larger and, it would turn out, much older
tragedy. Within days, law enforcement officials had shoveled out some hundred and forty bones,
and a local judge ordered the remains sent to the national forensic pathology institute in Madrid. By
the time scientists finished their analysis (it took the better part of six years), Spain had its earliest
cold case. The bones from El Sidrn were not Republican soldiers, but the fossilized remains of a
group of Neanderthals who lived, and perhaps died violently, approximately forty-three thousand
3
years ago.
Adaptado do artigo de Stephen S. Hall. National Geographic Magazine. October 2008
01. Assinale o que for correto. O nome El Sidrn, presente nos trs pargrafos do texto, refere-se a:
a) Um complexo de galerias escavadas para servirem como esconderijo.
b) Um antigo esconderijo de soldados revolucionrios.
c) Uma mina abandonada.
d) Um conjunto de cavernas.
e) Um depsito antigo.
02. Quanto localizao de El Sidrn, assinale o que for correto:
a) Fica ao sul da Baa de Biscaia.
b) Fica em meio a um deserto.
c) Fica no condado de Astrias.
d) Fica em uma regio baixa e remota.
e) Fica em uma regio baixa e prxima.
03. No que se refere aos fatos que fizeram com que policiais e um juiz fossem envolvidos na questo
dos ossos encontrados em El Sidrn, assinale o que for correto:
a) Acreditou-se que fossem de soldados republicanos envolvidos na guerra civil espanhola.
b) Pensou-se que poderiam ser de soldados republicanos que teriam sido mortos por partid-
rios de Franco.
c) Logo se percebeu quo antigos eram os ossos encontrados.
d) Desde o incio, ficou evidente que se tratava de uma tragdia recente.
e) Nunca houve preocupao com a natureza da situao.
GABARITO
01 D
02 A
03 A
Oliveira, Francisco Jos de. Ingls. So Paulo: Poliedro, 2013. 304 p
4
CONTEDO PROGRAMTICO
NDICE
Marcadores Argumentativos .............................................................................................................................2
1
Marcadores Argumentativos
Marcadores argumentativos so palavras que, uma vez inseridas no texto, criam sentidos os mais
variados possveis e, por isso mesmo, aumentam o teor de coerncia argumentativa do texto. Elas so
importantes, pois podem eventualmente ser cobradas com relao a que significam e como mudam
os sentidos do texto. A seguir, temos uma tabela de guia para o uso de tais palavras :
ADIO CONTRASTE CAUSA E CONSE- TEMPO

QUNCIA
*First
*To start with
(primeiramente)
But = MAS *Second /third...
*However / Yet, (em segundo,
*Nevertheless, terceiro lugar)
And = E
(entretanto)
*Furthermore So = ENTO, *Then, / Next, /
*Although, though
*In addition PORTANTO After that
(embora)
*Moreover/ *Therefore / Thus
besides Despite the fact (a seguir)
that... *because of this
(alm disso) *For this reason
(apesar do fato de ) *Finally
In addition to... (portanto)
In spite of ... (finalmente)
As well as... *Consequently,
(apesar de...)
(alm de...) *As a result Formerly
Rather than...
Also / too / as well (consequentemente)
(tambm) Instead of... (anteriormente)
Since
Both ... and... (ao invs de, em vez
de) (visto que) Nowadays
(tanto...quanto...) Because
*On the other hand (atualmente)
Not only ... So that
(por outro lado)
But also... (a fim de que) Afterwards
While / whereas
(no apenas... mas
tambm..) (enquanto que, ao (posteriormente)
passo que)
*Still Before (antes)
(ainda assim) After (depois)
Untill (at)
While (enquanto)
When
EXEMPLIFICAO CONCLUSO
For example / for instance / e. g. / i. e. /
*In short, / In conclusion, / In summary
(por exemplo)
*Finally / To sum up
Such as ( tal qual)
(finalmente, em resumo)
Like (como )
NFASE COMPARAO
*As a matter of fact, /in fact, / Actually, /In the same way, / Likewise, / *Similarly, /
Indeed Correspondingly
(de fato, realmente) (da mesma forma)
*Os operadores marcados com asterisco geralmente so usados em incio de sentena.
2
EXERCCIOS:
Texto para as questes de 1 a 4:
As we all know, electricity is a fundamental need. On a daily basis, we consume electricity even
without us knowing it. Just a simple task such as listening to your music player consumes electricity.
Today, most of our electric generators and power plants are fed with fossil fuels such as petroleum
and coal. However, due to the exponential increase of power demand, fossil fuel supplies are slowly
being depleted. Not only that, but also burning fossil fuels has given off greenhouse gases and other
unwanted byproducts. Because of this, the search for alternative energy sources is now a necessity.
One of the most promising alternative energy sources today is Wind Powered Generators. So, what
is a wind-powered generator? Basically it is the use of wind as a mechanical force needed to power an
electric generator. Utilizing wind as an energy source is not exactly a new idea. The ancient Persians
were the first to use wind to pump water, cut wood, and grind food and others by building wind-
mills. Even today you can find windmills still being used on some farms. It was the use of wind as an
electric source that came into existence much later. The first practical wind powered generators were
built in 1970, but yet we rarely see them in widespread use today, why? Lets look at the advantages
and disadvantages of the wind powered generator.
The main advantage of wind powered generators is that they have, ideally, zero gas emissions
unlike fossil-fueled power generators. Because of the alarming effects of greenhouse gases and
global warming, we want our power generators to be as clean and as environmentally friendly as
possible. Since there is no burning process in a wind powered generator that produces toxic gases, it
is very safe to build one in residential areas. Also, with proper engineering and enough wind, these
generators can provide a high rate of wattage that can go as high as the Megawatt range. Another ad-
vantage is that it can be implemented using several small turbines connected together. This is a good
thing when there is not enough space for huge structures.
The major disadvantage of wind powered generators is that wind power varies greatly from one
place to another and from day to day and season to season. Sometimes wind may be strong enough to
supply energy, but that strength cannot be maintained due to changes in weather patterns. Needing
strong, constant wind to most effectively power wind generators is one reason they are often built in
coastal areas. Another disadvantage is that the structure of most practical wind powered generators
is huge and bulky. Commonly, its size is proportional to the wind power it can collect.
Research in wind power has now intensified because of its innate advantages over other power
generators. With this increase in interest in wind energy and alternative energy sources as a whole,
our future will become brighter and more and more remote areas will eventually enjoy the benefits
of clean electric energy. In an electricity-dependent world, power supplies must provide the required
electricity for communities and businesses. Wind powered generators might just be the solution for
power shortages.
Disponvel em: http://mysolarcellhome.org/articles/pros-and-cons-of-wind-powered-generators.
Fique ligado: Vocabulary

Vocabulrio
Daily basis: Diariamente, uma base diria.
Unwanted: no desejado.
Disadvantage: desvantagem.
Supply: suprimento.
01. The word since in the statement: Since there is no burning process in a wind powered
generator that produces toxic gases, it is very safe to build one in residential areas may be
3
substituted, with the same meaning as the original sentence, for:

a) As long.
b) Considering that.
c) Although.
d) Until.
e) Despite.
a) The use of wind as an electric source may cause gas emissions if not properly powered.
b) Wind powered generators are not as clean and as environmentally friendly as people may
think.
c) With adequate wind and suitable engineering, wind powered generators may deliver a high
rate of wattage.
d) The fact that the structure of wind powered generators is adaptable to any space makes it
even more attractive.
e) The advantages of using wind powered generators are likely to outnumber the disadvanta-
ges.
a) The consumption of electricity is affecting fossil fuel supplies in a harsh way.
b) There is no solution in sight as for alternative energy sources.
c) The increase of power demand has caused the need for the use of fewer fossil gases.
d) All of our daily tasks give off greenhouse gases.
e) All of the above statements are incorrect.
04. All the statements below, with the exception of one, make use of that as a relative pronoun or
a conjunction. Select THE EXCEPTION.
a) The major disadvantage of wind powered generators is that wind power varies greatly from
one place to another and from day to day and season to season.
b) Another advantage is that it can be implemented using several small turbines connected
together.
c) Sometimes wind may be strong enough to supply energy, but that strength cannot be main-
tained due to changes in weather patterns.
d) Another disadvantage is that the structure of most practical wind powered generators is
huge and bulky.
e) Basically it is the use of wind as a mechanical force that is needed to power an electric gene-
rator.
Resoluo: Na alternativa (C), that usado como pronome demonstrativo.
GABARITO
01 B
02 C
03 A
04 C
Oliveira, Francisco Jos de. Ingls. So Paulo: Poliedro 2013. 304 p.
abordagem instrumental, 2 Ed. . So Paulo: Disal, 2005.
4
CONTEDO PROGRAMTICO
NDICE
Usos Da Estrutura Ing (Gerndio) E Da Condio Infinitiva Do Verbo ...................................................2
1
Usos Da Estrutura Ing (Gerndio) E Da

Condio Infinitiva Do Verbo
Normalmente, o leitor regular de lngua inglesa tende a encontrar estas estruturas verbais e se
confundir diante de suas formaes e aplicaes, em um dado texto. Para dirimir tais dificuldades,
segue um esquema que explicar as funes individuais de cada um, comparando seus usos.
Para relembrar, importante estabelecer que to tem por finalidade essencial estabelecer infini-
tividade, uma vez que o ing estabelece essencialmente gerndio. Porm, nem todo gerndio indica
progressividade temporal. Vamos aos casos:
INFINITIVO GERNDIO
Verbo como sujeito de orao: Verbo como sujeito de orao:
To play basketball for UConn is her favorite fantasy. Playing basketball takes up too much of her time.
Como complemento ao sujeito: Como complemento ao sujeito:
Her favorite fantasy is to play basketball for UConn. Her favorite fantasy is playing basketball for UConn.
Como complemento nominal e aposto: Como complemento nominal e aposto:
Her desire to play basketball for UConn became an obses- Her one burning desire in life, playing basketball for
sion. UConn, seemed a goal within reach.
Aps verbos que expressam inteno de um evento futuro:
want
hope
aim Como objeto de preposio:
intend She wrote a newspaper articleaboutdealing with college
arrange recruiters.
attempt She thanked her coachforhelping herto deal with the
promise pressure.
be determined Preposies habituais:
plan interestedin...
consent insteadof...
goodat...
decide before ...
demand after ...
deserve Exemplos:
determine "I am interestedincollectingstamps."
endeavor "Afterplayingfootball I drank an orange juice".
expect
Exemplos
I wantto finishmy work early
Aps verbos que experessam gostos:
I like playingsoccer but I hate boxing.
Bare infinitive: infinitivo sem to:
Exemplos:
Aps verbos modais: can, may, must like
Exemplo: love
You must buy it enjoy
Aps verbos de sensibilidade: feel, hear, see. dislike
Exemplo: hate
don't mind
We saw you swim
can't stand
can't bear
Aps certas expresses:
Aps pronomes objeto: it's no use ...
Me it's no good ...
there's no point in ...
Him I can't help...
I don't mind...
Her I can't stand/bear...
Exemplos: Exemplo:
Let her go! It's no use convincinghim to revise his lessons. He's so
stubborn.
2
EXERCCIOS
TEXTO
Australias plan to ban cigarette logos
Australia has unveiled what it claims are the toughest anti-smoking measures in the world.
They would completely ban logos and branding on packets of cigarettes. Packets would also be plain
olive green; the color that smokers apparently find least attractive. The color olive green is the latest
weapon in the ongoing battle between the Australian government and big tobacco. Under aggres-
sive new proposals, billed as the toughest in the world, every packet of cigarettes sold in Australia
would be packaged in that color after research showed that olive green was the most off-putting for
smokers.
Logos and any form of distinct branding would be completely banned. Instead, the brand names
would appear in a standard size and font, making them as bland and anonymous as possible. A
greater area of the packaging would also be taken up with grotesque pictures of cancerous tumors
and the health effects of tobacco. Claiming a global first, the Australian government says it wants to
remove any remaining glamour from cigarettes, but the big tobacco companies have questioned the
legality of the legislation.
Worried about the possible worldwide knock-on effects of Australia introducing such stringent
regulations, theyve vowed to put up a fight saying the new measures infringe international trade-
mark and intellectual property laws.
AUSTRALIA plan to ban cigarette logos. Disponvel em: <www.bbc.co.uk/worldservice/learningenglish/language/wordsinthe-
news/>. Acesso em:13 maio 2012.
01. Fill in the parentheses with T (True) or F (False).

Its stated in the text:
( ) Australia has already forbidden cigarette logos.
( ) Australia has had a hard time fighting the big tobacco companies.
( ) Tobacco companies are willing to give up confronting the Australian government.
( ) The Australian government wants people to view cigarettes as unattractive and unhealthy.
According to the text, the correct sequence, from top to bottom, is:
a) FTTF
b) TTTT
c) TFFT
d) TTFF
e) FTFT
GABARITO
01 E
3
CONTEDO PROGRAMTICO
NDICE
Interpretao Textual 1 .......................................................................................................................................2
Prediction ...........................................................................................................................................................................2
1
Interpretao Textual 1
Prediction
Quais so suas posturas ao ler um texto em ingls? Voc procura l-lo como o faria em portu-
gus? Voc o traduz e espera que faa sentido? Nesta seo, falaremos de uma tcnica valiosa, em
termos de compreenso textual, que pode ajud-lo a se tornar independente da traduo de um texto
e da necessidade de l-lo como se fosse em portugus.
Antes de mais nada, prediction se trata de antecipao, essencialmente depreender sentido de
um texto antes mesmo de l-lo propriamente. No se trata de enganar a si mesmo, nem sequer de
inventar um assunto para um texto. Prediction uma ttica, uma estratgia de leitura, que depende
de suas leituras anteriores, de seu vocabulrio bsico e de sua deduo.
Antes da leitura, pense em palavras-chave que resumam a ideia tanto do ttulo do texto, quanto
de seu lead. O lead compreende as linhas iniciais do seu texto e se trata da apresentao do
assunto. Para consolidar esta ttica, use o seguinte processo:
Antecipe o assunto pensando em palavras-chave que guardem relao com a ideia proposta
pelo ttulo e lead.
Escreva estas palavras-chave e as observe com ateno, possivelmente elas estaro em seu texto.
No se furte a explorar elementos visuais, como: infogrficos, fotos, desenhos ou fontes em
cores diferentes ou fontes distintas do corpo do texto.
Tente estabelecer um dilogo inicial com o texto buscando compreender sua proposta;
Leia com frequncia para ampliar seu escopo de informao e tornar a tcnica mais e mais
eficaz.
Lembre-se de que esta ttica depende de sua capacidade de antecipar o assunto, portanto, de suas
leituras anteriores, de sua lgica e, certamente, de seu senso de compreenso geral. Nada do que
aqui apresentado se sustenta por si s e no mgica, so componentes que buscam otimizar sua
leitura e torn-la mais eficaz.
EXERCCIOS
Londons Olympic Park is nearly finished
If you go down to East London today, youll notice a transformation. Three years ago, this area of
Stratford was an urban wasteland. 500 days to go, and Londons Olympic Park is taking shape. The
velodrome is finished, theyre tiling the diving pool, and the stadium seats are in and covered up to
protect them from the London weather.
At its heart are more than five miles of newly opened waterways. These used to be big, industrial
canals, and then they fell into disrepair.
But they run almost like arteries across the whole Olympic site. The stadium there sits on an
island, completely surrounded by water, and whats fantastic is to see them coming back to life. So
often, water in London is used and abused, and this its being cherished.
When the diggers have gone, therell be a new urban park here in Stratford the biggest to be
built in Europe for 150 years. A quarter of a million new wetland plants have gone in, and 4,000 new
trees.
PINSENT, Matthew. Londons Olympic Park is nearly finished. Disponvel
em: www.bbc.co.uk/worldservice/learningenglish/language/words inthenews/2011/03/110314_witn_london_2012_page.shtml.
Acesso em: 30 mar. 2011.
2
01. Fill in the parentheses with T (True) or F (False):

About Londons Olympic Park, its correct to say:
( ) It wont take long to be ready for use.
( ) The stadium seats are going to be built very soon.
( ) There isnt much water there.
( ) Former industrial canals have turned into waterways.
According to the text, the correct sequence, from top to bottom, is:
a) FTTF
b) FTFT
c) TFFT
d) TFTF
e) TTTT
02. The phrase 500 days to go means that its 500 days:
a) Until competition begins.
b) To register for the competition.
c) To train for the Olympic Games.
d) Until Londons Olympic Games end.
e) To get ready to go to Londons Olympics.
GABARITO
01 C
02 A
3
CONTEDO PROGRAMTICO
NDICE
Interpretao Textual 2 .......................................................................................................................................2
Skimming ...........................................................................................................................................................................2
1
Interpretao Textual 2
Skimming
Na tentativa de lhe proporcionar familiaridade ao processo de leitura e lhe fornecer confiana ao
ato de ler, a ttica aqui listada depende, necessariamente, de sua capacidade de dialogar com o texto,
de suas leituras anteriores, de seu conhecimento de mundo e de sua persistncia.
Skimming consiste, essencialmente, em observarmos o texto rapidamente para detectar o
assunto geral do mesmo, sem nos preocuparmos com os detalhes. Para tanto, necessrio prestar
ateno ao layout do texto, ao ttulo, ao subttulo (se houver), ao cognatos, s primeiras e / ou
ltimas linhas de cada pargrafo, bem como informao no-verbal (figuras, tabelas e grficos).
Voc utiliza skimming todos os dias, ao folhear um jornal ou revista para obter uma ideia geral
das principais matrias/ reportagens.
EXERCCIOS:
WELCOME!
And congratulations on your new purchase. Youre now entitled to an unsurpassed service and
a number of benefits as part of the Ericsson warranty and service program. Your Ericsson mobile
phone was designed to offer you the ultimate in quality, convenience and performance. And of
course, we guarantee it. From now on, as the new owner of an Ericsson mobile phone, youll have
access to a number of exclusive advantages such as: a vast network of Ericsson service centers; a
limited 1 year warranty and service agreement, and a toll-free customer service hotline.
WARRANTY CONDITIONS
Dear Customer,
If your Ericsson product needs warranty service, you should send the product to any company
authorized service facility. For information contact the store from which you purchased the product.
The product in all cases must be accompanied by the following items: your name, address, telephone
number, warranty card, bill of sale bearing the serial number, date of delivery, or reasonable proof of
these dates, and a detailed description of the problem.
Our warranty
This warranty is extended by Ericsson Inc. (The Company) to the original purchaser for use
only. Ericsson warrants this product to be free of defects in material and workmanship at the time of
its original purchase and for the subsequent period of one (1) year. All accessories for the product are
covered for a period of one (1) year from the date of purchase.
What we will do
If, during the period of warranty, this product proves defective under normal use and service due
to improper materials or workmanship, the company will repair or replace the defective item with a
new or factory rebuilt replacement.
(Taken from Ericsson One yearWarranty and ServiceAgreement)
01. According to the text, the Ericsson warranty includes:

a) A poor service.
b) Very few benefits.
c) A bad performance.
d) A lot of benefits.
e) A low quality.
2
02. aThe expression your new purchase refers in the text to the purchase of:
a) An Ericsson tablet.
b) An Ericsson warranty.
c) An Ericsson service center.
d) An Ericsson video camera.
e) An Ericsson mobile phone.
03. According to the text, the Ericsson mobile phone:
a) Has few exclusive advantages.
b) Has a one-year warranty period.
c) Has a two-year warranty period.
d) Does not have any warranty.
e) Does not have exclusive advantages.
04. According to the text, the customer service hotline:
a) Is very cheap.
b) Is inexpensive.
c) Is free of charge.
d) Is a little expensive.
e) Costs a lot of money.
05. According to the text, there are __________ of Ericsson service centers.
a) Very few network.
b) Just one network.
c) A limited network.
d) Only some network.
e) An extensive network.
GABARITO
01 - D
02 E
03 B
04 C
05 E
3
CONTEDO PROGRAMTICO
NDICE
Scanning ...............................................................................................................................................................2
1
Scanning
Nossos objetivos determinam o modo pelo qual realizamos a leitura. Quando buscamos uma
informao especfica, concentramos a ateno apenas em identific-la, ignorando outros detalhes
do texto. Essa tcnica de leitura, conhecida como scanning, consiste em correr rapidamente os olhos
pelo texto at localizar a informao desejada.
O scanning prtica rotineira na vida das pessoas. Alguns exemplos tpicos so o uso do dicion-
rio para obter informao sobre o significado de palavras, a busca de um nmero na lista telefnica
ou a utilizao do ndice de uma revista ou livro para encontrar um artigo ou captulo de interesse.
Essa tcnica no exige leitura completa nem detalhada do texto.
EXERCCIOS:
EMBRATUR will release a term for promoting Brazilian Junina parties abroad
Advertising interventions are part of strategy to publicise popular parties in the country, making
the most of the visibility provided by the World Cup
Turning the June folk parties into a Brazilian cultural icon abroad is the new challenge being
faced by the Brazilian Tourism Agency (EMBRATUR) in the next few months. EMBRATUR is de-
veloping interventions together with states in Brazils northern and northeast regions, where these
parties are a tradition and attract a lot of tourists. One of them will be the terms for bidding, worth
R$ 3 million, which should be ready in September, when states and municipalities will be able to
submit projects aimed at publicising the parties. In 2014, these parties will be held at the same time
as the 2014 World Cup.
We need to provide the world with an additional image of Brazil in relation to the June parties.
We want foreign tourists to associate Brazil to these parties also, as they do with carnival, stated
EMBRATUR president Flavio Dino.
We want to turn these June parties into a strong and consolidated tourist product. We are going
to play host to around 600 thousand foreign tourists, who will visit the country as a result of the
World Cup. We have to make the most of this moment to strengthen Brazilian tourist culture and
products, stated the head of EMBRATUR Executive Office, Katia Bitencourt.
Katia also explained that the intervention will also promote other parties normally held in June,
such as the Parintins Festival. We dont want to restrict ourselves to the So Joo parties by encom-
passing all cultural celebrations held in the country at that time. EMBRATUR is also developing
a set of marketing, digital communication interventions, press trips and is aiming to take part in
international trade shows to promote the parties.
Last June, EMBRATUR brought journalists from South America, Europe and the United States
to these parties in north and northeast regions. In addition, campaigns were conducted on social
networks such as Instagram and Facebook, encouraging those going to the parties to publish their
pictures and impressions about them.
(Adapted from :http://www.copa2014.gov.br/en/noticia/embratur-will-release-a-terms-bidding-promotingbrazilian-junina-par-
ties-abroad).
01. De acordo com o texto, qual o novo desafio enfrentado pela EMBRATUR?
a) Desenvolver intervenes nos Estados brasileiros onde h muitos turistas.
b) Promover o festival de Parintins Amazonas internacionalmente.
c) Promover campanhas de divulgao pela internet.
d) Encorajar as pessoas a publicarem suas participaes nas redes sociais.
e) Fazer com que as festas Juninas se transformem em um cone no exterior.
2
02. Ainda, de acordo com o texto, somente CORRETO afirmar que:

a) Para divulgar a realizao de festas populares no Brasil, como estratgia para promover a
Copa Mundial de 2014, somente as redes sociais Instagram, Facebook e Twitter sero utili-
zadas.
b) As festas populares atraem mais turistas nas regies Sul e Norte do Brasil.
c) Katia Bitencourt e Flvio Dino so os principais organizadores da Copa Mundial de 2014.
d) Somente os rgos estaduais podero submeter projetos para a realizao das festas na Copa
Mundial.
e) As festas juninas brasileiras acontecero juntamente com as atividades da Copa Mundial
em 2014.
03. Sobre a ltima sentena do texto: encouraging those going to the parties to publish their
pictures and impressions about them, CORRETO afirmar que:
a) Those refere-se s pessoas em geral.
b) Those refere-se s campanhas para a Copa Mundial de 2014.
c) Them refere-se s redes sociais da internet.
d) Those e their referem-se s festas populares.
e) Them refere-se s redes sociais.
GABARITO
01 E
02 E
03 A
3
CONTEDO PROGRAMTICO
NDICE
Cognatos e falsos cognatos .................................................................................................................................2
1
Cognatos e falsos cognatos

Cognatos:
A semelhana entre a lngua portuguesa e a lngua inglesa, em termos de vocabulrio, deve-se
principalmente ao fato de o portugus ser uma lngua latina e de grande parte do vocabulrio ingls
vir do latim. Por essa razo, at os leitores que julgam nada saber sobre a lngua inglesa conseguem
reconhecer muitas palavras em textos nesse idioma. Por exemplo: important, necessary, modern,
dictionary, manual, interpretation, vocabulary, radio, cinema, map, etc. tais palavras so denomina-
das cognatos.
Falsos cognatos:
Falsos conhecidos, tambm chamados de falsos amigos ou falsos cognatos, so palavras normal-
mente derivadas do latim, que aparecem em diferentes idiomas com ortografia semelhante, e que
tm, portanto, a mesma origem, mas que, ao longo dos tempos, acabaram adquirindo significados
diferentes.
No caso de palavras com sentido mltiplo, esta no-equivalncia pode ocorrer em apenas alguns
sentidos da palavra, e nem sempre no sentido principal. Aqui, neste trabalho, so considerados falsos
cognatos apenas aquelas palavras que predominantemente ocorrem como tal, no ingls moderno
importante tambm lembrar que forte a presena de vocbulos de origem latina no ingls,
sendo que a porcentagem de ocorrncia dessas palavras como falsos cognatos, em relao ao por-
tugus, insignificante menos de 0,1%. Portanto, o iniciante no aprendizado de ingls no deve
preocupar-se com qualquer probabilidade de erro ao interpretar palavras do ingls parecidas com
palavras do portugus.
INGLS PORTUGUS
Actually (adv) na verdade ..., o fato que ...
Adept (n) especialista, profundo conhecedor
Agenda (n) pauta do dia, pauta para discusses
Amass (v) acumular, juntar
Anticipate (v) prever; aguardar, ficar na expectativa
Application (n) inscrio, registro, uso
Appointment (n) hora marcada, compromisso profissional
Appreciation (n) gratido, reconhecimento
Argument (n) discusso, bate-boca
Assist (v) ajudar, dar suporte
Assume (v) presumir, aceitar como verdadeiro
Attend (v) assistir, participar de
Audience (n) plateia, pblico
Balcony (n) sacada
Baton (n) batuta (msica), cacetete
Beef (n) carne de gado
Cafeteria (n) refeitrio tipo universitrio ou industrial
Camera (n) mquina fotogrfica
2
Carton (n) caixa de papelo, pacote de cigarros (200)

Casualty (n) baixa (morte fruto de acidente ou guerra), fatalidade
Cigar (n) charuto
Collar (n) gola, colarinho, coleira
College (n) faculdade, ensino de 3 grau
Commodity (n) artigo, mercadoria
Competition (n) concorrncia
Comprehensive (adj) abrangente, amplo, extenso
Compromise (v) entrar em acordo, fazer concesso
Contest (n) competio, concurso
Convenient (adj) prtico
Costume (n) fantasia (roupa)
Data (n) dados (nmeros, informaes)
Deception (n) logro, fraude, o ato de enganar
Defendant (n) ru, acusado
Design (v, n) projetar, criar; projeto, estilo
Editor (n) redator
Educated (adj) instrudo, com alto grau de escolaridade
Emission (n) descarga (de gases, etc.)
Enroll (v) inscrever-se, alistar-se, registrar-se
Eventually (adv) finalmente, consequentemente
Exciting (adj) empolgante
Exit (n, v) sada, sair
Expert (n) especialista, perito
Exquisite (adj.) belo, refinado
Fabric (n) tecido
Genial (adj) afvel, aprazvel
Graduate program (n) Curso de ps-graduao
Gratuity (n) gratificao, gorjeta
Grip (v) agarrar firme
Hazard (n,v) risco, arriscar
Idiom (n) expresso idiomtica, linguajar
Income tax return (n) declarao de imposto de renda
Ingenuity (n) engenhosidade
Injury (n) ferimento
Inscription (n) gravao em relevo (sobre pedra, metal, etc.)
3
Intend (v) pretender, ter inteno

Intoxication (n) embriaguez, efeito de drogas
Jar (n) pote
Journal (n) peridico, revista especializada
Lamp (n) luminria
Large (adj) grande, espaoso
Lecture (n) palestra, aula
Legend (n) lenda
Library (n) biblioteca
Location (n) localizao
Lunch (n) almoo
Magazine (n) revista
Mayor (n) prefeito
Medicine (n) remdio, medicina
Moisture (n) umidade
Motel (n) hotel de beira de estrada
Notice (v) notar, aperceber-se; aviso, comunicao
Novel (n) romance
Office (n) escritrio
Parents (n) pais
Particular (adj) especfico, exato
Pasta (n) massa (alimento)
Policy (n) poltica (diretrizes)
Port (n) porto
Prejudice (n) preconceito
Prescribe (v) receitar
Preservative (n) conservante
Pretend (v) fingir
Private (adj) particular
Procure (v) conseguir, adquirir
Propaganda (n) divulgao de ideias/fatos com intuito de manipular
Pull (v) puxar
Push (v) empurrar
Range (v) variar, cobrir
Realize (v) notar, perceber, dar-se conta, conceber uma ideia
Recipient (n) recebedor, agraciado
4
Record (v, n) gravar, disco, gravao, registro

Refrigerant (n) substncia refrigerante usada em aparelhos
Requirement (n) requisito
Resume (v) retomar, reiniciar
Rsum (n) curriculum vitae, currculo
Retired (adj) aposentado
Senior (n) idoso
Service (n) atendimento
Stranger (n) desconhecido
Stupid (adj) burro
Support (v) apoiar
Tax (n) imposto
Trainer (n) preparador fsico
Turn (n, v) vez, volta, curva; virar, girar
Vegetables (n) verduras, legumes Atualmente nowadays, today, currently
Adepto supporter
Agenda appointment book; agenda
Amassar crush
Antecipar to bring forward, to move forward
Aplicao (financeira) investment
Apontamento note
Apreciao judgement
Argumento reasoning, point
Assistir to attend, to watch
Assumir to take over
Atender to help; to answer; to see, to examine
Audincia court appearance; interview
Balco counter
Batom lipstick
Bife steak
Cafeteria coffee shop, snack bar
Cmara tube (de pneu) chamber (grupo de pessoas)
Carto card
Casualidade chance, fortuity
Cigarro cigarette
Colar necklace
5
Colgio (2 grau) high school

Comodidade comfort
Competio contest
Compreensivo understanding
Compromisso appointment; date
Contexto context
Conveniente appropriate
Costume custom, habit
Data date
Decepo disappointment
Advogado de defesa defense attorney
Designar to appoint
Editor publisher
Educado with a good upbringing, well-mannered, polite
Emisso issuing (of a document, etc.)
Enrolar to roll; to wind; to curl
Eventualmente occasionally
Excitante thrilling
xito success
Esperto smart, clever
Esquisito strange, odd
Fbrica plant, factory
Genial brilliant
Curso de graduao undergraduate program
Gratuidade the quality of being free of charge
Gripe cold, flu, influenza
Azar bad luck
Idioma language
Devoluo de imposto de renda income tax refund
Ingenuidade naivet / naivety
Injria insult
Inscrio registration, application
Entender understand
Intoxicao poisoning
Jarra pitcher
Jornal newspaper
6
Lmpada light bulb

Largo wide
Leitura reading
Legenda subtitle
Livraria book shop
Locao rental
Lanche snack
Magazine department store
Maior bigger
Medicina medicine
Mistura mix, mixture, blend
Motel love motel, hot-pillow joint, no-tell motel
Notcia news
Novela soap opera
Oficial official
Parentes relatives
Particular personal, private
Pasta paste; folder; briefcase
Polcia police
Porta door
Prejuzo damage, loss
Prescrever expire
Preservativo condom
Pretender to intend, to plan
Privado private
Procurar to look for
Propaganda advertisement, commercial
Pular to jump
Puxar to pull
Ranger to creak, to grind
Realizar to carry out, make come true, to accomplish
Recipiente container
Recordar to remember, to recall
Refrigerante soft drink, soda, pop, coke
Requerimento request, petition
Resumir summarize
7
Resumo summary
Retirado removed, secluded
Senhor gentleman, sir
Servio job
Estrangeiro foreigner
Estpido impolite, rude (Rio Grande do Sul)
Suportar (tolerar) tolerate, can stand
Taxa rate; fee
Treinador coach
Turno shift; round
Vegetais plants
PORTUGUS INGLS
Atualmente nowadays, today, currently
Adepto supporter
Agenda appointment book; agenda
Amassar crush
Antecipar to bring forward, to move forward
Aplicao (financeira) investment
Apontamento note
Apreciao judgement
Argumento reasoning, point
Assistir to attend, to watch
Assumir to take over
Atender to help; to answer; to see, to examine
Audincia court appearance; interview
Balco counter
Batom lipstick
Bife steak
Cafeteria coffee shop, snack bar
Cmara tube (de pneu) chamber (grupo de pessoas)
Carto card
Casualidade chance, fortuity
Cigarro cigarette
Colar necklace
Colgio (2 grau) high school
Comodidade comfort
8
Competio contest
Compreensivo understanding
Compromisso appointment; date
Contexto context
Conveniente appropriate
Costume custom, habit
Data date
Decepo disappointment
Advogado de defesa defense attorney
Designar to appoint
Editor publisher
Educado with a good upbringing, well-mannered, polite
Emisso issuing (of a document, etc.)
Enrolar to roll; to wind; to curl
Eventualmente occasionally
Excitante thrilling
xito success
Esperto smart, clever
Esquisito strange, odd
Fbrica plant, factory
Genial brilliant
Curso de graduao undergraduate program
Gratuidade the quality of being free of charge
Gripe cold, flu, influenza
Azar bad luck
Idioma language
Devoluo de imposto de renda income tax refund
Ingenuidade naivet / naivety
Injria insult
Inscrio registration, application
Entender understand
Intoxicao poisoning
Jarra pitcher
Jornal newspaper
Lmpada light bulb
Largo wide
9
Leitura reading
Legenda subtitle
Livraria book shop
Locao rental
Lanche snack
Magazine department store
Maior bigger
Medicina medicine
Mistura mix, mixture, blend
Motel love motel, hot-pillow joint, no-tell motel
Notcia news
Novela soap opera
Oficial official
Parentes relatives
Particular personal, private
Pasta paste; folder; briefcase
Polcia police
Porta door
Prejuzo damage, loss
Prescrever expire
Preservativo condom
Pretender to intend, to plan
Privado private
Procurar to look for
Propaganda advertisement, commercial
Pular to jump
Puxar to pull
Ranger to creak, to grind
Realizar to carry out, make come true, to accomplish
Recipiente container
Recordar to remember, to recall
Refrigerante soft drink, soda, pop, coke
Requerimento request, petition
Resumir summarize
Resumo summary
Retirado removed, secluded
10
Senhor gentleman, sir

Servio job
Estrangeiro foreigner
Estpido impolite, rude (Rio Grande do Sul)
Suportar (tolerar) tolerate, can stand
Taxa rate; fee
Treinador coach
Turno shift; round
Vegetais plants
EXERCICIOS
Child Labor
An estimated 246 million children are engaged in child labor worldwide. Of those, approxima-
tely three-quarters (171 million) work in hazardous situations or conditions, such as working with
pesticides in agriculture or working with dangerous machinery. They are everywhere but they are
invisible, working in homes, shops and plantations. Millions of girls who work as unpaid domestic
servants are vulnerable to exploitation and abuse. Millions of others work under horrific circums-
tances: they are trafficked (12 million), forced into several forms of slavery (57 million), into prosti-
tution and pornography(18 million), into participating in armed conflict (0,3 million) or other illicit
activities (0,6 million). However, the vast majority of child laborers 70 per cent or more work
in agriculture. The Brazilian Household Survey (Pesquisa Nacional por Amostra de Domiclios
PNAD) which was published in October 2002 confirmed that 2.9 million children between the ages
of 5 and 15 still worked in Brazil. In 1992 there were about 8 million laboring children and in 1995
that number dropped to about 4.5 million.
Challenge, Richmond Publishing
01. The expression, they are invisible means that:
a) People cannot see the children.
b) People do not know where those children are.
c) The children themselves are unnoticed by people.
d) The children have the strange ability to hide from sight.
e) People are trying to help them, but they hide from them.
02. How many children were working in agriculture in Brazil during 2002, according to the text:
a) 18 million.
b) 8 million.
c) 2.9 million.
d) 4.5 million.
e) 70 million.
03. The word hazardous, presente in the text, could possibly have the same meaning as:
a) Free.
b) Easy.
c) Difficult.
d) Dangerous.
11
e) Dark.
GABARITO
01 C
02 C
03 D
12
CONTEDO PROGRAMTICO
NDICE
Palavras-chave .....................................................................................................................................................2
1
Palavras-chave
As palavras-chave so imprescindveis para a compreenso do texto, porque tm relao direta
com o assunto tratado. Tais palavras so de fcil identificao, pois uma de suas caractersticas a
repetico ao longo do texto. Alm disso, so em geral substantivos classe de palavras que contm
muito significado. O reconhecimento das palavras-chave nos auxilia a identificar o assunto e a cons-
truir o significado do texto. Portanto, devemos sempre procurar identific-las para facilitar/otimizar
a compreenso, durante o processo de leitura.
EXERCCIOS
Culture Shock
Adjusting to a new culture and way of life is both exciting and challenging you will experience
some highs and lows during your time abroad. During these times of difficulty, just remind yourself
that these cultural differences are the reason we all love to travel to experience the unknown!
Remember its just a phase! As you adjust to the routine of daily life, that initial sense of adventu-
re will wear off. During this phase you may start to miss your friends and families. During this
time, you may find it hard to keep a positive attitude. You may be tempted to withdraw from people
around you or even become hostile. At this point it is helpful to know that for most people this phase
doesnt last too long.
Challenge, Richmond Publishing
01. The text refers in general to:
a) Personal experiences that come to a bitter end.
b) Personal experiences related to work challenges.
c) Experiences lived by people in every situation.
d) Experiences related to the difficulty of adapting abroad.
e) Situations that are mostly negative in which refers living abroad.
02. The expression Remember its just a phase! could probably mean that:
a) The situation is for sure impossible to change.
b) The situation can change or not according to the person.
c) The situation will definitely change.
d) The situation wont change unless you look for help.
e) The situation might change in some years.
03. Reading again the text, we can infer the person will experience, when living abroad:
I. a feeling of excitement and happiness;
II. a feeling of depression and loneliness;
III. a feeling of hostility and loneliness;
According to the text:
a) Only II is correct.
b) I and II are correct.
c) I and III are correct.
d) II and III are correct.
e) Only III is correct.
GABARITO
01 D
2
02 C
03 C
3
CONTEDO PROGRAMTICO
NDICE
Grupos Nominais ................................................................................................................................................2
1
Grupos Nominais
Os grupos nominais so formados por um ncleo (substantivo) e por um ou mais modificadores
(que podem ser substantivos). Em portugus, os modificadores geralmente aparecem DEPOIS
do ncleo, como em escndalos financeiros. Em ingls, porm, os modificadores quase sempre
aparecem ANTES do ncleo: financial scandals. Por isso, importante observar que, em ingls,
o ncleo ser quase sempre a ltima palavra do grupo nominal. Nos trs grupos nominais a
seguir, os ncleos so, respectivamente, complex, teacher e women:
A The biggest industrial Latin American complex.
B My new Mathematics teacher.
C Three beautiful women.
Algumas vezes, entretanto, o grupo nominal poder incluir uma proposio (in, on, at, of, for,
etc.); nesses casos, o ncleo ser o que precede a preposio. Exemplos: the colour of his hair; the
funny picture on the blackboard; the fear in her voice.
Algumas siglas, a seguir, so grupos nominais:
IMF (International Monetary Fund)
EU (European Union)
UNO(United Nations Organization)
Ieoh Min g Pei was born in Guagdong, China, in 1917. I.M. Pei, as he is usually known, was a
child prodigy. When he was only 17, he went to the United States to study architecture. He graduated
from both MIT and Harvard Graduate School of Design. He also taught architecture at Harvard. In
1951, he was awarded a special prize called a Traveling Fellowship. He used it to visit Britain, France,
Italy, and Greece. When he returned to the United States in 1954, he became a U. S. citizen. He got
his lucky break in 1964 when he was asked by Jacqueline Kennedy to design the John F. Kennedy
Library in Boston.
Since then, I. M. Pei has designed many of the worlds most recognized buildings and landmarks.
In 1983, he was chosen by French President Mitterand to expand and modernize the Louvre Museum
in Paris. Peis design made it the worlds largest museum. His addition of three glass pyramids to its
entrance became world famous immediately. During the 1980s and 1990s, he was commissioned to
work on several more museums In Cleveland, Ohio; in Kyoto, Japan; in Berlin, Germany; and in
Luxemburg. But perhaps his most famous creation is his native land the 70-story Bank of China
building in Hong Kong.
EXERCCIOS
01. I.M. Pei is a citizen of:
a) China.
b) France.
c) The United States.
d) Mexico.
e) Brasil.
02. In 1951, his prize allowed him to:
a) Study and teach at Harvard.
b) Travel around Europe.
c) Return to United States.
2
d) Have a scholarship in Taipei.

e) Begin a walkabout in Filipines.
03. The entrance of Louvre is well known because:
a) Its very large.
b) It looks very expensive.
c) It has three glass pyramids.
d) It has a painting of Mona Lisa.
e) It has the statue of David in front of it.
04. I.M. Pei has also designed a museum in:
a) Kyoto.
b) Boston.
c) Hong Kong.
d) Shanghai.
e) Stocholm.
05. What is the best definition for I.M. Pei, according to the text:
a) Smart.
b) Fast.
c) Genious.
d) Important.
e) Lazy.
GABARITO
01 C
02 B
03 C
04 A
05 C
3

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AlfaCon Concursos Pblicos

Pronomes E Suas Categorias

Pronome Pessoal do caso reto Pronome Pessoal do caso

I (Eu) Me (me, mim)

You ( voc, tu) You (-lhe, o, a, lo, la,

We (Ns) Us (-nos, ns)

You (vocs) You(-lhes, os, as, los,

They (eles, elas) Them (-lhes, os, as , los,

Possessivos (pronomes e adjetivos)

Adjetivo Possessivo S Pronome Possessivo

Our (nosso(s), nossa(s)) OurS(nosso(s), nossa(s))

Your (seus, suas) YourS (seus, suas)

Their (seus, suas, deles, TheirS (seus, suas, deles, delas)

Yourself You You Your Yours

Himself He Him His His

Herself She Her Her Hers

Itself It It Its Its

Ourselves We Us Our Ours

Yourselves You You Your Yours

Themselves They Them Their Theirs

Os pronomes reflexivos so responsveis por apresentarem sujeitos, os quais so objetos das

Tempos Verbais Presente Simples: Afir-

Present Simple (Presente Simples)

Nos verbos terminados em Y precedidos de consoante, troca-se o Y por IES HE/SHE/IT no

Exemplos: She has many problems. (Ela tem muitos problemas.)

I (Eu) STUDY EVERY DAY. Eu estudo todos os dias.

You (Voc) NEED MORE PRACTICE. Voc precisa de mais prtica

We (Ns) WANT MORE MONEY. Ns queremos mais dinheiro.

You (Vocs) WORK EVERY NIGHT. Vocs trabalham todas as

They (Eles, Elas) LIKE THEIR JOBS. Eles(as) gostam de seus

He (Ele) PREFERS BLONDES Ele prefere loiras.

She (Ela) KISSES HER BOYFRIEND. Ela beija seu namorado/o

It (Ele, Ela) EATS MEAT. Ele(a) come carne.

O VERB2 e VERB3 terminaro em ED para a maioria dos verbos em ingls (chamados de

Did I work1 ? Eu trabalhei? Did I go1 ? Eu fui?

Eles no trabalharam They didn't go1 Eles no foram

DID + NOT = DIDN'T

Passado Perfeito Negativo

Fique Ligado: vocabulary

05. Quantos visitantes so aguardados ao evento?

Fique ligado: Vocabulary

Are they? Vocs so / esto?

01. De acordo com o texto,

02. De acordo com o texto, os autores favoritos dos argentinos so:

01. We can say about the text that:

FORMAS PRESENT PERFECT SIMPLE

I, YOU, WE, THEY+HAVE+ PAST PARTICIPLE VERB+PRED.

I,YOU,WE,THEY+HAVE+NOT+PAST PARTICIPLE VERB+PRED.

Fique ligado: Vocabulrio

INTERROGATIVA (VOC TEM ESTADO ESTUDANDO MUITO NOS LTIMOS DIAS?)

NEGATIVA (EU NO TENHO TE VISTO H MUITO TEMPO.)

I, YOU, WE, THEY+ WILL + HAVE+ PAST PARTICIPLE VERB +PRED.

INTERROGATIVA (EU TEREI PASSADO EM UM ANO?)

I,YOU,WE,THEY+WILL NOT HAVE+ +PAST PARTICIPLE VERB +PRED.

NEGATIVA (EU NO TEREI PASSADO EM UM ANO.)

HE,SHE,IT+WILL+NOT+HAVE PAST PARTICIPLE VERB+PRED.

01. Assinale a alternativa CORRETA de acordo com o texto.

Voz passiva e there to be

01. According to the text, the Moon can be considered as:

a) I and III are correct.

Quantificadores Some, Any, No, None E Formas Compostas

Body / one (pessoa)

01. According to the text:

a) Facebook has 900 million false users.